text:
Autauga County Tractor Trailer Accident Attorneys
A truck accident can cause catastrophic injuries to the passengers involved due to the weight and size of the truck. A majority of times the truck driver walks away without any severe injuries, but the motor vehicles involved in a truck accident are not always that lucky.
Proper documentation is key if you are injured in a tractor trailer accident. Make sure you have photos, eyewitness accounts, doctor diagnosis, and much more documenting the events surrounding a tractor trailer accident. A truck accident can be devastating and costly for the victim and their family, that's why it is critical to have an experienced Autauga County, Alabama attorney from Floyd Hunter Injury Law to protect your rights.
Some of the most common risk factors involved in Tractor Trailer accidents include:
- Driver Error
- Driver Fatigue
- Equipment Failure
- Improper Loading
All of these factors put motorists at risk. Tractor Trailer Accident cases are extremely complex and usually involve a variety of state and federal obstacles. If you have been injured by a tractor trailer you need an experienced attorney by your side.
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Autauga County is located in Alabama, and has an estimated population of 54,571 people with a total area of 604 square miles. Autauga County is home to many places of interest, including Wilderness Park, Pratt Park, and Swift Creek Park.
Autauga County Legal Resources:
Autauga County Sheriff Department– The Sheriff's office serves all citizens of Autauga County by providing a mix of public safety and public service functions.
Autauga County Probate Office – The Autauga County Probate office is available and responsible for licensing, recording, tags and titles, and Probate Court.


text:
|Agnus Dei Presents!
|If Jesus Sits at the Right Hand of His Father,
Who Sits at the
Right Hand of Jesus?
"Then came to Him the mother of the sons of Zebedee
with her sons, adoring and asking something of Him.
Who said to her: 'What wilt thou?'
She saith to Him: 'Say that these my two sons may sit,
one on Thy Right Hand, and the other on Thy Left, in Thy Kingdom.'
And Jesus answering, said: 'You know not what you ask.
Can you drink the Chalice I shall drink?'
They say to Him: 'We can.'
He saith to them: 'My Chalice indeed you shall drink;
but to sit on My Right or Left Hand is not Mine to give to you,
but to them for whom it is prepared by My Father!' "
Matthew 20:20-24
|"To them for whom it is prepared by" the Eternal Father!
Jesus could not be any clearer.
To sit on His Right or Left Hand was not His to give, for it was His Father's choice.
Yet, the sons of Zebedee were excellent candidates for this honor since Jesus called the younger one, John, His "Beloved Disciple." He was the Apostle who did not abandon our Lord and stood at the Foot of the Cross with the Lord's Mother, as well as caring for the Virgin until Her Assumption into Heaven.
The older brother of John, the Apostle James known as "the Great" — for he was older than James the Less (Jesus' cousin, a son of Mary Cleophas and known as a "brother" of the Lord) — could also qualify for this incredible honor since God granted this son of Zebedee some special firsts: James the Great is the first one to bear witness to an apparition of the Virgin Mary and, at Her instruction, returns to Jerusalem, where he becomes the first Apostle to be martyred!
But these two great witnesses of Truth were not the ones God the Father selected to be at the Right or Left Hand of Jesus.
It is easy to ascertain who sits at the Left Hand of Jesus since that is clearly spelled out in the Scriptures.
When responding to the high priest Caiphas as to whether or not He was "Christ the Son of God, Jesus saith to him: 'Thou has said it. Nevertheless I say to you: hereafter you shall see the Son of Man sitting on the Right Hand of the Power of God … ."
Matthew 26:63-64.
At this remark, it was then that the high priest "rent his garments, saying: 'He hath blasphemed … ' " Matthew 26:65.
Despite the high priest who erred greatly as so many do today, Mark confirms the position of the Son of Man to the Eternal Father when he states in his Gospel that "the Lord Jesus … was taken up into Heaven, and sitteth on the Right Hand of God" 16:19.
There is still an even greater witness to this Truth!
As August 3rd is the Feast of the Finding of the Body of St. Stephen (another feast day our "modern" Church neglects lest we offend those who do not believe), we have absolute confirmation of the Lord's position as Scripture records that the first martyr for Christ was, just before his death at the hands of unbelievers, "full of the Holy Ghost, looking up steadfastly to Heaven, saw the Glory of God, and Jesus standing on the Right Hand of God. And he said: 'Behold, I see the heavens opened, and the Son of Man standing on the Right Hand of God' " Acts of the Apostles 7:55.
According to Sacred Tradition, upon the stoning of Stephen, the Apostles summoned the Virgin and the first Christian martyr died in the arms of our Lord's Mother!
In St. Stephen's vision, the prophecy of Christ to the high priest was fulfilled!
Yet, still they did not believe.
Just as there are "Pharisees" and "scribes" today (anyone for tickets to see The Passion?) who refuse to believe: those who suppress the great Sacred Traditions of the Church; who "protest" against anything extraneous to the Scriptures. Who refuse to give the Lord His rights and the Eternal Father His Right to determine who sits at the Right Hand of His Son!
Something the Eternal Father, according to the Son Himself, has obviously "prepared" since the beginning of creation.
While obvious, it is important that we discuss and comprehend just what exactly these verses mean as we answer the question as to who sits at the Right Hand of Jesus. What is obvious is that pictorially, if Jesus sits at the Right Hand of His Father, then the Eternal Father sits at the LEFT HAND OF THE SON!
No wonder, there was no room for James or John since one position was already "prepared" for God the Father Himself to be at the left of His only-begotten!
Now many might immediately think, based on the Truth of the Most Holy Trinity, that it is the Holy Spirit that sits at the Right Hand of Jesus.
Good thought, but it is wrong.
How can we be so sure?
The Holy Spirit, the Third Person of the Most Holy Trinity, is the culmination of the Love the Eternal Father shares with the Eternal Son. And — as it has been depicted in Sacred Art for two millennia — the Eternal Holy Ghost resides above and between the Father and the Son, forming the Eternal Triangle of Union between the Three.
For the Holy Trinity is the mystery of the "Father Almighty, Eternal God, Who with Thy Only-begotten Son and the Holy Ghost art one God, one Lord; not in the unity of a single person, but in the Trinity of a single nature. For that which we believe on Thy revelation concerning Thy Glory, that same we believe of Thy Son, that same of the Holy Ghost, without difference or discrimination. So that in confessing the true and everlasting Godhead, we shall adore distinction in Persons, oneness in being, and equality in majesty" (from the original preface for Sundays in the Latin Mass).
This Godhead, this Trinity of nature is symbolically and spiritually expressed in the Holy Triangle of Father, Son and Holy Spirit.
That leaves a gaping space at the Right Hand of Jesus!
Obviously, neither James nor John sit at the right of our Lord, for it was not "prepared" for them by the Eternal Father. But it was "prepared" for someone!
As we love to point out, sometimes it is even more interesting when the Scriptures say nothing or hint at other Truths than when verses actually spell them out.
This is true in the case of St. Stephen who confirms Jesus' prophecy to the high priest in a vision of the Son of Man's position with God Almighty.
But Stephen does not speak of who sits at Jesus' Right Hand!
We think there is an absolute reason why this is not mentioned in this part of the Scriptures, because Stephen would not have been able to see it.
It is simply because the Person "prepared" by the Eternal Father to sit at His Son's Right Hand had not yet been taken to Heaven to receive their reward. Instead, at the time of Stephen's vision, this Person was busy, still on Earth, and cradling the first martyr in Her arms as She did Her Son after His Crucifixion!
We all know that Person is Mary!
Miriam, or the "Exalted One" in Hebrew.
The Mother of the Only-Begotten Son of the Father — not the Son as true God from true God, begotten not made and one in Being with the Father, but as True God and True Man! That is the nature of Mary's role in relation to the Second Person of the Most Holy Trinity in which the Third Person came upon Her and "overshadowed" Her that She might bring forth the Savior of the world!
The Son of Mary!
The Woman whom God the Eternal Father "prepared" from the foundation of the world to be the One to give birth to His Son in His human form!
And why would God do this?
Again, the answer is simple and Jesus has given us the answer.
It is, despite the cries of protest-ants, in Scripture.
But, as we constantly state, we must have the faith of a child to accept it.
Today's so-called protest-ants and "scholars" do not have this faith. They instead desire to "reason," "interpret" and re-interpret their faith.
A child, however, does not reason nor interpret. It depends solely upon their mother for their life for they have faith that she would never do them harm nor lead them astray! ("And Wisdom is justified by all Her children" Luke 7:35.)
How did Jesus prove the need for Mary to us in the Scriptures?
Remember when the Pharisees were challenging Him?
"But He said to them: 'How say they that Christ is the son of David? And David himself saith in the book of Psalms: "The Lord said to my Lord, sit thou on My Right Hand, till I make Thy enemies Thy footstool." David then calleth him Lord: and how is He his son?' " Luke 20:41-44.
In the incredible world of our God who is the Alpha and the Omega, the answer to this question is Mary!
For it is Mary who has the royal bloodline of the House of David!
It is Mary who makes Christ the King — the God-Man — the Son of David!
It is Mary who unites the Lord of Lords with the flesh of King David!
It is Mary's "yes" that allows the Holy Spirit to fulfill the prophecy given to David!
It is Mary in Her Divine Motherhood who fulfills the Eternal Father's Divine Mercy plan for His Son to redeem mankind!
It is Mary who gives Jesus Her flesh and blood — the very Flesh and Blood our Savior offers as a Sacrifice to His Father!
It is Mary who forms the Sacred Heart of Jesus within Her Womb!
It is Mary who first hears and touches — as every mother does with their own child's heart — the Sacred Heart of Jesus when the Holy Ghost forms the Son of Man within Her!
It is Mary who is the last to hear Her Son's Sacred Heart when He dies upon the Cross as She witnesses the Blood and Water gush forth as a Fountain of Mercy for us — and then wraps Her Child in His Holy Shroud, touching His Sacred Heart one last time!
It is Mary, therefore, whom the Eternal Father has "prepared" since the foundation of the world to sit at Her Son's Right Hand as the Queen of Mercy!
For it is Mary's office to intercede for all the sons of God with Jesus, just as Jesus intercedes with the Father, as we try desperately to gain that which the Son of God won for us on the Cross!
It is Mary — the Secret of the Seven Thunders that John, the Beloved Disciple, witnesses to! (see Apocalypse 10:4)
Ah, but the protest-ants say, where is your biblical evidence? To what do you base these "wild" exaggerated claims of yours?
Ah, but you biblical idiots, you claim to "comprehend" the symbolism of the Old Testament and the Psalms of David when it comes to the Suffering Messiah, yet your eyes are blind to the Truths of Mary in the Scriptures!
For the Lord has ensured that we all — if we are believers — understand that Jesus has inherited the Throne of David and a Kingdom that is forever!
If one truly believes in Jesus as the Messiah and Son of David, one cannot dispute the fact that Mary has the royal bloodline of the king of Israel.
But David was not the last to sit on his throne.
Before Israel became two separate kingdoms, there was one who sat on David's throne.
It was his son Solomon.
The son of David and Bethsabee (as the Latin Vulgate spells it).
While called the "wisest man who ever lived," Solomon taught us all a lesson that even though one may walk with God, one can go astray if we are not careful.
And while Solomon was the wisest man, there is one who is wiser — yes, of course, it is Jesus; but in the sense of human wisdom, it is Mary, who is the Seat of Wisdom!
In this wisdom, let us not forget who ruled with Solomon over the kingdom of Israel. For it is in the Scriptures.
Was it one of Solomon's wives?
According to the Scriptures, if we count his concubines, Solomon had approximately 700 women to choose from (and, yes, Virginia, we will be extremely chauvinistic here and state how "blessed" Solomon was [we hope our wife is not reading this; oops, she is])!
Which one did Solomon choose to be his queen to reign over Israel with him?
The answer, again, is simple.
It is NONE OF THEM!
Yet, Solomon did have a queen.
Who then was it?
The Scriptures clearly teach us who it was — it was his mother, Bethsabee! The very woman King David committed murder for to bring her into his household!
"And Solomon sat upon the throne of his father David, and his kingdom was exceedingly strengthened. … Then Bethsabee came to King Solomon … and the king rose to meet her, and bowed to her, and sat down upon his throne: and A THRONE WAS SET FOR THE KING'S MOTHER, and SHE SAT ON HIS RIGHT HAND."
III Kings 2:12, 19 (or I Kings for you biblical idiots who do not have the right bible and are missing seven books, including the book of Wisdom!)
"And the Angel said to Her: 'Fear not, Mary, for Thou hast found grace with God. Behold, Thou shalt conceive in Thy Womb, and shalt bring forth a Son; and thou shalt call His Name Jesus. He shall be great, and shall be called the Son of the Most High; and the Lord God shall give unto Him the throne of David His father; and He shall reign in the House of Jacob forever. And of His Kingdom, there shall be no end!"
Luke 1:30-32.
To inherit the throne of David, His "father," is for Jesus to inherit the throne of Solomon, the last legitimate king of Israel who, in turn, first inherited David's royal position.
And, as the Scriptures teach, there is no one else in the entire Universe who can inherit the throne of Solomon. For only the Lamb of God (Agnus Dei!) is worthy!
Indeed, the only One qualified is the One who has been "prepared" by the Eternal Father to Reign over the House of Jacob, for He shall have a "Kingdom" of which "there shall be no end!"
The Scriptures do not lie — whether or not secular fools cannot see it with the faith of a child. Jesus is the Inheritor to the earthly Throne of David. (And, as we look with the eyes of today's current events, isn't it clear the battle over Jerusalem depicts those who are trying to usurp the very Throne of Jesus?)
Jesus (despite the blasphemy of idiotic books like the "Da Vinci Code") had no wives. Yet, when we see the reign of Solomon, he had hundreds of wives. None, however, reigned as Solomon's queen.
Jesus did, however, have a Mother.
Just as Solomon did.
And in the Scriptures, it clearly teaches us that Solomon's wives did not reign over Israel with the king, but, instead, his mother did!
Can it get any clearer for us as to who will Reign with Jesus when He takes possession of His earthly throne?
It is none other than His Mother!
Mary, as Bethsabee did with her son, Solomon, will Reign at the Right Hand of our Lord Jesus — Her Son — on Earth!
Is there, then, any question as to who Reigns at the Right Hand of Jesus in Heaven?
For there can be no difference between Heaven and Earth, since the Lord Himself will reunite both when He Reigns over the New Jerusalem! Apocalypse 21:1-2.
"And He that sat on the Throne, said: 'Behold, I make all things new!' "
Apocalypse 21:5.
The Lord is getting prepared to do that — for we are in the 3rd Day, the 3rd Millennium, where soon the "former things are passed away" Apocalypse 21:4.
Are we prepared for this?
We can never be prepared unless we are willing to accept not a pope, not a president, not a world leader, but the true King and Queen of Heaven and Earth.
And one cannot be prepared if one says, "yes, I accept Jesus," but "no, I do not accept Mary."
For Mary sits at the Right Hand of Jesus as Jesus sits at the Right Hand of the Father!
It is not anyone's "choice."
For it was, is and always has been the choice, command and preparation of the Eternal Father's!
© 2003 Agnus Dei Presents!
|For the Feast of the Queenship of Mary, we plead with the Most Holy Trinity:
Enthrone our Queen, O King!
" … there is no God beside Thee, O Lord.
Renew Thy signs, and work new miracles.
Glorify Thy Hand, and Thy right arm.
Raise up indignation and pour out wrath.
Take away the adversary and crush the enemy.
Hasten the time, and remember the end,
that they may declare Thy wonderful works. …
Gather together all the tribes of Jacob:
that they may know that there is no God
besides Thee, and may declare Thy great works:
and Thou shalt inherit them as from the beginning. ...
Give testimony to them that are Thy creatures
from the beginning, and raise up the prophecies
which the former prophets spoke in Thy Name.
Reward them that patiently wait for Thee,
that Thy prophets may be found faithful:
and hear the prayers of Thy servants …
and let all know that dwell upon the Earth,
that Thou art God, the Beholder of all Ages!"
— Ecclesiasticus 36:5-10, 13, 17-19
from the Mass for the Propagation of the Faith
" … for behold from henceforth,
all generations shall call Me Blessed!
Because He that is mighty,
hath done great things to Me!"
— Mary's Magnificat
Luke 1:48-49

subset: commoncrawl


text:
ALBUQUERQUE, N.M. — Albuquerque Public Schools is moving forward with promised remedies after a racially charged incident at Cibola High School stirred outcries and protests late last year.
An English teacher at Cibola High School, identified by students as Mary Eastin, was accused of calling Navajo student McKenzie Johnson a "bloody Indian" and snipping the end of another Native American girl's braid during a class on Oct. 31.
Following what has been called an act of racism and cultural assault, Superintendent Raquel Reedy told the Board of Education on Wednesday night that the district is moving forward with cultural sensitivity training and adding more Native-centric curricula – two major demands from the community.
Last year, district officials said Eastin's behavior was part of a "Halloween stunt" since she was in costume and acting like a book character. The English teacher later resigned.
Still, Johnson and her family, the president of the Navajo Nation and the local chapter of the American Civil Liberties Union called for changes in APS to prevent incidents in the future.
Reedy said APS has talked with Harvard University, the New Mexico Public Education Department and Native American faculty at the University of New Mexico, among other entities, to draft a solution.
Now, APS will implement new curriculum from the PED, train staff on cultural competency and purchase culturally relevant textbooks.
"I'm very proud of the work we are doing," Reedy said. "We are committed to this and will continue to work on this."
Madelyn Serna Marmol, assistant superintendent of equity, instruction and support, has been working on the APS changes. She said APS will start teaching more Native American history via a curriculum developed by the PED, which has been vetted by all tribes in the state. Social studies teachers will be trained on it at the end of May.
The lessons are supplemental to current teachings in place, explained Serna Marmol.
"What's so good about this curriculum is it's not in place of a social studies subject, but adapts and will be supplemental," she said.
For instance, when history classes learn about a specific time period, this curriculum will also add Native history and narratives from that chapter in history.
And the district is working on a cultural sensitivity training from PED, too.
"We are developing cultural competency for APS faculty about the harms of racism," Reedy said.
Serna Marmol explained PED will train APS leadership first, then the district will work on a plan to train principals and teachers.
Since the training and lesson plans are coming from the state, it's not expected to cost APS any money, Serna Marmol said.
There is also work being done specifically at Cibola.
Serna Marmol told the Journal that staff has been conducting interviews to assess the climate at Cibola and an assembly is scheduled on Feb. 5 to address student safety.
These initiatives come after reports that Cibola had become a contentious place since Halloween, with some students supporting the girls at the center of the incident and others standing in solidarity with the teacher.
In addition, a Native American community forum will be held next Thursday at Paradise Hills Community Center near Cibola. Starting at 5 p.m., the forum will include an update on APS efforts and community members will be able to talk about other needs they see in the district.
This is one of several forums planned around the city, Serna Marmol said.
Other changes at APS include a task force created to get more culturally relevant textbooks and pueblo feast days added to the district calendar.
Wednesday night's meeting was a far cry from a heated Board of Education meeting last month.
Many public forum speakers – Johnson's family, APS students and others from the indigenous community – chided Eastin's actions and pushed APS to do more than issue an apology.
Verbal brawls ensued as speakers pushed back on two mothers speaking in support of Eastin, profanities flying in the boardroom.
And many in the audience said the district was taking too long to make changes.


text:
- Debate
- Open Access
- Published:
Knowledge 'Translation' as social learning: negotiating the uptake of research-based knowledge in practice
BMC Medical Education volume 16, Article number: 76 (2016)
3240 Accesses
17 Citations
7 Altmetric
Knowledge translation and evidence-based practice have relied on research derived from clinical trials, which are considered to be methodologically rigorous. The result is practice recommendations based on a narrow view of evidence. We discuss how, within a practice environment, in fact individuals adopt and apply new evidence derived from multiple sources through ongoing, iterative learning cycles.
The discussion is presented in four sections. After elaborating on the multiple forms of evidence used in practice, in section 2 we argue that the practitioner derives contextualized knowledge through reflective practice. Then, in section 3, the focus shifts from the individual to the team with consideration of social learning and theories of practice. In section 4 we discuss the implications of integrative and negotiated knowledge exchange and generation within the practice environment. Namely, how can we promote the use of research within a team-based, contextualized knowledge environment? We suggest support for: 1) collaborative learning environments for active learning and reflection, 2) engaged scholarship approaches so that practice can inform research in a collaborative manner and 3) leveraging authoritative opinion leaders for their clinical expertise during the shared negotiation of knowledge and research. Our approach also points to implications for studying evidence-informed practice: the identification of practice change (as an outcome) ought to be supplemented with understandings of how and when social negotiation processes occur to achieve integrated knowledge.
This article discusses practice knowledge as dependent on the practice context and on social learning processes, and suggests how research knowledge uptake might be supported from this vantage point.
Over the years, the Evidence-Based Practice (EBP) movement has gained widespread acceptance attributable, in part, to the increasing emphasis on the need for public accountability and transparency in decision-making at the patient, organization and policy levels within the healthcare sector [1, 2]. By shifting the emphasis in decision-making away from clinical expertise and placing it with evidence supplied through rigorous scientific study, practice can be viewed as part of a logical, explicit, transparent, and measurable process [3, 4]. When based on evidence systematically synthesized from methodologically rigorous academic sources, clinical decisions in prescribed circumstances are be viewed as rational, logical and scientific rather than founded on habit or intuition [2, 4]. Over time, practice that is based on the results of methodologically sound research evidence has become synonymous with best practice [3, 5].
Knowledge translation (KT) seeks to narrow the perceived gap between knowledge and practice [6, 7]. KT has been defined as 'a dynamic and iterative process that includes synthesis, dissemination, exchange and ethically-sound application of knowledge to improve the health of Canadians, provide more effective health services and products and strengthen the health care system' (CIHR, www.cihr-irsc.gc.ca/e/29418.html). To determine which knowledge should be 'translated' or promoted for application in practice, KT, like EBP, has relied on the use of the traditional evidence hierarchy in which specific forms of scientific endeavour are assigned greater value on the basis of methodological rigour, while other forms of inquiry and other sources of knowledge or ways of knowing are discounted or rejected [2, 4, 8]. Reliance on linear, techno-rational notions of translation from research generation to selection to creation and dissemination of clinical practice guidelines may have created a 'second translation gap' [9]. It has been suggested that it is time to put aside this linear metaphor of knowledge 'translation' and contemplate instead the way in which a practitioner might incorporate information from a wider range of knowledge sources in the consideration of practice change [2, 10, 11]. As an alternative, the adoption of research-based evidence by healthcare practitioners can be conceived as part of an ongoing, reflexive and dynamic process of integrated social learning in which knowledge is negotiated, co-produced and emergent [1–3, 8, 12].
If one rejects the assumptions associated with the traditional, linear, EBP-linked view of knowledge translation, is it possible to describe a process of social learning in which knowledge is both emergent, and pluralistic, and in which practice and knowledge are not separated? The purpose of this paper is to discuss how individuals can adopt and apply research-based evidence in practice through ongoing, iterative cycles of learning that include processes of reflection and collective negotiation of shared practices. If the ongoing, learning process through which research-based evidence is selected and integrated by practitioners is better understood, then it may be possible to capitalize on this process by identifying potential points of intervention through which improved research uptake can be facilitated in the future.
We begin, in Section 1.0, by suggesting that, despite the emphasis on a narrowly-defined sample of research-based evidence selected for 'translation' into practice settings, multiple forms of evidence are applied at the point of care delivery. Reflective practice, discussed below in section 2.0, is contrasted with evidence-based practice to describe a process that produces contextualized knowledge drawing on a variety of knowledge sources for practice decisions. In section 3.0, the idea of team-based contextualized knowledge developing from individual theories of practice is highlighted. Examples of how social learning communities can negotiate across knowledge sources to derive a communal understanding of practice norms are presented. Implications for practice, related to measuring KT efforts and possible points of intervention to support the uptake of research findings within social learning communities, are discussed in section 4.0.
Multiple ways of knowing
Hierarchies of evidence
According to Sackett, the practice of evidence-based medicine represents the conscientious and explicit integration between the best available evidence derived from systematic research with clinical expertise in decision-making [13]. The process of selecting what research findings represent the best available evidence and should be used to inform the development of recommendations, guidelines or protocols and, of course, to guide practice is based on the application of a traditional hierarchy of evidence in which the highest value is assigned to the pooled analysis or systematic review of the results of high-quality, methodologically-rigorous randomized controlled trials (RCTs). The RCT is considered the methodological gold standard for empiric inquiry addressing intervention efficacy [14]. Forms of research inquiry that do not employ research techniques designed to reduce bias and promote internal study validity (e.g., those that offer uncontrolled within or between group observation, report consensus or case study findings) are not considered to be of sufficient rigour to guide practice and can only be considered in the absence of higher quality evidence [2, 4, 15].
Adherence to traditional hierarchy or levels of evidence mechanisms discourages the use of research from a variety of systematic modes of inquiry designated as weak or considered insufficiently empiric [3]. Empiric evidence has been described as observable and reproducible, transparent, open to scrutiny, and originating in experiment and observation rather than in theory [16]. The RCT is an example of a very specific type of empiric research; however, qualitative inquiry also produces empiric results based on observation and is inclusive of both reflection and experience [16]. While it is increasingly recognized that systematic, qualitative study has value in uncovering hidden meaning or exploring knowledge in context, as well as illuminating participant experiences in interventions, the findings, which are not reproducible, are often regarded as not empirical enough [4, 14, 17]. The hierarchies of evidence approaches that currently dominate the EBP-linked KT landscape typically do not recognize or include findings derived from qualitative study.
Research findings are defined, identified, selected, distilled, discussed, and shaped into guidelines that are provided to healthcare practitioners to provide them with direction regarding what to do to achieve a practice standard based on the best available evidence. The use of a hierarchy or levels-of-evidence-based selection process for identifying which research findings are worthy of this type of linear translation results in the selection of a decontextualized and internally valid evidence base that is less well-suited to real world applications than to controlled, experimental environments [2, 3, 18, 19]. The creation of a selected and distilled evidence base will perpetuate the gap between knowledge and practice if the evidence chosen and the knowledge translation tools created from it (e.g., guidelines, recommendations, protocols) conflict with broad-based knowledge user conceptualizations of evidence that are more inclusive of knowledge derived from multiple sources [2, 20]. This includes research conducted using methods not recognized within the dominant evidence hierarchies.
Practice-based ways of knowing
The notion of evidence as an object to be transferred or translated from researcher to practitioners [1, 8, 21, 22] is a limited conceptualization founded on a series of assumptions about knowledge and practice as follows: a) that knowledge is not emergent, or pluralistic in nature, but instead can be characterized as an objective series of empiric research findings that are value-neutral [4, 10], b) that knowledge can, in fact, be separated from practice in a way that is both useful and meaningful [3, 10, 23], and c) that practice is little more than the application of a series of rapid decisions informed by a selected research evidence base [3, 10].
Practice environments themselves are complex and uncertain, and bear little resemblance to the strictly controlled experimental environment [3]. Context is a complex, multi-layered concept that addresses the practical circumstances of practice environments [14] as well as workplace culture. It is characterised by factors that include organizational artefacts such as institutional language, forms and routines, as well as shared values, team structures and effectiveness, and leadership styles [24]. Information gathered from efficacy research, even when presented in guidelines or recommendations, may not be sufficient to address application in practice environments; healthcare practitioners might judge the information contained in guidelines or recommendations to be impractical or irrelevant, particularly if the 'evidence' as presented does not fit with what is already known, based on knowledge gained from multiple sources, including clinical expertise [2, 20, 22, 25]. Further, efforts to stimulate practice changes across an organization may be resisted on account of cultural norms and structural priorities, suggesting that practice improvements need to be supported by organizational structures and processes if they are to take hold. Understanding practice change and the integration of new research findings into applied practice contexts may also require the adoption of a pluralistic definition of evidence more typical of definitions already employed by practitioners [8, 20].
It is generally acknowledged that a variety of knowledge sources inform practice and service delivery. In the context of the real-world practice environment, evidence can be defined, in its broadest terms, as that which informs effective judgement or decision-making [20]. In the description of the practice of evidence-based medicine, we are told that application of 'best evidence' must consider clinical experience, and context, including patient circumstance [26]. Indeed, most decisions made in practice are based on information that comes from a variety of sources, including clinical experience or expertise, contextual or cultural knowledge as well as practical, ethical, esthetic, and personal knowledge, rather than the results of selected empiric research alone [3, 4, 20, 27, 28]. Wharf-Higgins and colleagues characterize this information as a composite of 'evidence' derived from both hard and soft sources. Soft evidence, the authors suggest, is primarily tacit in nature, built on experience and situated in context, while hard forms are represented by technical and explicit knowledge and information, and that includes research-based evidence [20].
According to Lam [29], human knowledge can be "articulated explicitly" or "manifested implicitly". The former, explicit (or hard) knowledge is characterised by ease of communication and transfer. Tacit knowledge is, by contrast, personal and embodied. It is, by nature, intuitive, unarticulated and action-oriented [29]. Human activity must be considered in relation to location and cannot be understood effectively in isolation; as humans we engage with both our surroundings and 'others' within our surroundings [30]. Learning is generated through integrative interactions with the world and involves both individual and collective practices [29–33]. Practice, Nicolini suggested, is the site of knowing. [30] The way in which soft or implicit, knowledge-in-practice is revealed, and shared between practitioners and across communities plays an important role in how new information is incorporated in the knowledge composite that influences practice [10, 21, 27, 30].
If knowledge-in-practice is emergent, synthesized from different sources within social contexts, the production of more and better clinical guidelines or best practice recommendations is unlikely to narrow the perceived gap between research and practice in a significant way. Research findings, such as those selected for translation via products such as clinical guidelines, represent only one among multiple potential sources of knowledge used in the negotiation of a social and professional understanding of evidence that can be applied in practice [1, 2, 8, 34]. The integration of information based on research findings with knowledge from other sources may be negotiated and applied by healthcare practitioners via processes of individual and collective reflection [1, 35].
There has been an underlying, and perhaps persistent, assumption that evidence-based practice and reflective practice represent two distinct and incompatible frameworks [19]. While EBP and traditional KT have been associated with an "acontextual, generalized, unbiased and predictive type of knowledge" (p 132), reflective practice is perceived as being associated with knowledge that is subjective and bound by context [19]. Reflective practice, in addition, is based on the idea that knowledge cannot be meaningfully separated from action [23]. However, these two perspectives both have value when viewed outside of the language of the traditional evidence hierarchy, and placed within the daily practice contexts of healthcare professionals. Understanding the process of evidence integration and self-evaluation of performance in achieving appropriate and acceptable practices is considered part of EBM [26] and reflection is an important means by which one acquires and develops professional knowledge in practice. EBP may benefit from the use of reflective practice, through the valuing and integration of personal and professional judgements and experiences as essential components of the evidence base [19].
Reflective practice
In 1983, Schön suggested that the dominant epistemology of practice, which he called 'technical rationality', was one in which practice consisted of "instrumental problem-solving made rigorous through application of scientific theory and technique" (p. 21) [36]. Professional knowledge, suitable for application in instrumental problem-solving was characterized as specialized, firmly-bounded, scientific and standardized. Further, Schön suggested that as an essential step to inform adaptation and adoption, professional knowledge was valued according to an accepted hierarchy in which evidence produced via basic science was assigned greater value than applied science, which in turn was perceived as more valuable than specific problem-solving, skills-based knowledge (Schein, 1973 as cited in [36]). Overall, the further removed from specific or situated context(s) and more general the knowledge or information, the greater the value assigned to it.
Like the creation of a 'best evidence' knowledge product or guideline that relies on traditional evidence hierarchies and is separate from, but used to inform action in context, 'technical rationality' is an insufficient model to describe clinical practice or practice change [23, 36, 37]. Practice, as Schön observed, is not made up of easily identified and neatly packaged problems with corresponding evidence-based solutions [36]. The scope of practice, the problems and challenges faced by practitioners, are often greater than can be addressed by the direct application of research-based evidence alone. Instead, other forms of knowledge grounded in the experience of practice itself are required, in addition to research-based evidence, in order to address complex, uncertain or ill-defined situations encountered within the practice environment [36–38].
Practices have been defined as combinations of 1) bodily and mental activities, 2) artefacts and their use and 3) a background, or tacit knowledge which both organizes and gives meaning to the practice [39]. Practices are not simply descriptions of human activity, but are also meaning-making, identity-forming and order-producing [30, 40, 41]. Schon suggested that practice referred to coordinated performance of professionals in completion of their tasks as informed by their specific context [36]. Over time, practitioners, or groups of practitioners, negotiate repertoires of techniques, tools, languages, and other explicit artefacts as well as implicit relations, and tacit conventions via interaction with the context and with each other [29, 36, 40].
In the course of daily practice, individual healthcare practitioners develop a repertoire of techniques, expectations, images, perceptions, and so on. Over time, their personal repertoire becomes increasingly spontaneous, automatic and tacit [36]. This experience-based knowledge, or tacit know-how, is generated in the midst of practice [36, 42, 43], sometimes in response to triggers (like unexpected patient outcomes), and is implicit in patterns of action. Reflective practice, or the critical assessment of one's own actions in order to understand and develop professional skills and abilities [23], provides the practitioner with a means to access this otherwise difficult-to-express form of knowledge and bring experience-based, action-resident knowledge into conscious awareness [3]. Externalization of tacit knowledge, or making the implicit explicit, makes it more amenable to critical review, evaluation, and revision [3, 16, 42].
Social learning and theories of practice
Knowledge creation or learning within a practice environment is not strictly an individual process. Learning is social, and is as much about social culture, context and lived experience as it is about the acquisition of specific facts or technical skills [33, 40, 43]. While each practitioner within a clinical practice environment constructs her or his own personal theory of practice [23, 36], the development and composition of each personal theory, and the inclusion of both tacit and explicit elements within it, is influenced by social context and culture [22, 43]. As Freeman points out, meaningful action is always informed socially and must, therefore, include an element of interaction [33]. Each personal theory of practice, or behavioural schema is subjected to ongoing examination and adjustment. Practitioners use processes of critical reflection or reflective practice to understand and assess their own actions, to compare and reflect on the experiences of other practitioners and to incorporate credible knowledge from other sources, including valid and reliable research findings, in order to change and improve their personal theories [10, 22, 23, 42, 43].
Externalized tacit knowledge, such as might be surfaced from a process of critical reflection, becomes more mobile and can be shared more easily with others. Individual practitioners might seek out other members of their practice community with whom they can exchange experience-based information as they evaluate and re-evaluate their own evolving theories of practice [20, 22, 43]. The acquisition of experience-based knowledge from other practitioners will also be influenced by the presence (or absence) of shared understandings or perspectives associated with membership in their own local practice culture. Members of the same practice community, for instance, will share overlapping perspectives, and some common tacit understanding for 'the way things are done' [34, 42, 43]. Shared narratives or storytelling are commonly used within such a community to share practice-based knowledge [22, 44], as well as knowledge about the local context. Discursive activities such as conversations, discussions, and dialogues are critical tools for establishing associations between different knowledge sources and practice [30]. Interpretation of experiences made available through narrative devices, such as metaphor, used within discursive activity can be facilitated by the common perspectives held within a single practice context or community [40, 42].
Processes of comparison and evaluation are not limited to other team members or professional colleagues who have common contextual understandings. Practitioners also examine their know-how against other available sources of knowledge including formal, research-based evidence [3, 16]. However, the evidence that is considered for this purpose and the extent to which it is integrated into knowledge-for-practice may be influenced by filters derived from personal experience, as well as by other members of the practice environment [43]. A recent scoping review conducted by Thomas & Law [27] identified critical reflection as an important facilitator of research uptake in practice. The review authors suggest that, while tacit knowledge influences the way in which other forms of knowledge are integrated and applied in practice, ongoing reflective practice is an important cognitive process associated with the integration of research evidence.
The process of evaluating and reviewing existing personal practice theory in light of knowledge from other sources and then reconciling and merging new information with it has been described as one of combination [42]. The combination and contextualization of knowledge from varying sources is simultaneously an individual and social process. Combination involves checking and re-checking know-how against the experience of others, examining research-based knowledge and participating in a negotiated process of trial and error to arrive at a revised theory of practice, or a new understanding of how things should be done [22, 40, 42]. This revised behavioural schema can then be internalized by the individual practitioner, filtered through their own tacit knowledge and clinical experience [34, 42, 43]. In this way, practice, or at least the theories of practice or behavioural schemata that are used to guide practice, and the knowledge that informs these theories, is dynamic and emergent.
Individual and collective mindlines
Gabbay & LeMay theorised that, similar to personal theories of practice, practitioners develop "clinical mindlines", which are internalized, collectively-reinforced, often tacit, and informed by multiple knowledge sources including the practice-based experience of other healthcare practitioners in addition to current clinical practice guidelines, recommendations or practice policy [22]. According to Gabbay & LeMay, mindlines are developed through mechanisms of social learning and, like personal theories of practice or internalized behavioural schemata, they are dynamic and emergent [22]. Mindlines are constantly assessed, evaluated, checked against the experience of colleagues and other sources of information such as clinical practice guidelines or research evidence, tested, and revised [22]. In addition, they may be constrained or enabled by the demands of the clinical organization; that is, the physical, social or cultural context, in which practice occurs [22].
Individual mindlines share a reciprocal relationship with collective mindlines; each contributes to the development of the other [22]. In their extensive ethnographic observations of clinicians within general practices, authors Gabbay & LeMay noted that key to this ongoing and, ultimately successful, process of negotiation between practice knowledge, the evidence, contextual factors and what was actually done was the existence of a thriving community of practice (CoP) that had developed within the observed environment(s) [22].
A community of practice is defined to some extent by engagement in the processes of social practice or creating collectively-negotiated, shared repertoires and shared purpose. Engagement of sufficient density and duration fosters both a sense of community, identity and of belonging [40]. Social practice, or that which takes place in a community, encompasses both explicit (artefacts such as tools, language, role-definitions, and so on) and tacit (conventions, assumptions, values, for example) concepts [40, 45]. The negotiation of collective mindlines by the CoP members provided a shared understanding or consensus that, in fact, represented the accepted norms of appropriate practice for the group. When the results of a collective combination process was internalized by the individual practitioner to become part of their own individual mindline or theory of practice, it would be subject to the influence of their own previous experience and knowledge; however, these personal representations remained within the accepted and agreed upon conventions of shared practice [22]. The social process of collective review, assessment and negotiation has the potential to combine knowledge from formal or research sources with practice-based experience. However, the resulting clinical mindline, theory of practice, or accepted group norm in context may not represent a direct operationalization of the best available empiric research or even the current best practice guideline [20, 22]. What is accepted as 'normal practice' may be considered a negotiated truce; the potential for conflict exists amid the vast repertoire of knowledge and perspectives that become apparent when elements of the practice change and conventions are reconsidered [41]. Thus, knowledge-in-practice that has emerged from individual and collective processes of reflection, review, and co-negotiation for application in context might be considered evidence-informed (See Fig. 1 for further information regarding communities of practice).
If knowledge 'translation' is conceived of as a naturally-occurring, ongoing and iterative process of critical reflection and social learning in which practitioners, both individually and collectively, check, re-check and re-negotiate both personal and shared theories of practice, then the potential to support opportunities for research uptake in concert with this process should be identified.
Collaborative learning environments
Learning is not constrained to a structured classroom, but is a fundamentally social phenomenon occurring outside of situations one might identify as a formal educational opportunity [40, 43, 46]. In a true learning organization, both informal and formal learning opportunities are respected and encouraged [46]. If the process by which new research-based evidence or evidence-based guidelines are combined with existing knowledge for application in practice is one of social learning [1, 6] then the social context (i.e. the existing practice organization) has the potential to influence this process.
In learning supportive environments, ample opportunity should be provided to facilitate participation in both formal and informal activities associated with learning, including the negotiation of shared repertoire through engagement in discussion, debate or other forms of storytelling, as well as individual engagement in active learning in practice [20, 22, 24, 46, 47]. The CoP is a social, interpretive approach to learning that supports these activities, naturally. Therefore, the formation of spontaneous CoPs should be encouraged and supported [22, 46] and the work of knowledge creation, innovation and skills development legitimized [46]. In so doing, individual practitioners are not viewed as passive subjects to change, but rather as active agents engaged in shaping knowledge to be applied within the practice environment [47].
Active learning is a process of engagement with experience via critical reflection, learning from practice, and evaluation [24]. Activities such as ongoing critical reflection, experiential learning, shared conversation, and collective negotiation help to support evidence-informed change in the workplace [24, 48–50], as do programs that support strong mentorship [51–55]. To address the challenges of practice in complex healthcare environments, practitioners can use the metacognitive processes of reflection to promote change, particularly within contexts described as "collaborative learning environments" [27]. A focus on continuous, ongoing learning and improvement encourages reflection on and evaluation of evidence from practice as well as from external sources and their ability to integrate new evidence into practice [48]. The adoption of active learning strategies and support for collaborative learning is not a single person activity -- success in fostering a culture of social, engaged learning depends on the commitment of all team members within the practice environment [24].
Potential barriers to active and collaborative learning
In healthcare settings, joint or team working can be about creating new ways of thinking and communicating across professional boundaries that includes negotiating shared knowledge and ways of doing things that are accepted in context [56, 57]. Of course, simply linking individuals together in a practice group or team does not instantly create a learning culture or a community of practice. The presence of strong boundaries established along occupational or disciplinary lines is known to constrain knowledge sharing [57, 58]. Co-creation of knowledge and meaning across established professional boundaries, whether in teams or in communities of practice, depends on the cultivation of trusting relationships and accumulation of social capital, both of which require time and effort [59]. In addition, moving toward an effective culture of learning and practice change requires a willingness to address professional divisions around roles and identities. An unwillingness to examine issues raised by boundaries, possible conflicts, roles and existing power differentials within healthcare contexts limits communication and the exchange or movement of knowledge [60, 61].
Facilitating 'evidence-informed practice' is often based on a techno-rational, problem-solving approach rather than a social, collaborative and active learning approach. Didactic programs offer training to promote evidence-based skills such as searching the literature or evaluating research. While these skills are not unimportant, the success of active learning approaches relies on the availability of leaders or facilitators with the appropriate skills and abilities to lead and sustain active learning and practice development based on collaborative or social learning perspectives. Key facilitators/leaders should be identified and appropriate training and leadership development opportunities should be provided to enable leaders to develop skills in supporting active learning, critical reflection on their own leadership style and promoting sustainability of a learning culture [49, 62]. Similarly, knowledge brokers act to support the flow of knowledge acting as learning coordinators within their own community or group or functioning as knowledge ambassadors between groups [58].
Engaged scholarship
In their recent scoping review, Thomas & Law describe several characteristics of collaborative learning environments that support the uptake of research-based evidence and support evidence-based practices [27]. In addition to working environments that support both individual and collaborative reflective practices and the provision of opportunities for mentoring of students, the authors cited commitment to engaged scholarship, primarily through the use of action-research methods, that included academics, healthcare practitioners and students [27]. Engaged scholarship is defined as a collaborative form of inquiry in which all parties contribute to the co-production of a new, contextualised form of knowledge created from the perspectives and skill sets of all invested parties [63]. This type of collaboration rests on the notion that the processes of knowledge production and translation are social and that the academic and practice worlds can create a collaborative space in which collective action can occur [9]. The expectation that accompanies the idea of co-negotiated knowledge or engaged scholarship is that collaborative action in knowledge production is positively associated with knowledge implementation [9]. If practice is allowed to inform research, through the adoption of action research methods that support collaborative engagement at all stages of inquiry, the results would provide a more realistic representation of what works within real world contexts [64–66].
Importance of clinical experience
Clinical or professional experience, including tacit know-how, is a highly valued, and frequently consulted source of knowledge [20, 22, 27, 67–69]. New knowledge, whether from individual clinical experience or evidence-based clinical practice guidelines, may be checked repeatedly against the professional experience of trusted colleagues, professional authorities or opinion leaders who share an understanding of both practice culture and context and who are able to assess the fit between new knowledge (e.g. clinical practice guidelines) and the current knowledge held by practitioner(s) or by the community of practice [20, 22]. Credibility, in this instance, is not associated with the methodological or technical quality, but with the professional experience of the source who is perceived as a knowledgeable member of the same professional or practice community, and who shares both professional identity and an understanding of context with the information seeker(s) [20, 27]. Information that seems to fit well and that can be confirmed by a trusted knowledge source within a professional CoP is more likely to be included in the collective process of negotiating shared knowledge-in-practice [20, 22, 28].
Within practice environments, trusted authorities or opinion leaders valued because of their clinical experience influence whether (and to what extent) research-based knowledge or knowledge products are used to inform practice [27]. If respected opinion leaders believe that research-based information should be used to inform practice, then this will influence the way in which this type of information is presented for debate, negotiation and combination [27, 28]. Ensuring that professional opinion leaders who are committed and skilled facilitators in local collaborative learning environments are equipped with high-quality evidence that is contextually appropriate represents one way to work within existing social processes of learning in order to facilitate the uptake of valid research-based information.
In consideration of evaluation
Revised conceptualizations of the ways in which evidence is integrated into practice requires revisions to the ways in which evidence-informed practice is studied and evaluated. In an evidence-informed practice, like the one described by Gabbay and LeMay [22], knowledge from a variety of sources that include multiple forms of research-based evidence and experience-based know-how, is transformed through negotiation and combination. As knowledge translation and social learning reflects collaborative, engaged and participatory processes, evaluation approaches should reflect these basic values. Strategic evaluation should be appropriate to the evaluation of complex interventions and integrate approaches that are both inclusive and participatory [48, 49]. In the interests of ongoing theoretical development in the area of knowledge translation, evaluations should illuminate how and under what circumstances research-based evidence is used and combined with other sources of knowledge in order to identify appropriate outcomes that reflect integrated knowledge and the related social negotiation processes rather than relying on determinations of whether practice change was achieved. In addition, consideration should be given to the possibility for critical appraisal of all forms of knowledge that become part of the review and negotiation process in the creation of shared knowledge-in-practice [22, 67, 70].
Additional considerations for future research
It has been suggested that 'reflective capacity' is an essential characteristic for professional competency insomuch as the ability to engage in reflective practice provides the practitioner with the means to engage with new evidence and knowledge to improve practice [35, 71–73]. Reflection and reflective practice, both individual and collective, has been identified as a potential facilitator of research uptake by practitioners [27], perhaps through reflection on action in terms of how one could perform to improve future practice [10, 73]. However, relatively little is known about the association between the processes of reflective practice, both individual and collective, and the integration of research-based information into negotiated knowledge-in-practice or clinical mindlines [27]. Future efforts should also examine the development of reflective capacity at multiple levels (i.e. individual, team/group and organizational levels) within an expansive learning organization that recognizes and provides time, space and support for both informal and formal learning activities. Future work might also focus on how reflective capacity is different or similar to organizational readiness for evidence-informed practice.
Traditional models of knowledge translation have relied heavily on a linear, techno-rational based model in which selections of research-based information are used to inform practice guidelines that are disseminated for application. It is suggested that knowledge used in practice is collaboratively constructed, drawing upon information from a variety of sources -- not just a selection of research-based evidence, as informed by use of a traditional hierarchy of evidence [2]. This collective negotiation of shared practice represents a triangulation of multiple and valued ways of knowing that is inclusive of the both the cultural and contextual complexities of the healthcare environment [8]. Understanding the individual, collective and social processes of learning and practice, supporting collaborative learning environments and undertaking evaluation that reflects the true complexity of the integrative and negotiated knowledge exchange within the practice environment represent important steps forward.
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The authors would like to acknowledge the contributions of Drs. Elizabeth Anne Kinsella (Associate Professor, Faculty of Health Sciences, Western University), and Sandra Regan (Assistant Professor, Arthur Labatt Family School of Nursing, Western University), whose critical examination and insightful comments were an important part of the development process for this manuscript.
Ms. Salter was supported by the Mary Horney Fellowship in Rehabilitation Medicine, Parkwood Hospital, London, ON. Dr. Kothari is partially supported through a CIHR new investigator award in knowledge translation.
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Competing interests
The authors declare that they have no financial or non-financial competing interests pertaining to this manuscript.
Authors' contributions
KS was responsible for development of the paper and wrote the initial draft of the manuscript. AK participated in developing and refining the work, and both authors worked together in subsequent revisions of manuscript. Both authors read and approved the final manuscript.
Authors' information
Salter K is a PhD candidate in health promotion and whose primary interest lies in knowledge translation. Kothari A is an Associate Professor and Faculty Scholar in the School of Health Studies, Faculty of Health Sciences.
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Open Access This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated.
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Salter, K.L., Kothari, A. Knowledge 'Translation' as social learning: negotiating the uptake of research-based knowledge in practice. BMC Med Educ 16, 76 (2016). https://doi.org/10.1186/s12909-016-0585-5
- Knowledge translation
- Social learning
- Reflective practice
- Situated learning
- Informal knowledge


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With family pictures out in full force keeping these babies fresh and clean right up until the first snapshot is not joke! I will just admit I'm not a happy or pleasant person before family pictures! I get stressed, I get snappy, and most of all I get OCD. Of course I want everything to be perfect. I want everyone to smile. I want everyone to look their best. Lastly, I want everyone to have fun. Fun? When I'm running around like a freakign chicken with my head cut off? How is that even possible? I don't know but I'm getting better each year (I'm really not but I tell myself that).
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Parties come in many shapes and sizes. Childhood offers parties with cakes, presents, and soft drinks. However, once you grow older, the meaning of a party is a party with food, dancing and DRINKS!
So, what to do now? As this meeting is much important for me, I probably need to reach at exact time. At that time, only one idea comes to my mind to hire a Delhi to Chandigarh taxi. So, I just rush to the outside, hire the taxi services and attend my meeting on time. This is not happens with me only, a lot of people went through the same situations and at that time, only taxi help them to reach at their destination place. An advantage which you will get from taxi service is you will never get to pay any kind of extra charges to drivers as taxi services have their own fixed prices from one place to other place whereas you need to pay driver also if you hire an independent taxi. These reputed taxi services feel you have smooth and comfortable ride during your travel.
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Make your sightseeing list so you can include The Blarney stone, Bunratty castle, a caveman meal, seeing the church where Christopher Columbus prayed before setting sail, all definite points of interest to see. The Abbey, museums; large and small along with the Waterford Crystal Factory might be included on your "must see " as they were on ours too. The car rental helped us see it all and easily.
Again, your best bet is to check the terms and conditions when hiring any service for car Rental in UK or any other country, to learn about any surprising hidden costs.


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2011 Blogs
08/13/11 Toughness is a Funny Thing
Sorry I haven't been around been working on my new application every free second that I get, since I'm exhausted from yard work and carrying stuff I decided tonight was a good night to blog. The new app has nothing to do with racquetball or ELO Rankings, but with money. Money has been a theme around here for a while, still following Dave Ramsey's plan and we'll be going on vacation soon without debt on a credit card. That's never happened in my life. Anyway looking to hit a mark next June to get one step closer to the next level...being debt free except for the house.
On to the title. I played Racquetball Tuesday and I guess it looked like racquetball. I had a racquet, attire, glove, goggles, etc. But I wasn't there. I broke the strings on my Gearbox GB 125 and was pretty unhappy switching to a slightly heavier racquet with dead strings. I played like crap and the guys had a little too much fun beating me to a pulp. The next day I had to hear about it from One Lee, since a little bird told him about what happened. Grrr. Anyway I also played the next day and was preoccuiped on how I felt (sore) and how I played with a heavier racquet. I switched to another racquet with better strings and crawled to the gym. To get more lumps or so I thought...
It was pretty funny. I won all my doubles games. My serve and shots were much better. I didn't really care about the racquet, my soreness, or what side of the court I was on. I wanted to beat this old rival of mine and surprisingly the body shut up and let me play. So I get these glimpses into focus and toughness that leave me awe struck. Whatever we truly set our mind to, I bet we can achieve. The trick is to really click in and not be artifical. If we need a pep talk, think we're already dead in the water.
07/04/11 Good Doubles on Friday.
I had written off doubles after that fiasco at Hillsborough with my past doubles partners about six months ago. At first, I chalked it up to their personality or whatever, but after six months I honestly don't care. I'm basically tired of feeling like I'm the only one that can't get angry with how people treat me or what they fail to do.
Anyway played doubles with Neil, Rob, and Ronny on Friday and it was actually fun again. Neil and Rob made a great team and I was pleasantly surprised by Neil's ability. He said he's been playing since he was three years old with his Dad. So he's looking for some tournament play in New Jersey. It was good to see and play with Ronny again. Happy 4th Everyone.
06/16/11 Third in A's. About right for my Effort.
Playing once a week, having a poor diet, sleeping like crap, and not lifting weights or drilling let me squeak by with 3rd place. It's been a long time that I actually put any effort into racquetball. I think back to the semi-final against Dave Pollak and my match going to a tie-breaker and losing 11-10. I remember the point where I hit the wall and thinking a little more fitness, a little more practice, and I could be in the finals or maybe even won the whole thing. As League Manager, I kinda frown upon that, but hey I've been taking a beating by these guys for a long time. I'm willing to return the favor any which way possible.
I've made plenty of excuses in the past and wrote about working out or eating a more sensible diet and that's ok. Follow through is the missing piece with all of it. Follow through and a blind beserker rage to get it done could work. Also think I don't get angry enough and either control myself or surpress it. Surpressing anger just leads to despair and a host of other bad things. I'll tell you, I'm very tired of not going after my dreams, sick and tired of my current job and the management there, and angry that I let so many years go by being so financially stupid.
05/15/11 Happy 6th Birthday Jason
Jason's been growing up so fast (turned 6 on Friday) and its hard to believe he's almost done with Kindergarten. Reading and Writing pretty well and playing games on his iPod. We imagined last night wandering in the forest killing goblins and other monsters. He always likes to imagine things. So it's been good for both of us.
I'm determined to get him to swim this Summer and ride a bike without training wheels. It's really sad that I can't focus on simple things with him. Seems like something is always going on and having both my wife and I work really cuts out his free time. So racquetball and other stuff can wait. He needs to swim and ride a bike.
He's still kinda shy and often gets out of his shell a bit. Sometimes he wines a bit too much, but he's pretty determined to get something done in his games, always helpful, and a great son. I love you, Jason.
05/01/11 Focus on the Great
Finished another one Rich Dad/Poor Dad books "Before your Quit your Job." With everything that's been going on lately losing my job could be a distinct possibility. Of course, I've written about that for a long time and looking back should have just left Rutgers when things went south.
Pretty much impossible to have an opinion without ruffling someone's feathers or doing business and not having a couple of problems. Anyway in the book, they wrote that in a bell curve there's a third of people who are great fans of you or your business. There's a third that's undecided and there's a third that just don't like you. Over the years been sensitive to the third that didn't like me. I even had trouble writing for a time trying to please everyone. Well...what's the point? It's not going to change their minds anyway and takes my focus from the other 2/3 that I can help.
Anyway like to think there's people that read my blog for being honest about my life, racquetball, etc. So thanks to the 1/3 that supports me, my leagues, and my business.
03/09/11 Clarity, Guilt, and Performance.
Played last night and actually Monday too at lunch time. Might have gone today, but going to try to get Ashes (Ash Wednesday). Overall played a pretty relaxed game focusing on my shots and favoring my knee a little. Gets kind of boring writing the same thing each time. I need to hit the gym and end my stupid belief that I don't need to work out or that working out hurts my game. Don't think my game is hurt, think it's dead. Need to re-tool and re-condition just about everything.
Guess I'm a bit depressed about my Mom. She's been slowly getting worse with her confusion and memory. Both my parents don't do anything outside of the house and I can only think how that affects them. They've basically kept me at arms length with all the Doctors and stuff, so I know what little they tell me. So it's real easy to feel the failure as a Son and guilty for not going more for my parents. I can't force them to live a more active life, take care of themselves, or even be happy.
I still think the confusion is caused by uncontrolled diabetes (maybe Type II), but no one listens to me about it. There's a couple of times I've caught myself being not exactly focused or totally clear headed. Maybe stress, sleep-deprivation, whatever. Playing Monday and Tuesday (and playing racquetball in general) made me feel pretty good, so maybe I need to watch my own sugar levels more closely and if I can solve the riddle for myself...I can help my Mom. One of my biggest fears is to get old...well older...and not remember my life. I know how much it hurts me with my Mom, would hate to put my family through that. Hell, I don't want to lose myself either. Anyway I know it's not the usual stuff, but it's been running around in my head for a while and blocking other projects. So might as well get it out there and move on.
02/20/11 Reality Check? That hurts!
Nick Holerca has been showing up the past couple of weeks and been giving me a good old fashioned beat down. I get close sometimes and others it's pretty ugly. I also gave Rob a couple of tips on his backhand and after some practice he came back to win a game against me. One Lee, always honest and to the point, said it's your reality check. Then he gave me some encouragement and said go change it.
Still didn't feel right think I have a cold or recovering from the flu. Anyway still played pretty hard and illnesses aside I still don't think I would have won. I've lost a good deal of weight since January, so hopefully put one excuse to bed when I reach 208 or lower. I haven't been 208 in probably ten years or more. Next excuses to tackle is of course lack of practice and strength training.
Cutting out soda helped me drop a lot of weight. Cutting out candy and other crap made up the rest. Thought I would miss it and I cheat a bit on the weekends, but I feel guilty about it since I'm just moving the bar backward a bit. Then the Wii Fit gives me a weird reading and I get pissed.
Anyway the goal is to play my best without excuses. Don't remember the last time I actually did that.
1/16/11 Double Kill Reunited Briefly
We did manage to get some doubles in and even a round robin over at Hillsborough called "Partners in Crime". It's been almost four years since the last time and he hasn't had a chance to play any racquetball and we all know I've been playing umm...less, but still caught Leigh making some of his shots and with some power. Caught him breathing heavy after a couple of long rallies. So was going into the robin with the sole purpose of having fun.
When I was calling up to register. Gloria was kind of concerned about me playing the recreational Doubles instead of Open/A. I was like really? Me? I've been getting spanking in Open Doubles at Hillsborough for as long as I can remember. Anyway Leigh had to leave Monday, so it was rec' doubles or nothing.
I admit a couple of times things got a little ugly especially when we played my ex-partner. Sometimes people are just too similar and start off on the wrong foot. Anyway I shutdown that game and wanted it to be over. Since no one was having fun and both sides had some bad calls. So much for rec' doubles.
Think it was a couple of games later when things meshed together and we played a lot better without any BS. Leigh's family showed up to cheer us on and I think it cooled Leigh down to play his best. It also rev'ed me up to play better. After we won that game, I told Leigh that's how I remember us.
There were a couple of juniors in the robin and I was pretty impressed with their play. Leigh occasionally pulled out most of the stops on his shots and the kids answered back. So I didn't want to over power the kids just place my shots and have fun. I also thought I might be embarrassed to see my best drive serve get rolled out.
On the topic of Rollout, saw a couple of people wearing some Rollout shirts and heard from Gloria Jon Clay was working with them. Anyway pretty cool and keep going!
The best part of the night had to be playing Scott Mateyka's son in doubles. On a point, I served only to look back and see the kid with his racquet up. I laughed pretty hard since it was a cool use of the rules and that I was being re schooled by a kid. Also some good shot power from the kid.
It was great to see more kids playing racquetball. I was surprised at how serious they were playing. I also saw some anger and frustration...which I don't think is good for kids to get in the habit of doing. There's plenty of adults doing that already.
1/7/11 Might as Well be Honest
What's this year going to bring? Hope good things. I think a lot more honesty on my site. Been slowly conditioned not to write about a couple of things related to racquetball and that's not ok. I saw someone's post on FB about a criticism "someone" wrote. I quickly scanned my past posts and didn't see anything, but the fact I did that shows how whipped I've become. I don't know if I was the intended target, but it's happened before. That's ok too, but if certain people are going to use their imaginations about some of my posts. Then might as well go for broke and spice things up. After all, not sure if they are really on my side anyway. As I've had painfully repeated in my life if there's a doubt in a relationship, there's a big problem.
Figured I need to get on the ball and posting when my friend, Alex, called me up to see how I was doing. Thanks dude.
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