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For decades, teacher education (TE) has struggled to address concerns with fragmentation of knowledge between courses and the related disconnection between theoretical knowledge and teachers' practical work in schools (Darling-Hammond, 2006; Grossman, Hammerness, & Mcdonald, 2009; Russell, McPherson, & Martin, 2001). Layered on top of these challenges, education reforms introduced in many western countries, characterized by free markets, privatization, and increased national and individual competition based on neoliberal ideologies, have radically redefined the work of teachers and teaching (Conroy, Hulme & Menter, 2013). Success in teaching has been reduced to measurable outcomes with teachers having more "managed" career paths (Loughran & Hamilton, 2016).
As noted by Loughran and Hamilton (2016), schools have become more complex and diverse with each lesson composed of multiple elements, highly interconnected and interdependent, where the boundaries of teaching and learning are continuously being re-negotiated through technology. These technologies offer layers of complexities between the interactions amongst students and between teachers and students, with increasingly complex contexts not previously imagined. There is a need to shift the language of TE to help teachers develop more effectively to address the needs of students, as they become teachers in a more complex and changing society. Both Loughran and Hamilton (2016) and Hagar and Hodkinson (2011) argued that professional learning has been framed as the transfer and application of acquired theory, as participation in highly contextualised communities of practice, or as adaption as teachers reconstruct and transform their professional knowledge. Loughran and Hamilton (2016) stated, "there is a need to think beyond these, while also retaining and blending ideas that are compatible with a complexivist philosophy of learning" (p. 356). In agreement, we have explored this application of complexivist philosophy. Emphasizing the interaction of parts in a TE program and working from the ground up, we have focused on a relational approach to knowing that offers a perspective that frames human learning and the cognitive processes it entails as distributed in the world and our interactions in that world (Sanford, Hopper & Starr, 2015).
Typically TE programs have "been divided between foundations courses, on the one hand, and methods courses, on the other" (Grossman et al., 2009, p. 274). Foundations courses include knowledge of learners and learning, from educational psychology, including knowledge of the purposes of school, taken from history and philosophy of education, and knowledge of school and classroom structures taken from a management orientation. "Methods" courses have generally included the courses focused on practice, including courses related to the teaching of particular subject matter, planning, management, and assessment. However, as noted by Britzman (1986) and very much still the same,
the university provides the theories, methods, and skills; schools provide the classroom, curriculum, and students; and the student teacher provides the individual effort; all of which combine to produce the finished product of professional teacher. This training model, however, ignores the role of the social and political context of teacher education while emphasizing the individual's effort. Here, the social problem of becoming a teacher is reduced to an individual struggle. Furthermore, this problem is exacerbated by the dominant cultural view of the teacher as rugged individualist. (p. 442)
Russell and Martin (2016) further commented that quality in TE will continue to remain elusive whilst aspects of TE such as courses, induction, and professional development remain disconnected. As they stated,
there are no connective tissues holding things together within or across the different phases of learning to teach. The typical pre-service program is a collection of unrelated courses and field experiences. Most induction programs have no curriculum, and mentoring is a highly individualistic process. (p. 1049)
These systemic flaws in TE speak to a need to rethink how we design pre-service TE programs. In this paper, we offer insights on a cluster of courses in a TE program that offer us hope that such redesign, focused on promoting the "connective tissue," is possible. However, first we focus on what has been promoted through scholarly review about how learning should be promoted in schools. To do this, we turn to the Organisation for Economic Co-operation and Development (OECD, 2010, 2013) and Hattie's (2012) large-scale literature reviews on student learning in schools. Though motivated by promoting economic growth through educated citizens, both these reviews point to certain themes that have the greatest positive effect on student learning with the key factor being the quality of teachers who are able to realize these themes. From this foundation, we then explore different types of teacher knowledge that we need to consider to create quality teachers.
Among the plethora of commentaries on learning and teaching, we have noted the pervasive impact of international documents such as Innovative Learning Environments (OECD, 2013), The Nature of Learning (OECD, 2010), and Visible Learning for Teachers: Maximizing Impact on Learning (Hattie, 2012). These reviews signpost the type of learning experiences those teachers from effective TE programs should be able to promote. The reasons for a close examination of OECD publications and Hattie's (2012) work are two-fold. Firstly, the publications are the result of meta-studies that summarize diverse research findings in the past decade and from around the world. Therefore, they are largely in a position to reflect a general picture of the recent developments in learning and teaching. Secondly, all of the publications directly address the issue of learning and teaching, though the OECD series focuses on learning and learners, while Hattie targets teaching and teachers. However, as will be shown in the following analysis, both make a number of similar claims that point to themes in learning and teaching that have emerged over the past decade.
The OECD (2010, 2013) publications summarized the research results from its international study — Innovative Learning Environments (ILE), which was focused on innovative ways of organizing learning for young people with the view to positively influencing the contemporary education reform agenda. In regard to ILE, the researchers found that there is general consensus in the learning sciences that the context of learning matters and that learning is situated (Barab & Plucker, 2002; Lave & Wenger, 1991). The researchers' notion of "learning environments" referred to "an organic, holistic concept that embraces the learning taking place as well as the setting: an ecosystem of learning that includes the activity and outcomes of the learning" (OECD, 2013, p. 22).
In Hattie's (2012) Visible Learning for Teachers, a meta-analysis was used to examine large data sets so as to identify what matters in learning and teaching. Hattie highlighted the idea of "visible teaching" described as "when teachers see learning occurring or not occurring, they intervene in calculated and meaningful ways to alter the direction of learning to attain various shared, specific, and challenging goals" (p. 15). Additionally, he described "teachers as activators, as deliberate change agents, and as directors of learning" (p. 17); and "when teaching and learning are visible, there is a greater likelihood of students reaching higher levels of achievement" (p. 18). Hattie concluded, "enhancing teacher quality is one of the keys...[the] mind frame that leads to the greatest positive effect on student learning and achievement" (p. 167). Such a conclusion begs the question of what TE programs can do to enable such a disposition or mind frame.
A convergence of the publications generates a number of common themes on how to have the greatest positive effect on student learning to inform TE.
Theme 1: Learner-centeredness. The OECD publications and Hattie agree on the importance of a focus on the individual learner, knowing their prior knowledge, ways of thinking, motivation and emotion, as well as what appropriate challenges should be provided on an individual basis. In a word, they are unanimous in discarding the "one-size-fits-all" type of teaching and in advocating a more adaptive pattern of teaching.
Theme 2: Formative cycles among pedagogical components. Both stress a knowledge base for teachers so as to have an impact on student learning. Moreover, through pedagogical content knowledge1 and resources, educators should develop a formative cycle of inquiry and redesign so as to create positive learning environments.
Theme 3: Learning and teaching are social. Both learners and teachers are encouraged to visibly communicate about their learning and teaching so as to be part of the knowledge construction process.
Theme 4: Assessment for learning. Assessment should be administered for the purpose of learning and teachers are encouraged to use formative assessment to enhance learning.
Theme 5: Connectedness in learning and teaching. There is the need for connectedness between ideas, subjects, and different learning organizations, e.g. schools, universities, and administration. Partnerships among these organizations are also encouraged.
What we have taken from the above summary of reviews is that innovative teacher education learning environments should parallel the type of learning advocated by these reviews. For example, for students becoming teachers, there is a need to focus on their "readiness" to learn and their ability to build strong social networks between peers and "mentor" teachers. Additionally, assessments made of them by instructors should focus on formative growth rather than summative ranking. Further, there needs to be structured connections between universities and schools, both formally within scheduled class time and informally via digital spaces and out of class activities.
In this section, we explore professional learning for teachers. Teacher knowledge has been framed on the basis of two fundamental modes of thought — "narrative" and "paradigmatic" (Bruner, 1986; Munby, Russell, & Martin, 2001). Teacher knowledge relies on both modes; propositional and research findings contribute to paradigmatic deep thinking for professional knowledge that is then taught in university courses; narrative thought is cumulative and captured by each individual in the unique context of particular classrooms with anecdotes and stories often developed through practicum experiences. It is useful to consider narrative thinking as developing from: (1) personal knowledge, associated with beliefs and values from being taught and from experiences in the role of teacher (Darling-Hammond, 2006; Kagan, 1992); and (2) contextual knowledge about processes such as procedures and routines, assessment practices, materials and objects, cultural understanding and students, filtered by an individual's personal knowledge within the context of particular classrooms and schools (Korthagen, Loughran, & Russell, 2006; Lave & Wenger, 1991). The narrative mode comes to teachers naturally and can be developed through reflection, but paradigmatic thinking is less readily accessible. Initially developed in student TE and professional communities, it frames how to view, share, and understand professional practice by creating a set of assumptions and worldviews that permit what constitutes legitimate knowledge (Munby et al., 2001; Putman & Borko, 2000). However, unless this paradigmatic deep knowing connects and is shaped by embedded professional practice, it can become distant, fragmented, and lacking coherent theoretical frameworks that make sense in practice (Hoban, 2002).
Paradigmatic teacher knowledge has been termed by Cochran-Smith and Lytle (1999) as "knowledge-for-practice." Early notions of teacher knowledge grew from this tradition and focused on models proposing that teacher knowledge was reflected in the difference in expertise in regards to knowing content and having experience applying it in practice. In particular, information-processing studies have focused on the cognitive processes teachers use in thinking about teaching with expert-novice studies focused on unravelling the knowledge structures of each respective group (Kagan, 1992). This research offered a positivist perspective on knowledge with much of the current understanding of teacher knowledge being built on the conception that knowing more leads to more effective practice. This type of knowledge-for-practice conception of teaching has contributed to the professional status of TE. The problem is that this formalized knowledge is distant from the practical knowledge of learning to teach, and as such feeds the teaching-as-telling default style of higher education (Finkel, 2000). Figure 1 represents how this knowledge-for-practice works as an external perspective on the "landscape of teaching practices" where researching that landscape then creates the paradigmatic accounts that are fed back to the teaching profession as content to be taken up to improve practice.
Figure 1. Diagram of knowledge-for-practice focused on paradigmatic thinking
In TE research, the shift in the 1990s was to more narrative thinking, moving from an emphasis on the teacher and what they know to the relationship between teacher, student, and content. Concepts such as pedagogical content knowledge (Shulman, 1986), practical knowledge (Munby et. al., 2001), and personal practical knowledge (Clandinin & Connelly, 2004) were developed. Studies focused on these concepts have explored how teachers invent knowledge-in-action and how they learn to make knowledge explicit through deliberation and reflection. These studies considered both what teachers know about their subject matter and how that knowledge is translated into classroom curricular activities and then into pedagogical representations that connect with the prior knowledge and dispositions of the learner. Cochran-Smith and Lytle (1999) have termed this as "knowledge-as-practice." This body of knowledge has developed largely from a naturalistic mode of inquiry "as it is expressed or embedded in the artistry of practice, in teachers' reflections on practice, in teachers' practical inquiries, and/or in teachers' narrative accounts of practice" (Cochran-Smith & Lytle, 1999, p. 202).
In this approach, the focus is on how professional practice interacts with other constituent elements of a situation to produce the desired outcome. This represents a shift from the individualistic "acquisitional" metaphor to more situated and sociocultural views, with reflection in relation to professional knowledge and the messiness of "real" practice. Increasingly, professional learning is focused on a "'participational' metaphor for learning. These views emphasize the importance of environment, rules, tools and social relations; they show that knowing is always situated in activity and therefore is particular to settings and communities" (Fenwick & Nerland, 2014, pp. 2-3). Figure 2 captures the idea that narrative thinking, associated with knowledge-as-practice, is located in the landscapes of professional practice, emerging from the complex realities of professionals in the field.
Figure 2. Diagram of Knowledge-as-practice focused on narrative thinking
This narrative thinking connects with paradigmatic thinking, especially as research validity is broadened to include more qualitative and critical perspectives on how we make claims to truth (Denzin & Lincoln, 2000). As research into professional practice integrates more naturalistic and post-structural views of social reality, knowledge-for-practice becomes enriched and developed with knowledge-as-practice conceptions of professional learning. In addition, landscapes of professional practices then include university teaching and learning practices as well as those associated with the field. For example, the expansion in the use of self-study as a method of researching teaching in higher education offers good examples of how knowledge-as-practice and knowledge-for-practice have come together in university communities (Clandinin & Connelly, 2004; Loughran, Hamilton, LaBoskey, & Russell, 2004).
A third body of knowledge on teacher learning is based on a collective, action research model for teacher learning (Carr & Kemmis, 1986). This body of knowledge focuses upon teacher learning as knowledge-of-practice (Cochran-Smith & Lytle, 1999). As such, the knowledge-of-practice conception does not separate formal and practical knowledge. In knowledge-of-practice, the assumption is that through inquiry, teachers across their professional careers make problematic their own knowledge and practice as well as the knowledge and practice of others (Loughran et al., 2004). Practice is more than practical. The knowledge that teachers need to teach well is more than what emanates from systematic inquiries. Knowledge-of-practice is constructed collectively within local and broader communities. In this view of teacher learning, teacher knowledge is not separate from the knower, but is constructed within his or her intellectual, social, and cultural contexts of teaching both in schools and in the university. Such a body of knowledge relies on a context of teaching practice where the problems of under-resourced situations, diverse student populations, and lives beyond the classroom are interwoven within the demands for student learning.
Figure 3 represents how knowledge-of-practice promotes systems thinking. Here professional practices are located within affordances of the situation as well as the practical skills of the practitioner. Systems thinking encourages a broader perspective on practice as not universally defined but rather as a product of practitioner, task, and environment interactions within nested systems of influence. For example, as noted by Conroy, Hulme, and Menter (2013), the increasing pressure from neo-liberal political agendas that advocate "deregulation and market-based solutions" (p. 588) to resourcing schools, hospitals, and community centres creates systemic pressures on professional practice. Such a mindset critiques the professional knowledge claims of a specialist's knowledge offered by university-based educators who, in turn, emphasize the complexity of professions and the role of university education as a public good (Darling-Hammond & Lieberman, 2012). As professionals, we have to navigate these constraints with a commitment to the benefits and purposes of our profession.
Figure 3. Diagram of knowledge-of-practice focused on systems thinking
In the last decade, it has become clear that paradigmatic and narrative thinking need to be framed by systems thinking (Davis & Sumara, 2012; Hoban, 2002). A system here refers to a configuration of parts connected and joined together by a web of relationships. Systems thinking relates to processes of understanding how things, regarded as systems, influence one another within large nested systems. We have come to believe that a systems-based framework, grounded in complexity theory, offers a way of synthesizing paradigmatic and narrative learning by "focusing on the relationships between and among personal, social and contextual conditions for teacher learning'' (Hoban, 2002, p. 65). Similarly, Fenwick and Nerland (2014) commented, in regards to all professional fields, that professional learning has become more located in inquiry about situated practice. That is, researchers in professional programs are "committed to analyzing the important role of materials and bodies as dynamic, fundamentally enmeshed with activity in everyday practices." This, combined with social forces associated with "symbols and meanings, desires and fears, politics and cultural discourses," means that both "material and social forces are mutually implicated in bringing forth everyday activities" (Fenwick & Nerland, 2014, p. 3). This knowledge-of-practice is therefore nested in systems or sub-systems networked together in complex relations that constrain and enable professional practice.
Figure 4 considers how separate but related ways of knowing practice can be integrated through the dynamic of professional practice. The knowledge of professional practice needs to be developed within communities of practice that intersect across boundaries of practice in the field, in the university and across community programs. Critically, research has to be infused into professional learning as a personal and contextual practice as well as part of a more formal process that generates knowledge-for-practice.
Figure 4. Systems thinking and professional knowledge in the landscape of professional practices
All three of these bodies of knowledge have informed our understanding of TE. However, some programs focus on a conventional process of knowing, learning, teaching, and assessing where knowledge is transmitted to students and mostly assessed through written tests, essay papers, and group projects. Table 1 summarizes the conventional approach with a focus on cognitive science notions of information processes for learning. The integrated approach has always existed in TE programs through "experiential" based practicum; however, this ignores the separation of roles from being a student at university and then a teacher in the school (Lave & Wenger, 1991). With an integrated approach, the idea is that student teachers and instructors can co-exist in both university and schools as practices advocated by conventional wisdom are adapted and modelled in context (Hopper & Sanford, 2008), and that learning to be a teacher emerges from becoming a "student of teaching" (Dewey, 1904, p. 15). Assessment then becomes a reflection on a student's forming teaching identity and practice in context where knowledge from the "core" content becomes connected to the messiness and challenges of working with students in school systems. The final column in Table 1 focuses on the knowledge-of-practice and builds on the previous two columns. The networked knowing relies on teachers being connected to other practitioners and colleagues through an array of participatory technologies (Hoban, 2002). Here, insights on teaching practice would be shared in learning communities through narrative, rich media, sharing of resources, and linking to big ideas related to education freely available on the Internet. In networked knowing, insights on how to navigate the constraints of systems would frame exchanges as teachers were attracted to ideas that addressed problems they have encountered or if they offered new ways to develop existing practices.
Table 1. Dimensions of education programs and teacher knowledge
"Core Content"
Established knowledge
In relation to field experiences
Adapting and connecting in communities of practice
Information processing.
Content and testing
Situated learning
Distributed cognition
Role and reflection
Complex emergence Transforming interactions person-activity-environment
Lecture, group work
Modeling & adapting in context
Collaboration, and shared interests
Reproduce knowledge. Exams and tests
Student reflect on practice in context
Collect and share authentic artifacts with and valued by mentors and peers
This networked "participatory" way of developing teacher knowledge resonates with the complexivist approach to educational change focused on the interactions between agents of system with the affordances of the environment that allows the a complex learning system to emerge (Davis & Sumara, 2005; Hoban, 2002). This has led us to explore the use of electronic portfolios as a vehicle to map student development (Hopper, Sanford, & Bonsor-Kurki, 2012), to enable program renewal (Hopper & Sanford, 2010) and to form a professional hub, an extended memory for the forming teacher shared with a web of peers (Hopper, Sanford, Fu, & Monk, 2016; Sanford et al., 2015). As advocated by Hoban (2002), the networked professional then becomes the intelligent agent of a self-organizing system of teacher practices as they are able to carry information about themselves from actions towards intended actions in the pursuit of quality teaching.
In the next section, we share a review on how digital electronic-portfolios (ePs) have been used as a vehicle to better integrate theoretical and practical understandings of learning and teaching as novice professionals learn to think from narrative, paradigmatic, and systems perspectives. The final section then outlines a TE program we have conceptualized and implemented in order to more clearly integrate deep conceptual understandings of education with cumulative narratives of education in practice. Our intent is to generate more transformative learning experiences for students in professional programs as they learn to navigate the complex realities of professional practice.
ePORTFOLIOS AS CONNECTIVE TISSUE IN A PROFESSIONAL PROGRAM
For the past eight years we have been using eP in TE programs (Hopper et al., 2012). Our literature review on ePs generally distinguished three types of eP: (1) learning or developmental; (2) assessment for credential; and (3) showcase of best work; other scholars have made similar observations (Abrami & Barrett, 2005; Karsenti, Dumouchel, & Collin, 2014). For this paper, we are interested in the context of eP use that has gone beyond showcasing and documentation, but rather as a learning tool and the "connective tissue" in teacher education (Russell & Martin, 2016).
Conceiving eP as a learning tool has been noted by other scholars. Johnsen (2012) found that eP made learning visible by enabling students to express their learning. Other scholars have used eP as a learning strategy (Lin, 2008), a scaffold for students' learning (Masters, 2013), and a personal developmental learning tool or transformational learning process through reflection (Lopez-Fernandes & Rodriguez-Illera, 2009).
Other scholars have focused on using eP to create a learning community. Hughes and Purnell (2008) explored the sharing function of eP to create a community of practice for pre-service teachers. Ehiyazaryan-White (2012) examined the dialogic potential of eP in formative peer-to-peer and instructor feedback and claimed that eP can be used to create communities of learning and achieve learner-centered pedagogy.
Still other scholars framed eP as a more complex phenomenon where its multiple functions should be viewed within a holistic system. Some of them have also made some efforts to visually map the eP process. Wakimoto and Lewis (2014) discovered that students valued eP for its multiple functions, be it a form of summative assessment, a developmental tool for professional competences, an opportunity to gain technology skills, or a means to build communities of practice through peer-to-peer interaction.
Reflecting on the literature and our own research (Hopper et al., 2016), we have defined an eP process as a form of authentic assessment process that integrates both the summative and formative modes of assessment. It utilises peer feedback in relation to co-constructed criteria around professional competencies and self-assessment through reflection on how students have learned what they have learned. The eP process connects both the personal and professional identities of students with their evolving professional learning communities.
What, then, does a program of TE look like if the features above are taken into consideration? Recognizing that the innovative organizations of learning include acknowledgement of situated and contextual elements, the Transformation Teacher Education (TRUVIC) program has sought to create in one term a program that is holistic, interconnected, and located across learning contexts (campus, schools, community), addressing issues of fragmentation that continue to exist in contemporary TE programs. To help the courses self-organize (ie. to form around certain principles), they are structured around Indigenous teaching and learning principles, where teacher candidates (TCs) are asked to (1) put the learning of their peers before their own, (2) consider how their work supports learners for the next seven generations, and (3) use their passions to ignite the potential of the entire community (Hopper, 2015). Instructors work collaboratively throughout the term to connect six courses and requisite assignments, creating activities that enable identity formation /exploration, connect campus and school (eP, inquiry projects), are common to multiple courses (multidisciplinary unit plans), are cyclical (i.e., peer teaching sequences), demonstrate multiple perspectives, interweave Indigenous principles, and are collaborative rather than competitive with contract grading practices (Hopper et al., 2012). In some cases, the instructors collaborate, and in others, they acknowledge and integrate the learning experiences of each of the courses (e.g., developmental stages of learning with planning activities, educational technology that supports learning activities and pedagogies).
The program consists of a pedagogical core (learner experience and knowledge, curricular knowledge and skills, pedagogical knowledge and expertise of educators in dialogue with each other — knowledge-for-teaching) that informs and is informed by ongoing adaptation (formative cycles) in deep and meaningful partnerships among educators, learners, and ideas (knowledge-of-teaching). Ongoing dialogue, as well as identification of artifacts representing deep and cumulative learning and reflection on the interconnection of these artifacts in context (discussed in next section — knowledge-as-teaching), enables learning and teaching to become visible in a way that it can be described and adapted by teachers as activators and agents of change to their practice, understanding and the system as a whole. The artifacts, collected for ongoing consideration in digital electronic portfolios, create conditions for narratives to shape and connect with the deep learning, considering self in community.
The TRUVIC program was developed in an attempt to coherently address the needs and interests of the TCs as they begin their 16-month program. We have previously described this program using a complexivist lens (Sanford et al., 2015), focusing on the relational pedagogy that developed between the students, their instructors, the school, and the content knowledge. Recognizing that learning is cyclical, social, and interconnected in multiple complex ways, we have worked to create a coherent and connected set of experiences that are both deep (paradigmatic) and cumulative (narrative). Within this program, the creation of a digital portfolio provides a space for TCs to demonstrate evidence of their learning in the program as well as their prior educational experiences. Both the eP and the contract grading approach see assessment as part of the learning process, support growth and development, identify areas where attention is needed, facilitate collaboration and make learning visible. The courses and field experiences emphasize professional identity creation, building of a learning community, and deep understanding of the complex phenomenon of learning to teach.
TCs begin their program with a day-long (dis)orientation consisting of re-connecting them to place, to each other, and to self as they get to know colleagues and instructors (participating in three workshops: team-building activities, visiting Mystic Vale2, and developing professional identity). Unless the TCs have an opportunity to examine their prior educational experiences, which have been largely transmission approaches, with delivery of information and testing content recall, to reconsider ways in which children and adolescents need to be engaged, and to have alternative approaches modelled for them, they will not readily adopt learning-centred pedagogies.
The pivotal course in the TRUVIC program is the teaching seminar, taught by practicing teachers who both structured the one-day-a-week school visits — enabling TCs to experience a range of classrooms, teaching strategies and disciplinary approaches — and provided spaces to debrief their observations. This day was introduced with focused provocations (e.g., attention to disengaged students, classroom organization, teacher / student relationships, etc.) and concluded with an exploration and debrief of the provocations set in the morning. Instructors of campus-based courses also visited the school, enabling their courses to connect to the reality of 21st century high schools, adolescents, and teachers. Campus-based instructors also connected to school-based instructors / seminar instructors through regular conversations and meetings, visits to schools, community debrief meetings throughout term with the TCs, and informal sharing of stories, questions, and ideas.
In the TRUVIC program, we have identified four aspects to the re-imagined professional learning cycle as described in Figure 4. These are: (1) connecting TC narrative; (2) assessment as learning to enable systems thinking; (3) creating community in local and global landscapes; and (4) using digital ePortfolios as a connector across courses.
Connecting TC narratives: The experiences in the courses generated connecting TC narratives (created between school visits and prior experiences) with paradigmatic knowledge (created on campus) to create interconnected horizontal and vertical weaving of the theoretical with the practical, through:
a. being in schools one full day / week from beginning of program
b. working with teachers in schools and with children / youth; engaging in guided observations scaffolded to increased participation with individual and groups of students
c. opportunities for hearing multiple voices / perspectives interconnecting district superintendent, school counsellor, and former TCs
d. creation of an interdisciplinary unit plan — interweaving disciplinary perspectives and ways of knowing (example unit themes include: understanding First Nations communities through long house building; hydroelectric dams in BC; the lenses of the holocaust: an exploration of point of view; food as a source of life and culture; explaining the Aurora, a natural and spiritual phenomenon) — in each case distinct disciplinary backgrounds are combined to create new thinking, e.g. physics / visual art / biology, social studies / trades (carpentry) / Indigenous knowing, English / biology / social studies.
Assessment as learning to enable systems thinking: In this aspect of the TRUVIC program, TCs were enabled to contrast how they understood assessment as a competitive grading system, where they did work to get marks in the currency of university grades, to assessment based on their learning that was encouraged and enabled through peer and instructor feedback. The following three insights emerged for the TCs.
a. creating an alternative grading structure that supports collaboration, risk-taking, sharing, connecting — using a contract grading approach in which TCs are expected to meet professional standards in all of their work and can enrich their work with extension projects (integrates Indigenous principles underpinning the program)
b. digital eP creation — enables TCs to collect artifacts, reflect on the significance of their selected artifacts for their learning, and connect learning from one site (course, field experience, community location) to others
c. deconstructing / reconstructing — spaces of discomfort in safe spaces, enabling the unlearning of prior schooling experiences and re-connecting with needs of learners, re-thinking the role of teacher in relation to learners, rethinking what is valuable and connecting present experiences to past (previous work, family, educational experiences).
Creating community in local and global landscapes: The cohort model for the program generated close connection between TCs as they worked together to address the complexities of becoming a teacher. In addition, relocating the seminar course in different schools and with campus-based instructors from courses in the TRUVIC program visiting the schools, we nurtured a backdrop to study the reality of teaching whilst maintaining a vision of what teaching could be in schools.
a. from the first (dis)orientation day, creating spaces in which TCs can develop and recognize the importance of meaningful relationships, with their peers, instructors, teachers and students, as well as with themselves and their own past experiences
b. through multiple regular encounters between TCs and instructors in both formal in-class and informal spaces, having opportunities to query the relevance of course material, ask questions, share their concerns and their trepidations
c. engaging in professional conversations and opportunities — with instructors, teachers, district-level administrators, and members of Ministry of Education.
Using digital ePortfolios as a connector across courses: Throughout the term, using digital ePs as the connector to supporting professional learning and professional practice led to a real sense of shared teacher knowledge that promoted a sense of professional pride and accomplishment within a common commitment to become a worthwhile teacher as noted below.
a. shaping a professional identity; creating a Who am I? 90-second video, to interrogate their own backgrounds and share with others — this assignment as well as other spaces and conversations enables the valuing of their own experiences and helps them support each other to take risks in safe places; the TCs learned to connect to their personal selves while shaping their professional identities
b. using digital media, TCs create a "case study" of an adolescent they have met at the school, learning how to better connect with and talk with their future students; these case studies are shared with each other and located in their ePs — they come to see adolescents "at the back of the room," "under the bleachers performing hip hop" or "in the hallways" (sample case study titles). This experience also helps to connect their past selves to current adolescents and feed their forming knowledge-as-practice.
c. connecting campus and school contexts through selected artifacts gathered on visits to schools and classrooms, debriefing experiences on campus; TCs begin to see through the stereotypes and myths of "adolescence" and recognize individual students in all of their complexity; they also recognize the significance of contextual factors that are unique to each student, classroom, school, and community, interpreting knowledge-for-practice within the real narratives of the students in the school they visit.
d. connecting their artifacts of learning in individual courses to each other by way of including them in their digital ePs — as word documents, videos, images, powerpoint or Prezi presentations, etc., forming a powerful source of knowledge-of-practice to share in their forming networked communities.
At the beginning of the term, the intentions shaped in the TRUVIC program were often difficult for many TCs to accept. Early in the term, one TC commented that some of the ideas that were presented were really interesting, but he had no idea how these would be useful to him as a biology teacher. "I know how biology teaching works," he stated. "Students get assigned chapters from the text, attend the lecture, learn the material, and then they write a test." The collaborative learning, multimodal texts and materials, or alternative grading practices that were so alien to his school and university experiences puzzled him. Another TC said, "teachers do not work in interdisciplinary ways. I want to learn how to teach physics." Again, his experience was not compatible with these types of experiences being given to him in the program. Another TC was terrified by the prospect of visiting schools and classrooms, wanting to defer the experience as long as possible as she was not confident that she could effectively address adolescents and their needs. "I'm not ready," she commented.
However, as the TCs moved through the program, forging strong relationships with each other, with their instructors and with adolescents, they came to "lean into" their role as teachers in more confident ways. Through the development of their digital ePs, they began to see their professional learning growing and developing. For example, over the term, the puzzled biology TC who initially advocated discipline-based teaching shifted his thinking, embracing a more project-based approach to teaching biology as he engaged in one high school's Institute for Global Solutions program that combined social studies, English, global studies, and science.
To give some insights on this program, we offer extracts from TCs at the end of the term, after course requirements and grading were completed. From a possible group of 70 TCs, 36 completed an ethics consent form and volunteered to be questioned about their learning experiences as reflected in the eP process. All TCs completed an exit interview with a peer and an instructor at the end of the term on their eP as part of course requirements. Following their exit interviews, the volunteers were asked about their impressions of their learning experiences. All the responses were transcribed, categorized, and then cross-referenced with three researchers to confirm a degree of agreement on how each category seemed to offer insights on TCs' experiences. In response to how the interview went, here are representative insights.
Change perspectives on teaching
Changing perspectives on teaching was a common theme for TCs as expressed by these two comments:
Being in cohorts and working with others and working with mentors as well, and participating in a community has really helped break down some of the ideas and notions we had about what it meant to be an educator. And also through transformational learning and a safe community environment, we were able to reimagine and reconceptualise what an educator is in 21st century world.
It did show how I've changed, and my perspectives on teaching have changed. I changed mostly based on artefacts from other places — videos, podcasts, other people's blogs that I have read both before this term and over this term that have completely changed my perspectives on teaching.
Though this idea of change was common for all TCs, some commented on how their change coincided with changes they were seeing in high school students over the term. As one TC commented,
I think it [TRUVIC experience] makes it feel so much more realistic. Reflecting on it, I can actually use this activity in a lesson that I am going to do, or with my multiliteracies autoethnography that I did, I thought that has impacted me in this exact moment with a student, when I was connecting with him, so I think that it [TRUVIC] allows it to be everything, and so all encompassing and that is going to influence me as a teacher.
This ability to link experiences in the university class to experiences with high school student allowed TCs to shift their thinking from being a student to thinking as a student and as a teacher, and to reflect on their shifting role.
At the end of the term, the TCs shared their ePs in an exit interview with one or two of their peers and an experienced teacher. These exit interviews represented the completion of the course requirements for the term and formed: (1) a celebration of what they had learned; (2) a network between the TCs and the experienced teachers; and (3) the formation of the TC's connections to the teaching profession. As one TC stated,
Having 3 portfolios laid out side-by-side is [a] really great way to see how we have the same experiences and where they were different…and that just really helped to bring together the benefits of an interdisciplinary approach to really whatever we are talking about, whether it was video games as a learning tool, or the sciences and the perspectives that people have on it in education, or the profundity of community and what that can do for people. Just seeing all of our different but…same portfolios and having all of our similar but unique perspectives creates something new.
The eP allowed TCs to share and make connections. The opportunity to select what they valued from their course experiences and from the experiences coming into the program allowed them to build a sense of their forming content knowledge for teaching simultaneously with their peers. Though TCs shared common experiences, what emerged in their ePs was unique but linked through a common commitment to a professional learning community.
Identity and recall
The quotes below captured how the TCs developed a sense of being a teacher, by exploring who they were as an educator with the ability to capture those experiences in the eP, and the ability to connect what was being learned at the university to this forming identity.
My self-confidence has really grown this semester. Coming into the program, I wasn't sure what kind of teacher I would be…a good teacher, I hope, but at the end of it, I am feeling really confident that I will be a successful teacher, and I'm really passionate about doing it and going into it and feeling inspired from the things that I learned this semester. I really want to take what I've learned and put it into practice.
One of the things that I got [out of the experience] was to be able to talk about some of the things we have done this semester…so talking about what I could be using going forward as an educator, and it was great to explore what we have done this semester and how much we have learned about ourselves as educators and as future teachers.
It was good to look back and see what I had come in with and thoughts that I had at the time and just, kind of, where I am at this point and how I have grown. It was pretty good to look around and see the knowledge I built up over the semester.
This ability to pull things together from across multiple courses gave the TCs as a group a sense of being part of a whole as they recognized how all the bits they had done over the term connected and interacted. The ability to recall parts of life that structured their thinking as prospective teachers enabled them to connect their life experiences to their forming teacher identity:
I included my autoethnography which went through the texts which have influenced me from grade 4 until now, and how that related to me being a teacher…so I thought that really helped me think about my life and teaching together, which I had not really thought about before this.
The TRUVIC program actively focuses on creating conditions and pedagogical spaces that afford opportunities to transform TCs from being "students" to TCs who are thinking, observing, and acting like teachers. The idea of change, even for the more traditionalist students, made sense as they integrated school and university learning experiences. The "participatory" nature of the learning experience, across the courses in the term, encouraged TCs to network, to share and to support each other. Instructors collaborated on assignments, on field experiences, and even visited each other's classes and schools, valuing the learning experience of becoming a teacher in deeply rich and emergent ways.
There were challenges associated with learning to use digital technology, getting all course instructors to learn how to work together or dealing with TCs who became anxious that they were not learning enough "stuff" in a traditional "fill me up with information" process of learning. Indeed, one or two courses each term in the program were still focused on covering content and using tests to ensure TCs read course material; however, the contrasting experience in the TRUVIC cluster of courses meant that TCs came to appreciate the collective self-organizing, adaptive, and emergent form of learning that was being modelled. As was noted in Sanford et al. (2015), the TRUVIC students formed a collective consciousness that observed, became comfortable in a school (in different pedagogical spaces), got to know adolescent students, then volunteered to teach as they saw how they could contribute to the school teachers' lessons. This process shifted how students as a cohort and their instructors as a collective described the world of teaching, as they learned to teach with a relational epistemology, interact with adolescents and bring forth the knowledge of being a teacher from different pedagogical spaces.
We feel that the TRUVIC model offers us hope of how to grow our program, in collaboration with the learning intents of the schools we work with, but most of all in a network way with students — current, past, and future — as we nurture the connective tissue of being a teacher.
- 1. Pedagogical content knowledge refers to the ability of teachers to interpret and transform subject-matter knowledge into the context of learning in order to facilitate student learning (Shulman, 1986).
- 2. Mystic Vale comprises a steep-sided gully in the university campus and is part of the Straits Coast Salish peoples' traditional homeland. For thousands of years, Mystic Vale was utilized for harvesting plants, hunting, and fishing.
Abrami, P., & Barrett, H. (2005). Directions for research and development on electronic portfolios. Canadian Journal of Learning and Technology, 31(3), 1-15. Retrieved from http://www.cjlt.ca/index.php/cjlt/article/viewArticle/92/86
Barab, S. A., & Plucker, J. A. (2002). Smart people or smart contexts? Cognition, ability, and talent development in an age of situated approaches to knowing and learning. Educational Psychologist, 37, 165-182.
Britzman, D. (1986). Cultural myths in the making of a teacher: Biography and social structure in teacher education. Harvard Educational Review, 56(4), 442-457. doi:10.17763/haer.56.4.mv28227614l44u66
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Carr, W., & Kemis, S. (1986). Becoming critical: Knowing through action research. Lewes, United Kingdom: Falmer Press.
Clandinin, D., & Connelly, M. (2004). Knowledge, narrative and self-study. In J. John Loughran, M. L. Hamilton, V. K. LaBoskey, & T. Russell (Eds.), International handbook of self-study of teaching and teacher education practices (pp. 575-600). Dordrecht, Netherlands: Springer.
Cochran-Smith, M., & Lytle, S. (1999). Relationship of knowledge and practice: Teacher learning in communities. In A. Iran-Nejad & P. D. Pearson (Eds.), Review of Research in Education, 24, 249-305.
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Darling-Hammond, L. (2006). Constructing 21st-century teacher education. Journal of Teacher Education, 57(3), 300-314. doi:10.1177/0022487105285962
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Davis, B., & Sumara, D. (2005). Complexity science and educational action research: Toward a pragmatics of transformation. Educational Action Research, 13(3), 453-466.
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Dewey, J. (1904). The relation of theory to practice in education. The third yearbook of the National Society for the Scientific Study of Education (pp. 9-30). Chicago, IL: University of Chicago Press.
Ehiyazaryan-White, E. (2012). The dialogic potential of eportfolios: Formative feedback and communities of learning within a personal learning environment. International Journal of ePortfolio, 2(2), 173-185.
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Hagar, P., & Hodkinson, P. (2011). Becoming as an appropriate metaphor for understanding professional learning. In L. Scanlon (Ed.), "Becoming" a professional, lifelong learning (pp. 33-56). Dordrecht, Netherlands: Springer. doi:10.1007/978-94-007-1378-9
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Hopper, T. (2015). Self-study of an elementary generalist PE teacher educator: School integrated teacher education and structural coupling. Asia-Pacific Journal of Health, Sport and Physical Education, 6(3), 259-272. Retrieved from http://doi.org/10.1080/18377122.2015.1092723
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Hopper, T., & Sanford, K. (2010). Starting a program-wide ePortfolio practice in teacher education: Resistance, support and renewal. Teacher Education Quarterly, Special Online Edition, 37(1), 1-28.
Hopper, T., Sanford, K., & Bonsor-Kurki, S. (2012). Stitching together a teacher's body of knowledge: Frankie N. Stein's ePortfolio. E-Learning and Digital Media, 9(1), 29-42.
Hopper, T., Sanford, K., Fu, H., & Monk, D. (2016). Electronic-portfolio development in three professional programs: Conceptual framework and summary of initial findings. Journal of Technologies and Human Usability, 12(2), 13-35.
Hughes, J., & Purnell, E. (2008). Blogging for beginners? Using blogs and eportfolios in Teacher Education. In V. Hodgson, C. Jones, T. Kargidis, D. McConnell, S. Retalis, D. Stamatis, & M. Zenios (Eds.), Proceedings of the 6th International Conference on Networked Learning (pp. 144-153). Retrieved from http://newdemo.openrepository.com/newdemo/handle/2384/294674
Johnsen, H. (2012). Making learning visible with eportfolios: Coupling the right pedagogy with the right technology. International Journal of Eportfolio, 2(2), 139-148. Retrieved from http://www.theijep.com/pdf/IJEP84.pdf
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Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York, NY: Cambridge University Press.
Lin, Q. (2008). Preservice teachers' learning experiences of constructing e-portfolios online. The Internet and Higher Education, 11(3-4), 194-200.
Lopez-Fernandez, O., & Rodriguez-Illera, J. L. (2009). Investigating university students' adaptation to a digital learner course portfolio. Computers & Education, 52(3), 608-616.
Loughran, J. J., Hamilton, M. L., LaBoskey, V. K., & Russell, T. L. (2004). International handbook of self-study of teaching and teacher education practices. Dordrecht, Netherlands: Kluwer Academic Publishers.
Loughran, J., & Hamilton, M. L. (2016). International handbook of teacher education (Vol. 2). Singapore: Springer.
Masters, J. (2013). Scaffolding pre-service teachers representing their learning journeys with eportfolios. Journal of Learning Design, 6(1), 1-9.
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Wakimoto, D. K., & Lewis, R. E. (2014). Graduate student perceptions of eportfolios: Uses for reflection, development, and assessment. The Internet and Higher Education, 21, 53-58.


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Microsoft Chief Satya Nadella Says Robots Not A Threat To Human Labour
Microsoft CEO Satya Nadella expressed optimism in the impact of technology on human lives if applied ethically. "I don't believe in that lump of labour fallacy, we don't know all the jobs that are going to be there," he said in reference to robots vs human labour.
LONDON – Microsoft's Indian-origin chief, Satya Nadella, does not believe in the "fallacy" that robots will overtake human labour and is confident that artificial intelligence (AI) will solve more problems than cause them.
The 50-year-old chief of the tech major, in an interview with The Sunday Telegraph, expressed optimism in the impact of technology on human lives if applied ethically.
"I don't believe in that lump of labour fallacy, we don't know all the jobs that are going to be there," he said in reference to robots versus human labour.
If robots do replace humans, he says mechanisms such as universal basic income may be needed, drawing comparisons with the labour movement, but that humans will always need jobs.
"There is a certain amount of dignity to what is work so we need to have an incentive system," he said.
"What I think needs to be done in 2018 is more dialogue around the ethics, the principles that we can use for the engineers and companies that are building AI, so that the choices we make do not cause us to create systems with bias… that's the tangible thing we should be working on," he added.
On Brexit, the Microsoft chief believes the UK has "great human capital, great industry, a great system" and therefore in the future it will continue to thrive, with some "turns".
The software giant, responsible for Windows, Office and Internet Explorer, has changed under Nadella's command, the newspaper notes.
"What we have learned is to just be consistent in building trust and just making sure that you're not just measuring your success by your own success," Nadella says.
On the current debate around privacy, he praised Microsoft's business model because it is based on customers being successful, and if they are successful they will pay.
He said: "So we are not one of these transaction-driven or ad-driven or marketplace-driven economies."

subset: commoncrawl


text:
Christine Cashin MSc, HCPC Registered Dietitian
Improve your lifestyle, health and well-being and take control of your weight and nutrition.
Chris is our experienced Registered Dietitian. The advice she gives is based on the latest scientific thinking and research. All advice will be tailored to meet your individual needs and suit your personal lifestyle. Chris's aim is help find a diet plan that works for you and achieves the results you want.
If you are interested in improving your nutrition to support your sports training, or would like to have a sports specific eating plan, please get in touch for expert help and advice. As well as sports nutrition, Chris specialise in diabetes management and can help make sure you're eating the right foods and devise a plan specifically for your needs.
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Individual consultations for dietary control are available to all clients so please feel free to call to book an appointment.
Nutrition and Eating Well
The old saying "You are what you eat" is very true and is so important to eat well – especially as we all lead such hectic lifestyles.
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Registered Dietitians (RDs) are the only qualified health professionals that assess, diagnose and treat dietary and nutritional problems at an individual and wider public health level. They work with both healthy and sick people. Uniquely, dietitians use the most up-to-date public health and scientific research on food, health and disease which they translate into practical guidance to enable people to make appropriate lifestyle and food choices. (British Dietetic Association, 2013).
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text:
Harland David Sanders, better known as Colonel Sanders (September 9, 1890 – December 16, 1980) was an American entrepreneur who founded Kentucky Fried Chicken (KFC). His image is omnipresent in the chain's advertising and packaging, and his name is sometimes used as a synonym for the KFC product or restaurant itself.
In "Dammit Janet!" Peter Griffin travels to Kentucky to visit him. To his disappointment one of the employees at KFC tells him he died, but Peter can't quite understand him.
Foghorn Leghorn enters a restaurant commenting on how good the food smells only to have his head cut off by Colonel Sanders in "Back to the Woods".
Peter dresses as Colonel Sanders in "Come On Home" when he and the guys try to convince Quagmire not to stay in Korea in "Candy Quahog Marshmallow!".


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Back to Journals » Open Access Emergency Medicine » Volume 11
Shock index in the emergency department: utility and limitations
Authors Koch E, Lovett S, Nghiem T, Riggs RA, Rech MA
Received 25 May 2019
Accepted for publication 24 July 2019
Published 14 August 2019 Volume 2019:11 Pages 179—199
DOI https://doi.org/10.2147/OAEM.S178358
Checked for plagiarism Yes
Review by Single-blind
Peer reviewer comments 2
Editor who approved publication: Dr Hans-Christoph Pape
Erica Koch,1 Shannon Lovett,2 Trac Nghiem,2 Robert A Riggs,2 Megan A Rech2,3
1Stritch School of Medicine, Loyola University Chicago, Maywood, IL 60153, USA; 2Department of Emergency Medicine, Loyola University Medical Center, Maywood, IL 60153, USA; 3Department of Pharmacy, Loyola University Medical Center, Maywood, IL 60153, USA
Abstract: Shock index (SI) is defined as the heart rate (HR) divided by systolic blood pressure (SBP). It has been studied in patients either at risk of or experiencing shock from a variety of causes: trauma, hemorrhage, myocardial infarction, pulmonary embolism, sepsis, and ruptured ectopic pregnancy. While HR and SBP have traditionally been used to characterize shock in these patients, they often appear normal in the compensatory phase of shock and can be confounded by factors such as medications (eg, antihypertensives, beta-agonists). SI >1.0 has been widely found to predict increased risk of mortality and other markers of morbidity, such as need for massive transfusion protocol activation and admission to intensive care units. Recent research has aimed to study the use of SI in patients immediately on arrival to the emergency department (ED). In this review, we summarize the literature pertaining to use of SI across a variety of settings in the management of ED patients, in order to provide context for use of this measure in the triage and management of critically ill patients.
Keywords: shock index, emergency, trauma, hemorrhage, myocardial infarction, pulmonary embolism, sepsis, obstetrics, ectopic pregnancy, pediatrics
This work is published and licensed by Dove Medical Press Limited. The full terms of this license are available at https://www.dovepress.com/terms.php and incorporate the Creative Commons Attribution - Non Commercial (unported, v3.0) License. By accessing the work you hereby accept the Terms. Non-commercial uses of the work are permitted without any further permission from Dove Medical Press Limited, provided the work is properly attributed. For permission for commercial use of this work, please see paragraphs 4.2 and 5 of our Terms.Download Article [PDF] View Full Text [HTML][Machine readable]


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Home / Freelancer clones / NLance - Freelancer Clone
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Abortion is a wonderful political issue that pro-State trolls focus on. A lot of time and energy is spent debating abortion, instead of issues that actually matter.
A typical brainwashed slave says "I have an opinion about important political issues! I care about abortion!"
What is the real free market answer to abortion? Without a government, it's impossible to prevent someone from getting an abortion, if they want one. I'm not interested in debating "Abortion is murder!" My response is "Why should I care if a complete stranger wants to murder her unborn child? If someone else chooses to get an abortion, how does that injure me?" If I have no relationship with someone, then why should I care what they do?
The argument for "Abortion should be illegal!" derives from "People are the property of the State!" The mother is government property. Therefore, her child is also government property. If a woman gets an abortion, she is guilty of destroying State property. Government insiders ban abortion to protect their property.
Ironically, the abortion issue can evoke some anti-State sentiment on both sides. A pro-life advocate says "The State should not spend tax money subsidizing abortions." A pro-choice advocate says "The State should not tell me what I can and cannot do with my own body." However, neither goes to the full conclusion "Who needs a government anyway?"
Most women get abortions for economic reasons. State restriction of the market artificially raises the cost of children. Most children don't enter the workforce until age 22+. In agricultural societies, children are productive workers at age 13 or younger. Before the State was so powerful, a 13 year old child was an economic asset; they performed more work than the food they ate. In the present, the State artificially increases the cost of children, which makes abortion economically attractive.
The abortion issue is used as a substitute for genuine political debate. When there's a new Supreme Court nominee, their opinion on abortion is always viewed with the utmost importance. Nobody ever bothers asking "How do you feel about the increasing power of the State?" Almost every Supreme Court judge and politician will make the decision that increases the power of the government, and hence their own power.
That's the evil of the Roe vs. Wade decision. Before that ruling, each individual state had the right decide if abortion is illegal or not. The real victory in Roe vs. Wade is "Abortion is an issue that is the Federal government's business." This decision allowed a lot of political energy to be spent on abortion, instead of issues of importance.
All the mainstream discussion of the abortion issue is an evil fnord. People think that they have an opinion about meaningful political issues, when they're really just wasting time. People have heated debates about abortion, instead of discussing important issues like "Taxation is theft!"
Monday, July 6, 2009
The Abortion Fnord
Abortion is a wonderful political issue that pro-State trolls focus on. A lot of time and energy is spent debating abortion, instead of issues that actually matter.
Posted by FSK at 12:00 PM
4 comments:
- No Gods Required said...
You don't have a positive obligation to fetuses who are to be aborted true enough. But don't you feel that if it was within your power to not support certain people who get tons of abortions you would do it? In other words it is moral for you to stop certain abortions if you had enough information about the situation wouldn't you say?
- July 6, 2009 at 12:44 PM
- Bas said...
Hi, No Gods;
In a free market, what you think is moral is not important, except to yourself. The final decision on abortion should be with the mother. In a free market, I'm sure there will be plenty of charitable institutions willing to lend a (financial) hand to prevent an abortion (if done for economic reasons), but no one should be able to force a decision onto the mother.
- July 6, 2009 at 5:14 PM
- david scott said...
Although, I personally am so far to the left that even the democrats appear to me to be "right-wing," I consider myself to be a strict constitutionalist. It is my opinion that since its inception there has been an organized and systematic assault by the conservatives in the United States on the civil liberties written into the US Constitution. The "War on Drugs"; "War on Terror"; "War on Communism" and a host of other wars waged by the right wing are really nothing more than a War on People--an excuse to erode civil rights to the point of non-existence. I invite you to my website devoted to raising awareness on this puritan attack on freedom: http://pltcldscsn.blogspot.com/
- July 6, 2009 at 5:54 PM
- No Gods Required said...
I typed a longer comment but the network timed out. Suffice to say what is moral has nothing to do with opinion.
- July 7, 2009 at 1:33 PM


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The National Home-Sharing Network is running a one-day event on how to set up and run a host family support service. The event is being presented by Brothers of Charity Services Galway and AbilityWest.
This 'Master Class' is for anyone interested in setting up a Host Family Support service to provide short breaks and long term accommodation for citizens with a disability. It is being held in response to enquiries from those who missed the original two-day class in Galway, in March 2012. Host Family Support is an inclusive model recommended by the National Working Group and recognised in the HSE National Service Plan 2012 and in the Value for Money Review group, as an efficient quality alternative to traditional congregated 'respite' and 'residential care'.
The master class will be held on Thursday 28th February from 9.30am - 4.30pm, in the Ashling Hotel, Parkgate Street, Dublin 8 (2 minutes walk from Heuston Station).
Cost is €40 NHSN members and €50 for non-members.Further information is available at www.nhsn.ie.


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The World Health Organisation (WHO) declared the outbreak of Zika virus infections, and their suspected links to serious birth defects, a 'public health emergency of international concern' on February 1. The announcement will inevitably bring more attention to the issue and raises a number of pressing questions, including…
Why the sudden focus on the Zika virus?
The Zika virus was first discovered in Africa in the 1940s and is transmitted to people through the same mosquitos that is known to carry other flaviviruses like dengue, chikungunya and yellow fever. There have been sporadic but largely isolated Zika outbreaks over the years, but it was successively larger ones in French Polynesia in 2013 and more recently in Brazil last year that motivated health authorities to take a more serious look at the problem.
Amesh Adalja, a clinical assistant professor of emergency medicine at the University of Pittsburgh School of Medicine, told FirstWord that 80 percent of people who get infected with the Zika virus never show symptoms, and most of those who do experience only mild, self-limited effects like headache, skin rashes and fever that often last less than a week before the virus is cleared from the body naturally.
The real concern is the impact the virus may have on pregnant women. Indeed, what has attracted so much recent attention has been the sudden surge in babies being born with neurologic problems like microcephaly, a congenital condition characterised by incomplete brain development that leads to disability and shorter lifespans, which has accompanied the rise in last year's Zika virus outbreak in Brazil.
Margaret Chan, WHO director general, noted in a press conference on February 1 that a causal relationship between Zika virus infection during pregnancy and microcephaly is not yet scientifically proven, but the potential association is still problematic enough to constitute an "extraordinary event' that is requiring of a coordinated international response.
What is being done to stop the spread of Zika?
According to David Heymann, executive director of communicable diseases at WHO, the only option for limiting the spread of the virus at the moment is by reducing mosquitoes by removing or modifying breeding sites and limiting the contact between humans and insects by using insect repellent, bug nets and long clothing.
The first step now is to conduct a coordinated surveillance of regions in which the outbreak has occurred to better understand whether (and if so how) the Zika virus causes developmental disorders like microcephaly. Unfortunately the low-level virulence and largely asymptomatic nature of those who are infected will hinder the process, which highlights the need for the immediate development of faster and better diagnostics to replace the current standard of polymerase chain reaction testing and virus isolation from blood samples.
What preventative and/or therapeutic efforts are in development?
The unfortunate truth is that the cupboard is essentially bare when it comes to drug and vaccine candidates to treat or prevent Zika virus infection.
"Zika was something that did not seem to affect that many people, and those who were symptomatic experienced only minor problems," remarked Adalja. "It was not something that anyone thought could cause an outbreak of major public health significance, so there just isn't anything in the pipeline as far as drugs or vaccines go."
However, the fact is that the Zika virus is not a good candidate for developing antivirals against because so many of those infected are asymptomatic, meaning that the best approach for drugmakers is likely going to be to come up with a vaccine against the virus.
"Vaccine development is a notoriously long process that usually takes a number of years, and unfortunately people may have gotten the wrong impression from the recent Ebola outbreak" where vaccines were ready for human testing soon after it became a public health emergency, noted Adalja. In fact, those vaccines had been in the works for years at that point, and it just so happened that they were approaching the clinic at the right time.
The same cannot be said of the Zika virus, where the only company that has come out and said it is already working on a vaccine is Inovio Pharma, which along with partner GeneOne is preparing to graduate a DNA-based vaccine from testing in mice to non-human primates.
It should be noted that there are some innovative strategies being tried, including a genetically modified type of mosquito being developed by a subsidiary of Intrexon that spawn only male offspring that reportedly do not bite humans.
What can industry do to speed up development efforts?
The attention that health authorities and governments are now dedicated to respond to the Zika outbreak should free up some resources that can be dedicated towards developing diagnostics and vaccines, though some experts have warned that it can sometimes take a decade to develop a vaccine from start to finish.
Adalja noted that one possible shortcut of sorts that could be tried is by taking a vaccine that was developed for another flavivirus, for example one for dengue or West Nile, and inserting a gene for Zika.
In December, Sanofi received approval to begin marketing Dengvaxia in Mexico, making it the first ever vaccine to be approved anywhere in the world to prevent dengue. The French drugmaker did not respond to an inquiry about whether it was studying the possibility of leveraging this product to speed the development of a Zika vaccine.
Has the recent Ebola outbreak had an impact on the response?
Adalja suggested that one silver-lining of the recent Ebola outbreak in Africa is that public health authorities like the WHO and national governments are more acutely aware than ever before of the importance of acting quickly and doing so in coordinated fashion to try and head off an outbreak before it can become an epidemic.
Ebola and Zika "are totally different viruses causing very different problems in different parts of the world, so the type of response will inevitably need to be different," said Adalja, "but in general the willingness of public health agencies to be more proactive and less reactive, and to really think about the full trajectory of an outbreak at an early stage" are silver linings of sorts from the recent Ebola experience.
"Today's announcement will focus attention and resources on understanding the potential link between severe disease and Zika, as well as on attacking the mosquito responsible for its spread," he added.
To read more List articles, click here.
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Present in many Belzona applications, the role of surface primers and conditioners is often an undervalued one. But why do we use them and what purpose do they serve?
David Blackwell's latest Blog post acts as a guide to surface primers and conditioners, shedding light on their function and how they provide a versatile array of benefits, necessary to a successful application.
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The piano-led trio is a staple of jazz – has been since the beginning. However, the format can, at times, seem trite – even boring. The challenge for a contemporary pianist is to be different. Original songs help make Jason Yeager Trio's Affirmation (Inner Circle Music, 2014) distinct. Adding a few guests here and there also spoils any chance of monotony.
With pianist Yeager are bassist Danny Weller and drummer Matt Rousseau. Three guests appear on selected tracks.
The trio is joined by tenor saxophonist Noah Preminger for "Smiled First." It's like a hybrid between ambient jazz and something more intense, accented by Rousseau's rim shots. Preminger's play is charming and soothing. Yeager and Weller play softly underneath. When Yeager steps out front, he does so with an elegance matched only by the overall beauty of this piece.


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It's a battle for Monica's vote on the penultimate Survivor: Blood vs. Water. In a battle of trust only one thing is for certain: Probst needs to be quiet.
Previously on Survivor: Blood vs. Water: Tyson was in cruise control, expecting to have the game on lock all the way to the final. He even found a new Hidden Immunity Idol to replace the one he wasted a couple weeks ago. However, Hayden and Katie did not go down without a fight and used every angle they could to get Ciera on their side at Tribal Council by correctly surmising she's number 4 in the Tyson alliance. A double-tie between Hayden and Monica left Tyson, Ciera and Katie vulnerable to drawing rocks. Alas, Katie drew the bad rock and was knocked out of the main game.
Night 32 at Redemption Island. Tina is happy to be reunited with her daughter, but she's not thrilled about facing her in a duel at Redemption Island. Back at Kasama, everyone is cordial despite the insane gamesmanship that happened earlier in the evening. Hayden reveals in an interview that he was psyched to have engineered a double-tie situation which granted him safety due to the fact he was one of the candidates in the tie. Hayden's no dummy. Back at camp, Tyson delivers a (half-hearted?) lecture to Gervase about not telling the intended target he's going home. Who knew Laura B's ouster would qualify as foreshadowing? Speaking of earlier episodes, Monica is back to her paranoid ways, verifying with Tyson and Gervase what the plan is and that they are still with the plan and the plan is to get rid of Hayden or Ciera and Tyson and Gervase are still with the plan, right? Tyson short circuits Monica's fugue state by telling her and Gervase he has the HII. Credits.
Day 33. Ciera and Hayden pat themselves on the back for making a move. Granted the move did nothing to improve their immediate situation, but if either of them survives to the end, the jury will probably look favorably on it. Ciera also makes a good point in an interviewing, saying she has nothing left to lose, especially if her mom gets back in the game.
Redemption Island
Probst starts the proceedings by talking about how a new layer exists in the game because mother and daughter are playing against each other. First, a similar dynamic existed when Candice and John were on RI together. Second, Tina and Katie were playing against each other since Day 1. Shut up, Probst. The challenge is the Brady Bunch Ghost Town challenge, where the players have to build rickety sticks to snatch keys hanging on hooks. Probst stresses that the sticks need to be long and strong, which should surprise no one who has ever analyzed Jeff's approach to Survivor. Tina is in no particular rush and even shouts instructions to Katie. Laura breezes through the challenge. Probst will not stop playing up the mom/daughter angle, even throwing in some ADR lines to drive the point home. We get it, Probst, jeez. However, even lollygagging can't stop Tina from catching up with her daughter. Tina keeps asking if Katie is okay with her mom winning before completing the challenge.


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The high-end investment club TIGER 21, which charges membership fees of $30,000 per year and invests around $15 billion all together, recently released their Member Favorites Survey Results, Reuters reported.
One statistic of particular interest - 12% of the group's funds were invested in hedge funds, it was the highest level for the TIGER 21 group since 2007.
It's really just a great way to see the rich people other rich people love to invest in.
Here are the hedge fund managers that made the cut and onto the survey results:
- Paul Singer of Elliott Management ($17 billion AUM),
- Robert Zoellner of Alpine Associates ($1.8 billion AUM)
- Kyle Bass of Hayman Capital Management ($726 million AUM)
- Israel Englander of Millennium Partners ($12.7 billion AUM)
- Richard Dowdle of Ramius Capital ($10 billion AUM)
- Norman Milner of Ramius Capital ($10 billion AUM)
- David Einhorn of Greenlight Capital ($4.6 billion AUM)
- Andreas Halvorsen of Viking Global Investors ($12 billion AUM)
- John Paulson of Paulson & Co. ($35.2 billion AUM)
There are some smart choices on that list - like Einhorn, whose bet against Green Mountain Coffee was vindicated today as the company's stock tanked after the earnings announcement. But also some dubious ones - such as John Paulson, who has seen negative returns for several of his funds last quarter.
The club also showed a penchant for real estate and stock investments. Favorite stocks included Apple, Berkshire Hathaway and General Electric.


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"Ministers were under fire last night after suppressing a key report into HS2 overseen by the country's most senior civil servant.
The review assessed whether the UK's biggest ever infrastructure project is on budget and provides value for money for taxpayers.
It was led by the Infrastructure and Projects Authority, which reports to the Cabinet Office, led by Sir Jeremy Heywood.
The review was concluded last summer, before the legislation required to build the first phase of the high-speed railway, between London and Birmingham, received Royal Assent.
But although the key findings were relayed to Sir Jeremy Heywood and the government spending watchdog, the National Audit Office, the report has never been published.
Sir Jeremy was nicknamed Sir Cover-Up after preventing the Chilcot inquiry into the Iraq War from seeing letters and records of phone calls between Tony Blair and George Bush.
The Government was last night under fierce pressure to release the findings after a rail expert warned that the London to Birmingham phase will cost £403million per mile to build, making it the most expensive railway in the world
How cash could be spent
An east to west high-speed trans-Pennine rail link – nicknamed HS3 – connecting Liverpool, Manchester, Sheffield, Leeds and Hull.
The electrification of the mainline between London and South Wales. Completion of this project has been delayed until 2024.
Improving rail links between London, Devon and Cornwall.
Rebuilding the vulnerable Dawlish coastal line between Exeter and Newton Abbot in Devon which has been repeatedly battered by storms and floods.
Reopening the Great Central passenger line between Burton upon Trent and Leicester. It was closed to passengers in the late 1960s as part of the Beeching cuts. Only freight trains now run on the line.
Electrification of the Valley lines in South Wales.
The calculations were produced by Michael Byng, the expert who devised the standard method used by Network Rail to cost its projects.
He told The Sunday Times that using his method the London to Birmingham phase, would cost almost £48billion – double the official estimate.
He claims the full scheme, including extensions to Manchester and Leeds, would cost up to £104billion. The first 6.6 miles, from Euston station in London to Old Oak Common, would cost £8.25billion, or £1.25billion a mile.
The Department for Transport stressed that it had not commissioned the report but said it would look at the figures.
One furious MP described a 'pattern of concealment' over HS2, with the Government also refusing to publish two critical Cabinet Office reports conducted in 2011 and 2012 on the project.
Ministers were finally forced to publish them in 2015, after losing a case in the Supreme Court brought by campaigners.
The Infrastructure and Projects Authority concluded last year that the £55.7billion project was £9billion over budget.
Sir Jeremy identified £9billion of savings that could be made, but because the full report has still to be published it remains unclear how he came to his conclusions.
Campaigners expressed fears that Sir Jeremy's report had exaggerated the cost savings that could be made.
Opponents of HS2 believe the findings of the latest Cabinet Office investigation into the high-speed link have been kept quiet by ministers anxious to press ahead with the new railway without delay.
Cheryl Gillan, Tory MP for Chesham and Amersham, said: 'No report on a project which uses so much taxpayers' money should remain secret.
'There is a pattern of concealment, with previous reports also withheld. If this report was positive the Government would have had no hesitation making it public.
'This will make the public believe there is something highly risky about this project – which people like me know is the case.'
Andrew Bridgen, Tory MP for North West Leicestershire, said: 'This white elephant is growing bigger and bigger.
'It is especially galling to waste such eye watering sums on this disastrous vanity project when there are such pressing things to invest public money in.'
A fresh row is expected to erupt today as the Government announces the final route of the Manchester and Leeds arms of HS2.
Homes on a new housing estate in Mexborough could be bulldozed to allow the line to run into Sheffield city centre.
Transport Secretary Chris Grayling will stress the economic benefits of HS2 as he announces the winners of the first stage of the major construction contracts for the line. He will say the Government expects that the £6.6billion in contracts will support 16,000 jobs.
A Department for Transport spokesman said: 'HS2 will become the backbone of our national rail network – creating more seats for passengers, supporting growth and regeneration and helping us build an economy that works for all.
'We are keeping a tough grip on costs and the project is on time and on budget at £55.7billion.' "


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What's it like traveling alone for pleasure (not business)?
7 Answers
- bluebellbkkLv 71 year ago
It's exactly what YOU want it to be. My husband and I travel together often, but often I'll go somewhere he's not interested in, or he'll take a trip to somewhere I couldn't care less about.
Flexibility is the great thing. You get up when you want, eat when you want, you don't have to consider someone else's wishes. The reply from @John sums it up perfectly.
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- TorukoLv 61 year ago
See your nearest USPS to apply for a US Passport.
Its a pleasure to own one and have an expectation
of not being denied if traveling alone for pleasure.
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- Dj2541Lv 71 year ago
I travel alone for holidays, divorced,adult kids have all recently left home. I do meet a lot of single travelers, I think its a generational thingey? Its O.K you can run your own program, go where you want when you want and stay as long as you want.
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- conley39Lv 71 year ago
It's fine. When you travel alone you set your own schedule. You can see and do exactly those things that most interest you and spend as much or as little time as you like doing those things. You also have the flexibility to change plans on the fly if you run across an interesting festival, exhibition or other event. But you also have to take care of all the planning yourself.
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- What do you think of the answers? You can sign in to give your opinion on the answer.
- Rona LachatLv 71 year ago
LONELY at times. You are on alert for just in case as you have no one to assist you and are dependant on strangers.. From simple directions to more serious stuff like an accident.
A casual hike in the nearby forest no one knows you have not returned or where you might be found if for some reason a search is started. Maybe the hotel reports your "abandoned" luggage a few days later at check out time.
You do get to set your own schedule within obvious limits of business hours flight schedule and so on.
That you want spend an hour looking at some piece of art work a scenic view is your choice.
Some desire to travel alone. For example a married couple might separate and spend a vacation with their parents, their home town or whatever.
It can be a chance to meet others do your special hobby or interest that your partner is not interested in. For example one likes to scuba dive and the partner does not like the water. and prefers an adventure land based.
I encountered an elderly person their spouse had passed years ago. The children, grandchildren had scattered to many different towns and cities over the decades.
It was decided that the younger could visit the older . the elder just took an adventure once a month it might be a weekend to next city. A week at some resort.
A bus tour , a train tour , a cruise big planet lots of choices of places to go and method of travel.
The comment made I can sit at home and look out the window, I can do that too on a train bus, cruise, hotel room . THE SCENERY CHANGES.
Many never go very far from home or take the same vacation to the same hotel to the same room the same restaurant the same view year after year for decades.
Some just like to go to some other place for a peek at other places. A day in the forest, a day at a beach explore an historic site or whatever. not needing to always be concerned what the travel buddy wants to do.
Have seen many people argue over where to eat their lunch. One wants the exotic place the other the familiar one. One the sidewalk cafe the other the indoor place.
The one alone is free to pick the one they want.for whatever reason it is they want to give it a try. if the meal was good they might return again the next day.
I knew people that would check in their room place the appropriate map on the wall and just toss a dart and go there next. Some need to micro manage every second of their time.and do not like mystery or not knowing what they will find.
Travelling alone or with a buddy is just different.Some like to be attached at the hip 24 hours a day and do stuff together ALL THE TIME.
Some just go and do stuff by themselves. Of course being alone if you meet a person of interest you do not need to ditch your travel buddy.
It is prudent to check in with back home, the hotel desk , the ranger station or whatever on a regular basis
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- JohnLv 71 year ago
I think I'll sleep some more (sleeps some more). I'd like a burger (eats burger). You're nice, let's have sex (has sex). I was going to go there but I think I'll just go over there instead (goes over there). Whatever you want, whenever you want to do it, no arguments, no discussions.
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- regeruggedLv 71 year ago
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A downloadable Lewk Inc. for Windows
'Clock'd' is a software clock based on a real clock.
Features Include:
- Time changes every 5 minutes!
- No hands/pointers nor numbers, only words!
Click download now to get access to the following files:
Clock'd.exe 2 MB
Development log
- Update #1Dec 04, 2017
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South facing, 2 bdrm suite, plus insuite laundry. Lge windows, gas F/P. Quiet, bright building. Park-like surroundings. Steps to skytrain! 1 parking & 1 storage locker.
Doris' roots are Asian, a heritage she shares with a large number of her neighbours in the Vancouver and Burnaby areas. That's an important reason why they feel comfortable working with her when the time comes to sell or buy a new home..Read More >>


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HipHopDx premiered Rittz's latest music video "Indestructible." In the article featuring the video, Rittz mentions finishing up his contract with Strange Music once his next album Last Call is released on September 29th.
Here is what Rittz had to say in the article from HipHopDx:
The Atlanta rapper's fourth and final album on the Strange Music imprint is scheduled to arrive on September 29. Rittz has fulfilled his contractual obligation to the label, but he plans to take what he's learned from the experience with him.
"It's definitely been a positive thing, a great experience with Strange Music," Rittz said. "I learned so much from them. I'm just hoping to take what I learned from them, and all the fans, and everything they exposed me to and everything and take it further with me wherever it goes next. I definitely wanted to make sure on this last one I kept giving it my best."
What's next for Rittz? I suppose only time will tell.
from Faygoluvers