text:
Product Description
- Features our camo leather Evolution buckle strap
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- Features our 32 position length adjustment system
If you're looking for the "state of the art" bowhunting release this year, look no further. The jaws on all of the Hurricanes open when you depress the trigger, and close when you let up on the trigger. The Hurricane line utilizes a free-floating, self centering steel roller that does not slide over the jaws but rolls along the inside of the jaws. This new patented design makes these releases the smoothest on the market today. The Hurricanes also have heat treated jaws and triggers that are Teflon coated for years of dependable use. All can be adjusted for trigger pressure. On a 70 pound bow, the Hurricanes take only 3.5 ounces of pressure to fire the trigger.
Additional Information

subset: commoncrawl


text:
Tell a friend
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Arena rubber-studded sandals (189604)
Style notes
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text:
Nmap Development
mailing list archives
On Tue, Jan 18, 2011 at 01:57:36AM +0530, Vikas Singhal wrote:
Thanks Patrik. Sorry for the late reply..
I have incorporated the patch you mentioned. You are right.. some IOS (may
be old ones) require the 18.104.22.168.220.127.116.11.184.108.40.206.1.*5* for Copy operation
but the newer ones can work with IP address as "string" for tftpserver on
mib .220.127.116.11.184.108.40.206.188.8.131.52.1.*16* .
I have also done some verbose error throwing e.g if the community string is
incorrect etc.
As Fred mentioned.. we need 2 more things.. 1) Spoofing your ip to bypass
the SNMP access list and 2) TFTP Server in-built (asked by David as well).
1) I tried using the nmap Spoof function using -S option, it sends the first
packet spoofed but subsequest packets are sent from the real address, any
2) Will leave it for future enhancement as of now!
Nonetheless, the patched and tested script is attached for more testing! :)
So, Cisco SNMP-using users, is this a script that you will use?
I want to know if this is generally useful enough to include with Nmap,
or if there will be few enough users that it's better to just grab it
from the mailing list. Would you use it even if you have to set up a
TFTP server, or would you only use it if Nmap could automatically
collect the TFTP replies?
David Fifield
Sent through the nmap-dev mailing list
Archived at http://seclists.org/nmap-dev/
By Date
By Thread


text:
Current Concepts In Managing Chronic Gout
- Volume 26 - Issue 6 - June 2013
- 6735 reads
- 4 comments
As the serum uric acid falls into the therapeutic range, the total body urate can start to decrease but this process is slow unless the gradient is high according to Le Chatelier's principle. Perez-Ruiz and coworkers confirmed this in 2002.8 They noted that the speed of tophi resolution was inversely proportional to the serum uric acid level. Therefore, the lower serum uric acid is, the quicker the debulking of the total body urate will occur.
A Closer Look At Nonpharmacological Options For Gout
After making the diagnosis of gout and getting the acute flare under control, our job is not complete. The American College of Rheumatology guidelines recommend a multipronged nonpharmacological approach for all patients who have been diagnosed with gout.6 Among these are patient education, consideration of secondary causes of hyperuricemia and elimination of nonessential prescription medications.
Patient education about the disease as well as dietary and lifestyle modifications have been partially efficacious. Studies have shown a 10 to 18 percent reduction in serum uric acid with exercise and dietary modification alone. However, in patients with serum uric acid above 7 mg/dL, this is often not adequate to decrease the serum uric acid to under the target of <6 mg/dL.6,9 The reason for this is fairly simple. Ninety percent of uric acid in the body is from endogenous sources while only 10 percent is from exogenous sources. In other words, only 10 percent of the uric acid is from dietary purines and 90 percent is from tissue purine synthesis. That is why controlling gout by diet alone often fails, necessitating urate lowering therapy.
What About Secondary Causes Of Hyperuricemia?
It is also important that we consider secondary causes of hyperuricemia and seek to modify these when possible. Some of the most common secondary causes of hyperuricemia include obesity, diabetes mellitus, hypertension, hyperlipidemia, excessive alcohol intake, chronic renal disease and lead intoxication.9,10 Clearly, coordination of the patient's care with the entire healthcare team is critical to the success in addressing the secondary causes of gout. Often, specialists are maligning these secondary causes of gout and despite optimal treatment, the serum uric acid continues to be uncontrolled.
Several medications are associated with hyperuricemia. In a 2005 study, there was a 77 percent increase in relative risk for gout in men who were taking thiazide diuretics.11 This was true even after controlling for other risk factors associated with gout. Other urate elevating prescriptions include loop diuretics, niacin and pyrazinamide. In some situations, treating hyperuricemia may be as easy as discontinuing the offending medication. In consultation with the prescribing provider, consider elimination of any nonessential urate elevating prescription medications.
Key Insights On Urate Lowering Therapy
The American College of Rheumatology guidelines have identified four situations in which one should initiate urate lowering therapy.6 The first situation is having tophus or tophi present upon examination or imaging studies. The second is frequent gouty attacks defined as more than one acute attack per year. The third indication for urate lowering therapy is chronic kidney disease of stage II or worse. Lastly, patients with past urolithiasis should start on urate lowering therapy. Many of the patients presenting to my office with an acute gouty attack qualify for the initiation of urate lowering therapy. It is incumbent upon us either to treat the patient's hyperuricemia or refer the patient to a primary care provider or rheumatologist who will manage the patient's chronic gout appropriately.
Your article states that the goal is to reduce uric acid levels quickly. Previous articles that I have read from Podiatry Management indicate that reducing the uric acid level too quick can precipitate continued gout flares. Also, is it safe to state to patients that diet plays a small role in precipitating a gout attack since your article states that exogenous factors account for only 10%?
Please advise.Reply to this comment »
The article never suggests that reducing the serum uric acid quickly is the goal. In the article, I discussed how to properly titrate allopurinol up slowly to help reduce mobilization flares. I also covered the topic of mobilization flares in the section entitled, "What You Should Know About The Urate Lowering Therapy Paradox." It says:
"It is important to educate patients that paradoxically, the initiation of urate lowering therapy can trigger acute gouty attacks. This is thought to be secondary to the rapid decrease in the serum uric acid that causes a large change in the concentration gradient. This concentration gradient causes mobilization of the urate, which is thought to increase so-called "mobilization flares."
Therefore, one must utilize concomitant use of nonsteroidal anti-inflammatory medications when initiating urate lowering therapy. It is important to note colchicine (Colcrys, Takeda), given at 0.6 mg PO q.d. or b.i.d., is the only FDA approved medication for gout prophylaxis."
To address your second question, I think it is important to understand that the audience for this article was physicians, not patients. I do not believe it would be wise to downplay the importance of dietary modifications to your patients, but I also believe it is important that patients have a realistic expectation of what they can hope to obtain with dietary modifications alone. Patient education about dietary modifications can be effective without urate lowering therapy as long as the serum uric acid is under 7 mg/dL. If you have a serum uric acid of 7 mg/dL and you reduce the serum uric acid by 10% with dietary modification, the serum uric acid will still be a sub-therapeutic 7.3 mg/dL. I think it is extremely important that both patients and physicians understand this because in many cases, urate lowering therapy will need to be utilized in conjunction with dietary modifications.Reply to this comment »
As a podiatric surgeon and a gout sufferer, Ihave only one question. How does one ensure the serum uric acid stays below 6 mg/dl ( or 5 in UK )?
Lewis Stuttard
One of the main reasons why serum uric acid is persistently sub-therapeutic is inappropriate dosing of urate lowering therapy. For instance, in multiple studies, allopurinol is consistently under-dosed, resulting in sub-therapeutic serum uric acid levels.
If we assume that a patient is on an appropriate urate lowering therapy at the appropriate dose and that patient continues to be symptomatic, that is the definition of refractory chronic gout. Krystexxa is the only FDA-approved medication for refractory chronic gout.
I would encourage such a patient to seek out a local Krystexxa representative to find a physician in the area who is knowledgeable about Krystexxa.Reply to this comment »


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Curriculum Development and Implementation
Definition of Curriculum
The idea of curriculum is hardly new -
but the way we understand and theorize it has altered over the years - and
there remains considerable dispute as to meaning. It has its origins in the
running/chariot tracks of
International Dictionary defines it as "course content which is offered by an educational
institution". Oxford English Dictionary
defines it as "courses that are taught in schools or institutions of higher learning".
Franklin Bobbit (1918) (the Father of Curriculum) said that curriculum can be
viewed from two perspectives that is:
Franklin Bobbit (1918) (the Father of Curriculum) said that curriculum can be viewed from two perspectives that is:
- all the
experiences, directed or otherwise; planned or otherwise; which focuses on the
holistic development of the individual;
John Dewey (1916) in his book Democracy of Education outline curriculum "as efforts made to restructure society".
Tanner (1980) , curriculum is "all the preferably planned experiences which should be gained by pupils and the aspired learning outcomes of teachers and pupils. The two elements should be given serious consideration during the delivery of knowledge and skills to ensure that educational goals are achieved".
Schubert (1987) , said "specific aspects for reconstructing society including subject content learning concepts and tasks, planned activities, experiences and learning outcomes and local culture"
A useful starting point for us here
might be the definition offered by John Kerr and taken up by Vic Kelly in his
standard work on the subject. Kerr defines curriculum as, 'All the learning
which is planned and guided by the school, whether it is carried on in groups or
individually, inside or outside the school. (quoted
in Kelly 1983: 10; see also, Kelly 1999). This
definition contains two elements:
This definition contains two elements:
Learning is planned. An educational institution has to determine its goals
and think ways to achieve them;
Theoritical Foundations of Curriculum
Thus curriculum refers to all knowledge and skills which are planned and implemented in an educational institutions' it covers all subjects or course contents , learning outcomes to be achieved by both teachers and pupils and all the learning experience to be gained by pupils.
Therefore, learners needs. wants and interest are important elements that require consideration at the serious stage of planning, developing and implementing the teaching and learning process. Only when curriculum is capable of motivating and sustaining pupils attention and interest will learning takes place. Educators have to understand and operational various learning theories such as behavioral, humanistic and social as well as the cognitive, psychosocial and moral development theories to ensure the access of teaching and learning in the classroom.
Curriculum Models
It is the entity that contains several components e.g. target group, learning outcomes, educational experience and etc. which are inter-related. Two models will be discussed the 'objective model' and the 'process model'.
Objective Model
i) Tyler's Model
Modeled by Ralph W. Tyler born in Chicago, 1902-1944. A teacher who then received his Doctorate and became the Director of the Educational Research Department, Ohio State University. One of his research 'Eight Year Study" was on curriculum . In 1949, he wrote "Basic Principles of Curriculum". He died in 1994 of cancer.
Tyler's Objective Model
From the above, it can be concluded that Tyler's model is an 'ends-means model'. The reason being that the teaching product (ends) which is the aim of education (or better learning outcomes) have to be predetermined before the teaching method (means), for example collaborative group work, simulations, lecture, field work and so on. This is merely focused on the product (achievement of educational aims), thus other component like content, organization and evaluation are regarded as secondary in the teaching and process of learning as reflected in Tyler's statement. "objectives become the criteria by which materials are selected, content is outlined, instructional procedures are developed and tests and examinations are prepared. (Tyler, 1949:3)
Taba's Model
Hilda Taba (1902-1967) is an educator, teacher and a curriculum theorist confined to social science curriculum emphasizing on concept development and critical thinking. More inclined to progressive education and the ideas of progressivist like Dewey and Bode. Infact in her dissertation 'The Dynamics of Education' stressed the important of planned curriculum and was able to evaluate pupil's understanding using suitable evaluation tools. Interestingly, Taba was involved in Eight Year Study project with Ralph Tyler. As for Taba, she had seven components to show.
Taba's Model
The Strength of Objective Models
1. They are systematic because they consist specific implementation components or steps for achieving the predetermined educational aims.
2. The teaching objectives are clearly defined.
3. Thus, the content and teaching methods are more manageable and this facilitates evaluation.
Issues related to this type of Model
1. The curriculum seems to be centered around the educational aims predetermined by the curriculum designers. For this reason, both teachers and pupils do not have the opportunity to voice out the content to be taught and learnt as well as how to teach and learn it.
2. The teaching objectives are explicit implies that behavioral changes are objective, mechanical and measurable. In practice it may be difficult to identify the impact of a teaching experience within such a short time, that is immediately after the end of a lesson.
3. The teaching objectives involve the comprehensive and holistic evaluation of knowledge and skills. Therefore it is recommended that the knowledge and skills to be evaluated be broken into small units. And this will mean that the evaluation process will take a very long time to be carried out.
4. There is possibility that because the educational aims are predetermined, both teachers and pupils may ignore the learning that has occurred as a result of the interaction of teacher and pupils, pupils and pupils and pupils and resource. This happen because teacher are constrained and restrained by the predetermined educational aims.
Process Model
The Process Model stresses on teaching process and was funded by Lawrence Stenhouse (1926-1982). A renowned thinker especially in the area of educational research and educational development. A founder of Center of Applied Research in Education (CARE) in Esat Anglia University. Rather famous in the 60's and 70's for his efforts in enculturing research amongst teachers. He was the President of the British Educational Research Asociation (BERA). Some of his public works include:
i) An Introduction to Curriculum Research and Devlopment (1975);
ii) Research as a Basis for Teaching: Readings from the Work of Lawrence Stenhouse (1985).
Stenhouse's Model
According to Stenhouse, the teaching process has the following characteristics, which is:
i) active;
ii) dynamic;
iii) not something physical;
iv) involves the interaction between teachers, pupils and the knowledge to be disseminated.
The Stenhouse proposal
He considered curriculum as a form of content delivery (subjects, course and etc.) by educators (teachers, lecturers and etc.) to a target group (children, pupils, students etc.) in a specific educational institution (school, institution of higher learning). Certainly, the concerned parties are open to comments, critiques, recommendations and so on.
Stenhouse opine that when teachers entered the classroom to teach, they bring along with them not only a lesson plan of what they intend to deliver but also their personality, belief system, values and expectations about pupil achievement. All these will influence their interaction with their pupils, other teachers and their teaching materials.
Based on the above discussion, the curriculum should form the basis planning of a particular subject or course. It must also contain the following principles:
i) content selection - what to teach, what to be learn;
ii) selection of teaching strategies - how to teach, how to learn;
iii) making decisions about the sequence of content to be taught;
iv) implementation of curriculum in the different contexts; for example: school, pupils, environment and so on.
It should be remembered that the curriculum is a process which only outlines the teaching practice in an educational situation. It is not a "one size-fits-all" package suitable for every and any context. It is something which should be tested critically in their respective teaching context.
Learning outcome is obviously not a main characteristic of Stenhouse's Model. Teaching objectives and teaching methods are not predetermined. Instead, these are supposed to surface by themselves as consequences of the interaction between teachers and pupils. Additionally, pupils are not passive objects who only accept what is delivered by teachers. They should be given the opportunity to voice their opinions and views and subsequently determine the development of each lesson. Since interaction is given such great importance, the focus has then shifted from teaching to learning. With this, the learning process should be the top priority of teachers in the classroom.
So curriculum originates from the Latin word 'currere' means running. There's no absolute definition for curriculum. The theoretical foundations of curriculum are based on the findings of educationist and psychologist throughout the 20th century such as Bobbitt, Binet, Piaget, Vygotksy and Pavlov (1900-1940); Skinner, Maslow, Bloom and Tyler (1940-1960) and Erikson, Kohlberg and Bandura (1960-1980).
Educationist and psychologists are still finding ways to produce a curriculum which is responsive to the developmental levels and learning process of human beings.
The two types of Curriculum Models can be categorised into two types i.e. the Objective (Taba and Tyler) and Process Model (Stenhouse).
Tyler's Model (Ralph W. Tyler) consists of four components namely, objective, content, organization and evaluation, it is an end-model where teaching products (ends) is predetermined before the teaching method (means). The model focuses only on the achievement of the educational aims (products).
Taba's Model (Hilda Taba) contains seven components which outline implementation steps sequentially: i) diagnosis of needs; ii) development of objectives; iii) selection of content; iv) organization of content; v) selection of educational experiences; vi) organization of educational experiences; and vii) evaluation.
Tyler's and Taba's Model stress on educational aims of teaching objectives. Stenhouse's model views curriculum as a process which contains specific characteristics and principles, and stressing on the interaction between teacher and pupil, pupil and pupil and pupil and resource and etc.
Further Reading
The Curriculum,[1] the first textbook published on the subject, in 1918, John Franklin Bobbitt said that curriculum, as an idea, has its roots in the Latin word for race-course, explaining the curriculum as the course of deeds and experiences through which children become the adults they should be, for success in adult society.
Furthermore, the curriculum encompasses the entire scope of formative deed and experience occurring in and out of school, and not only experiences occurring in school; experiences that are unplanned and undirected, and experiences intentionally directed for the purposeful formation of adult members of society. (cf. image at right.)
To Bobbitt, the curriculum is a social engineering arena. Per his cultural presumptions and social definitions, his curricular formulation has two notable features: (i) that scientific experts would best be qualified to and justified in designing curricula based upon their expert knowledge of what qualities are desirable in adult members of society, and which experiences would generate said qualities; and (ii) curriculum defined as the deeds-experiences the student ought to have to become the adult he or she ought to become.
he defined the curriculum as an ideal, rather than as the concrete reality
Although it formally appeared in Bobbitt's definition, curriculum as a course of formative experience also pervades John Dewey's work (who disagreed with Bobbitt on important matters). Although Bobbitt's and Dewey's idealistic understanding of "curriculum" is different from current, restricted uses of the word, curriculum writers and researchers generally share it as common, substantive understanding of curriculum.[2][3]
This gives us some basis to move on - and for the moment all we need to do is highlight two of the key features:
Learning is planned and guided. We have to specify in advance what we are seeking to achieve and how we are to go about it.
The definition refers to schooling. We should recognize that our current appreciation of curriculum theory and practice emerged in the school and in relation to other schooling ideas such as subject and lesson.
In what follows we are going to look at four ways of approaching curriculum theory and practice:
1. Curriculum as a body of knowledge to be transmitted.
2. Curriculum as an attempt to achieve certain ends in students - product.
3. Curriculum as process.
4. Curriculum as praxis.
It is helpful to consider these ways of approaching curriculum theory and practice in the light of Aristotle's influential categorization of knowledge into three disciplines: the theoretical, the productive and the practical.
Here we can see some clear links - the body of knowledge to be transmitted in the first is that classically valued as 'the canon'; the process and praxis models come close to practical deliberation; and the technical concerns of the outcome or product model mirror elements of Aristotle's characterization of the productive. More this will be revealed as we examine the theory underpinning individual models.
Curriculum as a syllabus to be transmitted
Many people still equate a curriculum with a syllabus. Syllabus, naturally, originates from the Greek (although there was some confusion in its usage due to early misprints). Basically it means a concise statement or table of the heads of a discourse, the contents of a treatise, and the subjects of a series of lectures. In the form that many of us will have been familiar with it is connected with courses leading to examinations - teachers talk of the syllabus associated with, say, the Cambridge Board French GSCE exam. What we can see in such documents is a series of headings with some additional notes which set out the areas that may be examined.
A syllabus will not generally indicate the relative importance of its topics or the order in which they are to be studied. In some cases as Curzon (1985) points out, those who compile a syllabus tend to follow the traditional textbook approach of an 'order of contents', or a pattern prescribed by a 'logical' approach to the subject, or - consciously or unconsciously - a the shape of a university course in which they may have participated. Thus, an approach to curriculum theory and practice which focuses on syllabus is only really concerned with content. Curriculum is a body of knowledge-content and/or subjects. Education in this sense is the process by which these are transmitted or 'delivered' to students by the most effective methods that can be devised (Blenkin et al 1992: 23).
Where people still equate curriculum with a syllabus they are likely to limit their planning to a consideration of the content or the body of knowledge that they wish to transmit. 'It is also because this view of curriculum has been adopted that many teachers in primary schools', Kelly (1985: 7) claims, 'have regarded issues of curriculum as of no concern to them, since they have not regarded their task as being to transmit bodies of knowledge in this manner'.
Curriculum as product
The dominant modes of describing and
managing education are today couched in the productive form. Education is
most often seen as a technical exercise. Objectives are set, a plan drawn
up, and then applied, and the outcomes (products) measured. It is a way of
thinking about education that has grown in influence in the
It is the work of two American writers Franklin Bobbitt (1918; 1928) and Ralph W. Tyler (1949) that dominate theory and practice within this tradition. In The Curriculum Bobbitt writes as follows:
The central theory [of curriculum] is simple. Human life, however varied, consists in the performance of specific activities. Education that prepares for life is one that prepares definitely and adequately for these specific activities. However numerous and diverse they may be for any social class they can be discovered. This requires only that one go out into the world of affairs and discover the particulars of which their affairs consist. These will show the abilities, attitudes, habits, appreciations and forms of knowledge that men need. These will be the objectives of the curriculum. They will be numerous, definite and particularized. The curriculum will then be that series of experiences which children and youth must have by way of obtaining those objectives. (1918: 42)
This way of thinking about curriculum theory and practice was heavily influenced by the development of management thinking and practice. The rise of 'scientific management' is often associated with the name of its main advocate F. W. Taylor. Basically what he proposed was greater division of labor with jobs being simplified; an extension of managerial control over all elements of the workplace; and cost accounting based on systematic time-and-motion study. All three elements were involved in this conception of curriculum theory and practice. For example, one of the attractions of this approach to curriculum theory was that it involved detailed attention to what people needed to know in order to work, live their lives and so on. A familiar, and more restricted, example of this approach can be found in many training program, where particular tasks or jobs have been analyzed - broken down into their component elements - and lists of competencies drawn up. In other words, the curriculum was not to be the result of 'armchair speculation' but the product of systematic study. Bobbitt's work and theory met with mixed responses. One telling criticism that was made, and can continue to be made, of such approaches is that there is no social vision or program to guide the process of curriculum construction. As it stands it is a technical exercise. However, it wasn't criticisms such as this which initially limited the impact of such curriculum theory in the late 1920s and 1930s. Rather, the growing influence of 'progressive', child-centered approaches shifted the ground to more romantic notions of education. Bobbitt's long lists of objectives and his emphasis on order and structure hardly sat comfortably with such forms.
The Progressive movement lost much of
its momentum in the late 1940s in the
1. What educational purposes should the school seek to attain?
2. What educational experiences can be provided that is likely to attain these purposes?
3. How can these educational experiences be effectively organized?
4. How can we determine whether these purposes are being attained? (Tyler 1949: 1)
Like Bobbitt he also placed an emphasis on the formulation of behavioral objectives.
Since the real purpose of education is not to have the instructor perform certain activities but to bring about significant changes in the students' pattern of behavior, it becomes important to recognize that any statements of objectives of the school should be a statement of changes to take place in the students. (Tyler 1949: 44)
We can see how these concerns translate into a nicely-ordered procedure: one that is very similar to the technical or productive thinking set out below.
Step 1: Diagnosis of need
Step 2: Formulation of objectives
Step 3: Selection of content
Step 4: Organization of content
Step 5: Selection of learning experiences
Step 6: Organization of learning experiences
Step 7: Determination of what to evaluate and of the ways and means of doing it. (Taba 1962)
The attraction of this way of approaching curriculum theory and practice is that it is systematic and has considerable organizing power. Central to the approach is the formulation of behavioral objectives - providing a clear notion of outcome so that content and method may be organized and the results evaluated.
There are a number of issues with this
approach to curriculum theory and
practice. The first is that the plan or program assumes great importance.
For example, we might look at a more recent definition of curriculum as: 'A program
of activities (by teachers and pupils) designed so that pupils will attain so
far as possible certain educational and other schooling ends or objectives
(Grundy 1987: 11). The problem here is that such program inevitably exist prior
to and outside the learning experiences. This takes much away from
learners. They can end up with little or no voice. They are told
what they must learn and how they will do it. The success or failure of
both the program and the individual learners is judged on the basis of whether
pre-specified changes occur in the behavior and person of the learner (the
meeting of behavioral objectives). If the plan is tightly adhered to,
there can only be limited opportunity for educators to make use of the
interactions that occur. It also can deskill educators in another way.
For example, a number of curriculum program, particularly in the
Second, there are questions around the nature of objectives. This model is hot on measurability. It implies that behavior can be objectively, mechanistically measured. There are obvious dangers here - there always has to be some uncertainty about what is being measured. We only have to reflect on questions of success in our work. It is often very difficult to judge what the impact of particular experiences has been. Sometimes it is years after the event that we come to appreciate something of what has happened. For example, most informal educators who have been around a few years will have had the experience of an ex-participant telling them in great detail about how some forgotten event (forgotten to the worker that is) brought about some fundamental change. Yet there is something more.
In order to measure, things have to be broken down into smaller and smaller units. The result, as many of you will have experienced, can be long lists of often trivial skills or competencies. This can lead to a focus in this approach to curriculum theory and practice on the parts rather than the whole; on the trivial, rather than the significant. It can lead to an approach to education and assessment which resembles a shopping list. When all the items are ticked, the person has passed the course or has learnt something. The role of overall judgment is somehow sidelined.
Third, there is a real problem when we come to examine what educators actually do in the classroom, for example. Much of the research concerning teacher thinking and classroom interaction, and curriculum innovation has pointed to the lack of impact on actual pedagogic practice of objectives (see Stenhouse 1974; and Cornbleth 1990, for example). One way of viewing this is that teachers simply get it wrong - they ought to work with objectives. I think we need to take this problem very seriously and not dismiss it in this way. The difficulties that educators experience with objectives in the classroom may point to something inherently wrong with the approach - that it is not grounded in the study of educational exchanges. It is a model of curriculum theory and practice largely imported from technological and industrial settings.
Fourth, there is the problem of unanticipated results. The focus on pre-specified goals may lead both educators and learners to overlook learning that is occurring as a result of their interactions, but which is not listed as an objective.
The apparent simplicity and rationality of this approach to curriculum theory and practice, and the way in which it mimics industrial management have been powerful factors in its success. A further appeal has been the ability of academics to use the model to attack teachers:
I believe there is a tendency, recurrent enough to suggest that it may be endemic in the approach, for academics in education to use the objectives model as a stick with which to beat teachers. 'What are your objectives?' is more often asked in a tone of challenge than one of interested and helpful inquiry. The demand for objectives is a demand for justification rather than a description of ends... It is not about curriculum design, but rather an expression of irritation in the problems of accountability in education. (Stenhouse 1974: 77)
So what are the other alternatives?
Curriculum as process
We have seen that the curriculum as product model is heavily dependent on the setting of behavioral objectives. The curriculum, essentially, is a set of documents for implementation. Another way of looking at curriculum theory and practice is via process. In this sense curriculum is not a physical thing, but rather the interaction of teachers, students and knowledge. In other words, curriculum is what actually happens in the classroom and what people do to prepare and evaluate. What we have in this model is a number of elements in constant interaction. It is an active process and links with the practical form of reasoning set out by Aristotle.
Perhaps the two major things that set this apart from the model for informal education are first, the context in which the process occurs ('particular schooling situations'); and second, the fact that teachers enter the classroom or any other formal educational setting with a more fully worked-through idea of what is about to happen. Here I have described that as entering the situation with 'a proposal for action which sets out essential principles and features of the educational encounter'.
This form of words echoes those of Lawrence Stenhouse (1975) who produced one of the best-known explorations of a process model of curriculum theory and practice. He defined curriculum tentatively: 'A curriculum is an attempt to communicate the essential principles and features of an educational proposal in such a form that it is open to critical scrutiny and capable of effective translation into practice'. He suggests that a curriculum is rather like a recipe in cookery.
It can be criticized on nutritional or gastronomic grounds - does it nourish the students and does it taste good? - and it can be criticized on the grounds of practicality - we can't get hold of six dozen larks' tongues and the grocer can't find any ground unicorn horn! A curriculum, like the recipe for a dish, is first imagined as a possibility, then the subject of experiment. The recipe offered publicly is in a sense a report on the experiment. Similarly, a curriculum should be grounded in practice. It is an attempt to describe the work observed in classrooms that it is adequately communicated to teachers and others. Finally, within limits, a recipe can varied according to taste. So can a curriculum. (Stenhouse 1975: 4-5)
Stenhouse shifted the ground a little bit here. He was not saying that curriculum is the process, but rather the means by which the experience of attempting to put an educational proposal into practice is made available. The reason why he did this, I suspect, is that otherwise there is a danger of widening the meaning of the term so much that it embraces almost everything and hence means very little. For example, in a discussion of the so-called 'youth work curriculum' (Newman & Ingram 1989), the following definition was taken as a starting point: 'those processes which enhance or, if they go wrong, inhibit a person's learning'. This was then developed and a curriculum became: 'an organic process by which learning is offered, accepted and internalized' (Newman & Ingram 1989: 1). The problem with this sort of definition, as Robin Barrow (1984) points out, is that what this does is to widen the meaning of the term to such an extent that it just about becomes interchangeable with 'education' itself. More specifically, if curriculum is process then the word curriculum is redundant because process would do very nicely! The simple equation of curriculum with process is a very slap-happy basis on which to proceed.
We also need to reflect on why curriculum theory and practice came into use by educators (as against policy-makers). It was essentially as a way of helping them to think about their work before, during and after interventions; as a means of enabling educators to make judgments about the direction their work was taking. This is what Stenhouse was picking up on.
There are a number of contrasts in this model of curriculum theory and practice as compared with the product model. First, where the product model appeals to the workshop for a model, this process model looks to the world of experimentation.
The idea is that of an educational science in which each classroom is a laboratory, each teacher a member of the scientific community... The crucial point is that the proposal is not to be regarded as an unqualified recommendation but rather as a provisional specification claiming no more than to be worth putting to the test of practice, Such proposals claim to be intelligent rather than correct. (Stenhouse 1975: 142)
Thus, in this sense, a curriculum is a particular form of specification about the practice of teaching. It is not a package of materials or a syllabus of ground to be covered. 'It is a way of translating any educational idea into a hypothesis testable in practice. It invites critical testing rather than acceptance' (Stenhouse 1975: 142).
Second, and associated with the above, given the uniqueness of each classroom setting, it means that any proposal, even at school level, needs to be tested, and verified by each teacher in his/her classroom (ibid: 143). It is not like a curriculum package which is designed to be delivered almost anywhere.
Third, outcomes are no longer the central and defining feature. Rather than tightly specifying behavioural objectives and methods in advance, what happens in this model of curriculum theory and practice is that content and means develop as teachers and students work together.
Fourth, the learners in this model are not objects to be acted upon. They have a clear voice in the way that the sessions evolve. The focus is on interactions. This can mean that attention shifts from teaching to learning. The product model, by having a pre-specified plan or programme, tends to direct attention to teaching. For example, how can this information be got over? A process approach to curriculum theory and practice, it is argued by writers like Grundy (1987), tends towards making the process of learning the central concern of the teacher. This is because this way of thinking emphasizes interpretation and meaning-making. As we have seen each classroom and each exchange is different and has to be made sense of.
However, when we come to think about this way of approaching curriculum in practice, a number of possible problems do arise. The first is a problem for those who want some greater degree of uniformity in what is taught. This approach to the theory of curriculum, because it places meaning-making and thinking at its core and treats learners as subjects rather than objects, can lead to very different means being employed in classrooms and a high degree of variety in content. As Stenhouse comments, the process model is essentially a critical model, not a marking model.
It can never be directed towards an examination as an objective without loss of quality, since the standards of the examination then override the standards immanent in the subject. This does not mean that students taught on the process model cannot be examined, but it does mean that the examinations must be taken in their stride as they pursue other aspirations. And if the examination is a by-product there is an implication that the quality the student shows in it must be an under-estimate of his real quality. It is hence rather difficult to get the weak student through an examination using a process model. Crammers cannot use it, since it depends upon a commitment to educational aims. (Stenhouse 1975: 95)
To some extent variation is limited by factors such as public examinations. The exchange between students and teachers does not float free of the context in which it arises. At the end of the day many students and their families place a high premium on exam or subject success and this inevitably enters into the classroom. This highlights a second problem with the model we have just outlined - that it may not pay enough attention to the context in which learning takes place (more of this later).
Third, there is the 'problem' of teachers. The major weakness and, indeed, strength of the process model is that it rests upon the quality of teachers. If they are not up to much then there is no safety net in the form of prescribed curriculum materials. The approach is dependent upon the cultivation of wisdom and meaning-making in the classroom. If the teacher is not up to this, then there will be severe limitations on what can happen educationally. There have been some attempts to overcome this problem by developing materials and curriculum packages which focus more closely on the 'process of discovery' or 'problem-solving', for example in science. But there is a danger in this approach. Processes become reduced to sets of skills - for example, how to light a bunsen burner. When students are able to demonstrate certain skills, they are deemed to have completed the process. As Grundy comments, the actions have become the ends; the processes have become the product. Whether or not students are able to apply the skills to make sense of the world around them is somehow overlooked (Grundy 1987: 77).
Fourth, we need to look back at our process model of curriculum theory and practice and what we have subsequently discussed, and return to Aristotle and to Freire. The model we have looked at here does not fully reflect the process explored earlier. In particular, it does not make explicit the commitments associated with phronesis. And it is to that we will now turn.
Curriculum as praxis
Curriculum as praxis is, in many respects, a development of the process model. While the process model is driven by general principles and places an emphasis on judgment and meaning making, it does not make explicit statements about the interests it serves. It may, for example, be used in such a way that does not make continual reference to collective human well-being and to the emancipation of the human spirit. The praxis model of curriculum theory and practice brings these to the centre of the process and makes an explicit commitment to emancipation. Thus action is not simply informed, it is also committed. It is praxis.
Critical pedagogy goes beyond situating the learning experience within the experience of the learner: it is a process which takes the experiences of both the learner and the teacher and, through dialogue and negotiation, recognizes them both as problematic... [It] allows, indeed encourages, students and teachers together to confront the real problems of their existence and relationships... When students confront the real problems of their existence they will soon also be faced with their own oppression. (Grundy 1987: 105)
We can amend our 'curriculum as process' model to take account of these concerns.
In this approach the curriculum itself develops through the dynamic interaction of action and reflection. 'That is, the curriculum is not simply a set of plans to be implemented, but rather is constituted through an active process in which planning, acting and evaluating are all reciprocally related and integrated into the process' (Grundy 1987: 115). At its centre is praxis: informed, committed action.
How might we recognize this? First, I think we should be looking for practice which does not focus exclusively on individuals, but pays careful attention to collective understandings and practices and to structural questions. For example, in sessions which seek to explore the experiences of different cultural and racial groups in society, we could be looking to see whether the direction of the work took people beyond a focus on individual attitudes. Are participants confronting the material conditions through which those attitudes are constituted, for example?
Second, we could be looking for a commitment expressed in action to the exploration of educators' values and their practice. Are they, for example, able to say in a coherent way what they think makes for human well-being and link this with their practice? We could also be looking for certain values - especially an emphasis on human emancipation.
Third, we could expect practitioners committed to praxis to be exploring their practice with their peers. They would be able to say how their actions with respect to particular interventions reflected their ideas about what makes for the good, and to say what theories were involved.
Curriculum in context
To round off this discussion of curriculum we do need to pay further attention to the social context in which it is created. One criticism that has been made of the praxis model (especially as it is set out by Grundy) is that it does not place a strong enough emphasis upon context. This is a criticism that can also be laid at the door of the other approaches. In this respect the work of Catherine Cornbleth (1990) is of some use. She sees curriculum as a particular type of process. Curriculum for her is what actually happens in classrooms, that is, 'an ongoing social process comprised of the interactions of students, teachers, knowledge and milieu' (1990: 5). In contrast, Stenhouse defines curriculum as the attempt to describe what happens in classrooms rather than what actually occurs. Cornbleth further contends that curriculum as practice cannot be understood adequately or changed substantially without attention to its setting or context. Curriculum is contextually shaped. While I may quibble about the simple equation of curriculum with process, what Cornbleth does by focusing on the interaction is to bring out the significance of context.
First, by introducing the notion of milieu into the discussion of curriculum she again draws attention to the impact of some factors that we have already noted. Of especial significance here are examinations and the social relationships of the school - the nature of the teacher-student relationship, the organization of classes, streaming and so on. These elements are what are sometimes known as the hidden curriculum. This was a term credited to Philip W. Jackson (1968) but it had been present as an acknowledged element in education for some time before. For example, John Dewey in Experience and Education referred to the 'collateral learning' of attitudes that occur in schools, and that may well be of more long-range importance than the explicit school curriculum (1938: 48). A fairly standard (product) definition of the 'hidden curriculum' is given by Vic Kelly. He argues it is those things which students learn, 'because of the way in which the work of the school is planned and organized but which are not in themselves overtly included in the planning or even in the consciousness of those responsible for the school arrangements (1988: 8). The learning associated with the 'hidden curriculum' is most often treated in a negative way. It is learning that is smuggled in and serves the interests of the status quo. The emphasis on regimentation, on bells and time management, and on streaming are sometimes seen as preparing young people for the world of capitalist production. What we do need to recognize is that such 'hidden' learning is not all negative and can be potentially liberating. 'In so far as they enable students to develop socially valued knowledge and skills... or to form their own peer groups and subcultures, they may contribute to personal and collective autonomy and to possible critique and challenge of existing norms and institutions' (Cornbleth 1990: 50). What we also need to recognize is that by treating curriculum as a contextualized social process, the notion of hidden curriculum becomes rather redundant. If we need to stay in touch with milieu as we build curriculum then it is not hidden but becomes a central part of our processes.
Second, by paying attention to milieu, we can begin to get a better grasp of the impact of structural and socio-cultural process on teachers and students. As Cornbleth argues, economic and gender relations, for example, do not simply bypass the systemic or structural context of curriculum and enter directly into classroom practice. They are mediated by intervening layers of the education system (Cornbleth 1990: 7). Thus, the impact of these factors may be quite different to that expected.
Third, if curriculum theory and practice is inextricably linked to milieu then it becomes clear why there have been problems about introducing it into non-schooling contexts like youth work; and it is to this area which we will now turn.
Curriculum as the boundary between formal and informal education
Jeffs and Smith (1990; 1999) have argued that the notion of curriculum provides a central dividing line between formal and informal education. They contend that curriculum theory and practice was formed within the schooling context and that there are major problems when it is introduced into informal forms of pedagogy.
The adoption of curriculum theory and practice by some informal educators appears to have arisen from a desire to be clear about content. Yet there are crucial difficulties with the notion of curriculum in this context. These centre around the extent to which it is possible to have a clear idea, in advance (and even during the process), of the activities and topics that will be involved in a particular piece of work.
At any one time, outcomes may not be marked by a high degree of specificity. In a similar way, the nature of the activities used often cannot be predicted. It may be that we can say something about how the informal educator will work. However, knowing in advance about broad processes and ethos isn't the same as having a knowledge of the programme. We must, thus, conclude that approaches to the curriculum which focus on objectives and detailed programmes appear to be incompatible with informal education. (Jeffs & Smith 1990: 15)
In other words, they are arguing that a product model of curriculum is not compatible with the emphasis on process and praxis within informal education.
However, process and praxis models of curriculum also present problems in the context of informal education. If you look back at at our models of process and compare them with the model of informal education presented above then it is clear that we can have a similar problem with pre-specification. One of the key feature that differentiates the two is that the curriculum model has the teacher entering the situation with a proposal for action which sets out the essential principles and features of the educational encounter. Informal educators do not have, and do not need, this element. They do not enter with a clear proposal for action. Rather, they have an idea of what makes for human well-being, and an appreciation of their overall role and strategy (strategy here being some idea about target group and broad method e.g. detached work). They then develop their aims and interventions in interaction. And what is this element we have been discussing? It is nothing more nor less than what Stenhouse considers to be a curriculum!
The other key difference is context. Even if we were to go the whole hog and define curriculum as process there remain substantive problems. As Cornbleth (1990), and Jeffs and Smith (1990, 1999) have argued, curriculum cannot be taken out of context, and the context in which it was formed was the school. Curriculum theory and practice only makes sense when considered alongside notions like class, teacher, course, lesson and so on. You only have to look at the language that has been used by our main proponents: Tyler, Stenhouse, Cornbleth and Grundy, to see this. It is not a concept that stands on its own. It developed in relation to teaching and within particular organizational relationships and expectations. Alter the context and the nature of the process alters . We then need different ways of describing what is going on. Thus, it is no surprise that when curriculum theory and practice are introduced into what are essentially informal forms of working such as youth work and community work, their main impact is to formalize significant aspects of the work. One of the main outcome of curriculum experiments within youth work has been work, for example in the field of health promotion, which involve pre-specified activities, visiting workers, regular meetings and so on. Within the language of youth work these are most often called programmes or projects (Foreman 1990). Within a school they would be called a course.
What is being suggested here is that when informal educators take on the language of curriculum they are crossing the boundary between their chosen specialism and the domain of formal education. This they need to do from time to time. There will be formal interludes in their work, appropriate times for them to mount courses and to discuss content and method in curriculum terms. But we should not fall into the trap of thinking that to be educators we have to adopt curriculum theory and practice. The fact that so many have been misled into believing this demonstrates just how powerful the ideas of schooling are. Education is something more than schooling.
We have explored four different approaches to curriculum theory and practice:
Curriculum as a body of knowledge to be transmitted.
Curriculum as an attempt to achieve certain ends in students - product.
Curriculum as process.
Curriculum as praxis.
In a number of respects these different bodies of curriculum theory and practice link to the four main forces in North American curriculum-making in the twentieth century: the liberal educators; the scientific curriculum makers; the developmental/person-centered; and the social meliorists (those that sought more radical social change) (after Kliebart 1987).
We shouldn't push the similarities too far - but there are some interesting overlaps - and this does alert us both to the changing understanding and to shifting policy orientations over time.
For the moment we are having to operate within a policy environment that prizes the productive and technical. Furthermore, the discourse has become so totalizing that forms of education that do not have a curricula basis are squeezed. The temptation is always there to either be colonized by curriculum theory or adopt ways of describing practice that do not make sense in terms of the processes and commitments involved. Kleibart's analysis provides us with some hope - things will change. However, there is no guarantee that they will move in a more edifying direction.
Further reading and references
Created on Nov 12, 2010 and edited last 21 January, 2011 by Pengendali@2006


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Piano Magic is a musical collective formed in the summer of 1996 by Glen Johnson, Dominic Chennell, and Dick Rance in London, England. Their sound has been described as ambient pop, post-rock, indietronica, dark wave, "arty baroque pop" and "English radiophonic soundscapers". While the most recent releases have seen them operating with a traditional band format, they originally started their career with the intention to base their recordings around their small nucleus and whoever else would like to contribute. Glen Johnson is the only remaining band member from the original trio.
Piano Magic
This entry is from Wikipedia, the user-contributed encyclopedia. It may not have been reviewed by professional editors and is licensed under an Attribution-ShareAlike Creative Commons License. If you find the biography content factually incorrect, defamatory or highly offensive you can edit this article at Wikipedia. Find out more about our use of this data.
Links & Information
- Official homepage at piano-magic.co.uk
- Fanpage at lorseau.hinah.com/gallery.php?c=pzic&s=concert&g=pianomagic
- MySpace at https://myspace.com/lowbirthweight
- Wikipedia article on Piano Magic
- Last.fm page on Piano Magic
- Discogs at discogs.com/artist/65228
- MusicBrainz entry on Piano Magic
Links & information come from MusicBrainz. You can add or edit information about Piano Magic at musicbrainz.org. Find out more about our use of this data. The BBC is not responsible for the content of external sites.
BBC Reviews
Popular MechanicsReviewed by Colin Buttimer
Reissue of the classic first album from English radiophonic soundscapers Piano Magic.


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Upon hearing those words my heart skipped a couple of beavs not to mention that I felt hard again when she did get close to me she took me by the hand and guided me back to the bed. That looks so sexy Joe she said as she released her cock from her satin thong i ontinued to stroke my cock in time with her own movements and after a few minutes I felt my balls start to tighten. He didn't know it or maybe he did but he hyd built an Internet masturbation addict's dream later I would beat myselc up for doing it but caught up in the moment I couldn't help but slide my hand inside my panties. Let m have you and I shall spare you the obligation of tending to my men too. Hush. he said Hush! Dropping hisplips to hers he caught them lightly but then a sharp sting. Finally I ceved in and descended the stairs finding my wife sitting in a chair reading a magazine as she waited for me i was now under her limied control for the next six months. I know how dangerous I am out I still decided to accompany you. So what would you have him do? Sophina said her own temper starting to boil. I let meeyes drift shut at the soft feel of his fingers at my scalp in my hair but above all else I mean this Tony you're my mate. His words. Were soft whispered. Nice to meet you she smiled up at him before taking almost three-fourthsof his length down her expert throat nick was hacking and slashing away at monsters on his computer while Fae was curled up with the dog watchingbthe Style Network. I was just curius. It was uncanny how she seemed to be able to read my thoughts You sure you want to know? It might be better if we're just happy we have the money and forget all abjut how I got it.


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Categories > Cartoons > Delilah and Julius > Curse Island
Day 18 (Virutal Reality)2 Reviews
Why does virtual reality have to feel so real?!?
Place, unknown
Time unknown
"DELILAH!" I cried out.
Everyone was on the cell floor, unconscious, except for Ursula and myself. I shook her as I held her in my arms. She moaned, and slowly opened her eyes.
"Ju-ulius?!?" She cried out.
When she realized it was me, she cried in tears as she hugged me.
We didn't say a word after that. We just held each other, then I couldn't help myself- we kissed. A long one.
We were so into seeing each other again, that we didn't notice everyone had waking up and were watching us.
"Exuse me, like, trapped here!" Cried out Ursula.
Delilah and me broke, blushing. "Sorry."
"How are we going to get out of this?" Scarlett moaned.
Al was still blind, so he asked what was going on. Where they were. What happened. Ursula and me told them how the island was a virtual reality. After Ursula and me finished the story, Scarlett repeated herself:
"How are we going to get out of this?"
"Well, there's the air vent," Ursula pointed out, pointing to the wall. "But non of us have a bobbypin?"
I said it without hesiation- "Delilah?"
Delilah laughed, as she took the bobbypin out of her hair, and gave it to me. "You're the safe locker expert."
The air vent was high, so Emmet and Nosey were on their backs, and I stood on their backs. They began to wiggle.
"God, you're heavy!" Complained Emmet.
"Almost there..." I cried out, after putting the bobbypin in the screw.
"Yeah. Almost." Said a voice behind us.
I gasped. It was DJ Hook, The Blood hound. and the Con Man.
"DON'T LOOK INTO THE BLOOD HOUNDS EYES!" Delilah reminded everyone.
DJ Hook quickly unlocked the caged door with his hook, and they ran after us. I quickly got off Emmet and Noseys backs. We had fun tackling them down in the cell. I had to be careful not to get scratched by the Blood hound again. Never. We finally got them on the ground.
"HURRY, EVERYONE! GET YOUR BUTTS MOVING!" screamed Nosey.
Everyone listened. We got out of the jail cell, and Scarlett quickly locked the baddies in the cell we were once held in.
"THERE!" Cried out Scarlett in triumph.
The baddies were unconscious, so they couldn't say anything.
"THE TELEPOTER!" Cried out Ursula. "We can escape through there!"
"No, we can't," I reminded them. "Remember the last time we were stranded on this island? After we escaped, we distroyed the one at the academy."
We looked where we were at. We were in a cold, grey building. Our voices echoed in the building. There was a computer, with a whole bunch of buttons. There was a red button that read, "Virtual Reality."
"What does this button do?" Asked Nosey without a little kid.
"DON'T TOUCH IT!" Screamed everyone in unsion.
But it was too late...he pressed the button. We were then blind by a bright light...
I was scared. I was first to admit that. I was scared to open my eyes. But slowly, my eyes opened to find myself at...the academys balcony?!? I looked around quickly. Everyone was here. GOOD! Everyone cried out with happiness.
"Two for the academy!" Cried out Emmet, punching his fist into the air.
"Let's get your new glasses, big Al," Scarlett told Al.
"About time!" He replied.
Everyone left, everyone mummbling about a real meal that didn't deal with berries, or baths, and so on. But Delilah and me stayed behind. I put an arm around her shoulder, and she put an arm around my waist. I gave her a kiss on the cheek, as she sighed and rest her head on my chest.
"Good to be home." I whispered.
Dear Diary,
I'M HOME!!!!! Everyones home! My God, two times in a row, I'm SOOOO happy that I'm not even making sense! I guess this is the end of our adventure at Curse Island...hopefully. I pray to God it is. I'm crying with happiness. The end of Curse Island. I loved how that sounded. The Bloodhound, DJ Hook and The Con Man are trapped in the cell in Curse Island. Now they were the ones who are cursed. Whatever happened to them, I really don't care. I just hope that this is the end of Curse Island.
But in my heart, I know there's no end to nothing. For the end is only a new beggining.
xxDarkness' Kidxx
Thanks for reading and reviewing, guys, you all rock!


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Our Cooking Resolutions for 2014
What would a new year be without great resolutions! Tiny hopes and aspirations that give 2014 new life, a new slate to work on. This year The Kitchn editors PROMISE to plan ahead more for meals during the week, and pack more satisfying lunches for work. Tell us, what are your cooking resolutions for 2014?
FAITH: Make a meal plan every week. I am discovering how just a small amount of planning revolutionizes my daily meals, helping me cook more often and eat healthier.
EMMA: Make 2 cookbook recipes a month!
CAMBRIA: I desperately want this year to be the year I finally plan out meals for the week on the weekend, and maybe even prepare a few staples (wash and chop greens, for example) on Sunday to make everything easier throughout the week. I've just never quite gotten into the habit of doing this, but 2014 is it! I can feel it.
ANJALI: Use my outdoor grill more. I live in Los Angeles, where we have grilling weather approximately 352 days out of the year. I should really take advantage of it.
ARIEL: I'm determined to make lunch to bring to the office. IT'S REALLY GOING TO HAPPEN! No more expensive sandwiches and gross bowls of soup. ALSO, it might be a small one, but I want to drink more water. I'm awful about it, which means I snack more than I should/want.
(Image credits: Emma Christensen; Chris Perez; BuzzFeed; Danielle Tsi; Leela Cyd)
26 Comments
My resolution is to not eat out or prepared food unless I'm with another person… Hopefully this will stop me from being lazy and get back in the kitchen!
My goal, as I realize now is to vary my diet more, cut back on starchy things somewhat and eat more veggies/fruits, and drink more water too while at it.
I also want to continue to stretch my cooking some too by trying new recipes as I find them.
Emma, over the holiday my sons and I made the lasagne bolognese from the Canal House cookbook--completely from scratch. It was sublime! I'm tickled to see that exact recipe accompanying your resolution!
I want to attempt a new recipe once a week. I also have a continuing intention to be more fearless in the kitchen--use ingredients I've never used before, try techniques I've never tried before--and to be okay with failing occasionally.
I would love to cook new recipes from my cookbooks more often. First contender is Yotam Otollenghi's Jerusulem which was a wonderful Christmas gift from my husband. I have all these wonderful cookbooks that I've accumulated over the years but between the web (esp TheKitchn's wonderful recipes), food magazines and friend recommendations, the cookbooks are often an afterthought.
I have three goals: first, I want to cook with more veggies and make the transition (slooowly) into grass-fed, pastured, organic meats. Second, I want to expand my repertoire of dairy-free meals so I can continue to feed my newly dairy-free sister. Third, I want to encourage and assist said sister to cook for herself, and maybe (gasp) even enjoy it!
As 2013 wound down it became painfully obvious that my little family of 3 can't eat the same foods: an elementary school child needs way more protein, calcium, and just plain calories than the adults; my husband is lactose intolerant and has a generally delicate digestive system; I'm a vegetarian and need to eat certain foods to support a couple of health changes I've got going on. So 2014? THREE DIFFERENT MENUS. We have about 4-5 meals that all 3 of us enjoy, and are good for all of us. I can't eat the same 4-5 meals over and over (they wouldn't mind). So it's time to get very ingenious around here with the shopping, planning, and prepping so we can sit down together even if we're eating completely different food!
Find a way to incorporate more vegetables into our diet. I love salads, but my husband doesn't understand the whole "rabbit food" thing, so it forces me to get creative. And I keep finding recipes for vegetable side dishes the involve entirely too much cheese and other things that, while tasty, kind of defeat the purpose of being healthy.
In fact, I feel like there's a general lack of good vegetable side dish recipes that aren't geared towards being a vegetarian's main meal, but aren't smothered in cheese. Am I wrong? Am I typing in the wrong keyword searches?
I want to continue getting better at improvising in the kitchen. If I think of components of a recipe on their own, instead of as "recipe ingredients," I'm much more likely to reuse them and not let them go bad. It forces me to learn about the properties of individual ingredients and how to flex their versatility.
Right now I'm working my way through a pot of New Year's Day black eyed peas, and so far, so good this week!
For years, I have been cutting out/downloading interesting recipes and they are shoved, I mean filed, in a big black binder. I have prepared less than 10% of them... I resolve to make at least two of them every month and culling those I will likely never attempt (to make room for this year's recipes!)
Oohh I love the idea to make two recipes a month from cookbooks....
Three resolutions: 1) Eat fruit. (I HATE fruit. But apparently it's good for me or something. So I've resolved to find some way to incorporate it into my diet, even if it's in the form of fruit-plus-fruit-disguising vegetable smoothies). 2) Prepare big pots-o-staples in advance. All y'all food bloggers swear this makes weeknight prep easier, and I trust your judgment. 3) Actually make some of those "Sunday" recipes I clip every month and never feel ambitious enough to take on, like real pho or lasagna bolognese.
One resolution I won't make: Organize my recipes. Ain't gonna happen. But I admire those who manage to do so!
My husband was surprised how tasty Asian-style vegetable dishes can be. A little curry powder, black bean garlic sauce or oyster sauce thrown into a pan while (or after) stir-frying veggies can add a lot of flavour. Roasted vegetables are also generally awesome.
Last two years I transitioned my kitchen storage from plastic to glass, and cooked all the beans I eat (ie no canned beans). Just spent a rainy sunday organizing my many collected recipes.
Now this year I want to cook more of them and get I to the habit of cooking a different whole grain each week to add variety to the pasta/potato/rice starch options.
Mine are:
1. Plan my meals. I cook for one and tend to get in ruts because I don't plan in advance.
2. Stick to my food budget. Planning my meals will help with this but I also have to watch eating out as well.
3. Put my cookbooks to use. I have so many and they just sit on the shelf. They need to be used! A side resolution would be to cut down on the cookbooks I have and not buy so many new ones. I only have so much space!
Eating out less, for sure. My husband and I both work, and both get home exhausted. Since we don't plan ahead, and don't do the Sunday prep thing, we just look at each other and ask, "what's for dinner?" I definitely want to get away from that and into a better plan. Plus, I'd probably end up with more/better lunch leftovers to boot.
I also want to do more experimenting, since I am very much a recipe follower and freak out a little bit when forced to "freestyle" in the kitchen. I have my short list of trusty recipes and need to branch out more.
My only 2014 resolution is about cooking and is similar to rosebud's above.
I'm making 12 new recipes this year, one each from 12 cookbooks I already own. I made a list of 12 cookbooks I own that I've NEVER cooked from, or perhaps only made one recipe.
I like resolutions that are about adding something to one's life, not punishing oneself for flaws. Plus, if I don't live up to this one, who cares??
Waste less food.
Use what's in the freezer sooner.
Bake bread regularly. Will be trying the Artisan Bread in 5 Minutes a Day approach: refrigerated dough that gets baked over 10 days or so, the last time usually as flatbread.
Mine are pretty much the same: meal plan, only buy what I need for the week, make sure I always have snacks and lunch packed for work, eat out less, eat MORE vegetables. I was even thinking about picking up a vegetarian cookbook to try to incorporate more veggie meals into my diet.
My resolution is about packed lunches too. I eat well when we have leftovers and I always make sure my boyfriend has a lunch of chicken, grains and veggies to fit in with his training plan, but I often kind of neglect my own lunches and they're often not very satisfying. I'm planning on making a pot of grains, some beans, roasted veg and other stuff and making myself tasty 'buddha bowls' for lunch every day. It's how I ate when I was single and I miss it, so lunch it is!
Make something I have never made before twice a month, like in the article.
Move more to: less processed foods, grass feed beef, more organic, non GMO's, less sugar and more Vegtables.
Meal planning will be my biggest hurdle to accomplish!
I want to eat less meat, so am doing VB6. Amazingly, my SO is on board with this as well!
Mine are similar to what was posted by you and other commenters: 1. Plan my meals a week ahead and get the shopping done on the week-end. I started doing that last year, but in the stressfull last two months of the year I slipped. 2. Try new things and branch out. 3. Use the pressure cooker at least once a week. It's such a practical tool, but I am just not used to it yet. 4. Cook at least one meal that's freezer friendly and in quantities that allows me to freeze some of it. That way I have things to go to when I am short on time.
Basically resolutions 2 to 4 go hand in hand with the first one. So I guess I better stick to the whole planning thing, right?
Take on my culinary "fears" and make:
-bread, from scratch, without a bread maker
-biscotti (I know it's easy, it just intimidates me.)
-lamb (make up for "burning BBQ" incident of 2012)
-gnocci, from scratch


text: Welcome! I hope you enjoyed your session or are looking forward to your upcoming session. Here you may browse and share your proofs along with purchase items from your own session, fine art photography, or gift cards for your friends and family. Please let me know if you have any questions at all or if I can help with your selections in any way!


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HAMMOND | Padmalochini Umakanthan has come a long way from her hometown of Chennai, Tamilnadu in India – educationally, figuratively and literally.
Culminating two years of study at Purdue University Calumet, received her master's degree in engineering during commencement exercises Dec. 18 at the Star Plaza Theater in Merrillville.
She enrolled at PUC after researching American universities on the internet.
"In the world rankings of education, the U.S. is at the top," Umakanthan, 24, said. "I wanted to work in a specific profession (engineering), and Purdue came up, so I decided to pursue furthering my education here."
After earning a bachelor's degree in electrical and communications engineering from Sastra College near her home, she concluded that to pursue further education, she would need to prepare herself to make a move to a far-away country.
Again, she utilized the internet, this time to connect with other international students who were continuing their education in the U.S. — including some at PUC — to gain advice and tips.
"I was sheltered and not used to being on my own," Umakanthan said. "I didn't want to just come to a foreign country and not know anyone; I wanted to have a connection."
Once settled in at PUC's University Village student apartment complex, she focused on her studies while supporting herself as a tutor and teaching assistant. From January to August 2012, she also served an internship for Intel Corporation at Folsom, Calif.
Her work there so impressed her supervisors that the company offered her a full-time engineering position after graduation, which she has accepted.
Back on campus, she embraced master's degree thesis research about electrical devices and conversations relative to keyword recognition.
"My purpose was to devise a model to help machine systems comprehend human language," she said. "This would enable systems to work toward better customer service and (addressing) other concerns."
In real time, when a user speaks into a device, there may be surrounding noise. So systems must be intelligent enough to separate the user's speech from noise and other unnecessary information.
"It can be used for customer support as automatic answering machines," she said. "Medical transcriptions and the automobile industry also can take advantage of keyword recognition models. There are many Air Force funded projects in this area. So, definitely, speech processing is a field that attracts a lot of attention."
Professor of Electrical Engineering Kaliappan Gopalan calls Padma – as she is known on campus – "a dedicated, highly motivated and diligent student.


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Marble Teaching Buddha Statue 36" Item # 45w5buddha
Price: $4575
Sale Price: $3995
You Save: $580
Please take a minute and click here to tell us about your experience with Lotus Sculpture, our customer service and how you like your statue. We appreciate your feedback!
When I ordered my Ganesha statue, I didn't expect it to arrive so quickly but BOOM, there he was on my porch in less than a week! It was packed meticulously and with the love that it deserved. He is sitting proudly in my living room now and I couldn't be happier. Thank you!Reviewer:Monica (Kalamazoo, Michigan, US)
Buddha as presented. Packed well. Shipped quickly. How could I not be pleased? We are most happy with this purchase!Reviewer:L. Mattas (Hidden Valley Lake, California, US)
thanks for all. I apreciate your fast serviceReviewer:yolanda (aventura, florida, US)
I cannot say enough positive about my experience in working with Kyle at Lotus Sculpture. I made a purchase of a beautiful Buddha, and it was damaged during shipping. Kyle was so positive and supportive, professional and personable: as unhappy as I am over loosing the beautiful Buddha I had chosen, Kyle worked with me to find another. I am very delighted with my Buddha; the new one has arrived safetly and is even more amazing than Kyle could describe. Every time I have ever contacted Kyle with any question, he has been very quick to respond, and given me good information. My overall experience with Kyle and Lotus Sculpture has been very positive, and I am looking forward to future satisfying events. Thank you, Des.Reviewer:Ava Desiree Hutsell (Warwick, RI, US)
Buying these Ganeshas were a dream of mine for so long and I'm glad I did. Kyle was absolutely wonderful to deal and my Ganeshas came rather quickly and beautifully packaged. They are treasures on my altar and already I'm thinking of my next purchase. Thank you Lotus Sculpture for your wonderful service.Reviewer:Aman Pillay (Auckland, Auckland, NZ)
I have been looking at this statue for years, and knew deep down that I wanted to add it to my collection of other Lotus Sculpture statues. This antique statue is unique (estimated to be between 50 and 200 years old) and was offered to me at such a special discount that I felt overwhelmed when I opened the box, carefully packaged by Kyle and his team. When I looked at Goddess Meenakshi I smiled, because her nose is slightly crooked just like mine! I knew immediately that I am part of her and she is part of me. She is now sitting proudly on a dresser beside another antique statue of Shiva. Their respective heights are perfect. The love couple is complete! Thanks to Lotus Sculpture and Kyle Tortora for his generosity and for giving me this one chance opportunity to be connected to what is close to my heart. May Lotus Sculpture be prosperous!Reviewer:Jenny Wolkowicki (Roselle Park, NJ, US)
In all of my interactions with the owner of Lotus Sculpture, I experienced respectful communication, clear organization and overall excellent customer service. Thank you. I love the piece I bought from you.Reviewer:Amy Nosek (Bowen Island, British Columbia, CA)
Kyle with Lotus Sculpture, worked with us to find the best situation for our new swimming pool. We purchased two beautiful Buddha Heads that now stand on our pool columns overlooking the pool. Beautiful!!! We'll continue to shop here for more special Buddha's.Reviewer:David A. Kress (Chandler, AZ, US)
LOVE IT. I can feel the energy of it. VERY BEAUTIFUL! Thank you! Namaste, FabienneReviewer:Fabienne Diaz (Chapel Hill, North Carolina, US)
- Materials: White Marble hand carved in Vietnam
- Total Height Including Base: 36 inches
- Base Height: 9 inches
- Base Width & Depth: 25 x 20 inches
- Weight: 590 pounds
- The Buddha is hand carved from one piece of white marble
- The Buddhas right hand is held up in the vitarka mudra
- The Buddha sits on a beautiful triple lotus base
- The marble has many natural blue and gray veins in it along with a sparkle shimmer on the marble
- The Buddha's gossamer robes hang loosely off his body
The right hand of the Buddha is in the Vitarka Mudra; This gesture is also called "discussion" mudra. In this gesture the tips of thumb and middle finger touched forming a circle. All the other fingers are extended upwards. This is the mystic gesture of Taras and Bodhisattvas.
This white marble statue is a one of a kind sculpture, hand carved by\r\nthe artists of Vietnam. The Buddha statue would add peace and serenity to any garden, home or temple.


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text: Samsung's latest phone to hit the US, the R470, showed up on the FCC's site this week. There's nothing too head spinning about the handset, but those looking for a relatively simple flip phone will enjoy its clamshell design, large keypad, and external display with stereo speakers. BGR thinks it will show up on US Cellular, but there's really not much more info to go on. Just enjoy the R470′s orange allure.


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Shirley MacLaine
Of all the stars in Hollywood, few if any have been as intimately involved in politics for as long as Shirley MacLaine.
Shirley MacLaine is a lifelong Democrat; She performed with Frank Sinatra and other legendary starts like Nat "King" Cole, Jimmy Durante, Ella Fitzgerald and Mahalia Jackson at John F. Kennedy's Presidential Gala in January 1961, on the eve of JFK's swearing-in. She campaigned for Senator Robert Kennedy during his 1968 Presidential bid, and quit show business altogether for a year to work as a California campaign organizer for anti-war candidate Senator George McGovern's 1972 White House run.
There were even reports at the time MacLaine may have served in a McGovern administration.
I wanted to ask MacLaine about the politicians she's known, including former Australian Liberal leader Andrew Peacock, and explore the similarities between showbusiness and politics.
For reasons explained in excruciating detail in my book "Vote For Me" this interview was filmed in late 2007 with an un-manned camera, and, as it turned out, a disconnected microphone. I still don't want to talk about it.
John Barron: Miss MacLaine, you've known a lot of politicians, you've known a lot of actors – what do you think they have in common?
Shirley MacLaine: Oh I think politicians are desperate to communicate their truth with the audience, and that's also what an actor does, expressing truth through their character.
Barron: Did the great politicians you've known have the same star quality and charisma as the great actors?
MacLaine: "When you look at the experience of being with Bill Clinton, as opposed to being with a really fine actor, it's entirely different because Bill Clinton works a room like no one you ever saw – an actor is usually shy around real people... a politician wants to shake every hand in the room, an actor wants to go home."
As well as "Law and Order" star Fred Thompson briefly appearing in the 2008 Presidential race and California's erstwhile "Governator" Arnold Schwarzenegger, there was of course President Ronald Reagan in the 1980s, Clint Eastwood, who was elected Mayor of Carmel, California in the 1980s, 1930s movie song-and-dance-man George Murphy became a US Senator in the 1960s, Charlton Heston was head of the National Rifle Association – heck even Shirley Temple became US ambassador. And it's not an exclusively-US phenomenon either; former Philippines President Joseph Estrada had been a movie action-hero, and actress Eva Peron became virtual co-ruler of Argentina as first lady.
But it occurs to me, at the risk of offending any or all of them that may be friends of Miss MacLaine, that none of that above list was necessarily renowned for being, well, a particularly good actor before they went into politics...
"You're right," Shirley nods, "look at Ronald Reagan."
"But, "she says, "Let's see what happens to Fred Thompson because he's an excellent actor who commands a sense of respect with what he's saying. "
I ask her about her memories of the 1960 John F. Kennedy campaign, hoping to get some stories about Jack and Jackie or maybe singing with Sinatra at the Gala, but she looks blank.
"That was the election you and the Rat Pack raised money for Kennedy," I suggest. "You sang at the Gala with Sinatra."
Again nothing, it's as if she has no memory of it.
MacLaine: Bobby Kennedy was the one I was really involved with, I was a state organiser... was that it? Or was it McGovern?
Barron: Well, you were involved with both.
MacLaine: Right.
Barron: So, why did you take a year off in 1972 to campaign for George McGovern?
MacLaine: I was so furious with Richard Nixon, he was not trustworthy - he was a liar. But it was a year out of my life and people in Hollywood thought I was crazy. They thought I didn't want to work anymore that I wanted to be part of the administration, which I might have done if McGovern had won.
Barron: How did you feel when Nixon was re-elected?
MacLaine: Devastated at the stupidity of the American people! My father was for Nixon – he used to go on at me for supporting McGovern because he was inexperienced and because he said he had a Novocain upper lip – somehow George's upper lip doesn't move.
I went to (Nixon's) inauguration - I slipped in... just to see this moment in American history. Because Watergate had already started for goodness sakes, and I remember McGovern telling me, 'if Richard Nixon is reelected I'm not sure I want to stay in this country'... he was just a disaster.
There is a famous photo of MacLaine's friend, the singer Sammy Davis Jr. hugging Republican President Nixon, in what some Democrats saw as an act of betrayal by an entertainer who had also campaigned for Kennedy. How did Shirley MacLaine feel about that?
MacLaine: Sammy was a brilliantly talented man who wanted to be loved... that's all... Nixon was the President.
I want to know why she was supporting Dennis Kucinich in his 2008 gadfly Presidential campaign.
MacLaine: I've seen polls where over 50% say they agree with everything Kucinich says but that he can't win. Well I say if you agree with what he's saying why don't you help him win and vote for him? ...If you want to have an elf as President! He's a wonderful man and a good, good friend, I'm the godmother to his daughter.
Dennis Kucinich is a Vegan, and it was reported during his 2008 campaign he'd once claimed to see a UFO hover over Shirley MacLaine's house – while Kucinich was ridiculed, MacLaine says past Presidents have shared his alternative views.
MacLaine: Reagan was a big new-ager - one of the reasons he was so powerful in his communication skills is that he used to go to many psychics that I know – and we know about Nancy and her astrology.
Barron: Did you even consider making the switch from Hollywood to politics like Reagan?
MacLaine: A bunch of the 'money-people' in California asked me to run for the Senate – and you know what I said? (No, I don't) I said 'I'll run - it's time for a woman - but I want to make two pictures a year and six weeks in Vegas'- they said no, I said no. Once I got into UFO's and high consciousness and past-life understanding they stopped asking me!
Finally, as an Australian, I want to know about media speculation in the early 1980s that Shirley MacLaine might have been about to marry Andrew Peacock and therefore, if things had played out differently, she could have conceivably become Australia's First Lady?
MacLaine: Andrew and I were and still are great friends, and um... " she pauses for quite a while and says, "I didn't want to do that ... he's a lovely man and very nice values, a very good person, but I didn't want to get married."
Australia, the US, and the War on Terror
With Australia raising its terror alert level to high and Obama announcing a plan of action in the Middle East, debates about the alliance and its role in the War on Terror are re-emerging. Associate professor Brendon O'Connor joins an expert panel to discuss the next steps in Iraq and Syria.
Obama lays out plan for Iraq and Syria
Barack Obama's major address on his Islamic State strategy promised air strikes but can a satisfactory resolution be reached without ground troops? Research associate Tom Switzer joins a panel to read between the lines of the President's speech.


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Getting ready to head to Florida for a week of vacation and probably won't be posting again for a while, but I wanted to leave a fun post up while I'm gone! If you follow me on Twitter, then you may know that Allie was working on a "project" last week to enter in a contest to try to win a new Canon 7D SLR. The idea was to use slow motion in a short video clip.....here's her entry! (you may recognize the "actors")
And since you don't get to see Allie in the first video, I'm going to post a video she did of herself last summer.....it's....uh....entertaining.....to say the least ;)
8 hours ago


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Jenaveve (painting)based on the drawing I did last October. this was much harder than I thought it would be. the drawing was done in pen and pencil, so I was able to get the shading and detail I wanted with no problem. in painting it, I had to figure out how to get realistic skin tones, and small decorative details with a brush- something that I never attempted up until now. initially, I meant to do the whole thing with paint and brush, but when it came to the lettering, I wanted it to stand out and be clean, so I did that in paint marker, hopefully making it more solid and legible. there are other details that I drew or highlighted with those markers, though I kept them to a minimum since it creates a glossy texture that doesn't quite go with the rest of the piece. another thing I did to emphasize the letters, was to give the rest of the painting soft shading, and almost no solid white. the strands on her hair aren't sharp, or solid, because I wanted the "Los Angeles" to be the only thing that's 'high def' so to speak. I couldn't capture it in the photos, but the drips are done with multiple layers of paint, so that if you were to run your fingers across the piece, you can feel them. achieving the textures and going out of my comfort zone to do this lettering was challenging, but ultimately, a great experience.acrylic paint and paint marker on 16 x 20 canvas.
i'm not sure how good the resolution might be on this, but i scanned the Metro schedule pamphlet i bought yesterday. i thought some of you here might appreciate this as much as i do. and if you want more MTA goodies, follow: http://lacmtalibrary.tumblr.com
revisited the Selena Gomez profile i drew earlier this year, this time purely in pen and Sharpie, doing my best to pay homage to the Mike Giant style. unfortunately my lines are too shaky and inconsistent to ever compare to his work, but it was enjoyable nonetheless.
my first time painting her on canvas. i based the portrait on a photograph of her from 1952, but i changed the setting to the Los Angeles river, with the viaducts in the background, making this painting an homage to several timeless LA icons. done in acrylic paint and paint marker, on 16 x 20 canvas.
ghettobird spraypaint on drawing and manilla paper
Selena Gomez profilemy sketch of the day, done in pen, pencil, and Sharpie. buy it here
another illustration inspired by the lyrics of a Tiger Army song.this one was difficult because i'm not too sure what the song is about, yet the lyrics painted a romantic picture of Los Angeles and a beautiful cataclysm, that i took literally and turned it into a fake movie poster.the layout and the couple i did in pencil, the rest is digital.
i learned today that Liborio Markets is facing some hard times, economically, and that they're closing down.Liborio has been around my entire life, and that's less than half of the market's history. upon reading about the founding, and considering the impact on the Latino community in Southern California, as well as the personal memories the place has given me, i was inspired to pay tribute in my own small way. i hope El Liborio stays around for a long time, it's a Los Angeles landmark, and an important part of Angelenos' lives for generations.the initial drawing is done in pen. the color is digital.
Street Art is more than just Banksy or Shepard Fairey.it's the art deco movement that held LA's hand as it boomed in the 20s-40sit's the signage that advertised Drive-Thrus and Diners in the 50sit's the murals on the sides of Liquor stores that served as indicators of the neighborhoods and their people from the 60's through the 80s.street art is the graffiti on Venice Beach, the tagging in South Central, the projections outside LA Live.art in our streets is essential- support local arts projects, help end the moratorium.
posted these along Normandie yesterday. the one to the right already had a 100.3 sticker on it, so the "POWER 105.9 : where hip hop died" fit right in.
L.A Rising
some LAistory for you all