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Hayward Gallery is a world-renowned contemporary art gallery and a landmark of brutalist architecture. The year-round exhibition programme focuses on presenting a wide range of adventurous and influential artists from across the world.
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Usual opening times are 11am – 7pm every day except Tuesdays when the gallery is closed. Late night opening on Thursdays until 9pm.
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Tickets to all of our exhibitions and events can be booked online, by telephone or in person. Please note that the Ticket Office at Hayward Gallery is cash free. Visitors are still able to buy tickets with cash at the Ticket Office, Level 2, Royal Festival Hall.
Please note that bags of 40 x 25 x 25 cm and over cannot be taken into exhibitions. A cloakroom is available in the Hayward Gallery Foyer.
For access to the gallery, foyer, cafe and shop, use:
JCB Glass Lift, Blue Side, Royal Festival Hall to exit onto Riverside Terrace, Level 2 and use main entrance into Hayward Gallery. Alternatively, use the car park lift to the Hayward Gallery Foyer. All floors are accessible from main foyer. Please use the Hayward Gallery Foyer lift to access the cafe.
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A Changing Places toilet is located on Level 1, Royal Festival Hall, next to the JCB Glass Lift, for the exclusive use of disabled people who need personal assistance to use the toilet. The key for this room is available from the Welcome Hub, Level 2, Royal Festival Hall. The facility includes a height-adjustable bench, tracking hoist system, a centrally-placed toilet, a height-adjustable basin and a shower. For health and safety reasons we do not provide slings. Visitors are asked to bring their own which should be compatible with the loop system. The maximum weight for the hoist and the height adjustable bench is 200kg. The facility is open daily 10am – 11pm.
Blue Badge holders and those with access requirements can be dropped off on the Queen Elizabeth Hall Slip Road off Belvedere Road (the road between Royal Festival Hall and Hayward Gallery).
There are four Blue Badge parking spaces available for visitors located on the Queen Elizabeth Hall Slip Road off Belvedere Road (the road between Royal Festival Hall and Hayward Gallery). Spaces are allocated on a first-come, first-served basis, and use of them is free. You are required to display your Blue Badge as you enter the site. Vehicles that do not display a Blue Badge are refused entry.
Alternative parking is available nearby at the National Theatre car park (330 metres) and APCOA Cornwall Road Car Park (490 metres), subject to charges.
Blue Badge parking National Theatre
Alternative parking for Blue Badge holders visiting Southbank Centre can be found at the National Theatre car park (330 metres). Just take your badge and car park ticket to Royal Festival Hall Ticket Office on Level 2, for validation before you leave.
Please note: on Sunday when the National Theatre building is closed there is no step-free access from the car park.
Blue Badge parking APCOA Cornwall Road
Alternative parking for Blue Badge holders visiting Southbank Centre can also be found at the South Bank Car Park—APCOA Cornwall Road Car Park. Just take your badge and car park ticket to the parking attendant office at the entrance to the car park for validation before you leave.
A drop-off point at Royal Festival Hall (30 metres) has been created for visitors who are unable to walk from alternative car parks.


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SBRforum would like to display the poster's opinion on the Top Online Sportsbooks. Forum members who registered December 15, 2013 or earlier are invited to cast their vote for the best bookmakers. The posting board's collective opinion will be represented at the top of the forum for all visitors to see.
- Vote in this thread. Posters are asked to give their Top 3 sportsbooks with the highest rated book first. 6 points will be awarded for your first choice, 4 points for second place and three points for third. After tallying up the final scores, the top 3 point earners will be displayed above.
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Total Pts 5Dimes 232 Pinnacle 201 Heritage 167 Bet365 114 Bookmaker/BetDSI 104

subset: commoncrawl


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Program Goal I: Subject Matter
According to Zumwalt (1989), Passe (1999) and others, subject-matter, or curricular knowledge, has often been given a role of lesser importance in the knowledge base for beginning teachers than that assigned to pedagogical knowledge. Perhaps a major reason for the traditionally low status of subject knowledge is the fact that teachers have often taught a prescribed curriculum over which they had little control. This changed to some extent in the 1990s as the trend toward decentralization of educational decision-making gave teachers expanded roles in curricular planning (Passe, 1999). Currently, however, with the "standards" movement of the Twenty-First Century, content is again more centrally controlled and prescribed. Growing emphasis on preparing students to passing state-mandated tests to assure school and district "annual yearly progress" further limits teachers' opportunities to determine how and what they might teach. Still, even in situations where the overall curriculum is based on specific sets of standards, it is often the teachers' responsibility to determine what content should be taught to meet those standards (Scherer, 2001, p. 17). Therefore, it remains vitally important for teachers to have in-depth knowledge of the disciplines they teach, including not only factual knowledge, but also organizing principles, central concepts, and the "ways in which new knowledge is brought into the field" (Grossman, Wilson, and Shulman, 1989, p. 29).
Our summary of subject-matter (curricular knowledge) begins by describing approaches that seek to structure (or organize) knowledge. Summaries of subject-matter based on the Minnesota Academic Standards and selected national standards are then presented, followed by information about approaches to interdisciplinary instruction. Though this chapter of the knowledge base focuses only on instructional content, it is important to note that content and pedagogy are strongly connected. As Passe (1999) wrote, what is taught (content or subject matter) has an important influence on decisions regarding instruction. However, since approaches to instruction are described elsewhere within the knowledge base, that information will not be duplicated here.
Structure of Knowledge: In order to effectively communicate subject matter, teachers must understand how knowledge is structured or organized in the disciplines they teach. A simple but useful approach to structuring knowledge described by Kindsvatter, Wilen, and Ishler (1997) places knowledge into a pyramid consisting of facts (verifiable, specific information about people, events, or objects) at the lowest level, followed by concepts (ideas or abstractions based on grouping or categorizing facts) at the next level, and generalizations (broad statements or organizing principles that integrate multiple concepts) at the top. A similar, though more elaborate, approach is described by Gagne (1965). This approach divides knowledge into five categories based on the intellectual skills necessary for learning that knowledge. These levels include simple types of learning (signal learning and responses learned through conditioning), discriminations (differentiations between similar stimuli), concepts (categories or ideas that reflect the commonalities of related objects or events), rules (combining concepts into predictable patterns), and higher order rules (combining rules for use in problem solving).
A third approach to the structure of knowledge, though developed by Benjamin Bloom (1956) more than 50 years ago, is still widely used in instructional planning. Commonly referred to as Bloom's Taxonomy of Educational Objectives, this system divides the cognitive domain into the following six levels: knowledge (factual information), comprehension (understanding or attributing meaning to factual information), application (using that which is known and comprehended), analysis (breaking down a task or information into its component parts), synthesis (combining separate elements to form a whole and achieve understanding), and evaluation (using criteria to judge the quality or value of objects, events, or ideas). Taxonomies for the affective and psychophysical domains, though available, are not as widely accepted and, therefore, are not included in this brief summary.
Anderson and Krathwohl (2001) offer modified versions of taxonomies for all three domains. Their taxonomy of the cognitive domain changes nouns to verbs (for instance analysis to analyzing), substitutes the terms remembering and understanding for knowledge and comprehension, places creating, their term for synthesizing, at the highest level of the taxonomy, and moves evaluating down to the second-highest level.
Minnesota and National Academic Standards: As noted in the first paragraph of this document, teachers do have choices regarding the content they teach. However, these choices are often limited by local, state, and national standards. The Minnesota Academic Standards define a core of five academic content area standards: language arts, mathematics, science, social studies and the arts. Standards for Mathematics, Language Arts, and Arts were adopted in a 2003 while the Minnesota Legislature stipulated science and social studies standards in 2004. Recently revised social studies standards were approval by the state's Commissioner of Education in the summer of 2011. Each set of state academic standards will be supplemented by grade-level benchmarks specifying the academic knowledge and skills that students must achieve to affirm attainment of a standard.
In addition to the core academic standards areas, there are several elective subject areas. School districts must create local elective standards and must offer elective courses covering health and physical education, vocational and technical education, and world languages. The law requires students to complete a specified number of course credits covering both core and elective subject areas in order to receive a high school diploma (Minnesota Legislative Reference Library, 2003). The Minnesota Academic Standards as well as selected national standards, organized by subject, are summarized below.
Arts: The Minnesota Academic Standards in the Arts were revised in 2008 and "set the expectations for achievement in the arts for K-12 students in Minnesota" (Minnesota Academic Standards in the Arts, 2011). They are organized into four strands: Artistic Foundations; Artistic Processes: Create or Make; Artistic Processes: Perform and Present; and Artistic Processes: Respond and Critique. "Each strand has one or more standards that can be implemented in the arts areas of dance, media arts, music, theater and/or visual arts" (Minnesota Academic Standards in the Arts (2011).
The National Standards for Arts Education (Consortium of Arts Education Organizations, 1994) provide integrated standards for dance, music, theater, and the visual arts. The standards emphasize the importance of the arts to life and learning; incorporate cultural diversity; and stress a comprehensive, hands-on, interdisciplinary orientation. Though specific standards are provided for each discipline at the primary, middle, and high school levels, the standards all emphasize the following knowledge and skills: basic communication in the four arts disciplines, proficient communication in at least one art form, the ability to develop and present basic analyses of works of art, acquaintance with exemplary works of art from a variety of cultures and historical periods, and the ability to relate various types of arts knowledge and skills within and across the arts disciplines. The overall goal of the standards is to develop capabilities that allow students to "arrive at their own knowledge, beliefs, and values for making personal artistic decisions" (Music Educators National Conference, 1994).
English Language Arts: English Language Arts: The Department's work in the Language Arts is informed by the Standards for the English Language Arts (NCTE/IRA, 1996), a joint project of the National Council of Teachers of English (NCTE), and the International Reading Association (IRA). Extending and adding specificity to these broad standards, candidates are guided by the Minnesota requirements for teacher licensure, the 2010 Minnesota K-12 Academic Standards - English Language Arts, and the Minnesota adoption of the Common Core State Standards in the English language arts. Minnesota's adoption of the Common Core National Standards in 2011, modified to include greater emphasis on media arts, provides a third guiding document to shape the preparation of those seeking to be licensed as teachers of language arts and literature (http://www.corestandards.org/).
Collectively, these documents outline the knowledge, skills, and abilities pre-service teachers must possess to effectively teach English Language Arts and the knowledge, skills, and abilities that K-12 students must demonstrate prior to graduation. The standards delineate an extensive body of content knowledge across all areas of reading, writing, speaking, listening, and media literacy.
With an understanding of how print and digital literacy abilities impact every facet of a person's life, the standards encompass essential message production and consumption processes in literature, mathematics, science, the social sciences, and the arts. In this context the English Language Arts encourage teachers to support the college and career readiness of their students. As noted in the Minnesota standards document, the K-12 English Language Arts Standards suggest that readiness will be found in students who demonstrate independence, possess strong content knowledge, understand how to reach various audiences, comprehend and critique, use technology, and understand multiple perspectives.
We have integrated the aforementioned standards documents to focus our candidates' preparation in the following areas of special emphasis.
Reading: Text complexity and the growth of comprehension. The reading standards place equal emphasis on the sophistication of what students read and the skill with which they read. Included is a grade-by-grade "staircase" of increasing text complexity that rises from beginning reading to the college and career readiness level. The standards require that all students are prepared for the analysis of both literary texts and informational non-fiction texts. Whatever they are reading, students must also show a steadily growing ability to discern more from and make fuller use of text, including making connections among ideas and between texts, considering a wider range of textual evidence, and becoming more sensitive to inconsistencies and ambiguities in texts. As such, future teachers in all grade levels and in all subject disciplines should have extensive coursework and practical experience in the teaching of reading. This includes instruction for all teaching candidates in the foundations of reading, including phonemic awareness, phonics, fluency, vocabulary, and scaffolded comprehension. Additionally, candidates in elementary and secondary English Language Arts (ELA) should participate in clinical experiences that are focused on assessing, diagnosing, and planning instruction to meet the literacy development needs of all students.
Writing: Text types, responding to reading, and research. The standards acknowledge the fact that whereas some writing skills, such as the ability to plan, revise, edit, and publish, are applicable to many types of writing; other skills are more properly defined in terms of specific writing types: arguments, informative/explanatory texts, and narratives. The writing strand stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational texts. Because of the centrality of writing to most forms of inquiry, research standards are prominently included in this strand, though skills important to research are infused throughout the document. As such, teaching candidates in ELA should have a working knowledge of the writing process, workshop approaches to writing instruction, as well as teaching strategies which are specific to the variety of writing genres. Candidates in ELA must be prepared for the demands of differentiated writing assessment, as well as the varying philosophical approaches regarding response to student writing including writer's workshop and Six Traits approaches.
Speaking and Listening: Flexible communication and collaboration. Including but not limited to skills necessary for formal presentations, the Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills. Students must learn to work together, express and listen carefully to ideas, integrate information from oral, visual, quantitative, and media sources, evaluate what they hear, use media and visual displays strategically to help achieve communicative purposes, and adapt speech to context and task. Candidates must have knowledge of the methods for supporting students' development in these key areas, including the steps needed for creating effective formal and informal speeches, as well as skills needed for diverse types of listening tasks. In Minnesota, this strand is known as "Speaking, Viewing, Listening, and Media Literacy."
Media Literacy: Critical analysis and media production. Students in the twenty-first century must become competent consumers and producers of media. Thus, the standards in media literacy articulate two primary outcomes. First, students must have the skills to critically analyze information found in electronic, print, and mass media for the sake of using these types of sources. Second, students must be able to communicate using traditional or digital multimedia formats, digital writing and publishing. Teacher candidates must have the knowledge, skills, and ability to teach media literacy including the multiple purposes of media communication, and the effects of various types of media on the communication process.
Language: Conventions, effective use, and vocabulary. The language standards include the essential "rules" of standard written and spoken English, but they also approach language as a matter of craft and informed choice among alternatives. The vocabulary standards focus on understanding words and phrases, their relationships, and their nuances and on acquiring new vocabulary, particularly general academic and domain-specific words and phrases. Candidates must have a clear knowledge regarding the functions of language, how language conventions influence the perception of effective written and oral communication, and how to support students' development of such linguistic awareness.
Social Studies: The social studies comprise a broad curriculum formed from eight disciplines including anthropology, archaeology, economics, geography, history, political science, psychology, and sociology. In 2010, the National Council for the Social Studies (NCSS) identified the following ten themes in the National Curriculum Standards for Social Studies: A Framework for Teaching, Learning, and Assessment.
I Culture;
II Time, Continuity, and Change
III People, Places, and Environments;
IV Individual Development and Identity;
V Individuals, Groups, and Institutions;
VI Power, Authority, and Governance;
VII Production, Distribution, and Consumption;
VIII Science, Technology, and Society;
IX Global Connections; and
X Civic Ideals and Practice (NCSS, 2010).
These standards are organized to incorporate learning experiences from many disciplines because, by their very nature, the social studies require multidisciplinary education. Teachers of history and social studies receive additional content-area guidance from voluntary national standards in economics (Council for Economic Education, 2010), geography (Geography Education Standards Project, 1994), civics (Center for Civic Education, 1994), history (National Center for History in the Schools, 1996), and psychology (American Psychological Association, 2005).
Foreign (World) Languages: The Standards for Foreign Language Learning (The National Standards for Foreign Language Education Project, 1996) were originally a joint project of the American Council on the Teaching of Foreign Languages, The American Association of Teachers of French, The American Association of Teachers of German, and The American Association of Teachers of Spanish and Portuguese. To date, National Standards exist in languages commonly taught in U.S. schools, including Spanish, French, German and Chinese, as well as less commonly taught languages, such as Arabic, Italian and Swedish. While maintaining the importance of learning vocabulary and grammar, the Standards emphasize the necessity of learning to "communicate in meaningful and appropriate ways with users of other languages" (The National Standards for Foreign Language Education Project, 1996, P. 3). These content standards are articulated for grades K-16, reflecting the ongoing nature of second language acquisition over the course of a learner's life. Specific standards and sub-standards are provided in five areas: communication in languages other than English, understanding other cultures, connecting with other academic disciplines, comparisons to other languages and cultures, and participation in multilingual communities.
Math: The Minnesota K-12 Academic Standards in Mathematics set the expectations for achievement in mathematics for K-12 students. The standards are grounded in the belief that all students can and should be mathematically proficient, and all students should learn and understand important mathematical concepts, skills, and relationships. The standards and benchmarks describe a connected body of mathematical knowledge that is acquired through the processes of problem solving, reasoning and proof, communication, connections, and representation. The four mathematics content strands are 1) Number and Operation, 2) Algebra, 3) Geometry and Measurement, and 4) Data Analysis and Probability (Minnesota Department of Education, 2011).
Building on the Curriculum and Evaluation Standards for School Mathematics developed in 1989, the NCTM Standards 2000 Project has resulted in the recent release of the Principles and Standards for School Mathematics (NCTM, 2011). The new standards "describe a connected body of knowledge of mathematical understandings and competencies - a comprehensive foundation for all students, rather than a menu from which to make curricular choices" (NCTM, 2000, p. 29). Following the Principles, the Standards for school mathematics describe a set of goals for mathematics instruction. The first five Standards present goals in the mathematical content areas of number and operations, algebra, geometry, measurement, and data analysis and probability. The second five describe goals for the processes of problem solving, reasoning and proof, connections, communication, and representation. Together, the Standards describe the basic skills and understandings that students will need to function effectively in the 21st Century (NCTM, 2000).
Physical Education and Health Standards: "As of May 26, 2010, the Minnesota State Legislature directed the Minnesota Department of Education (MDE) to adopt standards called the National Standards for Physical Education developed by the National Association for Sports and Physical Education" (Minnesota Department of Education, 2011). Every Minnesota school district is required to adopt the National Standards for Physical Education, and students need to satisfactorily complete these new standards beginning in the 2012-13 school year. "Additionally, every school district must have locally developed standards in health education. The requirement for locally developed health education standards has been in place since the 2005-06 school year. There are National Health Education Standards, which are not an official state model, to use as a resource to do this" (Minnesota Department of Education, 2011).
Reading: As noted, Minnesota's standards for reading are currently included within the 2010 English Language Arts Standards (Minnesota Department of Education, 2011). An updated "Model Plan for Adolescent Reading Intervention and Development" serves "as an exemplar for districts and schools as they develop reading intervention plans and curricula to meet the needs of struggling readers in grades 4-12" (Minnesota Department of Education, 2011). The model plan can be accessed from the Minnesota Education Department's Reading Standards page.
Science: The National Science Education Standards were developed by the National Academy of Sciences (1996). They are divided into three levels (K-4, 5-8, and 9-12) and eight categories: Unifying Concepts and Processes, Science as Inquiry, Physical Science, Life Science, Earth and Space Science, Science and Technology, Science in Social and Personal Perspectives, and History and Nature of Science (National Academy of Sciences, 1996). As Passe (1999) noted, these standards attempt to change the emphasis in science education from knowing scientific facts to understanding scientific concepts. Other emphases include integrating science content; learning fewer, fundamental science concepts; teaching through inquiry; and analyzing science questions.
According to the Minnesota Department of Education, "Science is the active study of nature, its structures and its processes. Science students use their senses and tools to observe, record, and analyze data about the natural world. Scientifically literate young people can understand phenomena, solve problems and produce new technologies for the world today."
The K-12 Academic Standards for Science were updated in 2009 and approved for adoption in 2010. As in the document published before it in 2003, the Minnesota Academic Standards in Science are organized by grade level into four content strands: 1) The Nature of Science and Engineering, 2) Physical Science, 3) Earth and Space Science, and 4) Life Science. The first content strand is intended to run throughout the other three strands. In addition, the new version addressed legislated issues including college and work readiness, technology and information literacy, contributions made to academics by the Minnesota American Indian tribes and communities, and environmental literacy (http://education.state.mn.us/MDE/EdExc/StanCurri/K-12AcademicStandards/)
As noted above, the Minnesota Department of Education also addressed literacy for science in Minnesota's newly revised (2010) English Language Arts (ELA) standards, which set K-12 requirements not only for ELA but also for literacy in history/social studies, science and technical subjects.
The Common Core State Standards initiative "is a state-led effort coordinated by the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO). The standards were developed in collaboration with teachers, school administrators, and experts to provide a clear and consistent framework to prepare our children for college and the workforce" (Common Core State Standards Initiative, 2011). As of August 8, 2011, 46 states had adopted the Common Core State Standards for English/language arts and mathematics. Although Minnesota is not among the states listed on the initiative's web site, Minnesota has adopted the Common Core Standards for the English language arts. However, at this time, Minnesota is not adopting the Common Core State Standards for mathematics. The Minnesota Commissioner of Education revises the academic standards according to a timetable specified in state law (Minn. Stat. § 120B.023, subd. 2). The Minnesota mathematics standards were revised in 2007 and are not scheduled to be revised again until 2015. Since the commissioner does not have authority to revise mathematics standards until that time, legislative action would be needed for the state to adopt the Common Core State Standards for mathematics. The Minnesota Department of Education will continue to analyze the Common Core State Standards and Minnesota Mathematics Standards in order to provide information to the state legislature
The Integrated Curriculum: As noted above, the national standards in some academic areas (particularly the arts and social studies) are purposefully interdisciplinary. This current emphasis on interdisciplinary instruction is consistent with our departmental preference for integrated learning and reflects the belief of subject-area leaders "that no subject is sufficient by itself; (rather) each is a part of the whole" (Passe, 1999, p. 222). Often called thematic teaching or integrated curriculum, Richard Kellough (1997) defines this approach as "both a way of teaching and a way of planning and organizing the instructional program so the discrete disciplines of subject matter are related to each other in a design that (1) matches the developmental needs of the learners, and (2) helps to connect their learning in ways that are meaningful to their current and past experiences" (p. 251). Passe (1999) listed benefits of the integrated curriculum including providing an opportunity to expand instruction for "de-emphasized" subjects such as art and physical education, diminishing the overemphasis on textbooks, and increasing opportunities for the integration of problem solving and the application of subjects to everyday life. Drawbacks of thematic teaching listed by Passe include a lack of appropriate teacher preparation for using this approach, incompatible classroom organization, and the possibility of resistance from those who favor a more traditional curriculum.
~ ~ ~
As we conclude this section on subject-matter knowledge, the findings of Grossman, Wilson, and Schulman (1989) seem quite pertinent. Recounting their explorations into the practice of novice secondary teachers, these writers found that beginning teachers experience the subject matter they share with their students in at least three ways. The initial foundation young teachers construct for a developing understanding of a body of knowledge might be brought to light by facts and concepts that form the "content" of introductory study. Further work at an intermediate level could suggest explanatory frameworks used to organize their growing collection of facts and concepts into a "substantive" family of related principles or generalizations. Those prospective teachers who persist in their study of a discipline through completion of advanced coursework may acquire "syntactic" knowledge of a discipline's epistemology revealing how its content and explanatory frameworks are discovered and validated.
In addition to these three levels of knowledge about what they would teach, Grossman and her colleagues found that prospective teachers' "beliefs" about subject matter can influence how they share that knowledge with their students (p. 31). They urged teacher educators to work with their disciplinary colleagues to "provide opportunities for prospective teachers to identify and examine the beliefs they have about the content they teach" (p.32). Those who prepare teachers might thereby counter unintended perspectives on a body of knowledge that could otherwise color the experiences these new teachers would offer their students. Such beliefs appear more salient in the absence of opportunities to explore the "substantive" and "syntactic" knowledge forming a discipline. Those who teach outside of their discipline or college major appear to be at greater risk of drawing upon their own inaccurate representations of a field of study as they share it with their students.
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on Teaching and Teacher Education. Retrieved from http://www.ericdigests.org/1997-4/physical.htm
Zumwalt, K. (1989). Beginning professional teachers: The need for a curricular vision. In Maynard C. Reynolds (Ed.),
Knowledge base for the beginning teacher. (pp. 101-116). Oxford: Pergamon Press.
Updated August 2011 by E. Sass
Revised July 2012 by D. Leitzman


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Next up in our evaluation of the various end of 2011 Health IT lists series is one that takes a bit of a look back at 2011. In this list, PwC lists what they consider the Top Health Industry Issues of 2011. The list starts with an interesting comment about the health IT spending in 2011:
More than $88.6 billion was spent by providers in 2010 on developing and implementing electronic health records (EHRs), health information exchanges (HIEs) and other initiatives. This surge is a sign of technology's critical place in health system improvement.
$88.6 billion is a lot of health IT spending and larger than most numbers I've seen. Although, most numbers I've seen are only the EMR and EHR market and doesn't include HIE spending and other healthcare IT initiatives. It's quite clear that the health IT spending is up, and up Big!
Their list of top Health issues isn't that surprising, except possibly one of them:
Meaningful Use – This has to be topic number one for health IT in 2011. It's had a trans formative effect on healthcare IT and EMR and EHR as we know them. Pretty much every EHR vendor I've talked to basically had to take an entire software development life cycle to meet the meaningful use and certified EHR requirements. This is the dramatic effect of meaningful use on EHR development.
PwC actually focuses on how meaningful use will encourage patient participation in their healthcare or "shared medical decision-making." To be honest, I'm not sure meaningful use has done much to help this goal, yet(?). Possibly meaningful use stage 2 and meaningful use stage 3 will help to further these goals. MU stage 1 has done little to encourage this. Regardless of the impact of meaningful use, shared medical decision-making is going forward fast and furious.
HIPAA 5010 and ICD-10 – The interesting issue for 5010 and ICD-10 is that they've basically been overwhelmed by meaningful use and EHR incentive money. Either of these changes alone would have been a reasonable challenge for a normal year. However, clinical organizations are battling through 5010, ICD-10 and meaningful use all at the same time. Are there any other IT projects going on that don't involved these three things? I'd say probably very few.
Electronic medical device reporting (eMDR) – I found this point quite interesting. There's been a lot of movement in 2011 in regards to what constitutes a medical device and who should take care of tracking and collecting the adverse events that occur on these devices. I don't think we've come to a final conclusion on what will be considered a medical device and how we're going to deal with reporting adverse events, but finally getting electronic reporting of adverse events is a good step in the right direction.
Be sure to read the rest of my Health IT Top 10 as they're posted.


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You could call us rolling stones I suppose. Remember when we moved last September? Um, yeah. We're doing it again. I've alluded to the extra stress in my life. This is why. Mr. Pickup was offered the chance to transfer to an office closer to our families, and we had to take the opportunity.
So, we de-cluttered, cleaned like crazy, and put our house on the market last month. We were lucky enough to sell our house in exactly one week...after showing it 12 times. Miracles have occurred. Fast forward to this week, and we're moving again. We've found a teeny little house (envision our family and one bathroom) to rent while we ponder our next move in real estate. Goodbye Treasure Valley.
We're happy to be heading back to country life, and even more glad to be closer to our families. Hello Magic Valley.
So, please understand if I am a bit absent as far as comments or emails go for the next couple weeks. I've still been sewing up until the last minute, so I've got some projects to show off in the meantime. I may even post on how I kept our house clean with all those showings!
Thank you for reading, thanks for supporting my friends on the sidebar there, and thanks for all your wonderful comments. After resting today, we'll be back to packing up tomorrow. Here comes our next adventure. I hope you stay tuned!


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CHUCK FLEISCHMANN -- Has lobbied for restructuring the Inland Waterways Trust Fund, which taxes barge companies and other waterway users to pay for new construction and repair work on locks and dams. He says the funds are not equitably distributed.
MARY HEADRICK -- Wants to federally guarantee low-interest bonds to be repaid by lock user fees and a higher marine diesel fuel tax and also wants to "reform and reprioritize" the Inland Waterway Trust Fund so it doesn't pay for projects on a cost-plus basis or tolerate cost overruns and construction delays.
FLEISCHMANN -- Is against Obamacare, saying the federal government cannot fix the problems in the health care system. Says the system needs "tort reform, health savings accounts, purchasing insurance across state lines and (insurance) pooling."
HEADRICK -- A physician, she wants to keep Obamacare but add reforms to prevent insurance companies from hiking premiums for pre-existing conditions, make sure the federal payment advisory board doesn't ration dollars or care. Wants to create a public option so qualified providers can join and abandon the Medicare mandate and compel states to participate.
FLEISCHMANN -- Notes that he has a seven-point jobs plan titled "Less Government, More Jobs" that pushes for "energy exploration, tort reform, tax reform, rein in regulatory agencies, and more," all of which he says will strengthen the economy.
HEADRICK -- Wants to halt trade agreements that ship U.S. jobs overseas then bring back "cheap foreign goods" that skew the balance of trade. Fix tax and corporate laws that are sending too much money to CEOs and financial institutions and pay a fair wage to workers.
SCOTT DESJARLAIS -- Supported Rep. Paul Ryan's budget plan, saying "it was the only credible plan that would put us on a path to balanced budgets and debt reduction." Voted against raising the debt country's limit.
ERIC STEWART -- As a Franklin County commissioner and state senator, he says he helped pass eight balanced budgets, which shows he can work with both Republicans and Democrats. The same kind of cooperation is needed in Washington, D.C., where leaders must "stop fighting and start fixing."
SCOTT DESJARLAIS -- A physician, he wants health care reforms that "empower patients and their doctors, reduce costs and expand access to care." Obamacare is not the way to do that because it's a bureaucratic takeover of the health care system that will "overspend and underdeliver."
ERIC STEWART -- Supports Obamacare but says it isn't "perfect" and some sections need fixing. Wants to strengthen Medicare and not turn it into "a voucher program."
SCOTT DESJARLAIS -- Businesses face too many regulations and too many taxes, which stifle job growth. Instead, he says the government should get out of the way of businesses by reducing such roadblocks.
ERIC STEWART -- The economy can be improved by giving tax breaks to working families instead of corporations. With more money, families will spend more at local businesses, which will hire more employees and improve the economy overall.
TENNESSEE 10th SENATE DISTRICT
TODD GARDENHIRE -- Says both charter schools and vouchers will give parents control over how their money is spent so their children get the best education, "not forcing children into a situation based on their ZIP code." Overall, education decisions should be made on the local level.
ANDRAE MCGARY -- Supports charter schools and believes charter school applications should be approved by a combination of local school boards and state education officials.
TODD GARDENHIRE -- Using an expansion of TennCare to pull down federal dollars "demonstrates the dangers of politics." Opposes expanding TennCare.
ANDRAE MCGARY -- Favors a TennCare expansion, but adds that a single-payer system is the "most efficient and cost-effective way to administer health care."
TODD GARDENHIRE -- Says jobs are not created by "government and politicians," but they can create a system that "encourages investment, commerce and new businesses." Wants to do away with regulations that get in the way of businesses and innovation.
ANDRAE MCGARY -- Wants to invest in workforce training, create business incentives to foster competition and make sure regulations are "balanced and means-tested." Investment in technical high schools is also a priority.
Lost teens found safe on Lookout Mountain
Previous Article


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This past week, Nicki and I drove back up to Brimfield, back to NYC and then up to Maine to pick up a hard-to-find set of 1950's bunk beds. I was on a mad search for them and was having no luck. Finally I found a set on Craigslist in Maine so I jumped on it. The ride up there was nice and we got to stop by some antique stores on the way back. Brimfield was successful like the last time and we basically found every last prop we needed.
So it's been a summer of antiquing (well 1950's prop shopping) and in the midst of all things old, are many handmade objects and art. I just adore finding old crafts. I am so curious about each piece I see and I just find the homemade pieces to be so much more interesting.
Above is a framed pair of felted parrots that I spotted in a warehouse style antique store on Route 1 in Maine.
This piece is made of all dried natural materials like flowers, grass, and moss. Hidden by the stream is a paper Dresden of two little girls playing. It was a very magical piece and reminded me of a secret garden.
Shell art is probably the most common handmade craft I see while antiquing. Above is a beautiful shell flower wreath in a shadow box frame at Brimfield and below is a shell flower arrangement in an antique store in Maine! Good old shell art! I am yet to find a relic sailor Valentine heart shaped box to add to my collection of treasured things.
I just thought I would add this picture of a mouse trap I saw. Catch the mouse, it runs in the wheel so you know he's trapped and can hear him because often times people forget to check live traps and the animals wind up starving to death, defeating the whole purpose. Plus rodents love to exercise and this will keep him busy for the time he is jailed. Then you take him out to the woods to set him free! Wish it was that easy. Mice are so cute.


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Hell, the final frontier… Wait, you're not going there, are you? But Dante is on his quest to save the beautiful Beatrice, who was condemned to hell by the hand of her jealous husband. Is he going to make it? What's he going to find on the way? Is the road to hell really paved with good intentions?
Historian of human life and the coming end of the world, I am here to tell you from the far flung future of the year 2154, that the events of UniWar are real. This is the fate of our world, the outcome of our people and the end of our existence. You died honorably but painfully.
UniWar is an online multiplayer turn-based strategy game for your iPhone and iPod touch from developer Xpressed. The game itself plays much like the classic Advance Wars for the Gameboy Advance and DS Lite, but has the feel of real-time strategy game Starcraft in its unit abilities and character design.


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Force Gmail to Always Use Secure Connection
Gmail rolls out a new option that lets you set the https version as default. If you go to the Settings and select "always use https", Gmail will automatically redirect to the secure version. Until now, you had to manually type https://mail.google.com in the address bar, bookmark the address or use a Greasemonkey script.
"If you sign in to Gmail via a non-secure Internet connection, like a public wireless or non-encrypted network, your Google account may be more vulnerable to hijacking. Non-secure networks make it easier for someone to impersonate you and gain full access to your Google account, including any sensitive data it may contain like bank statements or online log-in credentials. We recommend selecting the 'Always use https' option in Gmail any time your network may be non-secure," explains Google.
Read, for example, David Pogue's post about Wi-Fi eavesdropping. "All Jon needed [to read my mail] was a packet sniffing program; such software is free and widely available. (He used a Mac program called Eavesdrop.) It sniffs the airwaves and displays whatever data it finds being transmitted in the public hot spot."
Https is typically used for sites that deal with sensitive data, so you'll see it when you authenticate to sites like Google or Facebook and when you use your mobile banking account, PayPal, Google AdWords and a handful of similar sites. The benefit is that the connection between your browser and the remote servers is encrypted and nobody could capture the sensitive data.
"We use https to protect your password every time you log into Gmail, but we don't use https once you're in your mail unless you ask for it (by visiting https://mail.google.com rather than http://mail.google.com). Why not? Because the downside is that https can make your mail slower. Your computer has to do extra work to decrypt all that data, and encrypted data doesn't travel across the internet as efficiently as unencrypted data," says the Gmail blog.
In addition to the worse performance, Google also mentions that the mobile application could show errors if you don't enable 'Always use secure network connections (slower performance)' in the app's settings section. If you use Firefox, don't forget to disable the Greasemonkey scripts that redirect Gmail to the secure version and to deactivate the similar option from Firefox extensions like Better Gmail and CustomizeGoogle.
The good news is that you don't need a similar setting for other Google applications if you use the navigation bar: Google automatically links to the secure versions of Google Calendar, Google Docs, Google Reader and Google Sites. If you don't see the new option in Gmail's settings, you have to wait until Gmail enables it in your account.


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Presidential candidate Michele Bachmann wielded a knife and promised to cut government regulations in a visit to a Des Moines meat packer this morning.
Bachmann, a Congresswoman from Minnesota, spent about 45 minutes in the meat locker of Amend Packing Co., including a walk through rows of beef sides hanging from meat hooks and a stint in the cutting room carving up Iowa rib eye steaks.
Her message: slash the excesses of federal rules and restrictions on small businesses.
"Is Washington helping or is Washington hurting?" she asked a crowd of perhaps 10 business owners and employees. "What we've heard today from this meat market here in Iowa is that Washington is hurting; it's no longer helping."
The visit was relatively short on policy talk and heavier on meat-packing tutorials and small talk between the candidate and Amend employees. But Bachmann focused in on federal regulation, noting that the six-person staff of Amend includes one employee devoted to compliance with federal food-safety regulations.
Gesturing with a binder full of federal requirements, Bachmann said such restrictions held the small business back.
"It is more regulation than this business has ever had before," she said, adding, "Now government has gotten in and made it almost impossible to be able to create a profit anymore in this business. "
Amend owner Kent Wiese said he wished federal regulations could allow, for example, for a single e. coli test rather than tests at multiple steps in the packing process.
Bachmann described that and other federal regulations as "overkill" that burden small businesses costs and complications.
"We want to have safety, but at the same time we want to have some common sense," she said. "Iowa's filled with common sense."
Bachmann also offered a statement on the current events at the United Nations, which include debate of possible recognition for a Palestinian state and an appearance by Iranian president Mahmoud Ahmadinejad.
Calling Ahmadinejad an "enemy of the United States of America," she called on U.S. President Barack Obama to bar him from entering the country and speaking to the U.N.
"He has proven that he is in violation of the United Nations charter and of international law. Since he is in the most literal sense an outlaw he should be not allowed in the United States of America," Bachmann said.
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Maj. James Weirick's removal from his job as staff judge advocate on Sept. 26 centered on an email Weirick, left, sent to Peter Delorier, a former civilian legal adviser to Commandant Gen. Jim Amos.
The Marine Corps has removed from his job a staff judge advocate who publicly accused Commandant Gen. Jim Amos of unlawful command influence in the high-profile cases against eight Marines prosecuted in connection with a war-zone video of scout snipers urinating on enemy corpses.
Maj. James Weirick was also placed under a Marine Corps Protective Order and asked to turn in his personal weapons and submit to a voluntary psychiatric evaluation.
Reached via telephone Thursday afternoon, Weirick referred all comment to his lawyer.
Retired Marine Col. Jane Siegel, Weirick's attorney, said he had been removed for cause from his post at Marine Corps Combat Development Command in Quantico, Va., following allegations of harassment via email.
A spokesman for Marine Corps Combat Development Command, Col. Sean Gibson, confirmed that Weirick had been removed for cause and an MPO had been issued. Gibson said it would be inappropriate to comment further.
Siegel said the complaint centered on an email Weirick sent to Peter Delorier, one of Amos' former civilian legal advisers. In the Sept. 21 email, reviewed by Marine Corps Times, Weirick pleads with Delorier, who now works at Camp Lejeune, N.C., to "come clean" about his role in the alleged manipulation of justice by the commandant's office.
"You are being offered the opportunity to unburden yourself. Weirick sleeps well every night knowing that honesty allows such freedom. You too can know this freedom. Just be honest," Weirick wrote.
In the email, Weirick repeatedly refers to himself in the third person.
"Come to the side of the honest and truthful. Delay, obfuscation, and intimidation are not working. Those tactics will never work against Weirick," he writes at one point. "Do whatever you want. Hunker down with the dishonest and hope for the best. Best of luck. You will need it."
In what may be the most aggressive portion of the email, Weirick implies that Delorier's superiors caused him to be moved from his Senior Executive Service position at the Pentagon because of his role in the alleged unlawful command influence. He further alleged that Delorier's former supervisor, Robert Hogue, Amos's top civilian attorney, had sold him out after promising to protect him from professional repercussions related to the scandal if he "took the fall."
"He can't offer you protection from Weirick. That protection can't be offered by anyone. Ever," Weirick writes.
He concludes forcefully.
"Forward this email to anyone you want. Retain counsel and forward it to him or her. It matters not to Weirick. Everything in this email is true. But, you owe it to yourself and the Marines who have suffered because of these lies and (discovery) violations, to come forward and be honest about all that has happened," he writes. "It's never too late to do the right thing."
Weirick first distanced himself from Amos and his advisers in March, when he sent a six-page complaint to the Pentagon Inspector General. The complaint alleged that Amos had worked to ensure harsh punishments for the Marine scout snipers with 3rd Battalion, 2nd Marines, out of Lejeune. They were accused of urinating on the corpses of Taliban fighters in July 2011, an incident that was documented in a video later posted to YouTube. Marine Corps Times published an Aug. 26 cover story profiling Weirick and his role uncovering the alleged malfeasance.
Following receipt of Weirick's email, Delorier forwarded it on to Weirick's superviser, Col. Donald Riley, Siegel said. Riley sent it on to Col. Robin Gallant, the new commander of Quantico's Headquarters and Service Battalion, she said.
Gallant responded by issuing an MPO, similar to a civilian restraining order, requiring Weirick to refrain from communicating in any form with with Amos, Delorier or others named in his IG complaint, including Maj. Gen. Vaughn Ary, the commandant's staff judge advocate, Hogue and others. Weirick was also ordered not to get within 500 feet of these men, Siegel said.
On Monday, Riley ordered that Weirick be removed from his position, Siegel said. He then had Weirick escorted out of his office and ordered that his access card and the files on his computer be seized. Wekirick was assigned to a non-legal billet within H&S Battalion as an assistant training officer in the S3 section. He was also ordered to report to Naval Criminal Investigative Service for questioning, asked to voluntarily submit to a mental evaluation, and directed to turn in his personal firearms, kept at his home, to the battalion armory.
Finally, Siegel said, Weirick was advised that he would be reviewed at the battalion level by the Force Preservation Counsel, a risk assessment board that includes a battalion commander, sergeant major and unit representative, and which can include a chaplain, base social services representative, medical officer or other relevant support personnel. Siegel said the FPC may deliberate over Weirick's case as early as Thursday, though it's not clear when a risk assessment would be completed.
While Weirick has yet to surrender his firearms and is waiting to hear back from mental health to schedule an appointment, Siegel said, his plan is to comply with all orders and requests from his command.
Siegel said the timing of events makes Weirick's sudden firing highly suspect. Capt. James Clement, the executive officer of the sniper unit at the heart of the urination scandal, is due to appear before a board of inquriy on Oct. 15 for his role in the urination scandal.
"I think this is a last-ditch effort by some very heavy hitters to completely undermine the credibility of Maj. Weirick," Siegel said. "If they push this rock down the slippery slope, he'll end up out of the Marine Corps."
If the force protection board delivers an unfavorable risk assessment or he receives a problematic mental health screening, Siegel said, his command will seize their advantage.
"He will be unceremoniously marshaled out of the Marine Corps and somehow the information will get out that he's a nutcase," she said. "Do I think that's a coincidence? Hell, no. This is one of the biggest embarrassments to the Marine Corps that in 40 years I have ever been made aware of."
Siegel said Weirick's immediate plan was to wait for the board's decision and keep from falling afoul of the MPO's resctrictions by avoiding communication with anyone connected to the legal aftermath of the urination scandal.


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Salaam and Greetings of Peace:
Thanksgiving is almost here in the US, and with Eid al-Adha the next day it will soon be a time of giving thanks, of gratitude to the Creator. Before every meal, Sufis say "Bismillah!" This is their way of saying Grace, of being grateful. Yet every human being who follows a spiritual path has their own way of being gracious, whose origin is Grace; the giving of thanks to God.
Thanksgiving is sweeter than bounty itself.
One who cherishes gratitude does not cling to the gift!
Thanksgiving is the true meat of God's bounty;
The bounty is its shell,
For thanksgiving carries you to the hearth of the Beloved.
Abundance alone brings heedlessness,
Thanksgiving gives birth to alertness.
The bounty of thanksgiving will satisfy and elevate you,
And you will bestow a hundred bounties in return.
Eat your fill of God's delicacies,
And you will be freed from hunger and begging.
– Rumi
"With mealtime prayer we offer thanksgiving to the Source of all sustenance. Prayer is a means by which the reins of hunger and the senses are taken by the spirit and intellect. The offering of a mealtime blessing elevates eating from a mechanical activity to conscious participation in the chain of being. It is an acknowledgment of the fact that in eating any organism, we are sharing in the sacrifice it has made to sustain us."
Gratitude is an eagle, blessings a fine plump partridge
only gratitude wins the reward of blessing.
Give thanks to Him alone who buys
your words in the bazaar of Paradise.
– Nasir-i Khusraw
Excerpt from Serving the Guest – A Sufi Cookbook
Ya Haqq!


text:
From: Sandi [mailto:*****@aol.com]
To: email@example.com
Subject: Re: Other Info
Thanks for the follow-up, and for the info! Will look into these!
Have tried other searches, and you are the most professional! Thanks!
From: Uday
Subject: Re: we're trying again to follow up on the list of short-term rentals we sent you for your L.A./So. Calif. apartment search
hi gary,
From: Tim
To: Shortstayla
Hey Gary,
Brother never did rent -- turns out he stayed with friends until his daughter completed program at UCLA.
From: Kyle
Sent from the Internet (Details)
Hi Gary,
From: David
Subject: Re: rented!
From: *********@tcotw.org
To: email@example.com
Sent from the Internet (Details)


text:
Friday, May 2, 2008
NES coffee table update 6: wiring and final construction
So I got some more coloured wires from Dick Smith and soldered them on to the NES PCB.
This is pretty easy because all of the button contacts ran back to a solder point on the board.
I soldered the other end of the wires to a female 9-pin plug I also got from Dick Smith, so that I could plug it in and unplug it from the wiring on the coffee table.
Meanwhile, I had to put the hinges on the lid and bottom part of the table so it could open and close.
I Had to chisel out the area where the hinges sat, so that they didn't protrude from the surface, creating a gap between the lid and the base.
I also needed to glue screw another piece of wood to the edge that the hinges would sit on, to thicken it up (the 18mm MDF wasn't thick enough to screw the hinges into).
Here is what the hinges looked like once they were screwed in. The pin also comes out, so I can take the lid off whenever I want, like if I needed to repair it or something.
Here is all the wiring for the buttons from the back. The wires there lead into the male side of the 9-pin plug.
Here is how I made the button contacts. The big piece of the underside of the button is a piece of copper, which is connected to the ground wire.
I used a piece of brass for the other side of the contact because it is more springy than copper, thus it won't just bend flat if the button is pressed all the way down.
And here are the final pictures of how the coffee table looks, all finished and awesome-like!
Well it's not quite finished yet; my sister stole the piece of glass that I had designed this for (which sits on top, so you can use it as a table), so I had to order a new one from mitre10 (130 fookin' bucks! That's more than this whole thing cost to make!).
May awesomely daggy 60s styled futon.
Here you can see I have already filled it with crap. It's good though, my room is now a whole lot cleaner.
p.s. that's not my n-gage, is swear...... it's my spare one...
And here's a picture of my girlfriend having enormous amounts of retarded-looking fun playing Super Mario bros. 3;
Okay, I got one more post for the coffee table, even though it's finished.
I'll post a picture of what it looks like with the piece of glass on, and I'll post a video of us having
mega-awesome fun playing it together (and me kind of cracking the shits at Emily for not jumping at the right time.)
And I think I'll also post links to all of the NES coffee table posts, so it's easier to view the progress.
35 comments:
- Isaac said...
Awesome! Great to see it finished. It looks just like a giant controller!
- May 2, 2008 at 9:19 PM
Cute girlfriend!
- May 10, 2008 at 4:57 AM
Awesome! Great to see it finished. It looks just like a giant controller!
Or it's just a normal sized controller, but he has an incredibly tiny girlfriend.
Excellent work, btw.
- May 10, 2008 at 9:46 AM
- leong soon said...
Awesome! Top-notch job, I admire your patience, planning and skills!
- May 11, 2008 at 1:13 AM
WOoooOW, nice job!! I so want one!!
- May 12, 2008 at 8:17 PM
- Hong said...
dude! you are extraordinary awesome!
- May 14, 2008 at 12:09 AM
Jasen wondering what he will do with his 4 day weekend, comes across this freaking awesome project and decides to copy it and devote all his energy to it during his time off!
- May 14, 2008 at 9:38 PM
- VitorGGA said...
Wii evolution?
- May 14, 2008 at 10:29 PM
wow, incredibly tiny girlfriend, i want one!
how did you make her shrink?
cheers! xD
- May 15, 2008 at 9:10 PM
hey can you post a wiring diagram that would be amazing
- May 19, 2008 at 8:57 AM
wow i feel stupid.
that must be how regular controllers work as well then?
just completing a circuit...
wow, i can't believe i only just got that....
That table is so cool...i wish i had the time, or money...or necessity to do something like that.
- May 19, 2008 at 11:24 AM
- Murray said...
You are my newest hero. You remind me of me, except you actually finish the projects that you start.
I'm currently working on rack-mounting an NES with MIDI controls so I can play the music circuit like an instrument. We'll see if that ever gets done. It's functional now but the finishing touches are sometimes the toughest part.
- May 19, 2008 at 11:32 AM
hey man this is really nice, i know it might be a bad idea, but if you sold that, you would make loads of money...
- May 19, 2008 at 5:06 PM
how long did it take to make? like in time actually working
- May 20, 2008 at 7:37 AM
IT WOULD BE pretty awesome of u to go into a bit more detail of the wiring...u no...4 us normal non educated ppl. thank a bunch!!!!!
- May 22, 2008 at 10:43 AM
i would like to build one to, it si just to awesome! :D
- May 26, 2008 at 9:22 AM
I would like to build one of this to, it is awesome :D
- May 26, 2008 at 9:23 AM
can u plzzzzzzzzzzzzzzzzzzzzzzzz send me a wire digram of the controller plzzzzzzzzzzzzzzzzzzz?
- May 30, 2008 at 9:56 AM
2 questions
first, how did u make the d-pad contacts
second can u post a wire diagram please!
- May 31, 2008 at 11:12 AM
Nice coffee table, bro. It would be great craftsmanship and presetation even if it didn't actually work.
continued success.
- June 8, 2008 at 9:54 AM
- D. Jezik said...
That's awesome!
- June 30, 2008 at 5:32 PM
Dude, that is amazing. I want one... and would attempt it IF I knew how you wired the thing. I mean, I still don't get what is the function of the female plug. Wiring Diagram PLEASE!!!
- July 22, 2008 at 1:45 PM
- Forkeeps said...
You should totally sell these!
- August 29, 2008 at 11:38 AM
Wow that is just Amazing.. now why would you give blueprints of this and tell people how to make it.. lol .. Dang.. Patent that thing and sell it!
- October 19, 2008 at 6:57 AM
- ♥ said...
Love it! I want one!
- January 31, 2009 at 3:04 AM
My god I now know what to get my boyfriend for his birthday! I say get but kill myself trying to make will be the more accurate description!
Any more info on the wiring? I think that's where I'll have the most trouble!
Any help would be seriously appreciated!
e-mail Annie_Weasley @
- March 9, 2009 at 10:25 PM
The copper and such is decent enough... but the wiring, people?
The male plug and female plug fit together-- it's like plugging something into your wall. The lamp is the female plug, the socket is the male; they fit together. The sole purpose of that was so if Kyle wants to, he can unplug the controller and make it non-functioning, and just a plain, awesomesauce coffee table. Get an old NES controller. Open it up. Look inside. COPY.
Go to your local store as well, they'll help you find all the parts once you explain exactly what you are doing.
I'm going to make this, if I can find glass cheaper... I don't have 130$ to throw around lol! Or maybe I'll make it non-functioning, and use a high-gloss laquer of some sort, to make the wood extremely durable so I can scrub it.. I'm prone to spilling juice and dripping jam onto our current mirror-table.
- October 24, 2009 at 10:00 PM
You Sir, are my hero.
This is amazing. I think when i move out, i'll make one of these, but not functional.
Thank you very much for sharing this.
- March 17, 2010 at 6:15 PM
- Monkey Boy said...
I dont know if you will reply to this but its worth asking.
could you go a little more into detail on how you wired together the DPad and the Buttons to the PCB.
I want to make a smaller version with my dad as a bonding session as we've grown apart over the years and this would be perfect for both of us.
instead of making it hook up to a NES Console i want to make it USB using a retro kit.....im just struggling to see how to hook the buttons up to the PCB.
- June 26, 2010 at 1:15 PM
- Unknown said...
@Monkey Boy
Hey, there's really not much more I can say about the wiring. The nes controller was easy to wire to, I just traced back the tracks leading to each of the buttons, and effectively bypass the buttons, so instead of the button on the controller closing the circuit, the button on the giant controller closes the circuit.
You don't need any special kit to make a USB version (I made one myself, so I can plug an actual NES/SNES/megadrive controller into my PC to play emulators), just buy the cheapest generic USB controller you can find I got a double set for 5-10 bucks.
It would by pretty much the same as the NES controller; just pull the board out of the controller and solder wires onto the two sides of the button contacts for each button, and rewire them to the button contacts of the controller you make.
- June 29, 2010 at 6:46 PM
I don't know what to say. It's very good. and to think I'm trying to get money together to buy a Nintendo because I'm such a fan. lol, you went and built a giant controller. Awesomesauce! (as one poster put it)
- July 5, 2010 at 4:14 PM
- Jim said...
@Jessyln The lamp's male and the socket's female. You got the right idea, though.
- July 6, 2010 at 1:42 AM
oh my god!! that is not possible!!! this is awesome!! you are some kind of Electrical Engineer?? :D
- July 7, 2010 at 11:44 PM
- Riku said...
Instead of wiring the buttons like you did with the copper and brass how else could you do it? just curious. it looks awesome
- November 1, 2011 at 1:31 PM
Going to make something like this, except for the N64.
Wondering how to do it since surfaces are round, protruding joystick, and an under-trigger. Also "M" or "W" shaped controller.
- November 11, 2011 at 4:29 PM


text:
Types of Stone:
It is highly recommended that you seal your stone tile or slab after it is installed to provide additional stain resistance and to protect the stone's original beauty. There are different types of sealers depending on the type of stone. Scratches, stains, etching and dulling of the surface are all permanent damage and forever alter the appearance of your stone. Ask your design consultant for information about sealing.
The Value of Upgrading


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Of course they knew we were coming cos our other friends in the ER called and told them.
If my mind serves me (and I'm not so sure it does), today is our first double-back in the entire 13 month run. We went home from the ER, as I mentioned in the previous post. 15 minutes after our return, P and I went downstairs to get ready for bed. He put on his blue camouflage dinosaur jammies (they are ill fitting since he's growing so fast), and we cruised into his bathroom to brush his teeth. As he was rinsing, he began to cough heartily, and persistently. A blood clot came out. He started to cry, and continued to spit up more blood. Thankfully, the second round was basic blood + mucous. Jo Ann rushed down, and picked him up and took him to bed. He said he felt fine, and she wanted to get him to sleep.
Thing is, his coughing would not slow down. And he started to call out pain in his chest and in the back of his right lung. Jo Ann told me to call the CHLA on-call oncologist, and minutes later, she was on with him. He instructed us to come back immediately.
Grady and Patricia helped gather our hospital essentials as Jo Ann and I changed out of our pajamas and got dressed again. The car flew through the streets. Pablo was crying and moaning the whole way here. The pain in his body did not let up. As we pulled into the ER entrance on Vermont Avenue, I heard Pablo's voice from the back seat. 'I've never felt this way Mommy,' he said.
Moments later we were inside the ER, back in the same room, with the same nurse and the same doc.
Minutes after he and Jo Ann laid downl, Pablo said his tummy hurt. I grabbed a kidney-shaped bin, and Jo Ann turned Pablo's body toward me as I thrust the bin under his chin. A massive wave of stuff came up - some on my hands and legs and a lot on the floor. At least half of it was blood. The ER doc walked in just as this was going down.
Inside I freaked the f*** out. I looked at Jo Ann. Her eyes locked into mine. Her look was telling me to hold on, to hold strong, to breathe. We've gotten good at this non-verbal communication. She continued to hold Pablo in her lap, and continued to comfort him and soothe him.
That scenario was our one-way ticket to the floor, as they say around here.
And the floor is where we'll be until we can figure our way out of this maze. It's another maze and we will find a way out. There is no way we won't. Pablo is a wonderful and wondrous guide through any curves that life has to offer. Look where he's taken us so far. The dude knows what's up.
Tonight, both Jo Ann and I are sleeping here. There's no way for one of us to be at home, away from Pablo.
That's all I've got. Will update tomorrow when there's info.


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Offering the photographer both the extra length and the proportionally wider girth, it seems like every manufacturer's range demands a big zoom camera right now. All the major brands are wheeling one out. Fujifilm and Olympus are current leaders of the pack for lens power with their respective 30x optical zoom HS10 and SP-800UZ models. Against these, Panasonic's flagship big zoom "bridge" offering in the Lumix DMC-FZ100, updating the FZ38, fields a more modest 24x. That's an equivalent 28-600mm in 35mm film terms; still enough to impress more than the ladies.
Likely to dampen any flushing of the cheeks, however, is the price. At a manufacturer's suggested £450 it's more expensive than an entry-level digital SLR, and £50-£100 more than its close rivals. So what gives?
Like the mighty Fujifilm, the 14.1-megapixel FZ100 takes its design cue from a digital SLR, and also in that respect closely resembles Panasonic's G2 and G10 hybrid models, complete with one-touch video record button in addition to main shutter release. Unlike those two G-series siblings the lens on the front cannot be changed. Not that, arguably, you'd want to do that. It offers a flexible choice of shooting extreme wideangle landscapes, candid close ups, plus everything in between. In that respect it's a very handy all-in-one option, so convenience would seemingly command a premium.
The FZ100 weighs 539g with SD/SDHC/SDXC card and rechargeable battery inserted into the base of the comfortably proportioned handgrip. It offers manageable yet pocket unfriendly dimensions of 124 x 81.2 x 95.2mm. The Panasonic feels chunky and well built enough to withstand the odd knock, though it was disconcerting to hear the retracted lens rattling around in its housing when the camera was being transported anywhere.
Powering up for action in 2 seconds, pictures are composed and reviewed via pokey electronic viewfinder or preferably, if lighting conditions allow, via 3-inch, 460k dot resolution LCD beneath. A dedicated button alongside the eye relief allows the user to quickly swap between these two options. We missed the eye sensors on the Fujifilm HS10 that automatically do the same. However, here we also get a pop-up flash and hot shoe alternative for adding accessory flash - or even external DMW model microphone.
The LCD further has its uses in that it can be tilted up and down, flipped out at right angles to the body, or folded face in against it for added screen protection. It's a feature that steals the jump over the HS10 or Nikon P100, which also feature tilting screens, yet possess more limited adjustment options. With the Panasonic, those otherwise awkward high or low angle shots - where you can't otherwise get your eye level with the viewfinder or LCD - are surmounted. As the screen can be flipped to face the subject in front of the lens, it's an added bonus for group portraits when the photographer themselves wants to squeeze into frame.
As indicated at the outset, a press of the top mounted video record button commences the committal of full 1920 x 1080 pixels high-def movie clips to memory card or 40MB internal memory. Stereo sound is also offered via microphone located just forward of the FZ100's vacant hotshoe and just behind the integral pop-up flash. Here the Panasonic records in AVCHD Lite format. Though the dedicated record button proves useful, we can't help feeling that it would have been better incorporated onto the backplate, where, for example, it would have been accessible by the thumb, camcorder-like. As it is, it's squeezed between shutter release button and continuous shooting mode (up to 11fps offered) on the top plate: the fact that it's also recessed into it adding unnecessary awkwardness.
Easier to get to grips with is the large, ridged top plate shooting mode dial, crammed full of 14 capture choices, stretching from subject-recognising intelligent Auto (iA) mode via program, aperture priority, shutter priority and manual settings, to a user customisable option. The action of this dial is just stiff enough to avoid accidentally jogging the camera from one setting to another when fetching it out of a bag. Also large and obvious is the shutter release button, surrounded by a lever for operating the main feature of that whopper of a zoom. Said lens travels near silently from one extremity of its broad focal range to another in 3 seconds. This quiet operation ensures that, unlike some of its rivals, the optical zoom can be utilised for recording video as well as stills.
Though we were impressed with the FZ100's performance across a wide range of subject matter and its warm and flattering colours, we did occasionally struggle to get definitively sharp results at maximum telephoto when shooting handheld, which the camera lends itself to. It is possible with perseverance though. While there's also barrel distortion (curvature of the edges of the frame) visible when shooting at maximum wideangle, it's only really noticeable when attempting to shoot man-made structures with plenty of (otherwise) straight lines. Yet the area in which the Panasonic particularly disappointed us was low light photography without flash. Choose an ISO setting above say ISO 400 and noise (grain) begins to noticeably intrude. Which for a £450 camera is below average.
The Lumix range has consistently impressed us, and, if we hadn't recently tested a truck load of alternative big zoom cameras - the Fujifilm HS10, Pentax X90, Kodak Z981, Olympus SP-800UZ et al - our feelings for Panasonic's DMC-FZ100 might have been a little kinder. Its closest competitor is probably Nikon's P100. But it's more expensive than all the above models and lacks the manual focus ring and zoom ring of the Fujifilm, which we really liked, plus it also can't quite compete with its more solid-feel build. So while we can't recommend it to you as the best big zoom option for the money, there are other positives.
Namely this is a camera anyone should be able to quickly get to grips with, indicating that while it may not offer everything the photo enthusiast might desire, the FZ100 will hold appeal for families who don't just concentrate on one sort of subject - but who will want a device that does everything and anything. In that respect the FZ100 is a competent, reliable performer. And though you'll have to pay, in our humble opinion, a too expensive premium for the privilege, competition from the above is bound to see this Lumix drop to a more sensible asking price - and might even have done by the time you read this!


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Leon Kilat
(Pantaleon Villegas)
erected 1959 sculptor: Roman Sarmiento -------
Gen. Pantaleon Villegas (Leon Kilat), a native of Bacong, Negros Oriental, headed the Katipunan in Cebu. After the initial success of the 3 de Abril (1898) uprising, the Spaniards regrouped and the Katipuneros retreated. On the 7th, Kilat and some of his men arrived in Carcar to make their last stand in the town. He was feted by the most powerful set of the town principalia but for the purpose of persuading him to move his resistance elsewhere. Kilat refused, giving the reason that plans and people had long been coordinated.
The general was assassinated in Carcar that very night by the same people who wined and dined him, and who either feared Spanish reprisal if they did not themselves stop Kilat, or simply sided with Spain, or both. As closely held to our hearts, one way or the other, this history is to us in Carcar, but what happened actually had no real bearing on the movement except as it affected Kilat, Carcar, an episode of the revolution and–maybe this–the future realignment of Cebu leaders. We never overthrew Spain and were no match for the arriving Americans either (see Carcaranons – Troadio Galicano).
Leon Kilat was buried in an unmarked grave in Carcar on 8 April 1898, his burial recorded in the parish Burials book (photo below), which record gave as cause of his death "asesinado por insurrecto" (assassinated by rebel[s]), which had some truth in it, one of the assassins having been his own Carcar bodyguard assigned to him, but did hide that the actual head conspirators were local government officials, perhaps with the knowledge of Spanish church leaders and, thus, hardly rebels.
In the Cebu Daily News (Mar 19, Apr 2, 2005), historian Trizer Mansueto, presumably researched from news articles of the period, wrote about the search for the hero's bones in Carcar in August 1926, initiated by Bacong and Carcar town officials themselves.
In the same article, Mansueto wrote that the Carcar council that same month in 1926 passed a resolution naming the town plaza as the Plaza General Leon Kilat. Townspeople don't know anymore if the name still stands, or if it had been changed, and how many times, the ordinary Carcaranon does not know. The town has an unenviable record in remembering its records–so much so that the current council called for the demolition of a fountain covered by a heritage ordinance passed by the council, and just because it seemed to them the best area to park their vehicles. If our memory blurs after just a handful of resolutions, why even pretend we have a heritage at all. Heritage is memory.
(Photo Aug 2009 by Wowie Madrio)
Another thing. Author of the dedication quote above etched on the right side of the Kilat monument was Caroline Atherton Mason, to honor Abraham Lincoln. The quote here substituted Nation for People which was her original. The town officials should move either to unequivocally cite the author of the quote or erase the whole thing or risk being called pompous plagiarists, they or he who had this sophomoric inspiration to substitute a word in a quotation and play innocent about its authorship.
The left side of the monument has another quotation: "Dulce et decorum est pro patria mori." This is no Horatian ode, this was the man's himself. So why's Horace's name not here? Were not crediting quotations this early portents of things to come from our townfolks in facebook?
And a third. The National Historical Institute made this plaque this year of the hero's biography. So, I think our town should acknowledge the sculptor Sarmiento (see Sarmiento, Roman (II) in Carcaranons page) and the year the monument was created. That's the least historical we should be treating our so-called historical landmarks. Again, if our memory holds, and History is memory.
At the back of the monument is the date it was erected–1959, plus who voted for (4 councilors plus the vice mayor) and against (4 councilors) the proposal to erect the monument. Disclosure of the officials' names but not even the elementary courtesy of that of the sculptor underscores the politics of the town. In favor were the old Mariano Mercado faction and against were the Noel faction of the council. The mayor belonged to the Mercado faction and invited then First District Congressman Ramon Durano (with whom their faction was allied provincially) to inaugurate the Mercado monument.
And the whole thing, the entire drama, was played out in just one house. See The Barcenilla House.
(page under construction)


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