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- Jose Martinez
- Vancouver, WA
- United States
This conversation is closed.
What should the 21st century classroom look like? Could interactive technology provide solutions to the current system of education?
Can game technology be used to make the system of education more fun,engaging, and valuable?
How would such a "gameful" classroom be structured?
How do we begin to implement this new system? What would the 1, 5, and 10 year plans be for creating a new, more engaging system of education?
Please join graduate students from the Rochester Institute of Technology along with game developers, educators, usability specialists, and others from the global community in an online forum as we attempt to solve this problem collaboratively.
Please share your thoughts at http://tinyurl.com/rit-edu and help us shape the future of education.
Nikhil Goyal
Feb 16 2012: Moreover, there is an interesting classroom in Sweden, featured in Good.
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http://www.good.is/post/is-sweden-s-classroom-free-school-the-future-of-learning?utm_content=prev-next&utm_medium=post-page-top :
The traditional setup of school classrooms—straight rows of desks with accompanying chairs—doesn't do much to foster creativity or collaboration. Many experts have proposed redesigning classroom furniture, but a Swedish school system wants to take things a step further. Vittra, which operates 30 schools in Sweden, is seeking to ensure learning takes place everywhere on campus by eliminating classrooms altogether.
Feb 16 2012: i love this contribution and appreciate it a lot......... it is actually true, traditional classrooms are boring and even when the lectures could be interesting, the arrangement kills creativity and inventiveness...
Manue M
Feb 17 2012: I agree. Also, I like the idea of a whole little village in the south of china, where every tree, every house, every field is a potential classroom. Learning is everywhere.Feb 17 2012: We could use interactive, online technologies with sophisticated ratings systems embedded into them and combine them with 'real-world' or non-virtual action-oriented challenges. Grading systems would become obsolete and transcripts would be replaced with digital portfolios complete with links to non-virtual products, answers, and solutions. Games are already designed to 'teach', but they rarely result in a meaningful end-product or value-added service. The future of games in education should probably focus on moving games in this direction.
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Feb 17 2012: Interesting idea... But wouldn't a rating system equate to a grading system? How about a more comprehensive, milestone driven grading system that unlocks new "levels"?
Feb 17 2012: A rating system isn't inherently bad. The particulars of its implementation and use result in how effective and how well it accords with positive human learning and behaviour.
I think there's plenty of merit behind a system that combines peer feedback and accreditation weighting.
e.g. if these thumbs up attached to these comments were weighted on the basis of an algorithm that could determine how much critical authority the person had. Kinda like Google does for links and searches.
Then we could use that system for a community driven discussion learning method. Like we already do right now on these forums. Except with greater efficacy and less noise.Feb 17 2012: Existing, archaic grading systems and obsessive, myopic focus n standardized testing should definitely get tossed. I like Daniel's suggestion of transcripts evolving into digital portfolios.Feb 19 2012: I really appreciate your asking this question concerning this extremely important issue. Before we can touch the question, however, we should ask "What problems are we looking to solve?"
To me, the greatest problem is a lack of personal engagement for the students, which has likely existed since the dawn of school, but now is getting progressively worse in North America. We know from the outstanding work of Sir Ken Robinson and so many others that what matters most to the success of the classroom is the quality of the teacher. Connecting with any mind - young minds most of all - is not some simpleton task, but one requiring creativity, empathy, communication, expertise, and herculean perseverance. As such, teachers ought to be the first step.
Personally, I think we need to see more education in technology and games - not the other way around. Virtual reality is so often proposed as a software "fix" for the malaise of our real experience within the world. Students are disconnected because the system forces them live disembodied: from their own beliefs, concerns, sensitivities and dreams. A virtual world will only enhance this.
Math on a computer is just as much of an abstraction as math on a page or a blackboard. Rather than frame a tool as an end in itself, why not relate it to their Real world so they can understand its purpose: actually let them USE the tools (i.e. using trig to design a house, French to order at a caf/e, etc.).
For a more constructive reply, the promise of technology that excites me most is the possibility for it to connect students to the world in ways otherwise logistically inviable. Sir David Attenborough's "Planet Earth" series is a beautiful example of transforming any screen into window to the wide world.
We ought not shape a world in the image of our escapes, but one in which we eschew them for the splendour of natural sunlight and the wellbeing of an embodied self.
P.S. John Dewey's "Experience and Education" is worth the read.
Feb 20 2012: Aidan,
Very good points! I think the idea is to wrap all of the concepts in a manner that is not reliant upon memorization and repetition, as it has been the norm when trying to introduce new technologies into the classroom in the past.
I agree that using technology to drive the same old paradigm will result in failure, so my question is what principles of gaming can be used to turn education into an activity that would excite students? I know that if I am not engaged in a project at work, I don't even feel like getting out of bed but when I am dialed in, I can't wait to get to the office to continue my work.
Manue M
Feb 17 2012: What I imagine for my children...
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A green environment with fields, and an organic farm, and some animals... a swimming pool, lakes, trees.... Basic material like fabrics, pieces of wood, stones, branches, shells... basic tools... And then also magnets, electronic parts, solar panels, all sorts of more sophisticated material. Access to 3d printers.
Children wOuld be free to evolve outside depending on weather conditions. They could clim trees. They could have tree-houses with cushions inside. And trampolines, and trapezes...
Every Child wpuld have a six sense. This will just change education I believe. They could interact with the real world alone or through their sixsense. They could Interact easily with other kids around the world.They coukd visit places virtually.
They would be encouraged to work alone aswell as in groups, they would have always opportunities to show their work in front of part of the community or everybody in the communities, plus to other classes they meet online.
Ages would be mixed.
Crossing disciplines would be encouraged at all time.
There would be a lot of freedom. No punishment, no promise of reward. Just a question..."are you proud of yourself?"
My kids can't wait for the six sense to be commercialized!
Nikhil Goyal
Feb 16 2012: Hello. My name is Nikhil Goyal. I am a student at Syosset High School in New York and I am writing a book on education reform.
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We must reform the classroom, a relic from the Industrial Revolution. Classrooms are structured in educating kids by making them sit in desks, shut down, and hear the teacher passively. It is based on the fallacy that efficient delivery of content is equal to effective learning. Research demands a personalized education mode. Let's design a 21st century classroom. Scientists have concluded that there exists a close correlation between human productivity and space design. Facebook and Google are your evidence.
Prakash Nair, an architect and school planner, writes in Education Week that there is a conglomerate of design principles for tomorrow's schools. (1) personalized; (2) safe and secure; (3) inquiry-based; (4) student-directed; (5) collaborative; (6) interdisciplinary; (7) rigorous and hands-on; (8) embodying a culture of excellence and high expectations; (9) environmentally conscious; (10) offering strong connections to the local community and business; (11) globally networked; and (12) setting the stage for lifelong learning. A revolution is brewing!
Feb 17 2012: Thanks, Nikhil. I really enjoyed reading your post. I am deeply impressed with your insight and dedication to solving this critical issue and look forward to reading your book.
Greg Keys
Feb 16 2012: I think that the future of the classroom, which I define as within 10 years time, lies in the hands of our students. Teachers should be facilitators, not dictators. As an educator myself, I try and give my students great freedoms to express themselves in ways that allow them to access the materials as best they can. This is my sixth year teaching, and one of the things that I do so differently from many of my colleagues is that I am not in a rush to cover a huge amount of material. I am more concerned with creating learners who are interested and invested in their education, and who can master the skills necessary to be successful at both education and life: critical thinking and analysis, constructive reflection, the ability to socially collaborate to a true purpose, among others. I think we need to start, from the bottom up, teaching our students to be in charge of their education. They should want to be learning and teaching others. They should desire to explore and think freely about topics that engage them in ways that traditional education cannot. This is not to say we should completely do away with the things we do now. I just think that education has to be willing to evolve along with society, and that involves a culture of change that both students and teachers seem to fight every step of the way. I think having access to technology is a big part of this, but people in history were able to progress as learners without technology. It is all about the intrinsic value that we all place upon education being tapped into inside the actual classroom. No students should ever be in school and be unable to answer the question "What do you get out of being here every day?"
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Feb 16 2012: >but people in history were able to progress as learners without technology.
Not that this isn't true... but when you contemplate that language is itself a form of technology... it places into perspective how natural it is for humans to use tools and technology. We should embrace it, as part of who and what we are, and not shy away from it. It is the understanding of the flaws, foibles and remarkable things that technology can do for us that will allow us to use it in wisdom after all.
Feb 16 2012: Oh I completely agree with you, and I did not mean to imply that we shouldn't use the Technologies we have to encourage learning and education. The resources at our disposal today are so vast, and the amount of things that students are capable of doing with these resources should not be diminished. I suppose that the point that I was really trying to make is that, in the 21st century classroom, it isn't going to be about how MUCH technology we have, but rather students being able to use technology to its utmost potential in order to facilitate learning and creation. Students need to grasp the deeper nuances of why technology as a tool is so useful for critical thinking and analysis, without allowing the use of that tech to become the main focus to the detriment of actual learning and understanding. Too many teachers use technology without fully understanding its signifigance, and so their students too are not being taught why the technology is such a useful tool
Feb 16 2012: That's a fair point to make. But what I was intimating at is that technology intertwines itself not just into our lives... but into our cognition. Like language, our brain wraps its neurological network around all these elements in our lives and assimilates them and uses these features that are stable within our environment to continue learning and enhancing that neurological network.
In respect to what we're discussing... I think we're pretty much on the same page - you're not saying anything that I would disagree with - simply that I would like to reiterate the importance of taking advantage of technology and incorporating it fully into the way we learn and concieve of the world. The future will bring more progress, not less - so that technology, like language, and agriculture, etc before it, will be a stable substrate for us to build our lives on top of.
Of course the application and use of this technology, as any technology requires wisdom... but with discussions like this happening... I'm confident that we're on the right track.Feb 22 2012: On behalf of myself and Daniel Hettrick, I would like to thank all of you for your great ideas and the great discussion that ensued. :)Feb 20 2012: A GamefulClassroom? It sure will depend on the gameful life sourrounding it. The Classrooms today were invented in a certain social context, in a certain need of workers qualification and in the former family structures.
Today the context of school has changed already; gamification will influence and re-arrange large parts of our work life and leisure as well. Just imagine you buy a car by gaming it first....?!
Maybe it would be good to learn more about games changing society in general today - to estimate what will be possible in classrooms; at the moment it is often the other way round , at least in Germany. Games are not viewed positive by adults at all - and they do all to prevent that games play a role in classrooms. Many still believe games is another (inactive) way of TV. So - how do you teach adults about games first?
We did an interview with Gülicher, Head of PR at Nintendo, in Germany last year on Gamification. Maybe it is of help in our context ? http://www.2010lab.tv/en/blog/life-game-gamification
Good luck Jose - I believe in games and would love a more gamesful classroom; it would unlock a lot of creativity and activity in the children.Feb 20 2012: I have no doubt that technology will play a critical role in the future of the classroom. As others have mentioned, it facilitates the shift from teacher-centric to student-centric education, as it gives learners access to far more information than any teacher could possess. It certainly enables students to learn on their own and pursue projects without relying on the teacher to dispense knowledge.
On the other hand--and I say this having worked in Educational Technology for over 30 years now--I think it's something of a false promise. That is, you can structure a curriculum and a classroom so that it promotes student-based, project-oriented learning without any advanced technology at all. The technology isn't the key. It's the design. With well-designed curricula and lessons, students can participate in engaging, fun activities regardless of the technology involved. In fact, quite often, the technology actually distances learners. PowerPoint is a perfect example. When it first appeared, it looked like the perfect vehicle for conveying information. But before long, it turned into the perfect way to bore the hell out of people. For learners of all ages, what really seems to be engaging is something they can touch. That's the opposite of watching something on a screen.
I think we also tend to get a little dreamy in our classroom ideals. While it might seem like a great solution to give all the kids iPads and set them off on exploratory projects, we have to remember that students--all the way up through college--aren't always the most motivated characters around. Give them technology and they won't necessarily spend their time reading Wikipedia. They'll just screw off. The teacher still has to play an integral role in assigning tasks and controlling the classroom. It's easy to forget that the teacher isn't responsible for the education of only the motivated students. The teacher is responsible for doing the best he or she can for all the students.Feb 20 2012: I personally believe in the idea of a "flipped" classroom (see Salman Khan's TED Talk) so that teachers actually have time during the day to interest students with fun things that apply the learning to real life. This interest could most certainly be sparked by technology or really anything that students find interesting.
I believe that teachers should be there to just excite students about learning. Only this allows students to realize their potential instead of just going through the motions that the modern educational system creates. I am personally more inspired by a 20 minute TED Talk than six hours of teacher instruction a day at my high school, and I personally think that this is a sad reality. So many students get turned off by learning because it's frankly just boring, and they think that all learning is like this. Teachers need to be there to show that this is simply not the case.Feb 20 2012: I believe that we can use gaming technology to make education more fun, engaging and thereby making it valuable to the learner. The students of today expect to find technology at every turn, even the ones who only know it exist desire to have access to it. I could see science as an excellent way to add the "gaming technology" into the classroom. O the fun of creating an experiment and watching the outcome without the fear of blowing the classroom up. Move over fume hoods of days gone by and hello to protons and neutrons fighting it out to see where we end up in an experiment. By allowing the student to manipulate their learning experience they in turn gain knowledge. I know from personal experience that the lessons I've learned best were the ones that I was actively engaged in.
Feb 20 2012: Hey Susan,
Speaking as a high school student in an advanced chemistry course, I have participated in both real life labs and labs on the computer. Honestly, I learned so much more information from the the real labs than the simulated ones because I felt like the technology was giving me distance from the actual lab. Virtual reality is never as exciting as actual reality, and only excitement engages students in the modern day.
George Kong
Feb 20 2012: To a degree, excitement is a function of novelty. Given that playing with actual chemicals and chemical reactions lie outside the scope of most high school students lives (while the use of computers for a massive array of applications lie well within), it's easy to understand why physical experimentation would be exciting and beneficial.
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That said, the logical compromise is to take advantage of technology's ability to provide high quality pre-recordings and cheap and easy iteration (i.e. you can mix many more chemicals virtually, repeatably, than you could with actual chemicals)... while combining the high quality, but cheap repetition provided by virtualized experiences with the contrast of real experiments - allowing the student to understand the consequences of chemical reactions in the context of reality, while also capturing the minutiae of learning that is generally otherwise implicit and uncapturable (e.g. the constant awareness of danger of handling various chemicals).
Feb 20 2012: Virtual and Non Virtual LABs - they are different and will stay different and allow to learn quite diverse and partly opposing lessons.
We should not only think about to take the best out of each learning surrounding, but also consider how the inter-action of a virtual lab / gaming AND non-virtual meetings can create synergies.
We had a lot of very good experience to bring virtual groups & their aims into real-life projects: this transformation was a high motivation for the participants - we did this however in the field of urban labs; urban change through online art experiments, which were then exhibited in the urban situation they researched: http://www.2010lab.tv/en/video/been-out-vol-1-0
The idea was to bring virtual & non-virtual / digital & real labs in a positive, self-re-enforcing cycle...Feb 19 2012: Hello Jose!
Your topic really excites me. I want to sketch some brief idea which came to my mind during thinking about your questions.
Well, certainly, game technology can make education more fun, also engaging but I am not so sure about its value. It probably depends on how well it would be balanced. I want to draw one example. From my experience, a lot of people around me said that education is too abstract. Concrete example should be mathematics. Actually only few students in every class enjoy mathematics (I am speaking about primary and secondary schools). And if you ask them why, they answer that because they cannot touch something out there. And this is the place where game technologies can do really big job. I mean, for example, you can use some virtual reality where numbers and equations and other stuff would be visualized and connected to some real life situations and things in our everyday lives. When teacher is speaking let's say about mathematics (and physics) of combustion engine, pupils aided with some virtual reality glasses would be exploring appropriate parts in real time. And I am sure that it is possible to use it in more abstract mathematics and also in other fields of studies.
In sum, I think that game technologies can make education really better, especially in situations where words are too abstract and it is pretty hard to imagine some applications and so forth.
So, this was my modest idea for your theme. I hope it is not superficial and useless.
Feb 20 2012: Marek,
Thank you for your kind comments and great ideas. I think that using technology to motivate students would be a good start to motivating them but I think that the bigger question is how can we turn education into a game? How could we teach students to not be sad to go into school but rather be interested in continuing their tasks because they are fun, like games are, and because their goal is not to learn but rather to move to a "new level" in understanding? :)
Feb 20 2012: Great question Jose !
"How could we teach students to not be sad to go into school but rather be interested in continuing their tasks"?
But most topics in school or university students do not identify as "THEIR" task. This is a major bottle neck - so first question might be: how do we motivate students to make a topic "their case" / their task"?
You could crowd-source / student-source some parts of the curriculum? And could do this by technology and games?
One last thought on "having fun": I realized in my university teaching that students heavily engage in topics and tasks - even if they are no fun, involve long working hours and obstacles. Given they identifited the task as important to them, more precise: to their values.
so you might ask: how can math help a student tackle a real life problem he has? How can can be part of a game? I am afraid my questions do not make it easier, but I hope they give you some new ways to research.Feb 20 2012: Hi Jose,
many thanks!
Well, my point was that some part of process of turning to the education as more fun is through modern technologies, which we use to better visualization of connections between education (which would be sometimes uninteresting) and their real lives (which they live and have the biggest value for them). I mean, if they will see that they are not learning something useless but highly important, then it is very probable that they will really enjoying it.
And what about your question how to skip to the education as a game? Well, my idea is to look at what is the most interesting aspect of games. I think that it is perhaps something like big integration into the games. So we may take this aspect and put it into education. And If we do this I think then we are on a right way to solve this part of problem.
In short, my idea here is that through studying of "addictive" aspect of games we can teach a lot about how to implement some improvements into our education. Unfortunately I actually have no more ideas how to do this really big and important step.Feb 19 2012: I would like to show you a classroom in a very small town (population: 19.000) in Georgia. It is not a show room or something, the town is even far from the capital city Tbilisi. You can see it here http://cyxymu.livejournal.com/1124301.html or more photos: http://www.facebook.com/media/set/?set=a.347179398645781.83665.260603653970023&type=3.
When I first saw it, I said ok, looks nice, they are all about technology and online... But where is the outside world? I don't think this classroom is really meant to stimulate any creativity, maybe it's a way to keep kids focused :).
Feb 20 2012: Very interesting concept but I fear that they might just be using technology to teach in the same manner as if they had a simple blackboard and chalk and textbooks instead of computers. Technology is only a tool if it is used by a skilled hand to innovate. But it seems like a step in the right direction ;)Feb 17 2012: I believe the 21st century classroom should include more interactive technology and multiplayer educational gaming applicaions in order to teach these children of today. The problem with implementing this system is that our government controlled end of grade tests would not accurately measure student learning. It is not to say that students would not pass the EOG tests because of ignorance of the curriculum but rather the way the tests are constructed. These tests require teachers to teach "test taking strategies", how to take multiple choice tests, and other non curriculum based instruction. If the students were assessed solely on their content knowledge then the 21st century way of teaching would be successful. As a teacher today, I see the conflict between traditional teaching methods and today's learners. Change is inevitable and when our classrooms become more interactive our students will begin to flourish again.
Feb 17 2012: Donna - I completely agree that "end of grade tests would not accurately measure student learning". What do you think will become the new measure of the effectiveness of a student's mastery over a subject?Feb 18 2012: I think the problem is not how tests work, but how they are applied. The fact that the government controls those tests make them mandatory, in a way or another, which causes some negative effects like the ones already mentioned (especially that thing about "test taking strategies"). And the purpose of that test is probably not for self-evaluation, but rather to compare them to each other, which is not good for their development.Feb 17 2012: Well there will be a big difference in the instructional methods and learning practices btwn children and adults - something the TESL/TEFL publishing community seems oblivious to , and won't fix.
Kids have a particular need for socially interactive tech/IT - not simply Tech interaction.Feb 17 2012: That reminds me...
1) Another point of including games in the education system should be to teach kids to fail. Fail and recover. The current system denies the chance of failing, and makes recovering unreasonably difficult, expecting them to avoid failing at all costs. This only makes kids overly stressed and deprives them from the ability to recover, as they could never learn it in the first place.
2) And kids should have more contact with the dirtier side of the real world. Not that they should be forced to watch porn, but at least do not make too much fuss about it whenever they ask. As far as I know (and I don't know much), kids tend to give more value to things, the harder you try to hide them. We should be preparing them to face some dirtiness, not expecting them to be "pure and innocent" their whole lives. Teach them properly, and they should not get tainted even in the face of the dirtiest thing on Earth. If you don't teach it yourself, someone else will, and maybe not as well as you would like.
Actually, both items are about letting them try the real world and learn how to handle it properly. I see some people trying to keep kids away from all kinds of harm, even enforcing that by law, all the while not teaching them to fend themselves against any of that harm. I am concerned that future generations will not have enough time to learn their maturity after 18 (when their parents finally allow them some freedom) and before 18 (after which the real world expects a lot of maturity from them).Feb 16 2012: If you're thinking "game" and "class room" you're in the wrong century and dealing from the wrong deck. To be able to grasp what needs to guide change you must accept that education in some ways is actually holding back and harming--that there is dysfunction that must be turned into ideal function first before attempting reform. Every effort must be taken to identify dysfunction and replace it with successor function that students and their families can judge to be desirable.
The best reform theories today favor autonomy too. But no one has taken it so far as to say that the new knowledge of how the mind grows its own capacity, called "neuroplasticity", demands autonomy. Thus "authority" must become a new negotiable currency and not the instant totality it has long been.
Education must cease neglect of social development as well and be "spaced" throughout the entire life spectrum to become the motivation that puts horse in front of the cart of knowledge development. Motivation by "threat of consequence" must yield to motivation by determination of personal relevance. All "rooms" and possible "game" theories must support have these fundamentals behind them or the whole effort will be a laughing stock for the others who do replace dysfunction with ideal function. I have many insights, models, definition of new language and concepts to conventionalize an education reform driver that doesn't accept failure in any way. E-mail me if you're interested.Feb 16 2012: At my school, we often get computer based lessons in our IT block. Despite the fact that computers offer so many different potential dimensions to lessons, many pupils regard these lessons as informal and unimportant. I think many people see the computer (obviously the internet in particular) as more personal resource, designed with them in mind to pursue whatever they want. By putting it in a classroom environment, I believe this resource is somewhat confined, and interest is lost as pupils look to explore the more interesting aspects of the internet, more tailored to themselves than the classwork.
However, one recent addition to the classrooms has been Smart-boards (not sure how familiar people are with these?) which effectively combine whiteboards and computers. One benefit of this is the expanse of knowledge available in class: a teacher's broad understanding teamed with a worldwide database doesn't leave many questions unanswered. The interactive element is also fun in problem solving and sharing ideas. Smart-boards are the future
Feb 17 2012: Very interesting point! :) Yes, a teacher should be definitely involved in the conversation because of their "broad understanding". How else could we leverage this "broad understanding" with student's natural curiosity to increase the engagement of the students?Feb 16 2012: There have been some interesting talks about gamification, in which I have found some interesting ideas:
- Simply turning something into a game will not help. The game must be designed to be interesting, it will not be interesting simply because it was turned into a game. Whatever you do, be careful not to let educators or parents take control of the project (they should help, but they must not take over), as they might carry some flawed views and overdo the educational aspect of these games without enough care for the psychological stuff.
- Based on some ideas from the Self-Determination Theory, people are more intrinsically motivated if they feel mostly competent and autonomous. That basically means you should avoid imposing any game, especially the educative types, in your educational system. As soon as the kids are forced to play your game, they will find it boring, no matter how much fun it might actually be. Also, these games must be very well balanced, because too easy and too hard are equally boring.
- Following this idea, knowledge and values should be passed without obligation. You should set a good example, not simply push some beautifully meaningless values or knowledge. Give them the choice to be good, show them how it is done if they show any interest, and show them that they can also do it as well as you do.
- And as was commented before, we must review the set of skills we have been trying to teach. We do not use 1% of all the things we are *forced* to learn. Most people simply forget all that unused stuff, and many will not have learned to become curious and self-teaching. Actually, most people will learn the exact opposite, because it was so traumatic and worthless in the past.
We should be learning happiness, willpower and respect before quantum physics. But that is not the way things are going, as I see it.Feb 16 2012: i believe gaming should be a long extra - curriculum that would be related to teachings from different topics..... i say long because, some schools have tried this, and they did this during break periods of school hours which only lasts nothing more than 30 minutes(primary and secondary schools in Nigeria) and it was only fun but not educationalFeb 16 2012: I've been giving this topic some consideration lately. A quick and dirty summary:
1. Exploit record and playback lectures by creating high quality interactive lectures that involve graphics, hyperlinks, quizes. Basically, take what Mr. Khan is doing over at his academy and amp it up to the Nth degree.
2. Use established game feedback mechanics - achievements, rewards, social comparison to incentivize behaviour. Pace it regularly, create currencies and larger rewards. Maybe even combine it with an avatar representation system to allow students to express their achievements and individuality.
3. Encourage open forum discussion on topics and subject matter - this is where avatars are handy (i.e. students can see other students avatars and get a quick and dirty, but fun assessment of their academic accomplishments). Also plays off community self help mechanisms. Encourage activity and participation among multiple grade levels, while enforcing a strict set of rules of conduct.
4. Abolish the concepts of year groups. Focus class sizes around the kind of community group size and dynamics humans have evolved to cope with... i.e. 100-150 people villages, varying ages and skill levels - capable adults caring for and teaching youngsters, and children interacting with more mature children. Have multiple adults in the groups - around 4-8 adults per 100-150 student group, and they are used to settle disputes, and lead group activities, moderate discussion, etc.
5. Where possible, develop games that incorporate multiple elements of thinking and learning into a cohesive package. Look towards stuff like Civilization, and The Sims for a starting point - incorporate more educational appropriate mechanisms and opportunities.Feb 16 2012: A few days ago, I saw an aticle in a newspaper. It was about a situation betweena mon and her kid in their home.
She gave a book as gift to her child,and then he threw out the book suddenly after he touched it for short time. That article described he was handling with the book like i-pad. I just was suprised when I saw the story.
I concern about my future's chilren. Let you think aout the situation.
Manue M
Feb 17 2012: Haha! Sorry! I am laughing!
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I have young kids. I am happy that they like all kind of books. But I do agree with my children: interactive books are just cool! My kids like books with 3d content. They also like to open windows in it. And they like the I-pad too.
I feel a bit sorry that this child was not creative enough to at least imagine that her book was interactive... That is a pity.introducing the computer too early in childhood might not be the best idea. But, nothing wrong for me with quality interactive books on I-pad...Feb 16 2012: As a teacher in North Carolina, USA, I think is necessary to have a full restructuring of the classroom. I would like to see more student collaboration with more PBL focused on core curriculum ideas. I know that the use of technology is paramount in preparing our student for participation in a global society. I also realize that the implementation of these ideas is an endeavor that cannot be undertaken just by educators. It must be a coordinated effort by all educational institutions, governments, and communities.Feb 16 2012: Yeah, but it need long time to carry out this plan. It will cost a lot of money, and some area, country can't afford it.
Feb 17 2012: I agree, but if we could start from scratch with no limitations with regards to funding and curriculum, what would that potentially look like? It's amazing how far good ideas will go. :)Feb 17 2012: @james - Do you think it's possible that in a Friedman the-world-is-flat sense, perhaps the developing nations might be quicker to adopt a modern system of education since they don't don't have an ineffective legacy structure already in place as developed nations do?Feb 15 2012: Rather than focusing on what the classroom looks like, why not focus on the content taught? The curriculum of most public schools more closely resembles a bad joke to me. I believe we would do well to move back into trivium-based and quadrivium-based education. You can get started looking into that here:
The first link has great notes and gives a good overview. The second link has a great video and useful links.
Feb 15 2012: That's a good point about the classroom but it was meant as a metaphor. The classroom itself is more of the all-encompassing idea of education. The way it is laid out now is such that all students look forward to the teacher , the teacher being the source of knowledge, rather than to face each other which would mean that students cannot collaborate. We are social creatures and paying attention to one person for hours at the time does not work any more. :)
Feb 16 2012: My opinion:
To make the teacher "the source of knowledge" is to make the teacher as an authority figure; this action imposes an authoritarian epistemology on the minds of our young. Authority cannot be replicated or studied. This is exactly why we need critical thought and we can get there through trivium education, which would expose our children to epistemology and they would understand where authority -- and it's figures -- place among the several sources of knowledge (epistemology).
Besides, why would you want to set up a dynamic where an authority figure passes knowledge to a nest of squawking baby birds? This is not education; it is training. True educators show people how to unfold their hearts, minds, etc. by giving them tools e.g. critical thinking skills, research skills, analytic skills. The effective teacher (educator) is not a source of knowledge, but a guide -- paid for by taxpayer money or private money -- to show your children how these tools work. The children should find knowledge themselves and not become dependent on anyone for any reason unless genetic limitations prevent this.


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Another Hoppy Hour video. As always, thanks to the Golden Valley Animal Humane Society and Minnesota Companion Rabbit Society for putting it together.
Bonus! Professional photographer Michael David Novak was at Hoppy Hour and has posted a gallery of photos on his website. You can see pictures of Dougal here and here.


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92nd Street Y is where inspiration lives and exploration begins—with a diverse range of classes and programs that let everyone pursue what they love. With innovative, top-notch programs, events and concerts, plus over 4,000 classes taught by today's most talented professionals, 92Y has it all—for all ages and interests.
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For ten days in May 2012, director James Toback and actor Alec Baldwin worked their way through the Cannes Film Festival in an attempt to secure financing for a proposed film project, a political-erotic Middle Eastern adventure inspired by Bernardo Bertolucci's classic Last Tango in Paris. As they dashed around—hopeful against all odds—Toback filmed the hilarious and revealing proceedings, from pitches to billionaires, studio moguls, producers and international sales financiers, to intimate encounters with major movie stars and iconic directors whose passion for movies proves it's still possible to transcend the madness.
A dazzling collage of interviews, classic movie clips and colorful personalities, Seduced and Abandoned features a cast that includes, in addition to Alec Baldwin, Berenice Bejo, Bernardo Bertolucci, James Caan, Neve Campbell, Graydon Carter, Jessica Chastain, Diablo Cody, Francis Ford Coppola, Ryan Gosling, Jeffrey Katzenberg, Diane Kruger, Mike Medavoy, Ron Meyer, Jean Pigozzi, Roman Polanski, Brett Ratner, Martin Scorsese and Taki Theodoracopulos.
Can't make it to the event? Leave your questions for our guests below, and they might be used on stage during the Q&A. Keep an eye on 92Y On Demand after the event for any video clips we might share! You might see your question used on stage.
Alec Baldwin is a graduate of New York University (BFA-Tisch, 94) and was presented with an Honorary Doctorate of Fine Arts from NYU in 2010. He last appeared on Broadway in the 2013 production of Lyle Kessler's Orphans. Other stage credits include Peter Shaffer's Equus, directed by Tony Walton (Guild Hall–East Hampton, 2010), the Roundabout Theatre Company's 2006 production of Joe Orton's Entertaining Mr. Sloane, directed by Scott Ellis. Loot (Broadway-1986; Theatre World Award), Caryl Churchill's Serious Money (Broadway-1988), Prelude to a Kiss (Circle Rep.-1990; Obie Award), A Street Car Named Desire (Broadway-1992; Tony nomination), Macbeth (NYSF-1998), The Twentieth Century (Roundabout-2004). He has also performed at The Hartman in Stamford, Williamstown and at Bay Street.
Baldwin has appeared in over forty films, including Beetle Juice, Working Girl, Miami Blues, The Hunt for Red October, Glengarry Glen Ross, Malice, The Juror, The Edge, Ghosts of Mississippi, State and Main, The Cat in the Hat, The Cooler (National Board of Review Award for Best Supporting Actor, Oscar nomination), The Aviator, The Departed and It's Complicated, among many others.
On television Baldwin starred with Tina Fey on NBC's "30 Rock", winner of the 2007, 2008 and 2009 Emmy for Outstanding Comedy Series. Baldwin has received seven SAG Awards, three Golden Globes, the Television Critics Award and two Emmy awards as Best Actor in a Comedy Series for his performance on the show and the 2009 SAG Award for Outstanding Performance by an Ensemble in a Comedy Series. In 2011, Alec received his Star on the Hollywood Walk of Fame.
His company, El Dorado Pictures, has produced several projects including Nuremberg: Infamy on Trial for TNT television (Emmy nomination), The Confession for Showtime (WGA award for best adapted screenplay) and David Mamet's film, State and Main.
Alec Baldwin is also a dedicated supporter of numerous causes related to public policy and the arts. He serves on the boards of People For The American Way, The Hamptons International Film Festival, The New York Philharmonic and Guild Hall of East Hampton. He is an active supporter of The Radiation and Public Health Project, East Hampton Day Care Center, The Actors Fund, The Public Theatre/New York Shakespeare Festival, The Roundabout Theatre, People for the Ethical treatment of Animals and The Water Keeper Alliance, among many others.
Baldwin's book, A Promise to Ourselves (St. Martin's Press) was published in paperback in the Fall of 2009.
James Toback was born in New York and was graduated from Harvard College in 1966 with a degree in Comparative Literature. After teaching in universities, writing journalism and criticism and composing a memoir about his relationship with athlete Jim Brown, he wrote the original screenplay The Gambler (directed by Karel Reisz 1974). It remains the classic film about compulsive gambling.
His directorial debut, Fingers (1978) starring Harvey Keitel, caused an international sensation which still reverberates. It was remade by Jacques Audiard as The Beat That My Heart Skipped (2005). Toback directed Robert Downey, Jr. in The Pick-Up Artist (1986) and followed it with two other remarkable collaborations, Two Girls and a Guy (1997) and Black and White (2000)—the definitive movie about hip-hop, made in conjunction with Wu Tang Clan.
Toback won the Los Angeles Film Critics Award for his original screenplay Bugsy, for which he also received an Academy Award nomination. He wrote and directed the romantic drama Exposed with Nastassja Kinski and Rudolf Nureyev, Love and Money and When Will I Be Loved with Neve Campbell. He has made two highly acclaimed documentaries—The Big Bang and Tyson which was awarded a special prize in the Un Certain Regard section at the 2008 Cannes Film Festival.
His latest movie, Seduced and Abandoned, was filmed with Alec Baldwin as the two worked their way through the Cannes Film Festival in May 2012 in an attempt to secure financing for a proposed film project—a political-erotic Middle Eastern adventure inspired by Bernardo Bertolucci's classic Last Tango in Paris. The movie captures the hilarious and revealing proceedings, from pitches to billionaires, studio moguls, producers and international sales financiers, to intimate encounters with stars including Ryan Gosling and Jessica Chastain and iconic directors Polanski, Scorsese, Coppola and Bertolucci whose passion for movies proves it's still possible to transcend the madness. Seduced and Abandoned premieres October 28, 2013 on HBO.
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At a special Creston School Board meeting Monday, the board voted to place the bus garage at the AEA site west of Creston High School.
Roy Stroud, Creston School District business manager, discussed with the board members, interim Superintendent Chuck Scott and Gary Briley, maintenance director of Creston School District, the basic design of the bus garage. Board Member Galen Zumbach was not present. The placement was passed with a 3-1 vote, with Ron Dunphy voting no.
"First of all, I don't think we have a clue what it's going to take to prepare that site," said Dunphy. "And if we put the bus barn there it's not just about preparing 300 feet of depth to place that building, we're talking about extending access to it clear over to our propery ... I don't know that it works with the AEA, but my thought is no, don't use it."
The former AEA site is located at1405 S. Lincoln St. The bus garage would consist of a steel building with 14 stalls, three service bays and a wash bay. Every two buses get one 24-feet-tall double door, and the floor will be gravel. The building will also contain offices, a break room and storage.
"Actually I think our intent was to even have 50 feet available for a bus, which gave you space on each end, knowing that the small vehicles, none of them could be longer than about 18 feet, so we gave 25 feet for them," said Stroud.
The building is sized so the entire bus fleet and small vehicle fleet would be able to fit inside the cold-storage unit.
"I know a lot of districts don't have their buses under storage and this is going to be an experience this winter, I think ... But you know, you get a freezing rain or something, how many hours are going to be spent trying to warm a bus up, and fuel costs, trying to scrape windows? If we don't get the windows scraped good enough and we have an accident? ..." said Briley
The plan for the garage is to use the existing concrete at the AEA site so it will eventually break up and can be replaced when it is the main project to discuss. The dirt work would include leveling and structural fill to be put in. Dirt work is expected to cost more than $60,000, additional utilities is expected to cost more than $70,000, so the total amount will be closer to $150,00 or more.
"Since you had a bus garage, definitely put one back that will accomodate everything you own," said Scott. "It's just like at home, if you have a piece of equipment it will deteriorate faster if it's out in the elements, so try to build something that you need. ... Last week I rode a couple bus routes and as the drivers came back in they always commented on the sharp curves going around the high school and the amount of traffic. Where I'm going with this is that I think long term we would really like to have you on the AEA site. That's input from drivers and so forth."
The original building costs are $620,000, and after insurance the school district will be required to put forth $205,000.
"Through all of our discussions and stuff like that (we) have tried to develop something that is a long-term fix that is going to meet some long-term needs," said Stroud.
In other school board news:
•The high school saferooms to be used as classrooms passed with a three-to-one vote.
•Credit cards for the superintendent and business manager have been looked at and will be approved at next month's meeting, with stipulations such as it must be kept in the office and there will be a $5,000 spending limit.
•The possibility of handrails for the high school bleachers requires more research and will be discussed again at next month's meeting.


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And not to mention the Long over Ryan pick.... Looks better every year doesn't it Jeff?
And not to mention the Long over Ryan pick.... Looks better every year doesn't it Jeff?
Bill Belichick on "putting the tape on"
Did anyone else catch that stat.......
Matty Ice leads the league in lowest percentage of off target throws at like 13% or something ridiculous like that.
But, he isnt any good. Its all those WRs and the TE. When they do well, give them credit. If they ever lose in the playoffs this year, its all Matty Ice's fault of course. Especially if his defense gives up 48 points to the Packers.
lol Miami would kill to be in Atlanta's situation: Winning 10+ games every year with a franchise QB. They're not winning playoff games but at least they're playing in them. Can't say the same for Miami.
Take all of the teams who could get the 4-6 seeds in the NFC and which one could come into Atlanta and win in the divisional round? Maybe the Redskins if they get in and win in the 1st round...... they would be red hot if they get to 10-6 and win an opening round game. The Giants could certainly do it despite getting beaten so badly last week by Atlanta. They are the champs for a reason. But, you gotta like Atlanta's chances against either of those 2 teams and especially anyone else.
The NFC Championship game will be tough. If Matty Ice wins that divisional round game, they will likely host a GB vs SF winner. I think Atlanta would beat SF and GB would be the tougher game for them.
This will be only the 2nd playoff game this Falcons team has hosted. They take a helluva beating over being 0-3 the last 4 years, but the only home game they had was vs. GB the year NOBODY stopped GB. That Packer offense lit everyone up. Its not like Atlanta was some kind of lone chump. Green Bay won the SB by scoring a ton of points on everyone in the playoffs that year.
The other 2 games were road losses agaisnt teams that also went on to win the NFC and play in the SB. The Giants won it and the Cards lost that close one to the Steelers. So its not as if Atlanta is coming up short against weak teams that didnt deserve to be in the playoffs. They went out against teams that all went on to the SB, two of them winning it.
Lets see what happens this time. Again, I like their chances to win at least get to the NFC title game. I predicted Atlanta vs Denver in the SB at the beginning of the season. I will stick with that. I think Atlanta hosts the GB/SF winner in the NFC championship and the Denver vs. NE matchup in the divisional round producing the AFC champion.
Julio is the 2nd best WR from that draft.
That was a beast WR draft.
Deshaun Watson is the TRUTH!


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|Men's Basketball » News » Schedule » Roster » Coaches » Statistics
East Tennessee State Announces Men's Basketball Schedule
Friday, August 23, 2002Johnson City, Tenn. (August 23, 2002) - Games against ACC and SEC foes and an appearance in a holiday tournament highlight the East Tennessee State 2002-03 men's basketball schedule. While the names look much the same as last year's schedule, the 2002-03 slate will again be a challenging one, giving the Bucs plenty of opportunity to make their presence felt by other opponents in the Southeast. The Buccaneers will open the season with a home game against Guilford College on November 22. Once again, ETSU will challenge SEC and ACC foes, taking on South Carolina, Vanderbilt and Virginia on the road, with the contest at South Carolina one of the first in the Gamecock's new arena on November 24. The Bucs also face early road tests against UNC Wilmington, a team that scored an upset of Southern Cal in the NCAA Tournament last season, Vanderbilt and Virginia. Another highlight of the schedule is ETSU's appearance in a holiday tournament for the first time six seasons. The Bucs will take part in the South Florida Tournament after Christmas as a tune-up for the always challenging Southern Conference schedule. The tournament includes teams from Belmont, Long Island and host South Florida. "The schedule is like last year's, but a little tougher," said head coach Ed DeChellis. "We are playing in the South Florida tournament and at UNC Wilmington, a team that went to the NCAA Tournament last year and has everybody back. And then we have Vanderbilt, Virginia and South Carolina, which is always a challenge against those teams. The schedule will help us prepare for our conference run and will be a challenge for us. "
Men's Basketball Archives
2002-03 Men's Basketball


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Privacy net keeps unwanted eyes from peering into your outdoor patio or deck area. Great-looking green and white striped woven netting is easy to install—just secure to side of fence or deck with included cord, or weave in and out between deck posts or railings. Net allows air to pass through freely while still offering maximum privacy. Durable, waterproof poly has reinforced seams and metal grommets. 15 ft. L x 35" H.
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20 December 2006The final phase of repairs to the Cottier Theatre has been boosted by more than £300,000 from Historic Scotland.
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Australian Formula One World Champion, Alan Jones, says Kimi Raikkonen's return to the sport in 2012 has been one of the most successful comebacks in F1 history.
Raikkonen, the 2007 World Champion, quit Ferrari after the 2009 season to compete in the World Rally Championship. The Finn returned to the sport with Lotus this year to finish third in the World Championship, winning the Abu Dhabi Grand Prix and finishing ahead of Lewis Hamilton, Jenson Button and Mark Webber.
Speaking exclusively to the Australian Grand Prix 'Keeping Track' podcast, Jones admitted he didn't see Raikkonen's successful return coming.
"I think he's surprised a lot of people, myself included," he said.
"When he left Ferrari and went rallying, he spent more time in the paddock than on the bitumen, but he's come back to Formula One and he's done extremely well. It's probably one of the most successful comebacks next to someone like (Niki) Lauda."
Lauda, a three-time world champion, returned to the sport in 1982 after a two-year hiatus and went on to win the 1984 title with McLaren.
Last weekend's final race of the 2012 season in Brazil marked the end of Michael Schumacher's second stint in Formula One and, while his three-year comeback with Mercedes failed to reach the heights of his first career with Benetton and Ferrari, Jones said Schumacher shouldn't be criticised for his decision to return.
"People say to me that he shouldn't have come back, but at the end of the day there's only one person who decides whether he should come back or not, and that's Michael," he said.
"We shouldn't forget that he raced motorbikes for a while (in his first retirement), so he's obviously still had the need for speed. If he had the opportunity to come back to top-flight Formula One, then good on him – you do it for yourself, not for anyone else."
In an interview for the 'Keeping Track' post-season review, Jones offered his views on Webber's 2012 campaign, speculated on the future of compatriot Daniel Ricciardo, and discussed how the Australian Grand Prix is perceived internationally.


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|News » Archives
Live video streaming to be provided for Sunday's volleyball match
Friday, September 22, 2006
JOHNSON CITY, Tenn. (September 22, 2006) - The Mountain States Health Alliance Buccaneer Sports Network will be offering live video streaming of Sunday's volleyball match against Eastern Kentucky.
To order the service, fans simply need to visit ETSUBucs.com and click their preferred subscription on the video pop-up window, or click on the video streaming advertisement located in the far right column of the main page.
There are three subscription levels for the service: all-inclusive, fulltime season subscriptions for $49.99, part-time season subscriptions for $29.99 (does not include men's and women's basketball), and daily subscriptions for $4.99 (provides 24 hours of all video streaming that day).
The Lady Bucs will take on the Eastern Kentucky Colonels at 2:00 p.m. in Brooks Gym.


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After last week's amazingly entertaining Twin Peaks-inspired trip down memory lane, it was kind of a shame that PSYCH fell back to Earth with an episode on par with the majority of this so-so seaso More »
Uh oh, Shawn and Gus are in trouble again. I know, big surprise, right? Well this time they're naughty enough to get themselves sent to the police academy to learn basic police procedure. There they More »
From the insanity of the Twin Peaks inspired episode we drift seamlessly into a Police Academy inspired one, with Shaun and Gus ordered to take some police training after they interrupt a planned More »
Watch a sneak peek and check out photos of the upcoming episode of PSYCH Season 5 Episode 13 titled "We'd Like to Thank the Academy" which airs on Wednesday December 8 at 10pm on USA. Episode More »


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Thank you guys, again, for the replies. Another brief update. This morning I changed the outlet, and did discover the one being replaced had something wrong with it. After removing it I could hear something rattling inside. Since replacing it the welder has yet to shut off. Let's hope it is as simple as that and stays that way. I plan to use it more tomorrow and hopefully Monday. I'll know more sure sure then.
Since a lot of time has been taken to reply, info shared, and questions asked, I will do my best to answer them.
1- I did call the Miller tech line before taking it into service. I was on the phone with them for all of a couple of minutes, and very little information was gained other than "the power switch is a circuit breaker (already learned from previously reading on this forum/ thread) and "I'm not sure what is wrong. Better take it in for service. Here's your local authorized rep...." The good news is there was no service charge as my welder is still covered under a 3 year warranty.
2- My garage currently has 50 amp service. There are 2-30 amp fuses ganged up to create the 220v (single phase). This was installed to wire directly to my compressor (there is a 220v switch wired in to cut power off to the compressor so it's not always "on") with 14-2 copper wire. Also shared by the same 2-30 amp fuses is my dedicated welder outlet, which is about 3 feet from the breaker box (14-3). Neither the outlet nor the compressor share wires. Both the welder and the compressor are rated for a 30 amp draw. This is why I never run them at the same time. Yes, I should (and at some point will) have the house professionally upgraded to 100 amp service so each can have their own dedicated circuit. Until then I must rely on my near obsessive compulsive habits to not run them together to trip the circuit or overload the wires.
3- The welding extension cord I built is made with 10-3 wire. It's I think 25' long. I only use this when I have to.
4- No, I am not a certified electrician. I'm a toy designer of 16+ years in this industry, and an avid car nut.
Results 21 to 28 of 28
03-31-2013, 01:55 AM #21Junior Member
- Join Date
- Mar 2013
- Posts
- 10
03-31-2013, 03:03 AM #22Junior Member
- Join Date
- Feb 2013
- Location
- Corpus Christi, Texas
- Posts
- 12
glad it was the users fault and not miller lol
03-31-2013, 07:57 AM #23Member
with 14-2 copper wire
- Join Date
- Jan 2011
- Posts
- 41
2. The 10-3 extension cord is fine and is NOT the problem.
3. The two 30 amp fuses across a 240V line only gives you 30 amps, NOT 60.
Double fuses/breakers in the panel doubles the voltage from 120 to 240, it DOES NOT double the amperage. The value of the fuse is the amperage, whether you have one fuse or two.
4. You should NOT run ANYTHING on 14 gage wire with 30 amp fuses. You could start a fire and burn your house down. This is also a violation of the electrical code. If you want a 30 amp circuit, you MUST use #10 wire (or heavier).
5. Please have an electrician or a knowledgeable person run a properly wired circuit for you.
03-31-2013, 06:55 PM #24Junior Member
- Join Date
- Mar 2013
- Posts
- 10
yeesh, guess there is some re-wiring to do tomorrow. OK, ten gauge it is.
And the welder stayed on today, so I am also concluding it is the user error (mine/ my outlet) and not the product.
Thank you
04-01-2013, 10:38 AM #25Junior Member
- Join Date
- Mar 2013
- Posts
- 10
update- good news
It turns out I misspoke- I have had 10 gauge wire in my garage the whole time. I know this now because:
1- I purchased a roll of 10-2 wire this morning (and a 30 amp 2 pole switch) and when I bought it home I compared it to the wire I already have- it's the same thing. Same color, same brand, everything. (It was purchased at the same store)
2- I also cut a tip off at the end and compared wire thicknesses. Same...
3- I also got a wire gauge out- they both read as 10 gauge.
A bit of history on this- the compressor was wired in first and set up with the ganged 30 amp fuse. My neighbor helped me with this (who is more up on AC electrical)
So I think I'm good. Thanks again everyone for all of your help!
Until my next issue...
04-01-2013, 03:42 PM #26Senior Member
- Join Date
- Feb 2012
- Location
- Wa
- Posts
- 672
Sounds like you are fine to me. You have fuses, not breakers in your garage panel? Just curious.
04-01-2013, 05:20 PM #27Junior Member
- Join Date
- Mar 2013
- Posts
- 10
10-17-2013, 06:54 PM #28Junior Member
- Join Date
- Oct 2013
- Posts
- 1
Miller 211 stop working
My 2 year old Miller 211 welder stops working/welding ??? I cleaned the plugs. Plugged into good wire #10 wire. Worked GREAT for 2yrs, but now it stops about 1 to 2 inchs out of the gun as I'm welding. Them pull the trigger and it starts welding, the machine stays running, it stops feeding the wire out. If it is the drive wheel ok I'll get it fixed. It does the same thing when I have the the spool gun on it. I have done a lot of welding with this little welder, I like it and would like it working ASAP.Any one had out there have the same problem?????


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I have a sick welding machine and then hoping somebody out there can help me. I have a five-year-old Miller XMT 304 and the problem goes like this. When I turn the machine on the help six code comes up, the fan comes on medium and runs continuously and after five minutes the code goes away and the amperage and voltage reading start and the fan goes to high speed and won't shut off but now it will also weld I would appreciate some help with somebody could help you figure out what the problem is with my machine.
Results 1 to 2 of 2
Thread: My Illing Miller XMT 304
03-27-2013, 11:45 AM #1Junior Member
- Join Date
- Mar 2013
- Posts
- 1
My Illing Miller XMT 304
Top board is wonky, either replace it or send it out for repair.


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statelinetack.com > Western Saddles & Tack > Western Saddle Pads > Item # SLT700008
promotional discount applied. Cart total will reflect savings.
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3M Bumpon SJ5300 Series Self-Adhesive Bumpers are pressure sensitive adhesive-backed polyurethane products that can be used as feet, stops, spacers and protectors in many applications. The urethane is a durable, resilient elastomer. The aggressive, high tack pressure sensitive adhesive is protected with a release liner making application fast and easy. The plasticizer-free urethane composition of the bumpons exhibit excellent skid resistance, long aging resiliency (will not crack or harden), abrasion resistance and resistance to marring and staining. Use 3M Bumpons almost anywhere slamming, scratching, nicking, scuffing, marring, sliding, vibration, or noise could be a problem for your product.
The tapered square bumpers are typically used for larger appliances and electronics while the smaller hemisphere and cylindrical shaped bumpons are usually used for phones, speakers and keyboards. The hexagon shaped bumpons are made from soft foam rollstock and are used in woodworking where a softer material is preferred. The SJ6553 quiet bumpons have a hexagonal cone shape and are ideal for use on cabinets and drawer fronts. Please note the black tapered square SJ5023 bumpons do not come retail packaged like the other packs, but just come on sheets with 36 bumpons on each sheet. The 0.312 inch x 0.085 inch clear hemisphere shaped bumpons come 96 per retail pack. The 0.50 inch x 0.140 inch cylindrical bumpons come 56 per retail pack. The 0.375 in. x 0.120 in. and the 0.433 inch x 0.125 inch hexagon bumpons come 132 per pack.
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Results tagged "enrollment appointment" from Hawk Talk - Sam
Hey everyone,
If you're a frequent reader of my blog, you know that this is MY FAVORITE time of the semester. It is time to meet with advisors and begin registering for classes.
Basically, right about now, everyone is starting to feel "blah" after the midterm rush and ready to be done with their current classes. The new-ness and exciting-ness is just gone. BUT a wonderful website listed as the "Registrar's Office" posts a very exciting thing... A NEW SCHEDULE!
If you're a first semester freshmen or a 2nd to last semester senior, you should be meeting with your advisor listed on ISIS. They will come in handy with helping plan your future career here or filing your DIG form (see below.).
Otherwise, most departments do "Group Advising" sessions and you get to go when it is most convenient for you and meet different advisors and professors. I always signed up for group advising with a different professor to get to hear their different stories and opinions on classes. That's how I met one of my FAVORITE psychology professors.
Fast forward to last week sometime...
Here I am, looking through the registrar's website and realizing that I've taken A LOT of these classes. Then I had a sad realization. Next semester is my last semester here at UML. This is my last time looking through classes and finding that one perfect slot with my favorite professor. Then I realized it was time to file my DIG form. A DIG form is a "Declaration of Intent to Graduate" and basically you write all of your classes and where they fit into your requirements and electives. It is incredibly scary, but incredibly relieving to see that I'm only 6 classes away from graduating in May 2010.
*shudders* well now that I feel incredibly old... I'm going to wash my dentures... and by that I mean work on some politics reading.
Thanks for reading,
Sam :)


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Many Americans have nutritional gaps in their diets - even when they try to eat a healthy diet. Multivitamins can help fill those gaps.
NutriVitamin Enzyme ComplexTM without Iron includes vitamins, enzymes, probiotics and fruit-sourced antioxidants┼ Best yet, this formula was especially created to be easily absorbed by the body. An excellent multiple for men, who generally don't require supplemental iron in the diet.
Directions for Use: Take 2 to 3 capsules twice daily with meals.
* Daily value not establishedThese statements have not been evaluated by the FDA. These products are not intended to diagnose, treat, cure, or prevent any disease.
Other IngredientsGelatin and non-fat milk (from probiotic blend).
Pharmaca Integrative Pharmacy is your source for natural health products. Browse our online selection of products from all of the best natural brands, or visit one of our pharmacy locations and talk with one of our licensed practitioners. From natural beauty products and cosmetics to vitamins, herbs and supplements, we offer high-quality natural wellness products for the whole family! Start exploring—shop by brand or by condition to find the perfect natural health products for your body, skin, home and more.
The products and claims made about specific products on this site have not been evaluated by Pharmaca.com or the United States Food and Drug Administration and are not approved to diagnose, treat, cure or prevent disease. The information on this site is for educational purposes only and is not intended as a substitute for advice from your physician or other health care professional or any information contained on or in any product label or packaging. You should not use the information on this site for diagnosis or treatment of any health problem or for prescription of any medication or other treatment. You should consult with a healthcare professional before starting any diet, exercise or supplementation program, before taking any medication, or if you have or suspect you might have a health problem. Pharmaca Integrative Pharmacy will not assume liability for any cross-contamination of ingredients, misprints, or adverse reactions to any ingredients in the products we carry. The products sold here may contain lead and other substances that are known to the state of California to cause cancer and birth defects and other reproductive harm. Prices and promotions are subject to change without notice. All content on this web site is copyrighted by Pharmaca Integrative Pharmacy unless otherwise stated. All online offers and prices are valid for online purchases only, and may be different from those in our retail stores. Free shipping offer may not apply to all orders and all states; see shipping policy for full details. Copyright © 2009 – 2015 by Pharmaca Integrative Pharmacy. All rights reserved.


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National Alliance on Mental Illness
page printed from NAMI Albuquerque
NAMI Connection in Albuquerque
The Albuquerque Connection support group meets at 2501 San Pedro Dr. NE from 6:30 to 8:00 on Mondays.
NAMI Connection is a recovery support group program for adults living with mental illness that is expanding in communities throughout the country. These groups provide a place that offers respect, understanding, encouragement, and hope.
NAMI Connection groups offer a casual and relaxed approach to sharing the challenges and successes of coping with mental illness. Each group:
All groups are confidential - participants can share as much or as little personal information as they wish.
Meetings will be guided by NAMI Connection's Principles of Support.
Who can attend a NAMI Connection Recovery Support Group?
Support groups are open to all adults with mental illness, regardless of diagnosis. Participants should feel welcome to drop by and share feelings, difficulties, or successes. Everyone is a valued participant.
Is there a registration fee?
There is no program registration fee, and each meeting is free of charge.
Why is NAMI Connection a helpful step in my recovery?
Research has shown that having someone to talk to is instrumental in the recovery process. Too often, mental illness is an isolating experience. Recovery is possible but often requires a connection with community—a community that offers support, encouragement, and insight. NAMI Connection is meant to be only one avenue to recovery for people with mental illness. Support groups should add to and not replace the treatment plan determined by the individual and their mental health care provider.


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Sorry, product information is unavailable at this time.
Psi Bands wrist bands help relieve nausea due to morning sickness, motion sickness, chemotherapy, and anesthesia by applying wrist acupressure. Psi Bands are drug-free, adjustable, comfortable, waterproof and reusable. Pharmaca carries Psi Bands in styles such as Block Party, Racer Black, Cherry Blossom, Color Play and Daisy Chain.
Pharmaca Integrative Pharmacy is your source for natural health products. Browse our online selection of products from all of the best natural brands, or visit one of our pharmacy locations and talk with one of our licensed practitioners. From natural beauty products and cosmetics to vitamins, herbs and supplements, we offer high-quality natural wellness products for the whole family! Start exploring—shop by brand or by condition to find the perfect natural health products for your body, skin, home and more.
The products and claims made about specific products on this site have not been evaluated by Pharmaca.com or the United States Food and Drug Administration and are not approved to diagnose, treat, cure or prevent disease. The information on this site is for educational purposes only and is not intended as a substitute for advice from your physician or other health care professional or any information contained on or in any product label or packaging. You should not use the information on this site for diagnosis or treatment of any health problem or for prescription of any medication or other treatment. You should consult with a healthcare professional before starting any diet, exercise or supplementation program, before taking any medication, or if you have or suspect you might have a health problem. Pharmaca Integrative Pharmacy will not assume liability for any cross-contamination of ingredients, misprints, or adverse reactions to any ingredients in the products we carry. The products sold here may contain lead and other substances that are known to the state of California to cause cancer and birth defects and other reproductive harm. Prices and promotions are subject to change without notice. All content on this web site is copyrighted by Pharmaca Integrative Pharmacy unless otherwise stated. All online offers and prices are valid for online purchases only, and may be different from those in our retail stores. Free shipping offer may not apply to all orders and all states; see shipping policy for full details. Copyright © 2009 – 2015 by Pharmaca Integrative Pharmacy. All rights reserved.


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5 Fun Things to Do With Your Kids During Summer Vacation
Kids lazing around the house doing all summer long? Not this year. There's a whole world of activities out there. Sure, some of it might not be air conditioned but that's a small risk to take for summer fun


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One of the most important types of apparel that you need to focus on when shopping for lacrosse gear are the shorts. A high quality pair of lacrosse shorts offers mobility for those intense games, breathability for those hot summer days and, most importantly comfort. You'll stay cool on the field and you'll look great while you do it. No matter what type of lacrosse shorts you're looking for, Lax World is sure to have a high quality item that will more than meet your needs and specifications.
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Kanye West, Kim Kardashian: Rapper Gets Involved in Messy Celebrity Divorce
Kanye West and Kim Kardashian have been flaunting their new found love all over, but they won't be able to make things official until Kim gets untangled from the messy divorce with Kris Humphries that she is currently embroiled in.
Instead, it looks like Kanye has been dragged into the whole thing. Apparently 'Ye had to sit for deposition at the insistence of the Humphries' camp -- which seems a little strange conside


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* required fields
A come from behind win by the Western Force has dealt the CA Technologies Brumbies another disappointing loss at Canberra Stadium on Sunday afternoon.
In the first afternoon match played at Canberra Stadium since 2004, the local team was unable to put the Force away with the lead changing hands on six occasions.
The CA Technologies Brumbies had put in a solid first half but failed to build their momentum losing the match in the final minutes with David Smith scoring his second try.
The Force line out was the difference for the West Australians as they managed to pinch four CA Technologies Brumbies throws.
The CA Technologies Brumbies best were Captain Matt Giteau and Christian Lealiifano who tried hard to gain momentum throughout the match.
Salesi Ma'afu, Anthony Hegarty and Elvis Levi also had memorable evenings, with Ma'afu celebrating his 50th Cap, Hegarty his starting debut and Levi his Super Rugby debut.
Giteau's first touches were all class, with a clever flick ball around the corner to Andrew Smith who put Ita Vaea into space.
Minutes later Giteau was putting the CA Technologies Brumbies in front with a successful penalty before finding himself on the end of a Christian Lealiifano line break and over the line for his third try of the 2011 season.
The Force bounced back almost immediately against the run of play as James O'Connor swooped on some loose ball after Rory Sidey had toed it through from the CA Technologies Brumbies own 22.
Willie Ripia converted and the Force headed into the break down 10-7.
The Force struck again just after half time, when Mark Chisholm made a powerful break down the left side of the pitch but his pass went to the West Australians, with David Smith finding himself on the end of a flowing backline to grab his first five pointer for the Force.
Both teams then went tit-for-tat penalties, with the lead exchanging hands six times in the second half.
The Force went one point ahead with just 10 minutes left, and extended that lead to eight with Smith's final try just one minute out from fulltime.
The CA Technologies Brumbies have a bye this Easter weekend, before heading to South Africa for a two week tour.
WESTERN FORCE 27 (David Smith 2, James O'Connor tries; O'Connor 2 pens; 2 cons; William Ripia 1 con) bt CA TECHNOLOGIES BRUMBIES 19 (Matt Giteau try; con; 4 pens) at Canberra Stadium. Referee: Keith Brown.
CA Technologies Brumbies
1. Ben Alexander
2. Anthony Hegarty (Replaced by Elvis Levi)
3. Dan Palmer (Replaced by Salesi Ma'afu)
4. Ben Hand
5. Mark Chisholm
6. Peter Kimlin
7. Michael Hooper
8. Ita Vaea (Replaced by Colby Faingaa)
9. Josh Valentine (Replaced by Pat Phibbs)
10. Matt Giteau
11. Francis Fainifo
12. Christian Lealiifano
13. Andrew Smith
14. Pat McCabe
15. Matt Toomua (Replaced by Adam Ashley-Cooper)
16. Elvis Levis
17. Salesi Ma'afu
18. Colby Faingaa
19. Julian Salvi
20. Pat Phibbs
21. Tyrone Smith
22. Adam Ashley-Cooper


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Multiple Techniques and Applications
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text: Try Googling 'PS3 .p3t theme' to find downloadable examplesof PS3's new Themes - the alternative desktops, menus and fonts for your PS3 that have been enabled since the recent 2.0 firmware update. Read on through this article for our tips on how to transfer them to your PS3. You can even make your ownThemes. All you'll need is Sony's PC-only design software, which is available for free.Code:http(://)www(.)techradar(.)com(/)blogs(/)article/www(.)us[.]playstation[.]com/Content/PS3NetworkPlatform/Updates/img/ps3_themes/PS3_Custom_Theme_v101-E.zip