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As you may know, I am heading to sunny California next week in order to liveblog The Shepherd's Conference. I am anticipating that it will be a time of great growth for me, as I learn from the teaching of such men as R.C. Sproul, Al Mohler, Ligon Duncan, Steven Lawson and Mark Dever. And of course John MacArthur will be giving a couple of addresses. I consider it a great privilege to be able to blog this conference!
While the conference officially ends after Sunday's worship service, he and I will both be leaving Saturday. It is my son's birthday on Sunday and I want to be there to celebrate with him. Saturday's itinerary is light. There are two general sessions in the morning and the afternoon is given as "Local Attractions and Activities." This translates to "free time." I will be accompanied for the week by a friend who has not yet mentioned on his blog that he will be travelling with me. Lest I make an announcement for which he is not prepared I will not give his name. There was a bit of a misunderstanding and he will be leaving the conference early Saturday morning. I do not leave Los Angeles until Saturday night (at 11:57 PM) as I'm catching the redeye home. Thus I have an afternoon and evening that is wide open since I really do not need to be at L.A.X. until 9:00 PM or so.
Never having been to California before, I thought I would ask you, the reader, what you suggest I should do on a Saturday afternoon in L.A. To this point I have received two suggestions. The first was that I tour the library and The Master's Seminary. That's a great idea, but I will have the opportunity to do that earlier in the week. Paul suggests that I should go to Tommy's, a famous restaurant in the area. They are known for serving up a great chili burger. While that sounds tempting, I am not sure that it would be the best idea mere hours before I begin a 12-hour transcontinental trek back to Toronto. 'Nuff said. But so you can see what I have decided I should probably not eat, here is Tommy's famous burger:
If you managed to keep your lunch in your stomach and are still reading this, here is the nutritional information:
There has to be something better to do in L.A. And please don't suggest anything that has to do with Hollywood, celebrities, amusement parks, beaches or spending vast amounts of money. I'd rather sit under a tree and read all day then stroll along the walk of depravity fame, go to the beach or go on rides! Actually, that doesn't sound like a bad idea. But why go to California to read when I could do that just as well in Toronto?
I have been waiting for John MacArthur to invite me back to his place for some steaks and Cokes, but it doesn't seem that an invitation is forthcoming. Maybe I should just invite myself over…
So you tell me: what should I do on Saturday afternoon?


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Net Futures
Internet, the economy and society in 2027
De presentatie is als download in de rechterkolom terug te vinden.
bron: http://netfuturesconference.eu.
We are going through a technological revolution that will fundamentally change the way we live, work, and relate to one another. This transformation led by Internet, its scale, scope, and complexity, will be unlike anything humans have experienced before. We do not know where exactly this 'internetisation' will lead us to: What will our society look like in 2027?
However one thing we know: People simply expect a lot more from the Internet, in terms of quality and reach, in terms of security and privacy, an Internet that is inclusive and supports openness, diversity and responds to the needs of the individuals.
We feel that not all European policy actors share this sense of urgency for action. However it is imperative to address these challenges or Europe's voice on the future of the Internet will disappear.
The NET FUTURES edition in 2017 will serve as a wake-up call for policy makers and technologist alike, for civil society and the young whose future we will influence. It will be the place for deep-dive conversations and learnings right at a time when Europe is at the brink of entering the next industrial revolution: The Net.
29-06-2017 - 00:00

subset: commoncrawl


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River City Bangkok Invitation to Opening of "Intersection"
Bangkok (Thailand) – September 29, 2017 (travelindex) – Making the invisible visible is a constant desire of human race and appetite of creations and innovations. The invention of X-ray imaging enabled us to see inside our bodies. The invention of thermal infrared imaging enabled us to depict heat.
By capturing and analysing the vision of images which are produced by our brain in the pitch dark room, "What does it look like?", the project "Intersection" was initiated by recent CommDe*** alumni, artist Pun Pitanpitayarat's experiment of solitary confinement in which isolate ourselves in a pitch black, soundproofed room. Pitanpitayarat had spent twenty four hours inside the cell to experience and indulge in the silence and darkness, stepping into another state of the mind where the boundary between reality and dream are overlapped.
An Interactive Art Installation by Pun Pitanpitayarat
Curated by Eiji Sumi
Exhibition Date: Oct 3, 2017 – Jan. 7, 2018
Vernissage: Tuesday, 3 October, 4 -9 pm
Artist and Curator talk: 4:30-5:30 pm
Opening reception: 6-9 pm
"Intersection" is a simulation of artist's contemplation and introspection in the beauty of hallucinated vision which he had encountered in this solitary confinement and his attempt to visualise the phenomenon called "Closed eye visualisation" which brain produce in this dark environment, exploring method using interactive media, programmed laser light and sound through the space.
Curated by Eiji Sumi (Artist and Lecturer from CommDe), Pitanpitayarat's work "Intersection" will bring audiences in Bangkok immersive experiences and submerged sensations. River City Bangkok is proud to join hands with CommDe, Chulalongkorn University, to encourage people to engage in creative invention of the future.
***CommDe (International Communication Design Programme, Industrial Design Department, Faculty of Architecture, Chulalongkorn University)
Pun Pitanpitayarat Biography
Born in 1995 in Bangkok, Thailand, Pun Pitanpitayarat is a new media artist and designer who recently graduated from CommDe, International Communication Design Program at Chulalongkorn University. Currently, he works as a multimedia designer at Eyedropper Fill Co., LTD, and has extensive experiences in creating various installations for music video, event, concert, display design and more.
His work, which focuses on combination of technology and materials, not only explores screen based media, but also expands various forms of installation which stimulate the senses, supported by highly sophisticated visual design and computer languages. The movement of light, motion, generative visuals and sound creates immersive experiences through interactive art.
Pitanpitayarat has held several exhibitions in Bangkok. He also won Bronze Award at Bangkok Illumination 2015. His exhibition includes CommDe creative walk 2017 / Commde, Chulalongkorn University Bangkok, 111 forms of the next 11 years 2017 / Commde Chulalongkorn University Bangkok, ProductMe 2015 / Speedy Grandchild Bangkok, and Obsessive space 2014 / CEO books.
Eiji Sumi Biography
Born in Tokyo in 1970, Eiji Sumi was a graduate of Rikkyo University in Tokyo. Sumi moved to New York in 1994 where he pursued his career in art and design. Sumi's mix media approach explore research in materials, contextualizing digital media, lighting into various form and ideas. Using combined method in various experience art installation, variety of experiments in environment probing the relationship between art and science, he is also keen on urban landscapes that create both analogue and digital art works with urban environment and issues.
Sumi worked in New York as an artist and was commissioned by various clients in the design industry. During his time in New York, Sumi gained attention with his projects ranging from mixed-media and light installations to painting and drawing. He has held numerous international exhibitions including the Art Festivals and has been curated by Eric Shiner, Helen Homan Wu, Brian Curtin, Gridthiya Gaweewong, Keiichi Miyagawa, Lyno Vuth, Ni-kun, among others. Sumi was also shortlisted for the Sovereign Asian Art Award 2016 in Hong Kong.
Sumi moved to Bangkok in 2012. Currently, he is a lecturer at Chulalongkorn University's International Communication Design Program (CommDe), part of the university's Faculty of Architecture. So far, he has been producing numerous exhibitions within Asian region and elsewhere.
An Interactive Art Installation by Pun Pitanpitayarat
Curated by Eiji Sumi
Exhibition Date: Oct 3, 2017 – Jan. 7, 2018
Vernissage: Tuesday, 3 October, 4 -9 pm
Artist and Curator talk: 4:30-5:30 pm
Opening reception: 6-9 pm


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General Human Resources Information
The Human Resources Office is located on the third floor of the Edward R. Roybal Federal Building and United States Courthouse, 255 East Temple Street, Suite 346, Los Angeles, CA, 90012.
Although the Courthouse does not provide public parking, there are a number of fee-for-parking lots surrounding the Courthouse.
Business Hours
The Human Resources Office is open Monday through Friday 8:00 a.m. to 4:30 p.m. All current position vacancies are posted for public view. The public is welcome to visit and take home copies of the vacancy announcements as well as applications for the open positions.
Telephone Numbers
Office: 213-894-2356
Fax: 213-894-4543 (available 24 hours)


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Event created by Eric Loden
Enroll Now! Space is limited
Nevada Concealed Firearms Permit Course
800-1100 Classroom
1100-1200 Lunch
1200-1700 Range
This 9 hour class meets all requirements set forth by the Nevada Sheriff and Chiefs Association to obtain a Nevada Concealed Firearms Permit. (Course may be offered in split sessions, check course calendar.)
Classroom time: 3-4 hours
Range time: 4-5 hours (Attention: $20.00 additional "Range Fee" this may be added to your cart prior to checkout)
Lunch break: 1 hour (only applies to 9 hour session)(lunch is not provided)
Minimum age for course attendance is 12 years old, unless you have permission from a Faculty Member.
Permit applications will only be issued to those over the age of 20. (Course completion certificates are awarded to all individuals under 20. These certificates satisfy most requirements of a "firearms safety class" as they are conducted by a NRA Law Enforcement Instructor.)
Upon completion of the course your signed application that must be submitted to the Police Agency in your County is only valid for 1 year.
Eric Loden: NRA Instructor # 161586983 (Not a NRA approved course. However most states recognize this as a safety course as instructed by a NRA Instructor.)
If you would like to schedule private in home, or alternate location training for yourself or a group, please contact us at email@example.com
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Rental gear available. Please select your desired weapon type from the drop down menu on the next page once you have added the
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To view our Approved and Recommended Holster page click here.
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If you need to re-qualify for your currently expiring CFP and do not need to attend the full 8 hour course please follow this link. CFP Re-qualification Course
*Attention: Reservation Rescheduling Fee of $25.00 for any individual that DOES NOT provide us with 24 hour notice that they need to reschedule.*
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If you are interested in seeing where your knowledge stands before taking the course, you can check yourself using our Quiz system. In order to take the Quiz on the NV CFP click Take Quiz
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To view our Course reservation procedure, and Cancellation and Refund Policy please click here.


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IT Handbook: Windows 8 Migration Station
This handbook presents best practices for moving to Microsoft's latest operating system, including assessing your organization to see whether Windows 8 is a good fit, which applications should move over, what help is out there for your migration project and licensing. Access additional information on the following topics:
- Handling Legacy Apps: Should you virtualize legacy applications or leave them as they are? We'll also examine the pros and cons of using XP mode with legacy apps and how the Hyper-V desktop client in Windows 8 will handle legacy apps
- Where does Windows 8 fit? The need to update desktops may be more urgent for some enterprises than others. Which programs will run best on Windows 8, and which will run into problems?
- Migration Toolbox: Get a sense of what built-in and third-party tools can help ease migrations to the new OS
- The Basics of Windows Licensing: Microsoft's licensing structure can be challenging, so make sure that you've subscribed to the right tier -- and aren't paying for more than you need.


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How To Hold On Tight To Prospective Procurement Talent
The recruitment process can be brutal. You've work hard to identify and attract the best procurement talent. But, at the last minute, the candidate pulls out leaving you back at square one. Michael Page's Graham Lucas has some top tips for achieving a successful recruitment process.
Procurement has come a long way and holds a position of positive influence within many organisations. The agenda for the Big Ideas Summit – Procurement in the Digital Age, Rethinking What's Possible, Building Workforce 4.0, and The View from the Top – shows that there has never been a more urgent need for bigger change and greater evolution.
You need only to look at the progress over the past few years to recognise this. SRM, improved supply chains, driving both value and innovation from suppliers, and category leads shaping strategic agendas are some of the developments we have seen.
Whilst the progress is positive, the evolving shape of organisations and the disruptive nature of technology is only going to increase both the degrees, and speed of change required. I genuinely don't believe that procurement as a function will continue to exist unless it drives a much greater breadth to its commercial influence over an organisation.
So what affect does this have on talent attraction, acquisition and retention in procurement teams?
The Procurement Talent Pool
It is clear that 80 per cent of the roles on which we are being briefed carry very similar requirements. Organisations are competing for the 20 per cent of candidates in any potential pool that possess the key skills needed to help procurement teams deliver that broader value. Influencing skills, communication, being able to connect with stakeholders and suppliers, and driving innovation etc. Most procurement teams will have advertised a role recently specifying many of these requirements.
Identifying the talent you want to hire is only one aspect of the challenge. You'll also need to ensure that you are able to acquire them. Three in every four of the offers that our clients are making are being met with counter offers, many of them substantial. In half of these cases the counter offer is equal to or greater than the offer made by our client.
Fortunately Michael Page are mitigating most of the risks associated with this for our clients. It's important to prepare a candidate for what is to come when they resign. We also consider what they need from the process and screen out those that are not serious. This is all part of what a good recruiter will do. And after that, it's down to you….
What can procurement teams do to avoid losing talent they have worked so hard to identify and attract? It comes down to six key factors.
Understand key motivators
Understanding candidates' key motivators is crucial to ensuring that any chance of buy back is reduced, and to make the right hiring decisions for long-term performance and retention. If you have truly understood their motivators you are more likely to run a process that allows them to see how these can be met by you and your organisation. Where these don't match you can save yourself critical time. This will allow you to focus on better prospects in terms of those that will actually join and, just as importantly, stay.
Get clarity on the full package
Package clarity: as with motivations, it is vital to get into the detail of a candidate's current package at the beginning of the process so provide a full breakdown of the package and the value of it.
This will allow for an accurate comparison of a candidate's current situation vs. the package on offer. Bonuses (likely earnings and also when they are paid), pensions, healthcare, car packages…. Not only do they mean different things in different businesses but many people don't know the details until they are asked to look. Get in the detail early and manage expectations from day one. Otherwise you could be either under offering or underselling your own offer.
Offer a healthy balance
It's easy to overlook the importance of a work life balance. There's no point getting into the middle of a process only for a candidate to decide the commute is too tough or expensive. Likewise, what is the realistic work/life balance you can offer in the new role? What are the candidate's personal circumstances? Will this impact their final decision? It is crucial to be upfront about this from the start.
Ensure that people want to join your people!
This has a huge impact on candidates but is, strangely, sometimes underestimated. Candidates will form an attraction to a business and a team. This is separate from things like role specification, package, location etc. If you can get your prospective employee to meet people that they believe they can work with, and most importantly learn from, it makes the organisation much more desirable.
People join people more than they join companies.
A competent recruitment process
Candidates often judge businesses by their processes particularly at interview stage. Make sure there are clear timelines in place to manage expectations. Does the advised preparation match with the content of the interviews?
Whilst these may seem like small things, they can make a big difference. A company that is well organised, thorough and effective at recruitment, can either impress or put a candidate off. Asking someone to deliver change in an organisation that doesn't appear able to do what it says it will do sends out the wrong signals.
Make your offer compelling
An offer should always be made based on what the hiring business thinks the candidate is worth, not just on the advertised package. For each role it is worth considering what a compelling offer would be. Both as a statement of intent to secure the candidate and also to ensure your remuneration is in line with the rest of the market. Importantly, this might not just be salary; it could be a bonus, private healthcare package or flexible working hours.
Graham Lucas is Managing Director – Procurement & Supply Chain and Logistics at Michael Page.


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Niyama 2 - Santosha, Contentment
Satguru Bodhinatha Veylanswami , 2003-07-17
Bodhinatha speaks on santosha, contentment. This niyama is about being content and happy on the inside of ourselves no matter what happens on the outside. Unfulfilled desires keep us from experiencing contentment in life. Don't allow disagreements in our life. Gurudeva said the home needs to be a sanctuary for all members of the family, never a place where we let off steam. If you get stressed and burdened, take a walk, exercise, visit a park or a garden. Get out of the house. The temple is also a great place to uplift our minds and get things off our chest. Be grateful for the things we DO have, and don't dwell on what you don't have. Live in the now.
Click below to listen.
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Questions? Bodhinatha is the successor of "Gurudeva," Satguru Sivaya Subramuniyaswami. If you have questions on subjects about spiritual life you will find answers in Gurudeva's books and teachings. Learn about ways to study these teachings by visiting The Master Course site or writing to firstname.lastname@example.com.
Unedited Transcript:
Continuing today on our yamas and niyamas.
Today's lesson on 'Good Conduct' is on the second niyama of Santosha, which is to nurture contentment, seeking joy and serenity in life. Be happy, smile and uplift others. Live in constant gratitude for your health, your friends and your belongings. Don't complain about what you don't possess. Identify with the eternal you rather than mind, body or emotions. Keep the mountain-top view that life is an opportunity for spiritual progress. Live in the eternal now.
Let us look at some examples illustrating the practice of this niyama.
First example - A man is passed over at work for a promotion that he thought was a certainty. His first reaction is to feel discouraged and sad. But after a few days, he pulls himself out of his mood by the decision to accept his current employment circumstances and be happy within them but also to continue to strive for the desired promotion.
Second example - A wife feels the apartment they live in is too small, complains to her husband about this and expresses her discontent. The husband responds in a kindly and supportive way to her suggestion. His response changes the wife's mood to one of being grateful for having such a kind husband and her mood of discontent is replaced by one of contentment.
Third example - An attorney spends his day doing difficult research on a technical legal issue. He finds his intellect is over-stimulated, as a result and he is feeling somewhat disturbed. On the way home, he stops at a park, takes a walk and observes the natural beauty of the place. This quiets his intellect down and he is at peace within himself again.
Fourth example - A teenage boy tells a lie about where he went this afternoon to his mother. Afterwards, he finds his mind is agitated as a result. He then tells his mother the truth and as a result, soon finds himself peaceful again on the inside.
All of the niyamas focus on expressing the refined soul qualities within each of us. In the case of Santosha, Contentment, the divine quality we are expressing is to be joyful and serene on the inside, no matter what events are happening in life on the outside.
Here is a story to further illustrate Santosha. If you have ever visited India, you may have noticed this too. When traveling in the countryside, in the villages in India you come across a family traveling together in a bullock cart with only a few belongings. They are obviously quite poor, however that are also quite happy, smiling and joking obviously experiencing contentment. Their beliefs are such that the fact that they are poor is not preventing them from being content.
The Tirukural in Chapter 37, 'Eradication of Desire' touches on this subject of contentment. In verse 370 it states, "It is the nature of desire never to be fulfilled. But he who utterly gives it up is eternally fulfilled at that very moment."
This verse points out that it is unfulfilled desires that keep us from experiencing contentment.
Let us look now what we can do to experience the peaceful state of mind of contentment. Certainly the most basic requirement for experiencing contentment is following the yamas. Adharmaic actions such as dishonesty and lying will keep our mind and emotions stirred up and prevent us from being peaceful on the inside. Not allowing ourselves to let disagreements turn into arguments is very important in nurturing contentment. Disagreements are natural, but they need to be handled in an intelligent and harmonious way, always willing to compromise to keep the discussion from turning into an argument.
One of the major causes of argument in the home is that, the home is looked at as the right place to let off steam. The husband is frustrated with his boss, but of course cannot talk to his boss about it. The daughter is upset with her teacher who she thinks unfairly picks on her and embarrasses her to her classmates. Each brings their frustrations home and takes them out on other family members. Of course, this causes frequent arguments in the home and keeps everyone in the family inwardly disturbed.
Gurudeva has a very interesting statement about the home. He says that, "We need to consider the home a sanctuary of the whole family and never look at it as a place where we can let off steam, vent our frustrations." He continues that, "We need the home to have an even higher standard of professional behavior than school or the workplace. In such a home, parents interrelate in a cultured and religious way, free from disharmony and arguments. Children are respectful and all are inwardly in peace."
If we cannot let off steam at home, where then can we? If we are at work or school, then before going home you can take a walk through a beautiful place such as a park, botanical garden or the beach and let the beauty quiet your mind. Another method is to stop at an exercise facility and swim, run and bicycle away the stress. If we are at home all day, such as a housewife raising a young child, we can also become stressful. The same remedy also applies. Leave the home for a while and visit a beautiful place or an exercise facility. Getting out of the house on a regular basis for stress-reducing activity is very important.
Gurudeva also suggests that certain kinds of stress can best be handled at the temple. A temple is a place where we can let our emotions pour out to the Deity. Whatever we feel, we can express it to God and Gods and relieve ourselves of that burden without burdening others with it. This may result in our crying a lot but that is an acceptable behavior at a temple.
Another aspect of attaining contentment is by understanding the nature of desire. In our modern world, we are constantly encountering advertisements, many of which promise that we will be happier if we spend money and acquire what is being sold. Fancy new cars, faster computers, attractive clothes - all promise the illusive state of mind of happiness. Of course, new possessions do make us happy but that happiness is short-lived and we eventually end up in the same discontented state of mind we were in, before we acquired the new possession.
The key is to rise above this cycle of unhappy-acquiring possessions-happy-then unhappy again. Instead, hold the perspective that "I am grateful for and content with what I currently have. I am acquiring something more not because it will make me happier but because my family will benefit in a meaningful way by having it."
These two perspectives are illustrated in this statement, "Do you live to eat or eat to live?" Do you live to eat or eat to live?
Being content with what you have, however, does not mean you cannot seek to progress in life. It does not mean that you should not use your willpower and fulfill your plans. Rather, it means you should not become upset while you are striving towards your goals, frustrated or unhappy if you do not get what you want.
Another aspect of Santosha is captured in Gurudeva's statement, "Life is meant to be lived joyously." This attitude toward life is important in that, it helps us not fall into the perspective that because we are serious about making spiritual progress and being regular in our sadhanas, we need to have a somber attitude toward life.
We can be strict with ourselves but joyous at the same time. Of course, if we are struggling with major difficulties in our life, this perspective may be temporarily lost. However, this statement reminds us of the need to work with ourselves to regain a joyful perspective.
Gratitude is an important aspect of santosha. Gratitude is focusing on finding happiness in what we currently have, rather than focusing on what we lack and anticipating happiness through acquiring something more. We are grateful for the people that comprise our family and friends, grateful for the job or school we now have, the home we live in, grateful for the wisdom and practices of our religion. We are content with our surroundings, meager or lavish. Content with our income, small or large. It is striving to make a beautiful life within what what one already has in life.
There is a metaphysical tool that Gurudeva gives to us in 'Merging with Siva' that is also helpful in experiencing content, which is living in the eternity of the moment. It produces the feeling that one has nothing to do, no future to work toward and no past to rely on. This excellent spiritual practice can be performed now and again during the day by anyone.
Gurudeva discovered this technique when he was 7 years old and describes the experience in detail in 'Merging with Siva'. He was on his way home in a snow storm from nearby Lake Tahoe and found himself worried that he would miss his favorite radio program, 'Captain Midnight'. He saw his mind go off in the future and brought it back by telling himself, "I am all right, right now."
Gurudeva suggests we practice it by asking ourself the question, "Am I not all right, right now? Right this instant?" And answer, "I am all right, right now." Keep asking and answering until you strongly feel positive, self-assured and fine.
In conclusion, nurture contentment, seeking joy and serenity in life. Be happy, smile and uplift others. Live in constant gratitude for your health, your friends and your belongings. Don't complain about what you don't possess. Identify with the eternal you, rather than body, mind or emotions. Keep the mountain-top view that life is an opportunity for spiritual progress. Live in the eternal now.
Aum Namah Sivaya.


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According to Ubuntu philosophy, which has its origins in ancient Africa, a newborn baby is not a person. People are born without 'ena', or selfhood, and instead must acquire it through interactions and experiences over time. So the 'self'/'other' distinction that's axiomatic in Western philosophy is much blurrier in Ubuntu thought. As the Kenyan-born philosopher John Mbiti put it in African Religions and Philosophy (1975): 'I am because we are, and since we are, therefore I am.'
We know from everyday experience that a person is partly forged in the crucible of community. Relationships inform self-understanding. Who I am depends on many 'others': my family, my friends, my culture, my work colleagues. The self I take grocery shopping, say, differs in her actions and behaviours from the self that talks to my PhD supervisor. Even my most private and personal reflections are entangled with the perspectives and voices of different people, be it those who agree with me, those who criticise, or those who praise me.
Yet the notion of a fluctuating and ambiguous self can be disconcerting. We can chalk up this discomfort, in large part, to René Descartes. The 17th-century French philosopher believed that a human being was essentially self-contained and self-sufficient; an inherently rational, mind-bound subject, who ought to encounter the world outside her head with skepticism. While Descartes didn't single-handedly create the modern mind, he went a long way towards defining its contours.
Descartes had set himself a very particular puzzle to solve. He wanted to find a stable point of view from which to look on the world without relying on God-decreed wisdoms; a place from which he could discern the permanent structures beneath the changeable phenomena of nature. But Descartes believed that there was a trade-off between certainty and a kind of social, worldly richness. The only thing you can be certain of is your own cogito – the fact that you are thinking. Other people and other things are inherently fickle and erratic. So they must have nothing to do with the basic constitution of the knowing self, which is a necessarily detached, coherent and contemplative whole.
Few respected philosophers and psychologists would identify as strict Cartesian dualists, in the sense of believing that mind and matter are completely separate. But the Cartesian cogito is still everywhere you look. The experimental design of memory testing, for example, tends to proceed from the assumption that it's possible to draw a sharp distinction between the self and the world. If memory simply lives inside the skull, then it's perfectly acceptable to remove a person from her everyday environment and relationships, and to test her recall using flashcards or screens in the artificial confines of a lab. A person is considered a standalone entity, irrespective of her surroundings, inscribed in the brain as a series of cognitive processes. Memory must be simply something you have, not something you do within a certain context.
Social psychology purports to examine the relationship between cognition and society. But even then, the investigation often presumes that a collective of Cartesian subjects are the real focus of the enquiry, not selves that co-evolve with others over time. In the 1960s, the American psychologists John Darley and Bibb Latané became interested in the murder of Kitty Genovese, a young white woman who had been stabbed and assaulted on her way home one night in New York. Multiple people had witnessed the crime but none stepped in to prevent it. Darley and Latané designed a series of experiments in which they simulated a crisis, such as an epileptic fit, or smoke billowing in from the next room, to observe what people did. They were the first to identify the so-called 'bystander effect', in which people seem to respond more slowly to someone in distress if others are around.
Darley and Latané suggested that this might come from a 'diffusion of responsibility', in which the obligation to react is diluted across a bigger group of people. But as the American psychologist Frances Cherry argued in The Stubborn Particulars of Social Psychology: Essays on the Research Process (1995), this numerical approach wipes away vital contextual information that might help to understand people's real motives. Genovese's murder had to be seen against a backdrop in which violence against women was not taken seriously, Cherry said, and in which people were reluctant to step into what might have been a domestic dispute. Moreover, the murder of a poor black woman would have attracted far less subsequent media interest. But Darley and Latané's focus make structural factors much harder to see.
Is there a way of reconciling these two accounts of the self – the relational, world-embracing version, and the autonomous, inward one? The 20th-century Russian philosopher Mikhail Bakhtin believed that the answer lay in dialogue. We need others in order to evaluate our own existence and construct a coherent self-image. Think of that luminous moment when a poet captures something you'd felt but had never articulated; or when you'd struggled to summarise your thoughts, but they crystallised in conversation with a friend. Bakhtin believed that it was only through an encounter with another person that you could come to appreciate your own unique perspective and see yourself as a whole entity. By 'looking through the screen of the other's soul,' he wrote, 'I vivify my exterior.' Selfhood and knowledge are evolving and dynamic; the self is never finished – it is an open book.
So reality is not simply out there, waiting to be uncovered. 'Truth is not born nor is it to be found inside the head of an individual person, it is born between people collectively searching for truth, in the process of their dialogic interaction,' Bakhtin wrote in Problems of Dostoevsky's Poetics (1929). Nothing simply is itself, outside the matrix of relationships in which it appears. Instead, being is an act or event that must happen in the space between the self and the world.
Accepting that others are vital to our self-perception is a corrective to the limitations of the Cartesian view. Consider two different models of child psychology. Jean Piaget's theory of cognitive development conceives of individual growth in a Cartesian fashion, as the reorganisation of mental processes. The developing child is depicted as a lone learner – an inventive scientist, struggling independently to make sense of the world. By contrast, 'dialogical' theories, brought to life in experiments such as Lisa Freund's 'doll house study' from 1990, emphasise interactions between the child and the adult who can provide 'scaffolding' for how she understands the world.
A grimmer example might be solitary confinement in prisons. The punishment was originally designed to encourage introspection: to turn the prisoner's thoughts inward, to prompt her to reflect on her crimes, and to eventually help her return to society as a morally cleansed citizen. A perfect policy for the reform of Cartesian individuals. But, in fact, studies of such prisoners suggest that their sense of self dissolves if they are punished this way for long enough. Prisoners tend to suffer profound physical and psychological difficulties, such as confusion, anxiety, insomnia, feelings of inadequacy, and a distorted sense of time. Deprived of contact and interaction – the external perspective needed to consummate and sustain a coherent self-image – a person risks disappearing into non-existence.
The emerging fields of embodied and enactive cognition have started to take dialogic models of the self more seriously. But for the most part, scientific psychology is only too willing to adopt individualistic Cartesian assumptions that cut away the webbing that ties the self to others. There is a Zulu phrase, 'Umuntu ngumuntu ngabantu', which means 'A person is a person through other persons.' This is a richer and better account, I think, than 'I think, therefore I am.'
Abeba Birhane
This article was originally published at Aeon and has been republished under Creative Commons.


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Quantum computers promise speedy solutions to some difficult problems, but building large-scale, general-purpose quantum devices is a problem fraught with technical challenges.
To date, many research groups have created small but functional quantum computers. By combining a handful of atoms, electrons or superconducting junctions, researchers now regularly demonstrate quantum effects and run simple quantum algorithms — small programs dedicated to solving particular problems.
But these laboratory devices are often hard-wired to run one program or limited to fixed patterns of interactions between the quantum constituents. Making a quantum computer that can run arbitrary algorithms requires the right kind of physical system and a suite of programming tools. Atomic ions, confined by fields from nearby electrodes, are among the most promising platforms for meeting these needs.
In a paper published as the cover story in Nature on August 4, researchers working with Christopher Monroe, a Fellow of the Joint Quantum Institute and the Joint Center for Quantum Information and Computer Science at the University of Maryland, introduced the first fully programmable and reconfigurable quantum computer module. The new device, dubbed a module because of its potential to connect with copies of itself, takes advantage of the unique properties offered by trapped ions to run any algorithm on five quantum bits, or qubits — the fundamental unit of information in a quantum computer.
"For any computer to be useful, the user should not be required to know what's inside," Monroe says. "Very few people care what their iPhone is actually doing at the physical level. Our experiment brings high-quality quantum bits up to a higher level of functionality by allowing them to be programmed and reconfigured in software."
The new module builds on decades of research into trapping and controlling ions. It uses standard techniques but also introduces novel methods for control and measurement. This includes manipulating many ions at once using an array of tightly-focused laser beams, as well as dedicated detection channels that watch for the glow of each ion.
"These are the kinds of discoveries that the NSF Physics Frontiers Centers program is intended to enable," says Jean Cottam Allen, a program director in the National Science Foundation's physics division. "This work is at the frontier of quantum computing, and it's helping to lay a foundation and bring practical quantum computing closer to being a reality."
The team tested their module on small instances of three problems that quantum computers are known to solve quickly. Having the flexibility to test the module on a variety of problems is a major step forward, says Shantanu Debnath, a graduate student at JQI and the paper's lead author. "By directly connecting any pair of qubits, we can reconfigure the system to implement any algorithm," Debnath says. "While it's just five qubits, we know how to apply the same technique to much larger collections."
At the module's heart, though, is something that's not even quantum: A database stores the best shapes for the laser pulses that drive quantum logic gates, the building blocks of quantum algorithms. Those shapes are calculated ahead of time using a regular computer, and the module uses software to translate an algorithm into the pulses in the database.
Putting the pieces together
Every quantum algorithm consists of three basic ingredients. First, the qubits are prepared in a particular state; second, they undergo a sequence of quantum logic gates; and last, a quantum measurement extracts the algorithm's output.
The module performs these tasks using different colors of laser light. One color prepares the ions using a technique called optical pumping, in which each qubit is illuminated until it sits in the proper quantum energy state. The same laser helps read out the quantum state of each atomic ion at the end of the process. In between, a separate laser strikes the ions to drive quantum logic gates.
These gates are like the switches and transistors that power ordinary computers. Here, lasers push on the ions and couple their internal qubit information to their motion, allowing any two ions in the module to interact via their strong electrical repulsion. Two ions from across the chain notice each other through this electrical interaction, just as raising and releasing one ball in a Newton's cradle transfers energy to the other side.
The re-configurability of the laser beams is a key advantage, Debnath says. "By reducing an algorithm into a series of laser pulses that push on the appropriate ions, we can reconfigure the wiring between these qubits from the outside," he says. "It becomes a software problem, and no other quantum computing architecture has this flexibility."
To test the module, the team ran three different quantum algorithms, including a demonstration of a Quantum Fourier Transform (QFT), which finds how often a given mathematical function repeats. It is a key piece in Shor's quantum factoring algorithm, which would break some of the most widely-used security standards on the internet if run on a big enough quantum computer.
Two of the algorithms ran successfully more than 90% of the time, while the QFT topped out at a 70% success rate. The team says that this is due to residual errors in the pulse-shaped gates as well as systematic errors that accumulate over the course of the computation, neither of which appear fundamentally insurmountable. They note that the QFT algorithm requires all possible two-qubit gates and should be among the most complicated quantum calculations.
The team believes that eventually more qubits — perhaps as many as 100 — could be added to their quantum computer module. It is also possible to link separate modules together, either by physically moving the ions or by using photons to carry information between them.
Although the module has only five qubits, its flexibility allows for programming quantum algorithms that have never been run before, Debnath says. The researchers are now looking to run algorithms on a module with more qubits, including the demonstration of quantum error correction routines as part of a project funded by the Intelligence Advanced Research Projects Activity.
[Source: Sciencedaily]


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I am just starting an Intro GIS course, so I really have no idea what the best place is to find downloadable GIS data. I was really hoping to do my semester project on library or bookstore locations in Southern California, but I am having major trouble finding some kind of library locations GIS file to download.
I'm sure I'm using all the terms incorrectly, but could someone please help? If such a thing does not exist at all, that would also be useful to know.


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Safe Haskell | Trustworthy |
- module Ix
- data Array i e
- array :: Ix i => (i, i) -> [(i, e)] -> Array i e
- listArray :: Ix i => (i, i) -> [e] -> Array i e
- (!) :: Ix i => Array i e -> i -> e
- bounds :: Ix i => Array i e -> (i, i)
- indices :: Ix i => Array i e -> [i]
- elems :: Ix i => Array i e -> [e]
- assocs :: Ix i => Array i e -> [(i, e)]
- accumArray :: Ix i => (e -> a -> e) -> e -> (i, i) -> [(i, a)] -> Array i e
- (//) :: Ix i => Array i e -> [(i, e)] -> Array i e
- accum :: Ix i => (e -> a -> e) -> Array i e -> [(i, a)] -> Array i e
- ixmap :: (Ix i, Ix j) => (i, i) -> (i -> j) -> Array j e -> Array i e
module Ix
The type of immutable non-strict (boxed) arrays
with indices in i
and elements in e
:: Ix i | |
=> (i, i) | a pair of bounds, each of the index type of the array. These bounds are the lowest and highest indices in the array, in that order. For example, a one-origin vector of length '10' has bounds '(1,10)', and a one-origin '10' by '10' matrix has bounds '((1,1),(10,10))'. |
-> [(i, e)] | a list of associations of the form
(index, value). Typically, this list will
be expressed as a comprehension. An
association '(i, x)' defines the value of
the array at index |
-> Array i e |
Construct an array with the specified bounds and containing values for given indices within these bounds.
The array is undefined (i.e. bottom) if any index in the list is out of bounds. The Haskell 98 Report further specifies that if any two associations in the list have the same index, the value at that index is undefined (i.e. bottom). However in GHC's implementation, the value at such an index is the value part of the last association with that index in the list.
Because the indices must be checked for these errors, array
strict in the bounds argument and in the indices of the association
list, but non-strict in the values. Thus, recurrences such as the
following are possible:
a = array (1,100) ((1,1) : [(i, i * a!(i-1)) | i <- [2..100]])
Not every index within the bounds of the array need appear in the association list, but the values associated with indices that do not appear will be undefined (i.e. bottom).
If, in any dimension, the lower bound is greater than the upper bound,
then the array is legal, but empty. Indexing an empty array always
gives an array-bounds error, but bounds
still yields the bounds
with which the array was constructed.
listArray :: Ix i => (i, i) -> [e] -> Array i eSource
Construct an array from a pair of bounds and a list of values in index order.
:: Ix i | |
=> (e -> a -> e) | accumulating function |
-> e | initial value |
-> (i, i) | bounds of the array |
-> [(i, a)] | association list |
-> Array i e |
The accumArray
function deals with repeated indices in the association
list using an accumulating function which combines the values of
associations with the same index.
For example, given a list of values of some index type, hist
produces a histogram of the number of occurrences of each index within
a specified range:
hist :: (Ix a, Num b) => (a,a) -> [a] -> Array a b hist bnds is = accumArray (+) 0 bnds [(i, 1) | i<-is, inRange bnds i]
If the accumulating function is strict, then accumArray
is strict in
the values, as well as the indices, in the association list. Thus,
unlike ordinary arrays built with array
, accumulated arrays should
not in general be recursive.
(//) :: Ix i => Array i e -> [(i, e)] -> Array i eSource
Constructs an array identical to the first argument except that it has
been updated by the associations in the right argument.
For example, if m
is a 1-origin, n
by n
matrix, then
m//[((i,i), 0) | i <- [1..n]]
is the same matrix, except with the diagonal zeroed.
Repeated indices in the association list are handled as for array
Haskell 98 specifies that the resulting array is undefined (i.e. bottom),
but GHC's implementation uses the last association for each index.
accum :: Ix i => (e -> a -> e) -> Array i e -> [(i, a)] -> Array i eSource
takes an array and an association list and accumulates
pairs from the list into the array with the accumulating function accum
Thus accumArray
can be defined using accum
accumArray f z b = accum f (array b [(i, z) | i <- range b])


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Make Virtual Learning Fun and Easier
Learning remotely from home is now the norm for many families across the country. Kids and caregivers alike have settled into a routine, though keeping children engaged can still be challenging.
While kids have had to be resilient and adapt to learning away from their school buildings, there are ways to make the adjustment easier. These ideas can help infuse more fun and moments of inspiration into school days to keep kids engaged and excited about learning.
Create a reward system. Children typically respond well to positive reinforcement, and a thoughtful reward system can help incentivize them to stay on task. Try to align the rewards with the structure of your day so everyone wins. For example, you can reward the completion of a long assignment with a play break. Giving kids the ability to choose the reward from a set of options can also increase their level of investment in learning.
Seek support from trusted sources. Many familiar kids' programs have expanded their services at no extra charge to help families through the pandemic. One example is My ABCmouse Classroom Live!, a learning experience that features daily classes built around themes such as community, responsibility, change, communication and cooperation. Each class feels like a real classroom experience, is led by real teachers andcontains more than an hour of high-quality, engaging learning as part of an expertly designed curriculum. The classes can be streamed on-demand then kids can complete independent learning activities related to the classes, including interactive games, art and puzzles.
Maintain social ties. Connections with friends are hard to establish without in-person interaction. However, with a little creativity, you can find ways to build new kinds of connections with educational value. Coordinate with other parents to start a book club and bring kids together virtually to talk about the stories or start an old-fashioned pen-pal exchange with kids from your school.
Establish a schoolwork zone. For children, doing schoolwork in an area usually associated with toys and free time like a playroom or bedroom can be hard, but in most homes, extra space is at a premium. Get creative with your available space and set some boundaries. Use a room divider, rugs or other visual cues to set aside a space in the house dedicated to doing schoolwork. Get your children on board by having them help design the space or add their own personal touches like artwork.
5 Homeschool Hacks
- Use familiar toys to add playful elements to schoolwork. Building blocks and modeling clay can be used as part of lessons on colors, shapes and letters.
- Laminate a password cheat sheet and keep it within easy reach so you're always able to log in quickly. Also create a list of bookmarks and desktop shortcuts to save time accessing online learning tools.
- Add some cheerful color to dry-erase sheets by using pompoms as erasers. Bonus tip: Slide a page protector over a worksheet so kids can practice with it again and again.
- Get creative with household supplies. A dishrack easily doubles as a file sorter or book display. Cookie sheets can be used for working with magnets or as a hard surface for writing or coloring if your child needs a break from his or her desk.
- Repurpose old puzzles by putting learning content on the back. Math facts, spelling words and shapes can make for easy puzzles.
For more ideas to help make virtual learning fun and engaging, visit ABCmouse.com.


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Course management systems are expensive and changing rapidly. And while their educational benefits are rarely obvious, their costs are quite apparent. Do you have any way of knowing how much educational value your college or university currently derives from its use of a CMS? Do you have a strategy for increasing its value in a course or across the curriculum?
Perhaps it would help if you could see more of what is actually happening when the CMS is used. There are five questions we've found to be helpful in establishing the value and improving the effectiveness of a CMS, whether its Angel, Blackboard, CHEF, or another letter of the alphabet. Each question leads to a different study design, and all five produce data that could help faculty make more effective use of the CMS while guiding support staff who work with them.
Question #1: Watching Ourselves in the Mirror How have the ways faculty used our CMS improved the effectiveness of teaching and learning at our institution?
One way to answer this question: Hold a mirror to the academic program and let all faculty members see just how much (or how little) impact CMS use has on program quality. Provide some facts and encourage debate about what they mean and what to do next to improve learning.
Perhaps some faculty doubt whether a CMS has any value at all. In a recent study, Cheryl Bielema and Robert Keel (2003) at the University of Missouri-St. Louis (UMSL) compared two groups of courses that both involved some face-to-face classes on campus: One group made extensive use of the CMS, while the second made less. Bielema and Keel surveyed students in both sets of courses, asking them how often they engaged in certain instructionally important activities.
Students in classes with high use of the CMS were more likely to say they were involved in the kinds of teaching and learning practices endorsed by Chickering and Gamson's "Seven Principles of Good Practice in Undergraduate Education." For example, they were statistically more likely than students in the courses with little CMS use to report that they received instructor comments on assignments quickly, communicated with their instructor, completed assignments on time, and in general were more engaged in the course.
What were the consequences of these practices? The students in the CMS-intensive courses were also statistically more likely to predict that they each would take another course at UMSL and complete their degree there. Bielema and Keel concluded, in part, "responses from these students indicated that faculty be encouraged to continue integrating [CMS] features and that future syllabi include expectations for student work online."
D'es the Bielema-Keel study indicate that faculty at your institution who make use of the course management system are also promoting better teaching and learning practices and helping students toward graduation? Not necessarily! That's what appears to be happening at UMSL but it may—or may not—be happening at your institution. There is no substitute for doing your own version of this study to find out how your faculty and students are using the CMS.
Question #2: Focusing the Lens What specific changes in support strategy could improve the value of a CMS?
The first question fosters improvement by focusing attention on the kinds of teaching and learning that typically produce better outcomes. It also answers the question, "How well are we doing so far?" In contrast, the second question produces more direct suggestions for how to improve those outcomes.
This study design is based on several assumptions. First, that faculty choices about how to use the CMS (e.g., for interactive online discussions) have a great influence on whether, and how, the CMS contributes to program quality. Second, that if faculty do not value a particular teaching approach (e.g., seminar-style discussion) they will not typically choose to use a CMS to do that kind of teaching online. And third, if faculty initially find it difficult or impossible to use the CMS effectively for a particular educational purpose, they usually won't keep on trying to use the CMS for that purpose.
The initial step in improving your support strategy is to list some specific teaching-learning activities where the CMS could potentially be of great value. These might include accessibility (distance learning); self-paced materials; libraries of student work annotated over time; structured seminars involving students and people outside the institution; online quizzes; and intensive, focused, moderated seminar discussion to help students learn a new way of thinking about the course content
Let's focus on online, small-group, asynchronous discussions. To use data to guide institutional efforts to increase the use of the CMS to support such discussion, it makes sense to begin by asking faculty how much priority they give to seminar-style discussion in specific courses. Suppose survey findings show that many faculty place relatively low priority on seminars, especially if the courses in question have more than 20 students. As a result of this finding, the teaching-learning center or the CMS support staff might decide to avoid wasting time trying to encourage faculty to use the CMS for this purpose, or try to increase faculty use by distributing information about how the effectiveness of large courses can be improved by supporting (online) discussion among students.
Of course, it's highly likely that such a survey would also show that many other faculty do believe that small group discussion is important and appropriate for many of the courses they teach. For these faculty, the logical next question is whether they have already tried using the CMS to support, enrich, or extend such discussions in these courses. If their answer is no, then one way to improve program quality is to publicize this potential use of the CMS.
The next question in this sequence would ask about the experiences of faculty who've tried using the CMS to support online seminar-style discussion. Faculty who report especially successful experiences should be contacted to see if they would be willing to share their experiences with colleagues. Those whose experiences were frustrating should be asked more questions to see if the reasons for the problem can be discovered.
This is a win-win study design. Every possible pattern of faculty response can help guide institutional investment in the CMS and its support. The result: better support for faculty in doing the kinds of teaching they value the most, plus greater return on the investment in the CMS.
Question #3: Taking the Long View How are our uses of the CMS helping to increase enrollment or retention?
Many institutions use a CMS in part to try to increase enrollment or to help students take more courses each term. But without data, there is sometimes needless debate about whether a program is working for these purposes. At Southeast Missouri State University, for example, the administration had questioned whether the distance learning program was really helping the university serve students at a distance, or whether it only helped students who lived on or near campus.
Starrett and Rodgers (2003) discovered, however, that more than half the students in the program were from outside the county and less likely to be served by the university without these courses. Their findings helped reinforce the case that faculty development aimed at improving online instruction should be continued as a way of enabling the institution to serve students across its service area.
Some studies also provide guidance about the kinds of teaching that can help improve retention. The Bielema-Keel study quoted earlier included the finding that, in courses using the CMS to improve teaching, students were more likely to predict that they would take additional courses and finish a degree at the university. At your institution, studies could also track students to see what they actually do: Is retention improved when students take courses where the CMS is used to support the seven principles of good practice?
Data from studies can also be used to suggest policies to improve retention. For example, a study by Henke and Russum (2001) of IBM staff members receiving online training first showed that work schedules were responsible for some attrition. If students who were forced to drop out were given a second chance to resume study at the same place—but on a different schedule—they might rejoin the course and finish it successfully. IBM did implement the new policy and follow-on studies showed this solution was indeed increasing student retention and success.
Question #4: Controlling Costs How can we use our course management system to help control costs?
A CMS costs money and time, but it can sometimes be used to support change in academic programs that in turn save money or reduce stress on faculty and staff. Evaluation can play two roles: It can discover opportunities for such savings and it can provide evidence of whether savings have been achieved.
For example, Pope and Anderson (2003) report on how the University of Pennsylvania analyzed the costs of its departmental laboratories for undergraduate engineering students. Their study of the operating costs of those old labs provided guidance for reorganizing lab instruction. The steps included using a CMS to provide equipment training, safety training, and administrative support. This use of the CMS reduced time demands on faculty and graduate students, while also freeing them to spend more time on coaching students on engineering ideas.
Many studies provide evidence that specific, CMS-enabled program changes do reduce costs. Henderson, Brown, and Meyers (2003), for example, found that the same investments in course design that had aided course quality also helped cut the costs of developing and teaching those courses. One of the largest collections of such evaluated projects was supported by the Center for Academic Transformation ( www.center.rpi.edu). These projects, which focused on reducing operating costs and which often used CMSes, usually were able to produce substantial savings in per-student costs. However, the analyses did not include costs of operating the CMS and other institution-wide operating costs.
Question #5: Lowering Barriers How can faculty identify and lower barriers to desired CMS use by students?
Suppose a faculty member wants students to collaborate online. Faculty members we have talked with over the past few years have identified more than 40 different reasons why at least one student in a course might not work effectively with other students online. Some of the barriers relate to technology (e.g., Internet connectivity problems, etc.), but most of the barriers relate to other attitudes or other non-technical factors in the course (e.g., student d'esn't believe collaboration will help that student learn; directions for the assignment weren't clear to the student, etc.).
The good news is that many of these barriers are easy to remove if the faculty or institution knows that the barrier is hindering a student's work. One way out of this problem is for faculty to survey students about factors that may be making it difficult or impossible for each of them to do group work online.
The findings from these five kinds of studies can guide efforts to increase the benefits of a CMS. Help your institution learn more about the CMS it's already using—with the results, you can guide future adjustments and improve your CMS.
Bielema, C. B. and Keel, Robert O. (2003), "MyGateway Student Survey: FS 2002." Available online at www.umsl.edu/technology/mgwhelp/mgwinfo/MGEVALRpt-fs02.pdf.
Chickering, Arthur and Zelda Gamson (1987), "Seven Principles of Good Practice in Undergraduate Education," AAHE Bulletin (March).
Ehrmann, Stephen C. and Milam, John (2003), "Flashlight Cost Analysis Handbook," Version 2.0, Austin, Texas and Takoma Park, Md.: The TLT Group.
Henderson, Tom; Brown, Gary; and Meyers, Carrie. (2003), "Using Instructional Design to Improve Online Courses and Control Costs," F-LIGHT, May. Available online at www.tltgroup.org/resources/f-light/2003/May.html.
Henke, Harold and Russum, Joanne (2001), "Factors Influencing Attrition Rates in a Corporate Distance Education Program," originally published by the United States Distance Learning Association, November 2000, in Education at a Distance Journal, XIV:11. Updated June 11 and published online at www.usdla.org/html/journal/NOV00_Issue/story03.htm.
Pope, David P. and Anderson, Helen L. (2003), "Reducing the Costs of Laboratory Instruction through the Use of On-Line Laboratory Instruction," Flashlight Cost Analysis Handbook, Version 2.0, Austin, Texas and Takoma Park, Md.: The TLT Group.
Starrett, David A. and Rodgers, Michael L. (2003), "Faculty Development in Instructional Technology Helps Extend Access to Instruction at Southeast Missouri State," F-LIGHT, February. Available online at www.tltgroup.org/resources/F_Eval_Cases/Starrett.htm.
The TLT Group, "Resource Page on The Seven Principles of Good Practice," available online at www.tltgroup.org/seven/Home.htm.


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How to Build a Chicken Coop
Chickens can be a valuable addition to any urban homestead, hobby farm, or budget-friendly household. But to keep chickens safe and comfortable, a coop is essential. Knowing how to build a chicken coop can help you provide a proper home for your flock.
Why Chickens Need a Coop
A chicken coop is more than just a quaint decoration or kitschy structure. A chicken coop provides…
- Shelter from inclement or stressful weather, including rain, snow, wind, or sun
- Protection from predators and nest raiders like raccoons, hawks, rats, and snakes
- Comfort and privacy for nesting or roosting hens to improve their productivity
- Dedicated space for the flock to eat and drink so their diet can be monitored
- Easier options for caring for the flock, studying behavior, and collecting eggs
While a small flock in a protected location with mild weather may not necessarily need a dedicated coop, the benefits of a chicken coop can improve the welfare of any backyard flock.
Elements of a Good Chicken Coop
A good chicken coop is more than just a simple building. There are many different coop styles, sizes, and designs, but all provide perches and nesting boxes for the birds. An outdoor run gives the chickens a safe space to explore, and secure fencing keeps the flock safe from predators. A good coop will be appropriately sized for the number of chickens in the flock, and will have features to protect the birds' health, such as proper ventilation, adequate light, and easy means for cleaning up droppings. Some coops are permanent structures, while smaller designs may be mobile so they can be moved between different positions to protect the ground and give chickens more stimulation. There is no single coop design perfect for every flock, and it is important to build a coop that will best suit your individual birds.
Options for Building a Coop
Anyone can build a chicken coop, depending on their carpentry or handyman experience as well as the complexity of the coop design. Ready-made coops or pre-made kits are widely available, or you can design your own coop from scratch using new or recycled materials as desired. Free chicken coop building plans are also available online, or more detailed plans can be purchased.
Depending on the size, style, and materials, the project may cost as little as $100 or could cost $1,000 or higher. Simple coops could be built in a weekend, while larger or more elaborate designs may take several weeks to finish. It is best to examine several different coop designs to choose the one that will work best for your flock. Take care, however, not to overestimate your building skills before beginning the project or your chickens could be left without proper cover and it can be more expensive to hire a contractor to correct coop problems.
Tips for How to Build a Chicken Coop
There is great flexibility when building a chicken coop, but considering different factors before beginning can help you not only choose the best design for your flock, but also be sure you build it correctly.
Choose a good location.
A chicken coop should be in a level area, ideally with some shade such as under a deciduous tree. Placing the coop near a well-traveled area, such as closer to the house, will also provide more protection, as predators will be less likely to approach the coop. Avoid areas with poor drainage as wet or muddy ground can cause problems for chickens. Similarly, avoid areas that are prone to high winds that can create excessive winter chill.
Provide enough space.
Chickens need 2-3 square feet of space per bird inside the coop's house, and at least 4-5 square feet of space in an outdoor run area. Larger or more aggressive breeds may require more space, while smaller birds or smaller flocks can make do with more limited coops. Ideally, a larger coop will not only accommodate more birds, but will help reduce aggression and squabbling. Be sure the coop includes plenty of space for food and water as well.
Use rot-resistant lumber.
Cedar and redwood are excellent choices for building a chicken coop, but they aren't the only options. It is best to avoid pressure-treated woods, however, which may have used toxic chemicals that could be dangerous for the chickens. The roof could be metal or there are other building materials that can be used for chicken coops.
Build the frame first.
Building the coop frame first will give you a better understanding of the project's scope and the overall size of the coop. This will help you make any necessary adjustments to the plan or design to better suit your space and your flock's needs. Outline where the fence will be situated, and consider a concrete foundation underneath the coop's building to make cleaning droppings faster and easier.
Elevate the enclosure.
Raising the coop's house a foot or two above the ground will help protect roosting chickens from predators, and will make it easier to clean beneath the coop. This is especially critical if the coop has a grate floor to improve how feces can be removed. A gentle ramp can give birds easy access to the structure, and the ramp should have good grip or treads so the birds don't slip as they go in and out.
Provide windows.
Chickens need natural light to thrive, and a good coop will have ample windows or a skylight. At least some of the windows should be able to open to provide ventilation to help with respiratory conditions as needed. Additional vents near the coop's roof will also help with ventilation and temperature control, but the coop should not be drafty.
Provide proper chicken furniture.
A well-designed coop will include ample perches for every bird to use and stay off the ground, as well as properly-sized roosting boxes for the hens. This will also make egg collecting much easier, and the birds will more comfortable and at ease.
Use proper fencing.
Every chicken coop needs a sturdy fence to keep the chickens protected and safely contained. The best fencing will depend on the chicken breeds, and part of the fence should be buried to help deter digging predators. A strong gate with easy hinges and a secure latch should also be part of the coop's fence.
Consider storage space.
Add more functionality to your coop and make it easier to care for your flock by including storage space for tools and extra feed. This convenience will make it easier to take care of the chickens, as well as monitor your supplies and know when restocking is necessary.
Be Creative!
While the chickens' needs and the functionality of the coop should be your first priorities, you can also have fun with building a chicken coop. Consider matching the design to the structure of your home, or using bright, fun colors or flowering window boxes for a pop of personality. Adding rustic signage – the chickens' names, "Fresh Eggs" or other whimsical sayings – can also be a cute touch. Consider unconventional structures such as repurposing a children's playhouse or a doghouse, or design the coop in a fun ways such as a silo structure, church theme, or other unusual shape. So long as you create a structure that will safely shelter your flock, you can build a chicken coop in any way you please to have fun and bring joy to you and your chickens.


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Crash Rated Bollards
In the event that a crash rated perimeter is required, Hercules Fence offers several different styles and options for Crash Rated Bollards. Specifically, Hercules Fence can provide "fixed" bollards and "removable" bollards. We offer a wide variety of styles — from simple a painted steel bollard and ranging to a decorative stone cover. At Hercules Fence we can manufacture any type of bollard you might need, as well as provide a Crash Rated Bollard system.
Crash Rated Bollards are used for but not limited to Department of Defense installations, High security areas, Military Bases, Private Corporate Facilities, Industrial manufacturing facilities, Utility Installations etc.
Please call a Hercules Fence specialist to assist with your Crash Rated Bollard requirements.


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More News
Top Reasons to Get a Freestyle Libre What the Freestyle Libre represents and its function are entirely new concepts in the world of monitoring glucose levels. Not only does the convenience factor help boost the benefits of a Freestyle Libre, but it is also more affordable than most continuous glucose monitors (CGM) and provides greater […]
learn moreBest CGM 2020 Whether you've been living with manageable diabetes for a while or have just learned of your new health condition, maintaining healthy glucose levels can be a real task. However, as technology advances, it becomes easier and easier to manage living with diabetes. The newer and more updated CGM technology advances, the more […]
learn more*Fingersticks are required for treatment decisions when you see Check Blood Glucose symbol, when symptoms do not match system readings when you suspect readings may be in accurate, or when you experience symptoms that may be due to high or low blood glucose.
Reference 1: Data on file. Abbott Diabetes Care. 2, FreeStyle Libre 14 day User's Manual
Indications and Important Safety Information
FreeStyle Libre and FreeStyle Libre 14 day Flash Glucose Monitoring systems are continuous glucose monitoring (CGM) devices indicated for replacing blood glucose testing and detecting trends and tracking patterns aiding in the detection of episodes of hyperglycemia and hypoglycemia, facilitating both acute and long-term therapy adjustments in persons (age 18 and older) with diabetes. The systems are intended for single patient use and require a prescription.
CONTRAINDICATIONS: Remove the sensor before MRI, CT scan, X-ray, or diathermy treatment.
WARNINGS/LIMITATIONS: Do not ignore symptoms that may be due to low or high blood glucose, hypoglycemic unawareness, or dehydration. Check sensor glucose readings with a blood glucose meter when Check Blood Glucose symbol appears, when symptoms do not match system readings, or when readings are suspected to be inaccurate. The system does not have alarms unless the sensor is scanned, and the system contains small parts that may be dangerous if swallowed. The system is not approved for pregnant women, persons on dialysis, or critically-ill population. Sensor placement is not approved for sites other than the back of the arm and standard precautions for transmission of blood borne pathogens should be taken. The built-in blood glucose meter is not for use on dehydrated, hypotensive, in shock, hyperglycemic-hyperosmolar state, with or without ketosis, neonates, critically-ill patients, or for diagnosis or screening of diabetes. When using FreeStyle LibreLink app, access to a blood glucose monitoring system is required as the app does not provide one. Review all product information before use or contact Abbott Toll Free (855-632-8658) or visit www.freestylelibre.us for detailed indications for use and safety information.html. . FreeStyle, Libre, and related brand marks are trademarks of Abbott Diabetes Care Inc. in various jurisdictions. Other trademarks are the property of their respective owners. ©2018 Abbott. ADC-09691 vLO 10/18
*The FreeStyle LibreLink app and the FreeStyle Libre 14 day reader have similar but not identical features. Fingersticks are required for treatment decisions when you see Check Blood Glucose symbol, when symptoms do not match system readings, when you suspect readings may be inaccurate, or when you experience symptoms that may be due to high or low blood glucose.
The FreeStyle Libre 2 app and the FreeStyle Libre 2 reader have similar but not identical features. Fingersticks are required for treatment decisions when you see Check Blood Glucose symbol and when your glucose alarms and readings from the system do not match symptoms or expectations
‡‡‡Based on the sensor being replaced once every 14 days, and scanned at least once every 8 hours.
§§§Glucose readings are not available during 1-hour warm-up, when sensor is too hot or too cold, when you see an error or "LO" or "HI" message, or no current glucose reading


text: After Andy was talking to Foxie one day,the concept of this comp was formed. As Andy has been busy with school and sport,TwoUtes had kindly donated his time to put this banner together. Its just about getting more kids out on the water and enjoying this great sport that we are involved in,so get busy everyone,grab those cameras,and get out there.


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