text:
Whether Sant Jarnail Singh and his followers were extremists? Sant Jarnail Singh ji Khalsa Bhindranwale
If Sant Jarnail Singh ji and his associating Sikhs were terrorists, could Indian govt. clarify when it's forces were getting training to attack on golden temple, why the senior political leaders, Press reporters and photographers, journalists were flocked to Darbar Sahib to visit Sant ji and get his interview during that time whose pictures are frequently available on internet. so whether they used to visit and for interview of an extremist ?
Sant Jarnail singh daily used to sit on roof of Langar hall and then started meeting visitors at Sri Akal Takhat Sahib. Journalists interviewed him to make the headlines of news papers or to air on Radio daily. When he used to sit on roof in open, couldn't he be shot with any telescopic rifle if he was a threat to nation? If it was so easy then what was the need of an army invasion on Golden temple and nearly 40 other gurudwaras to be desecrated in Punjab? And deliberately on auspicious day of martyrdom of fifth guru Arjan dev ji when thousands flock to religious places to pay their obedience to their Guru?
If Sant Jarnail Singh Bhindranwala was an extremist —- as the Indian govt. propagates then we Sikhs demand an evidence to prove it. The govt. of India should give an evidence to prove it whether Sant ji was summoned to be present in any Court of India and he didn't or if any warrant issued against him or pending or whether he was declared an offender by any Court where he didn't present or if the Govt. itself had declared him an extremist through it's any order or whether the Parliament was also taken in trust to declare him an extremist? Kindly give details if any?
The truth is the Sikh youths were highly impressed by personality of Sant jarnail Singh ji, by his call they had given up the use of intoxicants, drugs and alcohol from their lives and initiated into Khalsa religion. Those who used to shorn their hairs or trim their beards, left it immediately and became Sikhs by initiation with Amrit into Sikh religion. Many Muslim youths were also lured to be Sikhs, we fine many evidences in history when Muslims initiated Sikh religion. Now with inspiration of Sant ji, many Muslims came forward and offered themselves to be Sikh. They became trus followers of Sant Jarnail Singh. They kept on fighting till their last breath with other Sikh youths to save Golden temple from invading Indian army.
Sikhs do not believe in violence.
Speech by Sant Baba Jarnail Singh Jee Khalsa Bhindranwale
Perhaps she (Indira Gandhi) has forgotten that a Sikh does not believe in violence. Sikh does not believe in destroying life. A Sikh always upholds Nanak Naam Chardhi-Kala Therae Bhanae Sarbat Da Bhulla "Nanak says: God's Name is glorious; there is good for all in accepting Your will". The Sikh follows this path. She has started to say so to give us a bad name. Either her CID (Intelligence Division) has given her this impression or she is deliberately being clever.
115,000 Have Volunteered To Die For The Faith. This Is Not A Handful.
There has been an announcement from the Akal Takhat regarding 115,000 volunteers ready to die. Among them I too have come to the stage on two occasions. I too have come to the Guru's presence. All the mothers and brothers who have come there to the presence of Siri Guru Granth Sahib Ji, the True King; I have preached at length to them all and got them to make a pledge to become extremists. She (Indira Gandhi) says there is a handful of people. She should carefully note that 115,000 raised their arms.
Government Calls Devout Sikhs- "Extremists".
We are firm extremists but of what type? Those who act the way Government says an extremist does. Whom does the Government call extremists? A person who takes Amrit (is formally initiated into the Sikh Faith) and administers it to others; who reads Baani (Siri Guru Granth Sahib) and teaches others to read it; who preaches unity and exhorts people to work together; who turns people towards cooperation; who unites them under the saffron Nishaan Sahib (the Sikh religious flag); who unites them with Akal Takhat Sahib and Harmandar Sahib; who is desirous of seeking justice (retribution) for the dishonor to our daughters and sisters, for the spilt blood of innocent people, for the irreverence shown towards Siri Guru Granth Sahib, the True King, and exhorts others to do the same – and we have to get these rights – the present Government has started calling such people extremists. Only Sikhs Of The Guru Have Volunteered. They Are More Than A Fistful.
I had said these things when I asked people to raise their arms. He who is a Sikh of the spinning wheel and the goat, a Sikh of the Radhaswamis and Narkdharias (Nirankaris), a Sikh who waters the pipal tree and sprinkles sandhoor on the Jand tree, should not raise his arm in the presence of our Master (Siri Guru Granth Sahib). He who is a Sikh of Satguru Granth Sahib, is a friend of the Panth (the Khalsa Brotherhood), has respect for the honor of daughters and sisters, has respect for the spilt blood of the innocent and the brave, should raise his arms. This was the pledge I got from the stage. They were 115,000. She should think it over. They were 115,000. (One might say to her): "You are not the form of Guru Nanak that you can include all of them in your fist. Your fist could not even contain Jagjiwan Ram (a former Minister in the Government of India), not even Bajpai (a Hindu leader) and others. They left you and departed. How will you hold 115,000 Sikhs in your fist through mere talk?" She says there is only a handful! From one point of view it is even a good thing. So long as the fist is closed the fist is formed, it is there. When we open the hand, it becomes a slap. Fingers cannot hurt as much as a fist can. When the fingers are closed they call it a fist. You know, in our language, what the fist can do. So, Khalsa Ji, so long as our fist is closed, we are together. We desist from mutual criticism. We are Guru's Singhs and work together. Let us stop saying "I am a Congressite, I am an Akali, I am Bhindranwala, I am so and so." Giving these up, one thing should penetrate the Sikh's mind: "I am a Sikh, I want to live in Hindostan as a Sikh and not as a kesdhari Hindu (Hindu with uncut hair)." When this thing enters our mind (we shall succeed). She says "they are a handful." One hundred and fifteen thousand have made the pledge here. Some friends have registered their names with me too. Some say: "Why have they registered their names with you?" Some brothers talk like this too. I do not wish to name them, may God give them good sense. I pray to the Guru. I am not angry with them. That's all the wisdom they have. Friends have registered their names with me too. Who are the people who have done so? These were those who said:
"We are not going anywhere without you." The President, Sant Baba Harchand Singh Ji Longowal, was asked. A request was made to him:"Baba Ji, some Singhs think like this. You should tell us (what to do). If tomorrow there is going to be a talk that (Bhindranwale is) forming his own Akali Dal, then I shall request these people to go home. But if you so order, I can register them." He said: "Get them registered." Persons between sixteen and forty years of age have been registered. We have registered older persons as well but that (list) is separate. In this age group, the count with me is thirty thousand. She says they are a handful! Garja Singh and Bota Singh (Sikh heroes from 18th century who defied the Imperial rulers) were two. It will be good if the Guru has mercy, the Satguru is benevolent, and the job gets completed in peace. We definitely are supporters of peace, but if the train once starts then it will be known whether they are a mere handful or too many even for (enclosing in a blanket) wrap.
A Muslim Police cop Bashir Mohammad was deputed as spy and sent to Golden Temple in disguise of a Sikh. His mission was to collect information on movement of Sikh youths in the group of Sant Jarnail Singh. Though e on govt. duty but he got so much influenced and impressed to see courage and life style of these Sikh youths that he himself appeared before Sant ji and revealed his secrecy and wished to be a Sikh. He was then initiated into Khalsa by Amrit initiation ceremony and a new name given to him as Laxman Singh. He got martyred while defending Golden temple in invasion by Indian army. His wife was pregnant for 8 months. She was picked up by police after martyredom of her husband, she was killed with her foetus in her uterus. We salute all these three and pay our tributes to departed heroes of Sikh panth.
The Hindu press (Punjab Kesri) had declared these Muslim youths as Pakistani soon after recovery of their dead bodies. The reason was —- to justify attack on Golden Temple by Indian army and to defame Sikhs. This newspaper group had no evidence to prove but I give a strong evidence here. Kindly view the person in picture pasted below, how a Muslim youth embraced Sikh religion and then became a general of freeddom fighters also; These Muslim youths were earlier circumcised before they embraced Sikh religion, hence they were declared Pakistanis by Hind Samachar Group whereas dead do not introduce themselves otherwise these dead brothers would have given their introduction of being Sikhs. Not only Muslims, many Hindus too embraced Sikh religion and participated in fighting to save Golden temple but the Hindu press never revealed this secret. We could hardly receive a picture of Bhai Dula ji who was a Hindu and he too got martyred fighting with Indian army in Golden Temple. We bow our head in due respect to these Hindu brothers also and we Sikhs feel proud on their martyrdom.
The brave former Hindu brother, Bhai Dula Singh,who joined Khalsa fauj of Baba Jarnail Singh ji and became a Shaheed fighting for defense of Darbar Sahib in Operation Bluestar. He was just 17 that time. He had a Blue Gol Dastar on his head during the Battle. He was given this name by Santji! Dula means 'Beloved Son'.
(Right) Hardev Singh(Bhola Pandit) who sacrificed his life fighting for defence of Darbar sahib alongside Khalsa fauj.
The Brave Hindu brother, Bhai Dula Singh,who joined Khalsa fauj of Baba Jarnail Singh ji and became a Shaheed fighting for defense of Darbar Sahib in Operation Bluestar. He was just 17 that time. He had a Blue Gol Dastar on his head during the Battle. He was given this name by Santji! Dula means 'Beloved Son'.
The Hindu Brahmin brother, Hardev Singh(Bhola Pandit) who sacrificed his life fighting for defense of Darbar sahib alongwith Khalsa fauj.
Neither we can assume without full information to conclude anything nor we can share a detailed account of sacrifice by these Hindu or Muslim brothers. All of these martyrs had joined the movement at their own will to participate in holy war to save sanctity from invading Indian army. Not many articles are written in their praise, no songs of their valor ever sung but even then we salute their martyrdom.
Some facts are received about Bhai Roshan Lal Bairagi. It's said that he is the first Hindu brother who embraced Sikh religion on inspiration by Sant Jarnail Singh ji. These bairagis are said to be followers of Baba Banda Singh ji. Sant Jarnail singh ji ordered one of his follower Bibi Nirpreet akur to marry him. She was only 16 years old at that time. She bowed her head to the choice of her groom by Sant Jarnail Singh ji but unfortunately Bhai Roshan lal was arrested in Delhi within 12 days of his marriage and killed on the way when he was being brought to Punjab in a fake encounter by Punjab Police. It was the first fake encounter. Bibi Nirpreet kaur is now indulged in social service to these destitute families of victims of 1984 since then. She has dedicated her life to this mission.
There are some more names revealed by Hindu media who embraced Sikh religion, a few important names are as …. Pradeep Kumar alias Sher Singh (After initiation amrit), Rakesh Kumar alias Ranjit Singh pappu matyred in 1992, Balwant Rai alias Gurditt Singh Gullu martyred in 1992, Ashok Kumar Billa. Ramesh Lal alias Kabul Singh martyr, Vikas Pandit and his brother Ashok Kumar (Sukhvinder Singh), KC Sharma martyr, Sushil Kumar martyr, Sham Sundar Shastri alias Ranjit Singh Bittu martyred in1992, Bhai Des Raj Des Salem Tabri martyred in 1992, Tarsem Raj escaped from Police and disappeared 1992 and Ram Swaroop Pandit alias Surjit singh martyr 1992.
Bhai Baldeep Singh was that brave martyr of Malwa religion of Punjab who glorified the Babbar Khalsa Organization.
Born in a Hindu family, the son of Vaidya Harbans Lal Sharma and mother Balwant Kaur had adopted the Marxism movement in Budhlada of Malwa under influence of Punjab Students Union, but later on he joined the Babbar khalsa organization and got martyred on 8th August 1992 in a fierceful fight at village Ramteerath in Talwandi Sabo along with another brave militant Bhai Sukhdev Singh babbar. On this day the chief of this militant Organization was arrested at Patiala and brought to Ludhaiana before he was martyred
Bhai Baldeep Singh having his roots in Hindu family reminded us the brave past of 18th century when the eldest son of the family was embraced in Sikh region and offered to Guru. To-day when we hear the proud words of his father Vaidya Harban Lal Sharma, we feel proud on the sacrifices of these Hindu brothers who laid down their lives. His father is so proud of his martyrdom that he says that "his son got martyred fighting with tyrant Indian army in his efforts to establish Sikh kingdom". In a straight forward manner when he knows that the common enemy of the soil of Punjab is Delhi which has suppressed the rights of Punjabis. He understands that the solution of all the troubles of Punjab is creation of Sikh kingdom, therefore he feel proud that his son sacrificed his life for a great mission of liberty to Punjab.
The younger brother (Harjeet Singh) of Bhai Baldeep Singh was also picked up by Punjab police just after two months from his residence who is disappeared since then like thousands of other Sikh youths in Punjab. We bow our heads in due respect to these martyrs whose family members can not perform any religious rights every year to commemorate their memories or to pray the almighty to rest their souls in peace being poors. But the Sikhs are not thankless, we do at our own and pray every moment for the high spirit and prosperity of their families from almighty Akal Purakh Waheguru ji. This can only be our true homage to these valiant Sikh youths.
In this picture Sant ji is seen with a group of Hindu girls who visited to get his blessings. Sant ji called them as their daughters and assured them of their safety in Punjab.
In fact , it's very difficult to give full detail in lack of complete information of these Punjabi Hindu brothers who participated in Dharam Yudh Morcha because the full information is not available. We tried to collect the information from net. We make our best efforts to collect the maximum information about these brave brothers and to share with our readers.
Though the Indian media is silent on their role but there were many Hindu youth who were hurt on attack on Golden temple and by rejection to implement Anandpur Sahib resolution because this demand of Anandpur Sahib resolution was in the interests of whole Punjab not only in favor of Sikhs. All the residents of Punjab were to be benefited by it's implementation. Therefore many of these Hindu youths embraced Sikh religion in protest and sacrificed their lives fighting Indian army and other para-military forces by fighting along with Sikh brothers shoulder to shoulder.
The 10th master of Sikh religion had preached his followers that …"Regard the other beautiful women as your sister, mother and daughter" therefore the Khalsa should honor every women irrespective of her religion, cast, color or creed as his mother, daughter or sister.
There were many among these who had received help from Sant ji and were aware of the loss to Punjab by not implementation of Anandpur Sahib resolution. They were also upset on demolition of Akal Takhat by Indian army. They too wanted to pay the debt of their motherland by fighting along with their Sikh brothers, shoulder to shoulder with their common enemy—the Indian army and got martyred fighting valiantly. They were fully aware that their forefathers had earlier betrayed with their motherland but now they had decided to wash this blackspot with their blood.
There is one example when a Nepali Hindu youth embraced Sikh religion and became an active member of Babbar khalsa.
Balbir Singh—Nepali Sikh
The senior Suprintendent of police Balbir Singh revealed that Balbir Singh was a Nepali Hindu and he embraced Sikh religion few years ago. He was arrested in 1996. It was this man Balbir Singh who helped Bhai Jagtar Singh Hawara and others to escape from Budhail jail of Chandigarh to Nepal.
Not only this, the Chrishtians in Punjab too participated in this agitation. Khurram Masih alias Manjit Singh alias Kaala alias Akaal was a Chrishtian who embraced Sikh religion. He was also companion of Neeta. He got martyred in Dablehar village of RS Pura of Jammu on 28th December 200. As per received information from police, he was a hitman in Neeta's gang. This Khurram Masih was responsible for nearly 20 blasts in Punjab, Jammu and Delhi.
I still remember, Sh Jai Prakash Narain had reacted on a slogan given by govt. of India as …. INDIA IS INDIRA INDIRA IS INDIA and said …."it's in our constitution ….you say something, we listen, we say something, you listen. The nation can prosper by saying and listening each other but by being everything, one can't be the fate of a nation."
But the flatter bureaucrats had called Indira as India but see now India is still there but where is Indira?
It is generally alleged that Sant Jarnail Singh Bhindranwale who launched struggle for the achievement of Khalistan was himself settled at Akal Takht at the time of Operation Bluestar alone.
It is amazing how a lie has been repeated and infinitum to malign an innocent person with his followers and an entire community for respecting him. Many people in India, not having access to sources, have been misled to believe he was a terrorist bent upon dismemberment of their beloved country.
Another Sikh scholar KS Chawla states:
"Jarnail Singh Bhindranwale who launched struggle for the achievement of Khalistan was himself settled at Akal Takht at the time of Operation Bluestar alone. It is amazing how a lie has been repeated amid infinitum to malign an Inocent person with his followers.
"Bhindranwale was heading the Damdami Taksal when he started the campaign for Khalistan."
Indian Government gave it to the Sikhs, we shall accept it and not repeat the mistakes of 1947." Apparently, he did not even know that at no stage was Khalistan even considered in 1947.
Second lie is that he started the campaign for Khalistan when he was heading the Damdami Taksal.
The demand for Khalistan was started by Jagjit Singh Chauhan and did not have the support of either Sant Bhindranwale or the large majority of Sikhs. Earlier Sardar Khushwant Singh listed the requirements for survival of Sikhi in his "History" (1963 edition). A specific region where Sikh heritage would be respected and be part of educational curriculum was one of these.
Sant Bhindranwale did support the demands contained in the Anandpur resolution. This resolution demanded a certain amount of autonomy for Punjab and was not a demand for dismemberment of India. The Sant had not even seen the resolution till the middle of 1983. His support was based solely upon his acceptance of the position of the Akali leadership on the issue. He publicly stated many times that he had no political ambitions and that the Akali Dal was the sole representative party for Sikhs. Later, he opposed Akalis' softening stand regarding the Resolution on the basis that they had said an Ardaas at Siri Akal Takhat Sahib on 4 August 1982 (the day the Dharam Yudh Morcha started) where they had invoked God and Guru's blessing and vowed not to accept anything less than the resolution. He took the position that having said that Ardaas, it didn't behoove them as Sikhs to go against their vows. His opposition was never violent. He only told the public that in case the Akalis compromised on their Ardaas, he would let the public know about it and then it would be up to the Sangat to decide what to do.
The third lie in the report is that he had entrenched himself at the Akal Takhat. He lived in Guru Nanak Niwas till, in December 1983, he was challenged by the Babbar Khalsa and asked to vacate the rooms he and his followers were occupying in that building. He never lived in the Akal Takhat building. He occupied a room adjacent to the building. Also, Darbar Sahib was under SGPC control at all times. In fact, in one of his speeches, Sant Bhindranwale complained to the Sangat and asked them if they had noticed that he never spoke from Manji Sahib Diwan Hall (after September 1983). He explained that he had been told not to do so. Evidently, the people who barred his speaking in Manji Sahib Diwan Hall had control of the premises and not the Sant.
Many other lies have been told about him and now, treating these false accusations as facts, any one who knows better and shows him respect is branded an extremist, a militant, and a terrorist.
So the fate of Indira was also written the day Indian army attacked on the Golden temple. Sikh people can forget everything but can never forget that attack on their places of worship or disrespect to their Guru. Thus Indira had signed herself her own death warrant by order of this attack.
Ajmer Singh Randhawa


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You're a dreamer? You're a doer? You're a doer-turned-dreamer? You're a dreamer-turned-doer? If you are some or all of that, you are quite likely an entrepreneur!! It is no secret that a start-up's journey is… MORE >>
There are two things that ring loud in my head whenever I think about PLF. The first is the teaching by renowned Chinese philosopher Lao-Tzu that a journey of a thousand miles begins with a… MORE >>
It has been an interesting coincidence on the last few occasions in different discussions and industry forums I participated in, they have attracted a good amount of the classic "Products and Services" in IT deliberation…. MORE >>
Running a start-up is like running a marathon. It is not for instant gratification; it is not for short cuts; it is not for everyone. Completing a marathon needs planning, perseverance and technique. As marathon… MORE >>
I am at San Francisco airport headed back to Pune and for two strong reasons I have renowned spiritual teacher, author, and lecturer Marrianne Williamson's quote ringing in my head; "Our deepest fear is not that… MORE >>


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Funniest Things Taught In A Pakistani Madrisa
Madrisa is (supposed to be) a place where basic Islamic teachings and Qura'n is taught to children. Unfortunately, in our country madrisa is more of a factory which is producing illiterate people who do nothing but hold grudges against people from other sects and religions.
These kind of things happen when you send your intelligent kids to med schools or engineering universities and the dumbest kid is sent to a madrisa to become a Hafiz, Imam masjid or alim e deen.
Being a Muslim it is very tough to defend yourself when these so called religious figures preach hatred and bias against other human beings and tell you dumb stories in the name of Shariat. It's 2016, the era of Twitter and Facebook, and all their non-sense becomes a trending topic in no time.
I was going through my Twitter timeline when I saw these tweets. And no wonder, I can relate to most of them. These are exactly the teachings of Mullahs (NOT ISLAM). Just read them, have a good laugh and then think how we've made our religion a joke.
Today, when Islam is on the hit list of every troll, we have to ask ourselves this question; Who should we follow? Quran (the source of all knowledge) or a Mullah?


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Dodge Repair Questions? Ask a Mechanic for Answers ASAP
Hello. My name is ***** ***** I will be helping you today.
Many things could cause this. Have you done any diagnostics at all yet? Is the check engine light on? If so have you checked the codes? Can you better describe your problem? "No power" is a pretty vague description.
Can you get the codes and/or fuel pressure?
No problem. If you can give me those I can either give you an idea of what it is or let you know what needs tested. To come to an accurate diagnoses testing is required. I could take guesses at it but I dont think that is why you came here.


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|Duke Bryology Lab
Basic Lab Procedure for Sequencing Bryophyte DNA
Isolate DNA
Run small aliquot on agarose gel to check quality and quantity of DNA, or use Nanodrop
Amplify DNA with appropriate primers (PCR)
Run 2-5µl PCR product on agarose gel to check for amplification of desired product
Clean PCR product with shrimp alkaline phosphatase (SAP)
Perform sequencing PCR
Ready for automated sequencer
Isolation of DNA from Fresh or Dried Moss Tissue
A. Grinding and extracting with CTAB Buffer
Meanwhile: label TWO new sets of eppendorf 2µl tubes.
B. Removal of proteins with chloroform:IAA
C. Precipitation, washing and drying of DNA (out of hood from here on)
D. (GeneClean Protocol)
DNA Extraction from Agar Cultures
Preparation of samples:
* Cut thin strips of upper layer of media or chunk of media
with fungal growth and place into eppendorf tube. Having more mycelium and less
agar is ideal. Try not to use more than approximately an 1/8" cube.
Phase one:
Phase two:
Agarose Gels in the Shaw Lab
1) Pouring a gel:
2) Loading a gel:
3) Visualizing DNA bands:
Setting Up PCR Reactions
provided by Taq manufacturer
Doing It:
A. To minimize pipetting and maximize accuracy, make a Master Mix containing all PCR components except template DNA:
i) Multiply the quantities for the desired reaction size by the number of reactions you are setting up. Include a positive and negative control, and at least one reaction volume extra, to account for pipetting error.
B. Add the appropriate quantity of template DNA, placing the pipet tip at the bottom of the tube and dispensing the DNA into the master mix.
C. Cap the tubes or seal the plate with film, and spin briefly to collect all of the contents in the bottoms of the tubes/wells.
D. Initiate thermocycling with the appropriate program.
For regular PCR amplification:
E. Place tubes in block and close thermocycler lid.
Cleaning amplicons for sequencing using Antarctic Phosphatase (AP)
Et voila, products are now ready for use in sequencing PCR!
Sequencing PCR - Big Dyes
* If your quantified cleaned DNA is more concentrated than 5-15ng per 5µl (for PCR product), use less DNA and make up the volume with sterile water. Water can be added as a third component (master mix+water+DNA to total of 10µl), or dilutions of DNA can be made so that 5µl dispensed to the sequencing reaction contains an appropriate amount of DNA.
**on a Hybaid PCR Express:
Preparing GenBank Submissions with Sequin
S.B.B. 10/6/99, Updated 8/15/02
The NCBI shareware program Sequin, is designed for the preparation of GenBank sequence submissions off-line. It is a stand-alone program that users can download for use on their personal computers. As a final step in the preparation of a submission, Sequin writes a file that the user then emails directly to the GenBank folks as an attachment. Sequin walks you through the preparation of the submission, for the most part, but it has a tendency to crash. There are also many points at which the next "step" is not intuitive or clearly prompted. These instructions are meant to alleviate some of these difficulties for users wishing to submit an aligned matrix of sequences as a "batch", thus eliminating the need to prepare each sequence singly. The great advantage of this method is that Sequin can "propagate" features (such as the beginning and end of a gene or intron), over your aligned matrix, placing the boundaries for each individual sequence at the correct base.
1. Prepare your Nexus file:
Prepare a Nexus file according to the format of the attached sample. Be certain that each taxon has a corresponding "definition" line appearing in the correct order, in brackets and started with a ">", at the end of the matrix. A code name for the taxon/sample, that will serve as a temporary accession number until one is assigned, should appear directly above its corresponding line of sequence, flush left. The code name must begin with a letter (not a number!!). Be certain that the number of taxa (NTAX) and the number of characters (NCHAR) in your sequence alignment as stated at the top of your Nexus file are correct. All coding (such as 1s and 0s to indicate presence/absence of indels and ? marks) must be removed from the matrix, taking care to maintain the alignment. If Ns have been added to the ends of some sequences for the purposes of maintaining an alignment, these must remain. The Genbank guy assures me that they remove these later, so even lots (100's!) of Ns appended to the end(s) are O.K. As a final step, view your Nexus file in Word with all formatting shown. Remove any extraneous formatting (e.g. spaces at the ends of code names, not visible when viewed in Paup!) that may mess up reading of the file by Sequin. Save your Nexus file as something that will be easily recognized as formatted for Sequin.
2. Launch Sequin and begin preparing submission:
In the Shaw Lab, Sequin can be launched by selecting the Sequin alias under the Apple/Applications pull-down menu. Choose the "Start New Submission" for a GenBank submission on the initial window. Enter submission information (manuscript title, release date if not immediate, contact, authors and affiliation). One can move back and forth among these "pages" with the buttons at the bottom, but the next "form" cannot be reached until all of these fields have been completed.
3. Load sequence matrix into Sequin:
On the Sequence Format window of the next form, choose "Phylogenetic Study" and "Contiguous", if you have prepared your matrix like the sample (this is FASTA+GAP/NEXUS). On the Organism and Sequences form, you can choose the location of the sequence (i.e., genomic, chloroplast, etc.), from the pull-down menu. Choose "Standard" for the Genetic Code for Translation (also pull-down). Proceed next to the Annotation page (skip Nucleotide for now!). Here, one can add a title (such as "nuclear ribosomal DNA internal transcribed spacer", etc.), to be appended to each of your definition lines (now only an organism name as specified in your original matrix). Select "Prefix title with organism name" to make this happen. Return to the Nucleotide page (one previous) and click "Import Nucleotide Contiguous". Choose your Nexus file in the usual Mac/Menu method, and pray if you are so inclined. It is only after you've loaded your matrix that Sequin will allow you to save ANY of the work you've done so far. If it crashes while loading, you're screwed and you have to start over. It pays to have your Nexus file done right the first time (see above). If your matrix loads successfully, you'll get a window indicating how many sequences, etc. Thank your lucky stars and proceed to the next form, which is Modifiers. I suggest pulling down "lineage" under the "Modifier" Menu. You can then enter, for each of your sequences, the lineage information in the usual format (e.g. Eukaryota; Viridiplantae; Streptophyta; Embryophyta; Bryopsida; Sphagnidae; Sphagnales; Sphagnaceae; Sphagnum). Include the semicolons between each taxonomic designation, but no period is necessary at the end. The program puts the period in for you. Cutting and pasting between the cells on this "spreadsheet" can expedite this process. The lineage information will apear after the species name in the "Organism" field of you Genbank entry. The organism name itself comes from the definition line you should have put in your Nexus file (see above). Click O.K.
Now you should get a window with your first sequence shown in GenBank format. Save now or you will regret it forever!!! Don't ever copy over this file, if you don't want to weep bitter tears later. Call it "ITSprelim.sqn" or something and keep it for posterity. Changes you make from here on will be largely undoable, as far as I can tell, so if you mess up, or if the thing crashes, you'll want to abandon the bad one and revert to this pristine saved version. Starting over from here is much better than starting over from the beginning.
4. Basics of sequence display formats:
At this point, you are likely looking at a window containing the GenBank format of your first sequence. You can change the Display Format with the pull-down menu. The most useful options other than the "GenBank" view are the "Sequence" and "Alignment" views. You can select individual sequences to view in the "Target Sequence" scroll-down menu, or you can select "All Sequences", and see them in a consecutive list. The GenBank view is a good place to check that the sizes for your different sequences are correct. The sizes will be in base pairs after the program has removed the gaps from the sequence as it appeared in the Nexus matrix. The Sequence view gives you a nice numbered display of the nucleotide sequence, and this is the best place to start adding features (i.e. delineating genes, introns, exons, etc.) to your sequences. Beware! In the sequence view as it initially appears, the program seems to have a bug, that makes it impossible to scroll down in the window. Strange pink lines appear when you try to do this. The problem is eliminated by clicking on the [enlarge window/shrink window] button in the lined bar at the top of the window (looks like a square within a square). It seems necessary to be at the "top" of the sequence when you enlarge the window or only the lower portion of the sequence will be visible (another bug). This done, the window will fill the screen, and your sequence in its entirety should look fine. Tinker back and forth with this if things look funny. Seeing a buggy view doesn't seem to cause permanent harm to the file.
5. Annotating features:
It's important to note that features are defined in a single sequence (the first one in your matrix), in the Sequence view mode just described. This will be your "Reference Sequence", in which features are assigned according to the base numbers in the sequence as you see it in its "degapped" form (i.e. not gapped for alignment). Features are then propagated to the other sequences in the aligned ("gapped") matrix in a different view (see below). After propagation, Sequin calculates the different positions for the features for each individual sequence in the alignment.
To annotate features, in the enlarged Sequence view for your first sequence (reference sequence), pull down the "Annotate" menu, then "Genes and Named Regions...". The other seemingly useful option, "Coding Regions and Transcripts..." has some problems that I haven't figured out, so I've been sticking to calling things a gene or a region (which you can then give a name). To illustrate the process, say you're dealing with a matrix of its sequences. You want to annotate ITS1, 5.8S, ITS2, and the 5' end of the 26S. Note the numerical positions for these regions in your reference sequence. It's helpful to write down the series of 6-8 bases that begin and end each region, so you can check the Sequin-assigned positions for the other sequences later. For ITS1, pull down the "Annotate" menu, then "Genes and Named Regions...", then "Region". Type "ITS1" for name, leave the Properties page as-is, and give the range of base numbers on the Location page. Then click "Accept". A black arrow delineating the region should appear on your Sequence view. Proceed with the other regions/genes. For genes (such as 5.8S), I've been putting the name in the Locus field. Otherwise the entry is completed in the same manner. For a region where the sequence is not complete (such as for the 26S, where the 3' end may be incomplete), click "3' (or 5') partial". When Sequin assigns base numbers to this region, they will appear with a < or >. When you're done annotating features for your reference sequence, you're ready to propagate (the fun part!).
6. Propagating features:
In the Target Sequence scroll-window, highlight "All Sequences". Then change the Display Format to Alignment. In the initial Alignment view, you'll see a bunch of weird stuff, with a red box around it. Position the cursor in the middle of the red box and double click. Be prepared to wait patiently as Sequin prepares the view. The clock icon may or may not indicate that the computer is "thinking". Sometimes the arrow icon is visible even when it's still completing a command. Patience is a virtue. You should now see your aligned sequence matrix, with gaps and all, with your reference sequence at the top. To see the features you've assigned to the reference sequence applied to it's aligned form (with gaps), click the "Show feat." button at the bottom of the window. Check to see that the regions are still correctly annotated (by looking at the nucleotide sequence -- base numbers will be different!!) for the reference sequence. Dashes in the black line should indicate where the delineated feature is "skipping over" gaps. The feature in view should be named under the taxon code name at the left. The moment of truth...under the Features menu, choose "Propagate". Select your single Source (reference) sequence, for which you've already defined the features. In the other scroll-window, click the "Select all" button, then holding down the shift key, deselect your reference sequence. Hit the "Select all" button for the Source features (or select the subset you want to propagate). Be sure the "extend over gaps" button is selected and hit the "Propagate" button. Again, be patient, and you may need to scroll up or down before changes (features now shown for all sequences in the alignment) will be visible. It's not too useful to continue viewing all sequences in this way, so you can "Dismiss" (button at the bottom) this window and switch to Sequence or GenBank display format for a single sequence. Here you can check to see that the propagated features have been placed correctly. You are now ready to "Prepare Submission..." under the file menu. This is what you send, as an email attachment, to firstname.lastname@example.com. Within a day or two, you should receive an email reply containing GenBank accession numbers assigned to your temporary taxon codes.
A final note...while it is difficult to successfully change much of the information you entered in the early part of this process, there are some useful tidbits under the Edit menu, that can be accessed throughout. "Edit Submitter Info..." allows you to add additional contact information, or to give special instructions to the database staff. Good Luck!
Additions or amendments to these instructions are welcome!!!
TOPO-TA Cloning the Vilgalys-lab Way
One-fifth "Cloning Reaction":
1/3 transformation reaction, X = 17µl cells
AFLP Protocol
PCR Primers:
10X AFLP Buffer:
I. AFLP RE Digests - make cocktail for multiple ligation reactions:
II. AFLP ligation - make cocktail for multiple ligation reactions:
III. Preamplification (Optional) - make cocktail for multiple reactions:
IV. AFLP amplification:
V. Visualizing AFLP products:
Phone: (+1) 919


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Nice little video (similar to some of the other ones out there) but could be useful for learner / pupil / student council meetings and / or other leadership activities.
Would also make quite a nice activity for learners to write their own script?
Posted by Ollie Bray on October 24, 2013 at 08:00 AM in CPD | Permalink
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Wonderfully worded, creatively
animated and beautifully funny...
Posted by Ollie Bray on July 02, 2013 at 11:00 AM in CPD, fun stuff, literacy | Permalink
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"In China, every student learns computer programming".
Source: code.org
is the quote that appears at the end of the teaser trailer for code.org.
is a non-profit foundation dedicated to growing computer programming education.
Their vision is that every
student in every school has the opportunity to learn how to code. They
believe that computer science and computer programming should be part of the
core curriculum in education, alongside other science, technology, engineering,
and mathematics (STEM) courses, such as biology, physics and chemistry.
Their goals include:
The code.org website is
certainly worth checking out and it aggregates some popular resources such as Code Academy, CodeHS and Khan Academy. It also has a very impressive page of links to other free
resources (tools and online learning materials) such as Code Avengers, Hackety Hack and App Inventor.
Check out the code.org promotional video below:
BTW: If your interested how the UK compares internationally when it comes to teaching computer science in schools this Computing at School: International Comparisons Paper is worth a read.
Posted by Ollie Bray on June 17, 2013 at 08:00 AM in Computing, CPD, creativity, Curriculum for Excellence | Permalink
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As well as being a learner who is committed to their own professional and personal learning I am very lucky to be able to work with a variety of other learners from around the world.
This includes Young People (mainly through my work at Grantown Grammar School and Leading Edge Expeditions) and adults (through a variety of consultancy and professional development opportunities that I offer to groups of staff).Increasingly, I am working with more and more adults and young people online to deliver structured on-line opportunities. One of the courses that I enjoyed running the most last year was SMILE (Social Media in Learning and Education). This was a course funded by Facebook and run in partnership with the European SchoolNet.I was the main tutor for the initial part of the course (the first eight weeks) but then course delegates went award to carry out their own Social Media Action Research Projects.
Last week some of the first students graduated!
Well done to all of you, you were a pleasure to work with!If you are interested in how Social Media can be used in Education. Have a look at my on-line handout / resource page,which includes links to the SMILE Resources that we produced and a free ebook that I wrote for Bloxx.
PS: Hope you don't me posting your certificate Rositsa!
Posted by Ollie Bray on February 07, 2013 at 05:00 PM in CPD, EUN SMILE | Permalink
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is part of a series of posts that document some of my personal thoughts on some
of the myths surrounding 1:1 learning (one device per learner) and 1:1 deployments in schools and
school systems.
Myth 4 – 1:1 is the best ratio for learning
I can't disagree
that 1:1 isn't a good ratio BUT
sometimes other ratios are a lot more appropriate. Just because you have the
capacity for 1:1 in your school doesn't mean that it is the best ratio to use
all of the time.
Indeed, when we
look at learning from 3 years to 18 years a significant amount of thought needs
to go into when you would like to achieve 1:1 (if you do at all). This is particularly the case when you don't
work within a 3 – 18 school. I know of a number of examples where 1:1 has been
integrated successfully and purposefully in the upper primary (elementary) school yet when the
children move to secondary (high)
school this provision has not been continued and as a result has a regressive
impact on learning.
So, what are the
optimum ratios? In short, there is no easy answer to this. It really depends on
what it is you are trying to achieve. But it is important to remember that
sometimes 1:many (one device for many learners) is fine
and that there is absolutely nothing wrong with a lecture style presentation.
Of course the
advantage of learners having their own device in this type of environment means
that they can provide feedback and ask questions during the presentation (sometime referred to back channeling).
Devices can also be used to follow up links that the presenter has mentioned –
these can be bookmarked for exploration at a later date or quickly shared with
others across social networking spaces. One important consideration during this
type of environment is that this type of interaction, although powerful, does
not come naturally to young people – it is a skill that is required to be
taught and practiced if it is going to have any real impact.
As well as
1:many, there are also lots of examples when 1:3/4/5 (one device for
three, four or five learners) might be appropriate. These are all good
ratios to support collaborative learning and group work. Tablet technology can
have a real advantage here.
There is something about children working around a
tablet device that seems to make it more collaborative – could it be that in physical
collaborative learning scenarios the screen can actually act as a barrier to
learning. Despite their cost the role of the Interactive Table should
also not be underestimated in developing collaboration and problem solving
Research from my
genius of a friend Professor Sugata
Mitra (University of Newcastle) and others has also proved time-and-time
again that 1:2 (one device for two learners)
is also another great ratio for learning (particularly for younger children). It's small enough to allow
opportunities for children to get time on the computer without arguing who
should be in the driving seat BUT it also allows dialogue and conversation
between children as they work to solve real world problems and consolidate
their learning tasks.
Of course the
nice thing about having 1:1 (one device for each learner) is that
all of the above can be achieved but children can also work with their own
device where appropriate.
Photo: Fearghal Kelly
Now, in my
opinion, one of the biggest mistakes that is often made in 1:1 deployments is
that people aim for a 1:1 ratio and provide teacher professional development
for learning and teaching at this ratio.
Of course (particularly for older children – but
increasing younger ones as well) the real ratio that we should be aiming
for is at least 2:1 (two devices for each
learner). I see this more and more in the forward thinking progressive
schools and systems that I have the pleasure to work in from time-to-time.
In this scenario,
learners are supported by a main device (it
could be a desktop, laptop, netbook, hybrid or tablet) and their handheld (normally their phone).
Many of the people reading this article will
probably already work this way. For example, I'm writing this blog post on my
Laptop (my choice is to use a keyboard
for extended writing) but I've got an eye on twitter on my iPad that is next to
me and 5 minutes ago I replied to a text message on my mobile phone.
Another recent
example is from when I checked into a hotel for a conference in Stockholm last
The wifi voucher that I was given by the hotel receptionist allowed me to
connect 5 personal devices to the hotel network.
Now, I only had 3 with me (laptop, tablet & phone) but that is
not the point – the point is in the business word and increasingly in the education world we are required to be connected
by a variety of devices most of the time, in order to do the tasks we are set (and set ourselves) to the maximum
As you start to develop 1:1 learning scenarios in
your school / system don't forget to develop other scenarios in parallel that
involve other ratios and other types of technology integration.
Posted by Ollie Bray on November 15, 2012 at 04:00 PM in 1to1, CPD, Government, ICT Training, Leadership, pedagogie, Policy, Research_, Technologies for Learning Strategy | Permalink
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Myth Two – 'Children aren't used to 1:1'
This is an excuse
that is sometimes given to delay / prevent technology deployments in schools.
The truth is that most young people already live in a 1:1 environment as they
are constantly connected via their mobile / cell phones or other Internet
enabled devices.
published in the Ofcom report 'Children and parents: media use and
attitudes report 2012' illustrates this well.
Here is what it
says about children and smartphones:
Children's access to the internet is not restricted to PCs or laptops. Those aged 12-15 are more likely than last year to go online using their mobile phones and are more likely to say that this is the device they would miss the most.
Since 2011, there has been a 50% rise in 12-15 year olds owning smartphone devices. Almost two thirds (62%) of this age group now has one – up from 41% the previous year. This is significantly higher than the UK average for adults of 45%.
Mobile phones are more important to this age group than any other device, even TV. Two fifths (39%) of 12-15 year olds now say they would miss their mobile phone more than any other device, up from just over a quarter (28%) in 2011. Only one in five (20%) said that they would miss TV the most.
Around one in seven (14%) of all children aged 5-15 now use a tablet device at home, a threefold increase since 2011 (5%). Children aged 12-15 are most likely to use a tablet, with 17% saying they do, up from 6% in 2011.
However, just
because young people are used to 1:1 environments doesn't mean that they are
used to them in schools. It also doesn't mean that school staff are comfortable
teaching when young people have ubiquitous access to the Internet.
Indeed, I would
also argue that young people are not great at learning on-line in a structured
and formal way and we have a lot of work to do in schools to prepare young
people for this type of learning.
It is also interesting to note that
organizations like the Open University (who specialize in distance learning)
only use on-line as part of their overall model. Experience has shown that
on-line alone does not have a great success rate – the key to success is
'blended' learning where on-line is supported by good community management,
peer support and local tutorials.
Before schools go down the route of 1:1 access it is important that they ask themselves what the potetial impact on teaching and learning might be.
Posted by Ollie Bray on November 13, 2012 at 04:00 PM in 1to1, CPD, future, ICT Training, Leadership, pedagogie, Policy, Teacher training, Technologies for Learning Strategy | Permalink
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So much is written in the press about the negative use of technology (in particular social media) and young people. Yet technology and social media has become such an integrated and important part of our lives. We see 'tweets' on the television, read facts on Facebook and gather information on Google+.
In the past 24 months social media has toppled governments, helped us rescue flood victims and delivered us both localised and international news in almost real-time.
Social media is both powerful and purposeful yet its full potential is still to be realised in education. How can it be used to transform our classrooms in the same ways that it has transformed many other aspects of our lives?
As you might know I've been doing a lot of work on this recently (partly linked to the SMILE project) and now in partnership with my friends at Bloxx we have turned lots of these blog ramblings into one easy reference guide / eBook.
It is free and you can request a download from here.
Posted by Ollie Bray on November 11, 2012 at 08:02 AM in Books, CPD, Facebook, Professional Learning Networks, Resources | Permalink
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You might also like to check out the SMILE Video Channel.
The full report Challenges and opportunities for schools and teachers in a digital word – Lessons learned from the 2012 SMILE action research project also be downloaded.
Also: Some thoughts from the partisipants and our first graduates!
2. Presentation at Glasgow Social Media Week 2012
At Social Media Week Glasgow in September 2012 I gave a talk called The New Learning Landscape: Social Media and New Technology in Education which was sponsored by Bloxx.
The main points that I covered were:
The talk was written up by Delesia Watson and you can read what she thought over on the Glasgow Socila Media Week Blog.
The presentation was also filmed and live streamed, you can watch it here if your interested:
3. Download the free eBook
In Collaboration with Bloxx, I've put together a free downloadable ebook on the Use of Social Media in Schools - you can download it from here.
4. From the archive
I've been talking about all this stuff for a while now - here are a few other blog posts from the archive that capture some of my other thoughts on some of these issues.
Posted by Ollie Bray on October 24, 2012 at 11:00 AM in CPD, EUN SMILE | Permalink
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Sponsored by Facebook
I did some work recently for the EUN where we looked at the role of Social
Media in Learning and Education (SMILE). One of the outputs of my
contribution to the project was a professional development eLearning course for
European Teachers and Head Teachers on the use of Social Media in Schools.
As this part of the
course has now finished (and we have gone into the community development phase)
I am re-posting a version of the materials here so others can benefit from
This is part 4 of 6 - Using social media for professional development
Using social media for professional development (CPD):
The Video
Social Media in Learning and Education (SMILE) - Video 4 of 6: Using social media for professional development from Ollie Bray on Vimeo.
Using social media for professional development (CPD):
The Course Notes and Links
1. Personal Learning Networks
Much like the
term 'Social Media' there has been a lot written about the definition of
'Personal Learning Networks' over the years. Some of the pioneering research in
this field has been completed by Dr Alec Couros, University of Regina, Canada.
Dr Couros argues
that most typical teacher networks are one way and that teachers are delivered information on professional
development and professional learning. He also talks about the rise of the 'networked teacher' where due to the
increase in social media tools available for teachers professional learning and
professional learning becomes two-way, driven by dialogue and as a result more open
and reflective.
The key thing to
remember about any Personal Learning Network is that they are, by definition,
personal and depend on the interests and willingness of the individual to
engage. When considering the use of social media to develop Personal Learning
networks it may be useful to break them down into three component parts.
The first of
these is face-to-face, even in the Internet age and with the rise of social
media you can't actually beat sitting down and talking to someone. Trusted
professional feedback is also often born as a result of trusted relationships
between colleagues.
The second
component is one of closed digital communities. These are digital closed
communities of practice where people may not know each other but they are
connected through interest (examples might include TES Forums,
Microsoft Partners in Learning Network and the discussion forums for the SMILE
eLearning Lab).
The last
components are digital open communities that are often un-moderated and are
built around tools that have not been designed for education but have been
adopted by educators. Examples of these tools include Blogs, Social Bookmarking
and Open Content Repositories.
Some of these
tools are services will now be discussed and exemplified below.
2. On-line Communities
communities normally require registration and have been designed for a specific
purpose to link people together via interest or for a specific project. The
best on-line communities are ones that are allowed to grow organically over
time because the users suggest new ideas or topics of discussion to keep the
community vibrant and up-to-date.
Examples of on-line communities include:
3. Using RSS
Reading about other peoples work and their reflections on
classroom practice can be hugely valuable to your own professional development.
Globally thousands of people are blogging about what is going on in their classrooms
every day. The trick is trying to keep track of the blogs that interest you and
to be automatically up-dated if someone posts something new or interesting.
Blogs produce an RSS feed (to find out what this is watch
this CommonCraft
video) but all you really need to know if that this means you can
aggregate content from a variety of blogs into one place using an RSS Reader,
such as Google Reader.
You will need a Google Account (which is free) to start
using Google Reader. This CommonCraft
video on
Google Reader will tell you everything that you
need to know about using this service. By using an RSS reader you can easily
follow hundreds of blogs from educators around the world but only have to visit
one website (your personal Google Reader page) to check for up-dates.
4. Social Bookmarking
Social Bookmarking is when you save the URL of a website
that you like to another website rather than to your favourites on your web
browser. One advantage is that you can
see if anyone else who is using the service has also save the website that you
have just saved. This is useful because users who have saved the same website
as you will have often also save other websites that you will be interested in.
This makes Social Bookmarking another great way to
collaborate with people globally, to swap ideas and useful websites that you
have found to help aid school improvement.
This CommonCraft
video will tell you everything that you need to know about Social
Bookmarking using a service called Delicious (although it is worth noting that Delicious has changed since this video was made).
5. Searching the Future Web
Alerts are
a way of telling Google a key word of phrase and then if that word of phrase is
published on the Internet and is picked up by the GoogleBot you
are sent an email link to where the article has been published. You can also
create an RSS feed for alert terms (see
RSS above). The use of Alerts is an important 3rd
Millennium research skill and are already used widely in higher education.
As well as setting up alerts for professional interests eg: "formative
assessment," "outdoor learning," and "international school links". It is also
useful for schools to have a Google Alert set up around their own school name.
Used in this way Alerts can be used as an early
warning system if someone writes about or mentions your school online.
Importantly, it's also a really good way to track wider student achievements. For example, many
children take part in activities outside of the school and some of these
activities are really impressive. These achievements are often written about in
the local media and normally the child's school is mentioned. As most papers
are digitized, Google Alerts gives you an opportunity to receive this
information as it is published. This is often before you have a chance to read a
paper copy of the local news.
6. Micro Networks
Micro networks
such as Twitter are a great way to receive short and concise advice,
recommendations and resources from educators around the world. This article from Tony Parkin provides a good
oversight of how you can find educators to follow on Twitter.
Hash (#) tags are
also used within the Twitter community to bind conversation together. Most
conferences now have a Twitter Tag and you can you services like Twazzup.com to search for a #tag and then aggregate
all of the tweets and images shared on Twitter from the event.
Other micro
networks that are worth exploring for professional development purposes include
Slideshare and SlideBoom. These are on-line communities where
people share presentation slides and they are very popular with educators.
7. The Importance of Recommendation
As the above
notes demonstrate there are an awful lot of professional development
opportunities that are available on the web and many of these are linked to
social media services.
However, just
like any social service recommendations about a product are important. This is
similar to recommending a product or a seller after you have bought somthing on
Amazon - but within this context we are recommending professional development
opportunities to others.
CPD Scotland is
National Resource that has been developed by Education Scotland. One of its
services is CPD Find,
this is a national directory of paid for and free CPD opportunities. What is
interesting about it is that it is not just a catalogue of courses because some
of the courses have been endorsed by peers and you can see what other people
think of the course content, delivery and value for money.
Including a
system for open peer feedback and recommendations should be an important
consideration for anyone who is interested in developing their own CPD portal. It
also encourages teacher who attend the courses to become more reflective.
8. Research
Research into the
use of social media for CPD is limited because the tools and service evolve so
quickly. However, this report produced by The Pearson
Centre for Policy and Learning and NoTosh Ltd in 2011 titled 'Tweeting
for Teachers,'
provides a number of useful case study examples of how social media can support
teacher professional development.
Links for you to explore and
reflect on:
On-line Communities:
Social Media Tools and
Research and Articles:
Posted by Ollie Bray on October 19, 2012 at 03:00 PM in Coaching, CPD, EUN SMILE, Leadership, Microsoft Innovative Teachers, Policy, Professional Learning Networks, Research_ | Permalink
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As this part of the course has now
finished (and we have gone into the community development phase) I am
re-posting a version of the materials here so others can benefit from them.
This is part 3 of 6 - Using social media for learning and teaching -
pedagogical principles
Using social media for learning and teaching -
pedagogical principles: The Video
Social Media in Learning and Education (SMILE) - Video 3 of 6 - Using social media for learning and teaching - pedagogical princ from Ollie Bray on Vimeo.
Using social media for learning and teaching -
pedagogical principles: The Course Notes and Links
In unit one of
the SMILE Course we discussed some common characteristics of social media.
These characteristics included:
It is important
to remember these characteristics, as they are also common characteristics
associated with education reform.
Many countries globally are trying to create
classrooms that challenge traditional
models and reverse the hierarchy,
allow young people to communicate
and collaborate, that provide
authentic audience for children's
work and exist within systems that are both open and transparent.
This means that
by embracing the use of social media tools for learning and teaching we can
start to build a culture that may help contribute to the reform of our school
This post looks
as some examples of how social media has been used successfully to enhance
learning and teaching.
1. Cultural Relevance
Young people are
engaged when they are learning about things or with things that they can relate
too or that are relevant to them. Social media is highly cultural relevant at
the moment for young people (from Facebook to the Xbox Live) and harnessing
these tools for education can develop powerful contexts for learning.
Social media is
also highly relevant across society in the UK in 2011 eight out of the ten most
popular search terms were directly linked to a social website. Facebook was the
most popular search term in the UK.
2. Real-time Data
As all
experienced educators know one ingredient of a successful lesson is to try to
use up-to-date, real and authentic data rather than contrived data that young
people can not relate to. Twitter is a good social media service to help with
this because you can ask your twitter followers to provide you with data that
can then be used within the lesson.
One example of
this is the Twitter snow lesson where a teachers twitter network was asked where
they lived and if it was snowing. The tweets were plotted on to a Google Map
and then the map imported into Google Earth where the real-time satellite
imagery could be overlaid onto the map. The pattern that emerged provided an
excellent context for discussing the weather, weather patters and weather
Another example of how Twitter
has been used in Maths can be found here (http://goo.gl/tAAWp).
As well as collecting data from twitter followers there are
a number of twitter accounts that regularly provide information that can be
used in classes. One example of this is the UK War Cabinet
from the UK National Archives. By visiting or following this twitter account
you can watch the events of WWII unfold 70 years to the day through the
original Cabinet Papers. It is a good example of how comparative real-time data
can also be engaging for children and young people. Another great live example
is Titanic in
Real Time which documenting the journey of
the Titanic from its launch to fate exactly100 years to the day.
3. Collaboration
Social media tools can also be used to encourage
collaboration. Google Apps for Education
and Google Plus
provide some great (and free) collaboration tools to assist with learning and
Google Docs
(which is part of the Google Apps for Education suite) provide actual real-time
collaboration for students and staff working on word-processing documents,
spreadsheets and presentations. You can have up to 50 people collaborating in
real time within a document.
Well-managed collaboration
on student projects normally results in an improved output and increased student pride. Meaningful
collaboration is also a vital skill within enterprise education.
Google Plus can equip classrooms with a free ten-seat
videoconference solution to allow face-to-face collaboration across geography,
time zones and classrooms. Along with other services such as Skype
in the Classroom
social media video conferencing provide a great opportunity to beam in experts
into your classroom.
4. Audience
Social media can
also be used to provide authentic audience for children's work. A good place to
start might be the production of a Wikipedia Page for your school or an article
for something in your local area.
Writing, re-writing or editing an article about your school
in Wikipedia can easily be the output of a well researched cross-curricular
project and at the same time it is likely to improve the image / marketing of
your school (Wikipedia is very popular in
Google rankings).
This type of task is also hugely empowering for students. How often do they normally get to publish to the largest encyclopaedia in
the world?
Classroom blogs or blogs used as
ePortfolio can also be used to generate audience for young peoples work. Leamore
Primary School in
Walsall, UK is a great example of this. Each class has their own
class blog and each
pupil has their own blog which is used as an ePortfolio of their best work and
reflections on learning. The ePortfolio Blogs are password protected for safety
reasons but parents have access to the password so they can see what their
children have been learning about.
Another way to
provide audience for students work is through sites like YouTube - effectively
creating a school television station. A good example of this is the Drummond Community High School, Edinburgh, UK
Animation Club.
5. Data Collection
Social media can
also be used to collect information and date from students and other key
stakeholders. Tools like Survey
Monkey and Facebook Polls provide a great easy to use platform for this.
6. Research
Research into the
use of social media in schools is difficult because things change so quickly
before any meaningful longitudinal research can be done.
However, one
piece of research from Professor Stephen Heppell (University of Bournemouth,
UK) and Carole Chapman supported by the Nominet Trust and called Cloud
Learn (www.cloudlearn.net) is worth investigating.
The Phase One
Report that was published in January 2012 shares examples of how Social Media
Tools such as Facebook, mobile phones, YouTube and Twitter are all being
effectively used in schools.
Links for you to explore and
reflect on -
media services that can be use for learning and teaching:
of interesting practice from schools:
Posted by Ollie Bray on October 18, 2012 at 03:00 PM in CPD, Curriculum for Excellence, EUN SMILE, pedagogie, Policy, Primary Education, Research_ | Permalink
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Insight Psychological - Corporate Wellness & EAP
In an era where advanced technology, progressive training & increasingly complex job and life demands are becoming the norm, it is not a surprise that employees in all types of workplaces experience increased stress, fatigue, job concerns, personal difficulties, family problems, and many other issues that impact their physical, mental & emotional health.
The Canadian Mental Health Association states that approximately 15% of all workers will eventually develop emotional, physical, or social problems that will interfere with their productivity. This is why it is so important for employers of this modern work force to be pro-active about addressing these emerging issues before they start to interfere with their employees' productivity and overall well-being.


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Designing 3D topological insulators by 2D-Xene (X = Ge, Sn) sheet functionalization in the GaGeTe-type structures
State-of-the-art theoretical studies anticipate a 2D Dirac system in the "heavy" analogues of graphene, free-standing buckled honeycomb-like Xenes (X = Si, Ge, Sn, Pb, etc.). Herewith a structurally and electronically resembling 2D sheet, which can be regarded as Xene functionalized by covalent interactions within a 3D periodic structure, is predicted to constitute a 3D strong topological insulator with Z2 = 1;(111) (primitive cell, rhombohedral setting) in the structural family of layered AXTe (A = Ga, In; X = Ge, Sn) bulk materials. The host structure GaGeTe is a long-known bulk semiconductor; the "heavy", isostructural analogues InSnTe and GaSnTe are predicted to be dynamically stable. Spin-orbit interaction in InSnTe opens a small topological band gap with inverted gap edges that are mainly composed of the In-5s and Te-5p states. Our simulations classify GaSnTe as a semimetal with topological properties, whereas the verdict for GaGeTe is not conclusive and urges further experimental verification. AXTe family structures can be regarded as stacks of 2D layered cut-outs from a zincblende-type lattice and are composed by elements that are broadly used in modern semiconductor devices; hence they represent an accessible, attractive alternative for applications in spintronics. The layered nature of AXTe should facilitate exfoliation of its hextuple layers and manufacture of heterostuctures.


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Attention, personal stories, statistics, and charity Udayan Roy
HELPING THOSE IN NEED When it comes to inspiring the people to help the needy, personal stories matter, statistics don't
The work of Paul Slovic "If I look at the mass I will never act": Psychic numbing and genocide, by Paul Slovic, Judgment and Decision Making, vol. 2, no. 2, April 2007, pp. 79-95. "If I look at the mass I will never act": Psychic numbing and genocide
One is O.K. "If I look at the mass I will never act. If I look at the one, I will." – Mother Teresa Most people are caring and will exert great effort to rescue "the one" whose needy plight comes to their attention. These same good people, however, often become numbly indifferent to the plight of "the one" who is "one of many" in a much greater problem. — Paul Slovic
Emotions matter The statistics of mass murder or genocide, no matter how large the numbers, fail to convey the true meaning of such atrocities. The numbers fail to spark emotion or feeling and thus fail to motivate action.
Government action is essential Because we cannot only depend on our feelings to push us to action, we must create and commit ourselves to institutional and political responses based upon reasoned analysis of our moral obligations
Slovic's experiment Slovic and his team presented some people with the opportunity to donate to a starving girl named Rokia, and others to a starving boy named Moussa. People responded compassionately to their cause.
Slovic's experiment He then presented a third group of people with the opportunity to donate to both Rokia and Moussa, helping both of them equally. Surprisingly, people were less likely to donate anything at all when they were presented with two starving children.
Show all or just one?
One group of potential donors were shown a picture of eight sick children and told that $300,000 was needed to give the necessary medical care to all eight children Donors in another group were shown only one child's picture—randomly selected for each donor—and told that the sick child needed $300,000 for medical treatment
Show all or just one?
A journalist uses Slovic's result For New York Times columnist Nicholas Kristof, Slovic's findings have meant focusing on one person's story at a time. Devoted to raising awareness of human rights and poverty, he says, "My job as a journalist is to find these larger issues that I want to address but then find some microcosm of it, some Rokia who can open those portals and hopefully get people to care."
Non-profits use Slovic's result In the non-profit world, some organizations have found success by creating a model around this idea – child sponsorship organizations – Adoption agencies – Kiva, a platform for person-to-person micro loans
Microlending Microfinance organizations weren't new, but a model in which one could seemingly loan directly to an individual was. As a result, Kiva exploded onto the American donor scene.
A moral dilemma Even though in both of these cases donations aren't going directly into the hands of the recipient, Kiva capitalized on the human instinct to take action to help one person in need … aren't going directly – … and our general unwillingness to read the fine print! There are some thorny moral issues about transparency here
Helping students Organizations like DonorsChoose.org have used this same model to fund education projects within the United States.DonorsChoose.org Kiva too now has a "lend to a student" page
Helping students
Helping those in need: personal stories, not statistics "Donations in response to the identified individual, Rokia, were far greater than donations in response to the statistical portrayal of the food crisis. …" – Paul Slovic
Helping those in need: personal stories, not statistics "… Most important, however, and most discouraging, was the fact that coupling the statistical realities with Rokia's story significantly reduced the contributions to Rokia. Alternatively, one could say that using Rokia's story to 'put a face behind the statistical problem' did not do much to increase donations." – Paul Slovic
We can't comprehend numbers Chris Jordan, an American artist, tries to use art to make numbers matter to us at an emotional level Watch: http://www.ted.com/talks/lang/eng/chris_jor dan_pictures_some_shocking_stats.html http://www.ted.com/talks/lang/eng/chris_jor dan_pictures_some_shocking_stats.html
Paul Slovic on video http://www.youtube.com/watch?v=E0MmAg6 wo0g http://www.youtube.com/watch?v=E0MmAg6 wo0g
Dehumanization and genocide While putting a face and a life story to a problem often tugs at our emotions and spurs us into helpful action, the reverse can also be true In various cases of genocide, the dirty work of mass murder was done by large numbers of ordinary citizens who were taught by the instigators of the genocide to see their victims as non-human, as animals, as cockroaches
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Turbocharge Your Routine: 10 Fat-Blasting Exercises
Are you interested in adding some more "umph" to your workouts? Would you like to see some abs poking through, a little thigh gap, or toned, sculpted shoulders? If so, it's time to say buh-bye to your traditional crunches and elliptical routine because they just don't fit the bill. Women's Health agrees and they've created a fab list of 10 exercises to turbocharge your routine and blast fat like a boss.
Dumbbell Pushup Row http://www.blogymate.com/post.aspx?blogid=4877881&t=Exercises-Loads-On-Women
dumbbell push up row demonstration
Place a pair of dumbbells about shoulder-width apart on the floor. (A) Grab the handles and position yourself in a pushup position. (B) Lower your body to the floor and then press back up. (C) Once you're back in the starting position, pull the dumbbell in your right hand up toward the side of your chest. Pause, then return the starting position and repeat with your left hand. That's 1 rep. Try to prevent your torso from rotating each time you row the weight.
Dumbbell Curl to Squat to Press
dumbbell curl squat press demonstration
(A) Grab a pair of dumbbells and let them hang at arm's length next to your sides with your palms facing forward. (B) Without moving your upper arms, bend your elbows and curl the dumbbells as close to your shoulders as you can. Immediately push your hips back and lower your body into a squat, until your thighs are at least parallel to the floor. (C) Stand up and press the dumbbells over your head. That's 1 rep. Return to the starting position and repeat.
Cross-Behind Lunges
cross behind lunges demonstration
(A) Grab a pair of dumbbells and hold them at arm's length at your sides, your palms facing each other. (B) Step forward and to the side so that your lead foot ends up in front of your back foot (like a curtsy). Lower your body until your front knee is bent at least 90 degrees. (C) Pause, then return to the starting position and repeat with your other leg.
Resistance Band Bent-Over Row
resistance band bent over row demonstration
Grab a resistance band and step on it with one foot (use both feet for more resistance). (A) Hold the band in each hand at arm's length, about shoulder-width apart, and then bend at your hips and lower your torso until it's almost parallel to the floor. Your knees should be slightly bent and your lower back naturally arched. (B) Squeeze your shoulder blades together and pull the band up to your upper abs. Pause, then return the bar back to the starting position.
Dumbbell Squat Thrust
dumbbell squat thrust demonstration
(A) Stand with your feet shoulder-width apart and your arms at your sides holding a pair of dumbbells. (B) Push your hips back, bend your knees, and lower your body as deep as you can into a squat. (C) Place the dumbbells on the floor, then kick your legs backward into a pushup position. (D) Kick your legs back to the squat position. Stand up and jump. That's 1 rep.
Overhead Split Squat
overhead split squat demonstration
Hold a pair of dumbbells directly over your shoulders, with your arms completely straight. Squeeze your abs tight for the entire exercise. (A) Stand in a staggered stance, your left foot in front of your right foot. (B) Push your hips back and bend your knees so you lower your body into a squat. Pause, then push yourself back up to the starting position. Perform the prescribed number of reps, and then do the same number of reps with your right foot in front of your left.
Planking Frog Tucks
planking frog tucks
(A) Start in a pushup position with your body straight from your shoulders to your ankles. (B) Bring your right foot forward and place it next to your right hand (or as close as you can). Try to prevent your hips from sagging or rising. Return your leg to the starting position and repeat with your left leg. That's 1 rep.
Crossover Stepups
crossover stepups demonstration
(A) Grab a pair of dumbbells and stand with your left side next to a step that's at knee height. Place your right foot on the step. (B) Press through your right heel. (C) Push your body up onto the step until both legs are straight. Lower your body back to the starting position. Perform the prescribed number of reps with your right leg, then switch to your left leg and repeat.
Wall Slide
wall slide demonstration
Lean your head, upper back, and butt against the wall. (A) Place your hands and arms against the wall in the "high-five" position, your elbows bent 90 degrees and your upper arms at shoulder height. Hold for 1 second. Don't allow your head, upper back, or butt to lose contact with the wall. Keeping your elbows, wrists, and hands pressed into the wall, slide your elbows down toward your sides as far as you can. Squeeze your shoulder blades together. (B) Slide your arms back up the wall as high as you can while keeping your hands in contact with the wall. Lower and repeat.
Barbell Hip Raise
barbell hip raise demonstration
(A) Sit on the floor with your upper back against a stable bench, your knees bent and feet flat on the floor. Put a padded barbell across your hips and grab the barbell with an overhand grip, about shoulder-width apart. (B) Keeping your back against the bench and the barbell just below your pelvis, raise your hips—while squeezing your glutes—until your hips are in line with your body. Return to the starting position, and repeat.
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The next number in this Edition 1/10Inspired by The Annual Agatha Christie Week we enjoy in Torquay I decided to embark on a series of pieces using the titles of some of the crime-writer's books. Having recently shot the beautiful interiors of a local Victorian house for a colour magazine I decided to appropriately use the guest bedroom as my backdrop. I love the contrasting colours of the tiger who has just popped in through the ceiling to check the place out. He became my 'Unexpected Guest'. Please Note: All my limited editions are printed by one of London's leading fine art labs onto Hahnemühle German Etching paper using archival inks. The fine art print is matt in appearance and the paper is like heavy art paper being 310 gsm. Shiny 'C' type prints are not available at this time as most collectors consider these to be of inferior quality.Also note that my equipment is calibrated from camera right through to the print process so unless you are using a fully calibrated monitor the colors of your Limited Edition are very likely to be slightly different than it appears on your own screen.Shipping price includes all packaging costs.Please contact me if you have any questions about the artwork.
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The Royalist Republic
Literature, Politics, and Religion in the Anglo-Dutch Public Sphere, 1639–1660
- Author: Helmer J. Helmers, University of Amsterdam
- Date Published: October 2016
- availability: Available
- format: Paperback
- isbn: 9781107457928
Other available formats:
Hardback, eBook
Looking for an inspection copy?
This title is not currently available on inspection
In 1649, Charles I was executed before Whitehall Palace in London. This event had a major impact not only in the British Isles, but also on the continent, where British exiles, diplomats and agents waged propaganda battles to conquer the minds of foreign audiences. In the Dutch Republic, above all, their efforts had a significant impact on public opinion, and succeeded in triggering violent debate. This is the first book-length study devoted to the continental backlash of the English Civil Wars. Interdisciplinary in scope and drawing on a wide range of sources, from pamphlets to paintings, Helmer Helmers shows how the royalist cause managed to triumph in one of the most unlikely places in early modern Europe. In doing so, Helmers transforms our understanding of both British and Dutch political culture, and provides new contexts for major literary works by Milton, Marvell, Huygens, and many others.Read more
- Presents a wide range of previously unknown Dutch sources central to the study of English Civil War history and literature that adds considerably to our understanding of British and Dutch political culture in this period
- The first book-length investigation of the impact of English and Scottish royalism on the continent, giving a new perspective on Anglo-Dutch relations in the seventeenth century
- Offers a new transnational and interdisciplinary approach to early modern political literature and propaganda
Reviews & endorsements
'This absorbing and original book introduces us to one of the most extraordinary political phenomena of the seventeenth century: the outpouring of sympathy for the executed Charles I in the Dutch Republic. Interweaving correspondence, printed pamphlets and engravings, plays, poetry, and popular song, Helmers' beautifully crafted and deeply researched study reveals a true media phenomenon, engaging one of Europe's most sophisticated publics.' Andrew Pettegree, University of St AndrewsSee more reviews
'In one of the most arresting and original works of early modern literary criticism in recent years, Helmer Helmers explores the strikingly intimate confluence between British and Dutch literary cultures during the wars of the three kingdoms … The intersections between the neighbouring cultures is such, Helmers demonstrates, that it is possible to talk in this period of an Anglo-Dutch public sphere. The Royalist Republic is a major contribution to our understanding of Dutch, English, and, most importantly, Anglo-Dutch literary culture in the mid-seventeenth century.' Joad Raymond, Queen Mary, University of London
'This fascinating and original study confronts the paradox that while the Dutch Republic was the product of a war against royal authority, Dutch publicists in the 1640s and 50s took an increasingly royalist line in discussing Britain's civil wars and their aftermath. Compellingly written, informative, and full of insight, Helmer Helmers' The Royalist Republic will be enjoyed by all readers interested in the history and literature of the turbulent mid-seventeenth century.' Hugh Dunthorne, University of Swansea
'Helmers has produced a sparkling and innovative account of Anglo-Dutch print culture during the mid-seventeenth century. His stimulating analysis of Dutch support for the Stuart cause confronts the reader with hybrid discursive communities, and addresses significant questions about European cultural entanglement, and about the complex and fluid nature of 'national' identities.' Jason Peacey, University College London
'Simply stated, The Royalist Republic by Helmer J. Helmers is wonderful. Employing Dutch and English tracts, plays, and poems from the 1630s through 1650s, Helmers successfully completes the task he set for himself: bridging the divide existing between political and literary history as well as the vast distances existing between Anglo-Scoto, or as he terms it, 'British', and Dutch disciplinary traditions.' Zachary W. Schulz, H-Albion
'Helmers' book is an extremely useful addition to the literature for anyone studying almost any aspect of the Dutch Republic, from its politics, to its literature, to its iconography. In weight of numbers alone it paints a new picture of Dutch popular publishing as squarely behind the Stuart cause, pulling out all the stops to win support from the Dutch, throughout the period from the outbreak of the English Civil War in 1642, and especially after the execution of Charles I in 1649 and the Protectorate, to the Restoration of Charles II in 1660. In showing the enormous success of that royalist effort, this book, though it scarcely mentions them, puts into sharp relief the works of the brothers De La Court and Spinoza, long well-known for their republican and democratic tendencies, or less well-known figures such as Schele or Velthuysen.' Bartholomew Begley, Journal of Dutch Literature
'His study offers some novel answers through a wide variety of texts, the most important being the Dutch translation of the Eikon Basilike, and by invoking a common discursive political space in which these texts were translated, circulated, and read.' Helmer J. Helmers, Renaissance Quarterly
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Product details
- Date Published: October 2016
- format: Paperback
- isbn: 9781107457928
- length: 342 pages
- dimensions: 229 x 152 x 18 mm
- weight: 0.46kg
- contains: 15 b/w illus. 1 table
- availability: Available
Table of Contents
Introduction: the royalist republic
Part I. Public Spheres and Discursive Communities:
1. The translation of politics: civil war polemic in the Dutch Republic
2. Unity and uniformity: the first civil war and the Anglo-Scoto-Dutch puritan community
3. Emerging royalism: anti-puritanism and Anglo-Scoto-Dutch history
Part II. Maps of Meaning:
4. Eikon basilike translated: the cult of the martyr king in the Dutch Republic
5. 'When in my neighbourhood the cannons raged': war and regicide in estate poetry
6. The cry of the royal blood: revenge tragedy and the Stuart cause in the Dutch Republic
7. The English devil: stereotyping, demonology, and the First Anglo-Dutch War
8. Representing restoration: politics, providence, and theatricality in Vondel and Milton
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MOVING MOUNTAINS- Now for sale on Amazon
After two long years of hard work, the book is finally out! The story of my seven summits quest and how it transformed into Global H2O is now for sale on Amazon, Barnes & Noble and in E Book form below. Please click on the link and pick up a copy! For people who share .. read more
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Moving Mountains – On Kickstarter
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