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Getting to Know Your Professor: Dr. Richard Swanby
By Peter Rice
Here at Dowling College, Dr. Swanby, Associate Professor of Special Education, works tirelessly each day of the year to make his mark as a professor. Changing the lives of pre-service special education teachers, he teaches his students about technology and offers advice at anytime. There in his office, classroom, or in the cafeteria, he is always very approachable and willing to offer students council on any concerns or questions that they might have. It almost seems as though Dr. Richard Swanby can be found here, there, and everywhere around Dowling College.
Currently, Dr. Swanby is teaching two courses: Teaching with Technology with Diverse Learners (EDS 2101) and Field Experience II: Special Education (EDU 110). Teaching with Technology is intended to teach technology at the introductory level. Pre-service teachers are introduced to principles of information management, word processing, desktop publishing, instructional technology, Internet research, and educational software evaluation. In this way, they are fully prepared to take on their future classrooms with the benefits of using technology. In Field Experience II, students are offered an opportunity to observe and participate in fieldwork experience where they are offered the opportunity to actively put theory into practice in real life situations. After which, these childhood, middle childhood and adolescence teacher candidates gather together as a class to discuss their experiences and actively seek guidance. In this way, the students learn what it means to be a teacher.
Dr. Swanby is by nature a giving individual. If he is able to, Dr. Swanby is always more than willing to offer advice or assistance on anything. All he asks in return from his students is that they attend class, complete their assignments, and enjoy everything they are doing. Under this philosophy, Dr. Swanby allows his students the freedom to express themselves as educators by letting them decide the amount of effort and detail they want to put into their assignments. This better prepares them for being teachers in the field, because ultimately it will be up to them to find their inspiration, voice, and determination to see to it that they are being the best that they can be. To assess their performance, however, he uses embedded assessments throughout the semester. In this way, students are graded on the whole of their work rather than by snap shots of their performance on individual assessments.
Beyond the classroom, Dr. Swanby is working on getting Dowling Colleges special education program recognized through the Council for Exceptional Children (CEC). The SPA Report is a national report that acknowledges education programs around the country, and will be useful in accomplishing this goal. He passionately feels that the Special Education program at Dowling College is more than deserving of such recognition. He is also working on establishing alternative field placement opportunities for pre-service teachers. The goal is to find clinically or culturally rich classrooms for student teachers to work in. Working alongside Dr. Linda Catelli, he has put an emphasis into expanding the current Professional Development School (PDS) program that is running out of schools in North Babylon to other locations. In this way, student teachers of tomorrow at Dowling College will have the opportunity to demonstrate their understanding of the teaching and learning process by applying research-based pedagogical practices to positively impact student learning, while also becoming aware of state and national standards as they work in culturally rich classrooms.
It is, therefore, clear that Dr. Swanby is not only an approachable professor who genuinely cares about the success of his students, but one that also cares about establishing a framework for the future. Yet, his story does not begin as a professor. In 1969, Dr. Swanby started his career as a special education teacher in a high school. Here, he would learn what teaching was all about. Thinking back on this experience as a high school teacher, Dr. Swanby recalled an accomplishment that has always held a special place in his heart. Working with twenty-nine special education students, he was able to provide them the supports and incentives to do their best. All of this hard work would paid off when each of his students were eventually declassified and incorporated into general education classrooms in some facet. Through this experience, Dr. Swanby learned that teaching content is important but that developing skills to focus and sustain attention, increase motivation, maintain self-awareness and understand other peoples experiences are also essential for a good education.
Another highlight in Dr. Swanbys career was his involvement in Project RETOOL. Project RETOOL was dedicated to the integration of technology into special education and higher education curriculum. Through training materials, workshops and committees held around the nation, Dr. Swanby examined which technology would be most effective in the areas of Math, Science, English, and Social Studies. In this way, educators were introduced to the latest technological developments of the 1980s and were shown the overall utility that they could have in the classroom. The Council for Exceptional Children (CEC), in collaboration with its Teacher Education Division (TED), had played a significant role in seeing to the success of this project. In this way, Dr. Swanby was empowered to focus his work on discovering creative and effective uses of technology for teaching specific content. He was also pleased that this experience had led him closer to the CEC and the University of Maryland, where he would continue and finish his formal education.
As a student, Dr. Swanby believes that his success came through his ability to focus and persevere over all difficulties that stood in his way. With these characteristics on his side, he managed to overcome each step to his doctoral degree, and even though it took longer than he would have liked, he is glad to have taken on the challenge. It just goes to show, said Dr. Swanby, anything that is strongly desired is possible to achieve. As a first generation college graduate in his family, Dr. Swanby always considered himself an average student who was able to take his education to new heights, because it was something that he wanted. Therefore, he believes that it was primarily through his willingness to work extremely hard that his dream to obtain a doctorate degree was achieved. And that in itself is something to be proud of.
Over the course of his lucrative career, the academic accomplishment that is held most dear to Dr. Swanby would have to be his dissertation. His research into educational integration, which was a new term at the time, focused on how students could be integrated into the general education curriculum nationally. Beyond this, Dr. Swanby also enjoyed his research into assistive technology in the classroom and his role in preparing future educators living in an age of computers.
To develop as professionally, Dr. Swanby currently believes that his role is to be the best advisor that he can be for his students. Over the course his career, which spans twenty-one years, he has worked tirelessly on attending and hosting educational conferences, writing and publishing research, and being a part of committees and review boards to improve the field of special education. All of this work shows through the high quality of his advice and knowledge of teaching students with disabilities. Over the course of his career, he has gained knowledge and skills that he has successfully used to better assist his students in learning at higher levels.
Yet in becoming the professional that he is today, Dr. Swanby did not traverse down a straight forward path. In high school, he was a competitive swimmer who went on to work at a local swimming pool cleaning bathrooms. He admits that it was hard work, but through perseverance and focus he overcame its many challenges. No matter the work, however, he always found rewarding qualities from the experience, because Dr. Swanby believes that each one had something to teach; except of course, he jokingly added, for my work at Borders Books as a salesman. Yet through it all, Dr. Swanby was able to balance work and school by focusing and being willing to work long hours. No matter how hard something becomes, said Dr. Swanby, being willing to push through to meet your goal is the key to success.
Now that Dr. Swanby is preparing to retire soon, he wants to continue getting the word out about Dowling Colleges accomplishments with its Special Education program. Boosting more hired special education teacher candidates than any other college in the region; he believes that the faculty and students should give themselves more credit for a job well done. Looking into the future, he is certain that with efforts from such highly qualified professors currently working in the Special Education Department such as Dr. Wendy Ehrensberger and Dr. Eric Shyman that Dowlings program will only grow stronger. He also wants to continue seeing the growth of Dowlings Council for Exceptional Children (CEC), a chapter that he founded in 1991, and is extremely proud of all the work that they are currently performing.
Dr. Swanby is a kind hearted professor who will work hard to make you smile and understand your role as an educator. In his time spent at Dowling College, he has also worked diligently in ensure that all students are offered the opportunity to obtain their dreams. He only expects them to work hard and focus in order to persevere. Yet no matter where he is, Dr. Swanby will always be there for his students; except of course when he is on the golf course trying to obtain his goal of consistently remaining under bogey with a par of 89.
Getting to know your History Department
By Peter Rice
History happens every day, and the History Department of Dowling College is dedicated to studying and teaching it. Boasting a reputable faculty, the Department offers many great programs and courses that students can take. Opportunities of study range from colonial America to Ancient China with professors who strive to broaden the field of topics discussed, such as media, political, diplomatic, and oral histories. Three of such professors are Dr. Yanek Mieczkowski, Dr. Guannan Li, and Dr. David Meskill. Between these professors American, Asian, and European history are covered, respectively. Carrying impressive accomplishments, each of these professors are striving to bring the History Department at Dowling College to new heights. But before we can understand what the Department has to offer students, we must first take a closer look at the professors themselves.
To begin, Dr. Guannan Li is currently teaching World History I, East Asian Civilization I, and Chinese Language & Culture to undergraduate students. In these classes, he tries hard to uncover and use primary sources that broaden the context of his students studies and discussions in class. Enjoying group discussions, students can also expect that during Dr. Lis lectures he may break them into groups in order to explore questions and ideas. In this way, he establishes a collaborative learning environment that allows students to take ownership over their acquisition of knowledge. On top of this, Dr. Li uses the courses to expose his students to different cultures and their customs. In this way, students have the opportunity to walk away from his class having learned a new way of living and having gained a cultural gift that can be cherished for a lifetime. Generally, students who take his courses leave feeling more knowledgeable.
Growing up in China, Dr. Li has always taken an interest in Asian studies. Thinking about his overall schooling, however, Dr. Li confessed that he has always been a good student who excelled in all his classes. In China, it was his grades that gained him access into some of the best schools and universities that were offered. There, he was challenged to excel and learn. This prepared him for the obstacles he would later face when he decided that he would go to a graduate school in the United States. Living in a new country and going to school is difficult enough, but also being faced with language challenges is never easy. Yet, Dr. Lis strong work ethic and belief in paying attention to details combined together to allow him to overcome these challenges with spectacular results.
Never one to slow down his personal progression, Dr. Li continues to advance his professional development in many ways. Most notably, he uses his bilingual skills to translate and publish scholarly works. For example, he has translated a number of articles ranging from Shakespeare and Carnival After Bakhtin to Edward Said: The Paradox of Identity. He has also written articles, such as the National Products and the West Lake: 1929 Xihu Exposition, that has gone on to be published. As an academic correspondent, Dr. Li also writes and publishes book reviews that showcase the trends in historical writing in the United States for scholars to review in China.
Over the course of his career thus far, Dr. Li has much to be proud of. But the work that went into his dissertation, which dealt with the Chinese government and how concepts of culture are used to achieve governmental aims, holds a special place in his heart. One day, he hopes to have his manuscript published into a book. Until then, Dr. Li will continue to expand his understanding of Asias history and culture.
Receiving a Ph. D. in Modern European History from Harvard University, Dr. David Meskill is another professor of the History Department. Currently, he teaches two undergraduate courses: World History I and Revolutionary Europe. In his World History I course, Dr. Meskill understands that most of his students are experiencing their first year of college. Knowing this, he attempts to ease their transition into college life by integrating high standards that promote independent work and on-task behaviors. He also tries to teach his students that history is much more than just names and facts; it is also a tightly knitted fabric of themes and connections that hold strong together. Students are, therefore, challenged to think independently and critically about the history before them, and are encouraged to avoid the simple regurgitation of facts. In his Revolutionary Europe course, students are exposed to seminar discussions and encouraged to actively participate by completing the assigned readings and answering accompanying questions. Overall, Dr. Meskill seeks to challenge his students, develop their writing, and ensure that all receive grades that are well deserved.
Yet, it was not too long ago that Dr. Meskill was himself a student in college. Thinking back to his days as an undergraduate, Dr. Meskill wished that he had taken a more active role in developing better relationships with his professors. He believes that having a professor who you can be close with is an invaluable resource, because they can offer you untold amounts of insights. But he also believes that students should be open to new experiences. Reflecting back on his time spent studying in Germany; Dr. Meskill admits that he gained experiences that few get in life. In all, he believes that students should take things slowly and not allow expectations to completely dictate their futures.
Along his road of professional development, Dr. Meskill has taught a graduate program that analyzed and discussed great books of modern social thinkers, such as Adam Smith and Karl Marx. He also wrote an article exploring the questions of freedom for the Critical Review: A Journal of Politics and Society. And currently, Dr. Meskill is involved in a faculty community for learning. Working alongside professors on these committees, he is helping to think of ways that Dowling College can improve the teaching of its professors and writing of its students.
In all, there are many accomplishments that Dr. David Meskill has to be proud of. Yet when asked, it is the publication of his dissertation that shines the brightest. Optimizing the German Workforce: Labor Administration from Bismarck to the Economic Miracle examines Germanys efforts during the twentieth century to control and develop their workforce. It essentially tries to understand how an industrialized nation can create highly skilled workers to achieve its aims and then wonders if it even worked. Having a published book is quite a triumph, and it is only made better by the fact that Dowling students are given the chance to read his work for themselves by paying a visit to the Dowling Colleges Bookstore.
Specializing in presidential elections and presidencies of the United States, Dr. Yanek Mieczkowski is a professor of the History Department who currently teaches two undergraduate courses: United States I and The Antebellum Years and the Civil War, 1840–1865. Students are encouraged to participate in class by answering questions and being active members in discussions. Dr. Mieczkowski also emphasizes reading and writing in his courses. He believes that students who learn to be active readers and conscious writers gain important skills that can be used throughout their lives. To accomplish this goal, students read carefully selected historical books and primary sources and, through a writing workshop and term paper, are encouraged to develop as writers. Beyond this, Dr. Mieczkowski strives to expose students to a broad scope of history. In all, he believes that it is important for his students to feel challenged, while also being given opportunities to grow. Accomplishing this goal, his students tend to leave his courses feeling that they have received an education that was well worth the price tag.
Interestingly enough, when Dr. Mieczkowski attended Ithaca College as an undergraduate, he started out seeking a pre-medical degree. The problem, however, was that he did not enjoy the required science and math courses. Wanting to follow his passion, he switched his major after his third semester and began to focus on history. From here, Dr. Mieczkowski would eventually graduate and gain acceptance into Columbia University, where he earned both a master and doctoral degrees. Reflecting back on his days at Columbia, he enjoys the close relationships he developed with professors and classmates. Even to this day, he still tries to stay in touch and, in his American history courses, uses a textbook written by his old professor Alan Brinkley.
To advance his professional development, Dr. Mieczkowski enjoys being a reader for the Advanced Placement Exam in U.S. History. In this role, he helps establish standards on a rubric that is used to grade the students written work. Dr. Mieczkowski has also been known to give lectures about the current state of the history field and has helped design multiple choice questions for the Educational Testing Service (ETS). Looking into his literary contributions, he has had articles published on the History News Network and in the World Book Encyclopedia. Added to this, he also has two published books: The Routledge Historical Atlas of Presidential Elections (2001) and Gerald Ford and the Challenges of the 1970s (2005). Looking to add to this collection, Dr. Mieczkowski is currently working on a new manuscript examining President Dwight D. Eisenhower and the space race.
Throughout it all, Dr. Mieczkowski has always found his experiences with oral history to be the greatest accomplishments in his life. Having performed interviews to learn more about such men as Gerald R. Ford, Dwight D. Eisenhower, and Ernie Davis, he has gained insights into history that even primary documents sometimes fail to reveal. It is for this reason that he strongly encourages all of his students to perform interviews with historical figures whenever possible.
The History Department at Dowling College offers many great professors and courses to choose from, these were just a few. But students may also be interested to know that the department offers even more. A rising senior Dowling history major now has the opportunity to receive a scholarship worth $1,000. It was a generous donation by the estate of Dr. Ying-wan Cheng that made this scholarship possible. Dr. Cheng had devoted her career to Dowling College, said Dr. Mieczkowski, and continued to live in the area long after her 1983 retirement, until her passing this June. The History Department also offers the Hogeboom Memorial Awards to students who are recognized for their efforts towards academic excellence. When a student has demonstrated high academic standards in their history courses and beyond, they may also become eligible candidates for the History Departments honor society. Phi Alpha Theta is one of the nations largest history honor societies and becoming a member offers great opportunities that include the following: access to exclusive scholarship opportunities, biennial conventions, and issues of a quarterly journal, The Historian.
Even if you are not a history major, the History Department is seeking to soon offer Dowling students a trip to the Metropolitan Museum and has been working closely with the History Club to promote and support their events. In all, it is clear that students have a lot to gain by getting to know the professors of the History Department.
Getting to Know your Professor: Dr. Eric Shyman
By Peter Rice
You have registered for classes, bought the required textbooks, and adjusted to your new schedule. But something seems to be missing. You have been taking notes, completing reading assignments, and studying hard for exams: what could be the problem? Then it hits you. So far, you have spent time getting to know a few people in your classes, but neglected to learn more about your professors. Of course, it is easy to take your usual seat, joke around with a friend, quietly jot down notes, eagerly participate when you have an answer, and leave without saying another word. It is difficult, however, to learn more about your professors, because there is a considerable amount of course information to be understood and a limited amount of time in which to do it. But now you finally understand what you have been missing out on. Professors have more to offer than just their lectures and research; they have real life experiences to share as well. This can be valuable information that allows you to succeed academically and can leave you better prepared for your future. It only takes a few moments after class or during office hours to open yourself to opportunities where you get to know your professor.
Offering many courses, Dowling College has plenty of qualified professors roaming its halls, but it might be difficult to experience them all. Yet, if there is one professor you would like to meet, it would have to be Dr. Eric Shyman.
Specializing in special education, Dr. Shyman currently teaches two undergraduate courses: Behavior Management for Diverse Students and Integrated Practice in the Content Area. On top of this, he also teaches two graduate courses Issues in Special Education: The Autism Spectrum and Educational Approaches for Students with Autism as part of a professional masters certification program focusing on Autism. Assuming that the necessary time and effort is put forth, students who take these courses, as Dr. Shyman commented, feel that they have been challenged and that I have not made it easy for them, but also that they have become better students (and future teachers) as a result. By incorporating activities designed to enhance relevant skills that teachers can use in their classrooms, Dr. Shyman also believes that students walk away from his courses having developed a few permanent abilities to use throughout their careers as teachers in various ways.
Those who have taken one of Dr. Shymans courses, however, understand that there are high, but fair, expectations. Maintaining a professional demeanor, following along with the syllabus, and being punctual for class and assignments are just a few behaviors that Dr. Shyman seeks to encourage from his students. The reasoning behind this is quite simple. Dr. Shyman believes that the way a student approaches their studies is indicative of the way in which they are likely to approach their jobs and, ultimately, careers. Considering that one day the pre-service teachers sitting in his classroom will have a class of their own, it is imperative to instill behaviors that teachers are expected to uphold. By holding such expectations, said Dr. Shyman, my goal is to help foster my students ability to take their endeavors seriously and perform successfully.
Practicing what he preaches, Dr. Shyman actively works to ensure that his courses are not only current, but also reflective of what pre-service teachers can expect to experience in the field of special education and beyond. In order to accomplish this goal, he performs tireless research into a variety of topics such as paraeducators, social justice and special education, educational philosophy and teacher training for Autism Spectrum Disorders. From this work, Dr. Shyman has successfully published several articles and has begun to write his first book in which he is aiming to put forth a philosophical treatise in support of inclusive education for students with disabilities.
Here is a professor that is earnestly striving to improve the field of education for students with disabilities by impacting the lives of those who will be working alongside them. Through his lectures and research, Dr. Shyman has clearly dedicated himself to being a part of a positive change in a very important area. Let us now take a deeper look into the inner workings that made this all possible.
As a child, Dr. Shyman was a typical student moving through his elementary years with mostly positive memories of being a part of a warm and inviting environment. This, he commented, I think this the way it should be. Reflecting back on those early years, Dr. Shyman then remembered one of his first encounters with kindness.
When I was in Kindergarten, Dr. Shyman began, I got on the wrong bus to go home. He explained how all the kindergarteners at his school had a separate bus to take home from the other students. Walking innocently down the buss aisle, Dr. Shyman was horrified to discover strange faces peering his way. By mistake, he remembered, I went on the big kid bus. Justifiably confused and nervous, Dr. Shyman then recalled how a stranger came to his rescue. A 4th grader at the time, he said, waited with me until my mom picked me up at her bus stop. Interestingly enough, the kind boy that lives vividly in this memory would become a colleague of Dr. Shyman later on. But it is through such experiences that he would begin to understand the power of kindness and what it means to give ones time to aid another.
Thinking back to his middle school days, Dr. Shyman said, I dont know anyone who didnt struggle through middle school. As a time of changes, he remembers experiencing a shift in deciding what truly mattered in life. Those all so important activities of elementary students quickly fall to the wayside and were being replaced by a whole new world of possibilities. Beyond this, he was among one of the first and smallest classes to pass through his middle school, which used to be a junior high school. In the end, however, Dr. Shyman was just glad that he made it through. I survived, he said, which, even in retrospect, seems good enough.
Going to high school was an extremely interesting time for Dr. Shyman. Admittedly, he claims that, I didnt always value my education and was not always a stellar student. And continued by adding, I struggled as much as I succeeded academically and socially in high school, but in retrospect, it was an enjoyable and formative time. In hindsight, Dr. Shyman does believe that high school students today seem to be under more pressure than he ever had to face. He thinks that it is important for professors to understand these sorts of generational difference, because it better enables them to identify with their students.
During these years, Dr. Shyman started working as a towel washer at a local car wash, but admits that for a variety of reasons this only last for two weeks. Yet, the work experience he gained there was helpful later on his in life. It taught him the value of a good days work. His next job, at the age of sixteen, was in a guitar shop. This gig only lasted for a week though, because, Dr. Shyman said, as it turned out, it was less a guitar shop than it was a garage sale. His longest lasting job, however, came during his junior and senior years in high school when he worked at a retail store called Service Merchandise. It was at this job, he pointed out, I really do believe I learned how to deal with all kinds of people in all kinds of situations. This kind of work allowed him to channel his inner Buddha as he learned to submit and let go. A quality that is all too important in life.
Through it all, however, Dr. Shyman did well enough to get admitted into SUNY Albany after finishing high school. This time in my life, he said, was a true awakening for him. Being an undergraduate [at SUNY Albany] felt like a once in a lifetime opportunity to reinvent the traits I was less fond of and retain those that I liked. He was comfortable at this university because the people and surroundings all reminded him of being back on Long Island. Under this mindset, Dr. Shyman set forth to become a student who managed to excel at his work, while still finding the time to have fun. Something clicked in me, he smirked, that both were not only possible, but also necessary. Dr. Shyman wholeheartedly believes that the person he is today can largely be traced back to his college years. Even now, he still finds himself drawing on his experiences during this time. In particular, during his junior year in college, Dr. Shyman lived and traveled around Europe for four months and studied at Oxford University. An energetic adventurous spirit had been uncapped as a result.
As an undergraduate student majoring in Psychology, Dr. Shyman was unsure of what he wanted to do in life but knew that graduate school was for him. After graduating from SUNY Albany, he took up a job at a school for kids with autism. Working with these students, Dr. Shyman learned what teaching was all about. During the first two weeks, his classroom only had four items: 1 table, 3 chairs, and, as he said, a box of pattern blocks with three pattern sheets (these are the activities that have 4 different shapes and templates that form pictures when they are matched). Experimenting and learning to make do, Dr. Shyman began to understand that good teaching is not defined by the things in the classroom, but rather by the personal connections by any means being made with the students. In retrospect, he believes that not having the materials right away was a blessing in disguise, because it forced him to be creative and learn what my students can do in even the barest of situations. Out of this experience, he finally found his passion in life.
Enrolling into a graduate program that specialized in autism, Dr. Shyman was not a stranger to the world of special education. As an undergraduate, he had taken a course in Autism and had gained experience by working as an aide for a 14-year old with cerebral palsy and intellectual disabilities. He felt ready to begin his life as a graduate student.
All of the enrollees, Dr. Shyman remembered, worked, to one degree or another, with students that had autism. Working alongside these peers, he was first exposed to the competition that exists among professionals in the field of education. Yet, he remembers that, I also experienced a mellowing of sorts as we all got to know each other. Under this unique graduate school experience, Dr. Shyman observed how the program began with all of us defending our respective schools and ended with us visiting each other at them so we could find ways to improve. Overall, he found that graduate school was a fantastic experience that further prepared him for his future work.
Balancing school and his outside work was admittedly difficult for Dr. Shyman. But to maintain harmony in his life, he heavily utilized his time management skills. This was, he said, and is, always easier said than done. The work of a classroom teacher, especially one in the early years of their career, is unending, and I spent several nights with nothing but a pack of construction paper, markers, a laminator, and a pizza box. This investment of time and dues of energy are things that all teachers are asked to pay. Though it may be difficult, and even feel impossible, Dr. Shyman believes that he was made all the better for it. In some ways, he even misses it.
As I get older, he said, I seem to learn one thing over and over: life seldom gets simpler. Being able to manage your increasingly hectic life becomes the main challenge, because being hyper-focused on work is all too easy. Therefore, he believes that it is sometimes necessary to step back and realize that time is too valuable to not be spent with quality.
Moving forward in his life, Dr. Shyman had always wanted to obtain a doctorate degree, but it was not always a viable opportunity with the various constrictions on his time. There were days when he wondered if this aspiration was just a silly pipe dream. Then it happened. During a commemorative dinner at an autism conference, Dr. Shyman listened passionately to a remembrance address for an important figure in the field that had just passed away. I remember, he began, being so impressed and enamored by his accomplishments, and I felt [such] a surge of inspiration [that] I had made two decisions that night: I would apply to a doctoral program, and I would get engaged. Luckily, both panned out.
Attending Columbia Universitys School of Education (called Teachers College), Dr. Shyman began his journey towards a doctorate. Half way through his program, his world was suddenly rocked by the realization that [he] would never know enough. Not broken by this, Dr. Shyman found comfort in understanding that the only choice he had was to just keep learning. Even to this day, it is this lesson that, he contends, continues to drive me academically.
Along his road of professional development, Dr. Shyman attended many conferences. Each of these experiences surged his mind with ideas and rejuvenated his constitution to see them through. Reading and writing excessively in a wide array of areas has also been a staple to his success. Working vigorously in only one area of a field, explained Dr. Shyman, never really appealed to me, so I am sure to read books in all areas of thought, even those that dont seem to be directly related to special education. He has found that surprising connections can be made in the strangest of places. Between these two strategies, Dr. Shyman was able to develop into a proficient educator and obtain a doctorate degree.
Attending and presenting at over thirty conferences in areas including autism, behavioral intervention, occupational stress, educational philosophy, paraeducator training, Response to Intervention, among other topics around the country has allowed Dr. Shyman to open and speak his mind. And with six publications in peer-reviewed journals, and more on the way, Dr. Shyman is having his voice heard in the world of education. Ive published three articles, he said, using the data from my dissertation which looked at stress factors of paraeducators (teacher assistants, teacher aides, monitors) working with students with disabilities. And he has also continued to expand on his knowledge base by comparing the educational philosophies of John Dewey and Paulo Freire, exploring philosophical treatise that attempt to establish special education as a matter of social justice and developing blueprints for a graduate studies program focusing on autism. The latter of which holds a special place in Dr. Shymans heart, because his passions about the field of autism, being as they are, leaves him feeling honored just to be a part of its discourse. Some of my future writing and research interests, added Dr. Shyman, [will] involve taking a closer look at teacher education programs in autism, as well as investigating the role that social justice plays in special education teacher training programs.
Throughout his career, of course, there are several things that Dr. Shyman would like to change. But then again, is not that the point? Life is not perfect. We can only learn to grow. Even so, Dr. Shyman does admit that when he was a young educator without any children, he was unintentionally insensitive to parents. I think understanding what it is like to be a parent, he explained, is possible only when you become one and further understanding what it is like to be a parent of a child with a severe disability is nearly impossible even with experience, as everyone responds to such a circumstance differently. Though the wheels of time cannot be reversed, Dr. Shyman fervently believes that learning is what moves us forward.
In all, Dr. Eric Shyman is a very devoted person. Whether it is the admiration he has maintained for his father or the love for carries for his wife and son, he is an individual that is willing to go beyond the call of duty to serve others. In a world abounding with uncertainties, Dr. Shyman passionately enjoys sharing his interests and hobbies with his family, colleagues, and students. It is for this reason that he will always be remembered as a person who cared and as a teacher who excelled.


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Ted Nugent expresses his opinion about the Obama administration. It was quite unfavorable. A video found its way to YouTube and his rock music status fueled ferver over the remarks.
The issue surfaced locally last week when Nugent was dropped from plans for a summer concert at Fort Knox. This newspaper's posting to Twitter and Facebook lit up with comments Thursday afternoon.
Many, but certainly not all, offered support for Nugent.
"Let the man say what he wants to say and do what he wants to do," one person wrote. "He always has and always will."
Most of the remarks focused on First Amendment rights protecting free speech.
Here's a typical example: "I thought we had free speech in this country. I think he has the right to say whatever he wants."
Nugent, like any American, is free to express himself. His expression is what started the situation.
But remember, freedom isn't free. That's the greatest truth about freedom. It is most often spoken around Memorial Day as a reminder of the supreme sacrifice paid by many service men and women in the defense of our nation. It also applies here.
Nugent is free to share his opinions. He is not, however, free from the consequences of those statements.
Gentlemen, you are free to tell your wife that her Sunday dress makes her hips look huge. However, I would not recommend it.
Most people control their statements to avoid hurting someone's feelings. It would be very rare to find an employee who openly shares every opinion about his supervisor with that person. We measure the cost.
In this situation, freedom of speech cost Ted Nugent a concert date.
I have no unique information about Fort Knox's decision. All I know is what already has been published. So what you are about to read is conjecture and opinion.
I am certain Nugent's open criticism of the commander-in-chief did not play well on any U.S. Army post. Regardless of personal opinions about performance or policy, it is essential that the military demonstrates respect for the president. The position deserves that respect.
Secondly, this concert is staged by an organization responsible for morale and welfare. Inviting a political controversy is not a means to develop either characteristic. Nugent's polarizing statements easily could transform a concert into a protest. That's reason enough to act.
Then there's this take from another Facebook voice, which implies we react differently based on who says it.
"If Ted Nugent wanted to belittle the president, he should have become a comedian. Apparently, musicians aren't given the same freedom of speech that comedians possess."
I think where it was said matters as well.
Nugent's remarks were made at a National Rifle Association convention. A certain crowd of people dislike the NRA because its members own weapons and actively work on political matters of concern to gun owners.
That privilege, of course, is protected by another constitutional amendment in the Bill of Rights. In my experience, NRA members are fine, responsible folks and have been demonized by people who use fear over facts to advance their political arguments.
So in my opinion, Nugent's statements were criticized more heavily because of the company he keeps. Anything controversial that occurs under the NRA banner is going to find an opponent quick to spread venom that poisons the organization in the mind of others.
And that tendency to trash those with whom we disagree tends to do more to stifle the true effectiveness of our First Amendment privileges than any action concerning a community concert.
Ben Sheroan is editor of The News-Enterprise. He can be reached at (270) 505-1764 or firstname.lastname@example.com.
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|Topic Review (Newest First)
|Okay thank you guys for the help. I try to play ball with him but when I throw it he would rather run around sniffing everything than bring the ball back. But I am definitely going to look into the suggested things. And I've had him since 7 weeks but this behavior didn't start until recently. Like a few weeks ago
|David Taggart
I think as well that he's just playing, and your own reactions have become a part of his naughty play.
Read about NILIF training, you can easily find it in Google.
In addition (and, I would never be tired to repeat it), please, remember that:
'Obedient GSD is a tired GSD'. You have to provide him exhausting physical exercise on a daily basis, he has reached that age.
Originally Posted by Sunflowers View Post
At 8 months, he very well should.
And, truthfully, the example listed of his 'misbehaving' was play mouthing LIKE ALL OUR DOGS DO when they want to play until we teach them better.
Sounds like a friendly happy dog that just doesn't understand. Once again, when I am having issues communicating with my dogs I go and get help. Though, frankly, I know this WILL happen so tend to start up puppy classes to prevent this from cropping up at all. Proactive and all
Exercise, teaching appropriate play, spending those hours a week TEACHING what I do want/expect rather then correcting and punishing AFTER they misbehave
I may have mis-read but when I saw 'recent new GSD owner' I figured they just got the dog so that's a bit different circumstance then if they've had it since pup was 8 weeks old. Though not sure I'd train too much differently for such a young dog.
If training was so easy then all our dogs would be perfect. It is NOT. So I go to dog classes and have professionals help me quickly and easily prevented the frustration that otherwise crops up for both my dog(s) and myself.
Originally Posted by MaggieRoseLee View Post
He's just a puppy and has no idea what 'misbehaving' is.
OP, check into NILIF. The dog needs to learn some respect and discipline.
He's just a puppy and has no idea what 'misbehaving' is.
WAY better for us to ignore the 'bad' WHILE teaching them instead what we want. Engagement training? http://www.germanshepherds.com/forum...s-puppies.html
Using treats and toys as rewards for what we DO want.
Frankly he sounds bored and is just inviting you to play. Like dogs do. ALL dogs until taught differently.
So here he is, bored, full on energy, trying to get his best bud to play with him. And what do you do? Yell at him?
Instead, if you come home and go outdoors for a rousing game of chuckit/frisbee that would solve everyone's problems and EVERYONE would have fun. No bad dogs, no chewed on human.
How are the dog classes? What is the instructor recommending? Maybe adding fun classes like agility would help you learn to better manage your pup and gain a leadership role.
How old was he when you got him? Any past history on behavior/when he was separated from his litter? Sounds like he is bored and extremely under stimulated. You need to take him to a training class and start working on basic obedience ASAP. Also, start investing in some puzzle toys. Kong are a good place to start. There are also things like the Buster Cube and Squirrel Buddy that are good ways to give him his meals that will help stimulate him mentally.
Leerburg has a good article that will give you some insight into mouthing/play biting and how to deal with it and redirect him.
How much exercise does he get? Doe he tug? Does he play fetch/frisbee? Do you walk the same route or go to new/different places? Do you have a crate for him?
Misbehaved dog
Hello everyone,
I am recently a new German Shepherd owner. I have an 8 month old male german shepherd. Every time he sees me all he does is "playfully" bite. (it still hurts) Also, when you tell him no he doesn't like it and pulls the cushions off the couch and chews on them or chews on blankets/pillows or once again turns to biting me. What can I do to break these bad/annoying habits? Any input would be appreciated. Thank you
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text: This isnt a poll so much about which you feel is the better team but which do you believe had the better career. Belbin & Agosto won nearly all their head to head meetings with Delobel & Schoenfelder it seemed and had the edge in many ways- more grand prix event wins, many more World medals, an Olympic medal. However Delobel & Schoenfelder had the edge of winning a World title, Grand Prix final title, and a European title, whereas the biggest thing Belbin & Agosto actually won was Four Continents and their own Nationals. So which team do you believe had the better career.


text:
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text:
'"That's between me and the coach and I have to listen to what he wants," Kaleta said. "Obviously I'm going to be pissed off for today and not be too pleasant. I think about it, let it bother me for a little bit and move on and prepare myself. Hopefully the team will want me back here in the next couple of games."'
Furious Kaleta sits as Sabres stumble
March 18, 2013 Submitted by
Via: Buffalo News


text:
A man died in a single-vehicle motorcycle crash in Kanawha County Saturday evening, the Kanawha County Sheriff's Office said.
Robert Payne, 52, of Barboursville, was travelling west on Route 60, near Hughes Creek, when his Harley Davidson went off the road, the Sheriff's Office said.
Payne was thrown from the motorcylce after it hit and followed the guardrail. It appeared to travel about 50 yards after Payne was thrown off, the Sheriff's Office said.
The cause of the crash is under investigation.


text:
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text: I am trying to write a lesson plan and I don't really understand what is a target language. I am writing about "simple past questions and short answers" since I don't have time to teach all the question form, am I suppose to just list the target language as "Did + subject + verb?" or should I add more? What exactly should I put in target language, I am so confused.


text:
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Justin Soo is a self-employed Web Development Consultant Specializing, Social Media Content Strategist, Professional Blogger and Computer Engineer. He previous experience in Web Development, Programming, Linux System, MySQL Database.
Why couldn't there be just 7 holes in the shirt? There could be just one hole one the back–we can't see the complete borders of the back hole (or holes); therefore I could easily cut just one hole in the back of a shirt that exactly looks like the shirt in this quiz.


text:
AN APPLE FOR THE TEACHER PreK
This lesson shows you how to make handprint apple pictures. From Amy Schamburek. [read more]
A terrific lesson which incorporates social studies, science, technology, art and the writing process. From Alice Cunningham. [read more]
(Section: Cross Curriculum)
APRIL SHOWERS RAINDROP PAINTING PreK-5
This activity shows kids how they can work with Mother Nature to create original works of art. From Holly LaForge. [read more]
BABY WIPE TIE DYE Gr. 3-5
Students will experiment with colors, designs and patterns as they make tie dye designs using baby wipes and magic markers. From Judith Walsh. [read more]
Students will review symmetry while creating a crayon resist butterfly. By Claudia Peterson. [read more]
BLOTTOS PreK and up
A blotto is a simple version of a monoprint. Here students will learn that no two blottos are ever alike (though they do often resemble butterflies and other insects). [read more]
Students will learn how to paint trees in the style of Canadian artist Emily Carr. From Lily Erlic. [read more]
(Section: Art History)
This lesson will familiarize students with Prehistoric art. From Anne Marie Tracey. [read more]
(Section: Art History)
Prehistoric paint was created by mixing dirt, ground up rocks and animal fat. Sometimes, bits of burned wood were ground up, mixed with animal fat and used for painting as well. Learn how you can create your own "prehistoric paint". [read more]
(Section: Art History)
Students will discover the world of the Chinese dragon by creating their own festive dragon. From Ilona Lelli. [read more]
(Section: Multicultural)
Students will use lines of all kinds to create a painting of a city block using tempera paint. From: Emily Coffey. [read more]
COLOR COLLISION Gr. 6-12
Students will experience watercolor and it's blending and flowing properties to make a color design based on color theory. From Amy Shapley. [read more]
COLORFUL ROW HOUSES (WITH KWIK STIX) all ages
We used Kwik Stix to paint colourful row houses and the results were amazing! [read more]
COLOR THE SNOW PreK and up
Who needs a rainy day when you have a snowy day! Create you own winter wonderland with colorful buckets of snow. From Amanda Formaro. [read more]
Children will learn about complementary colors and color mixing as they create paintings with turtles as the theme. From Alexa Stoica. [read more]
CORN MEAL AND POWDER PAINT PreK-2
By combining glue, paint and corn meal, your students will be in for a wonderful textural surprise. From Lelis Kopatsaris. [read more]
COW PARADE Gr. 6-12
This lesson challenges students to decorate cow cutouts in the style of great artists. Inspired by Cow Parade in Kansas City. From art educator Mary Love. [read more]
(Section: Art History)
CRAYON CRACKLE PAINTING K and up
Students will learn about texture as they experiment with crackle patterns. [read more]
CRAYON RESIST FALL LEAVES PreK - Gr2
Melissa Jordan shows you and your kinderartists how to create with nature as your inspiration. [read more]
CREPE OR TISSUE PAPER BLOTS PreK - Gr2
You can use crepe paper streamers to making beautiful designs. [read more]
CREATURE PAINTING PreK - Gr5
Start with an ink and watercolor painting and end with imaginative creatures that come to life right off of the paper! [read more]
EASY TIE DYE K and up
Great recipes and projects from Amanda Formaro. This is a very detailed lesson which shows you how to tie dye. [read more]
(Section: Textiles)
EMOTION PAINTING K and up
Students will gain an understanding of how much of a role emotion plays in artmaking as they create paintings based on feelings. [read more]
Pamela Julian Manney shares a unique way of painting leaves. [read more]
Animals that live underwater can provide parents and educators with an enormous amount of teaching inspiration. Here learn how to create colorful banners with fish as the theme. [read more]
FOIL ETCHING K - Gr5
By using aluminum foil instead of paper, students will create fabulous (and shiny) works of art. [read more]
FLORIDA BLUE CRAB PreK - Gr2
Find out how to make handprint crab pictures. From Amy Schamburek. [read more]
FLOWER PAINTING PreK-2
Amy Prater shares a lovely painting/printmaking idea using obects from nature. [read more]
FRUIT COLOR WHEEL PreK-2
Children wiil create a fruit-themed colour wheel as a decorative reminder of colour-mixing. From Kasia Ciesla. [read more]
Linda J. DiPasquale-Morello has a terrific "ice-breaker" for you to try in your classroom. In this lesson, students will create self portraits. [read more]
(Section: Cross Curriculum)
GRAFFITI Gr 3-5
Here, students explore line shape and color as they work both individually and as an artistic unit. By: Catherine Bamess. [read more]
HAPPY ACCIDENTS PreK and up
Take it from us, mistakes can be beautiful. By working with ink, watercolor and wet paper, students will be forced to "go with the flow". [read more]
HEART BLOTTOS PreK and up
These monoprints are great fun for Valentine's Day and the whole year through. [read more]
(Section: Seasons)
HOW TO MAKE A PAINTED SIGN Grade 7 and up
Lettered wooden signs are everywhere. Here's how to paint one of your own. [read more]
IT'S A BUG'S LIFE Gr. 3-5
In this lesson, students will create an original crayon resist painting of a bug's life. From Elisa Michael. [read more]
(Section: Drawing)
Students will learn about Japanese culture as they create decorative fans. From Karen West. [read more]
(Section: Multicultural)
Students will learn about lines, primary colors, and the artist Kandinsky. From Charlotte Broxan. [read more]
(Section: Art History)
KENTE CLOTHS Gr. 3-5
Students will learn the history of Ghanaian Kente Cloths as they practice using geometric shapes to design their own Kente Cloth strips. From Amy Shapley. [read more]
(Section: Multicultural)
LANDSCAPE RESIST PAINTING Gr 3-8
Making an art form using processes and techniques influenced by those of different artists can help one to better understand how to create a landscape. From Lauren Geggus. [read more]
LINE PAINTING FLOWERS Gr. 3 and up
Students will be introduced to the work of Geoff Slater - the artist who paints images using one single line! [read more]
This lesson teaches children how to make the color green by mixing the two primary colors, blue and yellow. Inspired by the Leo Lionni Book, Little Blue and Little Yellow. [read more]
(Section: Cross Curriculum)
MATISSE, HENRI: MEET THE ARTIST! Gr. 3-5
Eileen Urbanski shares her ideas for teaching students about the life and art of Fauvist painter, Henri Matisse. [read more]
(Section: Art History)
MESOAMERICAN CODEX BOOKS Gr. 3-8
Here students will learn about Ancient Mesoamericans as they create a wonderful piece of historical art. Art Educator Amy Shapley walks you and your kinderartists through the steps. [read more]
(Section: Multicultural)
MILK BUBBLES K and up
Students will use milk and food coloring to make wild, fantastic patterns which can be transferred to paper. From David Leatherwood. Includes a video. [read more]
A lovely themed bulletin board idea which uses painted seahorses inspired by Eric Carle. From Alice Cunningham. [read more]
(Section: Bulletin Boards)
MIXED MEDIA PAINTING Gr. 3 and up
This is a mixed media still life "happy accident" art lesson that is a great introduction to pen & ink, watercolor and pastels. [read more]
MIXING COLORS (using corn syrup and food coloring) PreK - Gr2
Corn syrup and food coloring are the ingredients in this sticky color mixing lesson. This is a KinderArt Cool Kid submitted lesson from Elisha B. [read more]
MONDRIAN STYLE PAINTING Gr. 3-12
Learn how to make a painting in the style of artist Piet Mondrian. [read more]
MONET, CLAUDE: MONET AND IMPRESSIONISM Gr3 - 8
This lesson from Judy Sassano teaches students about Monet and Impressionism as students are encouraged to create their own Impressionistic painting. [read more]
(Section: Art History)
MORRISSEAU, NORVAL - OJIBWA PAINTER Gr. 3 and up
A medicine man or shaman, Morrisseau developed a style which has since evolved and been used by many Native artists. [read more]
(Section: Multicultural)
MOUSE PAINTING PreK - 2
Using this wonderful book, Kim Swanger shows you how to teach your kinderartists about color mixing. [read more]
OWL REFLECTIONS Gr. 3-5
This lesson introduces students to basic printmaking concepts as well as watercolor resist techniques. [read more]
(Section: Drawing)
PAINTED ROCKS all ages
Using paint and glue, students will create wonderful works of art while learning about geology! [read more]
PAINTED SHOES all ages
Canadian artist Teodoro Dragonieri paints, collages and reconstructs old shoes to represent great artists of the 20th century. Find out how your students can get creative on a different kind of canvas. [read more]
The author of the book, The Painting Ballerina, shares some inspirational ideas with you and your students. [read more]
(Section: Cross Curriculum)
PAPER BATIK FLOWERS Gr 3- 8
Find out how to make wonderful Batik-Style paintings with flowers as the theme. From Rebecca Engelman. [read more]
Students will gain appreciation for the work of Eric Carle not only as a story writer, but as an illustrator during this fun "Hermit Crab" inspired lesson from Pamela Metzger. [read more]
(Section: Cross Curriculum)
PAPER PLATE SUNFLOWERS PreK - Gr2
Students will learn about sunflowers as they create their own artistic version. From Karen Rowley. [read more]
Jennifer Baxter has a unique way to teach students how to to see that objects don't have set colors and that our imaginations are limitless. [read more]
PLANT DYE PAINTS Gr. 3-8
Students will learn that plants are a source of natural dyes and paints. Find complete recipes, from Kim Swanger. [read more]
PLEIN AIR DRAWING AND PAINTING all ages
Are you looking for something creative to do on a clear day? Why not take a trip outside to let nature inspire you? [read more]
(Section: Drawing)
POLLOCK, JACKSON: DRIPPING PAINT - ACTION PAINTING PreK and up
Students will be directed to observe the lines and shapes that make up an "action" painting. [read more]
(Section: Art History)
POP ART ICE CREAM PAINTINGS Gr 3-5
Students will create ice cream cones as a repeated pattern. This isa really super lesson plan from art educator Madeline Buonagurio. Kinderartists will LOVE this one! [read more]
(Section: Art History)
PULLED STRING ART PreK - Gr 5
Kristen Peery shares a terrific pulled string painting lesson. [read more]
RAINDROPS KEEP FALLING ON MY ART PreK - Gr2
Find out how to turn a rainy day into an artmaking day! [read more]
ROUAULT, GEORGES: PORTRAITS Gr 3-5
Portrait Painting in the style of Georges Rouault with the help of Kim Hoskins-Ward. [read more]
(Section: Art History)
Navajo Natives created sand paintings as a way of chasing away evil spirits. This lesson shows you how to make your own sand paintings that are inspired by the real thing. [read more]
(Section: Multicultural)
SEURAT, GEORGES: Q-TIP® POINTILLISM Gr 3-12
S.Klein shares a great technique students can use to reproduce the look of a Georges Seurat pointilism painting. [read more]
(Section: Art History)
SCRATCH ART all ages
Learn how to create a fireworks display with crayons and paint. From B. Church. [read more]
(Section: Seasons)
SEASHELL PAINTING all ages
Seashells make wonderful palm-size canvases for seascape paintings. [read more]
SHADED BOTTLES Gr3-8
Amy Shapley show you how to create a wonderful still life with pencils and paint. [read more]
(Section: Drawing)
Students will learn about African American inventor Jan Earnst Matzeliger as they create people using the patterns and found on the soles of the shoes. From Debi London. [read more]
(Section: Multicultural)
SPIN ART PreK - Gr5
Spin art teaches children about color, color mixing and abstract art. From Judith Walsh. [read more]
SPONGE PAINTING PreK - Gr2
Kids can have fun with materials found under the kitchen sink. [read more]
SPONGE PAINTING FLOWERS PreK - Gr2
Using sponges and paint, students will make wonderful flowers. From Michele Rivera. [read more]
SPRAY BOTTLE PAINT MURAL PreK - Gr2
This is an outdoor, warm weather activity that teaches young children about color mixing. [read more]
SPREADING PAINT WITH A POPSICLE® STICK PreK - Gr2
Using paint, wax paper, popsicle® sticks and more, KinderArtists will explore different techniques for art expression. Lelis walks you and your young ones through the steps. [read more]
SUNFLOWERS K and up
Learn how to make expressionistic sunflowers using pastels. [read more]
(Section: Art History)
SWEET STUFF - WAYNE THIEBAUD Gr 6-8
Introduce your students to Wayne Thiebaud - the artist famous for his dreamy 1960s paintings of cakes. Amy Shapley shares a yummy lesson plan. [read more]
Your students will become aware of the illustrating style of Leo Lionni as they create an underwater painting with artist Vera Trembach. [read more]
(Section: Cross Curriculum)
TASTY COLOR MIXING PreK - Gr2
A yummy color mixing exercise that teaches students about the magic of color. [read more]
(Section: Cross Curriculum)
TEXTURE PAINTING Gr 3-8
In this lesson, students learn about texture and impasto painting. From Lillian Arreola. [read more]
TEXTURE WITH A CHEMICAL REACTION (PAINTING WITH SALT) PreK- Gr5
Here, students will learn about the effects of salt on watercolors as they paint a picture of a tree. From Kim Swanger. [read more]
TISSUE PAPER BUTTERFLIES PreK and up
Students will learn about color mixing as they create butterflies out of tissue paper (or paint or magic markers) and coffee filters. From Karen LaVarnway and Andrea Mulder-Slater. [read more]
TISSUE PAPER PAINTINGS Gr 3-8
This lesson involves the application of many layers of tissue paper to create a "painted" image. [read more]
TRI-COLORED SNAILS PreK - Gr2
Children will learn about primary colors and color mixing as they create paintings with snails as the theme. From Alexa Stoica. [read more]
TWO LAYER PAINTING PreK - Gr 5
Students will learn about warm/cool colors, as they experiment with color mixing in layers. From Elizabeth Kinney. [read more]
UNDER THE SEA Gr 3-8
Several watercolor techniques are introduced here as students learn about tropical fish, unified composition and contour line. From Rebecca Engelman. [read more]
(Section: Drawing)
VAN GOGH'S PAINTING STYLE K - Gr8
Teach your children about what makes a Van Gogh painting a Van Gogh painting. A great painting and art history lesson submitted by H. Bachman, an art educator from Maryland, USA. [read more]
VAN GOGH: SUNFLOWERS K and up
Students will create expressionistic sunflowers in oil, acrylic or pencil crayon. [read more]
(Section: Drawing)
VIEWFINDER PAINTING Gr 3 and up
Students will learn to look at the different ways of laying out a painting as they begin to recognize important elements of design.. [read more]
WATERCOLOR RAINBOWS PreK - Gr2
A wonderful "welcome spring" lesson submitted by Gena Becerra - April Lane School, Yuba City CA. [read more]
WATERMELON PAINTING PreK - Gr2
Using a watermelon slice as inspiration, student will experiment with basic shapes. Mary Beth Knippel. [read more]
Students will review color wheel/rainbow colors and explore watercolors and then they will create weavings of their paintings. From Sandi DeLoge [read more]
WINTER RESISTS K - Gr5
Crayon resist is a technique that usually combines crayons and dark paint or ink. Snow scenes can be created using white tempera instead of black. [read more]
WINTER WONDERLAND Gr 3 - 5
A lesson in how to paint snow covered trees. From Rebecca Engelman. [read more]
You Might Be Interested In:
RECOMMENDED BOOKSMy First Paint Book


text:
'"The schedule gets so compacted that there's going to be very few practices worth anything," Ruff said. "With the amount of back-to-backs we're playing and [the fact] we have the most four-games-in-six-nights in the league, we need our other goalie to win games. You can't sugarcoat that. [Lalime] has got to play well for us."'
Sabres will see more of Lalime
September 18, 2009 Submitted by
Via: Buffalo News


text:
Implementing an automated asset management system can be overwhelming for any organization, regardless of its size or number of assets. For the Wisconsin DOT(WisDOT), implementing a new sign management process was a major undertaking that delivered many benefits.
WisDOT has more than 3600 employees, within five regions, to maintain 12,000 miles of state and interstate highways, along with 100,000 miles of locally owned county, town, and municipal streets. The annual vehicle miles of travel on Wisconsin roads is 58.7 billion miles and, in 2002, the state had 3.8 million licensed drivers and 5 million registered vehicles.
Due to the complex nature of the organization and the growing need for access to information, WisDOT moved to automate its roadside asset management functions. In the late 1990s, the agency purchased a computerized sign management system with the intention of implementing the program statewide.
"We started by implementing it in just one region," said Dave Allaby, WisDOT's Engineering System Group leader. "Most of the other regions were still using paper or had developed an in-house remedy using spreadsheets. Not everyone was ready for change."
Results from that pilot showed efficiency improvements and WisDOT management decided to expand the system to the enterprise level. With all regions committed to the program, all of the state's signs were populated into region-specific databases. The data gathering and entry effort took approximately two years to complete. WisDOTdeveloped its own software to exchange data between the central, organization-wide database and the field laptops running the sign management software with PC database software. This unique deployment means that the WisDOTsolution does not require replication of data entry.
Every night, when the crews are done with their daily workload, they plug their laptops into the local area network to synchronize the data with the central database, located at the headquarters in Madison, Wis. Due to the lack of cell phone coverage in some rural parts of the state, WisDOT is not yet able to upload remotely from the field. Only data that have been changed or added are uploaded to the central repository, and uploads take a few minutes.
Each night, five region-specific databases are generated and sent to servers in 11 regional offices. In the morning when crews from around the state arrive, they connect to the network and receive updated data.
WisDOT has been actively using the automated sign management system statewide since late 2003 and currently has more than 365,000 signs stored in the system, including the history of the assets.


text:
Apple Cinnamon CHeesecake
1/2 cup butter or margarine, softened
1/4 cup firmly packed light brown sugar
1 cup all-purpose flour
1/4 cup quick-cooking oats
1/4 cup finely chopped walnuts
1/2 teaspoon ground cinnamon
2 (8 ounce) packages cream cheese, softened
1 (14 ounce) can EAGLE BRAND® Sweetened Condensed Milk (NOT evaporated milk)
3 eggs
1/2 cup frozen apple juice concentrate, thawed
1 tablespoon butter or margarine, softened
2 medium all-purpose apples, cored and sliced
Cinnamon Apple Glaze
1/4 cup frozen apple juice concentrate, thawed
1 teaspoon cornstarch
1/4 teaspoon ground cinnamon
Preheat oven to 300 degrees F. In small mixing bowl, beat 1/2 cup butter and sugar until fluffy. Add flour, oats, walnuts and cinnamon; mix well. Press firmly on bottom and halfway up side of 9-inch springform pan. Bake 10 minutes.
Meanwhile, in large mixing bowl, beat cream cheese until fluffy. Gradually beat in EAGLE BRAND® until smooth. Add eggs and apple juice concentrate; mix well. Pour into prepared pan. Bake 45 minutes or until center springs back when lightly touched. Cool. In large skillet, cook apples in remaining 1 tablespoon butter until tender-crisp. Arrange on top of cheesecake; drizzle with Cinnamon Apple Glaze. Chill. Refrigerate leftovers.
Cinnamon Apple Glaze: In small saucepan, combine 1/4 cup apple juice concentrate, 1 teaspoon cornstarch and 1/4 teaspoon ground cinnamon; mix well. Over low heat, cook and stir until thickened.


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Most healthy people don't require toxoplasmosis treatment. But if you're otherwise healthy and have signs and symptoms of acute toxoplasmosis, your doctor may prescribe the following drugs:
Pyrimethamine (Daraprim). This medication, typically used for malaria, is a folic acid antagonist. It may prevent your body from absorbing the B vitamin folate (folic acid, vitamin B-9), especially when you take high doses over a long period. For that reason, your doctor may recommend taking additional folic acid.
Other potential side effects of pyrimethamine include bone marrow suppression and liver toxicity.
If you have HIV/AIDS, the treatment of choice for toxoplasmosis is also pyrimethamine and sulfadiazine, with folic acid. An alternative is pyrimethamine taken with clindamycin (Cleocin) — an antibiotic that can cause severe diarrhea.
You may need to take these medications for life, but it's possible your dose may be lowered. If your doctor prescribes toxoplasmosis therapy to prevent toxoplasmosis, you may be able to stop taking toxoplasmosis medication if your CD4 count — the amount of a particular white blood cell in your blood — remains high for at least three to six months.
If you're pregnant and infected with toxoplasmosis but your baby isn't affected, you may be given the antibiotic spiramycin. Use of this drug may reduce your baby's risk of neurological problems from congenital toxoplasmosis. Spiramycin is routinely used to treat toxoplasmosis in Europe. But it is still considered experimental in the United States. Your doctor can obtain it from the Food and Drug Administration.
If tests show that your unborn child has toxoplasmosis, your doctor may suggest treatment with pyrimethamine and sulfadiazine — but only in extreme circumstances and after the 16th week of pregnancy. These drugs can have serious side effects for women and their unborn babies, so they're normally not used during pregnancy.
If your infant has toxoplasmosis or is likely to have it, treatment with pyrimethamine and sulfadiazine and folic acid is recommended. Your baby's doctor will need to monitor your baby while he or she is taking these medications.
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text: The Lakers added Pau, the Suns Shaq, the Hornets Bonzi and Mike James. The Spurs grabbed Kurt Thomas. The Celtics made their moves during the sumeer, adding Garnett and Ray Allen, and at the time of this post may be looking at veteran Sam Cassell. The Cavs now have none other than BBen Wallace, Delonte West and Joe Smith. The Pistons, well they picked up Juan Dixon. Other teams are making moves to dethrone the Spurs and prevent the Pistons from making it automatic to appear in the ECF. I would love for the Spurs and Pistons to meet in the Finals this year. Thoughts?


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Hey hey. I have a Bobamaker Rangefinder (hollow with a notch on the bottom) and an aluminum stalk I bought from a TDH member awhile back. The stalk doesn't have a piece on top to go into the notch in the rangefinder. Any ideas on how to get these two to be pals? Should I find teeny tiny screws and try that? Glue? Both?
- Jow!


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Time Magazine had an issue recently where the front cover asked, "What would the world be like without bees"? (1) This might seem like a rather small loss to the global ecology; how could bees play that large of a role in our daily lives? Actually, bees are rather important for us as human beings and for our food sources. The article estimated that the loss of bee pollination of plants would cost several billion dollars annually. This is perhaps the reason why a funding source we as scientists might not be accustomed to thinking about, the U.S. Department of Agriculture through the Agricultural Research Services (ARS), is looking to fund research to protect bees. (2) I believe that this could provide a unique source of funding for labs interested in studying and preventing the spread of Bee Blight.
What is Bee Blight then and why is it threatening bees? As the source from above writes, Bee Blight is a poorly understood phenomenon, which is causing a change in worker bee behavior to have them leave their hives. This decreases the overall population of bees and the effectiveness of the bee hive at producing honey and pollinating. It is speculated that a combination of pesticides and fungicides that are currently in use are somehow poisoning the honey bees and causing them to exhibit this strange behavior. Due to the fact that this concepts is very poorly understood, there are a multitude of efforts being made to find solutions to the problem of Bee Blight.
We as scientists at Johns Hopkins University have an opportunity to help research this problem and, in terms of funding, gain access to the resources that the ARS and other groups is providing. Recently, a Harvard Lab was provided almost ten million dollars from the NSF to study how to make a hive of robotic bees to replace the ones found in nature. (3) As someone whose research project is based on studying Melittin, the key component of Bee Honey Venom, and who is also an amateur entomologist, I believe that the solution might not need to be that exotic. How many of us work on nanoparticles that are supposed to have very specific properties in very specific environments? How many of us work on creating coatings for devices that kill off bacteria and other harmful diseases? How many of us work in the public health department and know the impact that proper food management has on people's health? I believe that there are many other options, from better crops to better pesticides, that we at Hopkins have the ability to investigate and that this provides a new source of funding for our efforts.
- Time Magazine, August 2013
- Kaplan K. (2013, March 7). Honey Bees and Colony Collapse Disorder. ARS website. Retrieved 9/9/2013 from <http://www.ars.usda.gov/News/docs.htm?docid=15572>
- Robobees Lab. (2013). Home Page. Robobees Lab Website. Retrieved 9/9/2013 from <http://robobees.seas.harvard.edu/>
By Gregory Wiedman, a graduate student from the Materials Science Department who is altering natural peptides from Bee Honey venom to improve drug delivery.


text: Has anyone ever done this without molds and have any idea what I could use to shape some ESB gauntlets and use for the base? I'm going to try and boil some sintra and just shape it over what I get to give it a unified look. I was thinking some random plastic and wood pieces from a hardware store unless anyone knows some specific things I could use.


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'The very good possibility that he will bounce back makes him an attractive buy-low option for other NHL teams. The numbers say the Sabres should wait until the trade deadline next season to attempt a trade. It may anger fans, but chances are his value will be higher then.'
What Advanced Stats Say about the Sabres Pt. 3: Derek Roy
May 11, 2012 Submitted by
Via: WGR-AM


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Part Time Jobs in Cleveland, Ohio ( OH )
If you're looking for part time jobs in Cleveland, OH, or are interested in finding student jobs, seasonal jobs or jobs for teens, then you've come to the right place! Being located on Lake Erie and the Cuyahoga River has been vital to the growth of Cleveland as a manufacturing city, but it has recently developed into more of a service economy. The city's largest employer is the Cleveland Clinic, renowned as one of the nation's best hospitals. It is also a large performing arts center and is home of the Rock and Roll Hall of Fame. Cleveland also has an increasingly popular culinary scene, but is notoriously known as a tortured sports city.
Cleveland is a cool place to work, and GrooveJob.com has plenty of part time jobs in Cleveland, OH. Check out the list of employers below who are accepting applications for part time, seasonal and student jobs in Cleveland. Remember to check back with GrooveJob.com on a regular basis. We add new part time job listings to our database every week, so you'll find new opportunities every time you check back with us.


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'"To be honest with you, I was thinking about it," the Buffalo Sabres co-captain said. "It was so close so many times, but I can't remember a time when I had two in the first period so early like that, where I had some [43] minutes to play with the chance to get it."'
Briere pulls off new trick
December 6, 2006 Submitted by
Via: Buffalo News


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Manser, Harvey and Yacobacci Compete at ECAC
ANNAPOLIS, MD - Fresh off a high energy Metro Atlantic Athletic Conference Swimming and Diving Championships last weekend in Buffalo, three of Iona College's top swimmers set their sights on the Olympic distance 50-Meter racing course at the US Naval Academy for the 2012 ECAC Championships in Annapolis on Thursday.
The trio of senior Jamie Manser and junior Theresa Harvey and junior Chris Yacobacci were all hoping to qualify for the USA Swimming Olympic selection meet at the Quest Center in Omaha, Nebraska for the July London Olympiad.
"This was very challenging, both physically and mentally, for our athletes, coming out of the high pressure and energy MAAC Championships," commented Head Coach Nick Cavataro, "but I'm proud of their efforts and clearly now they know what they need to do in the three months before the qualification period ends".
Manser swam the 100-Breaststroke race twice Thursday posting times of 1:14.01 and 1:13.63. The Olympic Trial standard is 1:12.19. She will now awaits word from the Women's NCAA Division 1 Championship meet slated for March 15-17 in Auburn, as to whether or not her MAAC gold medal and record breaking 100-yard Breaststroke performance of 1:01.53, will make the elite field.
"I know that Jamie wants to qualify and feels it would be a great career and personal achievement," noted Cavataro.
Harvey raced in the 50-Meter Free and posted an effort of 27.76. Harvey also swam the 100-Meter Freestyle and posted a time of 1:00.54
"Theresa has very limited experience racing in the Olympic Course of 50-Meters. With our 25-yard pool and her volleyball commitment, it will be a challenge; but, I think she could get it if everything lined up perfectly." Cavataro said.
Yacobacci, the MAAC double gold medalist in the 100 and 200-yard breaststroke, suffered a freak eye injury in warm-ups as his racing goggles snapped moments before the race into his eye and posted a time of 2:30.66, which was 10 seconds over the trial time of 2:20.79.
Later in the competition, the junior swam the 100-Meter Breast and posted a time of 1:06.26, just 1.5 seconds away from the Trial standard of 1:04.69.
"I think Chris is in a similar situation as Jamie, the target is there and the base work is there, it is just a matter of lining up everything in the next few months in our post-season training sessions," noted Cavataro.
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I am in Hong Kong and will be given the opportunity to teach English in the local Chinese kindergarten 1 day a week starting in September. They will have phonics books to use for the curriculum. I have no experience or training, hence they can afford me. What training do you recommend I do over the summer holidays? Online TEFL? Kindergarten teaching? Where can I get lesson plans for teaching phonics to kindergarten age kids (aged 2yrs 8months - 6 yrs old)?
My main concern for the lessons is how to plan a lesson and how to expand on the phonics books.
My main concern for training is I have 3 kids aged 2-7 yrs old and no-one to look after them until my husband comes home from work.