text:
- Jeff Hoffart
- Kelowna, B.c.
- Canada
Social Entrepreneur, ED-ucation Publishing
This conversation is closed.
Within learning communities, how do we educate youth about the ethos of TED and get them excited about contributing to the TEDx community?
While we organized our event at TEDxYouth@BIS this year, we found that we were marketing the idea of TED and TEDx to people who already understood and supported this ethos. We are looking for your ideas, resources, and other possible solutions to help educate and involve more youth in the TED and TEDx communities.
Jun 27 2012: I'm a teacher at s Sixth Form college in London and we plan to set up a TED club for our students next year. We work with students who don't always have the best opportunities but have passion and enthusiasm to learn. The plan is to show our students the talks, have discussion groups based on them but most importantly to try and put some of the ideas into action in our school community and in our wider community. We plan to take some students to a TEDx event and get them involved in that way. It would be even better if we could host a TEDx youth event. The idea is not that we educate them about TED but that TED can be incorporated into education.
Jun 27 2012: I love it Thomas! We had discussed starting a TED club next year as well. I would love to stay in contact with you to further discuss what that would look like, and swap ideas back and forth for resources that we could use!
Jun 28 2012: Great, that sounds like a brilliant idea.
Fritzie -
Jun 23 2012: I wonder whether you might explore this question best by meeting with focus groups of uninvolved youth.
- +2
Young people may have a bias toward action more than discussion, particularly those who feel they already spend a lot of time at school.. Young people often do not pay great attention to the motivational speakers at their graduations, I notice, and many TED talks may ring that way. ATEDxYouth event might draw a broader audience if the plan links it to clear, immediate opportunities for action or experience beyond networking that connect with aspirations kids already have.
In this way you are less selling what may be perceived as intellectual/academic talks (that seem a lot like more of school) as offering something that feels like a practical add-on to their every day stuff.
Jun 24 2012: I definitely think you are right about the action component. Our students' talks this year focused on Sustainable Action. Students did not present just an idea, but also presented an action that they had taken already or were planning to take, which would sustain for years to come. This was highly motivating for the speakers!
Upon reflection, I feel that something that we could have done better at our TEDx event, is get more community members who have connections with the event theme to attend. If we had more delegates and members from organizations such as United Nations, UNICEF, etc..., our students may have had a greater chance for success in making their ideas and action a larger reality.
I guess this comes back to the initial question. We did invite members from some of these organizations, but some of the members did not even know what TED was. So, again, it comes down to the education of our communities. One resource I thought was very powerful, was an info graphic about TED and TEDx: http://www.flickr.com/photos/fidelman/7402394044/
Again, if you did not know what TED or TEDx were, it would not mean much. So, I am interested in further ideas and resources to enable us, and everyone, to be able to successfully make TED accessible to each and every person.
Fritzie -
Jun 24 2012: In terms of attracting people from organizations involved with the theme, why not reach for participation from those who would truly welcome some actual participation from kids (to have a greater chance of making their actions and success a larger reality)? Local organizations are great for this, because even the very young can participate fruitfully with adult supervision in adopt a street or adopt a park activities. For the kids this might seem just as important as the UN but more importantly, local service SHOULD feel important to them.
- +1
UNICEF has excellent material online, bu the way, that is focused at kids and what kids can do. You probably know this:)
If you are thinking about grade school kids in your area, why not see if you can get on the agenda at a district teacher training and present a small packet of child appropriate talks on various subjects with examples of how you have used them in your classroom? Another thing that can grab a teacher's interest, perhaps, is a list of well known people and their talks- people kids might predictably want to hear from?
On a smaller level, how about a staff meeting at your school to present that?
Sometimes the personal touch, one teacher to another, is the way to go.
I hadn't realized when I first replied to you that you were talking about grade school kids. I assumed you meant high school kids, for whom almost all the talks would be appropriate.Jun 24 2012: Hi Fritzie, I really like your idea for focus groups. I agree that youth look at life through a different lens than adults and it is impossible to access that viewpoint without delving into their minds a bit. Mostly, the youth we work with are tech savvy and I can't help but wonder if there isn't something more we could do beyond Facebook, Twitter and other social media to hook young people? I think you have provided a great idea for organizers to work WITH students to have them part of the process via focus groups and thus become inherently invested in the outcome. But I wonder if any other TEDxers out there have actual resources they have used for the expressed purpose of spreading the ethos of TEDx to their communities...Jun 26 2012: Myers-Briggs did a good job breaking doen personalities. There are of course other systems.
I once worked with a man who had a poster in his office. Don't try to teach a pig to sing.
It doesn't work , and it only irritates the pig. This was not one of my favorite people, and he showed
some of these tendacies. Use judgment.
Jun 26 2012: I grew up staring at a poster of a cat hanging from a branch, with the caption: "Hang in there". I think this was a fairly common poster in classrooms, at least across Canada. I discussed this with a colleague of mine, and we talked about the implication of high school simply being an act of survival, just "hanging in there" day by day, until it was over.
Although most of the teachers that I had growing up shared this mentality in their pedagogy and instructional approach, I was lucky enough to have a few teachers that pushed us to be active participants in class and in life, rather than simply "hanging in there". The common denominator between these educators is that they had high expectations of us, and believed in us.
I do my best to model this same behavior with my students and my fellow teachers. I agree that we should not force TED on people, and "try to teach a pig to sing". But, if we believe in the pig, and encourage it to reach towards the expectation of dancing and acting, then perhaps it will choose to sing on its own.
Debra Smith
Jun 25 2012: Whether we like it or not, whether we acknowledge it or not= young people learn from what we actually do and live in every circumstance. We sow their future and thus our own in our every action anf they are keen and unrelenting observer who are brutally honest. So, to me the answer to your question is that youth learn from us but it is never the lesson we think it is.
- +1
Jun 25 2012: Spot on Debra! I am currently working with a colleague of mine to create a curriculum that focuses on how students can successfully take sustainable action. You can check it out here: http://www.helptakeaction.com/index.html
One of the biggest components of this is teacher modeling. If we, as educators, or parents, do not model these behaviors, or these actions ourselves, then students may never develop these understandings. It really puts a spotlight on the fact that a great teacher, parent, person, is more about who they are, rather than what they know.Jun 25 2012: Debra, you are correct or "spot on" as Jeff said, but often teachers (esp. newer ones) do not realize this....which brings up the question: Should teachers have higher standards/morals than other professions (which is another topic in itself). I would like to add, though, it is not only our actions and how we live, but also what we say. It is amazing to be that when former students find me on FB, they usually like to tell me that what I said about_____ (fill in the blank) was SO true; or they will write: Remember when you said _____ even though it was DECADES ago. And after I read these notes, I am like WOW... I hadn't realized the impact I had before and HOPED I hadn't led anyone astray with my "bad self". LOL
Jun 25 2012: Linda, as always I love your introspective consideration of what is said. I think that a partial answer to the question you raised is that EVERYONE who is able needs to be more mindful of the impact they are having. I wished that were the case professionally and in parenting for my ex spouce a cop, and for many others. We tend to think that it is 'just human' to be far easier on ourselves and take the rules to the 'nth' degree for others. Weird and unproductive.Jun 23 2012: Hey Tosca. Many people may not have iPads, so will be unable to view the eBook you posted. I know there is also a PDF version, which anyone is able to download or view, available at: http://www.ed-ucation.ca/ted.html
I know that many people view TED as an elite organization. How do we make it more accessible to all?Jun 27 2012: Of course, for you or me what you are saying is true. I am an INTJ. I enjoyed school, but not
everyone does. Especially, I enjoyed the physical sciences and mathematics. I hit my ceiling as
a graduate student in physics. In Law school, I enjoed tha business related courses. My best grade
was in estate planning. Getting my MBA I most enjkoyed statistics and such things. What am I saying,
well it's best shown by a combination of aptitude and interests. I would suggest Keirsey's
You Don't Understand Me edition no.1
Jun 27 2012: Some ancient piece of wrting (which I cannot curently pinpoint) says that we should seek to understand rather than to be understood. Most of us, most especially me, are quite good at seeking to be understood already- we do not need more practice in that.Jun 25 2012: In addition to the last post about "flipped teaching" and the "flipped classroom", I found an interesting article written on Washington Post: http://www.washingtonpost.com/local/education/the-flip-turning-a-classroom-upside-down/2012/06/03/gJQAYk55BV_story.html
In my last post, I mentioned: "Perhaps the way to get teachers to use TED-Ed is more about educating them about the instructional model or theoretical framework of a flipped classroom learning environment.".
But, I do believe there is some truth to the concerns mentioned in this article:
-How many subjects are really appropriate for this technique?
-How does it work for students who don't have computers at home to watch videos or who live in chaotic conditions that make it impossible to absorb new material?
-What about teachers who deliver inspiring classroom presentations?
-Won't students lose something if those lessons are put on video?
What are your thoughts?Jun 25 2012: I love your insight and perspective Fritzie. I am re-thinking what I said now. Perhaps the marketing point is not so much focused on the concepts of "differentiation" and "individualization", but more on the concept of a "flipped classroom". Essentially, this is a newer concept that is more recently being understood in the discipline of teaching. I found a great infographic that unrolls this: http://www.knewton.com/flipped-classroom/
Perhaps the way to get teachers to use TED-Ed is more about educating them about the instructional model or theoretical framework of a flipped classroom learning environment. Perhaps I was trying to begin at the finish line?Jun 25 2012: Thank you Linda for your ideas!
I have taught within Canada's system, as well as within the International setting in Taiwan, Asia, and now in Germany, Europe. I do believe that many see TED as an additional resource or group or organization. This is very similar to the mentality that we used to teach technology in complete isolation to other subjects. Now, we see that technology is a tool or a vehicle that is integrated in and across all subject areas. This is how I feel about TED. I think it is a perspective and mentality that needs to shift, and this may take some time.
I do respectfully disagree with "TED is not for everyone". I do think that there can be different levels of involvement. But, that is similar to saying that Education is not for everyone or Inspiration is not for everyone. One of the purposes of this conversation, is to try to come up with ideas and resources to successfully disprove this statement. I don't have the answers myself, but I do think that, if we all work together, we can find a way to more successfully integrate inspiring ideas within our teaching, rather than "add it on".
I am currently teaching in the upper primary, as a Grade 5 teacher. We held a TEDx event this year, with 17 youth speakers, 12 of which came from Grade 5. Their ideas and action were amazing! You can check out their videos here: http://www.youtube.com/playlist?list=PL6AAF48379A09E839&feature=plcp I would highly recommend Kate or Shivani's talks to get started.
Next year, we are beginning to hand over the responsibility of organizing our event to our Youth Organizers, who are in Grades 6-7. In the coming years, we are aiming for a similar goal to TEDxYouth@Tokyo, which is completely organized and managed by youth.
Jun 25 2012: Jeff, what I meant is that TED is not for everyone is that some students just cannot sit and listen to talks if they are of any length and have no visuals (like someone had written about graduation speeches), nor are they interested in learning things or taking any type of action.... at least that is what I have come across in my classroom.
And about your Grade 5 event, it was impressive. It did help that the speakers were from their own age group, as I was thinking they were mainly adults. We tend to think that youngins' have nothing to say/contribute, but that is NOT true at all (look at Jack Andraka who would be a GREAT speaker) . I wish a "fire" would be lit under some of our students here in my county to do something like this. Good luck to you with the venture.
Jun 25 2012: You are definitely right. It is really tough for younger kids to connect to some of the big issues addressed on TED, and many talks are far too long to hold the attention of younger students. It has definitely pushed me to be very selective in the talks that I show in class. Linda, what are your feelings and perspective on TED-Ed? Have you had a chance to use this in your class? If so, do you feel there is something else TED-Ed could do to make it even more accessible for younger students?
I think that in order to instill the ethos of TED within our students and to enable them to take action, teachers need to explicitly teach the skills necessary for students to be able to do so successfully. I have recently conducted an action research paper with a few colleagues of mine that focused on the skills necessary for taking action. We created a Phase Document, which includes the skills to be taught, and created a website that gives teachers the resources necessary to implement and unroll this document: http://www.helptakeaction.com/
I would love your feedback on this, and if you have some suggestions for what you think we could add or modify to help drive this initiative forward.
Jun 25 2012: Jeff, I have to admit that I only heard of TEDed a few months ago, and it was right before I retired in March, so I never did get to use it (but I sent the link to my dept. chair). What I saw though, looked pretty good for me in English, but the way we have our curriculum/grading set up that addresses mainly core standards, FCAT testing, and grading per a "proficiency" model, it would be hard to incorporate what the program offers except once "in a blue moon". :-(
The link you shared looked interesting, but first, for it to come to total fruition, students and teachers would all have to have technology (and some advanced) which would definitely be the "have's vs. the have not's". How would that issue be addressed?? I will also need to look at it more in depth and to get my MINDSET out of our American system. Grrrr.... For me personally, my last "attempt" at getting my students to be involved in the world and to try to take any sort of action, I had my 11th graders do a research paper on a human rights violation; they were to then come up with an action plan and present it to the class, but I left before the project was finished, and the teacher who replaced me didn't follow through with what I expected. I think that you are definitely going in the right direction, esp. in getting the younger students to see that there is a world outside of where they live and that their actions can help to better both. Kudos to you. :-)Jun 25 2012: Jeff, are you just referring to students in Germany?? Just wondering as even though "kids may be kids" for the most part no matter where they live, their school systems and their lives are not. Many American kids are either just too busy due to extra-curricular activities and/or working usually to support their car. And when you add in all this inane testing, apathy in regards to learning of so many, and the vastness of this country, I do not see it happening as much as in the smaller European countries. See... we look at education differently here as well as what it is to be a teenager (for better or worse). I think too, that for many here, another net "social group" is almost overwhelming, esp. if one would actually have to leave their house to get something going as many just don't want to leave their computer screens.grrrr....
I know the TEDxYouth in Serbia is quite active, and when I am there next year, I hope I can help out with the group. What they do is have meetings at The American Corners across the country. Do you have those there? Also, when I go, I am going to try to have them work more with Junior Achievement of Serbia. We still must keep in mind, though, that not everyone has a computer, so it is limiting in a way.
But with that said, on a personal note, I have used many TED talks in my American lit class which ranged from the informative to the entertaining to the moving, with some students even becoming "Tedsters" themselves before the youth movement came to be. But like someone said, TED is not for everyone (sadly), no matter what the topic as I found out.
You are right, though, that TED can reach a multitude of students who have a multitude of different intelligences and learning styles, and now with TEDed, the possibilities are even greater that this group can change lives. BUT if you are just talking about primary grades, to be honest, I am not too sure TED is really for them?
Good luck to you in your quest :-)Jun 24 2012: Ted is a neat idea. One either gets it,or they don't. Tell them "Would you like to find honors
program trype talks on the net? That's www.Ted.com." Then you'll get Great or boring or why.
That's all. If you're the kind of person who can appreciate ted You know they've got all
you can give.
Jeff Hoffart
Jun 24 2012: Hi George,
- +2
Initially, my reaction was very similar. But, upon reflection, I realized that this is the reason why others have labeled TED as some sort of an elite group. I am interested in having TED accessible to all, including my primary students.
As a teacher, I could not introduce topics (e.g. multiplication, the writing process, how to be an inquirer and ask good questions) and expect that students either get it or they don't. My career depends on me to find alternate methods and ways to ensure all learners experience success. I feel there is a need for education, not only of students, but of parents, teachers, entire communities.
I feel that every teacher should be using TED-Ed in their classrooms...but they're not. So, how do we get them to? What is it that is holding students, or teachers, or anyone back from using, experiencing, and contributing to TED, when we know it is such a great resource/organization/community?
I feel that this is the question we need to answer. My Co-organizer and I felt that part of it, was that everyone learns in a different way. That the world is made up of a diverse set of learners with multiple intelligences. We needed to change how we "marketed" what TED was by choosing some of the shorter videos to share with students and our learning community, by making an eBook that used simplistic language, built-in quizzes, and videos of youth success stories on TED.
Although we made large steps in our mission to further educate and spread the ideas of TED, we are still looking for further ideas and resources to enable us, and everyone, to be able to successfully make TED accessible to each and every person.
Jun 24 2012: Jeff, you mention that not every teacher is using TED-Ed in the classroom but should. As you puzzle over this situation, you might want also to read an article that appeared within the last three weeks in the Chronicle of Higher Education that argues the opposing viewpoint- that TED (or maybe TED-Ed, I can't remember) is not very well suited for the classroom. I have no link to it, but how hard can it be to find?
I think when you find people are not doing something, they may be uninformed or they may have a reason that rings true to them. I think it is always instructive to become familiar with opposing views.
Jun 25 2012: I completely agree Fritzie. We must always have an understanding of opposing views, dialectical standpoints and alternate perspectives.
In the last decade, it has been more and more abundantly clear that Education needs to focus on the learner, and the learner's diverse needs, in order to be successful. Terms such as "personalized education" and "differentiation" often come up, and this is what TED-Ed allows you to do.
I feel that I am quite tech-savvy, but I am also very careful in which technology I use to enhance learning in my classroom. I view TED-Ed as a tool for teachers (specifically the flipping lessons component), as it is a way in which we can choose appropriate information for our students, and personalize it to our local class setting and lessons by adding applicable questions and links to go further.
I don't see it as: "Hey, there is a new technology! We should try it out!" I see it as the reverse. We, as teachers, are expected to / and need to, differentiate and personalize education in order to be successful - and someone has made a resource tailor-made to educators to help us do that....this is what I would like educators to consider.
TED-Ed is not an "extra". It is a vehicle that helps to drive the learning in our classes forward. If this is accurate, or close to, then why are there so few educators actually using TED-Ed regularly? (This is based on my communications with multiple schools). I do understand it is very new, but how do we educate these educators to begin to use this in their classrooms?Jun 25 2012: As you wrote, Jeff, the concepts of a learner-focused classroom, of individualizing, of differentiating... have been understood in the discipline of teaching for a very long time. Dedicated teachers have over the years developed their own ways of serving students in this way and excellent strategies, curriculum materials, and resources have been promoted and adopted for the purpose.
New options keep popping up, in fact. Then selling TED-Ed cannot be done simply by talking about learning-centered classrooms and differentiation. That's a little bit like trying to sell someone a new car by saying he can use it as transportation to get to work or to go to the mountains for recreation.
Marketing then becomes identifying what a particular educational technology can do as an addition to or as a superior replacement for whatever tools and strategies the teacher already uses in her learner centered, individualized, differentiated classroom.Jun 23 2012: One resource we created to help inspire others to take action and get involved with TED, TEDx, and TED Ed was an ebook for free download: http://itunes.apple.com/us/book/ted-ucate-yourself/id526065224?ls=1&fb_source=message this helped encourage others who had no knowledge of TED to quickly get on board. However, I am interested how others around the world 'sell' the idea of TED and TEDx within their communities. I would love to hear and see the creative solutions the TED community has for this.


text:
The Transporter Refueled: The IMAX Experience
Frank Martin, played by newcomer Ed Skrein, a former special-ops mercenary, is now living a less perilous life – or so he thinks – transporting classified packages for questionable people. When Frank's father (Ray Stevenson) pays him a visit in the south of France, their father-son bonding weekend soon takes a turn for the worse when Frank is... Learn More
Jurassic World: An IMAX 3D Experience
Back by popular demand! Jurassic World: An IMAX 3D Experience will receive a special week-long engagement in domestic IMAX 3D theatres beginning August 28. Steven Spielberg returns to executive produce the long-awaited next installment of his groundbreaking Jurassic Park series, Jurassic World. Colin Trevorrow directs the epic action-adventure from a... Learn More

subset: commoncrawl


text:
Now we're email buddies!
You have chosen to receive our #NAMED_LISTS# newsletters at #EMAIL_ADDRESS#. You will receive an e-mail shortly confirming your subscription. So excited to have you!
Refinery 29
Please upgrade your browser for the best Refinery29 experience. Read more.
[UPDATE: This story was published on July 16.]
You've seen the quirky packaging, the pun-heavy product names, and cute-as-a-button campaigns from Benefit Cosmetics. But, behind the cheeky blushes and the badass mascaras sits a team of hard-working, incredibly stylish gals busting their butts to bring you the beauty staples you've come to cherish.
And the makeup giant just so happens to call good ol' San Francisco home, with three expansive floors nestled in the downtown area—oozing beauty from every nook and cranny. So, of course, we had to pay this pretty place a visit to see just what goes down inside those pink walls. And boy, were we in for a treat. We followed four of the company's coolest staffers around the larger-than-life HQ, and documented every moment. The results: a visual array of inspirational style, deers that double as showgirls (seriously), a collection of swoon-worthy vintage mannequin heads, and rad life-sized products to play with. Interested? We thought so. Click through to get a major dose of office, outfit, and (of course) makeup envy, right here.
Photographed by Molly DeCoudreaux
Photographed by Molly DeCoudreaux


text:
Evening all. I just uploaded another free puzzle game called http://timns.dcmembers.com/CluGrid.html to keep http://timns.dcmembers.com/Deductoid.html company. This one's shamelessly based on those puzzle books you buy at the airport to feel intelligent while you wait to hear about the latest flight delays.
I was quite proud of writing this: the puzzles, text, objects and clues are all generated algorithmically and you get 999,999 variants at each size.
I hope you all enjoy it - there's a help page if you get stuck or it blows up.
Or ask me here...


text:
Comfy Carry Elite Plus - Adjustable Infant Car Seat Base - Dorel Silver
Always on the go? Don't forget an extra base for another car! Parents can use the Safety 1st Comfy Carry Elite Plus Adjustable Base in a second vehicle and easily transfer an existing infant car seat smoothly from car to car.
- Extra base lets you easily move your Comfy Carry infant car seat from car to car
- Compact size fits in smaller spaces
- Base shape provides better fit in a wide range of vehicles
- Secures with LATCH system
- Adjustable foot helps to ensure better recline position
Compatible with your Comfy Carry, Comfy Carry Elite, and Comfy Carry Elite Plus Infant Car Seat
Side Impact Protection: No
Adjustable Base: Yes
Assembled Product Dimensions (L x W x H in Inches): 21.5 x 14.5 x 7.3
Carton Weight (lbs): 5.0
Carton Dimensions (L x W x H in Inches): 15.5 x 8.2 x 23.7


text:
I heard it can be done only on Floyd Rose, haven't tryed on regular though.
Take the 2-minute tour ×
Music: Practice & Theory Stack Exchange is a question and answer site for musicians, students, and enthusiasts. It's 100% free, no registration required.
Yes you need a tremolo of some sort; play a note, depress the tremolo (this will slacken the strings); catch the nearest natural harmonic, pull back on the tremolo, distortion and reverb will help you get the Dime sound.
Check out this video from the man himself


text:
Please Note: By clicking a link to any resource listed on this page, you will be leaving this site.
Women's Soccer Worldhttp://www.womensoccer.comWomen's Soccer World offers info on female soccer athletes, news, and teams near you.
Young Men's Christian Association (YMCA)http://www.ymca.netYMCAs also offer camps, computer classes, and community service opportunities in addition to fitness classes.
American Council on Exercise (ACE)http://www.acefitness.orgACE promotes active, healthy lifestyles by setting certification and education standards for fitness instructors and through ongoing public education about the importance of exercise.
Note: All information is for educational purposes only. For specific medical advice, diagnoses, and treatment, consult your doctor.
© 1995-


text:
Young FBI agent Chevie Savano arrives back in modern-day London after a time-trip to the Victorian age, to find the present very different from the one she left. Europe is being run by a Facsist movement known as the Boxites, who control their territory through intimidation and terror. Chevie's memories come back to her in fragments, and just as she is learning about the WARP program from Professor Charles Smart, inventor of the time machine, he is killed by secret service police. Now they are after Chevie, too, but she escapes--into the past. She finds Riley, who is being pursued by futuristic soldiers, and saves him. Working together again, it is up to Chevie and Riley to find the enigmatic Colonel Clayton Box, who is intent on escalating his power, and stop him before he can launch missiles at the capitals of Europe.
'Colfer has the ability to make you laugh twice over: first in sheer subversive joy at the inventiveness of the writing, and again at the energy of the humour' - Sunday Times
'Readers mourning the end of the Artemis Fowl series can take heart...the time-bending WARP series is an all-out blast.' - Publishers Weekly


text:
Magnificent Majesty: The Canadian Rockies VIA Rail Canada
Some years ago, as a recent college graduate, I found myself traveling through the Scottish highlands with the Bishop of New York on an overnight sleeper train from London. We were four in our party, including my godfather who was an intimate of the Bishop, and the Bishop's companion, a youth slightly older than I. The trip was instigated by my godfather as a reward for my graduation and we were all headed for Edinburgh and thereafter, to a castle that was a part of the Scottish Trust, though for the time being the castle was still in the custody of another close friend of my godfather's.
Prior to boarding the train, the Bishop and my godfather had received a delivery from Fortnum & Mason of a number of bottles of Rose's Lime Juice and nearly an equal number of vodka, so that all through the long, dark night as the train climbed into the highlands, the Bishop and my godfather tippled and told slightly off-color stories about Mae West and Honeychile Wilder.
In the morning, when I awoke in my own private sleeping car, my head was splitting but the view was spectacular - and this was perhaps what I recalled most when I accepted an invitation to explore the Canadian Rockies on an overnight train from Vancouver to Edmonton.
Romance, intrigue, and spectacular scenery
For years, Hollywood has offered filmgoers glimpses of the romance of rail travel in films such as "Some Like It Hot" with Marilyn Monroe as Sugar singing "Runnin' Wild" on the train to Miami. In the screwball comedy "Twentieth Century" with John Barrymore and Carole Lombard, the train travels from Chicago to New York. In the hands of Hitchcock, train travel provides a setting for the plotting of a murder in "Strangers on a Train," just as in Billy Wilder's "Double Indemnity," where Barbara Stanwyck's character tosses her husband onto the tracks. And of course the most famous train film is probably "Murder on the Orient Express," based on Agatha Christie's novel of the same name.
Romance, intrigue, and spectacular scenery: it's a seductive combination - and particularly when you're traveling on VIA Rail Canada's flagship, the Canadian. The four-day journey from Vancouver to Toronto is one of the world's most legendary long-haul journeys - and, arguably, the best way to experience the beauty of western Canada and the Canadian Rockies, a UNESCO World Heritage site.
Start your adventure with a day (or a weekend) in Vancouver spent sampling the city's maritime bounty - and then, as the sun sets over the ocean, head to Pacific Central Station and board the Canadian. This renowned train with its stainless steel cars recently underwent a $22 million renovation that included the revamping of the kitchen's culinary offerings, with a renewed focus on regional Canadian cuisine.
As rail aficionados well know, one of the many joys of train travel is the relaxed pace of life. Unlike the adrenaline rush of stress that so often accompanies commercial aviation in this security-obsessed era, traveling by train is marked by a more leisurely, genteel atmosphere. Porters help you with your bags and store them for you in your sleeper cabins while you head upstairs to the Skyline Car for a glass (or two) of champagne. The Canadian rolls gently out of the station and, just like that, you're on your way. Sink back into the convivial atmosphere and take note of your fellow passengers - lest one of them disappear at the hands of a femme fatale.
There are two classes of service offered on the Canadian: Economy and Sleeper Plus, with the latter affording access to the Park Car, with its panoramic views and lounge facilities, as well as access to the Skyline Car with its seated dome viewing, lounges, and activity areas.
While traveling through the night
The staff on the Canadian is as helpful as Julie, Cruise Director, on "The Love Boat." Feel like playing Backgammon? Or Bingo? How about a drawing contest? On a train, while traveling through the night, board games you haven't played since you were a kid suddenly possess an irresistible allure.
Even more alluring, however, might be your own personal cabin. When I returned to mine, the porter had lowered the bed, causing the two armchairs to disappear completely and leaving in their place a freshly-made single bed with two bright white, sumptuous pillows. I could hardly wait to slip between the crisp white sheets.
Each cabin, whether one-, two-, or three-bed, comes with turndown service, a closet, sink, vanity, mirror, and ensuite water closet. In other words, everything you need for a blissful night's sleep. Should you desire a shower before bed, grab your personal shower kit, complete with toiletries and towel, and head to the shower just beyond your cabin door.
For some people, there's nothing so soporific as the gentle rolling of the train as it traverses the tracks - and I'm one of them. I slept like a sated child, maybe dreaming of Hitchcock and Monroe, as well as all those who found shut-eye in the rhythmic lull of a train as it chugged through the night. I left the window shade slightly raised, so that as morning light slipped into my cabin, my eyes opened and, like a child at Christmas, I crawled to the foot of the bed to peer out the window.
The Canadian traverses through deep river canyons and boreal forests of birch, poplar, and conifers and what I saw in the first light of day made me imagine what it might have been like for the First Nationers (Canada's equivalent to Native Americans): an expanse of land, unsullied by humanity, a wild and lonely landscape tinged with the cold blue of early morning.
I placed my pillow on the windowsill and watched in silent amazement as daybreak touched this unspoiled land. The railroad hugged tight along the rolling, winding river and periodically, I glimpsed a dwelling on a distant hill, a single light illuminating its threshold. Is it any wonder that Canada has produced such a plethora of songwriters and singers - and comedians? For in the face of such unrelentingly spectacular landscapes, what else is there to do but write, sing - and laugh?
(Travel feature continues on next page)


text:
Barbara Tversky
Professional Background
Educational Background
Scholarly Interests
Selected Publications
Hard, B. M., Recchia, G., and Tversky, B. (2011). The shape of action. Journal of Experimental Psychology: General. doi: 10.1037/a0024310
Tversky, B. (2011). Spatial thought, social thought. In T. Schubert and A. Maass(Editors), Spatial schemas in social thought. Berlin: Mouton de Gruyter.
Tversky, B. and Hard, B. M. (2009). Embodied and disembodied cognition: Spatial perspective taking. Cognition, 110, 124-129.
Tversky, B., Zacks, J. M., and Hard, B. M. (2008). The structure of experience. In T. Shipley and J. M. Zacks (Editors), Understanding events. Pp. 436-464. Oxford: Oxford University.
Kessell, A. M. and Tversky, B. (2008). Cognitive methods for visualizing space, time, and agents. In G. Stapleton, J. Howse, and J. Lee (Editors), Theory and application of diagrams. Dordrecht, NL: Springer.
Tversky, B. (2007). Gestalts of thought. In L. Albertazzi (Editor), Visual thought. Pp. 155-163. Amsterdam: Benjamins.
Heiser, J. and Tversky, B. (2006). Arrows in comprehending and producing mechanical diagrams. Cognitive Science, 30, 581-592.
Tversky, B. (2005). Visuospatial reasoning. In K. Holyoak and R. Morrison (Editors). The Cambridge handbook of thinking and reasoning. Pp. 209-241. Cambridge: Cambridge University Press.
Tversky, B. (2005). Visualizing science. In. J. K. Gilbert (Editor). Visualizations in science education. Boston: Kluwer.
Tversky, B. (2011). Visualizing thought. Topics in Cognitive Science, 3, 499-535.
Tversky, B. (2011). Spatial thought, social thought. In T. Schubert and A. Maass(Editors), Spatial schemas in social thought. Berlin: Mouton de Gruyter.
Nickerson, J V., Corter, J, Tversky, B, Zahner, D, and Rho, YJ: (2008). Diagrams as a tool in the design of information systems. In J. S. Gero and A. Goel (Eds.), Design computing and cognition '08. Pp. 103-122. Dordrecht, Netherlands: Springer.
Tversky, B., Corter, J. E., Nickerson, J. V., Zahner, D., and Rho, Y. J. (2008). Transforming descriptions and diagrams to sketches in information system design. In G. Stapleton, J. Howse, and J. Lee (Editors), Theory and application of diagrams. Dordrecht, NL: Springer.
Nickerson, J. V., Corter, J. E., Tversky, B., Zahner, D., and Rho, Y-J. (2008). The spatial nature of thought: Understanding information systems design through diagrams. In Boland, R., Limayem, M., and Pentland, B. (Editors). Proceedings of the 29th International Conference on Information Systems.
Kessell, A. M. and Tversky, B. (2008). Cognitive methods for visualizing space, time, and agents. In G. Stapleton, J. Howse, and J. Lee (Editors), Theory and application of diagrams. Dordrecht, NL: Springer.
2007: Tversky, B., Agrawala, M., Heiser, J., Lee, P. U., Hanrahan, P., Phan, D., Stolte, C., Daniel, M.-P. (2007). Cognitive design principles for generating visualizations. In G. Allen (Editor). Applied spatial cognition: From research to cognitive technology. Pp. 53-73. Mahwah, NJ: Erlbaum.
Tversky, B., Agrawala, M., Heiser, J., Lee, P. U., Hanrahan, P., Phan, D., Stolte, C., Daniele, M.-P. (2007). Cognitive design principles: From cognitive models to computer models. In L. Magnani (Editor). Model-based reasoning in science and engineering. Pp. 1-20. London: King's College.
Tversky, B. (2007). Gestalts of thought. In L. Albertazzi (Editor), Visual thought. Pp. 155-163. Amsterdam: Benjamins.
Tversky, B., Heiser, J., MacKenzie, R., Lozano, S., and Morrison, J. B. (2007). Enriching animations. In R. Lowe and W. Schnotz, Learning with animation: Research implications for design. NY: Cambridge University Press.
Tversky, B. (2007). Gestalts of thought. In B. Choksi and C. Najaran (Editors). Research trends in science, technology, and mathematics education. Mumbai: Macmillan India. Kim, S., Yoon, M., Whang, S., Tversky, B., & Morrison, J. (2007). The effect of animation on comprehension and interest. Journal of Computer Assisted Learning, 23(3), 260-270.
2006: Heiser, J. and Tversky, B. (2006). Arrows in comprehending and producing mechanical diagrams. Cognitive Science, 30, 581-592.
Kessell, A. M. and Tversky, B. (2006). Using gestures and diagrams to think and talk about insight problems.Proceedings of the Meetings of the Cognitive Science Society.
Hard, B. M., Tversky, B., and Lang, D. (2006). Making sense of abstract events: Building event schemas. Memory and Cognition, 34, 1221-1235.
Committee on Support for Thinking Spatially (including Tversky, B.). (2006). Learning to think spatially. Washington, D. C.: The National Academies Press.
Heiser, J. and Tversky, B. (2004).Characterizing diagrams produced by individuals and dyads. In T. Barkowsky (Editor). Spatial cognition: Reasoning, action, interaction. Pp. 214-223. Berlin: Springer-Verlag.
Tversky, B. (2004). Semantics, syntax, and pragmatics of graphics. In Holmqvist, K. and Ericsson, Y. (Eds). Language and visualisation. Pp. 141-158. Lund: Lund University Press.
Bryant, D. J., & Tversky, B. (1999).Mental representations of spatial relations from diagrams and models. Journal of Experimental Psychology: Learning, Memory and Cognition, 25, 137-156.
Gero, J. S., & Tversky, B. (Editors). (1999). Visual and spatial reasoning in design. Sydney, Australia: Key Centre of Design Computing and Cognition.
Mark, D. M., Freksa, C., Hirtle, S.C., Lloyd, R., and Tversky, B., (1999). Cognitive models of geographic space. International Journal of Geographic Information Science, 13(8), 747-774.
Mark, D. M., Smith, B., & Tversky, B. (1999). Ontology and geographic objects: An empirical study of cognitive categorization. In Freksa, C., & Mark, D. M. (Eds.). Spatial information theory: cognitive and computational foundations of geographic information science. (pp. 283-298). Berlin: Springer.
Tversky, B. (1999a). Talking about space. Contemporary Psychology, 44, 39-40.
Tversky, B. (1999b). What does drawing reveal about thinking? In J. S. Gero & B. Tversky (Eds.), Visual and spatial reasoning in design. (pp. 93-101). Sydney, Australia: Key Centre of Design Computing and Cognition.
Tversky, B., Kim, J., & Cohen, A. (1999). Mental models of spatial relations and transformations from language. In C. Habel & G. Rickheit (Eds.), Mental models in discourse processing and reasoning. Pp. 239-258. Amsterdam: North-Holland.
Tversky, B., & Lee, P. U. (1999). Pictorial and verbal tools for conveying routes. In Freksa, C., & Mark, D. M. (Eds.). Spatial information theory: cognitive and computational foundations of geographic information science. (Pp. 51 64.) Berlin: Springer.
Tversky, B., Morrison, J. B., Franklin, N., & Bryant, D.J. (1999). Three spaces of spatial cognition. Professional Geographer, 51, 516-524.
Tversky, B. Lee, P. U., and Mainwaring, S. (1999). Why speakers mix perspectives.Journal of Spatial Cognition and Computation, 1, 399-412.
Zacks, J., Rypma, B., Gabrieli, J. D. E., Tversky, B., & Glover, G. H., (1999). Imagined transformations of the body: An fMRI study. Neuropsychologia, 37(9), 1029-1040.
Zacks, J., & Tversky, B. (1999). Bars and lines: A study of graphic communication. Memory and Cognition, 27, 1073-1079.
Tversky, B. (1998). Three dimensions of spatial cognition. In M. A. Conway, S. E. Gathercole, & C. Cornoldi (Eds.). Theories of memory II. (pp. 259-275). Hove, East Sussex: Psychological Press.
Tversky, B., & Lee, P. U. (1998). How space structures language. In C. Freksa, C. Habel, & K. F. Wender (Eds.), Spatial Cognition: An interdisciplinary approach to representation and processing of spatial knowledge. (Pp. 157-175). Berlin: Springer-Verlag.
Tversky, B., & Taylor, H. A. (1998). Acquiring spatial and temporal knowledge from language. In M. J. Egenhofer & R. G. Golledge (Eds.), Spatial and temporal reasoning. (pp. 155-166). N. Y.: Oxford.
Zacks, J., Levy, E., Tversky, B., & Schiano, D. J. (1998). Reading bar graphs: Effects of depth cues and graphical context. Journal of Experimental Psychology: Applied, 4, 119-138.
McBeath, M. K., Schiano, D. J., & Tversky, B. (1997). Three-dimensional bilateral symmetry bias in judgments of figural identity and orientation.Psychological Science, 8, 217-223.
Morrison, J. B., & Tversky, B. (1997). Body schemas. In M. G. Shafto & P. Langley (Eds.), Proceedings of the Meetings of the Cognitive Science Society. (pp. 525-529). Mahwah, NJ: Erlbaum.
Stein, N., Ornstein, P., Tversky, B., & Brainerd, C. (Eds.) (1997). Memory for emotion and everyday events. Mahwah, NJ: Erlbaum.
Suwa, M., & Tversky, B. (1997). What architects and students perceive in their sketches: A protocol analysis. Design Studies, 18, 385-403.
Taylor, H. A., & Tversky, B. (1997). Indexing events in memory: Evidence for index preferences. Memory, 5, 509-542.
Tversky, B. (1997a). Memory for pictures, environments, maps, and graphs. In D. Payne & F. Conrad (Eds.), Intersections in basic and applied memory research. (pp. 257-277). Mahwah, NJ: Erlbaum.
Tversky, B. (1997b). Spatial constructions. In N. Stein, P. Ornstein, B. Tversky, & C. Brainerd (Eds.) Memory for emotion and everyday events. (pp. 181-208). Mahwah, N. J.: Erlbaum.
Tversky, B., & Schiano, D. (1997).Distortions in visual memory: A Reply to Engebretson and Huttenlocher's Comments on Tversky and Schiano. Journal of Experimental Psychology: General, 126, 212-214.
Tversky, B., Taylor, H. A., & Mainwaring, S. (1997). Langage et perspective spatial(Spatial perspectives in language). In M. Denis (Ed.), Langage et cognition spatiale. (pp. 25-49). Paris: Masson.
Zacks, J., & Tversky, B. (1997). What's happening? The structure of event perception. Proceedings of the Meetings of the Cognitive Science Society. Mahwah, NJ: Erlbaum.
Levy, E., Zacks, J., Tversky, B., & Schiano, D. (1996). Gratuitous graphics: Putting preferences in perspective. Human factors in computing systems: Conference proceedings (pp. 42-49). NY: ACM.
Suwa, M., & Tversky, B. (1996).What architects see in their sketches: Implications for design tools. Human factors in computing systems: Conference companion (pp. 191-192). NY: ACM.
Taylor, H. A., & Tversky, B. (1996). Perspective in spatial descriptions. Journal of Memory and Language, 35, 371-391.
Tversky, B. (1996). Spatial perspective in descriptions. In P. Bloom, M. A. Peterson, L. Nadel, & M. Garrett (Eds.), Language and space. (pp. 463-491). Cambridge: MIT Press.
Bryant, D. J., Lanca, M., & Tversky, B. (1995). Spatial concepts and perception of physical and diagrammed scenes. Perceptual and Motor Skills, 81, 531-546.
Taylor, H. A., & Tversky, B. (1995). Assessing spatial representation using text. Geographical Systems, 2, 235-254.
Tversky, B. (1995a). Cognitive origins of graphic conventions. In F. T. Marchese (Ed.). Understanding images. (pp. 29-53). New York: Springer-Verlag.
Tversky, B. (1995b). Perception and cognition of 2D and 3D graphics. Human Factors in Computing Systems. (pp. 175). New York: ACM.
Tversky, B. (1995c). Some memory issues for the 90's. Applied Cognitive Psychology, 9, 451-452.
Tversky, B. (1995d). Speculations on cognitive origins of graphic conventions. In G. Ben Shakhar & A. Lieblich (Eds.), Studies in psychology: In honor of S. Kugelmass. (pp. 300-321). Jerusalem: Magnes Press.
Tversky, B. (1994). Experiments in cognitive psychology: Version 2. (A Macintos Laboratory). Stanford: Office of Technology Licensing.
Tversky, B., Franklin, N., Taylor, H. A., & Bryant, D. J. (1994).Spatial mental models from descriptions. Journal of the American Society for Information Science, 45(9), 656-668.
Tversky, B. (1993a).Cognitive maps, cognitive collages, and spatial mental models. In A. U. Frank & I. Campari (Eds.), Spatial information theory: A theoretical basis for GIS. (pp. 14-24). Berlin: Springer-Verlag.
Tversky, B. (1993b). Some challenges for a computational account of imagery. Computational Intelligence, 9, 362-365.
Tversky, B., & Clark, H. H. (1993). Prepositions aren't places. Brain and Behavioral Sciences, 16(2), 252-253.
Bryant, D. J., & Tversky, B. (1992). Assessing spatial frameworks with object and direction probes. Bulletin of the Psychonomic Society, 30, 29-32.
Bryant, D. J., Tversky, B., & Franklin, N. (1992).Internal and external spatial frameworks for representing described scenes. Journal of Memory and Language, 31, 74-98.
Franklin, N., Tversky, B., & Coon, V. (1992). Switching points of view in spatial mental models acquired from text. Memory and Cognition, 20, 507-518.
Schiano, D., & Tversky, B. (1992). Structure and strategy in viewing simple graphs. Memory and Cognition, 20, 12-20.
Taylor, H. A., & Tversky, B. (1992a). Descriptions and depictions of environments. Memory and Cognition, 20, 483-496.
Taylor, H. A., & Tversky, B. (1992b). Spatial mental models derived from survey and route descriptions. Journal of Memory and Language, 31, 261-282.
Tversky, B. (1992a). Distortions in cognitive maps. Geoforum, 23, 131-138.
Tversky, B. (1992b). Images before and behind the eye. Review of Images and Understanding, edited by H. Barlow, C. Blakemore & M. Weston-Smith. Contemporary Psychology, 37, 931-932.
Tversky, B. (1992c). Spatial mental representations. In N. H. Narayanan, B. Chandrasekaran, Y. Iwasaki, & H. Simon (Eds.), Reasoning with diagrammatic representations. Proceedings of the 1992 AAAI Spring Conference. AAAI Technical Report. Menlo Park, CA: AAAI.
Tversky, B. (1991a). Distortions in memory for visual displays. In S. R. Ellis (Ed.) & M. K. Kaiser & A. Grunwald (Assoc. Eds.), Pictorial communication in virtual and real environments (pp. 61-75). London: Taylor and Francis.
Tversky, B. (1991b).Spatial mental models. In G. H. Bower (Ed.), The Psychology of Learning and Motivation: Advances in Research and Theory. Vol. 27 (pp. 109-145). N. Y.: Academic Press.
Tversky, B., & Hemenway, K. (1991). Parts and the basic level in natural categories and artificial stimuli: Comments on Murphy (1991). Memory and Cognition, 19, 439-442.
Tversky, B., Kugelmass, S., & Winter, A. (1991). Cross-cultural and developmental trends in graphic productions. Cognitive Psychology, 23, 515-557.
Franklin, N., & Tversky, B. (1990).Searching imagined environments. Journal of Experimental Psychology: General, 119, 63-76.
Tversky, B. (1990a). Experiments in cognitive psychology (A Macintosh Laboratory). Stanford University: Office of Technology Licensing. Distinguished Software Award, EDUCOM/NCRIPTAL, 1990.
Tversky, B. (1990b). Where partonomies and taxonomies meet. In S. L. Tsohatzidis(Ed.), Meanings and prototypes: Studies on linguistic categorization (pp. 334-344). London: Routledge.
Tversky, B. (1989). Parts, partonomies, and taxonomies. Developmental Psychology,25, 983-995.
Tversky, B., & Schiano, D. (1989). Perceptual and conceptual factors in distortions in memory for maps and graphs. Journal of Experimental Psychology: General, 118, 387-398.
Tversky, B., & Tuchin, M. (1989). A reconciliation of evidence on eyewitness testimony: Comments on McCloskey & Zaragoza (1985). Journal of Experimental Psychology: General, 118, 86-91.
Novick, L. R., & Tversky, B. (1987).Cognitive constraints on ordering operations: The case of geometric analogies. Journal of Experimental Psychology: General, 116, 50-67.
Tversky, B. (1985a). Categories and parts. In C. Craig & T. Givon (Eds.), Noun classes and categorization (pp. 63-75). Philadelphia: John Benjamins Publishing Co.
Tversky, B. (1985b). The development of taxonomic organization in named and pictured categories. Developmental Psychology, 21, 1111-1119.
Tversky, B., & Baratz, D. (1985). Memory for faces: Are caricatures better than photographs? Memory and Cognition, 13, 45-49.
Tversky, B. (1984). Citation classic. Current Contents, 16, 13, 18.
Tversky, B., & Hemenway, K. (1984). Objects, parts, and categories. Journal of Experimental Psychology: General, 113, 169-193.
Freyd, J., & Tversky, B. (1983).The force of symmetry in form perception. American Journal of Psychology, 97, 109-126.
Tversky, B., & Hemenway, K. (1983). Categories of scenes. Cognitive Psychology, 15, 121-149.
Tversky, B. (1982). Rebirth of Learning. Review of J. R. Anderson (Ed.), Cognitive skills and their acquisition. Contemporary Psychology, 27, 679-80.
Melkman, R., Tversky, B., & Baratz, D. (1981). Developmental trends in the use of perceptual and conceptual attributes in grouping, clustering and retrieval. Journal of Experimental Child Psychology, 31, 470-486.
Tversky, B. (1981). Distortions in memory for maps. Cognitive Psychology, 13, 407-433.
Tversky, B. (1979). Pictorial representations in adults and children. Quarterly Journal of Experimental Psychology, 31, 397-408.
Tversky, B., Havousha, S., & Poller, A. (1979). Noun-modifier order in a semantic verification task. Bulletin of the Psychonomic Society, 13, 31-34.
Tversky, B., & Teiffer, E. (1976). Development of strategies for recall and recognition. Developmental Psychology, 12, 406-410.
Tversky, B. (1975). Pictorial encoding in sentence-picture comparison. Quarterly Journal of Experimental Psychology, 27, 405-410.
Tversky, B., & Sherman, T. (1975). Picture-memory improves with longer on-time and off-time. Journal of Experimental Psychology: Human Learning and Memory, 104 (2), 114-118.
Tversky, B. (1974a). Breadth of pictorial and verbal codes in memory. Bulletin of the Psychonomic Science Society, 4, 65-68.
Tversky, B. (1974b). Eye fixations in prediction of recognition and recall. Memory and Cognition, 2, 275-278.
Tversky, B. (1974c). Retrieval of pictorial and verbal stimulus codes. Bulletin of the Psychonomic Science Society, 4 (6), 580-581.
Tversky, B.(1973a). Encoding processes in recognition and recall. Cognitive Psychology, 5, 275-287.
Tversky, B. (1973b). Pictorial and verbal encoding in pre-school children. Developmental Psychology, 8, 149-153.
Tversky, B. (1969). Pictorial and verbal encoding in a short-term memory task. Perception & Psychophysics, 5, 225-233.
professional experiences
1970-1971 NIMH Postdoctoral Fellowship, Psychology, Stanford University
1971-1972 Postdoctoral Research, Psychology, University of Oregon
1972-1977 Lecturer, Department of Psychology, Hebrew University
1974 Visiting Associate Professor, Psychology, University of Michigan
1977-1978 Visiting Scholar, Psychology, Stanford University
1978-1986 Senior Lecturer, Psychology, Stanford University
1986-1991 Associate Professor, Psychology, Stanford University
1991-2006 Professor, Psychology, Stanford University
2006- Professor Emerita of Psychology, Stanford University
2005- Professor of Psychology and Education, Columbia Teachers College
honors and awards
Fellow, American Psychological Society, 1995
Phi Beta Kappa Excellence in Teaching Award, 1999
Fellow, Cognitive Science Society, 2002
Society of Experimental Psychology 2004
Fellow, Russell-Sage Foundation, 2004-2005
Fellow, Eastern Psychological Association 2010
professional organization membership
National and International Committees:
Executive Committee, International Union of Psychological Sciences, 2004-2012
Governing Board: Psychonomic Society, 2001-2007
Governing Board: Cognitive Science Society, 2003-2009
U. S. National Committee of National Academy of Sciences 2001-2012
U. S. Head Delegate to the International Union of Psychological Sciences, 2004
U. S Delegate to the International Union of Psychological Sciences, 2002
Board of Trustees, WonderFest
Board, Federation of Behavioral, Psychological, and Cognitive Sciences, 2001-2007
Member, National Academy of Sciences Committee, "Support for Thinking Spatially."
Member, National Academy of Sciences Committee, "Visualization of Uncertain Data."
Editorial Boards:
European Journal of Cognitive Psychology (2001-2005). Associate Editor
Cognitive Processing (1999- )
Spatial Cognition and Computation (1997- )
Cognitive Psychology (1995-2002), Associate Editor
Memory and Cognition (1989-2001)
Journal of Experimental Psychology: General (1982-1988)
Journal of Experimental Psychology: Learning, Memory and Cognition (1976-1982)
Psychological Research (1976-1984)
HUDK 4029: Human cognition and learning
Cognitive and information-processing approaches to attention, learning, language, memory, and reasoning. Fee: $20.
HUDK 5025: Spatial thinking
Analyzes research on how people learn, mentally represent, mentally transform, describe, and act on the spaces they encounter. Mental models of and transformations of space underlie the way people think about abstract domains, so thought about space has implications for thought in general. Implications for education and HCI are considered.
HUDK 5030: Visual explanations
Surveys production and comprehension of visualizations ranging from ancient cave paintings and petroglyphs to diagrams, charts, graphs, comics, picture books, photographs, gesture, and film to extract and apply techniques for conveying objects, actions, forces relations, and emotions, meanings that are both inherently visible and non-visible. Implications for education, art, media, and HCI are drawn.
Documents & Papers
Download: _____2009_Nickson et al_matching [PDF]
Download: 2000_Tversky_Zacks_ Lee_Heiser, J_ Lines, blobs, crosses, and arrows_ Diagrammatic communication with schematic figures [PDF]
Download: 2002_Tversky_Morrison_Betrancourt_Animation Can it facilitate [PDF]
Download: 1975_Tversky_Pictorial encoding in sentence-picture comparison [PDF]
Download: 2000_Tversky_Some ways that maps and graphs communicate [PDF]
Download: 2004_Marsh_Tversky_Spinning the stories of our lives [PDF]
Download: 2001_Suwa_Tversky_Constructive perception in design [PDF]
Download: 1981_Tversky_Distortions in memory for maps [PDF]
Download: 1989_Tversky_Parts, partonomies, and taxonomies [PDF]
Download: 1991_Tversky_spatial mental models [PDF]
Download: 1992_Tversky_Distortions in cognitive maps [PDF]
Download: 1999_Tversky_Drawing_reveal_about_thinki [PDF]
Download: 2000_Emmorey_Tversky_Using space to describe space [PDF]
Download: 2002_Tversky_Morrison_Zacks_On bodies and events [PDF]
Download: 2002_Tversky_What do sketches say about thinking [PDF]
Download: 2003_Martin_Tversky_Segmenting ambiguous events [PDF]
Download: 2003_Tversky_Navigating by mind and by body [PDF]
Download: 2003_Tversky_Structures of mental spaces [PDF]
Download: 2004_narratives of life [PDF]
Download: 2004_Tversky_Narratives of space, time, and life [PDF]
Download: 2005_Morrison_Tversky_Bodies and their parts [PDF]
Download: 2010_Tversky_Spaces of thought [PDF]
Download: 2010_Tversky_et al_Talking about events [PDF]
Download: 2011_Hard_Recchia_Tversky_The shape of action [PDF]
Download: 2011_Tversky_Spatial social thought [PDF]
Download: 2011_Tversky_Tools for thought [PDF]
Download: 2011_Tversky_Visualizing thoughts [PDF]
Download: 1984_Tversky_Hemenway_Objects, parts, and categories [PDF]
Download: _____2009_Tversky_Hard_Embodied and disembodied cognition [PDF]
Download: 2008_Transforming descriptions and diagrams to sketches in information system design [PDF]
Download: 1998_Zacks_Levy_Tversky_Schiano_Reading bar graphs_Effects of depth cues and graphical context [PDF]
Download: 1996_Taylor_Tversky_Perspective in spatial descriptions [PDF]
Download: 1997_Suwa_Tversky_What architects and students perceive in their sketches_ A protocol analysis [PDF]
Download: 1999_Mark_Smith_Tversky_Ontology and geographic objects_an empirical study of cognitive categorization [PDF]
Download: 2010_Yu_Nickson_Tversky_Discovering perceptions of personal social networks through diagrams [PDF]
Download: 2008_Corter_Nickerson_Tversky_Zahner_Rho_ Using diagrams to design information systems [PDF]
Download: 1975_Tversky_Breadth of pictorial and verbal codes in memory [PDF]
Download: 2004_Tversky_Semantics, syntax, and pragmatics of graphics [PDF]
Download: 2001_Suwa_Tversky_Seeing into sketches_ Regrouping parts encourages new interpretations [PDF]
Download: 2004_Heiser, Phan, Tversky_Hanrahan_Identification and validation of cognitive design principles for automated generation of assembly instructions [PDF]
Download: 2005_Fontaine_Edwards_Tversky_Denis_ Expert and non expert knowledge of loosely structured environments [PDF]
Download: 1983_Freyd_Tversky_ The force of symmetry in form perception [PDF]
Download: 2001_Zacks_Tversky_Iyer_Perceiving, remembering and communicating structure in events [PDF]
Download: 1997_McBeath_Schiano_Tversky_Three dimensional bilateral symmetry bias in judgements of figural identity and orientation [PDF]
Download: 1991_Tversky_Hemenway_Parts and the basic level in natural categories and artificial stimuli [PDF]
Download: 2011_Klingner_Tversky_Hanrahan_Effects of visual and verbal presentation on cognitive load in vigilance, memory, and arithmetic tasks [PDF]
Download: 2011_Kessell_Tversky_Visualizing space, time, and agents [PDF]
Download: 1990_Franklin_Tversky_searching imagined environments [PDF]
Download: _______1990_franklin_Tversky searching imagined environments [PDF]
Download: 2000_Zacks, J. M., Mires, J., Tversky, B., and Hazeltine, E._Mental spatial transformations of objects and perspective [PDF]
Download: 2002_Zacks_Mires_Tversky_Hazeltine_Mental spatial transformations of objects and perspective [PDF]
Download: 2003_Suwa_Tversky_Constructive perception_ A skill for coordinating perception and conception [PDF]
Download: 2010_Nickerson_Tversky_Corter_Yu_Mason_Thinking with networks [PDF]
Download: 2007_2007_Kim_Yoon_Wang_Tversky_Morrisonhe effect of animation on comprehension and interest [PDF]
Download: 1992_Franklin_Tversky+Coon_Switching points of view in spatial mental models acquired from text [PDF]
Download: 2004_Dudokovic_Marsh_Tversky_Telling a story or telling it straight_ The effects of entertaining versus accurate retellings on memory [PDF]
Download: 1997_Tversky_Schiano_Distortions in visual memory_ A Reply to Engebretson and Huttenlocher's Comments on Tversky and Schiano [PDF]
Download: 1987_Novick_Tversky_Cognitive constraints on ordering operations_The case of geometric analogies [PDF]
Download: 1992_Bryant_Tversky_Franklin_Internal and external spatial frameworks for representing described scenes [PDF]
Download: 2003_Heiser_Tversky_Agrawala_Cognitive design principles for visualization_ Revealing and instantiating [PDF]
Download: 1999_Zacks_Rypma_Gabrieli_Tversky_Glover_Imagined transformations of the body_ An fMRI study [PDF]
Download: 2002_Zack_Ollinger_Sheridan_Tversky_A parametric study of mental spatial transformations of bodies [PDF]
Download: profilePic [Image]
Download: 1999_Tversky_Lee_Mainwaring_Why speakers mix perspectives [PDF]
Download: 1985_Tversky_The development of taxonomic organization in named and pictured categories [PDF]
Download: 2006_Kessell_Tversky_Using gestures and diagrams to think and talk about insight problems [PDF]
Download: 2003_Mainwaring_Tversky_Ohgishi_Schiano_Designing effective step by step assembly instructions [PDF]
Download: 1992_Taylor_Tversky_Spatial mental models derived from survey and route descriptions [PDF]
Download: 2008_the spatial nature of thought [PDF]
Download: 1999_Bryant_Tversky_Mental representations of spatial relations from diagrams and models [PDF]
Download: ____2009_Corter_Rho_Zahner_Nickerson_Tversky_Bugs and biases [PDF]
Download: 2002_Suwa_Tversky_External representations contribute to the dynamic construction of ideas [PDF]
Download: Tom&TverskyACP 12 [PDF]
Download: 1996_Suwa_Tversky_What architects see in their sketches Implications for design tools [PDF]
Download: 1981_Melkman_Tversky_Baratz_Developmental trends in the use of perceptual and conceptual attributes in grouping, clustering and retrieval [PDF]
Download: 1996_Levy_Zacks_Tversky_Schiano_1996_Gratuitous graphics, Putting preferences in perspective [PDF]
Download: 1991_Tversky_Kugelmass_Winter_Cross-cultural and developmental trends in graphic productions [PDF]
Download: 1992_Taylor_Tversky_Descriptions and depictions of environments [PDF]
Download: 1973_Tversky_Encoding processes in recognition and recall [PDF]
Download: 2001_Zacks_Tversky_Event structure in perception and conception [PDF]


text:
Yeah and the size of their nose affects their accuracy. C'mon now.
Yeah and the size of their nose affects their accuracy. C'mon now.
"Fundamentals, technique, execution -- primary. Scheme -- secondary."
"We will incorporate an aggressive, up-tempo, attacking style in all three phases of the game."
"Our team will play with discipline, poise, and maximum effort."
"I want us to be the best tackling team in the NFL, the best team in pursuit, I want to take the ball away from other teams, I want to rattle the opposing quarterback every opportunity we get."
-- Joe Philbin 01/12
If thats the case why worry if he has one checkmark box left blank?
I'm sorry I just cant follow that line of thinking.
I don't think teams should be taking advice from Chip Kelly at this point. He has done nothing in the NFL so his opinion certainly is not gospel.
You know what they say about small hands....
Yep, small gloves.
I dont think it really hurts him much. We've seen him take some hits and hold on (the NE TD run comes to mind), so thats the most important thing. As for affecting his throwing, I highly doubt it does anything at all. Its just all a bunch of crap if you ask me. Just like the wonderlic, it can maybe give you a little idea of a players potential, but certainly not to be trusted. All that matters is if a player has that special drive that makes him better than the others.
R1: Devante Parker WR Lousville
R2: Denzel Perryman LB Miami
R4: David Cobb RB Minnesota
R5: Adrian Amos Safety Penn State
R5: Doran Grant CB Ohio State
R6: Warren Herring DT Wisconsin
Marino had small hands, end of discussion
I predict a short and dismal career in the NFL for Chip Kelly
i'd be much more concerned if he was drafted knowing his hands were small, and he came out last season dave krieg-ing the ball all over the field every game. he has now played approximately a full season in the NFL. he lost what? 3 or 4 fumbles when he was strip/sacked? it did not prove to be an issue, let it go.
Hmm, is Chip Kelly by any chance related to Omar Kelly? Because he sucks too.


text:
Move Over, Nicki Minaj! Miley Cyrus Gets Dissed by Another Rapper
Nicki Minaj isn't the only rapper who has bad blood with Miley Cyrus. Vince Staples is speaking out against this year's MTV Video Music Awards host, after Cyrus commented on hip-hop heavyweight Kendrick Lamar in a pre-VMAs interview with Marie Claire. "There is so much sexism, ageism, you name…ETonline
Get Guitars at Very Low Prices
Choose from a fantastic selection of electric guitars, acoustic guitars and more. Compare prices and find the one you want!NextagSponsored
Ed Sheeran's New Album Is Set To Have An 'African' Influence
Big plans that potentially involve him moving to Africa to record it. Yes, the red-headed apparent heart-throb will be heading to the continent to record new material, after being inspired by none other than Blue frontman Damon Albarn. According to The Sun, Sheer-Hun is off to Ghana of all places…Lorcan O'Donoghue's Tumblr
Everything You Need to Know About Travi$ Scott's "Rodeo"
Friday, Septmeber 4th marks the drop for Travi$ Scott's much-hyped debut album "Rodeo" so we take a deep look at all the album has to offer.Complex Media
This week's most important songs: Alessia Cara, The Weeknd, and more
This is the first song on Alessia Cara's debut EP Four Pink Walls, which was released last week. If you're familiar with Cara, it's probably because of her single "Here," the piece of anxious pop-soul that lifted her from a world of acoustic covers on YouTube into a record deal with Def Jam. If you…The Verge
Beyonce and The Weeknd to headline Made In America this weekend
The Made in America music festival is this weekend!WLS – Chicago
- AnswersSponsored
The 12 Coolest Downtowns in America
Heading downtown is something millions of Americans do every year. Some downtown areas are better than others, offering plenty of great experiences.
Paul McCartney, Fergie, Other Stars Record 'Love Song To The Earth'
Music superstars have come together to stress the importance of protecting our environment. A group of artists, including Paul McCartney, Jon Bon Jovi and Sheryl Crow recorded "Love Song to the Earth" -- a new song dedicated to rallying people to climate action and supporting the U.N.'s efforts to…Huffington Post
Weekend Rock Question: What Is the Best Billy Joel Deep Cut?
Billy Joel has been touring pretty heavily ever since he returned to the road in 2013, and since he hasn't released a new pop album in 22 years he's taken the opportunity to break out some super deep cuts like "Running on Ice," "Sleeping With the Television On" and...Rolling Stone
Here's What We Hope To See from Beyonce's Made In America Headlining Set
Beyonce is headlining Day 1 of Philadelphia's Made In America festival tomorrow -- and turning 34 today.Billboard
The 'Well-Strung' Hunks Play 'Royals' Like You've Never Heard It Before
The boys of Well-Strung: The Singing String Quartet are closing out their busy summer with their latest pop-classical confection.First violinist Edmund Bagnell, second violinist Chris Marchant, violist Trevor Wadleigh and cellist Daniel Shevlin are Fifth Avenue subway buskers in the black-and-white…Huffington Post
We've Got Guayaberas at Low Prices
Get top name brand guayabera shirts for cheap right here. We've got a huge selection of must-have looks!CalibexSponsored
A Composer Hopes His Music Will Put You to Sleep
(Photo: Getty Images)By Melissa DahlThe entire point of "Sleep," a digital album composed by British musician Max Richter, is that the eight-hour piece lulls its listeners to sleep. The classical composition includes strings, a lightly-played piano, and some appropriately dreamy vocals -- more oohs…Huffington Post
5SOS Talk All Things Music As They Cover Notion Magazine: 'We're Here To Enforce Positivity And A Light Into Our Fans' Lives'
Just in case you thought 5 Seconds Of Summer couldn't possibly get any hotter, what with their incredible musical talent and their, eh, average good looks (OH WHO ARE WE KIDDING, THEY'RE SO FIT WE MIGHT CRY), they've only gone and landed the cover of Notion Magazine.Rachel Pilcher
Music video by Jennifer Love Hewitt performing BareNaked. (C) 2002 Zomba Recording LLCVEVO
Justin Bieber Scores First U.K. No. 1 Single With 'What Do You Mean?'
The Weeknd's third album, Beauty Behind the Madness (XO/Republic/Universal Island), entered the U.K. chart at No. 1 on Friday (Sept. 4), as Justin Bieber's "What Do You Mean?" (Def Jam/Universal) became his first chart-topping single in the territory. Meanwhile, Sam Smith's In the Lonely Hour…Billboard
- AnswersSponsored
13 of the Most Stylish Motorcycles in History
Nothing blends power and style quite like a vintage motorcycle. Whether they come from England, America or Italy, they have always represented. . .
Google launches music streaming service in Japan
Google has launched a music streaming service in Japan, becoming the latest tech giant to push into the world's number two music market, despite mixed results among earlier arrivals. The launch, announced Thursday, came after similar services debuted in Japan this year by Apple, popular messaging…AFP
Porter Robinson on 'Worlds Remixed,' EDM 'Stigma' & Why a Taylor Swift Collab Is 'Not On My List'
Just over a year after the release of his acclaimed debut album, Worlds, Porter Robinson is revisiting the album with help from friends like Mat Zo, Odesza, Rob Mayth, Electric Mantis and more. Billboard spoke with Robinson about the remix album, possible pop collaborations and the stigma attached…Billboard
Fall Music: The 35 Most Anticipated New Albums
Find release dates, details, and streaming tracks from this fall's most anticipated album releases, including new music from Lana Del Rey, Deafheaven, Disclosure, Joanna Newsom, New Order, The Dead Weather, CHVRCHES, and many more critically acclaimed acts. (Plus an album made by cats.) Read and…Metacritic
Take That, The Weeknd to perform at Apple Music Festival
They will join headlining acts One Direction, Disclosure at the music festival in London's Roundhouse. Other participating artists include Pharrell Williams, Florence and the Machine, Leon Bridges, James Bay and Little Mix.Tumblr Contributors
- Answers FoodSponsored
18 Tasty Breakfast Ideas That Are Quick and Easy
Morning is never an easy time to get yourself together, especially when you have to worry about things like getting in a nutritious breakfast wh. . .
Hot 100 Chart Moves: One Direction's 'Drag Me Down' Jumps Back Up
The song's official video release spurs its 31-14 rebound. Plus, moves for Hailee Steinfeld, Nick Jonas, Macklemore & Ryan Lewis and Andrew McMahon in the Wilderness.Billboard
Six Months in a Leaky Boat
The heading above is a fantastic Split Enz song, and a great way to segue between disability and the nautical theme of this blog. The song is a reference to the time it took pioneers in the days of sail, to travel to Australia and New Zealand (hence the line "the tyranny of distance"), and a…Huffington Post
B.o.B Talks 'Psycadelik Thoughtz,' His No Genre Label & Relationships
B.o.B talks about latest project "Psycadelik Thoughtz," his No Genre label and sustaining a relationshipBillboard


text:
Stephen M. GriffinW.R. Irby Chair and Rutledge C. Clement, Jr. Professor in Constitutional LawBGS, 1979, JD, 1983, University of Kansas; LLM, 1986, New York UniversityE-mail: firstname.lastname@example.com: 504.865.5910Office: Weinmann Hall, Suite 230 F
Stephen Griffin specializes in constitutional theory and history. His work emphasizes understanding American constitutional law from an interdisciplinary, historical point of view that is theoretically informed, and he tries to build bridges between scholars in law and political science.Griffin, who joined the Tulane Law faculty in 1989, is the author of American Constitutionalism: From Theory to Politics (Princeton University Press 1996) and Long Wars and the Constitution (Harvard University Press 2013). He also co-edited a reader now in its fourth edition, "Constitutional Theory: Arguments and Perspectives" (Lexis 2014). His writing, which includes more than 40 articles, book chapters and reviews on constitutional law and theory, has been cited in political science and history journals as well as law reviews.
Professor Griffin's CV | SSRN author page
Courses:Fall 2015 - Spring 2016 - Constitutional Law: Fourteenth Amendment
Constitution Day 2014: "What Do We Want from the War Powers Debate?"
For media inquiries, contact:Linda P. CampbellDirector of Communicationstel email@example.com


text:
Michael Chapman (born 24 January 1941, Hunslet, Leeds, Yorkshire, England) is a singer-songwriter and guitarist. Chapman originally began singing and playing jazz in the folk clubs of the 1960s, and eventually recorded over 30 albums.
This area is intended for discussion only. If you have a question about your order, or require customer service you can get in touch via our Customer Service Area. Comments enquiring about existing orders, including personal details, or with questions will be deleted.


text:
3M Scotch 226 Solvent Resistant Masking Tape is a black polyethylene film reinforced with a saturated crepe paper used for outdoor masking applications as well as hot air leveling of printed circuit boards. Other uses include sealing, holding, bundling, reinforcing, identifying, tabbing, wrapping, paint masking, splicing and protecting. The polyethylene backing is resistant to many solvents, water solutions and emulsions and paint strippers of both the wax-base type and the mild caustic solution solvent-emulsion type. The tape offers several features and benefits such as its heavy thickness crepe paper backing is good for paint lines; its natural rubber adhesive offers good instant adhesion; and it is an easy tear, pressure sensitive tape which is conformable. It also offers clean removal properties on most opaque surfaces for up to three months of outdoor exposure and its saturated crepe paper layer reinforces the tape to control stretch. Industries the tape can be used in include transportation, aerospace, automotive, commercial vehicle, RV, bus, truck, ship yards, military, metal working, furniture, electronics, solar, trailer manufacturing and woodworking.
(1 to 35 rolls)
(36 to 107 rolls)
(108 to 179 rolls)
(>= 180 rolls)
* see individual roll price to left
Offers the widest range of application flexibility available. Exhibits excellent processing performance whether manually or automatically applied. Has superior tensile strength, adhesion properties and holding force which ensures consistent, reliable seals. Hot melt adhesive will bond faster to a surface which is referred to as quick-grab or quick-stick. It typically has higher tack (will feel stickier to the touch), but is also softer. It has lower heat resistance, shear resistance, and sometimes UV resistance than an acrylic adhesive. NOTE: it is called hot melt because the adhesive is applied hot by the manufacturer and then hardens as it cools (you do not need to apply heat to the tape yourself).
Properties are similar to that of hot melt rubber, but natural rubber often holds where other adhesives won't (recycled fibers, dust, cold, heat and heavy loads). It provides good overall adhesion and moisture resistance.
Offer excellent performance, especially for applications in temperatures less than 40°F and greater then 120°F. It provides excellent clarity, has high shear strength, is usually more permanent/durable even when exposed to moisture, and it ages well over extended periods in fluorescent and sunlight. Since it remains clear for the life of the application and does not yellow over time it is ideal for applications such as sealing white cartons. While it has good initial adhesion it does take 24-48 hours to cure and to achieve its maximum bond strength (has gradual adhesion buildup). Another difference between hot melt rubber and acrylic adhesive is if you fold tape over making the two adhesive sides touch the acrylic adhesive will remain attached to the carrier (e.g. paper, film) while a hot melt adhesive will stick to itself and pull off of the carrier. It is the best choice for clarity, UV resistance and aging characteristics.
Is great for extreme temperature applications since silicone adhesive can work in continuous operating temperatures from -100°F to 500°F. They also exhibit good chemical resistance, retain electrical properties, and remove cleanly with little or no residue.
Zinc oxide based adhesive formula is a skin-friendly adhesive which is commonly used on sports medicine tapes.
Examples: 1/16 inch = 62.5 mils; 1/32 inch = 31.25 mils
Sign up today to be notified of upcoming deals and exclusive offers! Email Address:


text:
Shelby Lynne (born Shelby Lynn Moorer, October 22, 1968, Quantico, Virginia) is an American singer and songwriter. The success of the 1999 album I Am Shelby Lynne led to her winning the Grammy Award for Best New Artist, even though she had been active in the music industry for some time. She released a Dusty Springfield tribute album called Just a Little Lovin' in 2008. Since then she has started her own independent record label, called Everso Records, and released three albums: Tears, Lies and Alibis, Merry Christmas, and Revelation Road.
This area is intended for discussion only. If you have a question about your order, or require customer service you can get in touch via our Customer Service Area. Comments enquiring about existing orders, including personal details, or with questions will be deleted.


text:
A man goes to see the Rabbi. "Rabbi, something
> terrible is happening and I have to talk to you
> about it." The Rabbi asked, "What's wrong?" The man
> replied, "My wife is poisoning me." The Rabbi, very
> surprised by this, asks, "How can that be?" The man
> then pleads, "I'm telling you, I'm certain she's
> poisoning me. What should I do?" The Rabbi then
> offers, "Tell you what. Let me talk to her. I'll see
> what I can find out and I'll let you know." A week
> later the Rabbi calls the man and says. "I spoke to
> your wife...spoke to her on the phone for three
> hours. You want my advice?" The man said yes, and
> the Rabbi replied, "Take the poison."
Results 71 to 80 of 307
Thread: Humor Thread
03-31-2007, 12:56 PM #71Senior Member
- Join Date
- Feb 2007
- Location
- asheville n.c.
- Posts
- 618
03-31-2007, 12:57 PM #72Senior Member
- Join Date
- Feb 2007
- Location
- asheville n.c.
- Posts
- 618
A father and son went hunting together for the first time. The father said: "Stay here and be very QUIET. I'll be across the field." A few minutes later the father heard a blood curdling scream and ran back to his son. "What's wrong?" the father asked. "I told you to be quiet." The boy, bless his heart, answered; "Look, I was quiet when the snake slithered across my feet. I was quiet when the bear breathed down my neck. I didn't move a muscle when the skunk climbed over my shoulder. I closed my eyes and held my breath when the wasp stung me. I didn't cough when I swallowed the gnat. I didn't cuss or scratch when the poison oak started itching. But when the two chipmunks crawled up my pant legs and said, 'Should we eat them here or take them with us?' ..............Well, I guess I just panicked.
03-31-2007, 12:59 PM #73Senior Member
- Join Date
- Feb 2007
- Location
- asheville n.c.
- Posts
- 618
>> A police officer pulls over a speeding car. The officer says, I clocked
>> you
>> at 80 miles per hour, sir." The driver says, "Gee, officer I had it on
>> cruise control at 60, perhaps your radar gun needs calibrating."
>> Not looking up from her knitting the wife says: "Now don't be silly dear,
>> you know that this car doesn't have cruise control."
>> As the officer writes out the ticket, the driver looks over at his wife
>> and
>> growls, "Can't you please keep your mouth shut for once?" The wife
>> smiles
>> demurely and says, "You should be thankful your radar detector went off
>> when
>> it did."
>> As the officer makes out the second ticket for the illegal radar detector
>> unit, the man glowers at his wife and says through clenched teeth, "Darn
>> it,
>> woman,can't you keep your mouth shut?"
>> The officer frowns and says, "And I notice that you're not wearing your
>> seat
>> belt, sir. That's an automatic $75 fine."
>> The driver says, "Yeah, well, you see officer, I had it on, but took it
>> off
>> when you pulled me over so that I could get my license out of my back
>> pocket." The wife says, "Now, dear, you know very well that you didn't
>> have
>> your seat belt on. You never wear your seat belt when you're driving."
>> And as the police officer is writing out the third ticket the driver
>> turns
>> to his wife and barks, "WHY DON'T YOU PLEASE SHUT UP??" The officer
>> looks
>> over at the woman and asks, "Does your husband always talk
>> to you this way, Ma'am?"
>> I love this part....
>> "Only when he's been drinking"
03-31-2007, 01:03 PM #74Senior Member
- Join Date
- Feb 2007
- Location
- asheville n.c.
- Posts
- 618
On Saturday morning, I got up early. I put on my long johns. I dressed quietly. I got my lunch made, grabbed the dog, and went to the garage to hook up the boat to the truck. Down the driveway I went. Coming out of the garage, rain is pouring down; it is like a torrential downpour. There is snow mixed in with the rain and the wind is blowing 50 mph. Minutes later, I returned to the garage. I came back into the house and turned the TV to the weather channel. I find it's going to be bad weather all day long, so I put the boat back in the garage, quietly undressed, and slipped back into bed. There I cuddled up to my wife's back, now with a different anticipation, and whispered, "The weather out there is terrible. To which she sleepily replies, "Can you believe my stupid husband is out fishing in that weather?"
03-31-2007, 01:04 PM #75Senior Member
- Join Date
- Feb 2007
- Location
- asheville n.c.
- Posts
- 618
The Outhouse
Ma was in the kitchen fiddling around when she hollers out.... "Pa, You need to go out and fix the outhouse!"
Pa replies, "There ain't nuthin wrong with the outhouse."
Ma yells back, "Yes there is, now git out there and fix it."
So.......Pa mosies out to the outhouse, looks around and yells back, "Ma There ain't nuthin wrong with the outhouse! "
Ma replies, "Stick yur head in the hole!"
Pa yells back, "I ain't stickin my head in that hole!"
Ma says, "Ya have to stick yur head in the hole to see what to fix."
So with that, Pa sticks his head in the hole, looks around and yells back, "Ma There ain't nuthin wrong with this outhouse!"
Ma hollers back, "Now take your head out of the hole!"
Pa proceeds to pull his head out of the hole, then starts yelling, "Ma Help! My beard is stuck in the cracks in the toilet seat!"
To which Ma replies, "Hurts, don't it ?!"
03-31-2007, 01:06 PM #76Senior Member
- Join Date
- Feb 2007
- Location
- asheville n.c.
- Posts
- 618
The FBI had an opening for an assassin. After all the background checks, interviews, and testing were done there were 3 finalists. Two men and a woman.
For the final test, the FBI agents took one of the men to a large metal door and handed him a gun.
"We must know that you will follow your instructions no matter what the circumstances. Inside the room you will find your wife sitting in a chair. Kill Her!
The man said, "You can't be serious, I could never shoot my wife." The agent said, "Then you're not the right man for this job. Take your wife and go home."
The second man was given the same instructions. He took the gun and went into the room. All was quiet for about 5 minutes. The man came out with tears in his eyes, "I tried, but I can't kill my wife."
The agent said, "You don't have what it takes. Take your wife and go home."
Finally, it was the woman's turn. She was given the same instructions, to kill her husband. She took the gun and went into the room. Shots were heard, one after another. They heard screaming, crashing, banging on the walls. After a few minutes, all was quiet. The door opened slowly and there stood the woman. She wiped the sweat from her brow.
"This gun is loaded with blanks" she said. "I had to beat him to death with the chair."
Beamwalker, where the heck are you getting your jokes from...AWSOME
BERTI'm not late...
I'm just on Hawaiian Time
04-01-2007, 06:16 AM #78Senior Member
- Join Date
- Feb 2007
- Location
- asheville n.c.
- Posts
- 618
learn alot working several feet off ground
04-01-2007, 06:20 AM #79Senior Member
- Join Date
- Feb 2007
- Location
- asheville n.c.
- Posts
- 618
In 1957, a BBC television show announced that thanks to a mild winter and the virtual elimination of the spaghetti weevil, Swiss farmers were enjoying a bumper spaghetti crop. Footage of Swiss farmers pulling strands of spaghetti from trees prompted a barrage of calls from people wanting to know how to grow their own spaghetti at home.
In 1985, Sports Illustrated magazine published a story that a rookie baseball pitcher who could reportedly throw a ball at 270km/h was set to join the New York Mets. Finch was said to have mastered his skill - pitching significantly faster than anyone else has ever managed - in a Tibetan monastery. Mets fans' celebrations were short-lived.
Sweden in 1962 had only one television channel, which broadcast in black and white. The station's technical expert appeared on the news to announce that thanks to a newly developed technology, viewers could convert their existing sets to receive colour pictures by pulling a nylon stocking over the screen. In fact, they had to wait until 1970.
In 1996, American fast-food chain Taco Bell announced that it had bought Philadelphia's Liberty Bell, a historic symbol of American independence, from the federal government and was renaming it the Taco Liberty Bell.
Outraged citizens called to express their anger before Taco Bell revealed the hoax. Then-White House press secretary Mike McCurry was asked about the sale and said the Lincoln Memorial in Washington had also been sold and was to be renamed the Ford Lincoln Mercury Memorial after the automotive giant.
In 1977, British newspaper The Guardian published a seven-page supplement for the 10th anniversary of San Serriffe, a small republic located in the Indian Ocean consisting of several semicolon-shaped islands. A series of articles described the geography and culture of the two main islands, named Upper Caisse and Lower Caisse.
In 1992, US National Public Radio announced that Richard Nixon was running for president again. His new campaign slogan was, "I didn't do anything wrong, and I won't do it again." They even had clips of Nixon announcing his candidacy. Listeners flooded the show with calls expressing their outrage. Nixon's voice actually turned out to be that of impersonator Rich Little.
In 1998, a newsletter titled New Mexicans For Science And Reason carried an article that the state of Alabama had voted to change the value of pi from 3.14159 to the "Biblical value" of 3.0.
Burger King, another American fast-food chain, published a full-page advertisement in USA Today in 1998 announcing the introduction of the Left-Handed Whopper, specially designed for the 32 million left-handed Americans. According to the advertisement, the new burger included the same ingredients as the original, but the condiments were rotated 180 degrees. The chain said it received thousands of requests for the new burger, as well as orders for the original "right-handed" version.
Discover Magazine announced in 1995 that a highly respected biologist, Aprile Pazzo (Italian for April Fool), had discovered a new species in Antarctica: the hotheaded naked ice borer. The creatures were described as having bony plates on their heads that became burning hot, allowing the animals to bore through ice at high speed - a technique they used to hunt penguins.
Noted British astronomer Patrick Moore announced on the radio in 1976 that at 9:47 am, a once-in-a-lifetime astronomical event, in which Pluto would pass behind Jupiter, would cause a gravitational alignment that would reduce the Earth's gravity. Moore told listeners that if they jumped in the air at the exact moment of the planetary alignment, they would experience a floating sensation. Hundreds of people called in to report feeling the sensation.
04-01-2007, 06:23 AM #80Senior Member
- Join Date
- Feb 2007
- Location
- asheville n.c.
- Posts
- 618
George and Laura Bush and Bill and Hilary Clinton are traveling by
train to the Super Bowl. At the station George and Laura each buy a
ticket and watch as Bill and Hilary buy just one ticket. "How are
the two of you going to travel on only one ticket?" asks George W,
astonished at what he is seeing. "Watch and learn," answers Hilary.
They all board the train. George and Laura take their respective
but Bill and Hilary cram into a toilet together and close the door.
Shortly after the train has departed, the conductor comes around
collecting tickets.
He knocks on the toilet door and says, "Ticket, please." The door
opens just a crack and a single arm emerges with a ticket in hand.
The conductor takes it and moves on. The Bushes see this happen and
agree it was quite a clever idea, so after the game they decide to
try a similar plan on the return trip.
When they get to the station they see the Clinton's at the window
buying a single ticket for the return trip. To their astonishment, the
Clinton's see that the Bushes don't buy any ticket at all. "Aren't you
taking a terrible chance by traveling without a ticket?" says Hilary.
"Live and learn," answers Laura Bush.
When they board the train the Bushes cram themselves into a toilet and
the Clinton's cram into another toilet just down the way. Shortly
after the train leaves the station, George W. leaves their toilet and
walks over to the Clinton's toilet, knocks on their door and says,
"Ticket, please."
And you're still trying to figure out how the Democrats lost that


text:
Bella Beer Mug, Set of 6
- Overview
Chilled in the freezer, our hand-blown Bella Beer Mug makes an exceptionally fine vessel for anything from micro-brewed beer to milk.
- 3.5" diameter; 6.5" high; 20 fluid ounces
- Hand blown of thick, clear soda-lime glass.
- Features a pleasingly rounded profile with a thick, comfortable handle and a smooth rim.
- Set of 6.
- Made in Poland. Monogramming is available at an additional charge.
- Monogram will be centered on the side of the mug. >
- Dimensions & Care
- Made in Poland.
- Dishwasher-safe.
- Shipping Info
This is a general shipping item.
View our Shipping Information
Customer Service - Shipping Information
Return Policy
At Pottery Barn, we take great pride in the quality and craftsmanship of our products. Attention to design, materials, safety and construction is our priority. We carefully inspect your order prior to shipment. Upon receipt, please inspect your purchase and notify us of any damage; we will arrange for a prompt replacement. If, within 7 days for Quick Ship upholstery and 30 days for all other products, you are dissatisfied for any reason, you may return your purchase for a refund of the merchandise value.
We cannot accept returns on monogrammed, personalized, special-order items, or on items damaged through normal wear and tear. We also cannot accept returns of final-sale items which are identified by a price which ends in .99.
For returns of items purchased from your Pottery Barn registry, we will gladly provide a refund or exchange for the merchandise within 90 days of your event or within 90 days of purchase, whichever date is later.
You may return merchandise through the mail for a refund or replacement. For detailed procedures for returning items through the mail, please contact Customer Service at 1.888.779.5176, 7 days a week, 5:00am - 9:00pm (PT).


text:
About LIM College
Fashion Merchandising Chair Quoted in New York Times
Michael Londrigan comments on the strength of the accessories market
Michael Londrigan, Interim Dean of Academic Affairs and Chair of LIM College's Fashion Merchandising Department, was quoted in an August 9 New York Times article that explores the rise of the accessories market.
The article appeared on the front page of the Times's popular "Thursday Styles" section. In it, LIM College's annual student competition sponsored by the Accessories Council is also referenced.