text:
|Story Views
|Last Hour:
|Last 24 Hours:
By: Lance D Johnson / Natural News
(Natural News) Every 45 minutes, a child is hospitalized in the U.S. because of a gunshot wound. Fifty seven percent of firearm-related injuries in children 15 years of age and younger are unintentional. We all want to improve on the issue of gun safety to protect our children from accidental injury, but when it comes to vaccine safety, many turn a blind eye, accepting vaccine injury as a necessary evil.
According to the National Database of Inpatient Stays for Children, there were more than 5,800 children under the age of 17 treated for firearm injuries in 2012. These cases are recognized and taken seriously for what they are, but these accidents pale in comparison to the number of vaccine injures that occur daily. Debilitating vaccine injuries are not taken seriously by the mainstream media, the courts, or the medical establishment, but they are inflicted on babies, children and adults at the average rate of 125 reports per day.
Firearm ownership requires diligence and responsibility. Families should educate kids about gun safety and have strict, safe storage practices. All this is important, but the most neglected public health issue of our time is vaccine safety. The real problem with pediatric care and public health is vaccine damage. Data acquired from the Vaccine Adverse Event Reporting System (VAERS) reveals that children across the U.S. are being hospitalized and treated for vaccine injuries at alarming rates.
According to VAERS data, there were 45,742 reported adverse events following vaccination in 2016 alone. These adverse events, which can be life threatening, primarily affect children because kids are pumped full of more than 50 vaccine doses before they reach 6 years of age. The reckless pediatric vaccine schedule, generated by the Centers for Disease Control (CDC), pays no mind to vaccine safety because the agency owns 20 vaccine patents and buys and sells $4.1 billion in vaccines annually. There are no safety studies to prove that multiple vaccines work as intended or that the compounding, toxic load of vaccines is safe for small, developing bodies. Most parents surrender their children to the CDC's vaccine schedule because of the fear of overhyped diseases, a fundamental lack of understanding of the terrain theory, and because many shots are required for their child to attend public school.
In the first 75 days of 2017, 4,244 vaccines injuries were reported to VAERS. These are only the cases that were reported to VAERS. Countless more cases of vaccine injury go unreported because parents don't know how to report vaccine damage, are caught in disbelief, or misled by medical professionals. Skin problems, high fever, seizures, swelling, and the many problems associated with vaccines go unreported or are written off as coincidental. It's no coincidence that a child begins to have seizures following a toxic injection of altered pathogenic material grown in diseased cow's blood or fetal tissue lines. It's no coincidence that a child's mood changes and their skin breaks out in a rash after they had received injections of aluminum, mercury and formaldehyde.
The science of vaccination is flawed and the ingredients are often extremely toxic. There's no guarantee of safety or efficacy with vaccines. In some cases, babies suffer from encephalopathy (brain swelling) after vaccination. Neurotoxins such as aluminum can cross the blood-brain barrier and do significant damage to a developing baby. To date, over $3 billion has been paid out to families who have suffered from extreme vaccine damage, and in some cases, witnessed death. By 1988, the U.S. Congress established a specific court to handle cases of vaccine damage. This court guarantees legal immunity for the vaccine industry. In short, the pharmaceutical companies are not held liable for their harmful products. They simply pay out settlements to select families whose cases are approved by the court. This payoff scheme is a cheap way for vaccine makers to write off human life as a cost of doing business so they can continue to pump out unsafe and sometimes deadly vaccines. (Not every child's body reacts the same way to the influx of vaccine toxins.) The latest figures released by the federal government reveal that 633 petitions have been filed in fiscal year 2017 for serious vaccine injury or death. This follows 1,120 petitions that were filed in 2016.
Vaccine safety should receive utmost priority. Vaccine science is doing far more harm than good and causing children to be hospitalized at an appalling rate. Stay informed at VaccineHolocaust.org.
More great articles here: http://www.naturalnews.com
Meet the Elite: Father of Mainstream Media, Skull and Bones Member Henry Luce
Water Cooling the Earth's Crust: Seawater Penetrates Much Deeper Than Previously Thought
Mass Upsurge in Unexplained Booms as Predictions of Quakes Explode and Patriarch Warns of the End
Exclusive: Pete Santilli Will Release Hillary Clinton CIA Insider Audio Re: Benghazi and Osama Bin Laden
Season's Beatings: The 2017 Black Friday Video Hall of Shame
What You Really Need to See and Know About Black Friday
Is Trump Rehearsing for War on North Korea? Given His "Rage for War", Even the Unthinkable Is Possible
Black Friday Zombie Shoppers Apocalypse 2017
FBI Warns of Growing Threat of Left-Wing Violence
America's Enemies, Who's on the List? Prospects and Perspectives
Truth story behind Donald Trump, Asia Trip & Zimbabwe
Trump Condemns 'Horrible, Cowardly' Egypt Mosque Attack As Death Toll Hits 235 +Video
'New York' Looks Like a Skid Row Bum - Indigenous People Never Gave Away Their Land
Armageddon! Saudi Crown Prince Calls Iranian Ayatollah 'New Hitler' - War Imminent!
Venezuela Arrests President of U.S.-Based Refiner Citgo
I guess you could say Russians are not lazy…
Oh Yes! Coffee…
Why the Witch hunt on Russia…
100% Truth about Global Warming, Climate Change
Iranian Regime Attempts to Downplay Earthquake Disaster as Thousands Suffer
Marxist Professors Berate and Attack a Teacher for Showing a Debate About Non-Gendered Pronouns
Meet the Elite: Father of Mainstream Media, Skull and Bones Member Henry Luce
New Theory: Flexibility Is at the Heart of Human Intelligence
PPS Report!
Brazil: Off-Duty Police Officer with Baby in His Arms Shoots, Kills Two Robbers (Video)
Confirmed - Interstellar Asteroid Is a Spaceship!
Mass Upsurge in Unexplained Booms as Predictions of Quakes Explode and Patriarch Warns of the End
Exclusive: Pete Santilli Will Release Hillary Clinton CIA Insider Audio Re: Benghazi and Osama Bin Laden
Alex Jones - Full Show - Friday (11-24-17) Laura Loomer, Mike Cernovich
The Deep State's Intent to Use Food as a Weapon - Happy Thanksgiving!


text:
Just like your indoor counter tops, granite is usually the best option for this element as it is the most durable and require little maintenance. Saulo's Granite knows that this addition to your home will be a big hit among all your visitors.
Call us today! 678-649-4046
11205 Alpharetta Hwy Suite B2 Roswell Ga. 30076
Send Message 678-649-4046
Related ads
TV Mount Installation Sunrise | The CCTV Guys
Our installers with years of experience will wall mount TV to your wall safely. We do things in the right way and this is what sets us apart from the crowd. Have a look at our works at https://www.thecctvguysonline.com/gallery/ fort lauderdale
Unlock Your Smartphone
We unlock phones for all major carriers. We can have you using your phone here in the US or Worldwide Samsung, HTC, LG, Blu, Plum, Blackberry, Motorola, or Lenovo Cell Zone 10479 Alpharetta St Suite 5, Roswell GA 30075 Hours: Monday-Saturday 10am-7pm… atlanta
Fundraising and crowdfunding for nonprofits by FundThisMinistry
FundThisMinistry opens up an opportunity for Crowdfunding, online fundraising for non profits with a noble approach of just and generous Christianity. Raise money online for nonprofits with Fund This Ministry, a mission to make all like minded people do… atlanta
WD Bryan Joinery House
The Joinery House is a totally Tasmanian owned and operated manufacturer of high quality interior renovations; specialising in kitchens, bathrooms and all joinery products. All projects are made on the premises. tasmania
Tint King
TINT KING has been established in the Indianapolis and surrounding areas since 1993 under the same owner and reputable name. With over 25 years of experience, TINT KING takes pride in providing SUPERIOR SERVICE and QUALITY INSTALLATION of the BEST… indianapolis
Report this ad

subset: commoncrawl


text:
When the time came to change my car I wondered if I could afford a Jaguar? I visited two local dealers to have a look, get some idea of price and maybe arrange a test drive. Before I left the house my wife said 'make sure you get a red one, I like red'.
The first dealer said they didn?t have red in stock, they quoted £1500 deposit plus £484 per month on a Personal Lease for the basic model. I visited another dealer who had the Racing Red R Sport Black Special Edition ex demo in stock. The best deal they could do on that model was over £700 per month but offered a better deal on new one at £1500 deposit and £499.66 per month.
I called Stacey and she came back to me with exactly the car I wanted. I couldn?t believe it when she quoted over £110 per month cheaper than the dealer.
The application process was simple, Stacey took care of everything and the car turned up exactly when I wanted. To say I am happy is an understatement. If anyone is thinking of changing their car and looking at new or nearly new you should consider leasing and speak to Stacey.
Tony Pomphrett - Essex
' I needed to Lease a car but was not sure how the process worked. I had a meeting with Stacey at her office and she explained everything I needed to know in plain simple terms. The next day I received my very competitive quote and within a couple of hours my Mazda 6 was ordered and reserved for delivery on the specific day I requested. The speed and ease of service I received from Stacey and Howlett Leasing was professional and easy and I would not hesitate to recommend them to any of my clients and I will defiantly be using them again when my current deal expires. '
Direct Solutions UK, Clacton
I have been using Howlett Leasing to provide personal finance for several of my cars for nearly ten years. The service I have received has been second to none and they have always produced the most cost-effective deals when compared to competitors. I have just recently purchased a brand new vehicle, which Howlett Leasing were also able to source for me at a massive discount. I would not hesitate to recommend them to anyone involved in the sourcing and finance for new cars.
Mr A Rimmer STL Ltd, Sudbury, Suffolk
Excellent service from Stacey! Recommended to me by my brother. Got me a car asap with no problems that I can think of. Use her !
Roz Mastropierro, RM50 Consultancy, Well
This is the second lease vehicle we have arranged through Howlett Leasing. On both occasions the process has been uncomplicated and swift and Stacey is always helpful and efficient.
Our new truck arrived on time and was exactly what we wanted. I would not hesitate to recommend Stacey to friends and colleagues and I am sure she will be our first contact when we next need to lease a vehicle.
Assington Fruit Farms, Lisa Townrow
Stacey at Howlett Leasing went the extra mile to help me find my chosen Fiat 500. The service provided was friendly, helpful and efficient . I will certainly recommend to friends and look forward to being a loyal customer
Ali Charman, Eye
Digital Healthcare have used Howlett Leasing since October 2004. We have always found them to be very competitive on price, friendly and helpful to deal with and excellent at providing the service required in a very short space of time! Having challenged them twice this year I have been extremely pleased with every aspect of the service provided. This being my first experience of arranging new lease vehicles I would recommend Howlett's to anyone.
J Witts, Digital Healthcare, Cambridge
When we changed our family car earlier this year we leased it through Stacey at Howletts. This was our first lease and we were a bit worried that it would be complicated and time consuming but Stacey's professional approach and efficient manner in dealing with our questions meant that it was quick and easy and in no time we had our new car and a good price for our old one.
In fact it went so well that I decided to change my Mini for an Audi TT. This time Stacey was set a bigger challenge. There was a long lead in time for the model that I first chose and I just could not wait that long. I was close to giving up and keeping the Mini but Stacey was determined to get me my car in the timeframe I had and she worked magic behind the scenes, e mailing at weekends and evenings with options and even while she was on holiday until in no time at all I had my fabulous TT Quattro Coupe. I would recommend Howletts for leasing and for trade in. Fair prices, friendly personal service and great aftercare.
Wendy Jarvis, Suffolk
Howlett Leasing have dealt with leasing the vehicles of my last 3 companies over a 10 year period and I couldn't recommend them high enough. Extremely helpful and efficient.We will definitely use them again in the future
Sandy Wright, East Lothian
Stacey at Howlett leasing was very professional. I had concerns as never leased a car before. The service was second to none. Highly recommend....
Zoey Timpson, Suffolk
Quick Delivery Stock VehiclesCompetitive Insurance QuotesFlexileaseDriver ServicesNewsletter Subscribe
Howlett Leasing is registered with the Office of Fair Trading Consumer Credit Licence No. 686251
Howlett Leasing is authorised and regulated by the Financial Conduct Authority.
Some Great Contract Hire and car Leasing Offers on all Mazda Vehicles, Click the deals below to view the great lease deals on on the Mazda car range.
Howlett Leasing has some fantastic contract hire and car leasing deals on all Mazda for both business and personal customers, choose one of the many special offers we currently have on our Mazda deals page.
Click on the images below to view our fantastic Personal contract hire deals on the Mazda range.
We can provide a quotation on any model so if you cant see what you are looking for then click here to get a quote.
* All vehicle images and car descriptions on this site are for illustration and reference purposes only and are not necessarily an accurate representation of the vehicle on offer.
E: firstname.lastname@example.com
Howlett Leasing
Sudbury Road
Howlett Leasing are a credit broker and not a lender, we are authorised and regulated by the Financial Conduct Authority. Registered No : 686251
Data Protection No : Z9768973| VAT No : 299956467
Copyright © 2017 Howlett Leasing, All rights reserved.


text:
TODAY ONLY: 60% Off Clocks | Up to 50% Off Invitations, T-Shirts & More | 20% Off Sitewide | Use Code: ONEDAYZDEAL4 | Details
Daffodils spring floral pattern cutting board
per chopping board
Select an option:
Decorative Glass Chopping board 6"x7"
- $37.45
Decorative Glass Chopping Board 15" x 11"
Decorative Glass Chopping Board 11" x 8"
- $9.35
Decorative Glass Chopping Board Paddle
- $24.35
Decorative Glass Chopping board 12"
About This Product
- Sold by
Size: Decorative Glass Chopping Board 15" x 11"
Add style to your kitchen and entertainment areas with a custom glass cutting board. Made with hand-pressed tempered glass, these eye-catching cutting boards are great for prepping and serving and match any décor when printed with your custom text, monogram, or designs. Available in five different sizes, this is the perfect gift for any host or hostess.
- Dimensions: 38.1 cm x 27.9 cm (15" x 11") Large Rectangle
- 100% food safe.
- Non-absorbent, non-porous hand pressed high quality stain-resistant tempered glass.
- Not safe for oven/microwave/dishwasher; hand wash only.
- Four rubber non-skid feet.
- Designer Tip: To ensure the highest quality print, please note that this product's customisable design area measures 39.1 cm x 28.26 cm (15.38" x 11.125"). For best results please add 0.5 cm (1/5") bleed.
Will be made by
Picture It On Canvas
Poway, CA
About This Design
Daffodils spring floral pattern cutting board
Spring seamless pattern made of hand drawn daffodils, small flowers and leaves.
available on 115 products
Artwork designed by
Veliko Tarnovo, Veliko Tarnovo
TODAY ONLY: 60% Off Clocks | Up to 50% Off Invitations, T-Shirts & More | 20% Off Sitewide | Use Code: ONEDAYZDEAL4 | Details
There are no reviews for this product yet.
Showing 1-0 of 0 reviews
Page 1 of 1
Showing 1-0 of 0 reviews
Page 1 of 1
Have you purchased this product? Write a review!
Other Info
Product ID: 256007762074986568
Added on
Rating: G Report this product


text:
Boobian Psychology for Grown-Ups
Coming Soon!
Meet Dr. Heinzschlappenhoogle Boo! He's created a revolutionary new brain
technology called BOOBIAN PSYCHOLOGY. Now you can forget all about those
other self-help books and spending endless years in traditional psychotherapy!
This book will change your life forever! Suffering from OCD, PTSD or don't know
your ABC's? Then this book is for you! Even if you're just confused and don't
know what to do next, try Doc Boo's new therapy and you won't be sorry!
In this book you will learn about lots of new, highly-effective treatments, such as
the one for bad nerves called "The Cat Hat," which is guaranteed to take your
mind off your problems and calm you down quick!
Below are just two of the many testimonials you'll read about.


text:
From furniture to flatware, all orders over $49.00 ship free* 2-Day Delivery on Best Sellers
Enjoy 2-day delivery on more than 480,000 items $4.99 Shipping Under $49.00...For orders that don't qualify for free shipping, it's just $4.99
Inspired by the love for their pets! Their nylon rugs are soft, durable and stay looking good longer. Treated with aegis® active hygiene technology which provides optimal hygiene and freshness by prev.. See Full Details »
Delivery Estimates : Enter your shipping zip or postal code to calculate shipping estimates Get Delivery Estimate
We want you to love it. If you don't, you may return your purchase within 30 days of delivery. All you need to do is visit our Self-Service Return Center for instructions. Return credits are issued within 24 hours once the item is received and inspected. Please note that shipping charges are non-refundable. The cost of return shipping will be deducted from your refund. Read More
Finding a pleasant deal or discounts on the internet is an art and takes small bit of work and time. Now, if you've reached this article, usually do not miss the ability and search for Howler & Scratch Home Doormat Rug Size: 1'8" x 2'6", Color: Orange here that you always desired for. Howler & Scratch Home Doormat Rug Size: 1'8" x 2'6", Color: Orange can be obtained here at low price and shopping from this point is as simple as it was never before. If you are new to this page make sure you search for exciting offers and deals that are on Howler & Scratch Home Doormat Rug Size: 1'8" x 2'6", Color: Orange and will save your money. Reviews will tell you that you simply will get maximum benefit shopping came from here and may even save shipping charges whenever you are lucky.
|College Home Field NCAA Notre Dame Novelty Rug Rug Size: 3'10" x 5'4"
|$ 109.00
|BarmalisiRTB Barack Obama Brown/Gold Area Rug
|$ 115.99
|Surfside Hand-Hooked Indoor/Outdoor Teal/Navy Area Rug Rug Size: 3' x 5'
|$ 104.59
|Cardinal Red / Gold Benedict Area Rug Rug Size: Runner 2'6" x 8'6"
|$ 146.90
|Fassbender Area Rug
|$ 529.99
|Stretton Hand-Tufted Ograne Area Rug Rug Size: Runner 2' x 8'
|$ 93.99
|Nanette Ivory Area Rug Rug Size: 5'3" x 7'7"
|$ 135.42
|Westport Hand-Tufted Blue Area Rug Rug Size: 3'6" x 5'6"
|$ 106.53
|College Home Field NCAA Miami Novelty Rug Rug Size: 5'4" x 7'8"
|$ 199.00
|College Home Field NCAA Boston College Novelty Rug Rug Size: 10'9" x 13'2"
|$ 699.00
Tell us what you think! Tell us what you think about this product.Read and Write


text:
2 works Add another?
Most Editions | First Published | Most Recent
Chʻŏngsonyŏn munhwa hwan'gyŏng chosa mit kaesŏn panghyang yŏn'gu1 edition - first published in 2004
Chʻŏngsonyŏn pŏpchŏk pihaeng ŭi kyŏnghyang kwa wŏnin e taehan siltʻae yŏn'gu: chŏ'nguk chʻŏngsonyŏn munje haengdong siltʻae chosa simhwa yŏn'gu1 edition - first published in 2001
Links (outside Open Library)
No links yet. Add one?
History Created July 27, 2009 · 1 revision Download catalog record: RDF / JSON
|July 27, 2009
|Created by ImportBot
|new author


text:
HOME Network and InternetNewsreader Tools FastTrackNews - Free RSS reader
FastTrackNews - Free RSS reader 1.01
- Freeware
- FastTrackSoft
Description of FastTrackNews - Free RSS reader 1.01:
FastTrack News is a free portable RSS feed reader and news aggregator. The program reduces the time and effort needed to regularly check mass media websites for updates and can be used as news and blog browser. Once subscribed to a feed, the software is able to check for new content at user-determined intervals and retrieve the update. You can easily organize news channels in a fully customizable tree structure and browse actual news articles using built-in or external webbrowser. FastTrack News uses a web feed to retrieve syndicated news given in XML-based formats (Atom, RSS, etc.), rapidly downloads news articles from various web sources in background and displays them in comfortable customizable views. The program supports password protected feeds, has the ability to expire news items so they get deleted after a certain amount of days. The RSS content is sometimes described as being "pulled" to the subscriber, as opposed to "pushed" with mailing list or Internet Messaging. Unlike recipients of some "pushed" information, the RSS Reader user can easily unsubscribe from a feed. FastTrack News is simple and easy to use, offers a no-nonsense Outlook Express-like user interface. With FastTrackNews you will be keep informed about the most recent news. The program is free, does not require installation, occupies far less space on HD/RAM than other similar paid programs, does not contain any annoying ad banners.
Supported OS: Windows XP, Windows NT, Windows Me, Windows 98, Windows 2000
User reviews: FastTrackNews - Free RSS reader Download
Software downloads related to FastTrackNews - Free RSS reader
Recover Data RSS Reader
Utility to read & view various RSS Feeds. Recover Data RSS Reader software is designed to make various RSS Feeds readable & viewable. more info download
VIP Rumor RSS Reader
VIP Rumor RSS Reader is a totally FREE news aggregator or feed reader that utilize web feed technology to retrieve syndicated web content like blogs, podcasts, videologs, and typical media websites , or a customized set of search results. more info download
RiverGate Rss Reader
RiverGate Rss Reader is a FREE news aggregator or feed reader that uses web feed to retrieve syndicated web content such as weblogs, podcasts, vlogs, and mainstream media websites, or as a search aggregator, a customized set of search results. more info download
RSS Reader
Smart, easy-to-use and free RSS feeds reader and blog client. Full-featured software for reading RSS feeds, Atom feeds, newsfeeds and podcasts. more info download
Briz RSS Reader
Briz RSS Reader is an easy-to-use news reader for MS Windows. It allows you to subscribe to, download and read desired RSS/Atom feeds. News feeds can be aggregated to display all the items in the one news line. more info download
Free Word Reader
Free Word Reader from FoxPDF lets you open, view Word Doc, Docx and Rtf files as well as TXT files and it doesn't require Microsoft Word. It can run as a desktop application in Windows. more info download
Free PDF Reader
Free PDF Reader is the solution for viewing/printing and editing pdf documents more info download
Sell Stock Photos
Sell Stock Photos. Free RSS reader for stock photographers, pre set with stock photography business feeds from Global Eye Images. Including stock photography news & updates, realtime photographer updates and more. more info download
Windows 8 Metro RSS Reader
Designed for Windows 8 users to enable them to read RSS feeds more info download
Free PDF Reader
a free windows application for reading and viewing pdf documents. more info download
Test Pro Developer
Exam and ELearning Development Software. Rapidly Create Printed, Microsoft Word, Online, HTML, PHP, ASP, SCORM, WebCT, and even Windows executable Elearning software packages complete with piracy protection. more info download
Personalised Gift Making Software
Personalised Gifts 2006, print high quality personalised gifts using any standard inkjet or laser printer (no special paper required), choose from many different backgrounds or import your own photographs to produce the perfect gift for friends & fam more info download
News related to FastTrackNews - Free RSS reader
TWCN Tech News (blog)
Readiy offers various settings options which include the themes, small tweaks, readability settings, and your feed breakdown options. Furthermore ... Once you download the app and add your feeds, Ticker automatically...
Tech Advisor (registration)
But while some PDF reader software allows you to annotate or add comments, such as the free Foxit Reader, sometimes you need to edit the actual PDF itself. This is possible with the tools below, even if a...
Digital Journal (press release)
CovePDF reader is freeware and is available for free download from the official website: www.covepdf.com (version 1.3 is so far only available for Windows). Companies and organizations are welcome to send...
PR Newswire (press release)
CovePDF reader is freeware and is available for free download from the official website: www.covepdf.com (version 1.3 is so far only available for Windows). Companies and organizations are welcome to send their...
PR.com (press release)
CovePDF reader is freeware and is available for free download from the official website: www.covepdf.com (version 1.3 is so far only available for Windows). Companies and organizations are welcome to send their...
Adobe Acrobat Reader DC software is the free, trusted standard for viewing, printing, signing, and annotating PDFs. Its the only PDF viewer that can open and interact with all types of PDF content
Adobe Acrobat Reader DC software is the free, trusted standard for viewing, printing, signing, and annotating PDFs. Its the only PDF viewer that can open and interact with all types of PDF content
Whether you're looking for a tool to help create a soundtrack for your home movies, or you need something to help you convert your old record and cassette collection into MP3 format while removing background static,...
We've collated the very best free website builders available, including a mixture of offline software and online tools. It's usually quicker, easier and more efficient to create and edit a site entirely online with a...
We've given our list a total overhaul and selected the very best free photo editors, ranging from fully-featured Photoshop clones to simple, easy to use ways to add filters and effects to your favourite snaps. These are by...


text:
Four Lakes, WA Drum Lessons
Looking for private in-home or in-studio Drum lessons? Our Four Lakes teachers are ready to get you started. Find your teacher today!
Our online tools make booking, managing your schedule and paying for lessons easy and hassle-free.
Easily search and compare teachers in your area, including past student reviews and background checks.
If you're not completely satisfied, we'll help you find a new teacher or refund any unused lesson credits.
Why TakeLessons?
Our teachers have taught
lessons and counting!
Popular Drum Teachers near Four Lakes, WA
Check out some of our most popular teachers near Four Lakes, WA including Spokane, Fairchild Air Force Base, Marshall, Airway Heights and Medical Lake.
About Charles S.Close
View Full Profile
About Charles
My life of music started knee high at the age of 4 playing drums and piano. At the age of 15 I gave my first musical performance, from that stage on I knew my talent had found a home.
In the 11th grade I toured with a local funk group in Washington DC through 26 cities learning music and the life of travel at an early age. During my last high school and college years I performed extensively playing classical, jazz, rock, funk, go-go, gospel, marching band, R&B, and with local rap artist.
Recording credits and highlights include work with Def Jam artist Steady Eddy, recording go-go Mario with Double Agent Rock, and recordings with Little Benny and the Masters.
My other musical passion is teaching. Throughout my col
Musical inspiration is an important element to the refinement of my craft. A few personal musical influences are Buddy Rich, Max Roach, Neil Peart (Rush), Dennis Chambers, (Santana), George Gray (Roberta Flack), Ricky Wellman (Miles Davis), Quinton Mack-Davis (Rare Essence) and Michael Bland (Prince).
*** Lesson Details ***
Within the first three months of lessons student will gain a strong foundation of sight reading and basic drum techniques in both rudiment studies and playing the drum set. My style of teaching music consist of breaking each skill down into chunks and allowing students to learn using their individual learning styles. I utilize rewards for perfect practice and each lesson contains a safe, fun learning atmosphere with students exhibiting in their best behavior.
*** Studio Equipment ***
Lessons in store front studio, drum kit provided
*** Travel Equipment ***
I will bring a practice pad. Students should have a drum set.
*** Specialties ***
Jazz, Funk, pop, and classical.
· Drum · In home
· Drum · In studio
· Drum · In home
Charles S.
Charles S.
About Andrew A.Close
View Full Profile
New to Drums? I'll make it easy to get you up and running by playing along to your favorite songs! As we learn more and more about how we play drums and you solid your passion for playing, we will start to go into why we play what we play with Music Theory Education and Ear Training. Having ability AND knowledge will give you the tools you need to start creating your own Masterpieces!
About Andrew
I can teach, kids, teenagers, and adults! My students feel like rock stars and have fun with every lesson. With me, you will learn to play drums to your favorite songs, understand what you're playing, and create your own music!
I custom design a clear lesson plan to help each of my students reach their goals and receive the full
· Guitar · In home
Andrew A.
Andrew A.
About Michael L.Close
View Full Profile
I began playing drums 15 years ago and since then have played drums in a variety of settings. I am comfortable with technique of a wide variety of genres and know how to write drum notation
About Michael
After studying Spanish for 2 years at the university level and extensive travel to Latin America I am fluent in Spanish in both the academic and conversational sides of the language.
· ·
Highly recommended.
· ·
· ·
Michael L.
Michael L.
About Andrew I.Close
View Full Profile
I will help you get familiar with a drum set or hand drum. I will make sure my students understand proper technique when playing drums. You will learn to count along to the music as you play to keep track of yourself and most importantly to keep a steady pace while playing (keeping time). We will discuss different rhythmic styles and how to apply them to the beat you play on the drums so that you can play any songs you like. I teach all my students to read music for their instrument so they can have a foundation that works with their instrument and other instruments as well. With drum lessons I always play a different instrument alongside to give it a bit of a group feel if you are interested in learning to play in a group. My lessons are adjusted to the specific student's pace and their learning style.
About Andrew
I have been training people in various fields since 2013. I am currently a junior instructor at MTS Studios in Sunnyvale CA where I teach a variety of instruments, including guitar, bass guitar, drums, piano and ukulele.
I am looking forward to helping you further your musical goals and aspirations. Feel free to send a question if you want to ask about anything before starting up.
· Piano · In studio
· Drum · In studio
· Piano · In studio
I liked his his studio - it is lovely with so many instruments! Looks like he teaches several instruments.
Andrew I.
Andrew I.
About Sean L.Close
View Full Profile
Sean Lord is a talented, versatile drummer and percussionist with over 10 years of professional experience. He is available for hire for studio recording sessions, concert percussion needs, lessons, full-time and part-time band work and any other musical needs. If you are looking for a drummer or a teacher look no further; Sean Lord combines experience, versatility and quality to bring the best that the percussion world has to offer!
About Sean
Sean L.
Sean L.
About Casey C.Close
View Full Profile
I structure lessons around rudiments, and technique skills before advancing slowly to a full set. Practice pads and snare drums are usually the groundwork I lay. Stick control is extremely important, and I am a stickler on timing. I often have students learn to write their own exercises in addition to playing out of books.
Please speak to me BEFORE enrolling in lessons.
About Casey
I received 3 years of serious collegiate study in music from Washington State University under Dave Jarvis. I hold two bachelor degrees from Eastern Washington University in Accounting and Finance. My teaching style is informative, direct, and hands on. I'm not afraid to challenge my students and drill technique.
Casey C.
Casey C.
About Dru R.Close
View Full Profile
Release your inner rock star or Nick Cannon with fun, modern, and progressive lessons in percussion from a professional musician with a Bachelors in Music Performance and expertise in Steel Drums, Marching Percussion, Marimba, Vibraphone, Xylophone, Concert Percussion, and Front Ensemble. Dru has experience teaching students ages 5 - 22 and can help students of all ages reach their goals -- whether that be learning to read music, learning to play well enough to impress your friends, or preparing for an audition to music school or high school band.
About Dru
For more information, don't miss a beat, drop her a message!
· Steel Drums ·
· Percussion · In home
· Steel Drums · In studio
Dru R.
Dru R.
About Adam C.Close
I graduated from the University of Oregon with a Bachelor's in Jazz Studies, and have been teaching private drum lessons for over a decade. My lessons are tailored to achieve YOUR goals, and I design a unique lesson plan to fit your learning style. I have experience working with every age group, and have even coached school ensembles, and given clinics about a variety of music topics.
I strongly believe that playing music should be nothing but pure joy. Learning to play the drums is simply the process of training your body and mind to better express yourself using rhythm and timbre. This process can vary greatly from person to person, and the end result is different for everyone. Although the process of learning anything can feel like a chore at times, I believe every moment of study should be designed to achieve your personal goals. The learning process should be fun, and easy to navigate. Playing music becomes more fun the better you get, and the path to
About Adam
· Drum · In home
I've found that Adam is ready to meet you at your level and he has got me working on some basics (a reminder of just how sloppy my playing was/is) and I (think) I'm improving pretty rapidly and am starting to recognize things I hadn't noticed before. If there's an issue, it has been my erratic practice schedule. He has also been really flexible with respect to schedule, lesson length etc. - important for someone like myself who is works and has kids with their own busy schedules.
· Drum · In studio
· Drum · In studio
Adam C.
Adam C.
About Sanjay P.Close
View Full Profile
Hi! My name is Sanjay, and I've been playing drums for over 16 years now. I will teach drummers of most levels, from those who are complete beginners to those who have been playing for some years but are looking for the push to really take their drumming to the next level. We will tailor your lessons to your specific goals so that you progress exactly how you want to, and so that none of your time is wasted on learning things that you won't actually use. Whether you'd like to learn songs by your favorite bands, develop better technique, explore new genres, work on your speed, dynamics, and independence, or work on your ability to be creative and write your own music, I can help you identify what it is you need to work on to become the drummer you'd like to be, and the most effective way to achieve that goal. Shoot me a message and we can discuss what it is you'd like to achieve, and we'll see if we're a good fit!
About Sanjay
· Drum · Online
Sanjay P.
Sanjay P.
About Ayman B.Close
With over 10 years of teaching experience in more than 5 countries, my goal is to
inspire students through a wide variety of methods that transform them into "talented" musicians.
About Ayman
Beside English, I am a native Arabic and French speaker and I do teach language as well. My language and music teaching experience has included, for the past 10 years, privet lessons, online lessons and classroom lessons in elementary, middle and high school as well as universities.
Known for his musicality, innovative drumming and Educational methods, Ayman has fo
"Ayman, you have a very mature and musical way of approaching odd meters, I haven't heard any better"! -Jimmy Cobb-
Ayman's love for music has taking him across the world including India where he studied at Swarnabhoomi Academy of Music and toured across the country with the prestigious Splendor of Masters playing with some of the most well known living legends of Indian music including Vishwa Mohan Bhatt, Shubankar Banerjee and Prasanna. Few years later, Ayman has moved to New York City where he is currently based after he graduated from the New School for Jazz and Contemporary Music with a strong merit scholarship.
A very unique player, a wonderful composer ! D.r -Ghatam Karthick-
Ayman has been leading his band in several prestigious Jazz Festivals around the world as well as winning several awards including the AFAC 2016 composers award. He has appeared playing as a drummer, pianist, konnakol vocalist and a multi hand percussionist in stages such as Reykjavic Jazz festival, Carthage international festival and Dubai Jazz festival.
· Drum · In studio
· Drum · In home
· Music Theory · In home
Ayman B.
Ayman B.
How it Works
From finding the perfect teacher to managing payments, scheduling and tracking your progress, we take care of all the details, so you can focus on learning. Learn More
Search for a teacher
Compare hundreds of teachers based on the criteria that matter to you, including background checks, age and experience.
Schedule your lessons
When you've found the perfect match, schedule your lessons online using the teacher's real-time availability.
Connect with your teacher
Your teacher will welcome you with a personalized curriculum to meet your specific goals and you'll be able to manage your entire schedule through our free online account.
Can't find a teacher in Four Lakes, WA?
No problem. Our online lesson platform connects you with any teacher, anywhere. All you need is a reliable Internet connection, a webcam and a microphone.
Zero travel time is great for a busy schedule.
Typically priced lower than local lessons.
Online students stick with lessons as long as local students.
Get Started with Free Resources
Singing Video Series
for Beginners
Take your voice to the next level. Download free video tutorials to start singing like the star you are!
Quick Guide to Getting
Started With Music Lessons
Getting Started with Music Lessons guides you through selecting a teacher & preparing for your first lesson.
Guitar Video Series
for Beginners
Kickstart your guitar playing. Download free video tutorials to learn about chord progressions, strumming, and more!


text: At our annual Business Partner Luncheon here at the Weber Innovation Center, we had 140 people attend. Five students presented and spoke of their Internship experiences. Currently there are over 120 Interns in the District taking advantage of these types of opportunities! These students are getting career exploration experiences while receiving school credit! What are you waiting for?


text:
Posted by Elaine (18.104.22.168) on June 24, 2001 at 17:49:08:
OK guys Sheryl has had some problems and no longer has a computer to get here. Maybe if we all put our heads together we could get her set up with one.
Heres what I was thinking if someone has a old computer maybe, and someone else has a montor and someone else a mouse and so on. We could put one together
Dave H said he can build her one that he needs Hard drive
Video card
Sound card
floppy drive
He has the case, processor and modem....
If anyone would like to help with this please Email me!
By the way Sheryl Barnes is getting hit and she said to tell all of you hi. She sends her love and hugs.
Judy W she sends a special hug for you!
Follow Ups:
Post a Followup


text:
Curriculum, Instruction, and the Internet
Moderator & Summariser: Muhammad Betz, Ph.D.
Discussion Schedule
Pre-discussion paper
The purpose of this discussion is to focus on an educational use of the Internet other than web courses or supplements to courses. Why? A recent article related to Telematics and Internet based course development stated that every hour of web instruction was costing about 100 hours of preparation. Another reason is that Internet access is growing in schools universities and the corporate training arena. Therefore, this discussion will focus on the curricular and instructional aspects of the Internet for teachers and trainers who do not construct web courses or sophisticated web creations for use in higher education or corporate settings. Instead, I want to call on the expertise of the usual contributors and the less apparent "lurkers," who have knowledge of and experience with more traditional educational settings, such as public schools, and with less qualified personnel who struggle just to use technology.
This paper will first contend with curriculum, that is basically defined as the subject matter content that the Internet, more precisely, the World Wide Web, has to offer for direct import into the classroom or training room. The second contention will be instruction, which, in this context, is construed to be the way that Internet curriculum is strategically deployed in educational settings to promote learning. The guiding question is: how can the burgeoning resources of the Internet be used, AS IS, to enhance curriculum and instruction in traditional educational endeavours?
Again for the purposes of this discussion, I will draw a line of demarcation between the concepts of Curriculum and Instruction based on a methodology of course design that I frequently use (Posner & Rudnitsky, 1994). Curriculum is basically confined to the concepts of general, subject-matter content, whereas Instruction is denoted as the formation of units, thematic units, teaching strategies, and academic tasks that serve as the vehicle for curriculum.
The premise of adding to or providing curriculum via the Internet is based on the assumption that some of the information on the Internet overlaps with educational curriculum as shown.
The following terms are in effect for the discussion: Educational Curriculum—to identify school, corporate, and organisational subject matter; Internet Information—to identify the ocean of information available on the Web; and Web Curriculum—the overlap between the Educational Curriculum and the Internet Curriculum.
At present, the overlapping area in the above Venn diagram is an elusive commodity. Yes, there are art museums and libraries on the Web. Yes, there are numerous types of tutorials on the web related to computer applications, programming, multimedia production, and Web searching, to name a few examples. Yes, there are dictionaries, newspapers, encyclopaedias, academic papers, research reports, journals, periodicals, and more. Topic by topic and subject-by-subject there is curriculum on the Web. The question: How can the Web Curriculum supplement the Educational Curriculum. Better yet: How can the Web Curriculum be better optimised to enhance the Educational Curriculum?
A few prominent teacher educators in the U.S. have already created instructional devices for use with the Web by non-expert technology users. Dr. Bernie Dodge created WebQuest in about 1995 (see http://edweb.sdsu.edu/webquest/webquest.html). Teachers and trainers of all ages of students can use the WebQuest (WQ) concept. WQ's are constructed with: Introduction, Task, Resource list (the Web element), Process, Guidance and Conclusion components. A task such as exploring the solar system and devising hypothetical exploration voyages to the planets is introduced to groups of learners. Each group of students configures an expedition to a different planet, with the help of both Web-based and other information sources. Process guides are given, usually in the form of plan for operations as well as guidance tips for completing the task. The conclusion often consists of a presentation to the class using PowerPoint or HyperStudio, relating what the group has learned.
Dr. Judi Harris (1998) sets up a more daunting concept in the form of telecomputing activities (see http://ccwf.cc.utexas.edu/~jbharris/Virtual-Architecture/), which take the form of collaborative projects between individuals or groups of learners. Examples of telecomputing activities include: keypals, impersonations, telefiedltrips, and social action projects, to name a few. These activities have authors/hosts who set up an activity and then allow laypeople to "sign-on" as participants. Each year sees different telecomputing activities appear and word of enlistment periods are circulated via listservs, periodicals, and professional organisations. One example of a social action project is the Holocaust/Genocide project that promotes awareness of genocide by providing links to on-line resources and virtual trips.
Another existing strategy that harnesses the Internet for instruction is the Walden's Paths concept (Shipman, et al, 1999). Walden's Path is specifically a three-part tool, consisting of a Path Authoring component, a Path Database and a Path Server. Teachers and students from varying subject areas and age levels device paths on the Internet for learners to travel to complete specified learning assignments. This instructional technique shares characteristics of WebQuests and telecomputing activities and can use a variety of pedagogical tactics (see: http://csdl.cs.tamu.edu/~dbrenner/walden.html).
These activities make use of existing Internet sources to construct instructional strategies that require learners to construct learning experiences in alignment with a prescribed curriculum. They have in common the characteristic of making use of existing Internet resources to provide instruction.
Premises for Curriculum, Instruction, and the Internet
The U.S. National Center for Educational Statistics predicted in February of 1999, that 99% of all public schools and 89% of classrooms would have at least one Internet connection by the end of the 1998-99 school year. Millions of dollars are being allocated to increase the level of Internet access in every conceivable educational setting, and most new users of the Internet will not be constructing web courses or telematic additions to their curricular and instructional endeavours. Instead, the teachers and trainers will be looking for methodologies and practices that allow them to tap in to the existing Internet and convert what they find into applicable curriculum and instruction.
The questions for discussion are as follows:
Post-discussion summary
The discussion of the preceding paper occurred on the IFETS discussion list from January 14, 2000, to January 28, 2000.
Andrew McNeil, Scotland. Andrew asserts that the rationale and theory of Internet Based Learning is determined by the interplay of specific instructional strategies and ever-changing curriculum with the need to maximize economic output. As he states, "Much is still rooted to good educational practice and competencies therefore the same dynamics of group interaction, of differentiation, and of evaluation of resources by the (still, mostly, trusted) class teacher will entail-perhaps, the integration of this meta-tool." His main point is that openness of Internet for C&I is dependent on economic factors, but that by raising professional standards, economic difficulties could be mitigated.
Parker Rossman, USA. Parker envisions electronic textbooks continually revised based on feedback from students and an Internet encyclopedia likewise undergoing continuing revision. He sees students developing personal databases to evidence and foster their learning.
Andrew Seaton, Australia. Andrew addresses the fourth question related to a rationale for Internet use and witnesses the beginnings of such a rationale. Teachers in Australia are encouraged to not only use the Internet to improve existing practices but to create new practices.
Andrew notes that several writers have addressed the issue of a fundamental incompatibility of communication technologies and traditional school culture (e.g., S. Hodas, L. Cuban). He quotes Hodas' view that educational technologies are incongruent with the hierarchy and competitive individualization of schools. He also criticizes the traditional view of curriculum espoused by Muhammad, of subject matter content, that clashes with constructivist notions of curriculum as well as the ethical/political values of the post-modern era, which focus on individual difference, autonomy and choice.
To the fifth question, Andrew refers to Xiadong and The Cognition and Technology Group at Vanderbilt University that has identified five key principles of constructivist learning communities. Such communities would provide students opportunities to:
Andrew observes that the examples cited in Muhammad's paper are also too subject-by-subject oriented and that the Internet should serve as a "door to the real world." In the activities promoted by Judi Harris there is indication of more constructivist approaches to learning, but often the implementation of such activities do not reflect a substantial shift to constructivist principles. He refers to Savey and Duffy (1995) who question the goals of such activities.
Lastly, Andrew addresses Muhammad's second question related to specific strategies that teachers can use with the Internet. He answers that problem-based learning activities provide a meaningful, experiential basis for studies and activities in a wide variety of curriculum areas, and have the potential to fulfill the demands of student-centeredness, while at the same time satisfying the need for appropriate assessment and accountability. He suggests the site, KidSolutions, as an example.
Bill Ellis, USA. Bill states that Muhammad's paper brings up the issue of Chaos, Complexity, and Gaian Theories. He suggests that learning is a series of feedback loops that first introduce and then reinforce and enlarge concepts stored in the brain. "Linear learning is based on the idea that by reading a book or by following a planned curricula one can learn. Nonlinear learning is based on feed back loops."
Bill asserts that our schools are premised on linear learning, but that current brain research finds that learning is nonlinear and relates to interrelations of feedback loops in a holonistic total. He expresses excitement that the Internet can make nonlinear learning much easier than textbook/traditional curricula
Manny Halpern, USA. Manny reflects on the relevance of constructivist pedagogy to adult education and training and the difference between education and training. Asserting a distinction between the two terms is useful for understanding the role of the Internet and designing the content, which it delivers. He states, "Assuming that educational programs address the acquisition of knowledge while training focuses skill acquisition, the role of the Internet (and the classroom) can better be defined." The Internet functions to deliver knowledge more than as a door to the real world. The Internet might not be the best place to learn skills.
Manny would like to see discussion related to constructivism and ways that adults can learn skills over the Internet. Do we need all 7 attributes of life-long learning? Can we apply the principles suggested by The Cognition and Technology Group to on-line training?
Ania Lian, Australia. Ania offers first a critique of Harris' Virtual Architecture. She quotes Harris who states the premise that teachers must create Internet experiences for their particular students in the guise of instructional designers, not direction-followers. Ania asks, "Do we really know our students and hence can we really act on the belief of knowing them and as a result take the responsibility of functioning as Harris wishes…?"
Harris: "Choose educational activities that give students maximal return for the amount of time and effort that all of us must expend to ensure success."
Ania: "The efficiency argument always seems dangerous…." In general, Ania is concerned that Harris is forcing teachers to use the Internet into the role of clairvoyants. Teachers, using the Virtual Architecture context, would have to make all the major decisions on how the Internet is to be used and Ania asks, "…don't we end up doing what we think is good but what at the same time is a one-sided conclusion?"
Richard Caldine, Australia. Richard works with the concepts of constructivism and instructivism. He sees a tension between flexibility and constructivism and states, "…as a subject increases in flexibility it seems that the degree of its constructiveness can be constrained." This is a problem particularly in the case of social construction. The result of this difficulty is a problem related to the formation of learning cohort groups.
Arthur M. Recesso, USA. Arthur writes in support of Bill Ellis, who said, "This is only possible, and only happening because information technologies have the potential to be much more than being add-ons to the school system.. We've only seen the embryonic beginning of their potential." Arthur agrees that we have only scratched the surface, but if we look at the work of Farance, Bork, Brusilovsky and others we can see that there is much being done. He refers also to Wenglinsky (1999) who mentions the rapid accumulation of technology in schools, but notes that he has not seen a critical mass of people having access to computers and bandwidth, or to appropriate teacher training.
Naude' van der Merwe, South Africa. Naude states the following advantages for Internet: cheaper delivery, asynchronicity, equitable production costs. Disadvantages are: it is a complex maze, layout and navigation times hurt good content, programming and maintenance costs are high. He proposes as solutions to the disadvantages: educational institutions need to join forces.
Naude critiques the notion of teachers using the Internet: teachers are very busy, teachers lack expertise and time to build curriculum or build test banks. Internet does allow disadvantaged communities to gain parity; small business aspects are improved though big business aspects diminish. He urges the use of Adobe Acrobat to make texts and exam banks widely available on-line.
Brent Muirhead, USA. As veteran American high school teacher, Brent observes that it takes time for teachers to feel comfortable using the Internet in their classes, and that textbook publishers have really tried to make their books "Internet friendly" by using Web sites to supplement their curriculum materials. He feels that today's teachers are limited in the amount of time that they can devote to creating new Internet related instructional materials, and that more school districts will need to consider paying teachers to develop curriculum resources that effectively integrate the Internet into their subject areas.
Tom Abeles, USA. Tom asserts that the solution to Richard's problem is focus on the management of the project as opposed to the movement of the students (cohort). Learning should proceed so that learners can proceed at an individual pace. Only in academia does the Ford model of mass production continue in which cohorts are moved form workstation to workstation. This problem does not relate to constructivism but to flexible learning.
Tom discourages the cohort concept as deskilling of the individual. He states that technology can assist by allowing students to find their own community and support. "The problem lies, not in the flexibility options of the conflict between constructivism and flexibility but in the calcification of the current academic model."
Jim Ewing, Scotland. Jim comments on Manny's point related to education and training. He sees training as referring to the knowledge, understanding and skills which are the essential substance related to HOW to do a job, whereas education is more directed as the knowledge, skills and understanding relating to WHY that is the way to do the job. He cites as example the shift in terminology in the UK from the 'official label' of teacher training institutions to teacher education institutions.
Related to instruction (Jim would have preferred 'learning') involving the Internet, the concept of 'classroom' is restrictive, because, so much learning in higher education is now less the result of direct instruction in the classroom and more from teacher mediation beyond the classroom - advising, initiating, providing, monitoring, supporting, explaining, facilitating, overseeing, discussing, coordinating, organizing and most importantly, inspiring.
He mentions 6 bases for Constructivism: learning is personal growth; learning is through collaboration with others; conceptual learning is through active involvement; the learner should have personal autonomy and control over learning; learning is context based; and learning outcome is a perspective and an understanding.
In relation to the constructivist approach to Internet linked learning environments in higher education, he is presently working on a 'model' which is formulated around 5 principles of ICT (or more specifically internet based) learning: peer interaction and collaboration; significant learner autonomy in accessing and using learning material; computer based learning that personalizes and not depersonalizes a learning experience; learning outcomes predisposed to the electronic environment (and the Internet in particular); and a central and developing role for network literacy skills. Further, he identifies key network literacy skills: accessing resources, and creating personal learning resources and meaningful communication skills (synchronous and asynchronous exchange, two way communication etc.).
The challenges within this model are:
Early indications favor a careful structuring of course related tasks (testing not so much knowledge and skills as an understanding and ability to apply knowledge and skills to a 'new scenario') and a high level of tutor feedback. This latter is very demanding on tutor time but appears to be highly prized by students.
Catherine Burke, UK. Cathy expresses her interest in Andrew's contribution, which talked about the incompatibility of the ICT and school culture. She goes on to reference R. McClintock, who suggests that ours is an era in which few have come to terms with the full challenge of technology. She suggests that a culture that has evolved around the book for the past 500 years cannot fail to disappoint the implementers of ICT. She quotes McClintock, "A tool (in this case the book) is not just invented and used; it may determine the shape of the school. Its use involves a number of problems that must be resolved. The interrelatedness of technologies creates complex problems that effect how schooling is designed or evolves."
Cathy continues that the networked computer has caused her to reflect on her role as facilitator or tutor in introducing networked learning in undergraduate courses. To her, while technology has changed knowledge production, little else has changed, with the culture of minds and classrooms still centered on books. Book courses create boundaries to collaboration and cooperative exchange and similar boundaries are transferred to network computer courses. She relates a recent experience of introducing web content to an undergraduate course and having to face the recidivism of students who required the traditional support to function. The reasons, she originally posited, were a lack of confidence for the students and the instructor with technology. Later, she surmised the reason for the failure of the course to actualize the potential of collaboration and cooperative exchange was due to the trenchancy of the traditional, book-oriented culture.
Alice Macpherson, Canada. Alice supports the conclusion that radical constructivism is more or less explicitly postmodern, and social constructivism comes from similar roots.
She also addresses a different post by Richard that affirms that constructivism can be constrained, if a subject is completely flexible in terms of entry and exit, delimiting the prospects of a cohort group and social construction. Alice counters that social construction is no more difficult in education than in the real world where people in cohorts are rarely at the same stage. She teaches in a number of modes, continuous entry, competency based, and trades training, and uses cooperative learning to build groups with a variety of abilities and knowledges into working entities for learning and development. There are times when people work individually as well. It is all VERY flexible.
Andrew Wallace, Australia. Andrew suggests that flexible delivery offers the potential to support constructivist learning, because the choices available to the students are enhanced i.e. the students determine the ways and speed by which they work through the course materials. The learner not only controls the pace of learning, but in a very real sense, also imposes metacognitive principles upon the resultant learning, thus supporting constructivist learning.
Flexible learning environments may or may not promote the interchange of ideas between the students, which promotes the construction of new levels of understanding. Further, the materials may contain approaches that are limiting. Flexible delivery is thus no more or less constructivist in nature than other potential means by which teaching and learning are supported. It all depends upon the nature of the tasks, and the way that these tasks are approached and undertaken by students.
Bob Leamnson, USA. Bob states that the terms, 'educational curriculum and web curriculum" come burdened with emotional freight, and he uses the adage, "To a person intent on driving a nail, everything looks like a hammer." From that vantage point, he critiques Bill's call for non-linear learning, which Bill opposed to linear learning. Bob feels that Bill has vilified linear learning and explains that although brain physiology, as explained by Bill, includes the concept of multiple connections of neurons; it does not exclude the concept of linear learning.
Bob suggests that Andrew Seaton is likewise driving a nail, which, in his case is constructivism. Bob notes that the constructivist view has two salient bases. The first emphasizes that something or anything can be learned, while the traditional view emphasizes that something specific must be learned. The second basis is that learners build their own knowledge. He says, "It's something of a step to go from "building one's own knowledge" to the belief that such knowledge is therefore essentially private, unique, and incommensurable with anyone else's knowledge. For constructivists the notion that an individual's knowledge should relate to some objective reality is out of vogue, but for others, content remains important.
Bob then refers to the question: should technology facilitate and enhance what we are now doing, or should we make a radical change and do whatever the technology makes possible? He warns against too much optimism related to the prospects of radical change, and he refers to H.L Mencken's prescription to 'hang the professors and burn the buildings' as the only way to enact change in education. Bob closes by advocating that technology should be used to improve what teachers have long known to be the elements of good teaching.
Brent Muirhead, USA. Brent addresses the concept of self-directed learning and the Internet curriculum. He identifies the real problem consists in having students who vary greatly in their ability to direct their own learning experiences. He concludes that traditional and non-traditional schools struggle to provide curricula that meet diverse needs of a variety of students, while noting that the instructional setting also must stimulate teachers.
Brent's solution is that teachers experiment with lesson materials. He posits the best assignments as those which stretch students intellectually but which do not overwhelm them. Specifically, he calls for on-line lecture transcripts to be supplemented by specific questions and class discussion forums, and he calls for increased funding for teachers who want more professional training in Internet education.
Andrew Seaton, Australia. Andrew S. comments that Bob is also driving a nail, i.e., the educational status quo. He corrects Bob's view that he is driving the nail of constructivism to assert that his nail is the ethical/political issue of respect for young people. Constructivism is his hammer. Andrew adds that he is not a technological determinist and quotes Allan Kay, "Problems schools cannot solve without computers, they cannot solve with them."
Andrew disagrees with Bob's premise that constructivism merely requires that something be learned and states that constructivism suggests that what is most important is WHO decides WHAT is learned and that both students and teachers conclude that the learning is relevant and meaningful. He calls for negotiations between students and teachers to determine what will be learned. In addition, Andrew explains that the Cognition and Technology Group is now charting Bob's uncharted waters of constructivist curriculum theory, and we put ourselves at peril by not acknowledging the that constructivism fosters respect for the individual in the guise of choice, relevance and context in learning.
Andrew asks, "Whose goals currently determine what a student experiences? Not the student's!" He closes by saying that the nail of human history is driving the nail of restructuring hierarchical and bureaucratic institutions and respect for all individuals.
Don Smith, USA. Don comments on Bob's that the phrase, "building our own knowledge," is a tautology. He reiterates the truism that much curriculum is based on behaviorist theory. Many curriculum designers seek to disclosing knowledge and require learners to regurgitate it, and believe that teaching is simply pouring information into the student's head. When one begins to recognize that students must build knowledge, one can devise curriculum that assists in building rather than conveying.
The need for constructivism is particularly relevant in computer-based curriculum, where there is no teacher to intervene and assist the building process. To Don, the most perplexing issue related to new technologies and asynchronous curriculum with computers is to find ways to help students build knowledge as opposed to just dumping facts into their heads.
Eric Flesher, USA. Eric comments on Bill Ellis' assertion that schools are premised on linear learning, but that current brain research finds that learning is nonlinear and relates to interrelations of feedback loops in a holonistic total. (Note: holonarchy - implies an evolving form of hierarchy in which all the holons themselves are adapting and evolving, MKB)
Eric surmises that the Internet is non linear and if used for linear instruction the following results: (1) not tapping all Internet capabilities; (2) pouring old wine in new bottles (ala David Thornburg); and (3) setting up a hi tech regurgitation station, copying one source to the next. Better to start with the outcome-what kind of project and how will Internet be used to accomplish project goals. Topics should be in the context of true research questions and the product must be something other than accumulated information.
Muhammad Betz, USA. Muhammad refers to Eric's and Bill's discussion on linear and non-linear learning. He mentions that Eric has not acknowledged Bob's statement that brain function is both linear and non-linear. Muhammad does not see a solid connection between brain function and non-linear learning and gives examples of non-linear brain functioning involved in watching television, basketball games and driving. He asks: Why would these activities be called learning. He then labels the study of the Arabic language as linear learning and relates his reluctance to acknowledge a rationale for Internet use in education based on linear and non-linear learning.
Christine Raedman, USA. Christine comments first on Cathy's comments about books shaping schools. She sees technology as a tool comparable to a pencil. Sitting inactive, the pencil has little worth; in the student's hand it is invaluable. When the student is placed in every student's hand, its worth magnifies. The critical need today is to provide technology for disadvantaged students. She asserts that technology can be made available to the greatest number of students through electronic books and notes of a consideration by the state of Texas to use only electronic textbooks, student portable computers and free Internet provider services as a promising sign.
Teacher educators must change the process of teacher education to include using the Internet in instruction and curriculum. The key to using the Internet as part of instruction in elementary schools is designing the best quality teacher education curriculum possible. Teachers so trained will feel comfortable with technology and want to put it in the hands of their students.
Ania Lian, Australia. Ania references Cathy who argues against textbook centered teaching. Ania wonders if it is the classroom or the book that is at fault, whether it is the walls and the books that dictate what we teach. She calls for exploration by students in order to empower students. She states that the books and walls are not the problem is evidenced by effective cases of home schooling and by effective teaching methods that give people life and motivation as schools should.
Charles Adamson, Japan. Charles also does not see the connection between linear/non-linear learning and brain functions. However, he disagrees with the notion that daily activities, like watching T.V. or a basketball game do not constitute learning. He states that what is going on in such situations is not conscious learning, but it is learning. Charles believes that there are two dimensions to learning. The first is termed conscious/non-conscious (or explicit/implicit). This dimension suggests the battleground of language teachers related to the teaching or non-teaching of grammar either directly or indirectly. The second dimension of learning is the self-initiated/other initiated. Schools generally use 'other initiated' learning. All aspects of a set of selected learning materials depend on the choice of learning dimension.
Ania Lian, Australia. Ania comments that Muhammad's pre-discussion paper proposes curriculum as instruction and vice versa, in principle simply reflecting a different level of the same phenomenon. She sees goals, i.e, curriculum, naming what the course is to achieve, with the instructional phase requiring an explication of the relationship between the goals and the means. What is missing are the principles for this organization other than a reference to an intuitive division between the 'general concept' and the 'vehicle.' Maybe, she asks, the division is redundant and unnecessary?
Ania refers to Bob's assertion that brain function does not rule out linear activity or learning. She disagrees and states that we seem to perceive things in batches. Regarding the assertion that building knowledge is a tautology, she says that her work is built on a principle that seems almost a tautology. She asks: Why do students often study and then during exams, seem unable to mobilize the things that they learned? She argues that most things studied at school are not about building knowledge but about the preparation of students to build someone else's knowledge once, as Lyotard puts it, the novice is transformed into an accomplished equal (Lyotard, 1992: 24). She hopes that the power-element regarding the issue of defining knowledge is inflected from Lyotard's sarcasm.
Why Technology? She says that inventions have never created a change: change seems to be more a matter of application. Take chalk for example: since chalk in itself implies no change in the practice, the practice is not changed by chalk. Along the same lines, computer-pages may replace book-pages. But this does not yet mean that an educational revolution at hand. If we do want a revolution at the level of educational principles, we have to look at the principles themselves.
Ania Lian, Australia. Ania questions Muhammad's statement that WebQuests, Walden's Paths, and Virtual Architecture offer integrative means to use the Internet in the classroom. She asks, "Do they offer such conditions? What does interactive mean and what does mean in relation to education?" She sees a danger of misrepresentations flowing from interactive models of communication into education. Ania refers to her statements about Judi Harris' Virtual Architecture that interaction in that model is one-sided. She asks if interaction consists of the possibility to click and go somewhere on the net and if teaching methodology is alternative between unspecified and specified things.
Ania turns to Bourdieu, a sociologist, regarding interaction. "Utterances receive their value (and their sense) only in relation to a market, characterized by a particular law of price formation." Who or by virtue of what mechanism do interaction-models establish laws to value our explanations and exploratory structures? She quotes Bourdieu, who says, "The value of utterance depends on the relation of power that is concretely established between the speakers' linguistic competencies, understood both as their capacity for production and as their capacity for appropriation and appreciation."
She asks, where is the power in our models coming from? She refers to Bourdieu who asserts that the value of a model relates to the capacity of the agents involved to impose their criteria of appreciation most favorable to them. She explains that some understandings can be established but these may not relate to what regulates instructional events. She closes by noting that the concept of interaction is a lot bigger and more encompassing than is generally thought.
Joan Freedman, USA. Joan refers advance organizers to be like the scaffold of a building. When you look at the scaffold you can get a rough idea of what the building will look like, and it serves as a framework upon which to hang the details.
Muhammad Betz, USA. Muhammad comments on Ania's reaction to the term interaction and to her comments on Judi Harris' Virtual Architecture and claims that telecomputing activities are more interactive than conceived by Ania. He gives as example 'pooled data analysis' in Harris' main category of Problem Solving, in which students from multiple settings and classrooms gather data, build a database, then collaboratively analyze the date, using the Internet as a their medium. Muhammad goes on to say that what the participants of this listserv do is 'interaction.'
Ania Lian, Australia. Ania comments on Muhammad's reference to Harris' telecomputing activities encouraging interaction with the Internet. She notes a role for teaching people how to use other resources as well. What interests her however are the goals, or more exactly the practical applications of inventions, the things that people see as worthwhile about the inventions or exercises. How do we know what we do in teaching is what we think we do and how do we know this is a good thing, she asks? She sees reasons for learning to use Internet but wonders if there might be side effects to our teaching of it.
Related to power: What justifies our beliefs about the appropriateness of our design/models/feedback that we use? Do we think that the concept of the teacher as an architect is good? Maybe, but the notion must be articulated. She says, "I am not sure whether what is understood as traditional is not simply an overproduction of a jargon which makes a claim to legitimacy through strategies which declare the past uniform and the same, everywhere (cf. Global Awards, i.e., American Awards, i.e., Hollywood Awards, i.e. behind closed doors of close friends, i.e., I say you do = that's how systems of values are produced).
Lester Gilbert, UK. Lester restricts the term, interaction, in relation to those involved in instructional systems development. Lester agrees that when 'interaction' is used loosely it is difficult to apply anywhere as a term. Technically, Lester states that Interaction consists of the following components:
Dennis Nelson, USA. Dennis reflects on interaction in a broad sense related to time and space in ways not fully understood. He sees a smile, affecting a day and transcending generations, as a continuum, rather than a point in time or space. Interactions can be immense or miniscule and are neither bad or good in themselves, depending instead on our interpretation of them. Until we agree on education's purpose, how can we assess its success.
Cathy Burke, UK. Cathy address Ania's question: "Is the classroom at fault or the textbook?" She refers to students in an on-line learning situation on this point who miss the input of the traditional classroom environment.
Authority and Authorship. As a teacher Cathy is interested in creating environments that encourage the learner towards autonomy and self-reliance, active learning and critical thinking. Traditional teaching models have been shaped around a 'sage' and the book, and for many students, learning stops there. As a student 20 years ago, Cathy was encouraged by 'the wild and wonderful Marxist' historian, Gwynn A. Williams, who treated books with disdain and used to say, "be thoroughly un-British!" with students, open them up, pull them apart, treat them like your worst enemy, struggle and win. She observes students now treating the web like a giant book with all the answers. What she likes about on-line learning is that authorship can be reflected upon and shifted from center stage, which is difficult to achieve in a classroom. To give the best chance to achieve autonomous, independent, self reliant, collaborative learning, perhaps the web should be used as something other than a massive library.
She has been experimenting with a text based role-play using asynchronous discussion. The students have produced a large archive of messages in roles. As instructor, Cathy, was gradually excluded from these student interchanges.
Brent Muirhead, USA. Brent states that he has researched social interaction and interactivity between graduate students and between students and their teachers in a computer -mediated distance education program highlighted the importance of consistent on-line communication. He notes that it is interesting that our forum reflects the challenges of developing a curriculum and relevant academic dialog for Internet education. This task will require having teachers who are willing to invest the time and energy into serious interaction activities. Brent's best Internet teachers were great at providing feedback (comments or answers questions) in a timely matter. Yet, many distance educators struggle with their Internet classes. Often, today's on-line teachers are working at a full time job besides teaching Internet classes. Teacher time constraints will eventually impact the level and quality of social interaction in an Internet class.
Ania Lian, Australia. Ania refers to Cathy's comments on authority in educational settings, and concludes that the need for authority comes from insecurity.
She asks, "Do learners need the teacher to pat them and tell them that they do well, or do they need to find a source of security within themselves?" Ania agrees with Cathy's assessment that students have difficulty questioning authority, and that teachers need to think more of how to overcome the difficulty. Ania closes by saying that we do not need computers to shift students' attention from center stage.
Scott Overmyer, USA. Scott comments on these lines by Glen Ralston: 'How much longer will we pretend that a classroom is four walls, table and chairs...Can universities safely continue to deny the inquiring mind?' Scott adds that in his opinion few universities are denying the inquiring mind and explains that university students are not completely task-oriented and focused on education: part of the student experience relates to maturation. Scott asks: how will the social context of the classroom and residential experience be preserved while taking full advantage of technology?
Tom Abeles, USA. Tom answers Scott's questions by asserting that the issues will be resolved based on economics and that the on-campus experience will be much more expensive. As costs rise, the government will default to lower cost options from whatever source. Campuses will look more like urban malls, a far cry from ivy-covered walls, with "tweed jacketed academics wandering to and fro speaking of Michelangelo.
Charles Adamson, Japan. Charles notes that Jens has introduced the terms 'formal' and 'informal' and equates them with his implicit/explicit, but disagrees with the equation. Jen's terms refer to delivery, while his terms refer to information. Implicit or explicit information refers to whether the learning is conscious or non-conscious for the student. The distinction is particularly important to language learning, related to grammar and vocabulary, in traditional or content classes.
The teacher is interested in implicit/explicit goals, and it appear that the teacher should try to make as many goals as possible explicit, in order to improve methods. Charles has developed the idea that the psychological complexity of the thing learned determines whether information/skills explicit of implicit. If the material is simple: explicit (see Anderson's ACT); if not: implicit (see Reber's massive input). He closes by saying that both the formal and informal, the explicit and implicit dimensions will have a large effect on course or material design, whether traditional or technological.
Charles also comments in an earlier post on a statement by Ania: 'I wonder whether it is the classroom that is at fault and whether it is the book that is at fault, i.e., whether it is the walls and the book that dictate to use what to do?'
Charles responds that he has been investigating learning from the vantage of complexity theory, noting a huge number of variables that interact, thus making redundant results unlikely. He cites categories of these variables: student related, mood related, teacher related, method related, materials related, classroom related, administration related, and society related. All these categories are interrelated and in response to Ania, he says that any and all of the things she has listed could be at fault in a fluctuating relationship to other variables.
Scott Overmyer, USA. Scott replies to Tom's post regarding the economic dictates that will restructure higher education along lines of technological expediency. Scott's university is now offering on-line graduate degrees, for example. However, he says that the cost of production of on-line courses could be unattractive. On-line course still have a maximum enrollment cap and maximum teaching load and the communications infrastructure is expensive. If the quality is maintained, distance education might not be cheaper.
As for the luxury status of residential university status: student living is usually pretty cheap and as long as the government needs academic research, government funding will reduce cost to students. Listening to a lecture on a computer is not equivalent to face-to-face class or student experiences on a Carnegie Research-type university.
David Wiles, USA. David wonders if these pieces of the more extended discussion of curriculum and instruction also offer doorways to the long standing debate: what distinguishes a Macintosh user from a pc user, both in the early days when Mac's had the only icons since Windows 95. He recalls that in those days word games shifted between charges and countercharges or expert versus novice as 'consumer' as 'customer' of emerging technologies. The 'better' technology depended mostly on the previous investment of the buyer or user. In the mid-80's there were word wars equivalent to the parry and thrust of the current discussion.
David suggests a shift in intellectual gears from ideological commitment to absolutist purity in two ways: concede that 'contextual embedding' is a pragmatic condition where both can occur in an 'episodic' and 'simultaneous' overlay; the technology response to smart learners facing an either-or unitary choice was to become adept in 'parallel technologies.'
In the latter option, the monopolist (e.g., Microsoft, Intel) is not expected to desist the capitalist tendency, nor is the upstart expected to stop hoping to be the exclusive replacement. The complexity of the market will prevail. If one cannot believe in the dissipative features of complexity per se, he asks, how about Gould's punctuated equilibrium that allows 'hopeful mutants' by chance alone?
In such a context, 'smart learning' meant becoming proficient in both Mac and pc: look for bridging options and use both. He suggests that readers pretend to be a lefthanders in a righthanders' world who promotes 'bothhandedness' for both the survivability of multiple perspectives and pragmatic options.
Chris Jones, UK. Chris supports Ania's reference to Bourdieu's views of interaction, which bring in all the elements of the social context, not just those that may be the immediate locus of attention. Chris reflects that with interactions online, students and tutors focus upon assessment and accreditation. Day to day, online interaction is marked by a 'technology of accountability' that stretches beyond the sites of teaching and learning. He refers to Kvale who writes of authority systems implied in examinations. Education consists largely in defining what knowledge is and accrediting people as bearers of knowledge: not a trivial or unimportant task. Strict systems of assessment and accreditation ensure educational products. Chris states that as far as new technologies are globalizing education and making possible 'virtual' universities, the impact of technological aspects on the accreditation process must be considered. Also, with respect to the immediate interactions of an online environment, more attention needs to be given the reciprocal concerns of grading.
Chris closes by discounting the conventional distinction between 'sage on a stage' and 'guide on the side' by asserting that both are authority figures, and he concludes that online education does not escape authority constraints.
Richard Rothwell, UK. Richard refers to Tom Abeles statement that technology centric campuses will look more like urban malls. He adds that he is intrigued by the idea of local study centers evolving to support lonely cyber-students to the extent that a small town could support a micro-university. In the UK, the technology run Open University has more students than any other, because it allows students to work and go to school. He asks, "Is it possible to build these places, maintain academic and social benefits, while being able to offer something of the conservations in the cloisters to the less well off?"


text:
|Message view
|« Date » · « Thread »
|« Date » · « Thread »
|"Sylvain Lebresne (JIRA)" <j...@apache.org>
|[jira] [Commented] (CASSANDRA-11475) MV code refactor
|Fri, 29 Apr 2016 14:16:13 GMT
[ https://issues.apache.org/jira/browse/CASSANDRA-11475?page=com.atlassian.jira.plugin.system.issuetabpanels:comment-tabpanel&focusedCommentId=15264106#comment-15264106 ] Sylvain Lebresne commented on CASSANDRA-11475: ---------------------------------------------- bq. We are still going to be holding all of the updates that we generate in memory; this refactor does make the memory footprint lower, but still includes a potential for using up a lot of memory. You're completely right and I don't any obvious way to avoid this since we rely on all updates to be on the same batchlog mutation. I guess my point was that since we can already have a high footprint, all the more reason to lower it as much as we can. bq. I think your todo is right about promoting TableViews; I'm not sure if we can completely get rid of ViewManager, since we need something at the Keyspace level, but maybe that stuff can be integrated into Keyspace again I started moving {{TableViews}} to its own class with all the methods that deal with a single base table but I stopped there. I do think we can and should get rid of ViewManager: the 2 only things is does now is dealing with view by names (for addition/removal) and holding the locks. This can probably move to Keyspace but regarding lock I'm actually wondering if it shouldn't be move to the table level. Is there a reason I'm forgetting why it should be at the keyspace level? It will require a bit of refactor of Keyspace.apply() though to be clean, which is why I've stopped here and I'd rather left that as a follow up (this is only tangentially relevant to the rest of the patch). bq. I find the UpdateBuilder pattern not to work well here. ViewUpdateBuilder should be building ViewUpdate}}s, instead of {{Collection<PartitionUpdate>, and using the build method at the end seems weird. Is that a naming problem? I don't give that much importance to "patterns" so having it not build a {{ViewUpdate}} doesn't bother me (it still "builds" updates to views). But if you think that's a bit confusing, I don't mind renaming to {{ViewMutationGenerator}} or something. bq. to me, it seems like we'd be better off with not exposing the rows I'm not sure to follow what you mean by that. bq. MultiViewUpdateBuilder doesn't really seem necessary; it seems like it should be part of ViewManager I guess the idea was that it could have seen reuse some day and didn't felt like a weird concept per-se, but you're right that the verbosity is not that justified right now so got rid of it. bq. In {{TableViews}}, {{removeByName}} is empty Indeed. Fixed. > MV code refactor > ---------------- > > Key: CASSANDRA-11475 > URL: https://issues.apache.org/jira/browse/CASSANDRA-11475 > Project: Cassandra > Issue Type: Bug > Reporter: Sylvain Lebresne > Assignee: Sylvain Lebresne > Fix For: 3.0.x, 3.x > > > While working on CASSANDRA-5546 I run into a problem with TTLs on MVs, which looking more closely is a bug of the MV code. But one thing leading to another I reviewed a good portion of the MV code and found the following correction problems: > * If a base row is TTLed then even if an update remove that TTL the view entry remained TTLed and expires, leading to an inconsistency. > * Due to calling the wrong ctor for {{LivenessInfo}}, when a TTL was set on the base table, the view entry was living twice as long as the TTL. Again leading to a temporary inconsistency. > * When reading existing data to compute view updates, all deletion informations are completely ignored (the code uses a {{PartitionIterator}} instead of an {{UnfilteredPartitionIterator}}). This is a serious issue since it means some deletions could be totally ignored as far as views are concerned especially when messages are delivered to a replica out of order. I'll note that while the 2 previous points are relatively easy to fix, I didn't find an easy and clean way to fix this one on the current code. > Further, I think the MV code in general has inefficiencies/code complexities that should be avoidable: > * {{TemporalRow.Set}} is buffering both everything read and a pretty much complete copy of the updates. That's a potentially high memory requirement. We shouldn't have to copy the updates and we shouldn't buffer all reads but rather work incrementally. > * {{TemporalRow}}/{{TemporalRow.Set}}/{{TemporalCell}} classes are somewhat re-inventing the wheel. They are really just storing both an update we're doing and the corresponding existing data, but we already have {{Row}}/{{Partition}}/{{Cell}} for that. In practice, those {{Temporal*}} class generates a lot of allocations that we could avoid. > * The code from CASSANDRA-10060 to avoid multiple reads of the base table with multiple views doesn't work when the update has partition/range tombstones because the code uses {{TemporalRow.Set.setTombstonedExisting()}} to trigger reuse, but the {{TemporalRow.Set.withNewViewPrimaryKey()}} method is used between view and it does not preseve the {{hasTombstonedExisting}} flag. But that oversight, which is trivial to fix, is kind of a good thing since if you fix it, you're left with a correction problem. > The read done when there is a partition deletion depends on the view itself (if there is clustering filters in particular) and so reusing that read for other views is wrong. Which makes that whole reuse code really dodgy imo: the read for existing data is in {{View.java}}, suggesting that it depends on the view (which again, it does at least for partition deletion), but it shouldn't if we're going to reuse the result across multiple views. > * Even ignoring the previous point, we still potentially read the base table twice if the update mix both row updates and partition/range deletions, potentially re-reading the same values. > * It's probably more minor but the reading code is using {{QueryPager}}, which is probably an artifact of the initial version of the code being pre-8099, but it's not necessary anymore (the reads are local and locally we're completely iterator based), adding, especially when we do page. I'll note that despite using paging, the current code still buffers everything in {{TemporalRow.Set}} anyway . > Overall, I suspect trying to fix the problems above (particularly the fact that existing deletion infos are ignored) is only going to add complexity with the current code and we'd still have to fix the inefficiencies. So I propose a refactor of that code which does 2 main things: > # it removes all of {{TemporalRow}} and related classes. Instead, it directly uses the existing {{Row}} (with all its deletion infos) and the update being applied to it and compute the updates for the view from that. I submit that this is more clear/simple, but this also avoid copying every cell of both the existing and update data as a {{TemporalCell}}. We can also reuse codes like {{Rows.merge}} and {{Rows.diff}} to make the handling of deletions relatively painless. > # instead of dealing with each view one at a time, re-iterating over all updates each time, it iterates over each individual updates once and deal with each view for that update. This makes it more clear that the reads has to care about every view involved, but more importantly allow to deal with the read data incrementally, never buffering it all. -- This message was sent by Atlassian JIRA (v6.3.4#6332)
|View raw message


text:
How To Pronounce 'Torrone'?
How Do You Say 'Torrone' Audio
Phonetics For Pronouncing 'Torrone'?
Famous Quotes & Facts
Ronald McDonald is "Donald McDonald" in Japan because it makes pronunciation easier for the Japanese. In Singapore he's known as "Uncle McDonald".
A Quick Overview Of Torrone
'Torrone' is the Italian word for 'nougat'.
The Spanish word is 'turón', and the French word is 'touron'.
Learn How To Pronounce better!


text:
Related Articles
[Music] Skales Ft. Lil Kesh – Gallant || @lilkeshofficial @youngskales
DOWNLOAD NAIJAVITAL'S MOBILE APP HERE FOR ANDROID USERS Baseline Music recording artist, Skales has officially dropped the anticipated album titled "The Never Say Never Guy". We present a track off the album titled "Gallant" Featuring Lil Kesh. Listen & Download "Skales Ft. Lil Kesh – Gallant" below:- DOWNLOAD HERE Advertisements
[Video] Dotman Ft. Mr Eazi – Afro Girl
After the lyric video for 'Afro Girl' was viewed more than 300,000 times in a matter of weeks, Dotman and Mr.Eazi were left with no choice but to shoot a mind-bendingly swag official video for the track. The video also features Mr.Eazi, fresh from his hit single 'Leg Over.' Surrounded by girls and wearing a fly ensemble in 'Afro […]
Fifa president to visit Nigeria
The Nigeria Football Federation on Sunday announced that President of Federation of International Football Associations, Gianni Infantino, will visit Nigeria in June. A statement issued in Abuja on Sunday by NFF's Assistant Director of Communications, Ademola Olajire, said that the visit was a fall-out of NFF President, Amaju Pinnick's recent meeting with Infantino in Mexico. […]


text:
Ethiopia Airport Transfers: Private Airport Taxi Transfer in Ethopia. Transfers to and from Bole Airport in Ethiopia. Our Standard, Luxury car, van and bus awaiting your transfer service in Ethopia.Our friendly responsible,skilled staff very ready to help.
Our airport transfers in Ethopia go to all Ethopia Addis Ababa city hotels to and from Addis and Bole international Airport. While in Ethopia can also do the city tour to know the old history of Ethopia and the interesting typical Ethiopian life.
Yours in hospitality,
© Zanzibar Transfers 2017 Website by: Kattikabatembo.com