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Last Updated: 1 day ago
2748 S Waterview Dr, Saratoga Springs UT 84045
From $333,990
Why 'From' pricing?
New homes can be personalized to your needs and taste.
Builders pricing can vary greatly. Builders display base pricing because you have not selected your options and upgrades yet and some homes may indicate that the land cost is not included.
Stonebrook II- LT (3571 sq. ft.) is a home with 3 bedrooms, 2 bathrooms and 2-car garage. Features include master bed downstairs.
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2748 S. Waterview Dr, Saratoga Springs, UT 84045
Lakeside at Talons Cove
Located directly along the west shoreline of Utah Lake, the phrase, "home with a view" is literally what you will find in this Saratoga Springs community. Many of our lots also back the beautiful green of Talons Cove Golf Course. Get a great view for less than you'd expect on some of the most coveted real estate in the area! Choose from 11 different floor plans featuring five ramblers and six two-story home plans. These floor plans are among the best in Woodside's 40-year history of building homes in the Utah area. Homes will maximize savings and energy efficiency beyond federal standards. Located 30 minutes from Provo and 45 minutes from downtown Salt Lake, experience the quiet of Saratoga with great access. Saratoga Springs is also one of the fastest growing cities in Utah offering great potential appreciation on your home. Contact us to set an appointment, tour our models, or to find out more about the other move-in ready homes we have available for you!Visit the website Free brochure
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Skjervoy wins $845,000 in one session
Last night was an action-packed night at the high-stakes cash tables on Full Tilt Poker as Cardrunners instructor skjervoy dominated the action to finish with a profit of $845,000.
All week skjervoy has been battling against cadillac1944 in heads-up PLO games but last night both players took it to a different level playing 243 hands at $500/$1,000 stakes with the largest pot being a staggering $407,146 – enough for a lovely house! When all was said and done it was skjervoy who finished the heads-up battle with a profit of just over $600k.
But skjervoy wasn't finished yet.
He moved on to a Six-Game $300/$600 PLO match against Patrik Antonius, Ilari 'Ziigmund' Sahamies, David Benefield and Niki Jedlicka where he managed to win another $228k giving him a $845k winning day, meaning he is now up $1.2 million on Full Tilt this year.
Who is skjervoy on Full Tilt Poker?
Skjervoy's real name is Andreas Torbergsen and as you can probably guess he is from Norway. It was his father who introduced him to poker and as a 19-year old he participated in a regular weekly game with friends. In 2005 Andreas began taking the game serious and built a bankroll after playing small stakes Pot-Limit Omaha games in Las Vegas. By 2006 he was playing the $2,000 PLO games on PartyPoker which were notorious for how easy they were to beat. Andreas went on to build his bankroll and move to higher stakes, now playing in the highest stake games available online against the best poker players in the world and he is also one of the top instructors at Cardrunners which is the best poker training site available.
Other Who Is Articles:
– Who is deprimiert on Full Tilt?
– Who is harrington25 on Full Tilt?
– Who is Isildur1 on Full Tilt?
Are you interested in joining Full Tilt Poker where you can watch the pro's play the highest stakes games available online? Remember to use Full Tilt Poker bonus code PSR100 to receive a 100% up to $600 deposit bonus.

subset: commoncrawl


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Espa ol
The 19th Edition of Porretta soul Festival, tribute to Otis Redding, will take place in Porretta Terme from the 20th to the 23rd of July 2006. It will be a tribute to the big Soul and Rhythm & Blues cities, Memphis & New Orleans.
Memphis will be represented, in cooperation with Stax Museum of American Soul Music, by performances of the Bar-kays, Shirley Brown, J.Balckfoot, the Soul Children and the Memphis Horns. The Neville Brothers, Irma Thomas and the young phenomenon, the heir of Dr. John, Davell Crawford will be on stage to represent New Orleans.
The new edition will also feature a night dedicated to the new European voices of Soul Music. www.porrettasoul.it
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Tell everyone about voting. At this stage I haven't confirmed the voter's prize but I will definitely be awarding something pretty cool, I'm just waiting on someone to get back to me. Voters will be placed on a list and chosen randomly.
As for the winner and runner up prizes for the poetry, it's either one of these:
Cyclismas - The Peter Sagan Velvet Samurai T-Shirt
Or a polka dot cycling cap from Rocket Fuel:
In the spirit of this competition, please note, if you do want to vote yourself and you've won more than one stage so far, please make one of the votes for someone else.
Voting closes Thursday morning (26th July) here in Oz, so sometime during Wednesday everywhere else. I will announce it on Thursday evening or Friday. You will find out if you have won or not.
Ok the finalists:
198 men shouted "I Am Spartacus!" with every turn of the crank but in the end Fabian was fabulous, and maket his way into yellow.
Stage 1:
A Viking stowaway looks on as Sagan pirates Captain Fabs' sail, and California dreamin' crosses The Pond for a maiden Grand Boucle.
Stage 3:
brassyn7:27am via web


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Israel's Biggest Danger
Zakaria, Fareed, Newsweek
Byline: Fareed Zakaria
Today they're 20 percent of the country's population. Demographers predict they'll be 25 percent by 2025.
Even before a new coalition could emerge, Israel's latest election was historic. It marked the collapse of Labor, the party that can plausibly claim to have founded Israel and produced its most celebrated prime ministers, from David Ben-Gurion (as head of Labor's predecessor, Mapai), through Golda Meir to Yitzhak Rabin. The last vestige of old Labor is Shimon Peres, who--with fitting irony--is the country's president only because he quit the party. Israel's political spectrum is now dominated by three right-wing groups: Likud, Kadima (the Likud offshoot founded by Ariel Sharon) and Yisrael Beytenu, a party of Russian immigrants. But while most commentators focus on the future of the peace process and the two-state solution, a deeper and more existential question is growing within the heart of Israel.
It's a question posed by the election's biggest winner: Avigdor Lieberman. His Yisrael Beytenu party won 15 seats, placing third but gaining enormous swing power in the Israeli system. Whether or not the new government includes him, Lieberman and his issues have moved to center stage. As fiercely as he denounces the Palestinian militants of Hamas and Hizbullah, his No. 1 target is Israel's Arab minority, which he has called a worse threat than Hamas. He has proposed the effective expulsion of several hundred thousand Arab citizens by unilaterally redesignating some northern Israeli towns as parts of the Palestinian West Bank. Another group of several hundred thousand could expect to be stripped of citizenship for failing to meet requirements such as loyalty oaths or mandatory military service (from which Israel's Arabs are currently exempt). The New Republic's Martin Peretz, a passionate Zionist and critic of the peace movement, calls Lieberman a "neo-fascist -- a certified gangster -- the Israeli equivalent of [Austria's] Jorg Haider." No liberal democracy I know of since World War II has disenfranchised or expelled its own citizens.
Today's Arab Israelis are descendants of roughly 160,000 Arabs who stayed in the lands that became Israel in 1948. Their number now stands at 1.3 million, 20 percent of Israel's total population, and demographers predict that by 2025 they'll be a quarter of the country's people. Aside from their military exemption, they have the same legal rights and obligations as all other Israeli citizens. But they face discrimination in many aspects of life, including immigration, land ownership, education and employment. "This inequality has been documented in a large number of professional surveys and studies, has been confirmed in court judgments and government resolutions, and has also found expression in reports by the state comptroller and in other official documents," retired High Court justice Theodor Or concluded in an official investigation of the second intifada. …


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Dodge County, WIHome Menu
Gold Star Memorial Trail
15 Miles (Mayville to Beaver Dam)
Connecting Communities and Remembering
Gold Star Memorial Trail Website - News, Events, Support and much more!
Facebook - Gold Star Memorial Trail
The Gold Star Memorial Trail (GSMT) is an exciting initiative progressing in Dodge County, Wisconsin that will provide an important recreational trail facility for the citizens of Dodge County and its visitors and serve as a memorial to fallen service members of Dodge County. The proposed trail will stretch from the City of Beaver Dam to the City of Mayville, traversing approximately 15 miles. The trail will be for non-motorized use, primarily biking and hiking, and will provide opportunities for cross-country skiing and snowshoeing in the winter months. The trail connection between the cities of Beaver Dam and Mayville would provide important non-motorized trail links to the Horicon Marsh State Wildlife Area and its world class Education and Visitor Center (opening in 2015), the City of Horicon, the Wild Goose State Trail and Nitschke Mounds County Park. Most of the trail is projected to be 10' wide, asphalt paved and located within highway right of ways separated from vehicle travel lanes.
Recent local grass roots support for this project has been the catalyst to jump start this long proposed trail development plan. Citizens, business leaders and Gold Star Families from Mayville to Beaver Dam and surrounding areas have formed a project committee and partnered with Dodge County and the Friends of Dodge County Parks, Inc. to lay the foundation for and carry out the funding, planning, development and future maintenance of the proposed trail.
The trail project is generally broken into 5 phases or segments. These phases can be accomplished in any order or concurrently with one another as funding is available and alignments are finalized. Each phase is locally important on their own. However, when combined, they create a significant regional connection between communities. At this time, Phase I from Mayville to the Horicon Marsh Education and Visitor Center is the main priority due to an established local steering committee and the advanced stage of planning and fundraising efforts. The attached maps provide basic layout and information on each phase.
- About 40-50% of Dodge County residents and potentially hundreds of thousands of visitors to the Horicon Marsh area would have easy access to the trail.
- Improved and safer biking and hiking transportation connectivity between Dodge County communities - reducing automobile trips
- Improved access to healthy lifestyle activities and recreational pursuits for current and future generations
- Enhanced economic development as a regional tourism resource
- Opportunity for partnerships, collaborations and cooperation across local, County, State and Federal governments and agencies, organizations, foundations, businesses, individuals, etc.
- Remembering and honoring those local heroes that made the ultimate sacrifice – since 1991, Dodge County has lost 6 service members from the communities which are to be linked by this trail.


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In a few weeks our other goat Rosie is due to have her first kid/s. She is enormous, but she always has a bit of a belly, so its hard to say if its multiples or just her! She certainly has slowed down in the last week or so, but still defiant in her escape from the paddock. We have been trying very hard to keep the goats in their paddock (they free range on all our land - mostly just around us- so all the gardens have to be fenced off from them, rather than them being like normal livestock... We added an electric wire about 30cm above ground level and the same out from the main fence to try and keep them in, plus poly droppers (2 between each set of posts) to hold the wires tight together so they can't just walk through the fence. Its just a 6 strand plain wire fence, which is just not enough to keep goats in. With the imminent arrival of at least one new goat (Rosie's baby/s) we really want them to stay in the paddock as while 2 goats hanging around isn't too bad, 3-4 is going to be a bit much, particularly as they tend to follow me when I go walking the dogs...
For the last few months we have been discussing getting a Jersey cow for milk, mostly for the cream content, so we can make butter. We have come close to buying one, but we are going to wait a bit longer (for starters we HAVE to solve the goat fence troubles!), to set up a dairy shed and do more fencing. My parents brought us some raw Jersey milk from a farm, so I just had to have a try at making butter. We just poured off some of the cream (approximately 700mL) into a pyrex jug and then beat it with a handheld beater. It took a while to turn (probably because the cream was fresh) but it did turn eventually, and I made about 150g of butter. It was nice to have a go before we invest in a cow, just to be sure I can do it. Before we buy a cow we will have to buy or make a churn, butter paddles and I'm hoping to get a butter mould so I can make 'pretty' butter.
|My first go at making butter, delicious!
My father just returned from a trip to Switzerland, and I asked him to pick up a few goat bells and cow bells. So he brought home 2 new goat bells for our 2 goats and 2 second hand bells (one small and one big) for our cows when we eventually get them. I can't wait to put the bells on the goats, but it'll have to wait till we get new collars, as they wont fit on the ones they wear now.
|One of the new goat bells
The bells were traditionally put on cows and goats when they were taken up to the high meadows of the Swiss alps, so that the cow/goatherd would know where the animals were, so none could run away. The best milker wore the biggest bell, and there were often celebrations when the cows/goats went up to the alps in spring and then again on their return in autumn.
|selection of cow and goat bells from Switzerland


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Module 6 Reflection
This course (EDTECH 522) has exposed me to several pedagogical concepts especially relevant to adult learners. Most notably is the concept of Andragogy by Malcom Knowles which related to psychological and educational theories such as progressivism, naturalism, constructivism, problem-based learning and motivation. Andragogy posits several key learning attributes of adult learners such as: Need to know; Self-Concept; Experience; Readiness to learn; Orientation to learning and; Motivation to learn.
Although these key attributes are useful, it is instructive that the approach used for instruction should still consider the levels of self-directness, motivation, and experience of the individual learner.
Another concept which was relevant was that of the Community of Inquiry. The elements to create this community being cognitive presence, social presence and instructor presence were useful not only for adult learning but in any educational environment if learning outcomes are to be maximized.
One instructional approach that this course highlighted was the flipped classroom. Although, I have read about the flipped classroom and the concept of blended learning, it was interesting to read the real-life experiences of instructors in the course who have attempted the flipped classroom and blending a course. These have informed my opinion that the flipped classroom is an instructional strategy whereas blended learning is a model of delivery for instruction.
Regardless, research suggest there are educational gains from adopting such approaches and any good instructor would be wise to incorporate them within their instruction.
From the theories to concepts to approaches considered, any instruction should be evaluated. I was particularly interested in the various rubrics available for evaluating blended and online courses such as the Quality Matters and SREB rubrics.
These rubrics were shared with colleagues since the institution I work at is set to formally launch a blended learning policy initiative which promises to be transformative.
Throughout the course, I have created several artifacts which encompassed technological and pedagogical skills. The rich media tutorial and online module development were two such artifacts. The skills developed will prove useful in providing further support to my colleagues at the institution at which I work.
Reflection – Online Course Design
How did you use your understanding of Andragogy or adult learning theory in designing this lesson?
Andragogy is described by Malcolm Knowles (1992) as "a learner-centered approach to learning in which the adult learner determines the goals for learning and how they will be achieved." The assumptions that describe the key attributes of adults such as their need to know, self-concept, experience, readiness to learn, orientation to learning, and motivation to learn were taken into consideration in the design of my lesson on Teaching and Learning with Multimedia.
The lesson was targeted towards course instructors at a higher-education institution who would be interested in utilizing the technological tools available to them to maximize teaching and learning. Instructors would bring a wealth of teaching experiences to the course, however, may have only been exposed in a limited way to the affordances of multimedia in teaching and learning.
Thus, the course was not designed solely as a hands-on tutorial showcasing the features of a particular tool but it provided a theoretical background on how the brain works and how multimedia principles can affect the brain leading to enhanced learning.
What instructional strategies you applied and how does your design address the cognitive, instructor and social presence?
The course was delivered as a blended online course being a mix of synchronous and asynchronous activities. Direct instruction was the primary teaching strategy employed facilitating interaction between instructor and learner, however, there was also ample opportunity for learners to interact amongst themselves.
The success of blended learning over fully online learning have convinced me that a more effective design approach is to utilize elements of synchronous communication for teaching at various points during the course, thus, a live online session using Zoom web-conferencing tool was included.
Web-conferencing can easily facilitate information exchange and allows for more dynamic communication due to immediate interaction, in the absence of any physical face-to-face interaction. The asynchronous elements of the course were intended to foster more in-depth thinking.
When combined as with my blended course, the synchronous and asynchronous elements developed a community of inquiry by facilitating cognitive, social and instructor presence and also reduced transactional distance.
Overall, what was the most difficult in creating this Moodle lesson?
The most difficult part of creating an online lesson is being consistent across all content that is created since learners may be viewing course material individually, information must be conveyed in a simple, accurate and concise manner.
How did you solve problems as they came up? What are your thoughts on online teaching now that you have created an online lesson? What was the most rewarding thing about this project?
I didn't encounter any problems of a technical nature because I function as a support to faculty and the learning management system we use is Moodle – the same that was required for the assignment, however, knowing what is best practice to facilitate learners may lead to a course design that you constantly want to tinker with to improve but there is always the constraint of time.
For example, a typical online course must follow all the pedagogical aspects of having a goal and related objectives and ensuring that any activities and assessments align to the objectives. But that is only the first part of online teaching. You then require technological tools that can facilitate what you require from learners. But that is not the end. The principles of accessibility, multimedia learning, community of inquiry and andragogy (if you are teaching adults) still have to be considered. This is considerably more difficult in an online environment as opposed to a face-to-face environment.
However, it is rewarding to see how all the elements of your course fit together like pieces to a puzzle and be finally ready for delivery to learners.
Community of Inquiry: Online Learning Tools
This module grabbed my interest as it explored the elements that form a community of inquiry, those being cognitive presence, social presence and instructor presence in an online setting.
Garrison, Anderson, and Archer (2001) describes cognitive presence as "the extent to which the participants in any particular configuration of a community of inquiry are able to construct meaning through sustained communication."
In my opinion, cognitive presence results from the various interactions that go beyond surface learning. This occurs if critical thinking is required and thus instructors should provide activities that lead to such.
I view social presence as providing a safe environment for cognitive presence to occur. In a safe environment, divergent views are encouraged amongst learners.
Both cognitive presence and social presence need the ever-important instructor. Therefore, instructor presence is critical as a facilitator of cognitive and social presence not only by providing the tools and activities that encourage social and cognitive presence but by the various instructor-learner interactions.
Since this course is focused on online learning, instructors will be well-served if there is harmony in the elements of the community of inquiry their course.
Many tools were presented by colleagues that can be used to enhance these elements to varying degrees.
I was quite attracted by the uniqueness of the presentations on Virtual Worlds especially Second Life.
From the View-Master to the Oculus Rift, virtual reality seems to be an innovative strategy to be used in education. When coupled with virtual worlds, learners may no longer need to imagine things but may be immersed in virtual environments that can provide experiences that otherwise would not be possible.
As technology changes, so too would our expectations of their affordances. If we were to cast our minds back to when Personal Computers became popular, maybe a basic text editor like Notepad and a floppy diskette could have been regarded as tools to allow for collaboration amongst learners thereby enhancing cognitive presence. At present such a tool would not even be mentioned to enhance any element in a community of inquiry. This should remind us that technological devices are merely tools to facilitate the underlying pedagogy.
Question 1 & 2
What are the primary criticisms of andragogy and where do you stand on the issue(s)?
Summarize the six key assumptions about adult learners as described by Malcolm Knowles and discuss their implications for teaching adult learners online.
Andragogy, as defined by Malcolm Knowles, is the art and science of helping adults learn. This contrast with pedagogy which Knowles defined as the art and science of teaching children. For Knowles, this was a fundamental distinction between pedagogy and andragogy.
Knowles developed four (4) principles and six (6) key assumptions about andragogy.
Four (4) Principles of Andragogy
Knowles suggested four (4) principles that are applicable to andragogy.
- Adults need to be involved in the planning and evaluation of their instruction.
- Experience (including mistakes) provides the basis for the learning activities.
- Adults are most interested in learning subjects that have immediate relevance and impact to their job or personal life.
- Adult learning is problem-centered rather than content-oriented.
Six (6) Key Assumptions about Adult Learners
Knowles' posited six (6) assumptions about adult learners to support his theory of andragogy. These were:
Self-concept: adults tend to resist situations in which they feel that others are imposing their wills on them.
Experience: adults tend to come into adult education with a vast and rich amount of prior experience compared to that of children.
Readiness to learn: adults' readiness to learn is oriented to the development task of his/her social roles given the topic is relevant.
Orientation to learn: adults are motivated to the extent in which they perceive that the knowledge in which they are acquiring will help them perform a task or solve a problem in real life.
Motivation to learn: Adults are mostly driven by internal motivation and the desire for self-esteem and goal attainment.
The need to know: adults need to know the reason for learning something.
Implications for Teaching Adults Online
The assumptions made by Knowles about adult learners may be used as an instructional design guide for online courses.
The online community, eLearning Industry, suggests that online courses can be designed to "create learning experiences that offer minimum instruction and maximum autonomy" which is consistent with the self-concept assumption. A major aspect of designing adult online courses is by having an online support system to offer guidance and help, while still giving the online tools and resources they need to learn on their own terms. Adult learners acquire new information and build upon existing knowledge much more effectively if they are encouraged to explore a topic on their own.
Assumption 2 of Knowles assumption can be met in an online course by including a wide range of instructional design models and theories to appeal to varied experience levels and backgrounds. Since adult learners are more mature, it is presumed that they have had more time to cultivate life experience and typically have a wider knowledge base.
That means that you'll have to take into account that your adult learning audience is going to be more diverse, especially in terms of backgrounds, experience levels, and skill sets. While one adult learner may be well versed on how to search for resources online, another may have very little experience using the Internet.
Applying Assumption 3 to the online environment can be as simple as including Web 2.0 tools to better facilitate collaboration for any deliverable in a course. Since the assumption presumes there is a readiness to learn, in an online environment adults may challenge themselves with learning Web 2.0 tools which may be new to them once it promotes learning community.
Assumption 4 can be applied to online learning by "emphasizing how the subject matter is going to solve problems that an adult learner regularly encounters." In an online environment, activities should be given that allows adults to solve problems they encounter on a regular basis and should not be of abstract value.
Assumption 5 and 6 are interrelated when the online environment is considered. Since adults are expected to be motivated, there should provide a valid reason why each online module, online activity or assessment is included. This should also be communicated to adults.
Criticisms of Andragogy
Merriam et al. (2007) criticizes Knowles theory because it lacked the fundamental characteristics of a science since it could not be measured. In fact, researcher Pratt (1993) concluded that "they could not say with any confidence that andragogy has been tested and found to be the basis for a theory of adult learning or a unifying concept for adult education."
Secondly, Rachel (2002) noted that there was an absence of a clear meaning of what constituted andragogical practice given there are so many different instructional methodologies/techniques.
Another criticism of Andragogy is based on his characteristic assumptions of adult learners. Not all adults will exhibit the assumptions that Knowles listed. Some adults will be self-directed learners and some will be highly dependent on the teacher. This also occurs in children so there isn't any distinct difference between adults and children based on Knowles' assumptions.
My Critique
In my opinion, the assumptions of Andragogy as outlined by Knowles should be more appropriately defined as a set of guidelines that should be followed when designing instruction. Regardless of the age of the learner, these guidelines should be applied.
Therefore, I do not agree that andragogy is a different from pedagogy. Effective instruction does not have delineations based on age, and should take into consideration the needs of the learners which is provided in the goals and objectives of any well-developed instructional unit.
Knowles, M. (1984). The Adult Learner: A Neglected Species (3rd Ed.). Houston, TX: Gulf Publishing.
Knowles, M. (1984). Andragogy in Action. San Francisco: Jossey-Bass
Project #5: Worked Example Screencast
The screencast was a tutorial for faculty who wanted to use the Flipped Classroom approach and wanted to provide videos for students to view before coming to class. Faculty were exposed to two techniques to accomplish this using Moodle.
Technique 1 was by uploading a video file from their computer using Moodle's File resource and Technique 2 was by using a link to a YouTube video using Moodle's URL resource.
Although the video is approximately six (6) minutes in duration, the two techniques followed the segmenting principle and included title clips for each technique, effectively making each video three (3) minutes long. This is in keeping with research on screencast videos which revealed that after 6 minutes, viewers started to lose interest.
Faculty were then urged to use one of the techniques to provide a video to students for their Flipped Classroom.
The screencast video was produced using Camtasia. It was not difficult to use since I have experience using it, but regardless it is a time consuming process to edit since mistakes are made even if you have a complete narration of what you intend to say.
Link to screencast video is HERE.
e-ducator podcast – episode 1 – Flipped Classroom
e-ducator podcast series
The e-ducator podcast series presents an informative and educational discussion on things related to education.
It provides an avenue for education stakeholders to have a voice and also learn about things educational.
In episode 1, we discussed the Flipped Classroom as an innovative and trending approach to teaching and learning.
Listen to the podcast HERE.
You can also download a copy of the transcript HERE.
Happy listening!
AECT Standards
AECT Standard 3 (Learning Environments) states that "Candidates facilitate learning by creating, using, evaluating, and managing effective learning environments."
Indicator 6 of AECT Standard 3 refers to Diversity of Learners as "Candidates foster a learning community that empowers learners with diverse backgrounds, characteristics, and abilities".
By creating a transcript of the audio file, the AECT standard 3, indicator 6 is being adhered to. This allows for learners who may have hearing challenges to still benefit form the educational content of the podcast series.
The Web Accessibility in Mind organization also suggests transcription as a means to create accessible content. As educators, this is very important as we comply with Section 508 and provide learners with optimal condition for learning despite diverse learning styles (preferences).
Project 4 – Digital Storytelling
The short video created is a digital story reflecting on my experience doing course edtech513 – Multimedia Learning at Boise state University.
It adheres to the Personalization principle of Multimedia Learning by using a conversational tone and using the first person singular grammatical voice.
To provide a human face to the voice, my photo was shown briefly at the start of the digital story. This would not have distracted from any thing that was instructionally relevant but sought to provide a real image of the person telling the story.
Analysis of Coherence Principle
What is the Coherence Principle and its most important constraints/criteria?
The Coherence Principle is one of the principles of the cognitive theory of multimedia learning developed by Richard Mayer which is aimed at reducing extraneous processing in multimedia learning.
The overarching theme of the Coherence Principle is that people better understand an explanation from a multimedia lesson containing essential material (concise lesson) than from a multimedia lesson containing essential material and additional material (expanded lesson) (Mayer, 2010).
Three (3) hypotheses have been used to justify the Coherence Principle:
- "Learning is improved when interesting but irrelevant words and pictures are excluded from a multimedia presentation."
- "Learning is improved when interesting but irrelevant sounds and music are excluded from a multimedia presentation."
- "Learning is improved when unneeded words and symbols are eliminated from a multimedia presentation."
These three hypotheses provide us with general guidelines that should be followed by creators of multimedia content for learning also called e-Lessons. These guidelines are:
- Avoid e-Lessons with extraneous graphics
- Avoid e-Lessons with extraneous audio
- Avoid e-Lessons with extraneous words
Mayer (2010) provides the rationale for the Coherence Principle that "extraneous material competes for cognitive resources in working memory and can divert attention from the important material, disrupt the process of organizing the material, and prime the learner to integrate the material with an appropriate theme."
The known constraint identified for the Coherence principle is that it may be particularly important for learners with low-working-memory capacity or low domain knowledge. This is useful to creators of e-Lessons who seek to cater for diverse learning abilities.
Describe and/or include one example of successful and one example of unsuccessful attempts to apply the Coherence Principle in actual instruction and training you have experienced, especially as it might be implemented in PowerPoint-based instruction and training.
Have you ever seen this principle violated or abused? Identify the violations, including citations as needed from your textbook.
PowerPoint has become an almost indelible teaching aid amongst educators. Several design templates available in the versions of PowerPoint released between years 1995 through 2000 allowed users to create colourful presentations.
It was commonplace to see textual content and graphical content appearing on the same slide. As a means to allow PowerPoint to serve as a presentation and handout notes to learners, slides were often overloaded with textual content.
The novelty of animations and sound effect often led to an overuse of these features as students including myself were fascinated at the power of PowerPoint. However, the novelty of PowerPoint wore off and continued use of the dazzling features of animations and sounds became a distraction to learning.
In this regard, I have experience the worst of training during the early part of the 21st century with PowerPoint. Today (year 2016), the default templates available in the most recent versions of PowerPoint are less confusing/cluttered and the colour schemes are well-designed.
Trainers/Presenters have followed suit and content used on PowerPoint slides normally follow the basic guidelines for creating PowerPoint presentations.
No longer are animations and sound effects the primary focus of the presentation since most presenters recognize now that PowerPoint is to be used as an aid to presenting or teaching and not as a replacement for presenting or teaching.
There is therefore greater adherence to the coherence principle as presenters/trainers have noticeably made an effort when using PowerPoint to "limit extraneous graphics, sounds and words" as suggested by Richard Mayer.
Discuss the relationship of the Coherence Principle to other Multimedia Learning Principles examined thus far in your readings.
The theory of multimedia learning is based on three (3) key assumptions:
- Dual channels – humans process separate channels for processing visual and auditory information
- Limited capacity – humans are limited in the amount of information that they can process in each channel at one time
- Active processing – humans engage in active learning by attending to relevant incoming information, organizing selected information into coherent mental representations, and integrating mental representations with other knowledge.
These assumptions relate to the mental effort (cognitive processing) required for learning to occur efficiently. The main guidelines to be followed from these assumptions are to:
- Reduce extraneous cognitive processing
- Foster generative cognitive processing
- Manage essential cognitive processing
The Coherence Principle adheres to the guideline of reducing extraneous cognitive processing primarily by avoiding the use of extraneous material from multimedia lessons.
Other principles such as the redundancy principle, spatial contiguity principle and modality principle also adhere to these guidelines.
With respect to the Redundancy Principle the guideline of managing essential cognitive processing is adhered to as it states that people learn better from graphics and narration than from graphics, narration and printed text.
The Spatial contiguity principle states that students learn better when corresponding words and pictures are presented near rather than far from each other on the page or screen.
The rationale behind this principle is that when corresponding words and picture are near to each other on the page or screen, learners do not have to use cognitive resources to visually search the page or screen, and learners are more likely to be able to hold them both in working memory at the same time.
Similar to the coherence principle, the spatial contiguity principle is aimed at reducing extraneous cognitive processing and managing essential cognitive processing.
The Modality principle states that people learn more deeply from pictures and spoken words than from pictures and printed words. Therefore, if a multimedia lesson contains pictures and printed words, an overload can be caused in the visual system. The guideline of managing essential cognitive processing is therefore applicable with the modality principle.
In some multimedia lessons, it may not be possible to avoid all extraneous material. In this case, the signaling principle should be followed. This is done by inserting cues in the multimedia lesson to direct the learner's attention toward the essential material.
Discuss the relationship of the Coherence Principle to fundamental theories of psychology as described by Clark & Mayer in your textbook.
The Coherence principle emanates from the theory of multimedia learning which is based on cognitive psychology of learning and is centered around the theory of knowledge construction.
Knowledge construction posits that learners build mental representations based on what is presented and what they already know (Mayer, 2010).
Arguments against the Coherence principle are often presented using arousal theory – the idea that students learn better when they are emotionally aroused by material (Clark & Mayer, 2011). This is a theory for motivation where the addition of interesting but irrelevant material can serve the purpose of energizing learners so that they pay more attention and learn more overall.
Although arousal theory seems plausible, its genesis is in the behaviorist psychology of learning developed by B.F Skinner and is centered around knowledge transmission which asserts that learning involves taking information from the teacher and putting it into the learner.
The Coherence Principle does not support the arousal theory since it (coherence principle) makes the assumption that seductive details serving to arouse learners may interfere with the process of knowledge construction and reduce learning.
What do you personally like or dislike about this principle? Present a coherent, informed opinion and explain why you hold this opinion.
Are there any limitations or qualifications of the principle (caveats) which the authors did not consider and, if so, what are they?
The Cognitive theory of multimedia learning from which the Coherence Principle has been developed continues to evolve in terms of research. Since it is concerned with the brain – one of the most complex processes to understand about humans, there will be conditions that may prove or disprove the coherence principle.
The guideline of the coherence principle to avoid extraneous audio, words and pictures in order to facilitate efficient processing in working memory seems sensible, however, some learners may not be motivated enough to learn with such a focused approach.
Many lessons/instructional plans start with a set induction which seeks to grab learners' attention and pique their interest for the instructional content to follow. For example, a set induction on how lightning storms develop may show a brief video clip of the fatal destruction and havoc storms have caused.
This may serve as the attention grabber for the students and a means by which they would want to learn how storms are developed and ultimately how they are able to cause this destruction.
Structuring a lesson with 'needle-point' focus on the science behind storms may be abstract and not interesting to learners who otherwise have no interest in storms. The set induction in this case is therefore supported by arousal theory.
Furthermore, if the learner is able to see real-world examples of storms and their destruction, it might be a means by which learning by making connections can be facilitated although the lesson is on the science of storms and not its destruction.
In relation to avoiding extraneous audio, an argument can be posited that audio can serve as a means of signaling to learners. If we consider a television production, many sounds are used to evoke emotion and grab the attention of viewers. If such television productions serve the purpose of being educational, they should be categorized as e-lessons and therefore the Coherence principle should apply.
In this case, however, the coherence principle may need to be qualified or further investigated for its applicability. Our reflection as children and observation of children may not support the coherence principle since many television productions in the form of cartoons may contain extraneous audio.
Since the research to prove the Coherence Principle was conducted amongst college-aged students ranging in age from 18 to 22 years old (Clark & Mayer, 2011), further studies should be considered amongst other age demographics to ensure consistency and applicability of the Coherence Principle across all age groups.
Clark, R., & Mayer, R. (2011). e-Learning and the Science of Instruction (3rd ed.). San Francisco: Pfeiffer.
Mayer, R. E. (2010). Multimedia Learning (2nd ed.). New York: Cambridge University Press.
Haiku Deck – Facilitating Active Learning during Lectures
Haiku Deck presentation
My presentation looked at making lectures a space for active learning. Lectures by definition are a passive instructionist method of teaching as the Lecturer also called the "sage on stage" being the "only source of knowledge" delivers his instruction to students who fill their brain "vacuums" with this knowledge. Of course, there has been a paradigm shift towards constructivist approaches but the lecture still remains a popular method of instruction because of its economical value when physical resources and human resource capacity are limited.
Since there is a definite practical benefit (financial and otherwise) to the lecture, the Haiku Deck presentation suggests a tool that can be used to enhance the pedagogical value of the lecture. This can be done through the use of a Student Response System – a tool to facilitate active learning of students during the passive lecture.
The presentation then concludes by appealing to lecturers to attend workshops to gain the benefits of the potential of Student Response Systems.
Haiku Deck as a Tool (My Thoughts)
Haiku Deck suggests best practice for its use by "keeping it simple", "making it beautiful", and "having fun". These suggestions are consistent with the Principles of Multimedia Learning by Richard Mayer, specifically, those principles related to reducing unnecessary content that can lead to extraneous cognitive processing and connecting with your audience vis-à-vis personalization principle.
This is my third time using the free version of Haiku Deck and although the tool is commendable, I still remain a MS PowerPoint advocate because of its wider range of features. I view Haiku Deck as a cheese-only pizza being sold for the same price as MS PowerPoint, the pizza with all the garnishes.
My preference is to buy the pizza with all the garnishes and remove unwanted garnishes until I am left with a cheese-only pizza rather than buy a cheese-only pizza.
This is not to discredit Haiku Deck but with the recent addition of Office Mix for PowerPoint, which ultimately makes programs such as Haiku Deck, Google Slides, Keynote and Camtasia struggle as a second place alternative, I prefer to remain with MS PowerPoint for now.
Project #1: Static Multimedia Instruction
Multimedia Learning refers to learning from words, however, multimedia instruction refers to the presentation of material using both words and pictures, with the intention of promoting learning (Mayer, 2010).
This post was made to showcase an example of static multimedia instruction on Online polling using Socrative Quizzes.
Learner Description
The learners are Grade 10 teachers with a basic knowledge of the computers and Internet use.
Learner Objectives/Outcomes
After viewing the "How-To" Guide on Online Polling using Socrative Quizzes, learners (Grade 10 teachers) should be able to:
- Follow a series of steps to access to Socrative™ as a Teacher
- Follow a series of steps to create a poll using the multiple choice question type in Socrative™
How-To Guide/ Tutorial
The pdf document showcasing an example of multimedia instruction can be viewed HERE.
Process of Creating How-To Guide / Tutorial
The How-To Guide was completed using a trial version of the software Clarify™. This was my first experience using Clarify and I found it was intuitive. I have created How-To guides and tutorials before but I used a combination of Microsoft Word and Paint.
Clarify™ makes the process of taking and organizing screenshots quite easy by inserting the screenshots in the Clarify document which avoids the back and forth between applications.
The tutorial outlined the steps from registering an account through to publishing an online poll to students using Socrative. At each major step, Clarify was used to take screenshots using the Shift-Ctrl-2 key combination and automatically the screenshots were organized in the Clarify document.
Clarify™ also has a basic editing tool to include annotations such as arrows or step numbers which were used to highlight a particular item, field or button on Socrative.
After annotating my screenshots, I exported to Microsoft Word because I wanted to use my own pre-defined styles for headings and not what was available in Clarify™. Headings used a gerund naming convention deliberately to convey an active and involved learning approach when using the How-To/Tutorial Guide.
I then exported the MS Word version of the How-To Guide to Adobe PDF format.
The How-To guide had to be re-done because Socrative made a complete change to their interface on July 10, 2016 on the launch of Socrative Pro (paid) version. As a result, I had to replace existing screenshots but this was easily accomplished with Clarify™.
Thoughts on Clarify™
Clarify is an easy tool to use especially for taking and annotating screenshots and can meet my needs in the future for the most part. I did not notice a feature to easily erase a part of the screen shot and re-color the erased part using a fill feature. I also did not notice a color picker which is useful in re-coloring.
Re-coloring is sometimes useful if you want to display a screenshot that is unobstructed, clean and clear of unwanted items.
Multimedia Principle
The Multimedia Principle recommends that words and supporting graphics be used to support learning rather than text alone.
The How-To/Tutorial Guide presented a step-wise process of screenshots leading to the end result which was publishing a poll. The screenshots were obtained to support the textual instructions of the steps.
Steps were succinct to reduce essential cognitive processing. The screenshots used were strategically included cognizant of the learners who were new to Socrative. The combination of text and graphics seemed most appropriate for the learners.
Contiguity Principle
In its simplest form, the Contiguity Principle recommends that words should be aligned to corresponding graphics.
The How-To/Tutorial Guide satisfied the principle as far as was practicable by positioning textual words near to the screenshots.
Excessive annotations on the screenshots were deliberately avoided to avoid a confusing or cluttered screenshot.


text:
Michael J DeMeo is a photographer and the editor of photograpy zine No Thoughts, which I reviewed a few weeks ago.
Michael sent me last week a copy of Rue, his latest photo book. "This is story about my friend...this is a story about addiction", that's how Michael describes the images contained in Rue.
This collection of photographs shows the life of Rue, Michael's friend, an addict and graffiti writer living in Boston. Michael spent sometime taking pictures of Rue's daily life and in an interview with FucknFilthy, he describes the process of doing the book as a way of holding onto Rue.
"Rue is really photogenic and not really shy about being in front of the camera. We're all friends so it's not a really uncomfortable situation. During this time, Rue is arrested a few more times, I put some of the mug shots in my book, and things just get pretty dark. Honestly, I figured he was going to die, so doing the book was a way of holding onto the kid."
If you take a look at Michael's previous photos you can tell that he really want to portray his subjects just the way they are. He has definitely shown this realness in the book, Rue may be one of his best photo series so far.
If you're interested in the book, you can get a copy here.
*If you want to get your zine reviewed, leave a comment below or drop me a message to firstname.lastname@example.com *


text:
Family Therapist
Rob Deckert, MA, LPC
Licensed Professional Counselor
In 49456 - Nearby to Montague.
A family is like an ecosystem. If you make changes to one part of it (say, taking all the fish out of it) then other things start to grow (algae, perhaps) out of control. Any one change affects the whole system. The challenge with a family is that there are so many moving parts, so many emotions, needs, wants, desires, etc that trying to please any one person over another causes utter chaos. Sound like any family you know? I can help you make sense of the chaos and assist you in making sure that all the members of that system (your family!) get their needs met in the most effective way possible.
Try Online Therapy
Find an Online Therapist
Location: Montague, Michigan
Montague, Michigan
Still searching? We want you to know we have GREAT therapists for you to speak with who practice online therapy. There are many licensed therapists on Theravive who practice online. Working with an E-Counselor from Theravive is real therapy, not a quick gimmick or a chat app, but actual counseling governed by ethics and regulatory bodies. Search our online therapists who provide professional counseling services over Skype, Email and/or Phone. All therapists on Theravive are licensed and registered professionals.
You Have Found the Best Family Therapy in Montague, MI. Let's Get Started.
Thank you for visiting our Michigan search of licensed family therapists in Montague. Discord due from strife, marital problems, sibling rivalry, family of origin issues and blended families (just to name a few) can strain and hurt loving relationships. Counseling with honesty and depth will get to the heart of the issues and work towards healing. Find resolution for your family in Montague right now, please contact a specialist above, you can email 24/7.
Montague is located in Muskegon County, Michigan. It has a land area of 2.61 square miles and a water area of 0.65 square miles.  The population of Montague is 2,362 people with 999 households and a median annual income of $46,354. .
Therapy Affordability Meter for Montague, MI
Some budgeting needed
While counseling can certainly be an expense for individuals and families in Montague, with proper budgeting, it is entirely do-able and the risk/reward is worth it. For some families, it may be difficult to sustain a commitment to therapy without proper insurance coverage. If this is you, ask your therapist about low cost options as practitoners in and around Montague may have flexibility or sliding scales. Low cost counseling and affordable therapy are also sometimes offered by listed city and university level clinics, check with your local Montague public health department.


text:
This is a work of FICTION for ADULTS only. Do NOT read this if you are under 18 or if you are not an adult according to the laws of your State or Country. Do NOT read this if you are easily offended or if you are not interested in fantasies involving young boys. This file contains sexually EXPLICIT material.
This story was not written to advocate sexual activity with minors.
Please support free speech and stop censorship.
Story Codes: (tt/b, – mast oral anal)
" Have mercy upon me
Blot out my transgressions
Purge me with hyssop, and I shall be clean
Wash me and I shall be whiter than snow " -M.N.
Starting from the age of nine, my mother enrolled
me in a choir camp reserved for boys. I fit the profile of the angelic
cherub – short blond hair, a dusting of freckles on the nose and a
pouty mouth from which flowed a hesitant soprano voice. Mom mistakenly
thought that I would become a great classical singer. My summers at
camp were supposed to teach me how to control my vocal cords. Instead,
I received a detailed education on a single subject: male sexuality.
Every year, we regrouped together, essentially the same kids. It was fascinating to witness the subtle physical mutations of my buddies - jaws lost some roundness, budding muscles burgeoned on thin arms and puny dickies dangled a little bit lower from bald pubic slopes.
Of course, the young teenagers at camp also took some volume in the shorts, in their case exponentially. It was a terrible fact of nature for awkward little boys who inevitably had to give blowjobs to the older crowd in order to respect the hierarchy. Because as you can imagine, thirty boys from seven to sixteen left nearly on their own in the midst of mountains and forests will let curiosity and impulses take over.
Between singing classes, we practiced the usual games of childhood: dodge ball and capture the flag. But during the evening, the games became perverted. In the cottages, the big boys slipped grapes between our buttocks. Every kid, wrists tied behind his back, had to retrieve the small fruits with his mouth in the crack of his cabin mate.
Later, the big boys sacrificed a pillow and stuffed our undies with goose feathers. We were abandoned in the forest, almost naked and shivering. The teenagers gave us a minute to flee before they called the beginning of the hunt. The object of the game for them was to pull our briefs down and collect as many feathers as they could. For us, it was to protect our precious cargo.
I remember the terror gripping my soul while I ran barefoot in the dark, chased by rowdy adolescents armed with flashlights. My skin was cold and my breathing shortened by bouts of panic. I stumbled on branches, got up and continued to flee. All around me, white silhouettes of my little mates scampering in the night flashed in my field of vision. They were terrified as well. You could not lose at this contest. Whoever returned to camp without feathers suffered the humiliation of being tied naked to a tree. Anyone waking with a full bladder that night peed on the face of the sleeping loser.
There was no way to escape the reign of the big boys. The counsellors,
outnumbered 10 to 1, had established a tradition a long time ago. Each
year, they paired a pre-pubescent boy with a teen to facilitate
monitoring. A mentoring program they called it. In reality, the forced
marriages were an insidious form of slavery. We had to obey our partner
because of his maturity. We took care of his laundry, made him
breakfast and acted on his every whim.
The first summer, my mentor was named Francis, a disheveled redhead of thirteen, a kind boy, albeit ugly. Submitting to the will of Francis did not please me. However, the arrangement yielded some benefits, for instance it allowed me to calm my fears on stormy nights. Upon the first roar of thunder, I slipped into his bunk and snuggled in his arms. Evidently, Francis liked it too for I could feel his erection poking my thigh.
I am thankful to fate for having been introduced to sex by this gentle and generous boy. At nine, my knowledge on the matter was minimal. Quickly, Francis undertook to give me lessons. During each moment of freedom, we sought an unoccupied cabin where I would experience the delights of my young body. "Let's go play tingle games," he would say. "I'm gon'ana make you cum real good!"
The obsessive adoration of the redhead gave me goosebumps. Nude before him, I became an object of devotion. His warm hands caressed my flesh tenderly. His tongue licked my nipples and my balls. A fierce hunger burned in his eyes. Francis suckled my toes, kissed my bare skin, but mostly sucked my tiny penis raw until I shuddered with pleasure. In fact, I got my first dry orgasm in the grip of his lips.
I especially enjoyed feeling his tongue tickling my poop hole. Francis put his nose right in there. He slobbered on my butt crack. I spread my little buns with both hands so that he could wiggle that big yummy tongue straight into me while he fondled my willy with his fingers.
In return, I grabbed his chubby dick in my hand and shook it vigorously mesmerized by the orange hairs all around it. Strangely, his penis emitted an aroma of cinnamon. I pulled on the stiff rod of my master mechanically, complying with his instructions. "Faster, again, again, yesss faster! No wait, STOP! Ok now, go ahead. FASTER! OHHHH! YESS FASTER! UNGHHHHH!"
The big knob stared at me with its sole eye slightly open. Francis glowed brighter with each passing moment. Whenever his pimply face transformed into a mess of grimaces, I knew it was almost over. The spurts of hot baby juice splashed all over my belly. Seeing the slimy cream erupt from his pulsing hard-on, made me giggle like a girl. Nonetheless, Francis looked at the outcome of his climax shamefully. As soon as he regained his composure, he lapped up all traces of the fertile spill on my flat chest and swallowed it away.
This carnal awakening prompted me to get acquainted with more kids my age, well the wanton ones - Michael, Kevin and Donovan who had the biggest dick I'd ever seen on a hairless boy. We gathered in a discreet corner. We masturbated together. It was an opportunity to exchange sleazy rumors about the other campers. The most persistent one suggested that Chris, a bubbly seven-years-old, was a total slut who let anyone bone him up the butt. I voiced my disagreement. Chris slept in my cottage and I had not noticed evidence to this effect.
Then, during a sleepless night, I saw three big boys enter and shake little Chris awake. The tyke rubbed his eyes. He followed the teenagers outside. I couldn't deny it anymore. The rumor was true. Without a doubt, the foursome was not going for a breath of fresh air at this time of night...
The following year, the personality of my mentor resembled nothing of
the previous one. Aidan could sing like a god but an unexplained rage
inhabited him. The robust boy of fourteen had a curtain of black hair
falling over his eyes, a large aquiline nose pierced with a silver ring
and a strong chin. Basically, he was the opposite of the insecure
skinny blond child that I was.
Aidan abused his mentor power immediately at the beginning of camp. Two or three times a day, he lured me into the forest and pushed on my shoulders so that I knelt before him. He dropped his shorts around his ankles sporting a presumptuous smile, with good reason, because his erection was impressive. The plump member jutted up six and half inches over a big pair of balls.
I had to slurp the throbbing organ or else a slap stung my cheek. Though I strove to lick the head and pump the shaft with my lips as best as I could, Aidan grabbed my head and took control. I was ten-years-old. My mouth was still too small to properly stimulate a penis that long.
Aidan shoved his swollen cock in my throat and laughed seeing me choke. I submitted to his brutal blowjobs, half scared, half excited, saliva all around my mouth. "Ohhh yesss, SUCK IT, suck my DICK!" he ranted. Just before cumming, he would ask me to close my eyes. I felt his seed land on my cheeks and my nose. My face was his favorite target. Well, until he started insisting I swallow everything…
Aidan employed the same ruthlessness to give me my pleasure. His fingers fondled my delicate dick and balls roughly. He crammed his middle finger into my butt hole. I climaxed from the mix of pain and pleasure.
All summer I was Aidan's little ball drainer. Sometimes, he invited his friend Rodney or another one. I found myself with a big cock in each fist, four eyes on my oral labor. "Yeah, that's it, suck on those cream lollipops!" they laughed. In the end, I stuck my tongue out. They filled my mouth with their abundant sauce. I had to gulp it down without making a fuss.
Aidan and the other teenagers at camp were insatiable. I didn't understand why they loved getting their dicks sucked, even less why they spurted in my mouth. I was away from home. I was too proud to complain. Most importantly, I feared breaking any of the unwritten rules of camp would mean being called a wimp. So I did a blowjob to anyone who wagged his boner in my face.
I guess word of my reputation had spread like wildfire amongst the big boys. I'm pretty sure Aidan must have labeled me a 'cum dump' behind my back. It wasn't entirely false. Before my first pubic hair sprouted I had drunk at least a gallon of semen.
During the last month, Aidan also wanted to bust my cherry. On several occasions, he grabbed my hips and humped me from behind, whispering in my ear, "C'mon, let me put it in yer butt ... just a little bit... all the other kids are nice to their mentors…"
I declined his advances, gave him the right to use other parts of my body. He held my spindly legs together and harpooned his erection between my thighs. Otherwise, he slid his lubed penis under my smooth armpit. I found this method funny. The head poked out and disappeared again and again. All of a sudden, it spewed thick jets of spunk three feet in front of me and I giggled.
To my dismay, the summer of my eleventh birthday, I was paired again
with Aidan. The dark-haired boy threw me a sly smile when the public
announcement was made next to the main lodge. Assuredly, he had
manipulated the selection process of the counsellors to be my mentor a
second time. The tactic was flattering to my ego yet despairing
considering I would be on my knees all summer once more…
After a few days of blowjobs, I thought I wouldn't be able to survive another summer under the yoke of Aidan. The fifteen-year-old boy now had a huge cock of seven and half inches. The ravaging phallus of an adult, thick and hard as a rock, that no little boy could satisfy despite all the smacks behind the head to incite a better performance. I felt helpless.
Noticing my discomfort, the rude teen became more conciliatory. Our relationship turned into some sort of fraternal friendship. He sucked my weenie until I reached a dry orgasm and I sucked his big cock at my own pace until his load flooded my mouth. Aidan treated me kindly from then on. He gave me soothing massages and didn't address me like a slave anymore.
One day, I accompanied Aidan on a kayak trip to the abandoned shack on the other side of the lake. The wooden cabin was the private hideaway of the teenagers who came to chat and smoke in secret. Cushions, cigarettes butts and yellowed porn magazines littered the floor. Also tubes of Vaseline.
I figured the place had seen many kids lose their virginity. But it did not alarm me. At that point, I had resigned myself to give my ass to Aidan because he harassed me constantly and because I wanted to experience what, according to Aidan, was "the wonderful fullness of a dick inside you". Apparently, his uncle had fucked him throughout his childhood and he loved it.
I removed my shorts and underwear then stretched face down on a cushion. Aidan bound my wrists behind my back with a shoelace. He rolled my briefs into a ball and jammed them in my mouth. "We gotta be quiet." he declared. My heart thumped. I began to doubt the promise Aidan had made to go easy. My vulnerable position worried me. I turned my head and saw him lubricate his boner with the jelly. It seemed so big.
His shadow moved behind me. "I'm sure you're gonna like doin' it in the butt!" he said.
As soon as the pressure of his dickhead on my anus increased, my stifled lamentations resounded in the shack. The penetration was painful and never ending. Aidan had to pull back and start over again to pierce the barrier of my sphincter. "mmmunggh mmmunghh" I bit my gag during the ordeal. When the muscle quit defending itself against the invader, I felt a part of the hot hard mass rush inside me. The radiating pain petrified my body. Tears sprung in my eyes.
Aidan fucked me gently the first time. "Ohhh! It's sooo gooood! Your little hole is super tight! hhhmmm hhhhmmm yeaah yeaahh!" he mumbled clinging to my waist. Fortunately, the jubilant teen boy overheated quickly realizing he finally owned my ass. Within five minutes, his cock vomited a torrent of cream in my innards.
The following days, Aidan pushed his big cock further into my bum. I began to enjoy it and allowed him to use a little more force each time. After a couple of weeks, I gladly became his little anal bitch.
We observed the same ritual in the shack. We had to hurry so that others did not notice our absence. I undressed completely, except for my flip flops. Aidan stuffed my undies in my mouth. I crawled on all fours while he smeared jelly on his leaking hard-on. The blunt insertion of his cock in my tiny hole made me squeal for a moment. But soon, I looked forward to getting fucked deep and hard.
Aidan always took me from behind. He copulated like a dog, that is to say instinctively and with an unbridled fervor. His untamed lunges meant that sometimes I received just a few inches of hard meat in the can or the whole enchilada. My tensed body remained on alert preparing for the next of his unpredictable assaults. In spite of the crude coupling, the pleasure soared.
"Ohhh Yess! Orghh! Orghgh! Orggh!" he grunted, gripping my shoulders firmly so that I could not elude his fierce cock strokes. "Ohhh, yessss! It's so good fucking your tight lil' ass! Yeahhh! Take that big cock, oh yessss!"
I could recognize exactly when Aidan would cum. His cock plunged deeper and his balls bounced on my butt. He whined louder approaching ultimate relief. Then suddenly, his body froze and I felt the hot sap explode in my rectum.
Afterwards, we reunited with the other campers still overwrought from our respective orgasms. Aidan winked at me, his black hair glued to his forehead with sweat. During group activities, my butt crack was wet because sperm oozed from my dilated anus.
Like all boys of fifteen Aidan's libido seemed inexhaustible. Although I imagine that any teen in the same situation would have also taken advantage of an eleven-year-old blond boy who submitted voluntarily to anal sex. He accosted me daily to tell me that it was time to go to the cabin. I followed him eagerly.
When Aidan had the patience to wait for night to fall, he could take his time, with the assurance he would not get caught in the act. I stayed on all fours for over an hour plowed steadily by his teenage cock. He did not show any restraint. He pounded my ass ball deep.
I still remember the crushing thrusts of his hips banging my buttocks. At times, he stabbed me with his cock as fast as a machine gun firing a round of bullets. The continuous friction on my small prostate triggered fantastic orgasms without me even touching my little woody.
My voice broke and mom believed it would be best if I skipped a
few years at choir camp. I returned at the age of fourteen. Most of my
friends of the past were still attending the camp. It was nice to see
them again all grown up with a pubescent mustache. In talking with them
one on one, I learned that they also had been sex toys for their
mentors. Without exception, we all had been sodomized, willingly or not.
At the proclamation of the pairings next to the main lodge, the big boys stood on one side and the small ones on the other facing each other. Looking at the kiddies, I was convinced that my friends shared my thoughts. The tables had turned. We all wished to be matched with a cuty pie, a boy who had a pert bubble butt. And without a doubt, we all anticipated gleefully nailing our first kid.
After all, tradition is a great thing to perpetuate...
can send comments to debonair _atsign_ hushmail.com. Flames are deleted.
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text:
My Feedlot can record data for the management of a Small to Medium Feedlot.
Records information abouts [Beasts] initially Cattle but could be used for other animals. i.e Sheep etc.
Consists of :-
(1) Feedlot Operator details.
(2) A Single Owner details, (Either Operator or Single other owner).
(3) Individual Beast details with Date In/Ear Tag/Brand/Tail Tag Permit#/Breed/Age/Sex/Pen#/Days In Feedlot/Initial Value/Induction Cost/Visual Nlis Tag/Scan Nlis-Bolus Tag/5 Weighings with Date-Kgs-Gain/loss-#Days-Av.G/L-%G/L/Pen Allocations allowing up to 5 movements/Disposal Details with Date Out-Code-Consignee-Transporter/Running totals of Drugs and Feeds/Provision to record up to 12 Drugs given with Date-Dosage-Batch#-Cost.
(4) Individual Drug details with Quantity/Remainder/Withholding periods both Local-ESI/Expiry Date/Sell Price/Total Cost/Category/Dosage/Date Purchased/Last Used Date.
(5) Individual Grains/Feed details with Quantity/Remainder/Sell price/Total cost/Type (Solid-Liquid)Bin#/Provision to show combinations of any feed item (12 items).
(6) List of Breeds/Pedigrees. i.e Hereford etc.
(7) List of Drug categories. i.e Worm Control #1.
(8) Beasts contained in Pens numbered 1 to 99.
(9) Provision to use Pen Number to administer Drugs/Record Weights/Record disposals. Other Pen information.
(10) Many inbuilt Reports both as on screen and printed hard copy.
(11) Printed forms for Beast Entry/Weights/Disposals.
(12) Help File with F1 Help most areas.
(13) Sundry areas Set Window Colours/Create New Feedlot/Delete Demo Data/Remove Obsolete Records in database.
(14) Feeding is by way of PEN# ONLY with provision of 12 items Date/Item/Quantity/Cost/Hay amount/Cost. The Total feed cost is apportioned equally between all cattle in the pen and transferred automatically to each Beast record.
The heart and soul of this program is the EAR TAG NUMBER which must not have duplications.
When installed read the Help File, view the demo data, make some changes, when ready delete the demo data and start a new feedlot.
Feedback via email appreciated.
Data pertaining to any Historical Assets/Items. Details from etc. Type New/Used/Loan/Gift. Category for grouping. Location of the Asset/Item. Model Number. Serial Number. Original Cost. Replacement Cost. Insured Value. Insurer Name. Policy Number. Disposal Details. Asset/Item Picture. Reports both Screen and Printed. Help File with F1 Help most areas.Asset/Item Picture Enlarge And Print. Set Window Display Colours.
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Hi there, I've been trying to update my blog for over a week, but it's been a super eventful week. My youngest graduated from elementary school yesterday. That completes an 11 year stint at the same school, so a bittersweet ending. My son finished his finals and his second year of high school. With the summer months beginning, I hope to spend a little more free time sewing and quilting.
I have been dutifully working on outline quilting on my triangle quilt, but not really liking the results, so I decided to add feathers. I think it adds a dimension to the quilt that was missing.
I'm using a YLI machine quilting thread in variegated blues. I usually use Gutteman's or Coats & Clarks, but want to branch out and try some different brands. I picked up the YLI at a local quilt show last year. I only bought the one spool, and will probably need to source it online before I get too much further along. I'm hoping to have a good block of time to work on this next week, while both of my kids are away for the start of summer.


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A person bitten by a dog often can treat the bite at home but should seek medical care if the dog is unknown and if the bite is deep, seems infected or continues bleeding, according to WebMD. Report a bite from an unknown dog to animal control.
For at-home dog-bite treatment, WebMD recommends stemming bleeding with a clean towel on the wound and elevating and washing the bite. A sterile bandage helps prevent infections. People who have conditions like diabetes may have an increased chance of infection. Consider whether the dog has his vaccinations, including for rabies, and the cause of the bite.


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Paradoxical Reduction of HDL-C in Diabetes Study
the MPR take:
A recent study found patients with type 2 diabetes treated with fenofibrate and a thiazolidinedione (TZD) were more likely to have extremely low HDL cholesterol (HDL-C). Researchers at Wake Forest University discovered that in the Action to Control Cardiovascular Risk in Diabetes (ACCORD) Lipid Trial, those patients assigned to fenofibrate had a 106% higher occurrence of low HDL-C (10.1% fenofibrate vs. 4.9% placebo, P<0.001). Low HDL-C was also associated with concurrent fenofibrate/TZD treatment (7.0% for both vs. 2.2% for neither at 48 months postrandomization). Based on this information, clinicians should be aware of the potential for these treatments to markedly reduce HDL-C levels in patients with type 2 diabetes.
OBJECTIVE: To determine the occurrence of extremely low HDL cholesterol (HDL-C) among participants in the Action to Control Cardiovascular Risk in Diabetes (ACCORD) Lipid Trial and to examine the relationship of this finding with treatment with fenofibrate and thiazolidinedione (TZD). RESEARCH ...
READ FULL ARTICLE From care.diabetesjournals.org


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seaweed issues / mango avocado rolls
So I'm not really a fan of seaweed. Translation: I think it tastes and smells like a dead fish. But it's annoyingly good for you and whenever I tell people that I don't like it they look at me with shock as if because I'm vegan and advocate for a whole foods plant based diet without refined flours and sweeteners…blah blah blah…that I must be a seaweed lover. Nope, not a chance. And generally speaking, if something doesn't taste good, I don't care how amazing it is for you, I'm not going to eat it. I believe that if a food tastes unappetizing, your body is trying to tell you something…and you should always listen to your body.
However, that being said, I don't mind a little seaweed if it's really fresh, like I-just-rolled-this-sushi-in-the-last-60-seconds fresh. And believe me, you don't have to be from Japan to roll sushi. I am far from gifted at food artistry and let me tell you, I can roll me some good looking sushi. Note to the ignorant: sushi doesn't = raw fish, in the same way that gluten free doesn't = vegan. Just sayin'…
On a side note, there is a spectacular vegan restaurant called The Ravens in Mendocino California (residing within the walls of the awe-inspiring eco-lodge Stanford Inn By The Sea) that harvests its own sea palm. With this strange looking palm tree wannabe seaweed, the masterful chefs at Ravens make the most amazing entree called sea palm strudel. And I love it. It's stuffed full of seaweed and I love it. I can't explain why, but perhaps it's due to the freshness of this locally harvested gem. So I suppose I should amend my first statement: I kind of like seaweed (a little), but it has to be farm-to-table style seaweed…or more appropriately, ocean-to-table.
4 sheets nori seaweed
1 cup short grain brown rice + 2 cups water + 1 tablespoon brown rice vinegar
1 avocado, pitted and sliced
1 carrot, peeled and cut into matchsticks
1 mango, hedgehogged
2 scallions, sliced thin
1/2 cucumber, cut into matchsticks
for the dipping sauce, mix together the following:
1/4 cup tamari
1 tsp grated fresh ginger
Splash of mirin
Optional toppings: wasabi (you can buy horseradish powder and add water to make wasabi) & pickled ginger
In a small saucepan, add rice and water and bring to a boil. Cover and reduce flame to a simmer, and cook for 40 minutes, or until rice is fully cooked. Pour cooked rice into a bowl or half sheet pan and toss with the brown rice vinegar. Set aside while you prep the veggies and fruit. To roll, place a nori sheet, shiny side down, on a clean table. Lay brown rice over top 1/3 of sheet (dip your fingers in warm water to keep rice from sticking to your fingers). Now add the filling ingredients over the rice in a tight pile. Roll the sheet away from you, taking time to tighten the roll as you continue. When you've reached the end of the sheet, dab it with a little warm water and seal by gently rolling back and forth. Use a sharp serrated knife to cut sushi into six to eight rolls per sheet. Repeat until you've run out of ingredients. To serve, pour tamari dipping sauce into a shallow dish and use chopsticks (or your fingers!) to dip rolls. Top with wasabi and pickled ginger, if desired. Makes enough for 2-4 Japanese-wannabe unicorns.
adventures in hawaiian employment / spicy tempeh burritos, guacamole, and mango salsa
I really am a vegan chef. I studied at the Natural Gourmet Institute in NYC after a two year hiatus in Hawaii where I intimately observed the lives of beach bums…so intimately in fact, that I became one. Yes, I had a job; I had many jobs. The longest one lasted 4 months, the shortest one, about 3 weeks. Let's start at the beginning…
My title? Community Marketing Agent (translation: asshole in aloha shirt who stands on street corners with orchids and pretends to be giving you directions and a free flower, but really intends to sign you up for a tour of a timeshare condo in Waikiki). The effectiveness of this job was entirely based on how good you were at lying, manipulating, and faking a smile. I quit after I realized how good I was at it. My husband was quickly demoted to a "greeter", which is the idiot holding the flowers who stands next to the CMA. This was, of course, a complement because it meant that he was a decent human being. Our roommate Evan was also a CMA, but instead of signing clueless tourists up for timeshare tours, he signed up clueless girls with his number. They were typically blond and their names almost always started with the letter "A".
Where was I going with this?
Oh right, next job. Waitress. Let's just say that I might have been the worst waitress of all time. The fast pace of a restaurant instantly made me feel sluggish, as though my heinous, black work shoes were covered in tar and stuck to the floor. The idea of "turning my tables" quickly was not particularly appealing, even though it meant more tips. I found myself content with making the least amount of tips, while leisurely enjoying my tables and encouraging them to stick around. My boss eventually gave me the small outside section (which overlooks the ocean and was notorious for slow tables). I really enjoyed this until we all had to start sharing the "sushi bar" section. This stressed me out: all single customers, lined up in a row. They want their sushi fast and their drinks faster. This is about the time I started my involuntarily eye roll. Everybody does this, right? Sure, but not like me. When I roll my eyes it's horribly obvious and I have no control over it. Needless to say, a few forgotten beers later, an impatient customer got the full wrath of my eyes. My boss was unhappy with me, and there were a few other incidences too (example: kid asked me for milk. "Um, it's a Japanese restaurant buddy, we don't have milk". I asked my boss what to do. He told me to go to the restaurant next door and borrow some. You're joking, right? I had a better idea: coffee creamer mixed with fresh tap water. Perfect; the kid freaking loved it, and asked for more).
So I moved on to retail: slower pace, encouraged to partake in my favorite activity (staring off into space and succumbing to wildly entertaining daydreams), and I didn't smell like dead fish anymore. Nope, instead I smelled like hand sanitizer and cotton, and my daydreaming became so invasive that when a customer actually addressed me, I looked at them as though they were in the dreamworld and my reality was Neverland. That was the job that lasted 3 weeks. Then we moved back to the mainland, and I realized that I wanted to become a chef. Do you see how my story perfectly sets up that connection? Don't over think it.
Onward to the recipes!
It's muggy and hot outside, so even though it's fall I don't feel inclined to make a batch of cozy "let's make a fire" autumn stew. Instead, I'm sweating and fending off a mass of nearly dead mosquitos with nothing left to lose. Solution? Spicy burritos made with a wondrously healthy and scrumptious food called tempeh. Tempeh is my favorite soy miracle, made from whole soybeans and fermented into a scary looking (think brains) but delicious and protein packed package of love. This recipe takes about 30 minutes to make from start to finish so it's a great meal to have when you don't feel like cooking.
*Note: all of the ingredients below can be purchased at Whole Foods or another natural foods store. Yes, I know, "Whole Paycheck" is expensive, but remember this: what is the one thing you do three times a day (maybe more, hopefully not less) for your entire life? Yup, you guessed it…eat! Your body is counting on you to fill it up with yummy and healthy food, a little bit everyday. So do yourself a favor and spend a few extra bucks on organic, minimally processed food. It will make you happy and you will start seeing unicorns everywhere.
Tempeh Burritos
1 package Tempeh, crumbled (I use SoyBoy brand)
2 T extra virgin olive oil
1 yellow onion, sliced
1 green pepper, sliced
1 T mexican seasoning blend (I love Penzey's Adobo blend, but any mexican blend will work…or you can just use a mixture of cumin, cayenne, and garlic)
3/4 jar prepared salsa (I use 365 organic mild or medium salsa, but you can use any kind)
1 T shoyu or tamari (shoyu is naturally brewed soy sauce without the preservatives and oftentimes corn syrup (gasp!) in conventional brands. Tamari is brewed without wheat = gluten free)
1/2 cup loosely packed fresh cilantro, chopped
1/2 bunch collard greens, stems removed
In a large saute pan, turn flame on high, add oil and heat. Add onions (this is about the time when you will grab a wooden spoon and feel the urge to vigorously stir the onions. Do not give in to this temptation. When you stir, it produces steam, and all your crispy veggies will turn to mush. I'm not saying that you shouldn't stir at all, just don't go crazy). Now add the crumbled tempeh and saute until lightly browned, about 5 minutes. Add peppers, tamari/shoyu, and seasoning and continue to cook. Pour in salsa and turn down flame. Using your wooden spoon, deglaze the crispy bits on the bottom of the pan with the salsa. Turn off flame and toss with cilantro. Lightly steam collards in a pot fitted with a steamer basket for 5 minutes or just lay collards over the burrito filling towards the end of cooking to soften. Serve with guacamole, salsa, romaine lettuce, and hot sauce. Makes about 4 burritos or enough for 4 corona sipping unicorns.
Homemade guacamole and salsa are so easy to make and taste so much better than the stuff from the store. Grab a mixing bowl for each, add ingredients, mix & serve!
3 avocados, pitted & scooped out of skins
1-2 garlic cloves, minced
juice of 1 lime
1 small tomato, seeded and diced
1/4 red onion, diced
small handful cilantro, finely chopped
1 T jalapeno pepper, deveined, seeded & minced (wear rubber gloves if you're sensitive to heat)
sea salt to taste
Mango Salsa
1 mango, peeled, pitted & diced
1/2 cucumber, peeled, seeded & diced
1 T jalapeno, seeded & diced
1/3 cup red onion, diced
1 T lime juice
1/3 cup cilantro, finely chopped
sea salt & black pepper to taste


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Scorpion Bow for little ones
by Edwin
Have some outdoor fun for the little ones this summer with the Scorpion Bow, where it might just turn Timmy into a future avid hunter. Capable of blasting arrows up to 40 feet away, it comes with half a dozen Mega Foam Arrows for you to play with. Chances are with kids being kids, they will most likely lose a couple of arrows down the road, so don't get disheartened but instead be prepared to face such a situation. In addition, it comes with a Bowstring Tension Adjuster as well as a built in Scope and Vision Lens to increase one's accuracy, although it will not make any compensation automatically for other factors such as wind speed. The Scorpion Bow can be yours for $33.11.


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After-school program teaches values, skills
After-school program teaches values, skills
I am a 12-year-old girl who attends the Citizen Schools after-school program. I believe that this extracurricular activity has helped many students in many different ways. It has helped me by teaching me important values, giving me new skills and helping me improve my grades. It has also kept me out of trouble because, since I have been involved in this program, I have not had a detention.
Citizen Schools has helped me by teaching me important values such as courage, teamwork, perseverance and joy. We earn value stars by practicing Citizen Schools values. We put our stars in a jar and have a raffle at Closing Circle. The winners of this raffle tell the campus why they got that value star, and then get to pick a prize. Another Citizen Schools value is courage. We had a small program called Speak Up, where students would practice their verbal presentation skills. The value courage also applies in Opening Circle, which is what we do to start our day at Citizen Schools.
At Citizen Schools, we do something two days a week called Apprenticeships. There are a lot of these, such as Nutrition, The Safe Zones Anti Bullying Program, Animal Enrichment with staff from the Buttonwood Park Zoo, violin class, and more. I enjoyed spending time learning how to stop people from getting bullied and how to play the violin. I hope that future apprentices will have as much of a good time as I did.
A program that happens one day a week in the Citizen Schools program is the SMILES program. This program allows children to have a mentor-mentee relationship. My mentor's name is Mary Santos, and we have been paired up for two years, since my fifth-grade year at the Winslow School. This program also teaches values and the importance of having friends.
Since I joined Citizen Schools, I have not gotten a grade below a B. I recommend that any Keith or Normandin student who wants to get good grades and learn new things joins Citizen Schools. I am hoping to attend the Citizen Schools after-school program once again this year, and I look forward to seeing new faces, as well as old ones.
New Bedford
Elizabeth Holmes is a student at Keith Middle School, going into the seventh grade.