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Dreamers are mocked as impractical. The truth is they are the most practical, as their innovations lead to progress and a better way of life for all of us."
Welcome to my home.Please feel free to explore the website,if you are looking to view and follow up
my recent activities checkout:
Join me on github.Anything to everything I do is open source and always available for you.
I am a huge coffee lover.Its always good for my health.
I am an opensource and community speaker.You can find me speaking at some or the other meetup.
Some of my projects
An awesome list of Kubernetes resources
I have created an awesome list of Openstack resources.
Some of my work on Raspberry Pi.
Setting up your complete infrastructure on cloud premises using Infrastructure as a Code


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I have designed a display board having RADEON E4690 graphics processor, it is of XMC standard & having x8 PCIe communication link. I have installed ATI Radeon driver for windows XP downloaded from AMD website in my test PC. When I am booting in windows XP ( service pack 3) sometimes the system is hanging & blue screen error is coming (refer to the attached screen shot for the blue screen error). I checked in linux ( Fedora 17) also, there no such problem is coming. I suspect that it may be a driver issue or something related to AMD processor. Kindly assist me to slove this issue.
Sayantan Ghosh
(email: firstname.lastname@example.com)

subset: commoncrawl


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Global Talent Stream Now Available in Quebec
The Global Talent Stream is now available to employers in the province of Quebec, allowing them to hire certain skilled foreign workers quickly with a two-week processing time standard for applications.
The Global Talent Stream, first presented in June, is a piece of the legislature of Canada's Global Skills Strategy, an action intended to encourage access to extraordinarily specific outside specialists keeping in mind the end goal to advance Canada's financial development and occupation creation. It is likewise part of Canada's Temporary Foreign Worker Program.
The two-week preparing standard additionally applies to open work licenses for going with companions/precedent-based law accomplices, and study grants for going with wards, if pertinent.
Businesses in Quebec would now be able to profit by the Global Talent Stream's streamlined procedure to enable them to employ individuals with specific abilities or fill empty positions for popularity occupations. The news is probably going to be generally welcomed by businesses over the area, especially in the region's city of Montreal where tech organizations are consistently vigilant for ability, both in Canada and abroad.
The Global Talent Stream offers need preparing of utilizations; adaptable enrollment necessity's and quicker work allow handling so organizations can get the ability they require when they require it. This helps organizations in Quebec, and somewhere else in Canada, rapidly scales up or create particular abilities to be more inventive and manufacture their skill. Thusly, organizations can put once more into Canada through responsibilities, for example, learning exchange, interests in abilities and preparing, and opening ways to construct a more extensive and more assorted Canadian workforce in these exceptionally gifted businesses.
To apply, innovative Quebec companies will be able to turn to one of three partners designated by the Quebec Ministry of Immigration, Diversity, and Inclusion: Investissement Québec, Montréal International, or Quebec International. According to a federal government statement, these organizations have excellent knowledge of the entrepreneurial and business community in Quebec and are already working with the government of Quebec in terms of talent recruitment. Alternatively, Quebec employers can also submit applications for positions on the Global Talent Occupations List. This list of occupations was developed in collaboration with all provinces and territories, including Quebec.


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UNRWA Green School a Khan Younis, Gaza (Palestina)
The building is the first of a series of schools which are being designed as part of a wide UN programme; supported by UNRWA, the project will be funded by the Islamic Development Bank and the Kuwait Fund for Development. The school will be located inside a Palestinian refugee camp and will be built following sustainability and energy autonomy criteria.
UNRWA, Kuwait Fund for Development, IDB
2011 – In corso
$ 2.200.000
MCA Architects – Arch. Mario Cucinella con Arch. Giulia Pentella
Prof. Brian Ford – University of Nottingham, Architetture sostenibili b&a associate, ManensTiFS, artec AMBIENTE S.r.l., Building Green Futures, Marna Design – Arch. Rashid Abdelhamid


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Beef Stew & Taro
This is my first attempt to make a cooking video....needless to say, the quality if aweful. At one point the zoom lens got stuck and it went downhill from there!!
This is a pretty basic recipe for beef stew but I wanted to try adding taro. I remember having taro in my stew a long time ago at uncle Bobby and aunty Noe's house and have always wanted to try it again. It was just as I remembered it... you gotta try!!
Posted By: Frank Abraham
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Already Voted! | 1 people have saved this recipe
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Prep Time: 15 | Cook Time: 2.5 Hours | Ready In: 2.75 Hours
Ingredients: Print Add to cart
- 3-4 lbs Stew Meat or Cut Up Chuck Roast
- .25 Cup Oil
- 1 Onion
- 1 Bunch Celery
- 1.5 Tablespoons Hawaiian Salt or Ono Hawaiian Seasoning
- 2 Large Cans Whole Tomatoes
- Larg Box Beef Broth (3-4 Cans)
- 1 Med Package Baby Carrots
- 2-3 Russet Potatoes
- 1 1b Taro (I used pre-cut/cleaned taro)
- flour & water mixture (optional if you like your stew thick)
Cooking Process:
- Heat Oil in Large Pot
- Add Beef and Brown
- Add Onions & Celery
- Add Beef Broth & Canned Tomatoes and Bring to Boil
- Simmer on med to med-low Heat for 2 hours or Until Meat is Tender
- Add Potatoes, Taro & Carrots
- Simmer for 20 Minutes
Order Hawaii Cooks With Taro Cookbook
how to serve:
Serve over rice or with a bowl of ice-cold poi!!!
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Reviewed on: Feb 16, 2015 By


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Toronto businesses find creative ways to reduce their waste
While the city struggles with some materials, business owners are taking the lead
Some Toronto businesses aren't happy with the way waste is being dealt with in the city, so they've come up with their own solutions for recycling and composting.
For Eric Chao, owner of Parka Food Co. on Queen Street W., that meant figuring out a way to deal with take-out containers, many of which aren't recyclable in the City of Toronto.
"I started out with a mission to make vegan food accessible and easy to obtain," said Chao.
"I was very shocked to find that coffee cups, for instance, or any poly-coated paper is not recyclable by the city. However I was even more shocked to find out that it technically is recyclable, but just that the city is not able to do it at this time."
- Most people don't know black plastic isn't recyclable in Toronto
- Coffee cup tax proposed in the U.K. | Reduce, Reuse, Rethink
Hoping to lower his environmental footprint, Chao went looking for a solution and found Urban Street Organics, a company that collects recycling and composting from businesses all over Toronto.
By using Urban Street Organics, Chao now doesn't have a garbage can. The only options at his restaurant are recycling or composting.
The trouble with coffee cups
"Most things can be recycled," said John Ciocioiu, who started Urban Street Organics after noticing that many offices don't have proper waste management systems like compost.
Ciocioiu provides green and blue bins to companies and then collects their waste at night.
He works with smaller sorting companies who are able to recycle the products that larger ones can't. When it comes to coffee cups, they're taken to a sorting facility and then the different elements are broken down.
The city isn't able to do that, says Rob Orpin, interim general manager of Toronto's solid waste management services. The main reason, says Orpin, is there isn't a market large enough to deal with the amount of poly-coated containers Toronto produces.
"When companies come forward and they say,'Yeah, we're able to recycle cups,' they'll maybe be able to take on 10 pounds as opposed to the 200,000 tonnes" that the city requires, said Orpin.
Compost used to feed farm animals
Composting contamination is another issue the city deals with. It's spent millions on awareness campaigns explaining what goes in the green bin, but still non-organics end up inside.
For Maizal Tortilleria Inc., a company that supplies organic corn tortillas to restaurants all over Toronto, it was important that all organic waste goes back to its roots.
Saqib Siddiqi and his partners in the company also own a farm.
"Any food waste we produce gets taken back to the farm where it's composted, and whatever is feasible for animal feed goes to the chicken and the ducks," said Siddiqi.
Last year, they diverted more than 5, 440 kilograms (12,000 pounds) of food waste.
Although it would be easier to opt into the city's compost services, Siddiqi says there's a risk that the food scraps could get contaminated with things like plastic and end up in the landfill instead.
"There are more people that want to get interested [in what we're doing]," said Siddiqi.
Siddiqi and his partners are currently exploring ways to make the farm composting option safe and feasible for other restaurants in the city.
To encourage thoughtful and respectful conversations, first and last names will appear with each submission to CBC/Radio-Canada's online communities (except in children and youth-oriented communities). Pseudonyms will no longer be permitted.
By submitting a comment, you accept that CBC has the right to reproduce and publish that comment in whole or in part, in any manner CBC chooses. Please note that CBC does not endorse the opinions expressed in comments. Comments on this story are moderated according to our Submission Guidelines. Comments are welcome while open. We reserve the right to close comments at any time.


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Giving Voice to Distance Learners: Methodological Decisions and Challenges
Mark Brown, Dublin City University, Ireland, Helen Hughes, University of Bristol, United Kingdom, Lorraine Delaney, Dublin City University, Ireland
This paper is set against the backdrop of growing concerns about retention and completion and reports on the experiences of distance learners using an innovative video diary approach to data collection. Video diary reflections were submitted by a purposive sample of 20 online/distance learners each week over a period of up to 16 weeks. Data were analysed using a thematic analysis method following the general principles of a phenomenological approach. Many of the key decision points in undertaking this type of research are described along with some of the methodological challenges and limitations. The lived experiences of first-time distance students are a complex phenomenon. The paper reports some of the main findings and reflects on alternative ways of studying the student experience along with the imperative of doing things better for this group of learners.
Abstract in Spanish
Este trabajo se enmarca en el contexto de la creciente preocupación existente sobre la retención y la conclusión, y detalla las experiencias vividas por los estudiantes a distancia mediante el uso de un innovador enfoque de recopilación de la información basado en videodiarios. Se pidió a una muestra intencionada de 20 alumnos online/a distancia que enviasen sus impresiones, recogidas en videodiarios, cada semana durante un periodo de hasta 16 semanas. La información se examinó utilizando un método de análisis temático siguiendo los principios generales de un enfoque fenomenológico. Se describen muchos de los puntos clave de decisión a la hora de abordar una investigación de este tipo, junto a algunas de las limitaciones y desafíos metodológicos encontrados. Las experiencias vividas en el caso de los estudiantes a distancia primerizos son un fenómeno complejo. El trabajo detalla algunos de los principales hallazgos y reflexiona acerca de maneras alternativas de analizar la experiencia del alumno junto con el imperativo de hacer las cosas mejor para este grupo de estudiantes.
Keywords: Distance learners, lived experience, phenomenology, retention and completion, video diaries
Online learning has enabled many institutions to explore ways of widening access to higher education to diverse and geographically dispersed learners. In 2013 it was calculated that in the United States, 34% of all higher education students now take at least one course online (Allen & Seaman, 2014). In the 2014 Babson Survey, Allen and Seaman (2015) report the rate of increase in online enrolments continues at rates far in excess of those of overall higher education. Furthermore, Massive Open Online Courses (MOOCs) from some of the world's elite universities has been a step-change, which has given online learning greater credibility as a mainstream activity. However, the exponential growth of online students is juxtaposed with the retention and completion problems that have plagued distance learning ever since the first correspondence courses in the 19th Century (Dede; cited in Waldrop, 2013).
There is growing concern internationally about enhancing student success as the return on the public investment in higher education comes under greater scrutiny. In New Zealand, for example, a recent Ministry of Education (2014) report on the higher education sector claims that distance delivered courses, defined as 'Extramural offerings, with an online e-learning component have far lower completion rates than other delivery modes (see Figure 1). Although the term e-learning is open to interpretation and this study raises a number of unanswered methodological questions about the validity of the data, Figure 2 taken from the report compares yearly completion rates for part-time undergraduates for New Zealand's largest distance education provider, Massey University, with the Open University in the United Kingdom (UK).
Massey University is a dual mode provider – that is, it offers distance (extramural) education along with internal courses on three campuses throughout New Zealand. In contrast the UK Open University only offers courses by distance and is a truly open university. On the surface the figures for Massey compare favourably with the UK Open University, although the report notes that 'when we adjust for course level and do not focus on a particular group of students, Massey University and the Open University have comparable extramural course completion rates' (Ministry of Education, 2014, p.30). Nevertheless, an earlier study on the problem of retention found that at the Open University only 22% of undergraduate distance students completed their study within eight academic years (HEFCE, 2009). This study raises its own methodological questions about the definition of distance learners, and it needs to be noted when undertaking international comparisons that the method of determining retention, progression and completion rates vary according to country.
That said, annual OECD (2013) league tables published in Education at a Glance show that New Zealand consistently performs poorly in student completion, with a rate of 66% reported in 2011 for Type A Education (degree level) in comparison to 79% for the UK. Notably, the completion rate for the United States is even lower with 64% of Type A students, which compares with an OECD average of 70% for all member countries. Putting aside differences in how individual countries define and collect these data, the level of concern over retention and completion rates for online/distance learners is well-justified and clearly higher education institutions need to do more to support student success.
However, there are no magic bullets (Tinto, 2006-2007). Moreover, Simpson (2003) cautions against a 'goulash' approach whereby institutions try lots of interventions that might work but, meanwhile, fail to focus on the most important things and cannot ever discover what is working best. It also needs to be noted that the problem of enhancing retention is often framed around promoting student engagement from an institutional definition rather than from a student perspective. In this respect, we need to bear in mind that we know from the literature on the study of retention and completion many soft factors influence student engagement and the field is particularly complex (Zepke & Leach, 2010). For example, the factors that attract students to online and distance education, such as greater flexibility over pace and place of study, are often the same factors which can lead them to struggling and withdrawing.
It is also noteworthy that typically distance students who choose to study off-campus have very different backgrounds from campus-based students (Baxter, 2012; Poskitt, Rees, Suddaby & Radloff, 2011). In the developed world, generally speaking, the background demographics of distance learners indicate they are more likely to be over the age of 25, women or from a lower socio-economic group, returning to study after a break, and/or working part-time or full-time. While we know quite a lot about the background of distance learners, the concept of student engagement has many different faces and there is a significant gap in the literature in understanding the experiences of these learners from their own perspective. The study reported in this paper sought to address this gap in order to better understand what it means to be an active and engaged online/distance learner. In so doing the research raises a number of methodological issues about how to do things better which are outlined in the discussion below.
The Study
The study was framed to address the sub-theme of 'learner support and development' and the following guiding research question identified from a Delphi analysis of the field of Distance Education (Zawacki-Richter, 2009):
What skills, supports and processes are required by learners in the new ICT distance learning environments to ensure successful learner outcomes?
The methodology was anchored around Design-based Research involving a mixed method approach over three phases:
- Phase One involved an audit of current institutional services and resources supporting distance learners at Charles Sturt University (Australia) and Massey University (New Zealand).
- Phase Two involved the recruitment of a sample of first-time distance learners at Massey University and a pre and post semester survey to establish their goals, intentions and backgrounds.
- Phase Three was the major component of the study, which involved gathering the lived experiences of 20 first-time distance learners, in their own words, using weekly video diaries for data collection.
The overarching methodology of Design-based Research served as a guiding beacon for the development of key principles for enhancing educational outcomes for online/distance learners. Design-based Research has received increasing attention from researchers in education for its iterative and integrative qualities (Reeves, 2006). It aims to make a grounded connection between research and real-world contexts. The methodology can be thought of as seeking to develop best practice in complex learning environments through the incorporation of evaluation and empirical analyses, from which multiple entry points for various scholarly endeavours arise (Anderson & Shattuck, 2012).
Phenomenological inquiry
Under the umbrella of this methodology, the study employed a phenomenological approach during Phase Three to explore the 'lived experiences' of first-time online/distance learners, in their own words, over their first semester of study at Massey University, New Zealand (see Brown, Keppell, Hughes, Hard, Shillington & Smith, 2013). Importantly, in this study 'distance education' is defined as study undertaken by students who are primarily off-campus and involving online learning.
Although subject to considerable debate over the years, the classical phenomenological approach was conceived by Husserl (1859-1938) and advanced as a scientific method in the field of psychology by Giorgi (1985). This philosophical perspective aims to provide insights into understanding human experiences by producing deep descriptions of these experiences while people undergo and live through them. As distinct from divergent fields of interpretive hermeneutic phenomenology advanced by Heideigger (1889-1976), and staying close to Husserl, Giorgi adopted Merleau-Ponty's (1962) four criteria for 'descriptive' phenomenology: description, reduction, essence and intentionality.
In this pure or classical definition the first characteristic of phenomenology is 'description', which means focusing on the things themselves. In other words, phenomenology is concerned with describing things as one experiences them by placing a person's experience at the centre of any investigation. The second characteristic of phenomenology is 'reduction' or 'bracketing' by the researcher who needs to temporarily suspend taken for granted assumptions and presuppositions about phenomena so the things themselves can be returned to at an appropriate time. The researcher is said to employ a reduction when they begin to analyse the descriptions but during this stage they need to stay close to what is given to them in all its richness and complexity, and restrict themselves to making assertions which are supported by appropriate intuitive validations. However, although the description of individual phenomena is interesting in its own right, the researcher usually comes to a point where they want to say something about the class the phenomenon is a part of. In classical phenomenology the literature talks about seeking the essence of something, which refers to the core meaning of an individual's experience of any given phenomenon that makes it what it is. The final characteristic within a phenomenological study is 'intentionality', which maintains that there is an inseparable connectedness of the human being to the world to which they belong.
Importantly, recent critiques and contemporary interpretations of phenomenological inquiry argue that there is no pure phenomenology and methods cannot be formalised into a series of technical procedures. Thus, in many respects doing Phenomenology was more of a philosophical commitment by the researchers to a particular line of inquiry. Mindful of Post-Structural critiques of Phenomenology (see Stoller, 2009), the study drew on the general tradition of phenomenology rather than the any pure definition or strict criteria in developing a 'reflective prompt' data collection protocol, and data analysis techniques, appropriate to the research question and particular sample.
Sample Selection
The first challenge in studying a group of first-time distance learners is identifying a sample of prospective students before they have formally registered. This is not an easy task. Nevertheless, the importance of doing so is that we have growing appreciation of how the decisions prospective students make in the initial period of the study lifecycle can significantly influence their chances of success (Simpson, 2004). In our case to obtain a sample of first-time distance learners we had to rely upon access to institutional data from people who had formally expressed their intent to register. For ethical and internal institutional reasons it was not possible to source the sample through an independent communication channel, although such an approach may have been more successful in locating people much earlier in the study lifecycle. This remains an interesting methodological challenge in designing this type of study and potentially biases the sample by excluding people who discontinue before completion of the formal registration process.
Prior to the start of Semester 2 in 2011, with approval from the University's Human Ethics Committee, enrolment data was obtained for 750 students studying via distance for the first time. The method of recruitment was by email from the Project Leader to all potential participants at the point when their registration had been approved. The invitation included a Participant Information Sheet, which fully explained why students might consider recording video diaries for the purpose of research.
In total, 144 students volunteered to participate. This was a larger sample than anticipated and to acknowledge the high level of interest in participating in the study, and to add another valuable dimension to the research, these students were invited to complete an online questionnaire on their initial experiences of being a distance learner (Phase Two). Based on the survey responses, coupled with demographic data, 20 students were purposefully selected to participate in the main study (see Table 1). In selecting this sample the intention was to broadly represent the diversity of first-time distance learners. The profile of diversity was informed by a demographic analysis of the University's distance students during the 2010 academic year. Selection criteria included: gender, age, ethnicity, geographic location, mode of study (distance i.e. fully online to off-campus students or blended which involved a mix of online and face to face sessions), level of study (i.e. how many courses/papers the student had registered for), subject of study, entry qualification (i.e. prior or current experience of tertiary study on-campus; 'degree papers' indicates some successful higher education already completed), employment status and whether or not the student had any dependents.
Male (7), Female (13)
Under 25 (4), 25-29 (4), 30-39 (6), 40-49 (4), 50-59 (2)
None (11), One (1), Two or three (5), Four or more (3)
Pakeha / European (12), Māori and/or Pasifika (8)
City/Town close to a Massey campus (11), Other urban town (3), Remote (4), Overseas (2)
Distance only (17), Mixed mode (3)
Total papers (courses)
Undergraduate: One (6), Two (6), Three (0), Four (6); Postgraduate (2)
Business (8), Humanities (6), Education (3), Sciences (3)
Prior education
High school (8), Diploma (2), Degree papers (5), Degree (5)
Full time (11), Part time (3), Casual (1), None (3), Full time carer (2)
Important Methodological Decisions
This section expands on some of the methodological decisions and challenges associated with researching the student experience whilst endeavouring to maintain a strong sense of the learner's voice. In particular, it describes some of the issues and decision points that arose from adopting a phenomenological approach to data collection and analysis. As outlined above, Phenomenology is concerned with describing events as one experiences them by placing a person's experience at the centre of any investigation. Put simply, the role of the researcher in phenomenology is to understand the essence of something as experienced by the participant. Of course, the challenge is to undertake phenomenological inquiry whilst seeking to avoid bias in any interpretation through the researchers' own theoretical lens. It needs to be acknowledged that no researcher can be entirely neutral and this remains an inherent flaw with phenomenological inquiry.
Of the many methods and techniques of gathering qualitative data, some are more suited to phenomenology than others. Methods with a closer affinity to the approach include interviewee narratives, participant observation, and reflective diaries, to name a few. The current study was partially inspired by a method designed by Cashmore, Green and Scott (2010) who gathered video diary data with undergraduate students at the University of Leicester. They provided participants with small, hand-held video cameras and asked them to submit a minimum of a five-minute video diary on a weekly basis. In an attempt to minimize interventions during the data gathering process, students were informed that they could focus on any topic, theme or concern that they perceived was important to their lives and their student experience. However, amid their commitment to free-flowing ethnographic data collection, Cashmore, Green and Scott (2010) acknowledged wide variation amongst participants with some submitting five minutes every fortnight and others submitting more than 20 minutes every week.
Mindful of the challenges associated with managing and making sense of free-flow video diary data, the research team for the Massey study considered a number of options of how to gather participant contributions in a way that ensured enough consistency in the questions and experiences being explored, whilst remaining true to the intent of trying to understand what it means to be a first-time distance learner from a student's perspective.
In trying to strike a balance between structure and free-flow the study also drew on the 'Day Experience Method' employed by the Learning Landscape Project at the University of Cambridge (Riddle & Arnold, 2007). This project had in turn been informed by the 'Experience Sampling Methodology' from the behavioural sciences (Hektner et al., 2006). The aim of the Learning Landscape Project was to minimize recall distortion by encouraging participants to provide detailed accounts of their daily experiences over time and capture the ebb and flow of these experiences as they occur in situ. Riddle and Arnold therefore asked participants to diarise the answer to five pre-specified questions (What time is it? Where are you? Who are you with? What are you doing? How do you feel about it?) when prompted via text message every 30 to 90 minutes between 8am and 10pm on three separate days.
After considering the pros and cons of various data collection methods we devised a 'Reflective Prompt' protocol that provided some structure but also maintained an element of individual free-flow expression. The protocol requested that each participant would upload at least one five-minute digital video file per week via a secure website (Moodle) to which only the Research Assistant had access. Within 48 hours of a participant uploading their video file, the Research Assistant would transcribe the video data before responding to the individual participant via the project email account (In Your Own Words). The original intention was that the email would contain an amiable yet emotionally detached greeting followed by a set of 'reflective prompts' designed to trigger reflections for the participant's next video diary. In other words, all participants would be encouraged to reflect on their online/distance learning experiences by prompting their thoughts with personalised 'fish-hooks' that were based on each individual trajectory, as it emerged over time.
The 'Reflective Prompt' framework aimed to uphold the general principle that phenomena should be allowed to present themselves with minimum influence or imposition from the researcher. Therefore, the framework was structured as follows:
- Prompt 1: What's on your mind at the moment?
- Prompt 2: Fish-hooks for learning-related experiences
(e.g. You mentioned an assignment was due. How did that go?).
- Prompt 3: Fish-hooks for support-related experiences
(e.g. You mentioned waiting for an email response. Any news on that?).
- Prompt 4: What's on your plate next week?
However, during the first few weeks of the study it became increasingly apparent that many of the participants were forming a close bond with the Research Assistant. It was quickly apparent that the 'Reflective Prompt' framework and video diary interventions along with the weekly email exchanges with the Research Assistant were having a potentially significant impact on the student experience. The Research Assistant had inadvertently become a default point of contact with the institution and potentially this role was having a positive impact on their sense of belonging as a first-time distance learner. After discussing this situation amongst the research team, and consulting with the University's Ethics Committee, we did not believe it was appropriate to reduce the level of interaction with the participants or depersonalise the reflective fishhooks.
Data analysis
A considerable amount of rich qualitative data was collected from all 20 participants during the first six weeks. Originally the research was intended to explore just the first few weeks of study but after realising the positive impact the intervention was having on participants they were given the opportunity to continue until the end of semester. Although continuation of the video diaries beyond the initial six weeks was not part of the original plan as we were primarily interested in the initial stages of the study lifecycle, it was considered potentially unethical to cease data collection at this point. Moreover, we had already learnt from the participants that the provision of student support was crucial beyond the first few weeks of study.
Eight participants chose to conclude at this point, while 12 opted to continue for sixteen weeks – that is, until after the examination period and official end of semester. In total, including this extended period, more than 22 hours of video data were collected, which provided rich insights into the student experience. In order to accurately tell the student's story of their lived experiences of being a first-time distance learner, we employed a six-step thematic analysis (Braun & Clarke, 2003). The six steps are described below:
Familiarizing yourself with the data
This step recognises that it is vital for a researcher to immerse themselves in their data to the extent that they are familiar with the depth and breadth of the content. Throughout the study, the Research Assistant transcribed video files within 48 hours of receipt, which was a process that achieved almost 'real-time' immersion. Importantly, the researcher did not attempt to thematicise the data at this stage.
Generating initial codes
This step sought to identify and code particular data that appeared relevant to the research objective. Although data can never be coded in an epistemological vacuum, the aim was to discover meanings in the data whilst remaining open to unexpected interpretations. The end of this step was a series of meaning units still expressed in the participant's own everyday language.
Searching for themes
This step is where elemental units of coded data were combined to form overarching candidate themes. While we found that some units did not collate naturally with other units nothing was abandoned.
Reviewing themes
At this stage of the process it became evident that some candidate themes did not have enough data to support them. Other candidate themes were better collapsed to form one theme. This was an iterative process that helped us over the course of the semester to more clearly identify the emergent themes.
Defining themes
This step involved identifying the 'essence' of what each theme was about by returning to collated data extracts and connecting them together. Of course the problem here is that raw data (i.e. the participant's story) was transformed at this point by our interpretation, which we could not avoid being influenced by our own stories. Nevertheless, to remain true to telling the participant's story we sought validation of the full transcripts and endeavoured to share our interpretations with students. The question remains whether the participants truly validated their own data by engaging in this process. Although we had limited control over this aspect of the methodology, wherever possible we tried to use direct quotes as part of larger extracts to encapsulate the full context.
Producing the report
It is important that any written analysis provides a concise, accurate and interesting account of the story that the data tells. To this end we attempted to share enough data extracts to demonstrate the prevalence of each theme, whilst also providing an analytic narrative of discoveries that related to the research questions. Again the challenge during this stage was maintaining the integrity of the participants' stories within our larger analysis of the meta-story. This issue became more difficult as time elapsed in reporting the findings and the research team became more distant from the original data.
Reflecting on Key Findings
The lived experience of first-time distance learners presented itself as a complex phenomenon involving a dynamic process of personal adjustment to study amid enabling and inhibiting triggers. We have chosen not to report on the findings in any great detail as they have already been described at length in other publications (see for example, Brown, Hughes, Keppell, Hard & Smith, 2013). However, three points are noteworthy. Firstly, in terms of preparedness to meet the academic and emotional demands of learning by distance, more than one third of participants were returning to study for the first time since secondary school after an interval of more than a decade. From within this sub group, the majority struggled to find effective study techniques to meet the demands of university-level study. Notably, few students knew about or took advantage of the support services available for first-time distance learners. This period prior to study therefore represents an 'at risk period' to the extent that the decisions and actions prospective students and institutions take, or do not take, can influence successful outcomes which impact on all parties. Recognising that things can go wrong, and endeavouring to ensure that students know in advance where and how to source support, are of critical importance as, once study begins, the logistics of sourcing support amid the pressures of everyday life may overwhelm new distance learners.
Secondly, a significant period of risk was identified in the second half of semester when the majority of participants began to question their ability to complete their programme of study. During this period, students often resolved to study fewer units (modules) per semester or concluded that online/distance education did not suit either their approach to learning or their lifestyle at that point in time. This second at risk period highlighted the misperceptions that most students began with concerning the flexibility of studying from a distance. Those for whom learning actively took place amid a sustainable study routine that accounted for predictable as well as unpredictable distractions, and who developed study-related relationships in a digital environment fared best. In the face of adversity, this strategy allowed participants to maintain a resilient attitude.
Lastly, there is a 'chicken-or-egg' debate over what comes first: the preference towards an inherently 'lone wolf' approach among learners who choose to study by distance; or failings among distance education providers to establish connectedness with and between their students. The insights gained from the sample of first-time distance learners suggest that institutions could do more to challenge student's self-sufficient conception of what it means to be a distance learner. It is not enough to rely on chance that they will take opportunities to interact with teachers, peers and academic support staff – or even find necessary levels of learning support from people in their immediate vicinity with whom they enjoy an established sense of relatedness.
The role of teachers in building social confidence and shaping the social culture of a digital learning environment (Jones, Ramana, Cross & Healing, 2010) is worthy of further study. Additionally, the use of video diaries to support reflective practice for teachers and to explore how teachers foster a sense of belonging for first time distance learners are among topics which represent fertile ground for future research.
This study has described how we sought to document the lived experiences of first-time online/distance learners as seen from 20 participants over a 16-week period. There is, to our knowledge, no other study that has described using the same video diary methodology the lived experiences during this key transition in the study lifecycle. In this paper we have focussed on some of the methodological lessons and challenges of doing things better in studying the student experience. Amongst other things this line of research has helped us better understand why the participants chose to enrol via distance learning, which was largely because of circumstance rather than by design. The study observed that only a minority of participants – all with more active and deep learning orientations – spoke in a consistently positive way about the joys of online/distance learning. In contrast, the majority of participants reported notable periods of isolation and despair. They spoke consistently about their first semester as a challenge during which they had struggled to balance study with other work and family demands.
In summary, this research has contributed to new knowledge on two fronts. Firstly, the study has helped to identify some of the methodological challenges of doing better research on the student experience from a learners' perspective. A recent analysis of the literature shows that research on learners and student support services remains a priority area for further investigation (Bozkurt, et al., 2015). Secondly, the study has helped to personalise the problem of retention to real people and share the voice of distance learners, which in turns underscores the imperative of why institutions, teachers and support staff need to do things better for this unique and increasing group of students. We have a moral imperative to ensure that all students irrespective of background or study mode are prepared for success as higher education helps to transform lives and societies.
- Allen, I. and Seaman, J. (2014). Grade Change: Tracking Online Learning in the United States. Wellesley MA: Babson College/Sloan Foundation. Available from: http://onlinelearningconsortium.org/publications/survey/grade-change-2013
- Allen, I. and Seaman, J. (2015). Grade level: Tracking online education in the United States. Babson Survey Research Group and Quahog Research Group, LLC. Available from http://www.onlinelearningsurvey.com/reports/gradelevel.pdf
- Anderson, T. and Shattuck, J. (2012). Design-Based Research A Decade of Progress in Education Research? In Educational Researcher, 41(1), (pp. 16-25).
- Baxter, J. (2012). Who am I and what keeps me going? Profiling the distance learning student in Higher Education. In The International Review of Research In Open and Distance Learning, 13(4), (pp. 107-129).
- Bozkurt, A.; Akgun-Ozbek, E.; Yilmazel, S.; Erdogdu, E.; Ucar, H.; Guler, E.; Sezgin, S.; Karadeniz, A.; Sen-Ersoy, N.; Goksel-Canbek, N.; Dincer, G.; Ari, S.; Aydin, H. (2015). Trends in distance education research: A content analysis of journals 2009-2013. In International Review of Research in Open and Distributed Learning, 16(1), (pp. 330-363).
- Braun, V. and Clarke, V. (2003). Using thematic analysis in psychology. In Qualitative Research in Psychology, 3, (pp. 77-101).
- Brown, M.; Keppell, M.; Hughes, H.; Hard, N.; Shillington, S.; Smith, L. (2013). In their own words: Experiences of first-time distance learners. Final Report 2012. Dehub Report Series 2013, Armidale, NSW, Australia: DeHub, University of New England.
- Brown, M.; Hughes, H.; Keppell, M.; Hard, N. and Smith, L. (2013). In their own words: Student stories of seeking learning support. In Open Praxis, 5(4), (pp. 345-354). Available from http://www.openpraxis.org/index.php/OpenPraxis/article/view/87
- Cashmore, A.; Green, P. and Scott, J. (2010). An ethnographic approach to studying the student experience: The student perspective through free form video diaries. In The International Journal of the First Year in Higher Education, 1(1), (pp. 106-111).
- Giorgi, (1985). Phenomenology and psychological research. Pittsburgh, PA: Duquesne University Press
- Hektner, J.M.; Schmidt, J.A. and Csikszentmihalyi, M (2006). Experience Sampling Method: Measuring the Quality of Everyday Life. London: Sage.
- Higher Education Funding Council for England (HEFCE) (2009). Part-time first degree study: Entry and completion. Available from http://webarchive.nationalarchives.gov.uk/20100202100434/http://www.hefce.ac.uk/pubs/year/2009/200918/
- Jones, C.; Ramanau, R.; Cross, S.; Healing, G. (2010). Net generation or digital natives: Is there a distinct new generation entering university? In Computers and Education, 54(3), (pp. 722-732).
- Merleau-Ponty, M. (1962). Phenomenology of perception. London & New York: Routledge Press.
- Ministry of Education (2014). Extramural students' participation and achievement: Trends, patterns and highlights. Ministry of Education, New Zealand. Available from http://www.educationcounts.govt.nz/publications/ict/145699
- Organisation for Economic Co-operative and Development. (2013). Education at a glance: Key findings. Paris: OECD.
- Poskitt, J.; Rees, M.; Suddaby, G. and Radloff, A. (2011). Engaging with university at a distance: The differences in levels of student engagement among extramural and campus-based students. In A. Radolf (ed.), Student engagement in New Zealand's universities, (pp. 70–76).
- Reeves, T. (2006). Design research from the technology perspective. In J. Akker, K. Gravemeijer, S. McKenney & N. Nieveen (eds.), Educational design research, (pp. 86-109). London: Routledge.
- Riddle, M. and Arnold, M. (2007). The day experience method: A resource kit. Retrieved from http://www.matthewriddle.com/papers/Day_Experience_Resource_Kit.pdf
- Simpson, O. (2004). The impact on retention of interventions to support distance learning students. In Open Learning: The Journal of Open and Distance Learning, 19(1), (pp. 79-95).
- Simpson, O. (2003). Student Retention in Online, Open and Distance Learning. Kogan Page, London and Stirling Va.
- Stoller, S. (2009). Phenomenology and the Post-Stuctural critique of experience. In International Journal of Philosophical Studies, 17(5), (pp. 707-737).
- Tinto, V. (2006-2007). Research and practice of student retention: What next? In Journal of College Student Retention, 8(1), (pp. 1-19).
- Waldrop, M. (2013). Campus 2.0. Nature, 495, (pp. 160-163).
- Zawacki-Richter, O. (2009). Research areas in distance education: A delphi study. In International Review of Research in Open and Distance Learning, 10(3), (pp. 1-17).
- Zepke, N. and Leach, L. (2010). Beyond hard outcomes: 'soft' outcomes and engagement as student success. In Teaching in Higher Education, 15(6), (pp. 661-673).


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Many things are way too precious to throw away. Besides that, Unzer Esser is of the opinion that every human being has an environmental responsibility.
A rapid growth of clothing waste all around the world reflects the impact of the fast pace of fashion trends.
The time has come to extend the second-hand conceptin order to reduce unnecessary waste and protect our environment. Upcycling is the perfect way to take action against the throw away mentality of our society. Big fashion companies that promote environmental protection do part of the job, but even you can easily contribute by supporting them.
That's why our bags are created from tough, recycled marquees.
Since upcycling and recycling always reduce the amount of waste, there is no question over their effectiveness. Both processes transform something old into something new.
The difference between upcycling and recycling is that upcycling allows for the production of any possible product, where as recycled products follow a similar product path as the original.
However, in contrast to downcycling, upcycling increases the products quality and value.


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Daily Archives: "July 20, 2017" →
It wouldn't be the same without him!...Read More →
Beyond devastating. ...Read More →
John SCHMIDT of Walkerton, formerly of Mildmay, at Walkerton Hospital on Tuesday. He was 90. Beloved husband of Dolores for 69 years. Dear father of Michelle and Gary Napper, Loralea and Brian Weiler, Lois and...Read More →
Lillian 'Lil' GORDON (nee Bayley) of Hanover, formerly of Mount Forest at Hanover Hospital on Tuesday in her 101st year. Loving mother of Bette and Bob Mortley, Bill and Lesley, and Brenda and Dave Ginter. Missed...Read More →
Doreen FISHER of Hanover, peacefully at Hanover Care Centre on Wednesday. She was 82. Survived by sons Glenn Fisher of Hanover and James and Tracey Fisher of Ayton. Loved grandmother of Dennan, and Alissa and...Read More →
Brenda FOERSTER (nee Weltz) of Neustadt at Walkerton Hospital on Tuesday in her 65th year. Mother of Scott Foerster and Chris Park, Kim Foerster and Larry Reinhart, Jeff and Tanya, and remembered by their father Donald...Read More →
This looks bizarre, in a good way....Read More →
As my friend Eric says: "First The Great Gatsby, then Narcos, followed by Aquaman, and now Only the Brave. It's like the entire Vinny Chase (Entourage) filmography coming true. For the love of Ari Gold...Read More →
Pink Just Shared A Photo Of Her Kids That's Causing Major Drama On Instagram....Read More →
In the video Kevin appears to be chatting to two women in a car at 5 am outside a Miami Beach hotel. ...Read More →


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HPN Global adds Southern California Area Sales Rockstar to the team
Edgardo has over 20 years of experience in the Hospitality Industry. Originally from San Jose, Costa Rica, Edgardo attended Costa Rica's National University before relocating in 2001 to San Diego, CA where he started in the hospitality industry at the Grand Colonial Hotel as a Front Desk Agent. Edgardo held several positions in operations for over 6 years including Assistant Director of Rooms at the Doubletree Golf Resort in San Diego, CA. With an entrepreneurial mindset, Edgardo opened and operated a chain of tanning salons in the San Diego market for a little over 3 years.
In 2008 Edgardo continued in the Hospitality industry, this time in Sales where he held several positions in the San Diego and Los Angeles markets in the capacity of, Corporate Sales Manager, Associate Director of Sales, Director of Sales & Marketing to his most recent position as Area Sales Leader for Marriott Burbank and Seattle Airport, handling HPN Global Network.
Edgardo's biggest treasures, Savannah Ysabella (8) and Luka Brayden (5) are everything to him. Some of the activities he enjoys are riding his motorcycle, playing soccer, golfing and going to the beach.
Edgardo is fluent in Spanish and conversational in Portuguese. Edgardo and his family currently reside in Valencia, CA but will be relocating to San Diego within the next few months to get back to where the dream started 17 years ago.
Edgardo Barrantes
Vice President Global Accounts
email@example.com | 858.382.4636
Hospitality Performance Network Global


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When the sheer volume of tasks gets out of hand, ClickUp's advanced filtering options help you drill down to see the information you need.
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Quickly search through the Lists or Projects within the Space you're viewing. Searching filters tasks by keyword in two different ways:
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Hide the tasks you don't need to see by adding one or more of the following filtering options in List View:
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The HHCC's September 13th meeting will be an "away" meeting, hosted by a HHCC member who will also be providing lunch.
Attendees are encouraged to bring 2 balls of yarn to play with, of complimenting or contrasting color, equal in weight of 3 or 4 based upon the guidelines from www.yarnstandards.com, along with the appropriate crochet hook size for the yarn. The technique of double sided crochet will be demonstrated.
For those who would like to attend as guests of the HHCC, please contact the HHCC for driving directions PRIOR to the meeting date.
The HHCC's October meeting will return to being held at the Danbury Hospital.


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Social Entrepreneurship: Personal Empowerment towards Eradicating Poverty
By Paul Gill, 22 Aug, 2016
According to a study by the World Bank, the growing body of evidence proves the linkages between empowerment and effectiveness of the development on the society and personal grassroots level.
Personal empowerment by its very definition requires increasing our actual influence within our social sphere, whether we do so within our relationships our larger social context, as citizens or as consumers (Guy Winch)
Cattaneo & Chapman define personal empowerment as "…a process in which a person who lacks power sets a personally meaningful goal oriented toward increasing power, takes action toward that goal, and observes and reflects on the impact of this action, drawing on his or her evolving self-efficacy, knowledge, and competence related to the goal." They proposed a model of personal empowerment that describes an interactive process, which emphasizes the real world actions we take and the impact these actions have on our social relations.
Eradicating poverty is a joint process among people who form a community regardless of their social status. It's in personal empowerment that poor people can be involved in local cooperative initiatives and inter-community associations. Personal empowerment is essential in helping them improve their knowledge, skills and self-perception. One effective way to personal empowerment is by the utilization of social entrepreneurship. It does not only empower the poor but also gives strength to the economy.
This process of developing self-confidence and autonomy to the poor makes a personal and collective change on them. It gives them new hope and the chance to hold on to their abilities. If only more people would join social entrepreneurship initiatives to empower the poor, eradicating poverty is much easier. We may not notice it but poor people are the gems of society and inspiring them to work for a brighter future is really life changing.
Social entrepreneurship facilitated by Sonas in rural Cambodia is one concrete example of how personal empowerment leads to social and economic empowerment. They are passionately committed in honoring and dignifying women entrepreneurs for the purpose of creating an environment that manifests high potential of sustainability. Through handicrafts, permaculture and well-being projects, they're able to help the poor start anew and be responsible and empowered individuals.
Empowering people especially women is a big investment for the future. Sharing knowledge with them through trainings and mentorship on micro business stimulates their interest. By providing them seed capital, they can productively establish sustainable small-scale business that can somehow improve their lives and alleviate poverty. Training them and inspiring them to work for a brighter future build happier communities. With an empowered life, they are even more motivated to share their learning with others and spread happiness and create a 'multiplier effect'.
Success stories are not only for people who have high positions in business empires. Social entrepreneurship has already proven this point. Initiating social and economic development is a great leap that encompasses many benefits not just to entrepreneurs but also to the society. It promotes education, poverty reduction, health care, sanitation, and environmental development.
Fostering careers for the poor, especially women, allows them to have personal fulfillment. It's a big encouragement for them to be their own bosses and believe in their capabilities. The world needs more of this humanitarian movement. It's never a waste to support them and their passionate endeavors to work and employ their skills. Infinite possibilities for a better future await everyone if there's unity and cooperation in making social entrepreneurship possible.
Cambodia is a country of thriving people with good hearts and focusing on the empowering side of social business, they're gradually expanding their reach towards sustainability in villages like Prey Theat. Anyone can put their hands on this fruitful endeavor, especially the young generation can do so much in promoting social progress.
Social entrepreneurship is a positive solution to our worthwhile journey to eradicate poverty. It teaches people to be more productive even in simple ways. Sonas believes that poverty, unemployment, job loss and environmental problems are just small challenges compared to the big opportunities that social business offers.
Want to learn how you can get involved, visit www.sonas.org
Paul Gill, Co-Founder Sonas.org
Part 1: How to live a happy and abundant life—Sonas World's amazing Co-Founder (our newest partner) speaks to Une Écharpe – Une Vie
Happiness, albeit "true" happiness , not the feigned kind we muster when out and about and in front of people, seems an elusive thing. Some say, it's almost like a unicorn, in that it is so rare, or non-existent. This feature is about an amazing gentleman, who not only searched for his "unicorn" but chased it down. Be inspired! Read on to find out how one determined man who decided to pursue true and lasting happiness finally found it.
Happiness does not always mean "more"–it can be achieved with "less"
In a large, almost utopian Cambodian village nestled in the outskirts of Phnom Penh, the Sonas team of weavers begins their workday bright and early at 6am. After breakfast with his host family, Paul heads over to Sonas World's workshop to meet with his amazing team comprised of these inspiring women who weave the most sublime cotton scarves.
Before the team begins its workday, Paul gathers them together for the morning's words of encouragement. You see, like most successful corporations and enterprises Paul is a big believer that "happiness creates abundance". So before anyone sits in front of a loom, Paul makes it a point to infuse happiness into his team, by speaking life into these women weavers.
Since Sonas' inception in 2012, Paul has made it his life's mission to make a difference in the world. The word SONAS means "happiness" in Irish and "abundance" in Punjabi —and this amazing organization has always believed that "happiness produces abundance". From the beginning, Sonas has done the unimaginable—created a happiness index with the University of Oxford that measures happiness (wow!) and successfully proven that changing lives is about empowerment not charity, resulting in self-sustaining communities where poverty isn't a "thing" to be fought.
Empowerment is the word of the day and it is motivated by this happiness with which Paul lives his truth–helping to birth abundance and prosperity in the lives of others.
Sonas is passionately committed to dignifying and honoring local entrepreneurs, especially women, in rural Cambodia. Along with co-founder Keeva Murtagh, they have immersed themselves in these villages, inspiring women entrepreneurs and supporting them through training, funding and other resources that allow these women to connect with the global market for the goods they produce.
Une Écharpe – Une Vie has recently partnered with Sonas to develop a capsule collection of amazingly soft, cotton scarves in our very own inspired designs for Spring/Summer 2017, and we can't wait to share them with you soon!
The Path to Englightenment
Prior to Sonas, Paul worked as a civil engineer for a well-known Swiss corporation. His leadership position guaranteed him a hefty salary, which paid for his very comfortable and successful life. But, according to Paul, something was always missing.
"I always wanted to do something worthwhile. I felt that I needed to do something bigger–to help. So I became heavily involved in CSR (corporate social responsibility) programs for my company. I always wanted to do good and give back and at that time, this was how I pursued that."
Little did he know that his "aha" moment would come sooner than expected.
"At one point in my career, while living in London, I decided to do an executive MBA. This MBA had a CSR component that had us travel to corporations across the globe, in order to learn more about how they conducted their programs. On one particular trip, I and a team of nine others found ourselves in one of South Africa's largest slums located in Cape Town."
This trip would forever change Paul's life and become his profound "aha" moment.
"We were taken to what I like to call, "the world's smallest BnB", the home of a woman named Vicky."
Paul was no stranger to humanitarian work. In fact, in Canada where he's originally based, he joined developmental trips and visited the slums of India, but this stint in Cape Town was different–it would shock him to his core, in a way he least expected.
"Vicky took me to the rooftop of her home and said to me, 'Paul, I want you to look around and tell me what you see.'"
"I took a few moments and surveyed the entire area, about a 1-2 km radius and realized that I was looking at some of the happiest people I had ever seen. Colorful homes powered by solar panels, no less, had women sitting in groups crafting jewelry and laughing, kids playing outside while singing songs, using sticks from the ground as instruments. Everywhere I looked I saw happiness."
This life-changing moment was the beginning of Paul's quest for his own happiness.
People need to be empowered not pitied
Vicky, who later became one of Paul's closest friends, said to him, "I want you and people like you (ie. educated, well-off) to come here not to look down on us but rather see how resourceful we are. I want you to learn something from us, not pity us."
According to Paul, "There was a dignity and strength in Vicky's voice that I marveled at. She was happy and she was replicating this happiness all around her. I remembered all the colorful homes, solar panels and happy people surrounding her own, tiny, colorful house."
What Vicky told Paul next would forever alter how he saw poverty and the poor.
"Please don't give out anything in the streets, instead I need you to believe in people's potential. Believe in us."
"That's when it hit me," says Paul. "I felt ashamed, that I had come to this place with my preconceived notions of what the poor "needed" from us, from me. I was misinformed about the whole idea and notion of poverty and those "suffering" from it. That day, on top of Vicky's roof, I didn't impart anything to them, instead I realized that Vicky and her tight-knit community had taught me something. That was the day I learned about true happiness and from that moment on experienced a massive paradigm shift."
Leaving comfort to pursue happiness
Paul's visit to South Africa and his newfound friendship with Vicky was the catalyst that got the proverbial ball rolling.
"After that, I had a lot more questions about development work, aid and charity, and at that time came in contact with Professor Yunus."
Professor Muhammad Yunus is a Nobel Peace Prize winning Bangledeshi economist and social entrepreneur who fast became one of Paul's most important mentors. He is the author of the book "Creating a World Without Poverty". He's seen here, speaking at the recent World Economic Forum in Davos, Switzerland.
"Professor Yunus was the one who first introduced me to social enterprise or social business. He said to me, "Aid or charity cannot empower people. You cannot fight anything. There is no need to fight poverty, instead we should be talking about empowerment".
It was then that Paul realized that despite his beautiful and comfortable life he was not truly happy. He muses, "I would say to the people, if you give me 1% of your happiness, I would be happy. I saw that what would make me happy was if I pursued happiness by establishing a social enterprise, putting my corporate skills to good use in order to help change lives, thereby changing the world. It needed to start with me."
Tragedy turns into triumph
It wasn't long after his trip to Cape Town that Paul decided it was time to leave the security of the corporate environment and jump– feet first– into this life-changing idea of establishing a social business. But before he could do this–tragedy struck.
"Just as we were about to begin this work in earnest. We were given word that Vicky was murdered by her alcoholic husband. I was devastated. She was one of the people who inspired me to go down this path. She's only one of many unsung heroes, I feel, whose profound impact on my life only motivated me even more."
Paul's darkness quickly turned into hope when Vicky's brother urged Paul to carry on Vicky's message of empowerment. "With my friend Keeva, we continued on to found Sonas World."
The path towards social-entrepreneurial success
"I sought Professor Yunus' advice, he's one of my mentors, and asked him how I should begin this dream I had had in my heart for so long and here's what he said,":
- Surround yourself with like-minded individuals, come under the mentorship of someone you know and trust who has already done it. They can walk you through what you need to do, help you when you face challenges and be that encouragement when you need it most.
- You have to go there (wherever THERE may be) and immerse yourself in that community, that village, that tribe. You cannot know who you are helping unless you become a part of them, their situation and understand life from their eyes.
- Learn what you need to but most importantly, unlearn what you need to. Once there, you need to live among the community and learn all you can about them, who they are, what they do and how you can support and empower them. You also need to cast off your preconceived notions of who they are and what you think they need. Your job is to go and see if you can actually survive.
"I applied all of it, and in the midst of it understood what empowerment was really about."
According to Paul, " Because we have a lot of things, we "think" we've made it, that we are confident and successful. We allow this to define us.."
For Paul, confidence and success does not equal lasting happiness.
"At least for me, I realized that life wasn't about things, it's about people. And I was going to use my life not only to improve lives, to make others happy, but to pursue my own happiness by looking outside of myself, and giving of myself. It was in all of this that I found my own true, lasting happiness."
I asked Paul, "So, are you finally happy?" He answered, "Yes. I am extremely happy."
**Stay tuned for Part 2 of Paul's inspiring story. How to overcome your fears and invest in yourself…"
How can we change the world?
A few years ago, we had a vision to co create a social business that could empower families in developing countries. Through our development work in Asia and Africa, we had found that most of the development initiatives had failed and we were looking for the answers. We came across Ernesto Sirolli's great TED talk which inspired us to follow our dreams by creating micro enterprises in Cambodia.
Watch this short video that outlines our business model and we hope it inspires you to get involved by supporting some of our projects
Getting to know Cambodia
Our first week in Cambodia has been an eye opening experience into a wonderful and intriguing country. In order to try and understand the culture better we decided to visit the Killing Fields at Choeung Ek Genocidal Center which we found very chilling yet emotional. It was difficult to comprehend that during the time of the Khmer Rouge regime almost two million people were murdered.
We also visited the Tuol Sleng Genocide Museum also known as Security Prison 21 where civilians were brought to be tortured before they were transported to the Killing Fields. The museum was eerie and overwhelming as you got to see the portraits of many of the victims who were cruelly tortured and murdered by the Khmer Rouge. Despite such a recent and extremely brutal genocide, Cambodians remain a very gentle and good natured people and are willing to go out of their way to help you and make you feel welcome. Since we arrived, we have talked to several people who experienced the terrible genocide and it is clear that these events have left mental scars on much of the population. In many ways, the events have inspired people in Cambodia to look beyond the despair to take control of their own destiny and we have been lucky enough to meet such people.
We have met with families, students, single mothers, successful business women and men, disabled women, teachers, village chiefs, elderly men and women, all of whom have made a choice to change their lives and the lives of their communities in very positive ways. It is their dream to see more positive changes and growth in their country now and in the near future. They have chosen to take responsibility for their lives and in doing so have inspired their children, neighbours, students and us too.
that if we can find more of these honey badgers, then we can create a greater impact on the ground. However, we would love to find more honey badgers around the world who can support us with their skills, time or other resources. Please get in touch with us and let us know how you could help…we invite you to become a part of the honey badger tribe!!!


text: Succumb to the charm of the classic style of the Gauguin furniture collection, perfect for your hotel, restaurant, bar or cafe. It consists of medallion chairs and armchairs. All Collinet chairs are specifically designed to provide your guests with the highest level of comfort, security and durability, as well as an exquisite modern elegance. The furniture in the Gauguin collection is fully customizable according to the style of your high end establishment. You will therefore be able to choose the fabric and the legs that match your interior, for a perfect result. Manufactured in France, all Collinet furniture is sure to meet all of your expectations in terms of quality.


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Working the land with Agriculture Conservation Corps students.
The surrounding food forest during paw paw season.
If I must, I would be a clever hog.
Paul joins the Accokeek Foundation with 15 years experience cultivating organic and heirloom vegetables. He endeavors to seamlessly merge theatrical interpretation, historic preservation, and practical manual labor at the National Colonial Farm. Paul is simultaneously completing a doctoral degree in Education Policy Studies and Evaluation at the University of Kentucky (UK). His research is focused on the historic and contemporary intersection of sustainable agriculture and physical education/physical activity in the United States. Prior to this position, Paul served as Instructor of Philosophy and Religious Studies at Morehead State University; Coordinating Director of the UK Appalachian Center and Executive Director of Kentucky Heartwood, a not-for-profit organization and community of individuals dedicated to the health and well-being of Kentucky's native forests. Paul holds a BA from Hampden Sydney College in Virginia and a Master of Theological Studies degree with a social and environmental ethics focus from Harvard Divinity School. Paul is committed to the revalorization of agricultural manual labor. He enjoys cutting wood and carrying water…in character.


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Click the button below to add the #C 1 - C6 F/VF OG NH, complete set, minor gum problems, still a nice set to your wish list.
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text: On the level By: Joe Yovino February 11, 2010 12:50 pm William Beaudry, an excavator operator with BB Services Co., New Berlin, levels bricks on a demolition site in the 2700 block of Martin Luther King Drive in Milwaukee. BB demolished other structures there to make way for the planned King Drive Commons III development. (Photo by David La Haye) Share this:EmailPrintFacebookLinkedInTwitterGoogle Milwaukee New Berlin 12:50 pm Thu, February 11, 2010 The Daily Reporter - WI Construction News & Bids Joe Yovino tweet


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Greetings from the President
We are waiting for those of you who would like to study nursing to achieve your dream.
Yayoi Kamakura, President
Based on the humanitarian spirit of the Red Cross, doctors and nurses are dispatched to disaster areas to work as members of relief squads both in Japan and overseas.
We have adopted the fundamental principles of the Red Cross as our school philosophy to advocate humanitarian spirit. Thus, our education curriculum consists of five major concepts: human beings, environment, health, nursing, and the Red Cross. We provide courses including Disaster Nursing and Disaster Relief, which correlate with nursing studies in each area of specialization.
Medical providers are required to have a warm heart, calm and accurate judgment, and reliable skills. In order to meet such requirements, they need to have sufficient knowledge and powers of observation. These fundamental concepts are taught during basic nursing education, which leads to and develops actual nursing skills. Needless to say, more than anything, it is important that each student maintains the attitude to continue independent and active learning.
Please imagine yourself after graduation. You might be working as an emergency personnel member or talking and smiling to children in a pediatric ward. You will spend four years studying at our college to transform your dream into reality.
We are waiting for those of you who would like to study nursing to achieve your dream.


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Let me guess, you have been playing Thomas Joseph crossword and got stuck on the clue Bygone auto. Well, you have come to the right place to find the answer to this clue.
While some crosswords are much simpler than others, most require that players have a vast knowledge of the language and possibly even various topics. So while crossword puzzles are seen as a more intelligent game, they can be very frustrating for players to complete and even experienced crossword players need some help occasionally.
When finding the answers to the clues becomes too difficult, there's no shame in looking for them online.
Now you have the answer to your clue. Its time to move on to the next clue. You can browse through the list with all the answers to the Thomas Joseph crossword of February 16th, 2018. Or you can use the search form below to find the answer (no matter if its Thomas Joseph Crossword or any other crossword).
|Thomas Joseph crossword of February 16th, 2018 other clues
|1040 org.
|Hangs low
|Bridge charges
|Greedy one
|Jay-Z's genre
|Art inspirers
|"2001" computer
|Simple denials
|Clinic concern
|Very popular
|Lipstick slip
|Wide awake
|Caesar's land
|Smith's place
|Printer part
|Parking attendants
|Napoli's nation
|Manipulative bunch
|Massage targets
|Persia, today
|Office drudges
|Keys in
|Brewery sight
|Bro's sibling
|Research site
|Army bigwig
|Sardine holder
|Plopped down
|Yale rooter
|Annual visitor
|Coniferous tree
|Castle of dance
|Top story
|Deadly snake
|Scenic outlook
|Abel, to Adam
|Friend of Jerry and Elaine
|Hunting dog
|Employee group
|Foal's mother
|Singer Reed
We offer support and help with a wide range of crosswords and are guaranteed to make sure you complete everything; the site is also updated regularly to make sure that all of our answers are correct and to add more crosswords to the ever growing list.__IMAGE__
If there is any problem with the answer, please contact us! We will fix the problem.


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|Quest Started By:
|This is a shared task (1-6 players) whose purpose is to progress its grand task "To Kill a Thel Ereth Ril" (given by Alchemist Vaskerin).
It begins with Infiltrator Tesara in the zone-in area of the Sepulcher of Order (found off to the side in a corner near the entrance doors to the main part of the zone -- location -185, 70, 0).
In order to request it, you must first have completed the task "Dismantling the Order".
You say, 'Hail, Infiltrator Tesara'
Infiltrator Tesara says 'You have spoken to Alchemist Vaskerin? You know of the Alsa Thel? Good. I have discovered many ways to [disrupt] the plans of the Order within this sepulcher, while at the same time obtaining samples of thel that Vaskerin can use to construct weapons.'
You say, 'How do we disrupt them?'
Infiltrator Tesara says 'The Triumvirate draws followers from across the land. With the powers of each god and the worship of their followers, the Alsa Ril will rise and claim ownership of this world. Even now they strengthen the powers of the gods with their blood, and they breed armies to spread out over the land. But we can stop this. Will you undertake a [task]?'
You say, 'I'll undertake a task!'
Infiltrator Tesara says 'Good. Here is something you can do to disrupt the Triumvirate's plans.'
A task window pops up and offers a random one of 24 different tasks.
You have been assigned the task 'Illegal Mining'.
Infiltrator Tesara has asked you to disrupt the Triumvirate's plans.
Find the entrance to the Temple of Splendor in the northwest side of Sepulcher.
Mine the crystals, but beware of nearby creatures who may be alerted to your activities.
Mine the pure crystals embedded in the rocks 0/3 (Sepulcher of Order)
Travel to the far northwestern part of the zone (northwestern-most entrance to Sepulcher West) and use the "Resplendent Mining Pick" given to you to mine crystals in the rocks (three updates). Note: Clicking the pick causes all mobs within about 100 range to rush to your location.
NOTE: Only the person who requests the task gets a Pick. Since it's NO TRADE, that person is the one who has to do the clicks.
Report back to Infiltrator Tesara 0/1 (Sepulcher of Order)
You say, 'Hail, Infiltrator Tesara'
You have caused further chaos to the plans of the Triumvirate.
Note: This task has a 60-minute lockout timer.
150 platinum
Experience (approximately 1 AA at Level 95)
9 Alsa Thel Droplets
|Send a Correction


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Does anyone know what type of plastic the dash hull is made of. I am looking to try to anneal and old one to see if it can be softened up so not to be brittle. Two methods to try would be a oven with heating elements and a tank large enough to boil it in water, with water heater elements. The idea is to bring the part up to @ half the melting point of the plastic. This would anneal the plastic. It's a common practice with plastic parts after molding. It relieves stresses in the parts. So that's the reason for the question.
Any thoughts about this welcome.


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Hrab's Legal Department Responds
Ah, the plot thickens...Mr. George Hrab's legal department is now in the fray. Fortunately, they effectively bolster my case against CDBaby, and even hint that perhaps the distributor may not even be an actual baby.
With Mr. Hrab wisely choosing to align with my side of the case, things appear to bode badly regarding CDBaby's ability to deliver on the still unfulfilled special request I made.
With Mr. Hrab wisely choosing to align with my side of the case, things appear to bode badly regarding CDBaby's ability to deliver on the still unfulfilled special request I made.
Dear Rev. Ted-Sadly, CDBaby could have avoided all of this if they had at least attempted the happy face stickers. But that ship has set sail.
Greetings from the land of all things Geologic. In response to your
current class action suit, the legal department here at the Geologic
Headquarters for World Domination (GHWD) has been advised to clear up
a few details regarding the exchange betwixt you and the disc
distribution company currently called "CDBABY" (CDBABY).
Whereas the REQUEST for a signed, in drag photo with accompanying
note was sent to CD BABY, the sent card announcing the release of
Mssr.Hrab's latest and mostest disc entitled INTERROBANG was MAILED
from Geologic records and NOT from CDBABY. One of our hundreds of
chained indentured interns who troll the internet found the Very
Reverend's blog and decided to act on his request of their own
volition, and NOT after a prompt from CDBABY.
We feel that this is an important detail that ought not to be looked
over when considering the "facts" in the "case" against CD "Baby".
Far be it from us to shill for the corporate yuch machine that is
CDBABY. Screw those guys. Screw 'em with a big black nozzle.
We do recommend however, that you buy Mr. Hrab's latest and besterest
disc entitled INTERROBANG from CDBABY as soon as it is available.
Hey a buck's a buck.
Thanks, and keep on suin'.
Legally yours*
Prof. Whizzo J. Wollsocket, Esq.
*this is not a guarantee or offer, but a colloquial closing.
George Hrab


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Taylor Krublit
Edgewater Tempus is a school club that is a space designing and engineering club. Every year a proposal is sent in to be approved and then we move onto an international competition in Houston, Texas. Unfortunately, this is very costly and Tempus runs solely on donations from members, friends, ect. If you could even donate a little it would be much appreciated. Thank you. To space and beyond!
The Team: $0 TOTAL RAISED SO FARJOIN THE TEAM
Want to help Fundraise or Volunteer for this amazing Fundraiser? Join the Team


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Prosperity And Ethics
23 Jan 2018 01:17
If you are tired of looking at the rusty junk car that has been sitting in your garage for ages, it's best to eliminate it. You possibly can promote your junk vehicles in a day and junk car removal you can earn a good profit out of them, so, there's a method in which you'll be able to get rid of your junk automobile in a day. A red flag that the repair store you're trying out is just not a very good choice is whether or not or not there are automobiles in the garage being worked on and cars waiting in the parking zone to be introduced in. If the store is like a ghost town, you in all probability don't need to go there.The following step is to find a potential buyer within the car market who pays good cash for any automobile which are nonetheless good and promoting in print or online is one of the simplest ways to do it. Seasons affect mentioned market so it is simple to seek out people who can pay for automobiles which can be in demand throughout the mentioned season.There is a nice deal extra labor concerned with breaking a salvage automotive down into its particular person components, however when the worth of those elements outweigh the prices, used parts sellers will take them on. More commonly, junk yards will purchase vehicles that may have precious used elements and let potential patrons search their yards and remove the elements themselves.When you may have an previous rusty automotive sitting idle in your garage, you typically take into consideration the nice instances you have spent in the automotive. Particularly automobiles that should be outdoor loads need a variety of cleansing. However most of the time the very low cost various would really value much more in true phrases as there can be many instances when the automobile was off the highway ready for spare components or what ever.A lot of people just wish to get rid of what they see as ineffective junk. If you want to study a easy solution to get cash on your junk automobile while you have it eliminated without cost in 24 hours, then go to cash for junk cars now to get an on the spot quote and some money in your pocket. But persons are typically not aware of the truth that these scrap cars and be bought for cash, really I should say for good money.There's a tendency for this to occur with efficiency autos and this is the reason, potential purchasers need to be additional cautious. There aren't any laws stating that a seller has to divulge all of the details about the autos being sold, the truth that these autos have been cleared from a buy junk cars newark nj salvage title must be info sufficient.The battery supplies the power required in working the car's different electronics and units when the engine is turned off. Be sure to have those essential paperwork in hand earlier than calling a scrap auto elimination service. Scrap auto rates often fluctuate depending on the continuing scarp charges. Thus, make certain to verify a couple of days earlier than you plan to sell your unwanted car.Its also price noting that you have to inform your insurance firm in case you are meaning to run a car that has been subject to a automotive accident report. Unlike sellers whose prime motive is to earn a living, personal sellers have a lot of causes for selling an car. Should you have virtually any issues concerning where by as well as tips on how to employ junk car removal, you'll be able to email us at our webpage. Junk removal specialists might help you get organized and began on your spring cleansing by doing the heavy lifting for you and disposing of things safely and effectively.
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Opencast Way
51 km / 32 miles
The Opencast Way is a 32-mile circular walk around Scunthorpe utilising the Scunthorpe Ridge Walk and public footpaths through parts of the adjacent parishes of Bottesford, Messingham, Holme, Broughton, Appleby, Roxby cum Risby, Winterton, Burton upon Stather and Flixborough. The Ridge Walk traverses the old parishes of Crosby, Scunthorpe, Frodingham, Brumby and Ashby, now incorporated into the town of Scunthorpe. The route is titled after the method of extraction of the many and varied mineral deposits which was historically practiced in the Scunthorpe area, and in some instances still continued today. Typical examples are limestone, gravel, sand and, of course, the mineral synonymous with Scunthorpe, iron ore.
A route description is downloadable from the link below and contains a wealth of background detail about the past industries, geology and sites passed en route.
Publications, Badges and Certificates:
You can use the interactive controls to zoom in and out and to move around the map, or click on a path or a marker for more info.(interactive map help)
© OpenStreetMap contributors under Open Database Licence.
Rights of way data from selected Local Authorities.
Large scale digital mapping is provided by John Thorn.
At high zoom levels the route is indicative only.


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- About Us
- Our Work
- Financing Programs
Our Vision
Every low-income community has the chance to thrive.
Our Mission
The Local Initiatives Support Corporation (LISC) is dedicated to helping community residents transform distressed neighborhoods into healthy and sustainable communities — good places to work, do business and raise children.
LISC mobilizes corporate, government and philanthropic support to provide local community development organizations with:
The Result
We help create good places to live, work, do business and raise children.


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Welcome to the website of Aaron Kreuter, writer, graduate student, and canoe paddler.
Tag Archives: Poetry
Some Recent Publications
Poetry: "Cousinage: A Meet Cute" "Acid Trip in a Portapotty" "Cote Saint-Luc Road" Fiction: "Ninety-Nine" Creative Non-Fiction: "Toronto's (Not So) Jewish Suburbs" Review Essays: "The Terrible Bloom of What We Planted: Three Canadians Confront Israel/Palestine" Review of Jonathan Safran Foer's … Continue reading
Reading At Knife | Fork | Book
I'll be reading some poetry this Thursday, February 2nd, at the amazing knife | fork | book in Kensington Market, along with Jim Nason. Come on out! Doors at 6:30. AARON KREUTER Arguments for Lawn Chairs JIM NASON Touch Anywhere … Continue reading
Posted in Poetry, Reading, Uncategorized Tagged Aaron Kreuter, Arguments for Lawn Chairs, knife fork book, Poetry, reading Comments Off on Reading At Knife | Fork | Book
ABD (A Poem)
Here's a poem I wrote for David Huebert, on the occasion of him finishing his comprehensive exams. (For those who are not a graduate student themselves, or whose siblings, partners, roommates, or dog park friends are not graduate students, ABD … Continue reading
Summer 2014 Roundup
By all metrics, it was a terrible summer. War, environmental disasters, political hypocrisy, weaponized hatreds. In my own circumscribed world, however, there were some small successes, a few surprises, and a book deal. So, in no way taking away from … Continue reading
Posted in List, Publications, Uncategorized Tagged Poetry, Publications, Readings, Roundup Comments Off on Summer 2014 Roundup
What's On My Night Table
Hello. As part of the Institute For Things to do With Books' mandate to participate in things that have to do with books, here is my annual list of books that have piled up on my bedside table. Some of … Continue reading
Posted in books, bookstores, Fiction, List, Nighttable, Poetry, Uncategorized Tagged Anthologies, BMV, books, Collections, Fiction, Lists, Nighttable, Poetry, Spring Cleaning Comments Off on What's On My Night Table


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Orion readers write about their homeground
Hazel Stark
Kelly Ramsey
IN THE LAST BITTER DAYS of March, a coyote is found dead. Poisoned is the
speculation whispered outside the post
o;ce, and the Horn brothers named as
likely culprits. It's said they killed two
others with meat-baited grappling hooks,
and Bobby Evans's dog treed two fisher
cats near the old fort, where at dusk the
fire department burns the fields, smoke
gathering over the waters of the sound.
On spring's first warm night, we go
out in the rain to catch the spotted salamander migration. They're like slugs
with arms, crawling glacially, and their
white spots glow in the beam of our headlights. One Sunday afternoon we drive
east to Money Pond, where we find a great
horned owl who has appropriated an osprey nest. Through binoculars two yellow
eyes glare.
We're a ferry ride from anywhere, andtwo ferries from the Long Island town ofwhich we are technically a hamlet. Ourfive square miles are hemmed by rockybeaches and overrun with forest; in a weekor so, there will be hillsides of riotous daf-fodils. There are rumored river otter, themuskrat Paul saw last fall, and the deadsea turtle whose head decomposes in theschool yard.
Here, too, are the homes of the wealthy,
used only in our warmest months, whose
plumbing and power are managed by a
hardy, kind, and worried working class
of some two hundred souls. Dichoto-mies define us: summer people and year-rounders, island and mainland, rich and
poor. Our love of the place, often mistaken
for resentment, unites us—as does the
fear of decline. A family moves in, and
passing cars slow: something new, anything, brings a carnival glee.
I wake at four a.m. The rain has stopped.
I can hear the waves and the sound of the
tide buoy, like breath over the mouth of a
glass bottle. I'm far from my friends but
I can manage. Where I live, there's a hill
overlooking the sea where one can sit in
the grass, as if at the edge of the earth.
David O'Hara
WHEN I MOVED to Sioux Falls nine years ago, I came for the job — not
the place. I've always lived in the mountains; now I live on the prairie. People
sometimes call this "flyover country"
because there's nothing to see here, just
hundreds of miles of flat grassland that's
now growing corn and soybeans. If you
rush through, the place seems empty.
Click to subscribe to this magazine


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A man may have died as a result of a reckless or negligent security guard in Cobb County, Georgia. The security guard allegedly shot one man and injured another during a recent shooting. The shooting occurred in Austell, Georgia. Witnesses told responding police officers that the shooter was a security guard. They stated that the security guard shot one man after the two of them got into a fight. The other victim was injured by a stray bullet. The police found the victims in the parking lot of the apartment complex.
Class-action status sought for exploding-toilet lawsuit
A claim has been lodged against the maker of a toilet-flushing mechanism in the form of a lawsuit regarding exploding toilets. The claim asks for $5 million in damages. The malfunctioning toilets have been recalled by the federal Consumer Product Safety Commission. However, premises liability claims suits could ensue if any property owners have the defective toilets on the property and don't fix them.The defective toilets have led to 14 reports of lacerations and other injuries. One victim had to have 14 stitches as a result of an exploding toilet. The Flushmate III Pressure-Assist is the model that is subject to recall, and over 2 million of the products have been sold in the United States. The defective toilets have a water conservation device that causes the problem. The defective system involves products manufactured in 1997 through 2008.
Georgia Dome officials deny liability in man's falling death
A man died this week after he fell 45 feet from an upper deck of the Georgia Dome in Atlanta, Georgia, leaving his family with a potential claim for premises liability. The accident occurred during a football game between the University of Tennessee and North Carolina State University. It was only one day after another football fan died in a fall at a stadium in Houston, Texas. The accident victim was 20 years old. Witnesses stated that they saw the man drinking at the stadium before he fell over a railing. After he fell, Georgia Dome emergency medical technicians were called to the scene. The victim struck another fan when he fell, causing the second man to sustain facial lacerations.
Football fans sue NFL team for premises liability claim
Two football fans have filed a premises liability complaint after they were injured in the parking lot during a game last year. The game in San Francisco, California, was between the Oakland Raiders and the San Francisco 49ers. One victim was beaten unconscious by unruly fans while the other one was shot four times while attempting to give aid to the unconscious fan. The victims are filing their premises liability claim against the San Francisco 49ers and the security company that provides security for the parking lot area. The claim alleges that the parking lot was unsafe and that the team and security company had the duty to provide an environment that was free of fighting, gang activity and aggressive tactics of fans.


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Another card for the Christian Song and Music week that I'm about to attend this summer. This might be a card for our lovely pianist. He plays so beautifully and he manages every music genre that he's asked to play during these weeks. Gospel, classic, pop, big band jazz and just ordinary church music. I hope he'll like this card.
I've used a picture from internet. The note paper in the background is from Karen-Marie-Klip and it's called Ivory Notes from their Classic Collection. The paper that looks like real music sheet is from Panduro. The text says "Thank you".
I'm joining in with the Friday Sketchers Blog Challenge #102 with this card.
Celebrating The Victorian Era
20 hours ago


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How to Make Your Dreams Come True!
Post by: Stephanie in ONe step at a time organize yourself organizing Productivity serenity time management Uncategorized you are worth it
We all have dreams, but rarely do they come true. There is a little trick or two to make them happen. It is good to have dreams, along with this word is usually I wish or hope. You need to think a more concrete! If you have a dream make it into a goal and write out the steps to reach it:
Making Dreams a Reality:
- Make a list of goals/dreams. Ask yourself are they realistic and attainable? Keep the ones that are.
- Beside each goal write out the steps you would need to take to reach it. It can be one step or ten, write them all out.
- Choose one goal at a time and write down the steps into your planner/agenda so you are actively working toward them. You need to make time for the action part.
- When one goal is attained start on the next one and so forth. Make sure you choose the goals in an order that makes sense to the ultimate dreams. ie. buy a car, improve income and being in good shape are your goals, you need to improve income before purchasing the car.
- Review your goals every three months to see if they are still important to you. They are fluid and can change as we change and grow.
- At the end of each goal/dream Celebrate! Take time to live in the feelings and accomplishment. Be proud, happy, satisfied and excited. Take yourself to a movie, make a healthy meal for yourself, get your nails done do whatever makes you feel good!
When we make our dreams a priority through actions, they will come true. No there is no guarantee in life of the outcome but one thing is for sure; "Action may not always bring happiness, but there is no happiness without action." ~ Benjamin Disraeli
What are your goals for 2018? Say them outloud, be accountable to them!!
Thanks for stopping by 🙂
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