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The Redwarewharge.info notifications are a social engineering attack that attempts to fool you into subscribing to its push notifications so that they can send unwanted ads straight to your computer.
The Redwarewharge.info site will display a "Confirm notifications" window, asking you to subscribe to notifications from this resource. If you push the "Allow" button, then you will begin seeing annoying pop-up ads from Redwarewharge.info on your screen even when your web browser is closed.
The Redwarewharge.info website will show the following notification
Redwarewharge.info wants to Show notifications Please Press Allow to Continue Watch!
You should not click the "Allow" button because the Redwarewharge.info site will spam your internet browser with undesirable ads. If you have permitted the Redwarewharge.info website to send out notifications in your web browser, then you will require to delete these approvals.
These Redwarewharge.info pop-up advertisements are caused either by destructive ads on the websites you go to or some adware. This guide was written to assist Windows users get rid of malware from your PC.
When it pertains to adware, these harmful programs are bundled with other free software that you download from the Internet. Sadly, some free downloads do not properly divulge that other tool will likewise be set up and you may find that you have installed adware without your knowledge. As soon as a harmful program is set up, whenever you will search the Internet, unwanted advertisements from Redwarewharge.info will show pop-up windows.
Here are a couple of indications that you have adware on your system:
- Your web internet browser's homepage has actually inexplicably changed without your consent.
- Advertisements appear in locations they shouldn't be.
- Links redirect to sites different from what you anticipated.
- Sites that you typically visit are not showing properly.
- Your favorite browser popups appear which advise phony updates or other services.
- Other undesirable programs might get set up without your knowledge.
Follow the steps in the slider explaining how to use GridinSoft Anti-Malware.
- Step 1. Download GridinSoft Anti-Malware. Click on its installer in the left-bottom section of your browser.
- Step 2. Allow changes to be made via User Account Control.
- Step 3. Click on "Install" to install the program.
- Step 4. Wait until the program is fully installed into your PC.
- Step 5. Click on "Finish".
- Step 6. Run the program. Wait until scanning is completed and all malware linked with "Redwarewharge.info" is detected.
- Step 7. Click on "Clean Now" for remove Redwarewharge.info.
- Step 8. Select the license type and purchase the program. Remove all identified threats with purchased version of the software.
- Step 9. Shut down all your browsers. In GridinSoft Anti-Malware, click on "Tools", then select "Reset browsers settings" option.
- Step 10. Select browsers you want to be automatically reset and appropriate reset options, then click on "Reset".
- Step 11. Click on "Protect". Make sure that Internet Security mode is enabled.
Tips to remove Redwarewharge.info manually from your PC.
STEP 1. Uninstalling unwanted software regularly (via the Control Panel).
In order to get rid of Redwarewharge.info from your system, locate the "Uninstall a program" feature in your PC depending on the version of your Windows operating system:
- For Windows 8/10: Right-click on Start – Quick Access Menu – Control Panel – Uninstall a program. You may check the list of applications and utilities installed on your PC. Find suspicious software that may cause Redwarewharge.info problem, then right-click on it and select "Uninstall".
- For Windows 7: Click on Start – Control Panel – Uninstall a program. Check the list of programs and software available in your PC that might cause Redwarewharge.info problem, then press "Uninstall".
- For Windows XP: Click on Start – Control Panel – Add/Remove Programs. You will find the list of available programs in your PC. Right-click on suspicious software that may cause Redwarewharge.info problem and select "Uninstall".
Here is the detailed process with screenshots on how to uninstall unwanted software manually.
- Right-click on Windows logo in the bottom-left section of the screen, then select "Control Panel":
- In "Programs" section, click on "Uninstall a program":
- Right-click on specific unwanted application, the select "Uninstall":
- Right-click on Windows taskbar, then select "Task Manager":
- Select specific task related to unwanted program, then right-click on it and choose the option "End Task":
Warning! Some unwanted programs may be active (running) while you attempt to uninstall them. It might be necessary for you to end their task via the Task Manager application. Here is how you can do that:
Warning! Manual malware removal as described above is often a very time-consuming undertaking. It requires a lot of technical skills and does not guarantee absolute repair of your system. We recommend you to select our fully automatic solution to fix your PC on a professional basis.
STEP 2. Fixing your browser home page and search engine settings.
Instructions to fix Google Chrome home page and search engine settings manually.
- Click on Google Chrome menu in the form of three vertical dots, then select "Settings":
- Scroll down through Google Chrome Settings until you reach "On Startup" section. Select "Open a specific page or set pages". Find suspicious unwanted home page, then clock on "Remove":
- In Google Chrome Settings find "Search Engine" section. Select your preferred search engine to be enabled if your search settings are messed up (amended) by adware or browser hijacker:
- Click on "Manage search engines".
- Find specific search engine that you do not want to be your default one, then click on "Remove from list":
Instructions to restore Mozilla Firefox home page and search engine settings manually.
- In Mozilla Firefox, click on its menu in the form of three horizontal lines, then select "Options":
- In "General" section, check home page settings. Remove unwanted parameters, or click on "Restore to Default":
- In the "Search" section of Mozilla Firefox, select your preferred search engine:
- You may as well remove unwanted search engine completely from Mozilla Firefox by clicking on the "Remove" button next to it:
Instructions to repair Internet Explorer home page and search engine settings manually.
- In Internet Explorer, click on its settings menu in the form of a gear-wheel, then select "Internet Options":
- Click on the "General" tab, then check home page settings. Remove unwanted home page from the field, or click on "Use new tab". Click on "Apply" to save changes:
- In Internet Explorer, click on its settings menu in the form of a gear-wheel, then select "Manage add-ons":
- Click on "Search Providers", then select unwanted search engine and click on "Remove" button related to it:
Instructions to change Opera home page and search engine settings manually.
- Click on Opera menu in the form of "Opera" button, then select "Settings":
- Click on "Browser" section, then select "Set pages":
- Find unwanted start page of Opera, then click on "X" next to it to remove it:
- In the "Search" section, click on "Manage search engines…":
- Click on "Make default" to select your preferred default search engine, then click on "Done":
STEP 3. Removing unwanted extensions from browsers.
Deleting unwanted extensions from Google Chrome.
- Click on Google Chrome menu in the form of three vertical dots, then select "Settings":
- Click on "Settings" in the left menu (in the form of three horizontal lines), then select "Extensions":
- Find unwanted extension, then click on "Remove" button next to it:
Removing unwanted add-ons from Mozilla Firefox.
- In Mozilla Firefox, click on its menu in the form of three horizontal lines, then select "Add-ons":
- Click on the "Extensions" item. If you see suspicious add-ons, disable and then delete them:
Getting rid of unwanted addons from Internet Explorer.
- In Internet Explorer, click on its settings menu in the form of a gear-wheel, then select "Manage add-ons":
- In the section called "Toolbars and Extensions", find specific unwanted add-on, then click on "Disable" button related to it:
Cleaning unwanted extensions from Opera.
- Click on Opera menu in the form of "Opera" button, then select "Extensions":
- Find specific unwanted extension, then click on "Disable" button associated with it:
STEP 4. Disabling push notifications from browsers.
Disabling push notifications from Google Chrome.
- Click on Google Chrome menu in the form of three vertical dots, then select "Settings":
- Scroll down to the bottom of the page, then click on "Advanced":
- In "Privacy and Security" section, click on "Content Settings":
- Click on "Notifications":
- Find specific site that is displaying unwanted push notifications, click on its options in the form of three vertical dots, then click on "Remove":
Disabling push notifications from Mozilla Firefox.
- In Mozilla Firefox, click on its menu in the form of three horizontal lines, then select "Options":
- Scroll down to "Privacy & Security" section, then find "Notifications", click on "Settings" button related to it:
- Find unwanted sites that keep displaying unwanted notifications, then change the status from "Allow" to "Block". Additionally, check the box "Block new requests asking to allow notifications". Then click on "Save changes":
STEP 5. Full reset of browsers either manually or automatically (video guides).
Important notice! Trying to fix your browsers manually after malware attack is definitely not easy, requires more skills and time, even with detailed description as above. We recommend you to try our absolutely free feature provided by GridinSoft Anti-Malware to reset your browsers automatically within just a couple of mouse clicks!


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Taguig is a city full of opportunities, and it is no wonder that the city is one of the best places for individuals looking to buy a condominium in Metro Manila. A prime residential and commercial area, it is home to a thriving business district, a progressive lifestyle, and luxury residential condominiums. BGC is well-loved by everyone even by visitors from other nearby cities like Quezon City, Pasig, Mandaluyong, and Makati, and of course, the tourists.
There are many places to visit in Taguig; such as Mercato Centrale and Uptown Bonifacio. The city is also best known for its premier malls. Central Square Mall and Forbes Town Center are just some of the many destinations in the city featuring recreational facilities, movie theaters, retail outlets, supermarkets, restaurants, and many other commercial establishments that make life in the city more convenient and give them a taste of its culture; BGC - Bonifacio Global City is also the address of some schools like International School Manila and British School Manila.
There are thousands of condominiums for sale in Taguig. One of its key neighborhoods, BGC - Bonifacio Global City is a well-known address of many mid to high-end condo units for sale. For those who seek a private and secure home in a progressive city, it's a worthwhile investment to buy a condo for sale in BGC - Bonifacio Global City, Taguig.
A significant and important neighborhood in the city, BGC - Bonifacio Global City offers condominium units tailor-fit for many clients catering to a number of needs. The business district is populated by companies in a wide range of fields - such as BPO, IT, advertising, and finance. With these thousands of career options available for young professionals looking to jumpstart their career, they seriously consider living in BGC - Bonifacio Global City. From mid to high-end units available, the residential developments that surrounded this area promise nothing less than excellence. Whether it's a one-bedroom type tailor-fit for young professionals or newlyweds or a wide three-bedroom condo and apartment for sale for large families, there are many options available in BGC - Bonifacio Global City.
Some condo developments one can find here include:
Boasting deluxe amenities, modern interiors, and 24-hour security, residents are provided with everything needed to live comfortably in the city.
Top Buildings in BGC - Bonifacio Global City | Number of Units | Average Sale Price on Hoppler |
Uptown Parksuites | 66 | ₱17,674,855.82 |
Fort Victoria | 38 | ₱14,472,760.68 |
The Seasons Residences | 28 | ₱20,002,500.00 |
The Trion Towers | 21 | ₱12,801,703.71 |
Arya Residences | 20 | ₱46,555,000.00 |

subset: commoncrawl


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Random Walk 2D Model DocumentsThis material has 2 associated documents. Select a document title to view a document's information. Main DocumentRandom Walk 2D Model
written by
Wolfgang Christian The EJS Random Walk 2D Model simulates a 2-D random walk. You can change the number of walkers and probability of going a given direction. You can modify this simulation if you have Ejs installed by right-clicking within the plot and selecting "Open Ejs Model" from the pop-up menu item.
Last Modified June 11, 2014
This file has previous versions. Source Code DocumentsRandom Walk 2D Source CodeSource Code for the Random Walk 2D Model program.
Published April 23, 2009
This file has previous versions. |


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"When I was approached in my store by the N-Compass team over two years ago, our marketing was primarily online on a national level and little locally yet we knew we needed to be more effective locally. N-Compass presented their value proposition to me and after some internal evaluation we decided to commit.
Within days our first ads, we have had customers repeatedly walk through our door and tell us they saw our ad. The ads created by their creative team are better than we could ever imagine putting together ourselves and the support from the local team is fantastic. Any issue with the display TV or an ad update is handled immediately.
Our partnership with N-Compass has resulted in new revenue that we otherwise would not have captured. We will continue to partner with them for as long as we are able to do so and I strongly recommend that you consider doing the same.
But there is one other thing you have to know about N-Compass: These are good people. They really care about and are involved in the communities they do business and for me that is very important."
– John T. Hildebrandt
Mountain Side Gear Rental
15985 South Golden Road


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Can honey go bad?
Honey is one of the oldest natural sweeteners eaten by humans — its use dates as far back as 5,500 BC. A substance produced by bees from the nectar of plants, honey is believed to have a whole host of health benefits (as well as being a tasty addition to your toast or hot beverage).
Studies have shown that raw honey contains a range of plant chemicals known as antioxidants, which help to protect the body from cell damage due to free radicals. One antioxidant compound in honey, polyphenols, may contribute to the prevention of heart disease. Raw honey may also kill unwanted bacteria and fungus, partly because it naturally contains the antiseptic hydrogen peroxide. Some hospitals use medical-grade honey to treat patients' wounds.
Honey's long history includes tales of jars of honey being discovered in ancient Egyptian tombs, which were still edible. So it begs the question, does honey ever go bad? To answer that, we need to look closer at the composition of honey.
What's Honey Made Of?
The composition of honey varies, depending on the bee species and the plants and flowers they get nectar from. This is why some varieties are clear and others are dark amber in color.
Honey consists of around 80% sugar (this is its only significant nutrient), according to the Food and Agriculture Organization of the United Nations. The exact amount of water affects how long honey can be stored without fermenting and is influenced by hive conditions, weather, and the manufacturing process. An amount under 18% is best for keeping honey good long-term.
Honey also includes traces of minerals like potassium, although it's so minimal there's no nutritional benefit. Unfiltered honey contains very small amounts of protein, enzymes, amino acids and vitamins in its pollen.
What makes honey last a long time is its high sugar and low moisture content. The sugar prevents the growth of bacteria, fungi and other types of microbes because it pulls water out of their cells, dehydrating them and inhibiting their reproduction. This is why honey can be used on burn wounds, cuts and ulcers to treat and prevent infection. Honey is also quite dense, so oxygen can't easily dissolve into it. This also stops microbes from growing or reproducing.
What If Your Honey Crystallizes?
If you notice your honey becoming thick and cloudy over time, this doesn't mean it's gone bad. This process is known as crystallization, and it's a completely natural phenomenon. It happens when glucose separates from water and remains in the form of crystals, and it's got nothing to do with poor quality or incorrect storage.
If this happens to your honey, The Spruce Eats advises removing the lid and placing the jar in a pan of water. Warm it over low heat, until the honey goes back to its original consistency. (Watch the heat, though — you don't want the water to start boiling as this could kill some of honey's beneficial enzymes.) Or, you can use it as is: honey can be easier to spread in its crystallized form.
What Makes Honey Go Bad?
However, honey can go off if it's contaminated, stored in the wrong way, or just degrades over time. And while raw honey can last for a very long time, some manufacturers add cheap sweeteners to increase volume and keep costs down. This type of honey won't last as long as honey that hasn't gone through an intense production process.
When this happens, your crystallized honey becomes white and hard, or gets dark and loses its aroma and flavor. It won't hurt you, but it's not particularly appetizing to most people.
Beekeeper Adam Hickman, writing for CookingLight, advises keeping your honey container sealed to stop it from going bad. If a jar of honey is left open or not sealed properly, it can lose some of its antimicrobial properties and become contaminated. Sealing means it can't absorb water from the air, providing a hospitable environment for bacteria to grow.
So close that lid, and you never know — you might have delicious honey you can pass down through your family for generations to come. Not that it'll last that long!


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Smart Aleck Kid Mouths Off to Fireworks-Inquiring Reporter
Kids really do say the darnedest things.
This video of weather reporter Ted Pretty (what a name, huh?) at a local Fox station in Las Vegas getting berated by a young boy is going viral.
The clip showed up on Reddit where it took off.
So much for respecting your elders, huh? You get the sense this youngster is the one who flushes his science teacher's toupee down the toilet during lunch.
And not to burst your bubble, but the video may have been scripted, since the boy may actually be the reporter's son. So, go ahead and make your "fake news" jokes -- they totally apply here.


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$12.80 $16.00
This Personalized rv decal is great for any type of RV, camper or motor home! It says Adventure Awaits and has trees and a mountain scene with a compass. Leave your last name in the personalization box below and I will customize this just for you!
I will include a free test decal to make sure it will stick to your chosen surface before you apply it. Check out all of the colors available! If you would like a decal larger or smaller than the sizes listed, just let me know and I will make it to meet your needs. Prices vary depending on size. If you have any special requests, enter them in the notes to seller box at checkout.
Free first class shipping is included. You can upgrade to priority shipping for an extra charge.
Jade decals can be used in your home, on your vehicle, or anywhere else you choose! Time to apply is just a few minutes. Decals are a great way to decorate as they are long lasting but easy to remove when you decide it's time to do so. I also do custom orders, so message me with any custom design requests!
I want you to be completely satisfied with your purchase so please don't hesitate to contact me if there is a problem, so we can work it out and I can make it right. If you do not absolutely love your decal when you receive it, just box it up, send it back, and your refund is on the way! Unused non-custom decals may be returned within 30 days for a full refund minus shipping. If there is an error during application, contact me for a discount on a full or partial replacement decal.
Sign up to receive a monthly newsletter from Jade Decals which will include product updates, creative decorating ideas and promotional offers- including a 25% off coupon code!
Link to Newsletter Signup:
(copy and paste the link into your browser search bar and you will see the signup form.)
Here's another decal you may enjoy: https://www.etsy.com/listing/480723650/live-more-traveled-life-more-traveled
Check out my other Decals for RVs! Here's one you might like: https://www.etsy.com/listing/484175832/adventure-awaits-full-time-rver-vinyl?ref=listings_manager_grid
1-2 business days
Buyers are responsible for any customs and import taxes that may apply. I'm not responsible for delays due to customs.
Just contact me within: 14 days of delivery
Ship items back to me within: 30 days of delivery
But please contact me if you have any problems with your order.
Because of the nature of these items, unless they arrive damaged or defective, I can't accept returns for:
Buyers are responsible for return shipping costs. If the item is not returned in its original condition, the buyer is responsible for any loss in value.
This Privacy Policy describes how and when I collect, use, and share information when you purchase an item from me, contact me, or otherwise use my services through Etsy.com or its related sites and services.
This Privacy Policy does not apply to the practices of third parties that I do not own or control, including Etsy or any third party services you access through Etsy. You can reference the Etsy Privacy Policy to learn more about its privacy practices.
Information I Collect
To fulfil your order, you must provide me with certain information (which you authorized Etsy to provide to me), such as your name, email address, postal address, payment information, and the details of the product that you're ordering. You may also choose to provide me with additional personal information (for a custom decal order), if you contact me directly.
Why I Need Your Information and How I Use It
I rely on a number of legal bases to collect, use, and share your information, including:
As needed to provide my services, such as when I use your information to fulfill your order, to settle disputes, or to provide customer support; when you have provided your affirmative consent, which you may revoke at any time, such as by signing up for my mailing list; if necessary to comply with a legal obligation or court order or in connection with a legal claim, such as retaining information about your purchases if required by tax law; and as necessary for the purpose of my legitimate interests, if those legitimate interests are not overridden by your rights or interests, such as 1) providing and improving my services. I use your information to provide the services you requested and in my legitimate interest to improve my services; and 2) Compliance with the Etsy Seller Policy and Terms of Use. I use your information as necessary to comply with my obligations under the Etsy Seller Policy and Terms of Use.
Information Sharing and Disclosure
Information about my customers is important to my business. I share your personal information for very limited reasons and in limited circumstances, as follows:
Etsy. I share information with Etsy as necessary to provide you my services and comply with my obligations under both the Etsy Seller Policy and Etsy Terms of Use.
Service providers. I engage certain trusted third parties to perform functions and provide services to my shop, such as delivery companies. I will share your personal information with these third parties, but only to the extent necessary to perform these services.
Business transfers. If I sell or merge my business, I may disclose your information as part of that transaction, only to the extent permitted by law.
Compliance with laws. I may collect, use, retain, and share your information if I have a good faith belief that it is reasonably necessary to: (a) respond to legal process or to government requests; (b) enforce my agreements, terms and policies; (c) prevent, investigate, and address fraud and other illegal activity, security, or technical issues; or (d) protect the rights, property, and safety of my customers, or others.
Data Retention
I retain your personal information only for as long as necessary to provide you with my services and as described in my Privacy Policy. However, I may also be required to retain this information to comply with my legal and regulatory obligations, to resolve disputes, and to enforce my agreements. I generally keep your data for the following time period: 4 years.
Transfers of Personal Information Outside the EU
I may store and process your information through third-party hosting services in the US and other jurisdictions. As a result, I may transfer your personal information to a jurisdiction with different data protection and government surveillance laws than your jurisdiction. If I am deemed to transfer information about you outside of the EU, I rely on Privacy Shield as the legal basis for the transfer, as Google Cloud is Privacy Shield certified.
Your Rights
If you reside in certain territories, including the EU, you have a number of rights in relation to your personal information. While some of these rights apply generally, certain rights apply only in certain limited cases. I describe these rights below:
Access. You may have the right to access and receive a copy of the personal information I hold about you by contacting me using the contact information below.
Change, restrict, delete. You may also have rights to change, restrict my use of, or delete your personal information. Absent exceptional circumstances (like where I am required to store data for legal reasons) I will generally delete your personal information upon request.
Object. You can object to (i) my processing of some of your information based on my legitimate interests and (ii) receiving marketing messages from me after providing your express consent to receive them. In such cases, I will delete your personal information unless I have compelling and legitimate grounds to continue using that information or if it is needed for legal reasons.
Complain. If you reside in the EU and wish to raise a concern about my use of your information (and without prejudice to any other rights you may have), you have the right to do so with your local data protection authority.
How to Contact Me
For purposes of EU data protection law, I, Jennifer Preston owner of Jade Decals, am the data controller of your personal information. If you have any questions or concerns, you may contact me at email@example.com.
The surfaces to which your ORAFOL vinyl films will be applied must be smooth, non-porous and thoroughly clean from dust, grease, or any contamination. Primer and flat paints are too porous of a coating and would collect dirt and moisture resulting in poor adhesion between the adhesive vinyl and the substrate. A smooth, properly cured, glossy exterior rated enamel coating would be ideal for vinyl application. Freshly lacquered or painted surfaces should be allowed to dry for at least three weeks and to completely cure respectively. The compatibility of selected lacquers and paints should be tested by the user, prior to application of the material.
PA (isopropyl alcohol) is generally recommended for cleaning surfaces prior to application unless the substrate manufacturer states that there is an incompatability. Caution: many cleaning agents can leave a residue that either prevents vinyl adhesion or attacks the vinyl adhesive, such as Windex® and other glass or surface cleaners, Rapid Prep®, and degreasers.
Be very cautious when applying vinyl films to flat finish latex painted surfaces. Heavily tinted latex paints contain surfactants (soap-like chemicals) that leach onto the surface throughout its life, causing adhesive failure. For exterior vinyl applications over a painted surface, we recommend the use of oil-based gloss enamel, or acrylic gloss enamel coatings. For interior vinyl applications over latex painted surfaces, we would recommend an eggshell or satin finish.
Custom orders are always welcome. Message me with your request including color(s) and size that you would like. Also if you want something done based off of an image that you already have, send that to me as well so I can get back to you with a price quote.
Wholesale prices are available for those who wish to purchase 15 or more decals at one time. Message me for details if you are interested.
Apr 20, 2023
Jul 2, 2022
Decal looks great on my RV. Fast shipping and directions and youtube video helped in the installation process. Hope to get many years of use out of this decal.
May 22, 2022
We love it! It's exactly what we expected and fits perfectly on the front of our trailer! Thank you!
May 8, 2022


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The AnandTech Podcast: Episode 20
by Anand Lal Shimpi on April 30, 2013 2:08 PM EST- Posted in
- Smartphones
- Samsung
- Mobile
- Podcast
- Galaxy S 4
This time on the AnandTech Podcast we're talking about Samsung's Galaxy S 4. Also on the menu today are the HTC First, T-Mobile iPhone 5, ASUS FonePad, Samsung Galaxy Note 8.0 and Crucial's M500.
The AnandTech Podcast - Episode 20
featuring Anand Shimpi, Brian Klug & Vivek Gowri
RSS - mp3, m4a
Direct Links - mp3, m4a
Total Time: 1 hour 44 minutes
Outline - hh:mm
Crucial M500 - 00:00
Samsung Galaxy S 4 - 00:10
T-Mobile iPhone 5 - 01:15
HTC First - 01:19
ASUS FonePad - 01:22
Samsung Galaxy Note 8.0 - 01:31
As always, comments are welcome and appreciated.
Comments Locked
33 Comments
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mike55 - Tuesday, April 30, 2013 - link
Does anyone know of any drives planning on using 3-bit-per-cell, 128 Gb NAND dies (dice?)? -
Kristian Vättö - Tuesday, April 30, 2013 - link
So far the only drive to use 3-bit-per-cell (TLC) NAND is the Samsung SSD 840. At least both Samsung and IMFT have 128Gb TLC but as of today I have not heard it being used in an SSD. The successor of SSD 840 will probably move to 128Gb TLC NAND to cut costs even more but that's at least a quarter away (this is just a guess, we don't have any info yet), -
mike55 - Tuesday, April 30, 2013 - link
The funny thing about the ambiguous picture modes Samsung uses is that they're not even consistent among Samsung products. Natural mode on my Samsung TV makes people look like Nicki Minaj.
Also about the dynamic contrast thing. I think Brian's talking about CE dimming where it dims the backlight based on the brightness of content on the screen. Of course this makes absolutely no sense to me with a edge-lit LCD. If you rename the input to PC, it disables some of the image processing, including CE dimming. Unfortunately, it disables a lot of the features like motion interpolation. Fortunately, most of Samsung's features serve only to make the picture worse somehow. I actually get less input lag with the input renamed to PC than with game mode on. -
Brian Klug - Wednesday, May 1, 2013 - link
Interesting, I'll have to try this. I've almost given up on ever having just a simple 1:1 dumb monitor mode on my Samsung 55-inch.
-Brian -
Zandros - Tuesday, April 30, 2013 - link
Can we pretty please get a higher resolution image for the podcast feed? It looks ugly in Downcast. ;) -
jeffkibuule - Tuesday, April 30, 2013 - link
Yes please. Much appreciated. -
darwinosx - Wednesday, May 1, 2013 - link
Agree, its pretty awful. -
Coup27 - Tuesday, April 30, 2013 - link
links are broken! -
freedom4556 - Tuesday, April 30, 2013 - link
I think that whole server is down. If you look at the links, they point to a server named images.anandtech.com -
secretanchitman - Tuesday, April 30, 2013 - link
yep! also having trouble downloading the podcast in itunes as well..


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Lawmakers launched an effort to resolve budget differences in a less confrontational fashion on Thursday as Washington picked up the pieces from a political crisis that has slowed the economy and undermined the country's international standing.
As hundreds of thousands of federal employees returned to work, Republican and Democratic negotiators held their first meeting to tackle tax and spending issues that have led to repeated rounds of brinkmanship over the past three years.
But one day after Congress ended a 16-day government shutdown and stepped back from the edge of an unprecedented debt default, many feared that they have only set the stage for another standoff in the months to come.
"I just hope we don't have to go through this again in two months," said Sandria Coombs, a contractor at the Environmental Protection Agency who was furloughed.
The last minute budget deal, signed into law by President Barack Obama just after midnight, restores government funding through January 15 and extends its borrowing authority through February 7, though the Treasury Department might be able to stave off a default for several weeks past that point.
Speaking at the White House, Obama urged lawmakers to turn to more productive work. He suggested an ambitious agenda including an overhaul the country's immigration program by the end of the year and resolution of long-term budget issues. He also called for final work on a farm bill that had been sidelined by the fiscal confrontation.
"Let's work together to make government work better instead of treating it like an enemy," he said.
On Capitol Hill, budget negotiators pledged to bridge the vast gulf between Republican and Democratic fiscal priorities. The panel is supposed to reach agreement by December 13, but there are no guarantees it will succeed where similar efforts have failed.
The standoff ended with a clear defeat for Republicans, who had sought to tie government funding to measures that would undercut Obama's signature Affordable Care Act.
That effort failed, and the standoff diverted public attention away from the administration's sloppy rollout of the health law's online insurance exchanges.
The fight split business-friendly Republicans from grassroots Tea Party conservatives and left the party on the wrong side of public opinion. Though Obama's approval rating fell during the crisis, polls showed that most voters blamed Republicans for the standoff.
A Pew Research Center poll found that 49 percent of Americans now have a negative view of the Tea Party, a new low. But Tea Party groups remained unbowed: several on Thursday endorsed a conservative primary challenger to Mississippi Republican Senator Thad Cochran, who is up for reelection next year.
Republican Representative Tom Cole from Oklahoma, who sits on the budget panel, said it is time to move on. "We've had the fight," he said on MSNBC. "Now it's time to get down and identify the things we can agree on."
U.S. stocks gained on Thursday with the S&P 500 index hitting a record intraday high. The index fell as much as 4 percent during the standoff but recovered as a deal emerged.
Hundreds of thousands of federal workers who had been idled by the standoff returned to work. Vice President Joe Biden brought muffins to returning workers at the Environmental Protection Agency, while Agriculture Secretary Tom Vilsack greeted workers returning to the agency's headquarters on the National Mall.
Though federal workers will get back pay, the standoff is likely to slow economic growth in the fourth quarter from 2.5 percent to 2.3 percent with a high risk that it could slow even further, according a Reuters survey of 70 economists.
"The insanity in Washington is affecting consumer and business confidence. That's the huge restraint to growth," said Joel Naroff, chief economist at Naroff Economic Advisors in Holland, Pennsylvania.
The standoff has elevated borrowing costs, caused private-sector furloughs and delayed mortgage applications and construction permits. Mark Zandi, chief economist of Moody's Analytics, estimates that it will cost the economy $20 billion.
The last debt-ceiling fight in 2011 depressed consumer confidence for months and raised the United States' borrowing costs by $19 billion over 10 years.
The United States' once-perfect credit rating has been dented by the repeated confrontations. Standard and Poor's downgraded U.S. debt following the 2011 crisis, while Fitch warned on Tuesday that it may cut its assessment as well.
The third major rating agency, Moody's, said on Thursday it would maintain its AAA rating.
One possible upside: the turbulence could prompt the Federal Reserve to keep its massive monetary stimulus in place through next year. One Fed official said the deadlock has undermined the central bank's ability to fight high unemployment.
"Kicking the can down the road for a few months will not solve the pathology of fiscal misfeasance that undermines our economy and threatens our future," Dallas Fed President Richard Fisher told the Economic Club of New York.
Economists say the spending cuts and tax hikes approved by Congress over the past several years have elevated the unemployment rate even as they have helped the country narrow budget deficits.
The deal approved Wednesday is likely to cause more short-term pain by keeping the across-the-board "sequester" cuts in place. Officials at the Pentagon and other federal agencies that have been able to minimize the impact of the cuts so far say they will slice deeper in the months to come.
Copyright © 2013 Capitol Hill Blue
Copyright © 2013 Thomson Reuters. All rights reserved.


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text: LGBT Older Adults (and friends!) are invited to join us for coffee every Monday at the DC Center in the Lounge. Stop by for friendly conversation and enjoy a complimentary cup of coffee with old and new friends. For more information visit the Center Aging page or visit us on facebook or twitter.


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3 Open Pedagogy
There are many ways to begin a discussion of "Open Pedagogy." Although providing a framing definition might be the obvious place to start, we want to resist that for just a moment to ask a set of related questions: What are your hopes for education, particularly for higher education? What vision do you work toward when you design your daily professional practices in and out of the classroom? How do you see the roles of the learner and the teacher? What challenges do your students face in their learning environments, and how does your pedagogy address them?
"Open Pedagogy," as we engage with it, is a site of praxis, a place where theories about learning, teaching, technology, and social justice enter into a conversation with each other and inform the development of educational practices and structures. This site is dynamic, contested, constantly under revision, and resists static definitional claims. But it is not a site vacant of meaning or political conviction. In this brief introduction, we offer a pathway for engaging with the current conversations around Open Pedagogy, some ideas about its philosophical foundation, investments, and its utility, and some concrete ways that students and teachers—all of us learners—can "open" education. We hope that this chapter will inspire those of us in education to focus our critical and aspirational lenses on larger questions about the ideology embedded within our educational systems and the ways in which pedagogy impacts these systems. At the same time we hope to provide some tools and techniques to those who want to build a more empowering, collaborative, and just architecture for learning.
"Open Pedagogy" as a named approach to teaching is nothing new. Scholars such as Catherine Cronin,[1] Katy Jordan,[2] Vivien Rolfe,[3] and Tannis Morgan have traced the term back to early etymologies. Morgan cites a 1979 article[4] by the Canadian Claude Paquette: "Paquette outlines three sets of foundational values of Open Pedagogy, namely: autonomy and interdependence; freedom and responsibility; democracy and participation."
Many of us who work with Open Pedagogy today have come into the conversations not only through an interest in the historical arc of the scholarship of teaching and learning, but also by way of Open Education, and specifically, by way of Open Educational Resources (OERs). OERs are educational materials that are openly-licensed, usually with Creative Commons licenses, and therefore they are generally characterized by the 5 Rs[5]: they can be reused, retained, redistributed, revised, and remixed. As conversations about teaching and learning developed around the experience of adopting and adapting OERs, the phrase "Open Pedagogy" began to re-emerge, this time crucially inflected with the same "open" that inflects the phrase "open license."
In this way, we can think about Open Pedagogy as a term that is connected to many teaching and learning theories that predate Open Education, but also as a term that is newly energized by its relationship to OERs and the broader ecosystem of open (Open Education, yes, but also Open Access, Open Science, Open Data, Open Source, Open Government, etc.). David Wiley, the Chief Academic Officer of Lumen Learning,[6] was one of the first OER-focused scholars who articulated how the use of OERs could transform pedagogy. He wrote in 2013 about the tragedy of "disposable assignments"[7] that "actually suck value out of the world," and he postulated not only that OERs offer a free alternative to high-priced commercial textbooks, but also that the open license would allow students (and teaching faculty) to contribute to the knowledge commons, not just consume from it, in meaningful and lasting ways. Recently, Wiley has revised his language to focus on "OER-Enabled Pedagogy,"[8] with an explicit commitment to foregrounding the 5R permissions and the ways that they transform teaching and learning.
As Wiley has focused on students-as-contributors and the role of OERs in education, other Open Pedagogues have widened the lens through which Open Pedagogy refracts. Mike Caulfield, for example, has argued[9] that while OER has been driving the car for a while, Open Pedagogy is in the backseat ready to hop over into the front. Caulfield sees the replacement of the proprietary textbook by OERs as a necessary step in enabling widespread institutional open learning practice. In that post, Caulfield shorthands Open Pedagogy: "student blogs, wikis, etc." We might delve in a bit deeper here. Beyond participating in the creation of OERs via the 5 Rs, what exactly does it mean to engage in "Open Pedagogy?"
First, we want to recognize that Open Pedagogy shares common investments with many other historical and contemporary schools of pedagogy. For example, constructivist pedagogy, connected learning, and critical digital pedagogy are all recognizable pedagogical strands that overlap with Open Pedagogy. From constructivist pedagogy, particularly as it emerged from John Dewey and, in terms of its relationship to technology, from Seymour Papert, we recognize a critique of industrial and automated models for learning, a valuing of experiential and learner-centered inquiry, and a democratizing vision for the educational process. From connected learning, especially as it coheres in work supported by the Digital Media and Learning Research Hub,[10] we recognize a hope that human connections facilitated by technologies can help learners engage more fully with the knowledge and ideas that shape our world. And from critical digital pedagogy,[11] as developed by Digital Humanities-influenced thinkers at Digital Pedagogy Lab out of educational philosophy espoused by scholars such as Paulo Freire and bell hooks, we recognize a commitment to diversity, collaboration, and structural critique of both educational systems and the technologies that permeate them.
If we merge OER advocacy with the kinds of pedagogical approaches that focus on collaboration, connection, diversity, democracy, and critical assessments of educational tools and structures, we can begin to understand the breadth and power of Open Pedagogy as a guiding praxis. To do this, we need to link these pedagogical investments with the reality of the educational landscape as it now exists. The United Nations Universal Declaration of Human Rights[12] asserts that "higher education shall be equally accessible to all." Yet, even in North America in 2017, "the likelihood of earning a college degree is tied to family income" (Goldrick-Rab).[13] For those of us who work in higher ed, it's likely that we have been casually aware of the link between family income and college enrollment, attendance, persistence, and completion. But for those of us who teach, it's also likely that the pedagogies and processes that inflect our daily work are several steps removed from the economic challenges that our students face. Even though 67% of college students in Florida and 54% of those in British Columbia[14] cannot afford to purchase at least one of their required course textbooks, we more readily attribute their inability to complete assigned readings to laziness and entitlement than to unaffordability. This is precisely why the push to reduce the high cost of textbooks that has been the cornerstone of the OER movement has been a wake-up call for many of us who may not always have understood what we could do to directly impact the affordability of a college degree.
When faculty use OERs, we aren't just saving a student money on textbooks: we are directly impacting that student's ability to enroll in, persist through, and successfully complete a course.[15] In other words, we are directly impacting that student's ability to attend, succeed in, and graduate from college. When we talk about OERs, we bring two things into focus: that access is critically important to conversations about academic success, and that faculty and other instructional staff can play a critical role in the process of making learning accessible.
If a central gift that OERs bring to students is that they make college more affordable, one of the central gifts that they bring to faculty is that of agency, and how this can help us rethink our pedagogies in ways that center on access. If we do this, we might start asking broader questions that go beyond "How can I lower the cost of textbooks in this course?" If we think of ourselves as responsible for making sure that everyone can come to our course table to learn, we will find ourselves concerned with the many other expenses that students face in paying for college. How will they get to class if they can't afford gas money or a bus pass? How will they afford childcare on top of tuition fees? How will they focus on their homework if they haven't had a square meal in two days or if they don't know where they will be sleeping that night? How will their families pay rent if they cut back their work hours in order to attend classes? How much more student loan debt will they take on for each additional semester it takes to complete all of their required classes? How will they obtain the credit card they need to purchase an access code? How will they regularly access their free open textbook if they don't own an expensive laptop or tablet?
And what other access issues do students face as they face these economic challenges? Will they be able to read their Chemistry textbook given their vision impairment? Will their LMS site list them by their birth name rather than their chosen name, and thereby misgender them? Will they have access to the knowledge they need for research if their college restricts their search access or if they don't have Wi-Fi or a computer at home? Are they safe to participate in online, public collaborations if they are undocumented? Is their college or the required adaptive learning platform collecting data on them, and if so, could those data be used in ways that could put them at risk?
OERs invite faculty to play a direct role in making higher education more accessible. And they invite faculty to ask questions about how we can impact access in ways that go beyond textbook costs. At the very least, they help us see the challenges that students face in accessing higher education as broad, as severe, and as directly related to their academic success, or lack thereof.
So one key component of Open Pedagogy might be that it sees access, broadly writ, as fundamental to learning and to teaching, and agency as an important way of broadening that access. OERs are licensed with open licenses, which reflects not just a commitment to access in terms of the cost of knowledge, but also access in terms of the creation of knowledge. Embedded in the social justice commitment to making college affordable for all students is a related belief that knowledge should not be an elite domain. Knowledge consumption and knowledge creation are not separate but parallel processes, as knowledge is co-constructed, contextualized, cumulative, iterative, and recursive. In this way, Open Pedagogy invites us to focus on how we can increase access to higher education and how we can increase access to knowledge–both its reception and its creation. This is, fundamentally, about the dream of a public learning commons, where learners are empowered to shape the world as they encounter it. With the open license at the heart of our work, we care both about "free" and about "freedom," about resources and practices, about access and about accessibility, about content and about contribution. This is not a magical thinking[16] approach to digital pedagogy. It's an honest appraisal of the barriers that exist in our educational systems and a refusal to abdicate responsibility for those barriers.
To summarize, we might think about Open Pedagogy as an access-oriented commitment to learner-driven education AND as a process of designing architectures and using tools for learning that enable students to shape the public knowledge commons of which they are a part. We might insist on the centrality of the 5 Rs to this work, and we might foreground the investments that Open Pedagogy shares with other learner-centered approaches to education. We might reconstitute Open Pedagogy continually, as our contexts shift and change and demand new, site-specific articulations. But if we want to begin "open" our courses, programs, and/or institutions, what practical steps can we take to get started?
OEP, or Open Educational Practices, can be defined as the set of practices that accompany either the use of OERs or, more to our point, the adoption of Open Pedagogy. Here are some simple but profoundly transformative examples of OEPs:
- Adapt or remix OERs with your students. Even the simple act of adding problem sets or discussion questions to an existing open textbook will help contribute to knowledge, to the quality of available OERs, and to your students' sense of doing work that matters. The adaptation of the open textbook Project Management for Instructional Designers[17] by successive cohorts of graduate students at Brigham Young University provides an excellent example of this approach.
- Build OERs with your students. Though students may be beginners with most of the content in your course, they are often more adept than you at understanding what beginning students need in order to understand the material. Asking students to help reframe and re-present course content in new and inventive ways can add valuable OERs to the commons while also allowing for the work that students do in courses to go on to have meaningful impact once the course ends. Consider the examples of the open textbook Environmental Science Bites[18] written by undergraduate students at the Ohio State University or the brief explainer videos[19] created by Psychology students around the world and curated by the NOBA Project.
- Teach your students how to edit Wikipedia articles. By adding new content, revising existing content, adding citations, or adding images, students can (with the support of the Wiki Education Foundation[20]) make direct contributions to one of the most popular public repositories for information. Indeed, more than 22,000 students already have, including medical students at the University of California San Francisco.[21] More than developing digital literacy and learning how to synthesize, articulate, and share information, students engage with and understand the politics of editing, including how "truth" is negotiated by those who have access to the tools that shape it.
- Facilitate student-created and student-controlled learning environments. The Learning Management System (Canvas, Moodle, Blackboard, etc.) generally locks students into closed environments that prevent sharing and collaboration outside of the class unit; it perpetuates a surveillance model of education in which the instructor is able to consider metrics that students are not given access to; and it presupposes that all student work is disposable (as all of it will be deleted when the new course shell is imported for the next semester). Initiatives such as Domain of One's Own[22] enable students to build "personal cyberinfrastructures"[23] where they can manage their own learning, control their own data, and design home ports that can serve as sites for collaboration and conversation about their work. Students can choose to openly license the work that they post on these sites, thereby contributing OERs to the commons; they can also choose not to openly license their work, which is an exercising of their rights and perfectly in keeping with the ethos of Open Pedagogy. If students create their own learning architectures, they can (and should) control how public or private they wish to be, how and when to share or license their work, and what kinds of design, tools, and plug-ins will enhance their learning. It is important to point out here that open is not the opposite of private.
- Encourage students to apply their expertise to serve their community. Partner with nonprofit organizations to create opportunities for students to apply their research or marketing skills.[24] Or ask them to write (and submit for publication) op-ed pieces[25] to share evidence-based approaches to tackling a local social problem. Demonstrate the value of both knowledge application and service by scaffolding their entry into public scholarship.
- Engage students in public chats with authors or experts. Platforms such as Twitter can help engage students in scholarly and professional conversations with practitioners in their fields. This is another way that students can contribute to—not just consume—knowledge, and it shifts learning into a dialogic experience. In addition, if students are sharing work publicly, they can also use social media channels to drive mentors, teachers, peers, critics, experts, friends, family, and the public to their work for comment. Opening conversations about academic and transdisciplinary work—both student work and the work of established scholars and practitioners—is, like contributing to OERs, a way to grow a thriving knowledge commons.
- Build course policies, outcomes, assignments, rubrics, and schedules of work collaboratively with students. Once we involve students in creating or revising OERs or in shaping learning architectures, we can begin to see the syllabus as more of a collaborative document, co-generated at least in part with our students. Can students help craft course policies that would support their learning, that they feel more ownership over? Can they add or revise course learning outcomes in order to ensure the relevancy of the course to their future paths? Can they develop assignments for themselves and/or their classmates, and craft rubrics to accompany them to guide an evaluative process? Can they shape the course schedule according to rhythms that will help maximize their efforts and success?
- Let students curate course content. Your course is likely split into a predictable number of units (fourteen, for example) to conform to the academic calendar of the institution within which the course is offered. We would probably all agree that such segmenting of our fields is somewhat arbitrary; there is nothing ontological about Introduction to Psychology being fourteen weeks long (or spanning twenty-eight textbook chapters, etc.). And when we select a novel for a course on postcolonial literature or a lab exercise for Anatomy and Physiology, we are aware that there are a multitude of other good options for each that we could have chosen. We can involve students in the process of curating content for courses, either by offering them limited choices between different texts or by offering them solid time to curate a future unit more or less on their own (or in a group) as a research project. The content of a course may be somewhat prescribed by accreditation or field standards, but within those confines, we can involve students in the curation process, increasing the level of investment they have with the content while helping them acquire a key twenty-first century skill.
- Ask critical questions about "open." When you develop new pathways based on Open Pedagogy, pay special attention to the barriers, challenges, and problems that emerge. Be explicit about them, honest about them, and share them widely with others working in Open Education so that we can work together to make improvements. Being an open educator in this fashion is especially crucial if we wish to avoid digital redlining,[26] creating inequities (however unintentionally) through the use of technology. Ask yourself: Do your students have access to broadband at home? Do they have the laptops or tablets they need to easily access and engage with OERs? Do they have the supports they need to experiment creatively, often for the first time, with technology tools? Do they have the digital literacies they need to ensure as much as is possible their safety and privacy online? Do you have a full understanding of the terms of service of the EdTech tools you are using in your courses? As you work to increase the accessibility of your own course, are you also evaluating the tools and technologies[27] you are using to ask how they help or hinder your larger vision for higher education?
These are just a few ideas for getting started with Open Pedagogy. Most important, find people to talk with about your ideas. Ask questions about how OERs and the 5 Rs change the nature of a course or the relationships that students have to their learning materials. Look to programs and colleges that are widely accessible and which serve a broad variety of learners and ask questions about how their course designs are distinct or compelling. Ask your students about meaningful academic contributions they have made, and what structures were in place that facilitated those contributions. Try, explore, fail, share, revise.
Open Pedagogy is not a magical panacea for the crises that currently challenge higher ed. That being said, we both feel that Open Pedagogy offers a set of dynamic commitments that could help faculty and students articulate a sustainable, vibrant, and inclusive future for our educational institutions. By focusing on access, agency, and a commons-oriented approach to education, we can clarify our challenges and firmly assert a learner-centered vision for higher education.
A portion of this article was remixed from "Open Pedagogy and Social Justice" by Rajiv Jhangiani and Robin DeRosa, available under a CC-BY 4.0 license at http://www.digitalpedagogylab.com/open-pedagogy-social-justice/.[28]
Robin DeRosa is director of interdisciplinary studies at Plymouth State University, part of the university system of New Hampshire. Her current research and advocacy work focuses on Open Education, and how universities can innovate in order to bring down costs for students, increase interdisciplinary collaboration, and refocus the academic world on strengthening the public good. She is also an editor for Hybrid Pedagogy, an open-access, peer-reviewed journal that combines the strands of critical pedagogy and digital pedagogy to arrive at the best social and civil uses for technology and new media in education.
Rajiv Jhangiani is the University Teaching Fellow in Open Studies and a faculty member in the Department of Psychology at Kwantlen Polytechnic University. He also serves as an Open Education Advisor with BCcampus and an associate editor of Psychology Learning and Teaching. Previously he served as an OER Research Fellow with the Open Education Group, a faculty fellow with the BC Open Textbook Project, a faculty workshop facilitator with the Open Textbook Network, and the associate editor of NOBA Psychology.
- Catherine Cronin, "Opening Up Open Pedagogy," Catherine Cronin's professional website, April 24, 2017, http://catherinecronin.net/research/opening-up-open-pedagogy/. ↵
- Katy Jordan, "The History of Open Education", shift+refresh (blog), June 19, 2017, https://shiftandrefresh.wordpress.com/2017/06/19/the-history-of-open-education-a-timeline-and-bibliography/. ↵
- Vivien Rolfe, "OER18 Open to All," Vivien Rolfe's professional website, http://vivrolfe.com/books-and-publications/. ↵
- Tannis Morgan, "Open Pedagogy and a Very Brief History of the Concept," Explorations in the EdTech World (blog) Tannis Morgan's professional website, December 21, 2016, https://homonym.ca/uncategorized/open-pedagogy-and-a-very-brief-history-of-the-concept/. ↵
- David Wiley, "Defining the Open in Open Content and Open Educational Resources," Opencontent.org, http://opencontent.org/definition/. ↵
- Lumenlearning.com, http://lumenlearning.com/about/mission/. ↵
- David Wiley, "What is Open Pedagogy," iterating toward openness, October 21, 2013, https://opencontent.org/blog/archives/2975. ↵
- David Wiley, "OER-enabled Pedagogy," iterating toward openness, May 2, 2017, https://opencontent.org/blog/archives/5009. ↵
- Mike Caulfield, "Putting Student-Produced OER at the Heart of the Institution," hapgood, Mike Caulfield's professional website, Sept. 7, 2016, https://hapgood.us/2016/09/07/putting-student-produced-oer-at-the-heart-of-the-institution/. ↵
- Digital Media and Learning Research Hub, https://dmlhub.net/. ↵
- Jesse Stommel, "Critical Digital Pedagogy: A Definition," Digital Pedagogy Lab, Nov. 18, 2014, http://www.digitalpedagogylab.com/hybridped/critical-digital-pedagogy-definition/. ↵
- "Universal Declaration of Human Rights," UN.org, http://www.un.org/en/universal-declaration-human-rights/. ↵
- Sara Goldrick-Rab, Paying the Price: College Costs, Financial Aid and the Betrayal of the American Dream (Chicago: The University of Chicago Press, 2016). ↵
- Rajiv Sunil Jhangiani, Surita Jhangiani, "Investigating the Perceptions, Use, and Impact of Open Textbooks: A Survey of Post-Secondary Students in British Columbia," The International Review of Research in Open and Distributed Learning 18, no 4 (2017). ↵
- John Hilton III, Lane Fischer, David Wiley, and Linda Williams, "Maintaining Momentum Toward Graduation: OER and the Course Throughput Rate." International Review of Research in Open and Distributed Learning 17, no. 6 (December 2016), http://www.irrodl.org/index.php/irrodl/article/view/2686/3967. ↵
- Nicole Mirra, "What Do We Mean When We Talk About 21st Century Learning?" dmlcentral, https://dmlcentral.net/mean-talk-21st-century-learning/#.WSb0VJg29TQ.twitter. ↵
- Wiley, et al., Project Management for Instructional Designers (2016). https://pm4id.org/. ↵
- Kylienne A. Clark, Travis R. Shaul, and Brian H. Lower, eds., Environmental ScienceBites (Columbus: The Ohio State University, 2015). ↵
- "2016-17 Noba + Psi Chi Student Video Award Recipients," NOBA, http://nobaproject.com/student-video-award/winners. ↵
- "Teach With Wikipedia," Wiki Education Foundation, https://wikiedu.org/teach-with-wikipedia/. ↵
- Eryk Salvaggio, "For Wikipedia, the Doctor Is in … Class," WikiEdu, April 5, 2016, https://wikiedu.org/blog/2016/04/05/medical-students-wikipedia/. ↵
- Domain of One's Own, http://umw.domains/. ↵
- Gardner Campbell, "A Personal Cyberinfrastructure," EduCause Review 44, no. 5 (September 4, 2009), http://er.educause.edu/articles/2009/9/a-personal-cyberinfrastructure. ↵
- Lori Rosenthal, "Research for Community Action," Action Teaching, http://www.actionteaching.org/award/community-action. ↵
- "Assignment Type: Op-Ed," Kent State Online, http://onlineteaching.kent.edu/library/online_assignments/OpEd_Handout.pdf. ↵
- Chris Gilliard, "Pedagogy and the Logic of Platforms," Educause Review, July 3, 2017, http://er.educause.edu/articles/2017/7/pedagogy-and-the-logic-of-platforms. ↵
- Jesse Stommel, "Critically Evaluating Digital Tools," Digital Studies 101, https://dgst101.com/activity-critically-evaluating-digital-tools-3f60d468ce74. ↵
- Rajiv Jhangiani and Robin DeRosa, "Open Pedagogy and Social Justice," Digital Pedagogy Lab, June 2, 2017, http://www.digitalpedagogylab.com/open-pedagogy-social-justice/. ↵


text:
The Secret Garden
by Frances Hodgson Burnett
Chapter 20: "'I Shall Live Forever—and Ever—and Ever!'"
Additional Information
- Year Published: 1909
- Language: English
- Country of Origin: England
- Source: Burnett, F. H. (1909). The Secret Garden. London, England: F. H. Burnett.
- Flesch–Kincaid Level: 4.0
- Word Count: 2,829
- Genre: Romance
- Keywords: 20th century literature, british literature, children's stories
- ✎ Cite This
But they were obliged to wait more than a week because first there came some very windy days and then Colin was threatened with a cold, which two things happening one after the other would no doubt have thrown him into a rage but that there was so much careful and mysterious planning to do and almost every day Dickon came in, if only for a few minutes, to talk about what was happening on the moor and in the lanes and hedges and on the borders of streams. The things he had to tell about otters' and badgers' and water-rats' houses, not to mention birds' nests and field-mice and their burrows, were enough to make you almost tremble with excitement when you heard all the intimate details from an animal charmer and realized with what thrilling eagerness and anxiety the whole busy underworld was working.
"They're same as us," said Dickon, "only they have to build their homes every year. An' it keeps 'em so busy they fair scuffle to get 'em done."
The most absorbing thing, however, was the preparations to be made before Colin could be transported with sufficient secrecy to the garden. No one must see the chair-carriage and Dickon and Mary after they turned a certain corner of the shrubbery and entered upon the walk outside the ivied walls. As each day passed, Colin had become more and more fixed in his feeling that the mystery surrounding the garden was one of its greatest charms. Nothing must spoil that. No one must ever suspect that they had a secret. People must think that he was simply going out with Mary and Dickon because he liked them and did not object to their looking at him. They had long and quite delightful talks about their route. They would go up this path and down that one and cross the other and go round among the fountain flower-beds as if they were looking at the "bedding-out plants" the head gardener, Mr. Roach, had been having arranged. That would seem such a rational thing to do that no one would think it at all mysterious. They would turn into the shrubbery walks and lose themselves until they came to the long walls. It was almost as serious and elaborately thought out as the plans of march made by geat generals in time of war.
Rumors of the new and curious things which were occurring in the invalid's apartments had of course filtered through the servants' hall into the stable yards and out among the gardeners, but notwithstanding this, Mr. Roach was startled one day when he received orders from Master Colin's room to the effect that he must report himself in the apartment no outsider had ever seen, as the invalid himself desired to speak to him.
"Well, well," he said to himself as he hurriedly changed his coat, "what's to do now? His Royal Highness that wasn't to be looked at calling up a man he's never set eyes on."
Mr. Roach was not without curiosity. He had never caught even a glimpse of the boy and had heard a dozen exaggerated stories about his uncanny looks and ways and his insane tempers. The thing he had heard oftenest was that he might die at any moment and there had been numerous fanciful descriptions of a humped back and helpless limbs, given by people who had never seen him.
"Things are changing in this house, Mr. Roach," said Mrs. Medlock, as she led him up the back staircase to the corridor on to which opened the hitherto mysterious chamber.
"Let's hope they're changing for the better, Mrs. Medlock," he answered.
"They couldn't well change for the worse," she continued; "and queer as it all is there's them as finds their duties made a lot easier to stand up under. Don't you be surprised, Mr. Roach, if you find yourself in the middle of a menagerie and Martha Sowerby's Dickon more at home than you or me could ever be."
There really was a sort of Magic about Dickon, as Mary always privately believed. When Mr. Roach heard his name he smiled quite leniently.
"He'd be at home in Buckingham Palace or at the bottom of a coal mine," he said. "And yet it's not impudence, either. He's just fine, is that lad."
It was perhaps well he had been prepared or he might have been startled. When the bedroom door was opened a large crow, which seemed quite at home perched on the high back of a carven chair, announced the entrance of a visitor by saying "Caw—Caw" quite loudly. In spite of Mrs. Medlock's warning, Mr. Roach only just escaped being sufficiently undignified to jump backward.
The young Rajah was neither in bed nor on his sofa. He was sitting in an armchair and a young lamb was standing by him shaking its tail in feeding-lamb fashion as Dickon knelt giving it milk from its bottle. A squirrel was perched on Dickon's bent back attentively nibbling a nut. The little girl from India was sitting on a big footstool looking on.
"Here is Mr. Roach, Master Colin," said Mrs. Medlock.
The young Rajah turned and looked his servitor over—at least that was what the head gardener felt happened.
"Oh, you are Roach, are you?" he said. "I sent for you to give you some very important orders."
"Very good, sir," answered Roach, wondering if he was to receive instructions to fell all the oaks in the park or to transform the orchards into water-gardens.
"I am going out in my chair this afternoon," said Colin. "If the fresh air agrees with me I may go out every day. When I go, none of the gardeners are to be anywhere near the Long Walk by the garden walls. No one is to be there. I shall go out about two o'clock and everyone must keep away until I send word that they may go back to their work."
"Very good, sir," replied Mr. Roach, much relieved to hear that the oaks might remain and that the orchards were safe.
"Mary," said Colin, turning to her, "what is that thing you say in India when you have finished talking and want people to go?"
"You say, 'You have my permission to go,'" answered Mary.
The Rajah waved his hand.
"You have my permission to go, Roach," he said. "But, remember, this is very important."
"Caw—Caw!" remarked the crow hoarsely but not impolitely.
"Very good, sir. Thank you, sir," said Mr. Roach, and Mrs. Medlock took him out of the room.
Outside in the corridor, being a rather good-natured man, he smiled until he almost laughed.
"My word!" he said, "he's got a fine lordly way with him, hasn't he? You'd think he was a whole Royal Family rolled into one—Prince Consort and all."
"Eh!" protested Mrs. Medlock, "we've had to let him trample all over every one of us ever since he had feet and he thinks that's what folks was born for."
"Perhaps he'll grow out of it, if he lives," suggested Mr. Roach.
"Well, there's one thing pretty sure," said Mrs. Medlock. "If he does live and that Indian child stays here I'll warrant she teaches him that the whole orange does not belong to him, as Susan Sowerby says. And he'll be likely to find out the size of his own quarter."
Inside the room Colin was leaning back on his cushions.
"It's all safe now," he said. "And this afternoon I shall see it—this afternoon I shall be in it!"
Dickon went back to the garden with his creatures and Mary stayed with Colin. She did not think he looked tired but he was very quiet before their lunch came and he was quiet while they were eating it. She wondered why and asked him about it.
"What big eyes you've got, Colin," she said. "When you are thinking they get as big as saucers. What are you thinking about now?"
"I can't help thinking about what it will look like," he answered.
"The garden?" asked Mary.
"The springtime," he said. "I was thinking that I've really never seen it before. I scarcely ever went out and when I did go I never looked at it. I didn't even think about it."
"I never saw it in India because there wasn't any," said Mary.
Shut in and morbid as his life had been, Colin had more imagination than she had and at least he had spent a good deal of time looking at wonderful books and pictures.
"That morning when you ran in and said 'It's come! It's come!, you made me feel quite queer. It sounded as if things were coming with a great procession and big bursts and wafts of music. I've a picture like it in one of my books—crowds of lovely people and children with garlands and branches with blossoms on them, everyone laughing and dancing and crowding and playing on pipes. That was why I said, 'Perhaps we shall hear golden trumpets' and told you to throw open the window."
"How funny!" said Mary. "That's really just what it feels like. And if all the flowers and leaves and green things and birds and wild creatures danced past at once, what a crowd it would be! I'm sure they'd dance and sing and flute and that would be the wafts of music."
They both laughed but it was not because the idea was laughable but because they both so liked it.
A little later the nurse made Colin ready. She noticed that instead of lying like a log while his clothes were put on he sat up and made some efforts to help himself, and he talked and laughed with Mary all the time.
"This is one of his good days, sir," she said to Dr. Craven, who dropped in to inspect him. "He's in such good spirits that it makes him stronger."
"I'll call in again later in the afternoon, after he has come in," said Dr. Craven. "I must see how the going out agrees with him. I wish," in a very low voice, "that he would let you go with him."
"I'd rather give up the case this moment, sir, than even stay here while it's suggested," answered the nurse with sudden firmness.
"I hadn't really decided to suggest it," said the doctor, with his slight nervousness. "We'll try the experiment. Dickon's a lad I'd trust with a new-born child."
The strongest footman in the house carried Colin down stairs and put him in his wheeled chair near which Dickon waited outside. After the manservant had arranged his rugs and cushions, the Rajah waved his hand to him and to the nurse.
"You have my permission to go," he said, and they both disappeared quickly and it must be confessed giggled when they were safely inside the house.
Dickon began to push the wheeled chair slowly and steadily. Mistress Mary walked beside it and Colin leaned back and lifted his face to the sky. The arch of it looked very high and the small snowy clouds seemed like white birds floating on outspread wings below its crystal blueness. The wind swept in soft big breaths down from the moor and was strange with a wild clear scented sweetness. Colin kept lifting his thin chest to draw it in, and his big eyes looked as if it were they which were listening—listening, instead of his ears.
"There are so many sounds of singing and humming and calling out," he said. "What is that scent the puffs of wind bring?"
"It's gorse on th' moor that's openin' out," answered Dickon. "Eh! Th' bees are at it wonderful today."
Not a human creature was to be caught sight of in the paths they took. In fact every gardener or gardener's lad had been witched away. But they wound in and out among the shrubbery and out and round the fountain beds, following their carefully planned route for the mere mysterious pleasure of it. But when at last they turned into the Long Walk by the ivied walls the excited sense of an approaching thrill made them, for some curious reason they could not have explained, begin to speak in whispers.
"This is it," breathed Mary. "This is where I used to walk up and down and wonder and wonder."
"Is it?" cried Colin, and his eyes began to search the ivy with eager curiousness. "But I can see nothing," he whispered. "There is no door."
"That's what I thought," said Mary.
Then there was a lovely breathless silence and the chair wheeled on.
"That is the garden where Ben Weatherstaff works," said Mary.
"Is it?" said Colin.
A few yards more and Mary whispered again.
"This is where the robin flew over the wall," she said.
"Is it?" cried Colin. "Oh! I wish he'd come again!"
"And that," said Mary with solemn delight, pointing under a big lilac bush, "is where he perched on the little heap of earth and showed me the key."
Then Colin sat up.
"Where? Where? There?" he cried, and his eyes were as big as the wolf's in Red Riding-Hood, when Red Riding-Hood felt called upon to remark on them. Dickon stood still and the wheeled chair stopped.
"And this," said Mary, stepping on to the bed close to the ivy, "is where I went to talk to him when he chirped at me from the top of the wall. And this is the ivy the wind blew back," and she took hold of the hanging green curtain.
"Oh! is it—is it!" gasped Colin.
"And here is the handle, and here is the door. Dickon push him in—push him in quickly!"
And Dickon did it with one strong, steady, splendid push.
But Colin had actually dropped back against his cushions, even though he gasped with delight, and he had covered his eyes with his hands and held them there shutting out everything until they were inside and the chair stopped as if by magic and the door was closed. Not till then did he take them away and look round and round and round as Dickon and Mary had done. And over walls and earth and trees and swinging sprays and tendrils the fair green veil of tender little leaves had crept, and in the grass under the trees and the gray urns in the alcoves and here and there everywhere were touches or splashes of gold and purple and white and the trees were showing pink and snow above his head and there were fluttering of wings and faint sweet pipes and humming and scents and scents. And the sun fell warm upon his face like a hand with a lovely touch. And in wonder Mary and Dickon stood and stared at him. He looked so strange and different because a pink glow of color had actually crept all over him—ivory face and neck and hands and all.
"I shall get well! I shall get well!" he cried out. "Mary! Dickon! I shall get well! And I shall live forever and ever and ever!"


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By using or installing this font data, you (or you on behalf of your employer) agree to be bound by the terms of this Agreement. This Agreement constitutes the complete agreement between you and Nick's Fonts.NUMBER OF USERS: In consideration for the license fee paid, Nick's Fonts grants to you only, the Licensee, the non-exclusive, nontransferable right to use and display the font data. If you are using this product for your work, this agreement applies to your employer. Nick's Fonts may be used on up to five (5) CPUs at your site connected to any number of printers or other image-producing devices (regardless of resolutions) at your own site. You may make one (1) copy of the Nick's Fonts font data solely for backup purposes provided the copyright and trademark notices are reproduced in their entirety on the backup copy. YOU MAY:-Send a copy of any Nick's Fonts font data along with your documents to a commercial printer or other service bureau to enable the editing or printing of your document.-Use this font data to embed fonts within PostScript files or PDF files for distribution, viewing, and imaging to third parties.-Use this font for personal projects or for projects for which you are paid including, but not limited to, artwork, logotypes, personalized apparel, word art and web graphics.YOU MAY NOT:-Modify, adapt, translate, reverse engineer, decompile, disassemble or create derivative works based on the Nick's Fonts font data without Nick's Fonts' prior written consent, except for modifications made strictly for your personal use or, if this license was purchased by your company, for use solely within your company.-Sell this font data AS FONT DATA to a third party under any circumstances including, but not limited to, rubber-stamp alphabets, die-cut alphabets, rub-on alphabets, or digitized fonts for embroidery. COPYRIGHT. The Nick's Fonts font data is copyrighted; unauthorized copying of Nick's Fonts is expressly forbidden. You may be held legally responsible for any infringement of Nick's Fonts' intellectual property rights that is caused or encouraged by your failure to abide by the terms of this Agreement. Additionally, Nick's Fonts reserves all rights not specifically granted to Licensee.TERMINATION. This Agreement will immediately and automatically terminate without notice if you fail to comply with any term or condition of this Agreement. If this Agreement is terminated, you agree to destroy all copies of the font data in your possession. DISCLAIMER AND LIMITED WARRANTY. For a period of 90 days after delivery, Nick's Fonts warrants that the font data will perform in accordance with the specifications published by Nick's Fonts. NICK'S FONTS MAKES NO OTHER WARRANTIES, EXPRESS OR IMPLIED. THE WARRANTIES OF FITNESS FOR A PARTICULAR PURPOSE AND MERCHANTABILITY ARE SPECIFICALLY EXCLUDED. NICK'S FONTS DOES NOT WARRANT THAT THE FONT DATA IS FREE FROM ALL ERRORS AND OMISSIONS. This warranty gives you specific legal rights. You may have other rights, which vary from state to state. NICK'S FONTS SHALL NOT BE LIABLE FOR ANY DIRECT, INDIRECT, CONSEQUENTIAL, OR INCIDENTAL DAMAGES (INCLUDING DAMAGES FROM LOSS OF BUSINESS PROFITS, BUSINESS INTERRUPTION, LOSS OF BUSINESS INFORMATION, AND THE LIKE) ARISING OUT OF THE USE OF OR INABILITY TO USE THE NICK'S FONTS FONT DATA. Because some states do not allow the exclusion or limitation of liability for consequential or incidental damages, this limitation may not apply to you. GOVERNING LAW. This agreement is governed by the laws of the United States of America and the State of Virginia.
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Aalborg EH
The Aalborg EH (formerly VESTA EH) is a flow-through electric heater, ideal for heating either oil or water.
Electric flow-through heater. Single-pass configuration with quick-change elements (QCE); also available as insert/immersion heater. Can be mounted vertically or horizontally as required.
The Aalborg EH (formerly VESTA™ EH) series heaters range from Ø150 mm to Ø400 mm shells; heating element lengths from 600 mm to 1,800 mm (overall length 870 mm to 2,250 mm). Nozzles according to DIN 86030 or JIS 16K are tailored to customers' individual requirements.
The heat load ranges from 5 kW to 235 kW with surface loads from 0.8 W/cm2 to 3.0 W/cm2, depending on the limitations of the heated fluid. Any intermediate design is available from the standard range.
The EH series is designed for 180 - 690 V AC/DC; heating elements are manufactured to suit customer specific power source. Design pressure is 16 bar(g). Design temperature is 160 ºC.
The Aalborg EH series heat exchangers are primarily used as booster/auxiliary oil or water heaters in ships. The flexible design makes them well suited for any application where backup or booster heating is required or where electric power is the cheapest or the only available power source.
Lubrication oil, heavy fuel oil, fresh or treated water, engine coolants.
The shell is fitted with two ½ inch sockets for mounting of safety valve and drain valve. The heater is fitted with a safety thermostat and a sensor pocket at the outlet for the working thermostat. A standard working thermostat with either step or PLC control is available; also a Solid State Relay-based control panel with a Pt100 temperature sensor can be supplied.
The Aalborg EH series is approved by ABS, BV, DNV, GL, LRS.
Alfa Laval Aalborg can deliver any Aalborg EH series heat exchanger within 7 weeks from receipt of order on FCA Aalborg basis. Emergency deliveries within few days for standard types.
Carbon steel or stainless steel (AISI 316 or better).
Alfa Laval Aalborg offers 12 months operating warranty on heat exchangers; maximum warranty is 18 months from time of delivery.
Features and benefits
- Electric flow-through heater, vertical or horizontal installation
- Marine and industrial applications with fluids such as lubrication oil, heavy fuel oil, fresh or treated water, engine coolants
- Flexible design with customization facilities, adaptable to all applications
Accessories (optional)
- Valves
- Monitoring equipment
- Regulating equipment
Πως δουλεύει
All dimensions are a guideline only. Dimension drawing will be produced upon request.


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Short term insurance
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*This is specifically for our temporary car insurance scheme; the acceptance criteria for other schemes may vary.


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public puzzles
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Samsung Galaxy S4 Mini Screen Protector (Clear)
Samsung Galaxy S4 Mini Screen Protector | MediaDevil Magicscreen Clear edition.
Award-winning screen protection. Designed and made in the UK to the highest standards.
Our screen protectors protect your device screen from scratches and leave no markings when removed. They do not reduce the clarity or the touch sensitivity of the screen and do not affect the sensors underneath the screen (e.g. light and proximity sensors, or face and fingerprint scanners).
- Compatible with fingerprint & face scanners
- Invisible when applied
- Thin and strong
- Bonds firmly to device screen
- Protects from scratches
- Leaves no markings when removed
Pack Contents:
- 2 x Magicscreen (FRONT) screen protector for Samsung Galaxy S4 Mini
- 1 x Microfibre cleaning cloth
- 1 x Positioning & dust removal sticker set
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- Detailed written & video instructions
Video Installation Instructions:
Your satisfaction is really important to us, and we will do our best to help ensure that you are a happy MediaDevil customer.
MediaDevil was awarded the UK Department of Trade & Investment (UKTI)'s Business Innovation Award for "demonstrating the virtues of excellent products and a passionate company".


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When you are in the market for new riding gear, you look for items that will be comfortable as you ride. Your underwear should be no different – if you aren't comfortable there, you won't be comfortable anywhere.
At Rocky Mountain ATV/MC, we carry men's 100% cotton boxer briefs that are both supportive and soft. Contoured for a comfortably snug fit to prevent riding up or chaffing, irritating underwear will be the last thing on your mind whether you are out riding for hours, or just going about your daily activities. Check out our selection of mens underwear today and let Rocky Mountain ATV/MC be your one-stop shop for riding gear and apparel.
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They fit great and are very comfortable I'd buy another
Read All ReviewsBraxton in UT
Have you ever sat in heaven? I haven't yet but these are the closest things you will ever come to that. When you stand up the amount of support that these have is amazing. Holds everything in place and makes a great fit for all. I have recommended this to all my friends and we wouldn't go with any other boxer/briefs.
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- Number of Batches Made: 19
- Number of Beer Batches: 18
- Number of Cider Batches: 1
- Number of Gallons Made: 107 gallons
- Most popular beer style: American Pale Ale (3 batches)
- First Brew Day of the Year: January 10, 2010 (Irish Red)
- Last Brew Day of the Year: December 11, 2010 (Ranger IPA Clone)
- Homebrew Competition Medals Earned: 4 Medals - Gold, South Shore Brewoff (Irish Red); Silver, Dominion Cup (Dunkelweizen); Bronze, Boston Homebrew Comp (Dragon's Milk); Bronze, South Shore Brewoff (American Pale Ale).
- Average ABV Across Batches: 5.7%
- Highest ABV: 8.8% (Flemish Fisherman Spiced Quad)
- Lowest ABV: 4.0% (Munich Helles)
- Number of 'Cloned' Beers Brewed: 3 (Rouge's Shakespeare Stout, De Struise's Pannepot, New Belgium's Ranger IPA)
- Favorite Brew: Foreign Export Stout - mainly because we got the chance to collaborate with Mike T. over at The Mad Fermentation for this beer.
- Least Favorite Brew: Brown Porter - the brew day was fine, but the results were very bland.
- Approximate amout of grain used: 196.5 lbs
- Most popular base malt: Pilsner malt (51 lbs)
- Most popular specialty malt: Munich malt (7.6 lbs)
- Approximate amount of hops used in 2010: 2.25 lbs
- Most popular hop: Williamette (12.1 oz)
- Biggest Equipment Upgrade: Dual gauge CO2 regulator and kegging setup
"The church is near, but the road is icy. The bar is far away, but I will walk carefully."
-Russian Proverb


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The Cruise Control System (CCS) offers you extra comfort, especially on long journeys at constant speed. It also helps you comply with the stipulated speed limits (such as when passing through roadworks on the motorway) and reduces your risk of accidentally speeding.
The CCS is activated by buttons on the left-hand control stalk. Using the buttons, your speed can be slowly and almost seamlessly varied. To turn off the Cruise Control, simply apply the brakes.


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Rocks, Gems and Geodes
Kids will dig the world of earth science and geology! Kick-start your very own rock collection with the 36 stones, then use the included crystal powder and mold to grow your own geode formation. Collect rocks and conduct experiments, such as a scratch test and float test, to discover their hidden properties. The fun doesn't stop there - You'll even learn how to make your very own rock tumbler. Use the fact-filled book to keep exploring the world around you as you find more samples to collect.
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