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After Wedding 3.0, I did not plan to do another wedding. In fact, Jonathan STRONGLY encouraged me not to. Baking 300 cupcakes in a home kitchen is extreme – and even more of a task with a young child underfoot. One person who definitely understands the challenges involved is this woman…
…Bride 4.0. Did you catch that? I'm doing it again! Bride 4.0 (Amie) has been there for me, helping to decorate, box, and clean up when I prepared for weddings one through three. When she got engaged to this fine fellow…
…Groom 4.0 (Rob), I was totally excited for the opportunity to offer her cupcakes. I am overjoyed that she found her Groom and can't wait to be a part of her special day. Now, here's the kicker: their wedding is next month (March 26)!! Even though they have been planning their wedding for longer than a month, we are just now getting down to cupcake selection. Amie has had so many of my cupcakes that she wasn't concerned with doing lots of tastings; Rob – well, Rob has never met a cupcake he hasn't liked.
Bride and Groom 4.0 decided that they would have two different cupcake flavors at their wedding and they would each get to pick one. Groom 4.0 said that he wanted chocolate and coconut (at least that's what I thought he said – more on that later). I created these chocolate coconut rum cupcakes with vanilla bean cream cheese frosting and cocoa dusted shredded coconut and had the happy couple over for a tasting.
Both Amie and Rob (and I) loved the cupcakes. But, as he was almost ready to head home, Rob turned to me and asked somewhat shyly (and he's not typically shy), "Are these supposed to be the ones for me? I would rather they not have chocolate." Oops! I had clearly misheard him. As you'll see, this ended up being a win for everyone; now I have two coconut cupcake recipes for you. Chocolate lovers will enjoy these (did I mention that they also contain chocolate chips?) and everyone else (plus the chocolate lovers) can enjoy the second coconut cupcakes I created for Rob – piña colada cupcakes.
Look forward to more posts about their wedding cupcakes, and of course a play-by-play of the baking and the wedding day.
Chocolate Coconut Rum Cupcake Recipe
Before sharing the recipe, I want to give a quick shout out to the Ginger Rum Cakes from My Own Sweet Thyme. Although I've modified the recipe beyond recognition, that recipe was the inspiration for these cupcakes.
Chocolate Coconut Rum Cupcakes
Cupcake Ingredients
- 1/2 C unsalted butter melted
- 1/3 C coconut rum
- 1/2 C coconut milk
- 2 tsp vanilla
- 1 1/2 C flour
- 1 tsp baking soda
- 1/2 C unsweetened cocoa powder
- 2/3 C brown sugar
- 1/4 C molasses
- 3 large eggs
- 1 C shredded baker's coconut check out my post on how to make homemade baker's coconut
- 1 C chocolate chips
Vanilla Bean Cream Cheese Frosting Ingredients
- 8 oz cream cheese room temperature
- 1/4 C unsalted butter room temperature
- 2 C powdered sugar
- 1 tsp vanilla bean paste You can use vanilla extract, but it is so much better with vanilla bean paste. I elaborate on this in my post about why you should buy vanilla bean paste.
Cupcake Instructions
- In a small bowl, combine melted butter, rum, coconut milk, and vanilla. Set aside.
- In a medium-sized bowl, whisk together the flour, baking soda, and cocoa powder. Set aside.
- In a large mixing bowl, beat together the brown sugar and molasses until smooth.
- Add eggs to the brown sugar mixture one at a time, beating well after each addition.
- Add the flour mixture and mix until just combined.
- Add the butter mixture and mix until just combined.
- Fold in the coconut and chocolate chips.
- Fill cupcake liners 3/4 full.
- Bake at 350 F for 25 minutes or until cupcakes bounce back when lightly touched.
Vanilla Bean Cream Cheese Frosting Instructions
- Mix cream cheese and butter until light and fluffy.
- Mix in powdered sugar a little bit at a time.
- Mix in vanilla bean paste.
- Pipe or spread on cupcakes.
1/2 tsp sweetened cocoa powder (you can use your favorite hot chocolate mix for this) Toss the coconut with the cocoa powder and sprinkle on top of frosted cupcakes.
Happy Valentine's Day
Happy Valentine's Day to all! Be sure to celebrate with a cupcake! Check out my Facebook wall to hear about some of the amazing cupcakes that other Cupcake Project readers are making to celebrate the day and to add yours to the list!


text: Two months ago, I had my commencement ceremony (in FL) and Inbound Marketing Summit scheduled for the same weekend. I knew I wouldn't be able attend HubSpot's Inbound Marketing Summit (IMS) because of my commencement ceremony. I was dying to meet one of the guest speakers, Guy Kawaski (Former chief evangelist of Apple, Co-founder of Alltop.com, Author of Enchantment) and learn more information about Inbound Marketing (I'm certified as an Inbound Marketing Certified Specialist through HubSpot). At the end of the day, my husband and I moved to TN (due to an amazing job offer), I couldn't attend both my commencement and #IMS2011. But, I'm excited to share the top ten takeaways by someone who has attended this, please click here.

subset: commoncrawl


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Select The Right Fluorinated Cleaner, Solvent, or Remover for Your Business
Don't know where to start when you are selecting the right Florachem Precision Cleaning Product for your business? We've made it easy for you to make the right decision by dividing our products into searchable groups. Whether you are searching for a certain solvent or a specific application, use this chart to search our line of products.
Florachem Precision Cleaning Products proudly manufactures environmentally responsible cleaning products including fluorinated solvents and vapor degreasing solvents as well as trichloroethylene alternatives and N-propyl bromide alternatives. We are pleased to offer these solutions for clients that need to ensure the cleaning product and process meets your needs.
Selection Guide
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CitraFlor OT3
|Popular citrus-based solvent product for hand wipe applications requiring broad range of solvency, relatively fast evaporation, and very low non-volatile residue (NVR). Ideal replacement for isopropyl alcohol (IPA), acetone, MEK, xylene, and toluene. Designed for manual and immersion cleaning processes.
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EcoFlor 44
|Electronics Cleaner - Fast evaporating, solvent blend for bench top electronic defluxing and stencil/misprint cleaning. Replaces isopropyl alcohol (IPA). Does not contain citrus d-Limonene. Designed for manual and immersion cleaning processes.
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VaporFlor 4.5
|SNAP approved, stabilized nPB solvent for replacing tricholoroethylene (TCE), perchloroethylene (PERC), AK- 225 (HCFC-225) and other regulated solvents in vapor degreasing operations.


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How to Clean Your RefrigeratorMarch 5, 2019 12:00 am
Your refrigerator is your kitchen workhorse. It is one of the hardest working appliances in your home and the one that is never able to rest. And, while subject to spills and overcrowding and also sometimes housing expired items, your refrigerator is likely covered in more germs than you realize. Take these steps to deep clean your fridge, and then repeat seasonally.
To deep clean:
- Remove all contents of the refrigerator and dispose of any that are expired.
- Remove all shelves and drawers; then, hand wash with warm water and dish soap.
- For non-removable refrigerator components and interior walls, mix baking soda and water (1:7) and wipe down surfaces. Remove baking soda mixture with a damp cloth.
- Clean door seals with warm water and dish soap. Dry thoroughly with a clean cloth.
- Ensure all components are completely dry before reassembling.
Additionally, here are some tips on creating habits that will ensure your refrigerator stays sparkling:
- Mix equal parts of vinegar and water and spray on spills or sticky spots. Keep this in a labeled spray bottle in the refrigerator for easy access.
- Immediately throw away any items that you suspect to be spoiling.
- Place items that may leak — such as defrosting meat or berry cartons — on a rimmed plate.
- Activated charcoal, coffee grounds cat litter and baking soda are all items said to eliminate odors. Place a small amount in a dish and leave uncovered in the fridge until the smell is gone.
Watch the video below for more refrigerator cleaning tips:Home Improvement


text: How Get Rid of Skunks under Heating Units Find Skunks Under Heating Units Finding skunks under heating units in the area is not as common as locating skunks in cabins, sheds and areas easier to access. Skunks under heating units may have been driven to find shelter in the unusual location because they were scared. The creatures may also be found under outdoor air conditioning and heating units, electrical transfer boxes and exterior utility closets. If you notice skunks under any of these units, contact a skunk removal expert at Critter Control. How to Know if Skunks are Under Heating Units When you are by your heating unit in the area, if you notice animal hair that is black and white, see a well-worn depression or hole, see small paw prints or smell a rancid odor that smells like a skunk, then you may have skunks under heating units. Use caution when trying to determine whether you see skunks under heating units since they may be scared and will spray if they feel threatened. Heating and air conditioner units range in size, style and location, but they provide ample areas to hide under and may provide the protection skunks need from the weather and other animals. How to Remove Skunks Under Heating Units Removing skunks under heating units can be tricky and there is a great risk of getting sprayed if proper removal methods are not followed. A skunk expert in the area will be able to identify that the creatures you suspect are skunks, how skunks under heating units accessed the area and how to remove the skunks under heating units. Skunks do carry rabies and can pass on the disease if they bite animals and humans. Use caution and contact a Critter Control skunk expert for proper methods to remove skunks. We can help you get rid of skunk problems. Call today: 1.800.274.8837 Learn more about skunk removal. Quicklinks Getting Rid of Skunks Removing Skunks From Under Homes Baby Skunk Spray Skunk Diet and Prevention Hog-Nosed Skunks Hooded Skunks: Habitat and Features Rabid Skunk Identification Skunk Holes Skunk Poop & Droppings Skunk Smell Skunk Spray Skunk Tracks Spotted Skunks Striped Skunks Types of Skunks Different Skunk Colorings Skunk Noises Skunk Poop and Raccoon Poop Skunk Burrows Dead Skunk Smell and Removal


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I was tickled to receive an e-mail in mid-September from a representative at Hasbro after they read my July post about Beyblades and science. They offered my family a chance to review some of their summer and fall 2011 Beyblades products, and of course we were enthusiastic to give these products a spin (so to speak).
About a week after our e-mail exchange, an enormous box arrived at our door. Inside were three items, a Beyblade Metal Masters Triple Battle Set and two Beyblade XTS (Extreme Top System) Tornado Tops: Tornado Pegasus and Tornado Leone.
First, we'll discuss the stadium set. This is a (more or less) hexagonally-shaped stadium that comes with three interchangeable cores that you can switch in the center. The official product description states, "Customize the BEYSTADIUM with three battle cores: the Zip Core forces straightline movement, the Chaos Core brings chaos to the tops' movement, and the Deflector Core brings craziness because it affects rightspin and leftspin tops differently! With the tournament grids and official rule book, you're ready to do battle with all comers!"
According to my youngest son (age 6 1/2), "All of the three interchangeable core really affect all of the Beyblades differently. The yellow panel [Chaos Core] seems to cause the most damage*, the performance tip will get caught in a groove and lose spin power. The green one [Deflector Core] does the second most damage*, because the attack tops that usually move all over the stadium will get stuck in one of the grooves and lose power. The red one [Zip Core] does the least damage*, with this one the tops will spend the most time battling each other instead of getting caught in the grooves."
*By "damage," my son means the Beyblade loses the ability to win battles.
I observed my sons battling their assorted Beyblades in this particular stadium and noticed that this stadium is (a) small and (b) loud. My sons weren't too particular about these issues, they enjoyed changing out the cores and observing the effects – the scientific method in action!
This is their smallest stadium. My youngest son has the Super Vortex Stadium, while my oldest received a Lightning L-Drago Stadium. Even though both the Triple Battle and Vortex stadiums are more circular, the cutout shapes in the Triple Battle stadium appears to give less space for the battling. Both of my sons pointed out that four Beyblades battling together, which can be done easily in the Lightning L-Drago (or any oblong stadium), was very difficult in the Triple Battle stadium.
The noise is definitely Mom and Dad's observation. The seams between the stadium and the interchangeable cores, along with all the grooves in the cores themselves make for very loud battling. Many of the Beyblades make noise themselves, and some are definitely louder than others, but it seems that in the case of the Triple Battle stadium, all of the tops were quite loud.
The Triple Battle Set included two Beyblade battle tops: Meteo L-Drago and Galaxy Pegasus. One is a "right spinning" top and the other is "left spinning".
In addition to the Triple Battle Set, we received two tops from Hasbro's Beyblade XTS line: Tornado Pegasus and Tornado Leone. We weren't quite sure what to make of these. My sons are enjoying playing with them, and after several battles with them against non-tornado Beyblades, we discovered that using a Tornado Beyblade presents an advantage in the stadiums we have. My youngest son told me that the tornado Beyblades win "most of the time." It sits higher than non-tornado Beyblades, and it also can tilt quite a bit without tipping over altogether.
I wandered into a World Beyblade Organization forum to see if older, more experienced users had any feedback and it wasn't very complimentary. It was apparently deemed by the WBO that the Tornado series is not going to be competitive, but more of a younger-blader-friendly "toy." Much of the feedback was lambasting Hasbro for taking a serious Japanese-inspired toy concept and adding all these twists to it for marketing purposes. The group cited several reasons for not allowing the Tornado models in tournament play:
- The blades are one piece, compared to traditional blade that come in several pieces and can be customized by users for assorted purposes.
- The Tornado blades have different physics, and therefore defies the "penalty pockets" in some of the larger stadium. Some in the WBO have suggested that Tornadoes can be a class of their own.
- Hasbro launched the Tornado blades expressly for younger players, according to a Hasbro press release. But this doesn't make much sense to me, since everything we've been using so far has been for ages 8 and up.
To my kids, who really enjoy their Beyblades, but aren't super competitive necessarily, getting a large box with a stadium and four new tops was like Christmas in September to them! They weren't concerned with whether the tornado tops would be legal in tournament play.
As for this GeekMom, I was happy to see my kids spending hours in healthy competition with toys that didn't require batteries. I always enjoy seeing them use creative problem solving and the scientific method: hypothesizing, observation and drawing conclusions.
On a final note: each Beyblades top comes with a code with which you can enter your top online at BeybladeBattles.com. You can battle your tops in the virtual world and enter tournaments with other Beybladers around the world.
These Beyblades products were provided free of charge.


text: Ghailani was arrested in Pakistan in 2004 and transferred to the US-run Guantanamo Bay prison in 2006 [AFP] The first former Guantanamo detainee to be tried in a civilian court has been found not guilty on all but one of the 286 charges in the 1998 bombings of two US embassies in Africa.A federal jury handed down the verdict on Wednesday to Ahmed Ghailani, a Tanzanian national who had been accused of conspiring in the car bomb attacks in Kenya and Tanzania that killed 224 people.The jury found him guilty of one charge of conspiracy to damage or destroy US property by means of an explosive device.Ghailani was cleared of 276 murder and attempted murder counts, along with five other conspiracy charges.However, he faces a mandatory minimum sentence of 20 years after his conspiracy conviction."We respect the jury's verdict and are pleased that Ahmed Ghailani now faces a minimum of 20 years in prison, and a potential life sentence for his role in the embassy bombings," the US justice department said after the verdict. 'Efficient and fair' Daphne Eviatar, from Human Rights First, said that the trial demonstrated the system works and that there was no need to keep the Guantanamo Bay facility open."What strikes me is how efficient, fair, and transparent the federal court prosecution was," she said. "The questions today's verdict raise are why the government has not tried all terror suspects in federal court and when will the government announce additional prosecutions." IN VIDEO Ex-federal prosecutor discusses the Ghailani verdict Ghailani was accused by government prosecutors of conspiring to carry out the attacks by purchasing a lorry and gas cylinders. But his lawyers argued that he was a dupe of the senior al-Qeada leaders and that he had no prior knowledge of their plans. Under US law, prosecutors must prove that a defendant wilfully and knowingly took part in a plot. Ghailani was arrested in Pakistan in 2004 and was transferred to the US-run Guantanamo Bay detention facility in Cuba in 2006. The trial at a New York courthouse had been viewed as a possible test case for the US government's aim of putting other Guantanamo detainees on civilian trials on US soil.Ghailani's prosecution also demonstrated some of the constitutional challenges the government would face if that happens.On the eve of the trial last month, the judge barred the government from calling a key witnessbecause the witness had been identified as being subject to harsh interrogation techniques.After briefly considering an appeal of that ruling, prosecutors forged ahead with a case that began 10 years ago in the prosecution of four other men charged in the same attacks in Tanzania and Kenya.All were convicted and sentenced to life terms. Ruling reactions Ramzi Kassem, a lawyer for Guantanamo and Afghanistan's Bagram detainees, told Al Jazeera that the Ghailani verdict will add fuel to the debate in the US about whether to go with the regular court system versus military commissions. "On the one hand, it can be characterised as a defeat for the [Barack] Obama administration because you've got a man that has been acquitted of over 280 charges," he said. "But he was found guilty of one conspiracy count and that carries a minimum of 20 years to life. So it's not like the Obama administration isn't getting a conviction out of this case. "I think that is something there for both sides to argue - that we should move forward with regular courts when you compare the military to the court system, and the other side will argue that this means military courts are the way to go." However, David Remes, a lawyer for some of the detainees at Guantanamo, told Al Jazeera that little was likely to change as a consequence of the Ghailani ruling."The fact is though is that it won't have much impact in the long run - the [US] administration has already plotted its course, and this will only stand as background noise," he said. SOURCE: Al Jazeera and agencies Politics US & Canada Kenya Pakistan Tanzania


text:
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In January 2011 MMC formulated its Environment Initiative Program 2015 to pursue interim targets toward achieving the objectives of MMC's Environmental Vision 2020. We are actively pursuing our environmental conservation initiatives on an integrated, Group-wide basis.
The MMC Environmental Policy that underpins corporate management's environmental conservation initiatives.
Mitsubishi Motors recognizes that protection of the global environment is a priority for humankind and as such makes the following pledges:
1. Taking a global perspective, we are committed to harnessing all our resources to achieve continuous reductions in the environmental impact of all our corporate activities, spanning development, procurement, production, sales, and after-sales servicing of vehicles.
2. As a good corporate citizen, we are committed to take actions that protect the environment at the level of local communities and society as a whole.
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Please visit our Open House at 5920 41ST STREET in Lloydminster West.
OPEN HOUSE: Thursday, August 18 Between 6:00 - 7:30 pm
Spacious living with beautiful quality updates. Vaulting ceilings throughout main floor, gas fireplace in living room, newer flooring, double entry doors to master bedroom, soaker tub in master bathroom and a walk-in closet, main floor laundry, argon windows, updated hot water tank, central air conditioning throughout and more. Basement features in floor heat and is completed with a large family room featuring a wet bar area for entertaining, plenty of storage space, 2 bedrooms and a 4-piece bath. Yard is fenced, landscaped with a garden area, apple tree's, fire pit, shed and backs out onto berm for those private evenings. 24x24 double attached garage with full garage door access to yard and more.


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No matter what ones position may be on the prohibition of consensual relationships between students and professors, I would hope that any person who takes the teaching learning enterprise seriously would be offended by the the University of Iowa's presentation of its rationale of said policy. I do not think it is an overstatement to characterize that presentation as drivel. It does not reflect any serious engagement of the issue. The idea that relationships between human beings are complex, that sexual relationships between human beings are complex and multidimensional is given no recognition in the University of Iowa statement. In spite of the fact that I have read many similar statements of other universities, I still find it mind boggling that any institution of higher education would publicly embrace such verbiage. I would expect that any student or professor would be embarrassed to be associated with this statement. My impression is that the statement is the sort that is directed to children with the hope that it would scare children to be good. It is certainly not the kind of statement that would facilitate independent and critical thinking.
Ultimately the persons who write such statements do not want independent and critical thinking. They want what all authoritarians want and that is obedience. No matter that such is occurring at a university, the game remains the same with the game winners getting obedience of their professor subjects and of their student subjects. This authoritarian framework is consistent with the notion of treating adults as children who cannot decide for themselves, think for themselves, consent for themselves. Of course, in the present case, it is female students who are held to be unable to think or consent for themselves, and are in an incapacitated state as a result of predator professors. Of course, it is the administrator powers that be which wishes to assume the power position over the power incapacitated and childlike female student.
The power dynamic is never publicly recognized by these administrators even as they take control of others and force them to do what they want them to do. Maybe the power dynamic would have a greater chance of recognition if we stopped referring to them in bureaucratic terms and addressed them for what they are- sexual police, for sexual policing is what these policies and their promulgators are all about.
We know that what police in general do not want in relation to performing their jobs, and that is to be hamstrung by the alleged civil liberties and civil rights of those subject to their enforcement. No wonder that in the statements of the genre of the University of Iowa statement that no mention, no allusion,no credence, no recognition is given to issues concerning civil liberties and civil rights. Such concerns are simply of no import to the promulgators and enforcers of these sexual codes. Of course, when it comes to sexual regulation and sexual oppression, history has shown that the sexual police wish to pursue the sexual perverts and purveyors unrestrained by the niceties of polite society.
In the university, the problem has been not only the capitulation to the sexual police as is presently happening at Middlebury College, but also in the polite rhetoric embraced by those opposing the sexual policing. In this area the dankprofessor believes it is time to call a spade a spade, to accurately refer to persons who enforce these codes as sexual police who engage in sexual policing are violators of basic civil liberties and rights and who in their authoritarian pursuits force persons to attend indoctrination sessions in which if successful they are brainwashed to believe and to obey.
And last but not least, it must also be pointed out that these sexual police like all sexual abusers prefer to operate in secret, out of the public purview, with said secrecy justified in doublethink terms- "these are confidential personnel matters".
If you wish, you can write to me directly at firstname.lastname@example.com
Guest commentaries should also be submitted for consideration to the same email address.
Barry M. Dank aka the dankprofessor™
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text:
I used the adorable Rosie With Cake from Lili of the Valley for my card. I wish I could bake cakes like that! =)
The image is stamped on PTI's Stamper's Select White cardstock, colored with Copic markers then cut and embossed using a Labels 18 die. The sentiment piece is cut using a die from Papertrey Ink.
The patterned paper is from my beloved Thrift Shop collection by October Afternoon and the sentiment is from Butterfly Kisses set by The Craft's Meow.
That's all I have. Have a happy day! =)
cardstock: (kraft card base, white) Papertrey Ink
stamps: (Rosie With Cake) Lily of the Valley, (sentiment) The Craft's Meow
patterned paper: October Afternoon
inks: Memento Tuxedo Black, VersaFine Onyx Black
button: Papertrey Ink
seam binding: Lawrence Schiff Silk Mills, Inc.
paper doily from my stash
border punch: Martha Stewart Crafts
dies: (Labels 18) Spellbinders, (Tea Label) Papertrey Ink
die-cut machine: Cuttlebug by Provo Craft
other: sewing machine, thread, foam tape, foam squares
Copics used:
skin: E02, E00, E000, R20
hair: E19, E17, E15, E13
skirt: BG05, BG02, B000
top: Y26, Y21, Y11
shoes: C9, C7, C5, C3, E39, E35, E33, E31
plate: BG05, BG02, B000
cake: E37, E35, E33, R37, R35, E32, E30
candle & flame: E08, R08, R05, R02, Y28, Y26, Y21, Y11
ground: W9, W7, W5, W3, W1, W00, 0
card size: 4 1/4" x 5 1/2"


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PORT-AU-PRINCE, Haiti (AP) Hollywood celebrity Pamela Anderson is running in the New York City Marathon to support fellow actor Sean Penn's humanitarian group in Haiti.
Penn's J/P Haitian Relief Organization said Wednesday that the actress will be part of the group's fundraising team that will take five Haitian distance runners to compete in the Nov. 3 race.
The money raised will go toward operating funds for the humanitarian group, which has helped shelter some of the people displaced by Haiti's earthquake in 2010.
Penn later became an ambassador-at-large for Haiti because of his humanitarian work.


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Jeff Karstens retired the first two Cards, but lost Matt Holiday on balls after being ahead in the count 1-2. No prob; he came back to get Carlos Beltran swinging. Still, gotta throw strikes with a big lead. After K'ing the 8-9 hitters to open the second, Lynn walked Presley on five pitches and he stole second. But he found the third out quickly this time around, getting Tabata on another bouncer to second. JK put the Cards away in order, collecting a pair of K.
Cutch opened the third by spanking a 3-2 fastball up the middle. Jones went down on three pitches, swinging at two out of the zone. Walker went done swinging the same way on a 2-2 count, whiffing on a pair of balls off the plate. Pedro didn't fish, but his drive to left center on a 3-2 curve was hauled in at the fence.
Tony Cruz greeted JK by smacking a curve for a double to center in the third. Cutch got a late jump on it, but almost caught up to the ball before banging into the wall. Cruz was bunted over by Lynn, and Karstens lost Skip Schumaker on four pitches to bring up the big guns. He almost escaped with a goose egg, but the Bucs couldn't turn a well placed Jon Jay grounder into a DP. Despite a nice stop and good feed by Walker and strong turn by Clint Barmes, Jay won a bang-bang call at first. Cruz came home, and a pitch later, Jay stole second. That cost, as Holiday drilled a 2-2 sinker into center to bring home Jay and halve the lead at 4-2. Cutch saved any further damage by making a sweet diving catch of a Carlos Beltran flare to end the frame.
There was a little consternation as the training staff met Cutch after the inning. He was holding his wrist, banged up during the diving grab, and they hustled him into the exam room. But he came back out, so we assume all is well.
With an out in the fourth, The Fort bounced a heater over the wall in right center for a ground rule two-bagger. The Bucs left him there; this is beginning to be reminiscent of the Phil game where the Pirates jumped ahead 5-0 and hung on by the skin of their teeth for a 5-4 victory...and the Cards probably have a stronger lineup. Allen Craig opened with a bloop single to right just in front of JT. David Freese was jammed, and his grounder to third ended up a force; this time, Walker's turn wasn't very good, and the relay was badly off target. JK whiffed David Descalso and Cruz bounced out, so no blood, no foul.
JT started the fifth with a long at-bat, banging the eighth pitch, a hook, into center for a double. Cutch couldn't move him up, grounding out to third, and favoring his wrist after a check swing. Jones walked on five pitches. Walker poked a heater away up the third base line for a double, scoring Tabata while Jones had to hit the brakes at the hot corner. With first open, the Cards wanted no part of Pedro, and intentionally walked him to juice the sacks. El Toro's protection, Barmes, came through; his bouncer to short wasn't crisp enough to turn into DP, and Jones came home on the force out at second. So the Bucs did add on, making it 6-2. JK put the Cards down in order, and at 72 pitches has a chance to get to the seventh today.
Barret Browning came on for St. Louis. His first MLB inning went nicely for him, 1-2-3 with his first big league K, of Alex Presley. In the Card half, Holiday hit a jamshot dink to right that dropped short of JT. Karstens retired the next trio on a can of corn, pop up, and punchout. He's looking like the JK of 2011 during the past couple of innings.
Browning looked good too, putting the Bucs away routinely in the seventh. There was a change; Drew Sutton took over in left as Presley moved to center. Cutch was pulled, and he was pronounced day-to-day after the game with a sprained wrist. Karstens tucked the Red Birds away 1-2-3 on ten pitches, and has quietly rung up 7 whiffs, with a pitch count of 95. It was his last frame; he gave up two runs on four hits with two walks.
Maikel Cleto, a fresh AAA arm who had a cup of coffee with the Cards last year, took the bump. He struck out the side, with the one misfire of plunking Barmes. Tony Watson toed the rubber for Pittsburgh. With an out, Jay grounded a double up the third base line on an outside sinker, with Pedro well off the line. An out later, Beltran turned on an inside heater and bounced it off the base of the wall in left center for another two bagger, making the score 6-3 and bringing on Jared Hughes. He closed the inning with a two pitch, broken bat bouncer to short from Craig.
Victor Marte climbed the mound for St. Louis, and watched the Pirates go into small ball mode. Presley bunted for an inning-opening knock and went to second on a wild pitch. JT sacrificed him to third (a tactic that we think is way overused by the skipper) and it paid off. Sutton hit a weak two-hopper to short with the infield in. The SS had to move to his right and backhand the ball, allowing The King to slide in ahead of the throw and upping the margin to 7-3.
Hughes stayed on the hill and retired the Cards in order to earn his first big league save (he came on in the eighth when it was 6-3, and finished the game). It was Karstens' first win of the season. Now let's hope that Cutch hasn't banged up his wrist too badly; there's no question that he's the one guy Pittsburgh can't possibly replace.
Erik Bedard faces Jake Westbrook tomorrow afternoon.
- Pittsburgh is at a season high seven games over .500, matching last year's high point.
- The Bucs are now 9-1-1 in their last eleven series, and have a chance to broom St. Louis at Busch for the first time since 1991.
- Pedro's grand slam was the first of his career and the first Bucco bingo since Derrek Lee pounded one in September against against the
- Clint Hurdle told the media that Brad Lincoln will not be available for the next two days after throwing 33 pitches last night. In case you're wondering about his use of the bullpen lately, keep in mind that the Bucs are in the midst of 20 straight games, running through the July 8th All-Star break, so Hurdle has a lot of juggling to do to keep his guys fresh. Lincoln is an especially tricky case, having been jerked between the pen and rotation, and for the time being won't be used in back-to-back games.
- Happy B-Day, Drew Sutton, who is 29 today.
- RHP Victor Black (1-1, 1.36, 4 saves) of Altoona has been added to the Eastern League All-Star team. He joins Curve homies C Ramon Cabrera, RHP Brandon Cumpton and IF Brock Holt.


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Langkawi-KL Delights (7D/6N ) start- KL, end- KL
Explore the cultural ethnicity and diversity of Malaysia with 3 nights stay at Kuala Lumpur exploring its city delights ...
Important Places : Langkawi
Minimum Persons for booking : 1
Explore the cultural ethnicity and diversity of Malaysia with 3 nights stay at Kuala Lumpur exploring its city delights followed by 3 nights in Langkawi for its white sandy beaches, dense forest hills and crystal clear sea waters. Have a lifetime holiday experience.
Day-1: Arrive in Langkawi - Day Free
Welcome to Langkawi, a beautiful archipelago of islands in Malaysia. Upon arrival at Langkawi Airport, the local tour representative will meet you and transfer to the hotel. Sit back in your coach and enjoy the first glances of this beautiful place. On arrival, check in at the hotel as per its check-in policy and relax. In the evening, step out from the hotel and explore the beautiful environs. Langkawi boasts of breathtaking beaches with lush green rainforests and unending sea views. Stroll on one of the best beaches of Asia and later return to hotel for a relaxed sleep. Stay overnight at hotel in Langkawi.
Day-2: Langkawi Round Island Tour- Day Free
Optional: Sunset Dinner Cruise (at an extra cost) Wake up to a beautiful morning, charge yourself with breakfast at hotel and set off for a Round Island Tour to cover Langkawi's major highlights. Visit the Eagle Square, Langkawi's token landmark with a giant bronze Eagle Statue. Explore the treasure of handmade collection of fine Silk Batik products at Atma Alam Batik Art Village. Witness a wide variety of sea creatures at Underwater World (excluding entrance tickets) and finish the tour with a visit to Kuah Town where you can enjoy duty free shopping of chocolates, liquor, addictive perfumes and other souvenirs. Rest of the day is free for your own leisure.
Optional Agenda: Sunset Dinner Cruise (at an extra cost)
Turn your evening into a romantic one with Langkawi Sunset Dinner Cruise. Get on board a 2.5 hour luxurious yacht that starts before Sunset and ends by dusk sailing through the deep blue Andaman Sea. Onboard, you have an open bar with various drinks like soda, juices, wine and beer and a wide spread of multi cuisines to relish. Pass close through small islands and beautiful limestone outcrops. Lay loose on the deck, drink with new friends, stand on the yacht tip and do whatever your heart feels like. Get closer to your loved one amidst changing hues over the horizon. Later return to the hotel and sleep relaxed. Stay overnight at hotel in Langkawi.
Day-3: Langkawi Day free for Leisure
There is nothing compared to a lazy morning on your holiday. Enjoy a free morning with a hot cup of tea/coffee. Today the day is all yours. Get a golden tan on Langkawi's exotic beaches, go sailing, kayaking and snorkel together to explore the enticing sea life. Visit the famous Langkawi Sky Bridge, one of the most unique suspension bridges in the world. Admire its awe-inspiring construction and enjoy the board walk over the lush green mountains being 2000 feet above sea level. Else, you can opt for Island Hopping Tour or Cave & Mangrove Exploring Tour (at an additional cost). Stay overnight at hotel in Langkawi.
Day-4: Langkawi Transfer to Kuala Lumpur
Soak in the beauty of Langkawi, take a fill at morning breakfast and check out from the hotel. Catch your transfer to Langkawi Airport for your onward flight to Malaysia's capital- Kuala Lumpur. Upon arrival at Kuala Lumpur Airport, complete the formalities and meet our local tour representative who will transfer you to the hotel. Check-in as per hotel's check-in time (1400-1500 hrs). The day is free at your own leisure.
Optional Agenda: KL Night Tour+ KL Tower Ticket+ Dinner (at an extra cost)
You can opt for an enticing KL Night Tour (at an extra cost). It is a delight to see such a beautiful city at night. KL with its sky soaring buildings looks adorable in its twinkling lights. See one of the most imposing landmarks in the city and KL Tower, the main feature of this tour. It ranks as the second tallest freestanding tower in the world with a height of 421 meters. Get up to observation deck through a high-speed elevator and admire the breathtaking panoramic night views of Kuala Lumpur. Later enjoy dinner at an Indian Restaurant and return to hotel. Stay overnight at hotel in Kuala Lumpur.
Day-5: KL City Tour- Day Free After morning breakfast, proceed for KL City Tour.
Visit the King's Palace, old railway station and the Petronas Twin Towers- KL's signature. Driving past the National Mosque, Independence Square and National Monument, make a short photo stop at National Museum and then at the Handicraft Center or Chocolate Factory. Rest of the day is at leisure.
Optional Agenda: Sunway Lagoon Day Tour with 5 Theme Park Rides ticket + Dinner at Indian Restaurant (at an extra cost)
You can go for self exploration of the city or join us for a fun filled trip to Sunway Lagoon (at an extra cost). Arrive at Sunway Lagoon and discover its 5 theme parks being the World of Adventure, Wild Wild West, Extreme Park, Waters of Africa and the Scream Park. With a promise of a great day for everyone, it offers a huge array of thrilling rides, shows and experiences. Challenge your floating skills in the Grand Canyon River Rapids, go against the gravity in Pirates Revenge, spin 360 degrees in Tomahawk and run from the zombies at Horrorwood Studios. While the adults can pump up their adrenaline with extreme rides and roller-coasters, the little ones can talk to the Captain Quack who keeps roaming all round the park. Enjoy in each 'world' and after hours of unlimited fun at Sunway, head for dinner at an Indian Restaurant before returning to the hotel for a great night's sleep. Stay overnight at hotel in Kuala Lumpur.
Day-6: Full Day Trip to Genting Highlands
Today morning after breakfast, enjoy the day at leisure. You can go ahead for self exploration or set off for an exciting and thrill filled day at Genting Highlands (at additional cost). Sit back in your coach and enjoy the spectacular drive. Perched on a hill top at about 6000 feet above sea level, Genting Highlands make for a perfect day out amidst the cool and fresh environs and lush green rainforests. Arrive at Genting Highlands, indulge in innumerous fun and thrill filled rides at Indoor Theme Park, the world's first of its kind. Enjoy some 'chilling' time at the Snow World at -6 degrees. After having a fun filled day, board your coach for return transfer to KL and enjoy a relaxed drive at your hotel. Stay overnight at hotel in Kuala Lumpur.
Day-7: Return Home with wonderful memories
Enjoy an extensive morning breakfast, pack your bags and check out from the hotel. The fun and relaxation packed break to Malaysia has come to an end. Get transferred to Langkawi Airport for your flight to Kuala Lumpur to board your return flight to Delhi. On your return, we would like to receive your feedback about the trip.
Per Child€402 SELECT


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Technology Plan
College of Saint Benedict and Saint John's University Education Department
July 2011
The College of Saint Benedict (CSB) and Saint John's University (SJU) Education Department strives to prepare highly effective teachers who have a strong liberal arts background, exemplify Benedictine values, make sound professional decisions, and ultimately help all students achieve their full potential as persons and as responsible world citizens in a democratic society (Mission, Education Department Conceptual Framework). As we work toward this mission, we prepare teachers who can effectively use technology as a pedagogical tool in their classrooms. This Technology Plan describes our commitment to candidates' preparation for and use of technology in the educational settings in which they practice.
Our first unit technology plan in 2000 noted that our two colleges were among those described as the "most wired" in the nation with internet service in every residence hall, office, and most classrooms and public access computer labs in several classroom buildings. Our 2005 plan found that our two colleges were adding campus-wide wireless service, using mobile computer carts in every building to bring the internet and video projection to any classroom, and closing some public access labs as more students arrived on campus with their own computers. Eleven years later our third department plan reflects the result of our colleges' growing investment in hardware, software, and the many talented specialists who help us learn to integrate instructional technology throughout our curricula. Wireless service is everywhere, computers and mounted video projectors are in most classrooms, and instructors are using Moodle and YouTube to enhance their teaching with tablet computers and interactive "smart" boards.
In order to delineate the CSB/SJU Education Department's vision for technology, this plan is organized into four sections. In the first section we explain and provide a rationale for our approach to instruction in educational technology. This is followed by a brief overview of the current landscape of technology in K -12 classrooms. We briefly explore the implications of a continuing shift toward digital and blended technology in our schools for teacher education. In the fourth section of the report we focus on learning opportunities enjoyed by our candidates who are developing the technological knowledge, skills and dispositions stipulated by state and national standards. Our 2011 plan concludes, as did those before, with a set of technology goals and objectives to guide our continuing preparation of effective 21st Century educators.
Rationale for Our Approach to Instruction in Educational Technology
The CSB/SJU Education Department prepares candidates to teach with technology by consistently integrating digital tools across educational coursework and supervised clinical experiences. Our intent is to support preservice teachers in developing the technological, pedagogical content knowledge (TPCK) needed to effectively prepare K-12 students for the future (Koehler & Mishra, 2009). We believe that the unique ways of knowing and processes of inquiry associated with education in general, and with individual disciplines specifically, necessitate opportunities for candidates to consider the educational use of technology within both foundational and disciplinary-based methods courses. We expect and support candidates' use of those applications during their student teaching experiences.
Content and instructional technology professors, while experts in their respective areas, cannot individually provide preservice teachers with the context needed to explore the intersection of technology, pedagogy and content in the K-12 classroom. Content area professors teach preservice teachers the key concepts, skills and methods of inquiry utilized in their academic discipline. They may also integrate and model the use of digital tools by professionals within their areas of expertise. They are not however, typically prepared to help preservice teachers explore how child development, learning theory, and best instructional practices influence the teaching of subject matter in the K-12 classroom. Similarly, instructional technology professors bring a deep understanding of digital tools and how they can be used to support learning but are not likely to possess deep knowledge of the many subject areas preservice teachers are studying.
Students preparing for teaching licensure at CSB/SJU are encouraged to begin thinking about the appropriate uses of instructional technology in their education foundation courses. It is within the context of discipline-specific pedagogy courses, however, that preservice teachers have the opportunity to integrate their knowledge of technology, pedagogy, and content knowledge to inform their teaching practice. This approach to technology instruction allows faculty to model and guide appropriate uses of digital tools within a specific content area. This is particularly important because most of our students have not benefited from frequent, effective, or consistent uses of technology as part of their K-12 experiences.
Ultimately, we want our preservice teachers' instructional uses of digital tools to reflect "thinking that involves planning, organizing, critiquing, and abstracting for specific content, specific student needs, and specific classroom situations" (Niess, 2008, p. 224). We believe intentionally embedding the use of digital tools into our pedagogy courses provides the most appropriate context for teaching preservice teachers about technology. Mindful of studies confirming that many new teachers often report inadequate preparation to use technology to help their students develop advanced knowledge and skills (Grunewald, 2010, p.26), as they conclude their preparation for licensure, our candidates must have frequent and significant opportunities as student teachers to practice and refine their teaching with and about technology. Selected examples of opportunities for preservice teachers to develop their technological pedagogical content knowledge are described later in this report.
K-12 Students Need 21st Century Skills
Our vision for preparing future teachers who can effectively integrate technology into their professional practice is driven in large part by our understanding of the educational needs of K-12 students. Almost all future teachers will enter classrooms that include a computer with Internet access (Gray & Lewis, 2010). Additionally, they may find their classrooms equipped with a variety of other technological tools, including, but not limited to: interactive white boards, LCD projectors, and document cameras. Access to new tools does not, however, guarantee that K-12 students will have opportunities to use them to construct knowledge and solve problems.
A recent survey of teachers reported use of technology commissioned by Walden University found that about one-third of sampled teachers were "infrequent users" who reported spending ten percent or less of class time supporting learning with technology" (Grunwald, 2010, p.10).
Further, when technology is used to support learning, students are often engaged in tasks that only require lower levels of thinking (Project Tomorrow, 2008). According to Ertmer and Ottenbreit-Leftwich (2010), "we need to help teachers understand how to use technology to facilitate meaningful learning, defined as that which enables students to construct deep and connected knowledge, which can be applied to real situations" (p. 257).
Using digital tools to complete routine, lower-order tasks is not enough. Predictions for the evolving role of technology in society suggest that we need to prepare K-12 students to apply technological literacy skills, think creatively and innovate with a variety of information and communications technology (ICT) tools, and communicate and collaborate in a digital environment (New Media Consortium, 2009). The International Society for Technology (ISTE) in Education has identified the digital knowledge and skills K-12 students will need to become effective citizens in their digital world. Table 1 includes an outline of their expectations.
Table 1: National Educational Technology Standards for Students
(NETS*S) (ISTE, 2007, p. 9)
- Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
- Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
- Students apply digital tools to gather, evaluate, and use information.
- Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
- Students understand human, cultural, and societal issues related to technology and practice legal and ethical behaviors.
- Students demonstrate a sound understanding of technology concepts, systems, and operations.
The ISTE standards released in 2007 reflect recognition of the complex, multidimensional role of technology in contemporary society. These new "NETS*S still address the need for basic technology competence," but they also, "incorporate the skills and knowledge that students require to learn effectively and live productively in an increasingly digital society" (p. i). In other words, simply teaching K-12 students how to operate technological devices is not enough. Students must learn to use digital tools "in authentic, integrated ways to solve problems, complete projects, and creatively extend their abilities" (ISTE, 2007, p. 1).
Implications for Teacher Education
Preparing future teachers with the knowledge, skills, and dispositions necessary for teaching to the NET*S will not be easy. We know that prior learning experiences have a powerful impact on the future teaching practices and beliefs of preservice teachers (Lortie, 1975) and that those experiences are unlikely to include experiences with effective use of instructional technology (Grunewald, 2010, p. 16-17). Students currently enrolled in teacher education programs, while increasingly sophisticated consumers of technology, are less likely to have had meaningful educational experiences as K-12 students that enhanced their digital literacy skills, their ability to think creatively and collaboratively using ICT tools, or advanced knowledge of how to communicate and collaborate in a digital environment that tomorrow's teachers will require.
The National Educational Technology Standards for Teachers (NETS*T) can be used to bridge the gap between preservice teachers' educational experiences with technology and the digital needs of contemporary K-12 students. The careful alignment between the NETS for teachers and the National Educational Technology Standards for Students supports teacher education programs that seek to prepare future teachers for the information age. The NETS*T are presented in Table 2.
Table 2: National Educational Technology Standards for Teachers
(NETS*T) (ISTE, 2008, p. 9)
- Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
- Teachers design, develop and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS*S.
- Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society.
- Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices.
- Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources.
Aligning the NETS-T with NCATE Standard 1
As the National Educational Technology Standards for Teachers provide a structure to bridge preservice teachers' technological experiences and K - 12 digital needs, they also provide guidance for us as we work to meet the technology expectations related to standards advanced by the National Council for the Accreditation of Teacher Education (NCATE). In particular, Standard 1 indicates that teacher candidates should be able to facilitate student learning through the appropriate use of technology. As written, this broad expectation offers teacher preparation programs freedom to decide how to prepare teachers to use digital tools in their future classrooms. We believe the NETS*T provides important guidance as to how we might best prepare our candidates to use technology to facilitate their K-12 students' learning. In the next section we illustrate the many ways we meet NCATE's standard for pedagogical uses of technology as we guide our candidates toward fulfillment of the National Educational Technology Standards for Teachers.
NCATE Standard 1: Candidate knowledge, skills, and dispositions: Candidates use technology in their practice and facilitate student learning through the integration of technology
A survey of education department faculty revealed that our candidates typically have numerous opportunities to effectively use technology to support students' learning woven throughout our licensure programs. In the sections that follow, we present our findings aligned with the five National Educational Technology Standards for Teachers.
For clarity, the courses were divided into three groups, including:
- Foundations Courses (all students pursuing a teaching license): EDUC 310, 359, 111
- Upper Division Elementary Courses (all students pursuing an elementary degree): EDUC 318, 325, 334, 212, 215
- Upper Division Secondary Courses (all students pursuing mid-level and secondary licenses): EDUC 355 AND 358; 216; 230; 341, 356; 319
NETS*S 1. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
In the Foundations courses, candidates are introduced to the role of technology in the educational setting through in-class demonstrations and activities and reading assignments. The practice and demonstration of digital tools in the foundational courses is limited to using technology as a mode of finishing an assignment (i.e. make a video demonstrating content understanding).
In the upper division elementary courses, the introduction, practice and demonstration of technology use is very well established. Faculty use a range of technological tools to deliver content and model teaching strategies appropriate for their subject area. For example, in elementary math pedagogy, the instructor regularly models how the Smart Board can be used to effectively teach important math concepts and skills, while in elementary social studies methods, the instructor demonstrates how Google Earth supports the learning of important geography concepts. Similar examples could be cited for all elementary-level pedagogy courses. Additionally, within these courses, candidates regularly create products using technology that are made publicly available for teacher use, such as digital book trailers posted on YouTube.
In the upper division secondary pedagogy courses, the introduction, practice and demonstration of technology use is varied, depending on the 9 - 12 licensing specialty area the student is involved in and if the mid-level course (EDUC 358) is included in the student's four year program. The "demonstration of technology use" is the most consistent part of the standard applied across specialty areas, with a variety of applications appropriate for the content area. In EDUC 355 Science, pre-service teachers collaborate with alumni, working on a Literacy Unit together via Skype and Google Docs. In many of the secondary pedagogy courses (World Languages, Math, Science, Language Arts), there is a focus on exploring, analyzing and using online resources as tools in the classroom, specifically for the area the pre-service teacher will be teaching.
NETS*S 2. Teachers design, develop and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS*S.
In the foundations courses, this standard is minimally covered. Pre-service teachers explore the integration of educational technology through class readings and discussion in EDUC 111, as well as when they write a lesson plan that integrates technology in EDUC 310.
Across the upper division elementary courses, there is a focus on providing opportunities to design, develop and evaluate technology to maximize content learning through the adaptation of existing lesson plans, as well as the creation of new lessons, using technological tools (Smartboards, Document Cameras, GoogleDocs, Google Earth, Clickers, Mobi Pads, and a variety of online tools).
The upper division secondary courses varied in the application of the standard, but were more robust than the elementary program courses. Within a specialty area, there was often a portion of the standard missing, but it was different for each content area. The main focus was incorporating technology tools and resources into lesson plans, or as adaptations to existing lessons, in EDUC 358 World Languages, Language Arts, Science, Social Studies, Math, as well as many of the secondary level pedagogy courses.
NETS*S 3. Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society.
This standard is established across the foundations courses, with a consistent focus on use and evaluation of informational resources. All areas of the standard was covered, with "technology use that is best suited" as a focus. Pre-service teachers are introduced to the process of selecting and using hardware and software best suited to their particular learning experience through readings and discussions in class. Pre-service teachers deliver two group presentations during the semester, each requiring a digital presentation. Pre-service teachers also read about and discuss current trends of technology in education settings (EDUC 111).
In the upper level elementary courses candidates have multiple opportunities to know about and practice using technology. Each day in EDUC 325, students use the Smartboard for in-class instruction. Additionally, each pre-service teacher designs a lesson using the Smartboard for an in-class lesson and is required to use the Smart Board while teaching in their practicum experiences. All pre-service teachers are also guided on the Department of Education website to use as a guide to the Minnesota Council of Teachers of Mathematics standards and for reading NCLB report cards. In EDUC 334, pre-service teachers do a critical review of internet resources using a Tree Octopus Analysis and they explore internet resources available for each of the state's science standards. In EDUC 318 during the digital citizenship lesson, pre-service teachers explore ways they can help young children locate, evaluate and use information available on the internet.
The secondary-level upper division courses are fairly consistent in addressing this standard, if the specialty area mid-level course (EDUC 358) is included in the student's program. The "appropriate selection and use of tools for a particular learning experience" is the most consistent part of the standard applied across specialty areas, with a variety of applications appropriate for the content area. In EDUC 358 Social Studies, there is a focus on how to help the K - 12 student access, analyze and use information on the internet. This is echoed by EDUC 355 Science focusing on teaching high school students how to critically view information presented on the internet.
NETS*S 4. Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices.
In the Foundations courses, there is an introduction to the issues and responsibilities surrounding technology use in the teaching and learning environment, such as reading about current trends in technology and discussing these trends. Pre-service teachers read, discuss and sign a waiver about appropriate use of technology out in educational sites, including privacy concerns. Pre-service teachers also learn about the importance of professionalism in email correspondence and in their online public document folders for Service Learning. There is not a focus on digital communication in regards to student awareness of various cultures.
In the upper division elementary courses, this standard is covered extensively, included in several courses in all areas such as the safe, legal and ethical care and use of technology, digital etiquette and responsible social interaction, as well as the use of communication and collaboration tools for developing K-12 awareness of various cultures. Pre-service teachers read and discuss how changing digital technologies require a change in the preparation of effective citizens. In addition to considering effective ways to use information-based digital resources, they also explore issues like cyber bullying, digital etiquette, and safe online behavior (EDUC 318). Pre-service teachers also blog about book chapters on Moodle where they also use responsible interactions to ask questions, comment or to challenge another student about their thoughts on a chapter. Pre-service teachers also study math in another culture and teach a lesson using technology about that culture (EDUC 325). In EDUC 334, pre-service teachers participate in safety presentations and Moodle forums.
In the upper division secondary courses, the standard is minimally covered, except for the secondary communication courses. While depending on the specialty area the student is involved in, the issues and responsibilities surrounding technology in the teaching and learning environment is a strong focus, as well as with professional communication with technology.
NETS*S 5. Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources.
In the Foundations courses, standard five is minimally addressed to introduce that educators continue to update their professional practice as technology advances in EDUC 310.
In the upper division elementary courses, this standard is modestly addressed. In EDUC 334 and 319, pre-service teachers use websites that link them to professional teaching communities, providing connections to in-service teachers and lesson ideas, as well as highlighting the current issues in the field of education.
In the upper division secondary courses the standard is consistently covered in most specialty areas if the mid-level course (EDUC 358) is included in the student's program plans. There is a variety of applications appropriate for the content area, including the websites that link them to professional teaching communities, providing connections to in-service teachers and lesson ideas, as well as the issues and work the communities are focusing on.
In summary, NCATE Standard 1 is consistently introduced a basic level in the foundations courses completed by both elementary and secondary candidates. Opportunities to refine knowledge and use of instructional technology are provided throughout the upper division elementary courses, although not to the same extent in every course. Such opportunities are included in upper division education courses focused on grades 5-8 and 9-12 pedagogy, but occasions for secondary candidates to observe and practice using technology to enhance learning while enrolled in content-specific courses varies within their disciplines.
Related NCATE Standards 3, 5, and 6
NCATE Standard 3: Field Experiences and Clinical Practices: Candidates have opportunities during field and clinical experiences to use digital tools to support teaching and learning
While all candidates are required to integrate technology with their teaching during field, clinical practice associated with pedagogy courses, and especially during their student teaching experiences, the nature and use of digital tools reflects both teaching objectives and the resources available in their host schools and classrooms. Prior to licensure, all candidates will have used digital tools in a K-12 classroom setting on at least one occasion; most on several. All students pursuing elementary-level licensure are placed in classrooms with interactive white boards as part of EDUC 325: Mathematics Pedagogy: K-6. As part of this clinical experience candidates plan and teach a series of mathematics lesson plans, at least one of which integrates the interactive white board. At the secondary-level, all candidates are required to use technology as a teaching tool in a minimum of one lesson during their student teaching experiences. Additionally, K-12 world language licensure candidates are also required to incorporate at least one digital resource during their clinical experience.
Many of our candidates opt to integrate digital tools during field and clinical experiences because the technology will enhance students' mastery of the lesson's objectives. For example, as part of EDUC 318: Social Studies Pedagogy: K-6 many candidates decided to use Google Earth as part of the geography lesson plans taught during the course's field experience. Important to this process is the availability of LCD projectors and Mac Books that students can check out and bring to their practicum site. This option minimizes concerns about the availability of technology resources at host schools, while also allowing students to practice using the tools prior to teaching. Another example is that many candidates in the midlevel language arts and social studies courses had opportunities to support struggling readers as they built their skills using a computer assisted instructional program.
While we continue to expand and enrich opportunities for all candidates to employ technologies during each phase of their preparation for licensure, recent surveys of first year graduates find that most did not identify lack of preparation in the use of technology as an area of concern.
NCATE Standard 5: Faculty Qualifications, Performance, and Development: Faculty integrates technology into their teaching and understands the use of technology for assessment
We believe the knowledge, skills, and commitment of our faculty to teaching with technology distinguishes us from many other teacher education programs. Our faculty has developed the ability to use technology to enhance teaching and learning by attending workshops and conferences, taking classes, reading relevant literature, and participating in technology-enhanced professional learning networks.
As previously indicated, faculty integrate technology into virtually all education courses. Candidates regularly observe the ways faculty use technology to teach and assess learning. A number of technology tools are used by many faculty members, including: Moodle, SmartBoard, GoogleDocs, clickers, the Internet, YouTube clips, and Microsoft Office applications. We believe it is important for our candidates to consider how they can use features of individual tools to respond to the unique pedagogical needs of different content areas. In addition to multiple exposures to a collection of commonly used tools, candidates are also exposed to a range of tools individual faculty members find helpful for teaching their content. We offer a small sample of the many ways our colleagues are currently using technology to support their pedagogical goals.
- In EDUC 215: Literature for Children and Adults, candidates create digital book trailers using the Internet, Movie Maker, iMovie, iTunes, and YouTube. This project allows the instructor to demonstrate how technology can be used to assess students' interpretation of symbols, motifs, and themes in selected literature. Technology enhances students' ability to share their work with an audience beyond just the instructor.
- In EDUC 310: Educational Psychology: the instructor uses a variety of technology tools to enhance student learning, including: PowerPoint presentations, YouTube video clips, the SmartBoard, clickers, and a personal website that contains many online educational resources.
- In EDUC 358: 5-8 Literacy and Pedagogy in Mathematics, candidates create WebQuests that allow mid-level students to learn important mathematics concepts and skills using the internet.
- In EDUC 358 (sections 01 and 02): 5-8 Literacy and Pedagogy in Social Studies and 5-8 Literacy and Pedagogy in Language Arts candidates learning is enhanced and assessed through the creation of Internet-based personal learning networks (PLNs). As part of this assignment students create a blog, subscribe to the RSS feeds of their classmates and other bloggers, and share high quality resources via Twitter.
- In EDUC 318: Social Studies Pedagogy: K-6, candidates use Microsoft Publisher to create discipline-specific resource newsletters that are then shared with their classmates.
Many more examples could be cited, but this short list illustrates some of the ways our faculty members use digital tools to instruct and assess preservice teachers.
Finally, a number of faculty members have shared their technological expertise at campus-wide professional development events, at state and national conferences, and via the Internet. Faculty members have publicly shared their experience with technology in a variety of ways.
- Dr. Edmund Sass developed and maintains a web site devoted to the history of education. His American Educational History: A Hypertext Timeline is used by teachers around the world. (http://www.cloudnet.com/~edrbsass/educationhistorytimeline.html)
- Dr. Bengtson shared strategies for using clickers as an assessment and teaching tool at yearly Faculty Technology Workshops at CSB/SJU.
- Instructor Essler-Petty organized and developed materials for a SmartBoard training day for CSB/SJU education students.
- Dr. Lloyd and Dr. Johnson led a preconference workshop on professional learning networks at the state technology conference.
- Dr. Johnson presented strategies for teaching geography with Google Earth at both state and national conferences. The project website she created can be viewed at: http://faculty.csbsju.edu/makingconnections
NCATE Standard 6: Unit Governance and Resources: The unit has adequate information and technology resources to support faculty and candidates
CSB/SJU faculty and students have access to a wealth of information and technology resources throughout our two colleges. All classrooms hosting department courses have wired and wireless internet access and are equipped with tethered podia supporting multiple program sources, including a computer accessing the internet, a videodisk and videotape recorder, and an audio amplifier linked to a wall-mounted speakers and a video projector. Mobile carts are provided for use in rooms not so equipped. The Education Department has a variety of digital tools found in schools available for use by faculty and candidates. The table below lists hardware and software used exclusively by the department.
Table 3: Hardware and Software Employed in Teacher Preparation
|SmartBoards in HAB classrooms
|Mobi Pads
|Turning Point Clicker Sets
|LCD Projectors
|1 per classroom
|Mobile LCD Projectors
|Document Cameras
|MIDI Musical Keyboard
|Video Cameras
|Digital Cameras
|Mobile Lab on Wheels
Smart Notebook
Turning Point
Geometer's Sketchpad
Mobi InterWrite
Google Earth
Smart Notebook Math Tools
MCA II Item Sampler
Motic Camera
Technology-Related Goals and Objectives
As a department we provide students with many opportunities to develop the knowledge, skills, and dispositions identified in both the National Educational Technology Standards for Teachers and in NCATE standards related to educational technology. We recognize, however, that there is always room for growth. Analysis of our strengths reveals gaps that will influence changes in our practices and acquisition of technology in the years ahead. The following goals and objectives will guide those changes for the next three to five years.
Goal 1: To continue providing pre-service teachers with appropriate opportunities to learn, apply, and be assessed on the National Educational Technology Standards for Teachers (NETS-T) by...
1.1 Organizing faculty in-service training focused on the NETS-T.
1.2 Integrating requirements for pre-service teachers to use technology throughout the education program.
1.3 Requiring pre-service teachers to demonstrate appropriate and effective uses of digital tools during methods courses and student teaching.
Goal 2: To provide pre-service teachers with opportunities to learn about emerging digital tools and their appropriate pedagogical uses by...
2.1 Organizing faculty in-service that focuses on new digital tools and appropriate instructional uses.
2.2 Supporting faculty members' attendance at state and national technology conferences.
2.3 Introducing new technologies within methods courses and providing students with opportunities to use the tools and explore appropriate uses.
2.4 Providing pre-service teachers with alternative opportunities to explore Instructional technology (i.e. "Technology Days").
Goal 3: To provide pre-service teachers with opportunities to explore the uses of online teaching and learning by...
3.1 Developing a course that focuses on teaching and learning in an online environment.
3.2 Interacting with experts from around the world via online and face-to-face professional learning communities.
Goal 4: To strengthen learning to use instructional technology in 9-12 pedagogy courses by:
4.1 Providing opportunities for 9-12 methods course instructors to discuss and share appropriate uses of technology in high school courses.
4.2 Interacting with experts from around the world via online and face-to-face professional learning communities.
4.3 Providing the 9-12 pedagogy students with alternative opportunities to explore Instructional technology (i.e. required secondary-level Technology Days).
Goal 5: To assess the preparation and readiness of pre-service teachers to teach with technology appropriate for their grade level and discipline by...
5.1 Using the NETS-T to develop and administer a bi-annual survey of faculty members' uses of educational technology to identify needed hardware and software as well as to guide faculty development in technology.
5.2 Surveying candidates at the conclusion of their student teaching experience to discover the extent of their preparation and opportunity to effectively use educational technology in their host classrooms and schools.
Reference List
American Association of Colleges of Teacher Education and the Partnership for 21st Century Skills. (2010). 21st Century Knowledge and Skills in Teacher Preparation. Available online at: http://bit.ly/8XFC7o
Gray, L., Thomas, N., & Lewis, L. (2010). Teachers' Use of Educational Technology in U.S. Public Schools: 2009 (NCES 2010-040). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC.
Grunwald and Associates. (2010). Educators, technology and 21st century skills: Dispelling five myths. Retrieved from Walden University, Richard W. Riley College of Education website: from www.WaldenU.edu/fivemyths
Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), pp. 255-284.
International Society for Technology in Education. (2007). National Educational Technology Standards for Students (2nd ed.). Eugene, OR: International Society for Technology in Education.
International Society for Technology in Education. (2008). National Educational Technology Standards for Teachers (2nd ed.). Eugene, OR: International Society for Technology in Education.
Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1). Retrieved fromhttp://www.citejournal.org/vol9/iss1/general/article1.cfm
Lortie, D. C. (1975). Schoolteacher: A sociological study. Chicago: University of Chicago Press.
New Media Consortium Project. (2009). 2009 Horizon Report. Available online at: http://wp.nmc.org/horizon2009/
Niess, M. L. (2008). Guiding preservice teachers in developing TPCK. In AACTE Committee on Innovation and Technology (ed.), Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educations (223-250). London: Routledge.
Partnership for 21st Century Skills. (2007). The Intellectual and Policy Foundations of the 21st Century Skills Foundation. Available online at: http://bit.ly/bZc7sL
Project Tomorrow. (2008). Speak up 2007 for students, teachers, parents & school leaders: Selected national findings. Available online at: http://bit.ly/kEJplR
Submitted July 2011
Revised July 2012


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"Don't you just love it?" she said. "Every day you stand on top of a mountain, make a three-hundred-sixty degree sweep, checking to see if there's any fires. And that's it. You're done for the day. The rest of the time you can read, write, whatever you want. At night scruffy bears hang around your cabin. That's the life! Compare with that, studying literature in college is like chomping down on the bitter end of a cucumber."
"OK," I said, "but someday you'll have to come down off the mountain.""
-Haruki Murakami, Sputnik Sweetheart
(the mountain.)
and the wind picked me up
wrapped me in its rope
and tied me mad to the front of a ship
the water billowed below me
as i set sail alone
off to an island
where no man had ever been before
and there on the island
was a mountain
and on the mountain
a cabin where i could be
no stranger
familiar or otherwise
knocking at the door
no brick of reality
crashing through the window
do you know how brash
a fireplace crackles
when you built it yourself
and there is no sound of traffic
to spoil it?
when there is only the sound of stars
a sound like
to breathe air
untainted by the mouths of others
to make a bed
from the flotsam and jetsam
inside of your head
to walk around inside your own skull
hang your own artwork
unbalanced upon your medulla oblongota
to lean a chair upon the door
of the cerebrum
so no one can get in
to padlock and chain
the cerebellum
to make time like soup
throwing in what you will
two parts nonsense
to twelve parts inspiration
three tablespoons of nap
bring to a boil
let cool
and enjoy
serves one
to love the person
who knows you best
to mark the walls with crayons
the color of your insecurities
the shade of your denials
to explore the entire fucking spectrum
of your color wheel
and to sleep
when you are ready to sleep
to wake up
to the visceral, visceral
raw dog honest momentarily existent
then gone but always visceral
alarm clock in your stomach
and one day
there will be a knock at your cabin door
the sun will seem artificial
and you will not recognize the voice
of another
as something outside of yourself
but they will come
the authorities of reminder
the karma police
if you do not return their calls
they will mail you letters
and if you burn their letters
they will send a warrant for your arrest
you will be reinstated
brought back to the intercourse
of other people
whether it be with joy
or kicking and screaming
you do not own this planet
you should be so lucky to think
that you alone
deserve your life
there are lonely househusbands
an audience of towns
maybe the ear
receptive to the voice of the world
waiting for you
the waves crashed different
when the island learned
it was a peninsula
but fire came along
and the people formed circles
they danced
they hit their drums with love
they hit their drums with love
and the beat alters hearts
and you threw into the fire
your cabin
on top of a mountain
on an island
far from home
and watched as the smoke rised
into the cosmos
to form purple nebulas
and ancient songs
that filter down
to typewriters
and deep
deep deep down
into the soil
beneath the mountain
02.2013 is a twenty-eight day project chronicling my february of 2013 through poetry. to read the entries from the beginning CLICK HERE


text:
(Reuters) - Southwest Airlines, known for its popular "bags fly free" policy, said it will implement new travel fees next year as part of a plan to increase revenue by $1.1 billion.
The company told investors on Friday that it will raise fees on third bags and overweight baggage, increase fees for flights on AirTran, the carrier it bought last year, and roll out new fees tied to the sale of open and premium boarding positions at airport gates. The company also said it would implement a no-show fee for restricted tickets that are not canceled by passengers prior to departure.
"This should add ancillary revenue and promote customer behavior that allows us to re-sell the open seat prior to departure," Southwest Chief Commercial Officer Bob Jordan said of the no-show fee during the investor meeting, which was webcast.
Southwest, which has a "bags fly free" policy under which there is no charge for a first and second checked bag, said the fee changes were expected to contribute about $100 million to revenue next year.
Of the $1.1 billion in revenue gains it expects next year, $300 million would come from the new fees and other moves related to improving operations, the Dallas-based carrier said.
The traditional discount leader, Southwest is now finding it must work harder to stay profitable in the face of labor and fuel cost pressures and rising competition.
Southwest has stressed a need to cut expenses to compete better with rivals that have restructured. Last year's Chapter 11 filing by AMR Corp's American Airlines leaves Southwest as the only major U.S. carrier that has not reorganized in bankruptcy.
Southwest's cost advantage compared with rivals "is not as great as it was in the year 2000 but is still very significant," Chief Executive Gary Kelly said.
"This is critical for our past success and of course critical for our future, to maintain our cost advantage," Kelly said.
Shares of Southwest were up 1.8 percent to $10.32 in Friday trading.
Reporting by Karen Jacobs; Editing by Nick Zieminski


text:
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Are you a federal employee with a medical condition that's preventing you from working? Do you fear you won't be able to properly care for your family?
The Civil Service Retirement System (CSRS) provides coverage to federal and postal workers in and around the Ashton area who are no longer able to work due to a disability or medical condition. By meeting certain requirements and correctly filling out the necessary paperwork, you'll be able to collect the Federal Disability Retirement (FDR) benefits that will give you the financial support you need to survive.
At Andalman & Flynn, we fight for and defend the rights of federal and postal workers in Ashton, MD and across the United States to protect and secure their financial futures. If you need assistance with your claim, contact us today and we'll help you navigate the CSRS application process to give you the best possible chance of success!
Filing for CSRS Disability Benefits in Ashton
Imagine this: You are a postal worker in Ashton, MD with more than a quarter of a century of service. Through rain and sleet, you rarely missed a day of work and have had nothing but outstanding performance reviews throughout your tenure. Then suddenly, you suffer a traumatic injury—a severe head injury that has made the normal work day a challenge.
You are resilient and continue to show up, but your injury has lingering effects that do not allow you to satisfactorily perform your job duties anymore. The agency has to have a colleague pick up the slack. Repeated doctors' visits cause you to miss work and your attendance becomes unacceptable. This all goes against your strong work ethic, but financially you cannot afford to stop working.
You are likely asking yourself: What am I going to do? How am I going to financially survive?
Thankfully, there is help available, and it is help to which you are entitled. If you are a federal employee or postal worker covered under the Civil Service Retirement System (CSRS) in Ashton, MD, you are eligible to receive Federal Disability Retirement (FDR) benefits. Once you've met certain requirements, you can collect a portion of your salary if a medical condition prevents you from performing "useful and efficient" civil service in your position or a reasonably comparable position within the federal government.
These benefits are not given to you as a favor or a handout—you have earned them with contributions to your retirement fund through payroll deductions over your years of federal service.
Schedule a Consultation with Disability Lawyers in Ashton, MD
If you are you a postal or federal worker covered under CSRS in Ashton, MD and are suffering from a medical condition that's made it impossible for you to complete your work, Andalman & Flynn can help. Our experienced and knowledgeable disability attorneys in Ashton can represent you through all stages of the initial application process as well as any necessary appeals, including appearing before the Merit Systems Protection Board (MSPB).
The application for CSRS benefits in Ashton and surrounding areas includes a complex series of forms that are put together in a packet for submission to the Office of Personnel Management (OPM). At Andalman & Flynn, we understand that this process can seem stressful and overwhelming at times, but you can rest assured our team of experienced Ashton disability attorneys will work closely with you to make sure everything is clear and help you fill out all required applications accurately.
In order to give you the best chance of success, we will also work with any other offices that may be involved with your claim, including:
- Doctors
- Supervisors
- Agency human resources
- Payroll
- Legal offices
At Andalman & Flynn, our staff has successfully obtained disability benefits for many clients covered under CSRS throughout Ashton, MD and across the nation. We invite you to read about our record of success with USPS Disability Retirement cases, as well as the experiences of our legal team so you can make a well-informed decision.
Don't let your disability leave you financially devastated—schedule a free initial consultation with our experienced disability lawyers in the Ashton, MD area and we'll do everything we can to get you the benefits you deserve.


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Stir-fried beef with hoisin sauce
Nutrition and extra info
- kcal390
- fat9g
- saturates4g
- carbs20g
- sugars8g
- fibre6g
- protein33g
- salt2.41g
- 1 tbsp soy sauce
Soy saucesoy sor-s
An Asian condiment and ingredient that comes in a variety of of varieties ranging from light to…
- 1 tbsp dry sherry
- 2 tsp sesame oil
- 1 fat garlic clove, crushed
- 1 tsp finely chopped fresh root ginger (or fresh ginger paste in a jar)
- 200g lean sirloin steak, thinly sliced across the grain
Sirloin steakSur-loyn stayk
This well-flavoured steak needs to be cooked carefully, and rested properly to ensure…
- 1 tbsp sesame seeds
- 1 tbsp sunflower oil
Sunflower oil
Sunflower oil is made from pressing sunflower seeds and extracting the oil. It's usually…
- 1 large carrot, cut into matchsticks
The carrot, with its distinctive bright orange colour, is one of the most versatile root…
- 100g mangetout, halved lengthways
The French name tells you everything; it means 'eat it all'. Mangetout properly…
- 140g mushrooms, sliced
The mushroom is a fungus which comes in a wide range of varieties that belong to two distinct…
- 3 tbsp hoisin sauce
- Chinese noodles, to serve
Mix together the soy sauce, sherry, sesame oil, garlic and ginger in a shallow dish. Add the steak and leave to marinate for about 20 minutes (or longer, if you have time).
Heat a large heavy-based frying pan or wok, add the sesame seeds and toast over a high heat, stirring, for a few minutes until golden. Tip on to a plate.
When ready to cook, heat the sunflower oil in a large frying pan or wok until hot. Add the steak with the marinade and stir fry for 3-4 minutes over a high heat until lightly browned. Remove, using a slotted spoon, on to a plate, leaving the juices in the pan.
Toss the carrots in the pan and stir fry for a few minutes, then add the mangetout and cook for a further 2 minutes.
Return the steak to the pan, add the mushrooms and toss everything together. Add the hoisin sauce and stir fry for a final minute. Sprinkle with the toasted sesame seeds and serve immediately.


text:
BURLINGAME, Calif., July 26, 2011 /PRNewswire/ -- Epitomics, Inc., a biotechnology company commercializing the next generation of antibodies based on its groundbreaking Rabbit Monoclonal (RabMAb®) technology, today announced the Company has now launched 23 novel cancer-related antibodies that were developed through a partnership with the National Cancer Institute's Center for Cancer Research. The goal of this partnership is to develop novel, high quality reagents for cancer research and make them available to the scientific community.
"We are very excited to see the progress we have made in developing several key antibodies with NCI investigators and look forward to continuing working with them to develop high quality rabbit monoclonal antibodies," said Dr. Guo-Liang Yu, CEO, Epitomics, Inc.
All of the antibodies made under the collaboration are available for purchase in the USA directly through Epitomics and around the world through Epitomics international distributors. It is anticipated that another 20 antibodies will be developed through this partnership and released by Epitomics over the next 2 years.
Visit http://www.epitomics.com/products/nci to view the current list of antibodies released.
About Epitomics
Epitomics, Inc. is a biotechnology company dedicated to developing breakthrough monoclonal antibody technology for research and diagnostic applications. The Company's core technology is its unique and proprietary RabMAb(R) (Rabbit Monoclonal Antibody) technology which produces antibodies with superior binding affinity and bioactivity in a wide variety of biological assays. Epitomics has also developed a proprietary method for humanizing RabMAbs called Mutation Lineage Guided (MLG) humanization. Epitomics, Inc. is headquartered in Burlingame, California, and operates a wholly owned subsidiary in Hangzhou, the People's Republic of China. For more information about Epitomics, please visit www.epitomics.com.
|SOURCE Epitomics, Inc.
Copyright©2010 PR Newswire.
All rights reserved


text:
This year's Ars Electronica is a series of presentations and events including symposia, addresses by artists, exhibitions and installations, concerts, performances, workshops, seminars and interventions in public spaces on the theme of Hybrid - Living in Paradox.
Science, research, media, politics, art, cultural identity and the definition of physicality—boundaries are vanishing clear across all spheres and aspects of society. Traditionally separate domains are blending together to engender new products, alliances and forms of expression.
The consequences of this trend that is increasingly encompassing and pervading all facets of human creativity are "mixed," hybrid solutions like nanotechnology, bionic prostheses, culture jams, hybrid motors, podcasting and blogging—to name just a few.
Via modern media and international networking, individuals have long since come to define themselves in terms of a cultural mix composed of highly diverse influences. This development is the source of insecurity among many different segments of the human community and triggers defensive reactions ranging as far as racism and fundamentalism.The CyberArts 2005 exhibition at the O.K Center for Contemporary Art will showcase the projects singled out for recognition by the 2005 Prix Ars Electronica. The winning works are always intellectually interesting, even where art and concept do not always produce the most fertile pairing.