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Critical Thinking through Asynchronous On-line Discussions
- Jonah Jennings
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1 Critical Thinking through Asynchronous On-line Discussions Hera Chu Korea University This paper investigates interaction patterns and critical thinking processes by which knowledge is constructed in an asynchronous on-line discussion in comparison with those of a faceto-face discussion through videoconferencing. The purpose is to show that conducting the on-line discussion as part of a learning process is an effective method for generating critical thinking. Participants were undergraduate students consisting of non-native speakers of Korean and Japanese. Online discussions have been seen as an effective means to encourage collaborative construction of knowledge. Based on the perspective of collaborative learning, the author adopts the Garrison et al. (2001) s model as a basic framework for analyzing types or levels of critical thinking (i.e., trigger, exploration, integration, resolution). Quantitative measures of participation are conducted to determine the factors which affect the outcome of collaboration. The results suggest that in-depth thinking using higher levels of critical thinking was more likely to occur in asynchronous on-line discussions than in face-to-face discussions. This tends to be supported by collaboration and the way of triggering further responses. Based on the findings, this study attempts to illuminate the process of collaborative interaction in developing knowledge in the asynchronous on-line discussion. 1. Introduction In the discussion-oriented class, a key educational objective is to encourage critical thinking among students about controversial issues which have no one right answer that the student can memorize for the examinations. Global English under investigation is an undergraduate course which demands the acquisition and utilization of critical thinking skills as it is primarily designed to deepen and widen students knowledge on the socio-cultural issues around their life through discussions via multiple channels: face-to-face through videoconferencing followed by on-line asynchronous discussions and chats. Thus, there is a need to evaluate students use of such skills occurring in their discussions and how the recursive learning process through a variety of educational tools affect their use of critical thinking skills in order to ensure that the course has been effective in achieving its goals. The focus of this study is to evaluate on-line asynchronous discussions as part of the learning process for complementing weaknesses of face-to-face discussions in developing students critical thinking. Research suggests that face-to-face discussions disadvantage students who are shy and low in oral fluency. (Warschauer, 1996) On-line forums are known to give all students a greater equality of participation (Kern, 1995; Warschauer, 1996). In addition, online forums, like Bulletin board(bb) discussion, allow students to view other student's posts, learn through the exposure to different perspectives and 67
2 develop individual meanings, which in turn encourages critical thinking.(lamy & Goodfellow,1999; Kamhi-Stein,2000; Garrison et al.,2001) The process of writing about what they have learned and thought engages students in an active learning experience, thus creating a collaborative learning environment that motivates students to learn together and to learn from each other. However, while the increasing number of research has investigated the effectiveness of online discussions in terms of students critical thinking between native speakers or between native and nonnative speakers in the higher educational settings, little research has been done with interactions among non-native speakers only. In the case of non-native speakers discussions whether in general or via CMC, it is easy to become only a means of practicing language due mainly to the gap between learners cognitive and language abilities although curricular goals are to generate critical thinking skills such as problem solving or knowledge construction as well as to develop language skills. It gives more reasons to investigate if the reported potential that on-line discussions have for facilitating critical thinking would hold true in nonnative students on-line discussions as well. This research, therefore, aims to assess the nature and quality of discourses emerging from asynchronous on-line discussion sessions among Korean and Japanese undergraduate students in comparison with those of a face-to-face discussion through videoconferencing. This will be accomplished first by investigating the depth and type of critical thinking in both modes of discussions, and then by illuminating participation patterns in on-line discussions to see whether or how they affect the level of learners critical thinking based on the collaborative perspective. 2. Theoretical Framework: Critical Thinking and Collaborative Learning Critical thinking is referred to as the ability to construct experience and knowledge through the critical analysis of subject matter, questioning, and challenging of assumptions (Dewey, 1959; Lipman, 1991 cited in Garrison et al., 2001b, p.1). This definition derived from the assumption that knowledge is not just transmitted, but created. According to Harasim(1997), knowledge construction in collaborative learning is fundamentally different from the one in the traditional direct transfer model in which the instructor is assumed to be the sore source of knowledge and skills. In the collaborative learning, learners are viewed as active participants in the sense that learners must participate and interact with the surrounding environments in order to create their own view of the subjects. (Jonassen, 1994, p.5). As a result, knowledge can be socially constructed by means of peer interaction, evaluation, and cooperation rather than transmitted or reproduced. This, in turn, suggests that collaboration is crucial in critical thinking by which knowledge is constructed. As mentioned earlier, on-line discussions have the potential to promote a collaborative learning environment which enables learners to reflect, formulate ideas and have more thoughtful responses. The significance of the collaborative context to the cognitive development has been supported by Lipman (1991) and Garrison et al.(2001) who believe that the development of a 68
3 'community of enquiry' is essential for the development of higher level, critical thinking skills within a virtual text-based environment. Garrison et al. (2001) s practical inquiry model was adapted for detecting the presence and process of critical thinking in this study. Their practical inquiry model was considered to be a suitable basis because it was specially developed for understanding the nature of discourse used in computer conferencing in higher education. In this model, cognitive presence is operationalized as a tool to assess critical discourse and reflection. It is defined as the extent to which learners are able to construct and confirm meaning through sustained discourse in a critical community of inquiry. (Garrison et al., 2001b, p.5). Cognitive presence, thus, can best be understood as critical thinking in this framework. The inquiry process consists of four phases of cognitive presence: 1) triggering event, 2) exploration, 3) integration, and 4) resolution. According to the model, the active construction of knowledge progresses by the sequence above. The characteristics of each phase are described as follows (Garrison et al., 2001b, p.4): 1) Triggering event as an initiation phase begins a dialog about a particular issue. A problem emerging from experience is identified and recognized. 2) The second phase is exploration. Participants move between private reflection and social exploration as they strive to perceive and grasp the nature of the problem, and then move to a fuller exploration of relevant information being selective to what is relevant to the problem. This phase is characterized by brainstorming, questioning, and exchange of information. 3) Integration is the third phase in which participants begin to construct meaning from the ideas generated in the previous phase. The applicability of ideas is assessed in terms of how well they connected and describe the issue at hand. 4) Resolution involves a vicarious test of the adequacy of the proposed solutions. The categories of the analysis for critical thinking for this study were constructed by modifying the Practical Inquiry Model by Garrison et al. (2001) as a basic coding framework and adding some features which are unique to this study.(see Method) Based on the aforementioned theory and purposes of this study, this study addresses the following questions. 1) What are the types of critical thinking exhibited in the online discussion, and in what ways is that similar or different from those of the face-to-face videoconferencing? 2) How do the participation patterns(one-way or not) affect the level and the extent of critical thinking skills? 3) What are the patterns of critical thinking process displayed in threaded posts? And how does it affect the level and the extent of critical thinking skills? 69
4 3. Method 3.1 The Design of the dourse This study examines online BB and face-to-face discussions from the undergraduate level course titled Global English which is one of the courses constructing the KWCCDL project. Participants consisted of 25 Korean students and 26 Japanese students. Data were collected during the spring semester in The course, Global English was held on a weekly basis to discuss a variety of social-cultural issues. Topics of discussions varied ranging from issues on North Korea to bullying and plastic surgery. The course was conducted in a combination of face-to-face sessions through videoconferencing and two other sessions using CMC tools. One was an asynchronous online discussion through a Bulletin Board system, and the other was synchronous on-line chatting sessions. Thus, the learners enrolled in this course met at three levels: face-to-face, on-line discussions and chatting with pairs. This recursive learning process provided students with multiple access to the subject matter. The asynchronous BB discussion was introduced as a follow-up activity of the face-to- face videoconferencing. For the asynchronous on-line discussion, students were asked to post their messages outside of class time based on the contents discussed or presented in the face-to-face discussion. The students were directed to log in at least twice for one discussion topic first to enter their comment to a topic or formulate a question on it, and later to read and respond to replies others have made to that topic. Thus, dialogues were continuously made in ways that responses to the original messages or other posted responses become threaded. Student participation was counted toward their overall grade- students obtained credit for posting, and responding to the others so that this on-line discussion is a vital part of the course work. 3.2 Materials and Procedures Two Bulletin Board discussions and two weekly based face-to-face discussions were analyzed both qualitatively and quantitatively. The discussion topics chosen for investigating were Marriage Culture and North Korea in which students expressed a more interest. The level of participation was analyzed quantitatively based on the number of message or turns by the type of critical thinking and the number of threads and monologues. Also, by investigating participation patterns, it attempted to look at the flow of the discourse to see how collaboratively the discussions were held. Qualitative analysis includes classifying students posts or turns by the type of critical thinking. Messages were coded according to the modified version of the Practical Inquiry model.(appendix) The unit of analysis was the complete message. Some modifications to the Practical Inquiry model were necessary because most first messages of the students in the on-line 70
5 discussion functioned as an initiative of a problem but with the demonstration of a deeper understanding on the problem. Accordingly, it was required to have a new category for classifying messages like the first example. The recursive process allowed participants to begin their discussion with some extent of understanding on the issue discussed. Or the reflective nature of asynchronous on-line discussions can also account for the reason. Therefore, a phase Comprehension was introduced into the Garrison et al s model with the basic function as an initiative of a problem shared by Recognition in order to fit the missing category. The Comprehension phase also shares some functions of Exploration of the Practical Inquiry model. According to the model, earlier in Exploration, students are required to perceive or grasp the nature of the problem (Garrison et al, 2001b, p.4). At the same time, this stage in the Practical Inquiry model also requires students to move to a fuller exploration of relevant information being selective to what is relevant to the problem at the end of the phase, which demands busy work itself. Judging from the divergent role played by Exploration and the need for establishing new phase which fits this study, dividing Exploration of this model into two different phases, Comprehension and Exploration, seemed appropriate. In this way, the modified coding scheme of the Practical Inquiry model for this study was constructed as follows: 1)Recognition, 2) Comprehension, 3)Exploration, 4)Integration, and 5)Resolution. Comprehension in the modified version functions as an initiative of a problem with the demonstration of a deeper understanding on the nature of a problem. Exploration, then, becomes the subsequent phase in which knowledge and alternatives that can help to solve a problem are searched and selected. Except for these modifications, the Practical Inquiry model remained almost the same and was used as a basis for investigating critical thinking in this study. A detailed description of categories for critical thinking analysis for this study is given in Appendix. 4. Results and Discussion 4.1 The Level of Critical Thinking: On-line Vs. Face-to-face Discussion Each mode of communication revealed the presence of critical thinking during discussions except for phase 5, Resolution.(Tab.1.2) On-line discussions reflected 145 occurrences of critical thinking skills (90%) of a total of 160 posts, while face-to-face discussions demonstrated 47 cases (50%) out of 96 turns. Overall, the data suggests that the participants had a tendency to use a wider range and higher levels of critical thinking skills in the asynchronous on-line discussion than in the face-to-to discussion. In the on-line mode, the discussion centered on phase 3, Exploration (48%) and phase 2, Comprehension (28%) followed by phase 4, Integration (10%) and phase 1, Recognition (5%) as the least. In the meantime, the face-to-face mode had phase 1, Recognition (31%) most, with almost half as many cases of phase 3, Exploration (18%) as Recognition, and 1 case of phase 2, Comprehension. Thus, the results indicate that asynchronous discussions can be a 71
6 more effective tool than the face-to-face communication in developing critical thinking skills. Tab.1 Relative frequencies for critical thinking levels by subject in on-line discussions Subject Marriage culture North Korea Total number of posts Phase 1 Recognition Phase 2 comprehension Phase 3 exploration Phase 4 integration Phase 5 resolution Other n % n % n % N % n % n % Total Tab.2 Relative frequencies for critical thinking levels by subject in face-to-face discussions Subject Marriage culture North Korea Total number of turns Phase 1 Recognition Phase 2 comprehension Phase 3 exploration Phase 4 integration Phase 5 resolution Other n % N % N % N % n % n % Total In terms of knowledge construction, table 1 and 2 displays that phase 4, Integration occurred 10% in on-line, 1% in the face-to-face discussion. These differences suggest that knowledge was created dominantly via on-line only. However, the fact that Integration was used less than 10 % and phase 3. Exploration was most common implies that participants focused more on exchanging information rather than constructing new meaning from the on-line discussions. Garrison et al.(2001) states, citing Kanuka and Anderson(1998), that because of the democratic nature of the medium and the way it is used, participants feel comfortable remaining in a continuous Exploration stage. Therefore, they further suggest computer conferencing require active teaching presence to move the process to more advanced stages of critical thinking. Another important revelation is that problems were mostly triggered by phase 1, Recognition(30%) in face-to-face, but, interestingly by phase 2, Comprehension(29%) in the on-line discussion. Furthermore, given that critical thinking is more likely to be produced through on-line tools as the results of this study suggests, Comprehension as a problem initiating strategy is expected to contribute more to triggering further discussion than Recognition. This issue will be further discussed in the section 5.3 Patterns of Critical Thinking Process. 72
7 Fig 2. Comparison in depth of critical thinking by phase between f2f and on-line discussion 50.0% 45.0% 40.0% 35.0% 30.0% 25.0% 20.0% 15.0% 10.0% 5.0% 0.0% phase 1 phase 2 phase 3 phase 4 phase 5 other on-line discussion(left) face-to-face discussion(right) 4.2 Participation Patterns: Monologues vs. Threaded Posts Table 3 reveals significant differences in the depth of discussion between the cases when posts failed to invite further responses(monologues) and when they proceeded further discussion( threaded posts). Approximately, 70% of the total posts were threaded, while the rest of the posts were left unanswered. Considering the large size of the class, the result was not unexpected. Garrison et al.(2001a) states that to critically analyze and construct meaning, content must be limited. It seems to me that it applied to the on-line session of this study. Arranging discussion groups with small number of participants should be considered to avoid the excessive numbers of postings on the same topic. (Garrison et al., 2001) Monologues were reflected mostly in phase 2. Comprehension (58% in the marriage culture session, 40% in the North Korea session), and then in phase 3. Exploration next(approximately 29%) for both on-line discussion sessions, but only one case of phase 3 integration. On the contrary, the most favored stages used in threaded posts were phase 3. Exploration( more than 55%), Comprehension( 20%) followed by Integration(15.5%). It is rather surprising that Integration occurred more than 15% in the threaded posts while 1% in monologues. ` 73
8 Tab.3 Relative frequencies for critical thinking levels by the type of posts in on-line discussion Subject Marriage culture North Korea Type Monologues (29.2%) Threaded posts (70.7%) Monologues (34.6%) Threaded posts (65%) N % N % N % N % P1 recognition P2 comprehen sion P3 exploration P4 integration P5 resolution Other Total (1. Monologues refer to one-way interaction only without reply. 2. Posts involving two-way or multiple interaction were considered threaded posts, even though they did not invite further responses. i.e. posts which come at the end of a thread) The results showed that the level of critical thinking was higher and wider when posts were threaded than left alone. Threaded posts generated not only higher levels of critical thinking but also knowledge construction almost only- 15 cases of Integration occurred out of a total 16 cases in the threaded posts. Integration stage tended to appear when the initiator of a thread actively responded back to replies of one s original postings (8 out of 15 cases). Or Integration seemed to be generated by other Integrations.(6 out of 15). This seems to lend supports to the view that collaboration contributes to cognitive developments. Then, this raises several questions: 1) what features are most stimulating in inviting responses of others, in turn, facilitating further discussions?, 2) How are such threads initiated and developed? 4.3 Patterns of Critical Thinking Process Figure 3 illustrates the patterns of critical thinking process in the on-line discussion. Of the threaded posts, the phase which stimulated further responses most was phase 2. Comprehension in the both on-line sessions. The session for the topic Marriage culture included 16 cases of threads which were initiated respectively by Comprehension (9 cases/16), Recognition and Exploration ( 3 cases for each), and one unclassified item. The similar results were observed in the discussion for North Korea, displaying Comprehension (7 out of 15 cases) as the most effective stimulus for threaded discussions followed by Recognition and Exploration (3 cases for each). Thus, most discussion started from phase 2. Comprehension. 74
9 Fig.3 Patterns of critical thinking process in on-line discussions Patterns of Critical Thinking Process in On-line Discussions z ( Arrows indicate the flow of interaction. 1. The thicker the arrow, the more frequent the interaction is. 2. Dotted arrows indicate interaction which did not happen but possible to happen.) As seen in Figure 3, critical thinking showed a strong tendency to move forward or sustain at a same level rather than go downward to lower phases. Another characteristic of the process is that participants tended to remain in the Exploration mode. It clearly demonstrates the necessity to establish some kind of knowledge organizers in the discussion who can guide participants toward the advanced levels of thinking as Garrison et al.(2001) suggest. It is also evident from fig.3 that no progress from the Recognition phase to the Comprehension phase appeared. As assumed in the stage of constructing the coding scheme based on the Practical Inquiry Model, Recognition and Comprehension were characterized basically as a initiative phase in which a particular problem or an issue is aroused, detailed functions to perform in each phase differ though. This raises a question as to the role of Comprehension compared to Recognition in terms of critical thinking development. Comprehension was indicated as most common in triggering further responses. However, unfortunately no evidence was found that Comprehension resulted in Integration whether through Exploration or not more than Recognition in the on-line discussion. However, from the fact that Comprehension triggered further responses most, Comprehension can be considered to be an effective factor in inducing a collaborative learning environment. 5. Conclusion The purpose of this study was to evaluate on-line asynchronous discussions 1) as part of the integrated leaning process for complementing face-to-face discussions in developing students critical thinking and 2)as a tool for developing critical thinking among non-native speakers. It is 75
10 concluded that critical thinking was present in both on-line(90%) and face-to-face discussions(50%), but the wider range and higher levels of critical thinking occurred considerably more in on-line discussions. Therefore, it suggests that on-line discussions can create opportunities for developing critical thinking, thus complementing face-to-face discussions in terms of developing critical thinking as an integral part of learning. However, participants mostly engaged in exchanging information rather than constructing new meaning in the on-line discussions. To show asynchronous on-line discussions a tool for enhancing critical thinking among nonnative speakers, this study examined whether the potential of on-line discussions among natives are proved to be true in non-native speakers discussions. The potentials include promoting a collaborative learning environment which enables learners to reflect, formulate ideas and have more thoughtful responses. Integration where knowledge construction takes place was observed to occur when there was active participation from students. Thus, it suggests that collaboration did appear and enabled knowledge construction in the non-native speakers on-line discussions as well. In addition, Integration tended to be also generated when discussions already reached a certain level of critical thinking, that is, another integration phase already appeared in the same thread. It is consistent with the finding from the observation of critical thinking processes in the on-line discussion that critical thinking tended to move forward or sustain at a same level rather than go downward to lower phases. These results imply that care needs to be taken to establish some kind of help from knowledge organizers who can move the thinking process upward. To investigate the critical thinking present in both modes of discussions, this study adopted a Practical Inquiry model with some modifications. Most important were that Comprehension was introduced as a next level of Recognition with the function of initiating a problem with deeper understanding. Comprehension was indicated as most common in triggering further responses, thus considered effective in creating a collaborative environment. References Garrison, D. R., Anderson, T., & Archer, W. (2001a). Critical Inquiry in a Text- based environment: Computer Conferencing in Higher Education. The Internet and Higher Education. 2(2-3), Garrison, D. R., Anderson, T., & Archer, W. (2001b). Critical thinking, cognitive presence and computer conferencing in distance education. American Journal of Distance Education, 15(1), Gunawardena, C. N., Lowe, C. A., & Anderson, T. (1997). Analysis of a global online debate and the development of an interaction analysis model for examining social construction of knowledge in computer conferencing. Journal of Educational Computing Research, 17(4), Harasim, L.M. (1997). Potential of the Web: Interacting in Hyperspace. Retrieved June 16,2004, from: 76
11 Jonassen, D. H. (1994). Technology as cognitive tools: Learners as designers. IT Forum Paper #1. Retrieved June 16, 2000, from the World Wide Web: Kamhi-Stein, L. (2000b). Looking to the future of TESOL teacher education: Web-based bulletin board discussions in a methods course. TESOL Quarterly, 34(3), Lamy, M.-N., & Goodfellow, R.(1999). Reflective Conversation in the virtual language classroom. Language learning & Technology, 2(2), McGroarty, M. (1998). Constructive and constructivist challenges for applied linguistics. Language Learning, 48, Newman, D.R., Johnson, C., Cochrane, C. and Webb, B. (1997) An experiment in group learning technology: evaluating critical thinking in face-to-face and computer-supported seminars. Retrieved June 16, 2004 from the World Wide Web: Warschauer, M. (1996). Comparing face-to-face and electronic discussion in the second language classroom. CALICO Journal, 13(2/3), Warschauer, M. (1997). Computer-mediated Collaborative Learning: Theory and Practice. Modern Language Journal, 81(3), Appendix * Critical thinking process coding model (adapted from Garrison et al. Practical Inquiry Model, 2001) Phases descriptors indicators Phase 1 Initiative recognition An issue, dilemma, problem that emerges from experience is recognized and identified. 1.1 Recognizing a problem: - pass on information on its elements that culminate in a question 1.2 sense of puzzlement: - pose a question - messages that take discussion into new direction Phase 2 comprehension Phase 3 exploration Evocative The nature of the problem is perceived, grasped and aroused. Inquisitive Information, knowledge and alternatives that can help to solve a problem are searched and selected. 2.1 Demonstrating understanding of the stated meaning of a problem: - describe, rephrase, explain a problem 2.2 Inferring the underlying values, beliefs and assumptions of a problem: - speculate, generalize a problem 3.1 Analysis: - examine or break down information into parts - compare, contrast and sequence ideas or facts 3.2 Divergence - Unsubstantiated contradiction of previous ideas e.g, I think that dose not really matter. 77
12 Phase 4 integration Tentative Knowledge is constructed in a new pattern by combining the ideas generated. 3.3 Convergence - Unsubstantiated agreement of previous ideas 3.4 Suggestions for consideration: - Author explicitly characterizes message as exploration; e.g., "Does that seem about right? Or "am I way off the mark?" 3.5 Brainstorming : - Adds to established points but does not systematically defend/justify/develop addition 3.6 Leaps to conclusion: - Offers unsupported opinions 4.1 Convergence: - Reference to previous message followed by substantiated agreement; e.g., "I agree because " - building on, adding to others' ideas 4.2 Proposing tentative solutions: -Justified, developed, defensible, yet tentative hypotheses 4.3 Connecting ideas, synthesis: - Integrating information from various sources(textbook, articles, personal experience) Phase 5 Resolution Committed Proposed solution or hypothesis is vicariously tested through experiments and consensus building. 5.1 Vicarious application to real word 5.2 Testing solutions: Coded 5.3 Defending solutions 78
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subset: commoncrawl


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Are you already insured?
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. All rights reserved


text:
These instructions assume you're using the Terminal app out of the box, without ZSH or any fancy prompts like that. I trust you will be able to adapt these instructions yourself if you do.
Step 1 : Create a symlink called sublime
sudo ln -s "/Applications/Sublime Text.app/Contents/SharedSupport/bin/subl" /usr/local/bin/sublime
Step 2 : Check that your system profile can find the symlink you just created.
open ~/.bash_profile
Step 3 : Add both these lines & then save the file :
alias subl="open -a /Applications/Sublime\ Text.app" export PATH=/usr/local/bin:$PATH
Step 4 : Reload your bash_profile :
source ~/.bash_profile
Done ! You can now navigate to any of your code/script folders in Terminal and open them in Sublime with the following commands :
subl . subl .zshrc
To disable the creation of .ds_store files, launch the Terminal application from /Applications/Utilities/ and enter the following command string exactly:
defaults write com.apple.desktopservices DSDontWriteNetworkStores true
Reboot the Mac for changes to take full effect.
The login screen on your Mac is perfectly functional as it is, but if you want to spice it up a little bit, blogger Jacob Salmela shows you how to customize the login screen with a logo of your choosing.
If you don't want to install a whole program just for a simple tweak it's easy to do manually. All you need is a PNG that's 428 X 248. Then, you'll need to save it as four different files.
Here's instructions:
You need four copies of this file, and they need to be named:
- apple.png
- firstname.lastname@example.com
- apple_s1.png
- firstname.lastname@example.com
Once they are named correctly, just drag them into the following path:
and then choose to replace all of them.
That's it, log out, and you should see your new logo. Head over to Salmela's site for a few sample images and instructions for making your own.
After I check the folder, I just know that the folder owned by "root" user.
ls -lah
sudo chown whoami .config
To disable the creation of .ds_store files, launch the Terminal application from /Applications/Utilities/ and enter the following command string exactly:
defaults write com.apple.desktopservices DSDontWriteNetworkStores true
$string = 'Some Text .... 1. 2 .3. Buy'; $string = preg_replace('~[^0-9]+~','',$string); echo $string; // 123
For delete all version from css & js files in your Wordpress theme - I use function sdt_remove_ver_css_js with one argument. Add this code to your wp-content/themes/your-theme/function.php
// Remove WP Version From Styles add_filter( 'style_loader_src', 'sdt_remove_ver_css_js', 9999 ); // Remove WP Version From Scripts add_filter( 'script_loader_src', 'sdt_remove_ver_css_js', 9999 ); // Function to remove version numbers function sdt_remove_ver_css_js( $src ) { if ( strpos( $src, 'ver=' ) ) $src = remove_query_arg( 'ver', $src ); return $src; }
First - open Finder -> Go to folder -> /Library/Caches
The second - find file com.apple.desktop.admin.png and replays it with your image ;) filename need be same = com.apple.desktop.admin.png. You also may rename jpg file to png without converting.
Open Terminal and enter the following in a single line:
/System/Library/CoreServices/Menu\ Extras/User.menu/Contents/Resources/CGSession -suspend
Launch the Terminal, you'll see a list of all your messages. From the mail prompt, do
$ mail ? delete * ? q
And that should be it. Make sure do to the q after the delete * command, that saves the changes to disk.
Here's the command. Just paste this line into your Terminal, and press return.
defaults write com.apple.screencapture disable-shadow -bool true killall SystemUIServer
To test out your new screenshot settings, just take a quick screenshot by pressing the key combination command-shift-4, followed by the spacebar. You should end up with a beautifully clean window screenshot, free of drop shadows. The best part about this is that your screenshot's dimensions will now finally match the window's dimensions, without all that added padding introduced by the drop shadow. Nice, huh?
If you no longer want these cleaned up windows, you can switch back to the normal shadowed screenshots by pasting the following into your Terminal:
defaults write com.apple.screencapture disable-shadow -bool false killall SystemUIServer
Well done!
On Windows, I could use Tab to shift focus from button to button, so I could "click" on the desired button without having to use a mouse.
It appears that I can't do the same thing on a Mac, or is there a way to do it that I didn't realize?
There is. From System Preferences, under Keyboard » Keyboard Shortcuts, you can enable Full Keyboard navigation. You can also change this by pressing Control+F7
For example - if I want to show popup after page load it appears plus how to code it as like it appears after 1 second of page load.
/* Popup messages */ #popup-wrapper { position: fixed; top: 0; left: 0; width: 100%; height: 100%; background: rgba(255,255,255,.6); z-index: 1001; } #popup { width: 1017px; height: 581px; background: url("/images/system/domotex-2018.jpg"); text-align: center; color: #fff; border: 1px solid #888; box-shadow: #64686e 0px 0px 3px 3px; -moz-box-shadow: #64686e 0px 0px 3px 3px; -webkit-box-shadow: #64686e 0px 0px 3px 3px; position: relative; top: 10%; margin: 0 auto; } /* Popup's styles */ #popup div.bg { background: rgba(38, 38, 38, 0.84) none repeat scroll 0 0; margin: 30px auto 0; width: 487px; } #popup h2 { color: #fff; padding: 25px; margin-top: 15px; } #popup p { padding: 0 0 10px; } #popup input { background: rgba(91, 91, 91, 0.39) none repeat scroll 0 0; border: medium none; color: #777; height: 32px; padding: 5px; position: absolute; right: 0; top: 0; width: 32px; }


text: Most likely you've seen Sarah Smith before. As lead singer for Canadian rock band The Joys she earned international stardom, performed with the likes of Bif Naked, The Trews, Sam Roberts and Bedouin Soundclash. The Joys catapulted themselves all over the map and rode the radio waves across North America.


text:
You should know that Seth Morris is one of the legends of my teacher's flute studio in Boston (along with Ben Smolen!) Although he's been gone for awhile now (he's now principal flute of the Houston Grand Opera & Ballet), people still talk about his incredible playing and artistry. After finally having the opportunity to hear him perform a live recital a couple of weekends ago, I understand what all the buzz is about! My jaw was on the floor the entire time. If you live in Houston, go hear him perform!!
This shoot was a happy coincidence– Seth emailed me inquiring about possibly traveling to San Antonio to do a session with me, but as luck would have it, I already had a trip to Houston in the works. We spent an evening running around the city, hopping in and out of the car, and taking as many photos as possible. We ended with a celebratory McDonald's run (photographic evidence on my Instagram feed, @katelphoto)!


text:
Available Immediately.. $625 a month
(1 mo. rent +1 mo. security due to move in, $1250)
Application and simple credit check required
1 bedroom duplex unit with private entry and full kitchen
Includes nice common areas
Renter responsible for electricity, landlord will pay water and sewage
No pets allowed
Conveniently located near bus line


text:
Separate names with a comma.
Discussion in 'Mac Apps and Mac App Store' started by vastoholic, Apr 21, 2010.
It's not about which network they are on. It's about which file they are accessing and which application they are using to access it. If what you say is true, then Excel allows collaborative access to its spreadsheets. I did not know that Excel allows this. Clearly, Numbers does not.


text:
Coming at us with a beautiful release we have the ones like MBFB dropping the Electro heat with "Starbright". Shooting off solar flares of complex synth work and memorable riffs, this one will have your head spinning and bumping at the same time!
Memorable from the first note, MBFB promptly drop piano stabs and rolling drum hits into "Starbright", delivering movement and high energy before sending listeners along into an epic first breakdown!
"Starbright" is the definition of Electro House, between the grinding basslines, uncompromised melodies, and the pounding drums, MBFB make it clear that this track is a must have!
First up on remix duties is the one like Foxbeat, bringing a harder, dirtier version of "Starbright" to the table. Utilizing all his skill and remix parts to give a different look from the other side of the universe at this stars subsonic sound!
Lastly, Skeletron gives us a double dose of funk and formant bass with his Comlextro fueled rendition of "Starbright" complete with disco rave synths and otherworldly talking bass that send this one out into the boundless reaches of space!
Out Now Exclusively on Beatport
All Other Sites 09/30/2013
Support From
Farace - "Massive!"
Beatz Projekted - "BIGGGG One!!"
Deformaty - "Intense!"
Saam Roberts - "Hell yeah, thats my boys!!! You guys impress me more and more with every track!! This EP just gets better and better!!! Kick its going wilk man!!!"
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ubat kuat lelaki Fundamentals Explained
four) Inca, the king, cap only traveling thug chassis and basic with A2F2H3. He is sufficiently low-cost to guide flying enlargement get-togethers with bless and smite. It is really really remarkable how valuable he is after playing any nation devoid of traveling, cloud trapeze able H3s to assert thrones and direct armies, and it's style of insane individuals utilized to suicide him for nothing en mass to boost Supayas. Continue to, He'll die in almost any video game, at which point He'll get rid of the main queen he finds and turn into a super mummy, which you may nevertheless use to boost supayas For the remainder of time.
Kemunculan jerawat pada remaja adalah biasa, anda boleh mengambil ubat tradisional Cina yang sesuai, pil hormon tidak digalakkan kerana ia akan mengganggukan sistem rembesan dan mempengaruhi kitaran haid, malah menyebabkan masalah jerawat jadi buruk.
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Such as the Aclla, he can pull a in close proximity to suicide assault with a few bodyguards. Except he gets shockwave, so he can do that A great deal earlier, and It truly is more suicidal given that the 1st shockwave will obliterate your individual bodyguards, getting vary 1 as an alternative to five. Later on, he can pull this even though rarely remaining suicidal at all, because Incas are worthwhile plenty of to warrant a bodyguard of Huacas, which is able to endure shockwave and flame eruption, and tank a great deal of assaults.
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If you still haven't pregnant right after a decade of marriage, it is known as feminine infertility or male infertility.
Anda haruslah berhenti mengambil Maharani sewaktu kedatangan haid kerana badan sedang menyingkirkan darah pada masa ini & nutrien Maharani tidak dapt diserap dengan sepenuhnya.
I believe It can be fairly neat this skill is alluded to inside a Pretender description. It will be quite a bit neater if Nazca gets a countrywide version that grants immortality such as the Immortal Coya pulled off. Superior exploration and cost, to make sure that It is additional lore than actually applied.
Getting around massive battlefield buffs transform one is tough with Nazca's small paths, and most circumstances requiring them is probably far better addressed using a especially geared Inca thug.
In the event the glucose concentration in the blood stays higher eventually, the kidneys will get to a threshold of reabsorption, and glucose will probably be excreted during the urine (glycosuria).[fifty nine] This raises the osmotic force in the urine and inhibits reabsorption of drinking water through the kidney, resulting in greater urine generation (polyuria) and amplified fluid reduction.
di sini saya ingin mencuba produk maharani, terlebih dahulu saya ingin menceritakan sedikit permasalah saya,sy di sahkan mempunyai PCOS, dan sedang menjalani rawatan dengan pakar.Saya telah mempunyai seorng anak berusia 4thn, dan merancang utk menambah zuriat, setelah 2thn mencuba tanpa bantuan ubat kesuburuan , sy continue to x pregnan. Kemudian sy berjumpa pakar dan di sahkan PCOS. rawatan yg di beri oleh pihak healthcare facility dng membekalkan saya two jenis ubat iaitu METFORMIN ( utk insulin/kurangkan hormon dlm badan ) dan REDUCTIL ( penurunan berat check here badan ) setelah dua bulan konsisten dlm senaman /mkn seimbang berat saya benar2 turun dari 84kg ke seventy four kg. PCOS sy tidak seperti pesakit lain di mana darah haid tidak datang ber bulan2, sebaliknya saya mengalami haid 2x dalam sebulan iaitu selang eighteen/fifteen hari shj, haid akan datang lagi.
Hello, just simply call me Dayah. Full-time Functioning click here Mom (FTWM) In addition to raising three Young children.I am a nursing mom and supporting breastfeeding. Began to take in Shaklee considering the fact that close 2009. I click here expert the goodness of Shaklee and would like to share with other serious ummu or any authentic persons around.
Selain itu, ia juga mengatasi masalah wanita seperti kedatangan haid yang tidak teratur, sakit haid dan masalah keputihan.
Lammashtas are a lot less because it's awesome, and even more mainly because it's minimal investigate and is also a worry capability Whenever your army is somewhere else but an enemy will come knocking. They don't operate at all in opposition to magic. But I find Nazca actually requires a strategy for if they need anything finished now, but the very best tactic for it will not be investigated for half a yr.


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When we were assigned this project, the challenge was to deal with existing tenants. The plot had two buildings. We had to retain the ground floor of one, and construct above it. The other building was demolished only later since the tenants agreed to shift only after the first building was complete.
Conceptually, the idea was to create a central pedestrian plaza between two buildings. The first building was constructed above the existing ground floor, with portal frame structure. The phase II building has road frontage on either side. So it was designed with a corner feature, with shops abutting on one of the important roads. A horizontal wing connects the two buildings with a double height entrance to the complex. The second building has a small wing to accommodate all tenants, whereas the corner wing accommodates all the offices.


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"If you're not passing, or trying to pass, then you're not racing" (and Other Pro-Tips)
Last Summer we asked some of our oldest and most inspirational friends to submit a coaching tip exclusively for our JUMPCLUB riders. They're not aware of it, but these hombres have helped to shape JUMPCLUB, so blame them for this mess. I've left the best tip till last, no peaking. Actually, I've already given it away in the title. This article needs way more structure.
We needed the biggest names in BMX to kick off JUMPCLUB's Pro-Tips. Top of the list were Simon Tabron and Dale Holmes.It's no secret that Dale Holmes is Jim Dirt's favourite ever racer of all time. Dale runs an awesome community coaching programme in the states and trains some of the quickest pros on the planet. Dale dominated the UK professional class for some 15+ years. Multiple world champ, including professional world champ 3 times. Yep, read that sentence again. But the reason we love him, is how he goes about it. But that's another story. Dale is the fastest person ever to have visited our sunny Bexhill track, sorry Nelson Chanardy you got trumped.
"Listen. Work hard and have fun. Watch the other pros and never be afraid to ask questions. Make goals and work towards them, small steps. Study your sport."
Dale Holmes 3 x Pro World Champ
Just so happens that Simon Tabron has also ridden our humble Bexhill track once or twice and he's also a 3 time pro world champ, this time on vert. Simon has been on top of the UK BMX scene since I can remember. But unlike the rest of us in our 40's, Simon's still improving, genuinely. You'll have seen Simon on one of the extreme channels and BMX magazines everywhere, he's been a regular X-Games and Dew Tour athlete over the years. He took a nasty slam involving a number of pins earlier this year and it's good to see him back rippin' so quickly. I remember Simon showing me a photo of one of his first back flips (Southsea and a mattress) in the early 90's (?). He's come along way since then. Here's some footage of Si at Tony Hawks ramp.
"My favourite tip that I give is this: Always put the riding first. If you do this, everything else will come to you. Don't get too focused on sponsorship, results, magazine coverage, rankings, fame, gossip or what other people think of you, what bike and gear you have. Just focus on your riding. Ride, ride, ride and ride some more. Everything else will follow."
Simon Tabron
BMX Vert Legend, X-Games athlete
Sebastian Keep is a local boy, born in Hastings but most of us local mid-schoolers remember Bas from the mighty Crowhurst ramps. After nailing back flips at just 11 years old (the hard way, off the Crowhurst fly-out onto a mattress) he went onto ride for Hoffman Bikes, Redbull and Cult. He's well known for riding everything, especially massive quarters. Anyhow, he's the best BMXer ever to come from our local area. In May this year, his latest trick featured on what is becoming recognised as the most infamous BMX magazine cover ever. His tip reflects his riding to a tee and should be our club strapline. Bas is a great role model for you JUMPCLUB kids (not that any are reading this..).
"I'd say to never worry about what other people think of your riding, just ride whatever is the most fun for you and do whatever tricks you like doing the most".
Sebastian Keep
Quarter Master
I love the Bexhill track more than my house (not the people in it x). The last refurb we had was a few years back and we chose the UK's best track builder for the job, Phil' Hudu' Charnley, founder of www.dirtworksbmx.com because he gets where we're coming from. Not many guys can genuinely ride a bike and throw a digger around. I repeated this tip to the kids only this morning, works a treat.
"..to jump UP, you gotta crouch DOWN. Load yourself downwards before the lip and leap. The bike will follow".
Track Builder Supreme
One of my BMX idols is my dad, because we had blast enjoying BMX together over the years. We still enjoy chatting about old and new BMX stuff. Randomly, another of my idols is someone else's Dad too, for the very same reason. Scott 'Uncle Buck' Dick, The BMX Time Lord of Hayes Hawks BMX Club. I had the privilege of being interviewed for Ride BMX mag in 2013, I said that every BMX parent should aim to enjoy BMX with their kids as much as Uncle Buck continues to enjoy it with his. Scott wrote me an essay of a tip, my favourite segment which I continue to use with younger riders is:
"Always try to look after your own kit, pack your own bag the night before you go to a coaching session or race. Have Fun".
Scott Dick
Mayor of London BMX
Parents like that tip also. My son didn't listen, he's already lost 2 pairs of gloves this season.
DJ CK Flash. If you're racing BMX in the UK you've heard this guy laugh. He's not only the funniest man in BMX he's also the most motivational (he's genuinely available as key note speaker). He's looking to buy a pub in Hastings, random, but cool for us. BMX loves him, we love him. He recently made a movie, which of course he plugged during the tip:
" One way – keep on rising – keep dreaming and keep your eye on the goal, train hard and you will see the results you want, plan six months ahead on what you want to achieve in BMX."
DJ CK Flash
DJ and BMX Guru
When I attended my British Cycling BMX coaching course, I was miffed that nobody in the room was wearing skate shoes and there was more than one Adidas tracksuit. What people wore on their feet probably wasn't the main focus of the course, but it did weird me out for a moment. Anyhow, the tutors on that course did do the business and completely won me over. They definitely added a new dimension to my coaching head. Nathaniel was one of those tutors, he's a full time BMX coach in London and is bringing some non-stop energy into the London race scene.. Turns out not only does he have the best name in BMX, but he's also had numerous road trips to Bexhill and knows our scene well. He's the kinda guy you want coaching your kid. There are 3 rules to JUMPCLUB which we tell the kids at each session. We should really write them down, as I'm always getting them confused. However, Nathaniel's rule is usually mentioned:
"Listen to the coaches. They will be able to point out areas for improvement that the rider may not be able to see.."
Nathaniel Thaddeus-Cornelius Martin
My favourite of all BMX heroes are TEAM SANO. Drunk, travelled, Scottish and RAD. GoGo answered the call..
"Tell the kids the old Sam Woods tip, "If you're not passing, or trying to pass, then you're not racing!"
BMX traveller & everything good about BMX
I really enjoyed reading out the pro-tips last year, especially to the youngest riders, who frankly hate talking and just wanna ride.
Jim Dirt June 2015


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A SECOND referendum on Brexit was unanimously backed by the Welsh Liberal Democrats at the second day of the party's spring conference today.
The motion, entitled An Exit from Brexit, called for a referendum to be held on the deal reached with the European Union, which would include an option for the UK to remain within Europe.
Presenting the motion, which was backed unanimously by party members, former MEP Peter Price said: "We have an advantage on the other parties. That is that we are united."
He added: "Having your cake and eating it is an illusion.
"(The EU) is like a club, and a club has rules.
"If the EU was to give such a special deal to the UK it would set a precedent.
"The EU is going to set a precedent that leaving means worse off."
Calling for party members and supporters to work across party lines with others who oppose Brexit, Mr Price added: "People are often very motivated not by logic but by feelings of emotion.
"What we have failed to do so far is galvanise that emotion.
"It isn't easy. We need to do a lot more work in fashioning the way we make that emotional argument."
Party leader Jane Dodds also spoke in favour of the motion, saying: "We must galvanise ourselves, we need to get out there."
The second day of the conference also included a motion on the Welsh Government's new plans to reform local government in Wales. Although the motion agreed with the principle of cutting the number of councils in Wales, it suggested the final number should be 14 or 15.
Members also backed a motion calling for schools in Wales to introduce gender-neutral uniforms.
Presenting the motion, Cllr Rhys Taylor of Cardiff City Council said: "We should not dictate to young people what they should wear outside religious codes."
He added more support and training must be offered to teachers in supporting LGBT pupils.
Amy Gaskin of Swansea University's branch of the party also spoke in support of the motion, saying: "There's increasing evidence that male and female brains just don't exist. It's more of a mosaic".
"What right do we have to tell kids they should wear trousers or a skirt, or a tie or no tie," she added.
Today also saw Baroness Christine Humphreys, who was North Wales AM from 1999 until 2001, appointed as the party's new deputy leader. She was the only nominee.
Closing the conference, party president William Powell said: "We've got a rich vein of new talent emerging in the party."
Saying he felt a sense of "optimism and positivism, Mr Powell said: "A kinder, gentler and more inclusive value-based politics – that is what Jane (Dodds) and our wider leadership want to introduce".
For a report on the first day of the conference click here.