text:
Sweet Yogurt Sundae with Saffron & Pomegranate
The moment my toes met carpet this morning, I could feel 12,035 pounds of heavy clouds whoosh towards my home, settling just above my tangled mess of hair. I should have just made myself a bloody mary, grabbed a bag of peanut M&M's and surrendered back to bed, as there was no way that I would come out ahead at the end of this day. I knew it was over. I had an out of control problem and needed to address it head-on.
(sigh) "I'm sorry, Emeril. I've got to give you up, sweetie
What I once called a "collection" had turned into an embarrassing epidemic. The books covered my kitchen counter, littered the floor like a trail of cookie crumbs leading from bed to bookshelf and completely took over every available dry, horizontal surface in my home. Every day at 5pm, it was the same routine – shuffle books from kitchen counter to dining table to make room to cook. Then shift the volumes back to the kitchen for dinnertime. Just last night, I spent 2 hours searching for my laptop, only to find it wedged between the Bread Bible and the past 6 years of Food and Wine.
But oh how I love my companions! In the late hours of the night, I love caressing Tyler's, Giada's and even Raichlen's glossy pages of beautiful, lusty photographs of food. My husband is secure enough in our relationship that he lets Rocco hang out at the edge of the nightstand, just inches from my sleeping head.
No. I had to let go.
It was time to de-clutter. Wiping off yesterday's black eyeliner that streaked down my cheek, I cradled Nigella and whispered, "Honey, it's better this way, your Coconut Macaroons never really came out that great anyways." With a single deep breath, I looked away, turned her face down and tearfully trailed my finger one last time along her spine.
Then suddenly, I heard a dull "thump" at the door. It was my prince, Amazon, who rode in a big brown truck coming to rescue me from this silliness. He quickly snapped me right back with the RRRRRIIIIPPPPP of the packing tape being torn off.
Ahhhh….dreamy Hari Nayak and his Modern Indian cookbook greeted me with a welcoming, warm cover that seduced me with exotic combinations of spices like cardamom, cinnamon, coriander and cloves. He even whispered sweet promises with innovative spice techniques like dry-toasting saffron threads for a smooth, creamy dessert.
So smitten I was with Chef Hari's book that I emailed him for 3 signed copies for you. Oh, I know it sounds like I'm try to clutter your home with another cookbook, just so I could feel a little better about my situation. And yeah, ok, you got me there. But how could you resist recipes like Marsala Mashed Potatoes, Tamarind Rice with Roasted Peanuts and Pink Peppercorn Chocolate Truffles?
Quickly glancing back at the Tetris-like piles of books, I smiled sheepishly. I'll try again tomorrow.
Sweet Yogurt Sundae with Saffron & Pomegranate
Servings: 8
Prep Time:
Cook Time:
My version is a bit different from Chefs Hari and Vikas - but definitely inspired by their spice combinations. Straining the yogurt creates a creamy, rich dessert without the calories of let's say, ice cream or creme fraiche. Instead of straining plain yogurt, you can use unstrained Greek yogurt. Use whatever fruit combinations you like, I love the festiveness of pomegranate and kiwi. Fresh grated cinnamon would also be a great addition. I would have loved to have pistachios in the dessert too! Inspired by Modern Indian by Hari Nayak and Vikas Khanna
1/4 cup honey
1/4 teaspoon freshly grated nutmeg
1/4 teaspoon ground cardamom
1/2 pomegranate
2 kiwis
large pinch of saffron strands
1. Line a large sieve or colander with cheesecloth. Place colander over a bowl. Place yogurt in colander to drain for 2-3 hours in the refrigerator. Discard the water (or whey.) Turn the yogurt into a bowl and mix in the honey, nutmeg and cardamom.
2. Lightly toast the saffron strands in a small dry skillet over medium heat, until brittle. Let saffron cool on plate and with your fingers, finely crush the strands. Cut kiwi into small pieces and remove the seeds from the pomegranate.
3. Layer yogurt, fruit and saffron in dessert cups.
This next recipe was also inspired by the book – I would have never thought to combine vanilla and sweet chili sauce for a salad dressing, but let me tell you, it was wonderfully sensuous. Seared Scallops with Vanilla & Sweet Chili Dressing.


text:
Busch, Keselowski Give Birth to New Rivalry
There were two winners Sunday at Martinsville Speedway.
The first was Kurt Busch, who snapped an 83-race winless streak and completed a long climb back to victory lane after losing his top-flight ride with Team Penske at the end of 2011.
The second was NASCAR, which not only continued its string of highly entertaining races — Martinsville featured a track-record 33 lead changes — but might have gotten a new rivalry in the process.
Busch's victory came despite a run-in with former Team Penske teammate Brad Keselowski, who believed Busch drove through him during an early traffic jam on pit road as Keselowski tried to give Kasey Kahne room to pit. Keselowski then retaliated with his car — missing its hood after a 30-lap repair -- by roughing up Busch's car on the track. Keselowski spared him the kind of damage that would have taken away Busch's shot at the win.
So as Busch was shown celebrating in his No. 41 Chevrolet and getting congratulations from teammate and co-owner Tony Stewart on Martinsville's big screen, Keselowski stood in the garage and fumed.
"He does awesome things for charity and he's probably the most talented race car driver," Keselowski said. "He's also one of the dumbest."
In the media center, Busch called Keselowski's attempted retaliation a "punk-ass move."
"He will get back what he gets back when I decide to give it back," Busch said.
Though no driver wants to be involved in a rivalry, NASCAR execs are likely high-fiving. In the offseason, the sport changed its championship format after growing tired of seeing overly friendly competitors settle for good points days instead of go all-out for the win. And if that wasn't the truth, it was at least the perception.
The 2013 Chase for the Sprint Cup was marked by a close competition but hardly a rivalry; Jimmie Johnson and Matt Kenseth fought for the title but texted each other during the weekends and even had their daughters play together on race days.
Keselowski and Busch respect each other, but they're also the kind of drivers who don't take any bull —from anyone. Former teammates or not, there's no chance Keselowski will back down when he feels his team is being taken advantage of. And when Busch feels wronged, he's not the kind of driver who will let any perceived disrespect go unpunished.
NASCAR had a promising rivalry last year when Denny Hamlin feuded with Keselowski teammate Joey Logano, but it ended at its most feverish point — when the two wrecked on the final lap in Fontana, Calif., sending Hamlin to the hospital with a broken back. When Hamlin returned five races later, he was too focused on making the Chase to pay Logano much mind.

subset: commoncrawl


text: On Fri, Oct 09, 2009 at 10:50:46AM -0700, Buccaneer for Hire. wrote: > The first thing they ask for, when you call the vendor, is for an asset > tag or serial number. We keep it in the DB so I can always > verify it. It is even better when the vendor makes is easier to get > it through dmidecode. Just be aware that dmidecode output varies considerably in quality and quantity. You may found the info you need in fixed locations, but it may also vary over time and vendor. Use it when it works, but don't be surprised if it doesn't work as well as you would hope. -- David N. Lombard, Intel, Irvine, CA I do not speak for Intel Corporation; all comments are strictly my own. _______________________________________________ Beowulf mailing list, Beowulf at beowulf.org sponsored by Penguin Computing To change your subscription (digest mode or unsubscribe) visit http://www.beowulf.org/mailman/listinfo/beowulf


text:
Let's talk about paradise!
"Home! What does this word mean to you?" writes Anne Graham Lotz, daughter of the Rev. Billy Graham. "For me, 'home' is synonymous with love, acceptance, comfort, and security. It is a place where my needs are met. It is a place where I can take my burdens and lay them down. When I feel discouraged under the pressure of responsibilities, or overwhelmed by the problems of daily life, or disappointed by shattered dreams, my heart inevitably turns towards home. To go home is to be refreshed in my spirit and refocused in my thoughts and renewed in my strength and restored in my heart, because I know, even when I fail and make mistakes, that I am loved unconditionally by my heavenly Father.
"Jesus described heaven as 'My Father's house.' it's His home. It's also a place that He is preparing for those who love Him and put their faith in Him. It is a place not only where I can find answers but where my questions no longer seem to matter. It's a place where my Father loves me unconditionally, and I will live with Him forever."
" There are eight exciting secrets of Heaven to discover!"


text:
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text:
MINNEAPOLIS (AP) Minnesota Twins right fielder Oswaldo Arcia has a sprained right ankle, forcing him out of the game against Milwaukee.
Arcia was hurt Thursday after leading off the sixth inning with a double. When Trevor Plouffe whiffed on his bunt attempt, the Brewers caught Arcia with too big a lead off second base. Arcia rolled his right ankle when he tried to plant his foot and retreat and was picked off as he dived back into the bag.
Arcia walked gingerly to the dugout and was replaced in the field by Chris Parmelee.
Earlier in the night, Arcia hit a grand slam, his second home run in two games and the first slam by the Twins all season.


text:
Not so flattering assessment of solar panels.
More flattering assessment.
They are saying that the largest detriment is the amount of waste created while producing the cells.
I remember reading a study that stated the amount of energy going into the creation of a solar cell was more than the cell could produce in its life time. I can't seem to find that study, and this may have changed with new technology as it was some time ago that I read it.
© 2018 Atheist Nexus. All rights reserved. Admin: The Nexus Group. Powered by


text:
|2013-05-08, 14:50
|Link #1001
Senior Member
Join Date: Nov 2011
|2013-05-08, 15:11
|Link #1002
Custom User Title
What you have to realize is that there is a difference between being reactionary to the point of formulating a goal or simply reactionary to the point of prevending harm from being done. What I mean is that, yes, Luke Skywalker's goal essentially was born from reactionary behaviour, but it went further than that and in turn forced the opposing forces to react to his actions. He took the lead and took things into his own hands. After joining the rebels, he set his mind on destroying the death star. The imperial forces were then the ones forced to react to the hero's heroic deed. With Ichigo, we don't have that. We just have a villain threatening peace and Ichigo stepping up and defeating him, because essentially there's no other choice for him. Luke and the rebels had different choices. They could have gone straight for Vader or the emperor, theoretically. They could have tried to intercept them on one of their flights. Instead they formulated a different plan and decided to destroy the death star, which in and of itself is not simply a reactionary measure born from Luke losing his parents. There is a transition from a passive farmer boy to the hero who takes things into his own hands. Even more so with the second movie. And I think it was the makers' intention to clearly have this transformation of a seemingly random guy living up to his true inner potential.
Of course you are correct when you say that there are many good protagonists who probably don't follow this scheme. It more or less is true for Neo, but to be honest, I don't think Neo is a good main character for that matter. I have not watched Terminator or Back to the Future and have no idea who John Maclean even is, but I'm sure it worked for other movies. It's just the vast majoritiy of entertainment products I know, follow this idea of an active hero, with an inherent goal and opposing forces to it, resulting in a conflict. With Bleach, it's the other way around. There's no conflict because antagonistic forces threaten his goal, there's a conflict because he has to stop the antagonists from achieving their goal. And once again, I'm not saiying that something like this can't work out great, but it didn't for Bleach, and if might have it Kubo had structured it differently from the beginning. At least during the soul society arc, there was a bit more going on, because he wanted to rescue Rukia and not necessarily defeat the shinigamis. But we all kind of feel like that the series has gone downhill from then on. And well, one of the reasons for this, I think I formulated sufficiently now.
Last edited by ZGoten; 2013-05-08 at 15:29.
|2013-05-10, 20:46
|Link #1003
Sisterhood of the Desu
Join Date: Aug 2012
Location: in a van by the river
What went wrong in Bleach? Ohhhhhhhhhhhhhhh boy. This is going to take awhile:
Let's start with what was a fun adventure back in the SS arc: teenage kid gets powers by accident thru a girl...who turns out to be a shinigami. Girl gets in trouble, kid feels bad and gets a small group of other kids who are like him: Big Brother type who looks like he'll kick your ass, token fanservice with T & A and the hot nerd who's a frenemy/rival. Everyone fights, including the shinigami as we meet them all and Ichigo prevails in the end.
Flash forward to years later:
Aizen is a total Villian Stu, but I'd rather have him come back because something tells me that Bach is even going to become more of a Villian Stu than Aizen.
Kubo isn't as bad as Kishi with the females, but Jesus Christ......he's basically destroyed Rukia and just turned her into nothing but fodder since she got promoted. Orihime keeps getting hinted as having something special but nothing has come across other than 'LOL SHE CAN HEAL PEOPLE'. Kubo should've seriously killed her and Chad off to Opie or just keep them sidelined because they can not survive this. No way.
We know that Soifon, Isane and Nanao all survived the massacre; what about the other ladygami? Is Matsumoto okay? What about Nemu? More importantly, what the fuck happened to Yoruichi? Did Aizen really kill her off?
Kubo should've just killed off Rukia as well. Yes, she's the female MC, but it also would've given Ichigo a real reason to want to get powerful and let's face it, she don't do shit anymore.
Too many damn characters. Kubo should just kill the ones that he's obviously done with like the nakama, most of the VCs and vizards and just keep it to Ichigo and the fanbaits.
|2013-05-11, 09:03
|Link #1005
The GAP Man
|2013-05-11, 16:04
|Link #1006
Sisterhood of the Desu
Join Date: Aug 2012
Location: in a van by the river
God I hate Kubo. And once we see how Masaki really died, I'm out. I bet Kubo retcons all that with Grand Fisher into making GF a hitman from the Shitritters.
I used to be the biggest Ishida fangirl and even now, I don't give a shit anymore.
|2013-05-12, 00:57
|Link #1007
The GAP Man
Not to mention he has too many characters, I know those characters have fans but you don't have to use them all the time. He should have offed some characters or at least stuck with the core cast as that was the formula that worked for the manga.
|2013-05-12, 19:58
|Link #1009
Sisterhood of the Desu
Join Date: Aug 2012
Location: in a van by the river
I sincerely believe that fan reaction is the only reason why Nii-sama is in that hot tub with the one RG right now, along with little sis...who got the least injured out of EVERYONE and yet is near death...instead of being mourned in the SS.
|2013-05-12, 20:58
|Link #1010
Senior Member
Join Date: Apr 2006
Kubo should just start having fun with killing characters off. He should have a weekly character poll and he can pick from those, who scored lowest, to kill. To go even further, he could determine their death scenes by how many votes they get.
0 votes would be sudden, off screen, non-sympathetic, no last words, and no cries from other characters; just boop dead, move on. Beyond that would be determined by how many vote, like 100 - 1000 (if that many people vote) could be they get the full service, a valiant struggle that ultimately leads to their demise. They die in the arms of their closest, with inspiring last words and all the battles stop as everyone laments their passing and Kubo gives them an "In memory of" drawing in the last panel of the manga.
|2013-05-13, 09:34
|Link #1011
Ha ha ha ha ha...
Graphic Designer
Join Date: Apr 2006
Location: Right behind you.
Age: 30
|2013-05-14, 18:10
|Link #1014
Corrupted fool
Join Date: Nov 2012
Location: JEEEESUS CHRIIIISTOOOOO
Age: 28
So he saved Byakuya but Unohana, the most complex female character he ever wrote (well her past could be an asspull but really makes you think about her), had to die... Just to hype Kenpachi even though he was basically god. Why Kubo?!
|2013-05-16, 11:11
|Link #1015
Sisterhood of the Desu
Join Date: Aug 2012
Location: in a van by the river
But if she stays dead then yes...another minus for Kubo for offing one of the few strong female characters in this series and the only one who basically can save everyone no matter what their injuries are.
Because we all know Orihime's a dumbass and Kubo would be bastard enough to bring back Yoruichi just to kill her off.
|2013-05-16, 16:18
|Link #1017
Sisterhood of the Desu
Join Date: Aug 2012
Location: in a van by the river
Yama's death has been coming since Aizen.
And no one gives a shit about Yama's VC anyway
|2013-05-21, 05:26
|Link #1019
Ha ha ha ha ha...
Graphic Designer
Join Date: Apr 2006
Location: Right behind you.
Age: 30
I dunno, I still think the deaths are of minor characters that, ultimately, no one cares about because they have pretty small fanbases. Feels more like Kubo trimming the fat off of his minor character list rather than aiming for any real drama.
I was about to say "I gotta respect that" when he killed off Byakuya, but then apparently chickened out at the last minute and said "wait, j/k lol, he got miraculously saved". Really? REALLY!?
I mean, Naruto is equally guilty of having terrible plotholes, but at least the author has courage enough to kill characters off without some lame deus ex machina the next chapter to completely reverse it.
If you're going to have someone die, make it a character whose death is actually appropriate. No, I didn't forget about Genryuusai, but honestly... who DIDN'T see his death coming? Again, I'd use Byakuya as an example of a dramatic sacrificial ending, but then Kubo cheapened it by bringing him back to life, essentially. Honestly, the only character whose death I've felt was well done in this series was Gin's.
And he better not bring back Yoruichi just to kill her. I will be seriously pissed. It's bad enough he randomly killed off Unohana in what I'm pretty sure was an asspull backstory plot.
|2013-05-21, 11:42
|Link #1020
Senior Member
Join Date: Nov 2011
|Thread Tools


text:
cog_nition wrote:Wow, how to hijack a thread! I though this was a discussion about the merits of various road (my assumption) climbs in the Canberra area near the city, suddenly its about mountain biking at Stromlo and then the Brindabellas and then "they're all picking on me".
This is far from being a fair comment. The title of this thread is Hardest climb in Canberra (city-ish). I've been lurking here for a while and I've read that riders here often do 160 kilometres as training rides, done with impunity ... a 100 plus kilometres into the Brindabella Ranges and back is very much city- ish and Stromlo is only 15 minutes from the city? Unless the road riders here are just exaggerating how far they actually ride.
ifixbikes wrote:This thread reminds me of this http://www.rotorburn.com/forums/showthr ... ps/page169
Yes, I totally agree. It is amazing how the web allows insignificant posters to become dobbins and snitches and to be able to contribute to a thread ifixbikes. Bravo ... ifixbikes. Keep up the good work. You appear to be a consummate detective?
I think that the poster being berated is being more tongue in cheek than the rest of you put together.


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The vision guiding these standards is that all students must have the opportunities and resources to develop the language skills they need to pursue life's goals and to participate fully as informed, productive members of society. These standards assume that literacy growth begins before children enter school as they experience and experiment with literacy activities—reading and writing, and associating spoken words with their graphic representations. Recognizing this fact, these standards encourage the development of curriculum and instruction that make productive use of the emerging literacy abilities that children bring to school. Furthermore, the standards provide ample room for the innovation and creativity essential to teaching and learning. They are not prescriptions for particular curriculum or instruction. Although we present these standards as a list, we want to emphasize that they are not distinct and separable; they are, in fact, interrelated and should be considered as a whole.
Click here to download the entire Standards document as a PDF.
1. Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
2. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.
3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.
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8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
9. Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.
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Three bound vols. and a scrapbook. Transferred from the Library in 1913. His bequest to MFA was in 19__. PDP Register entry: Date acquired, No date.
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- Louis Haghe, Belgian, worked in England, 1806–1885
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text:
ALFRED Wainwright loved solitude, particularly on the Lake District hills, and yet through his books, thousands have been attracted into that spectacular landscape.
To many fell-wanderers, it is the gruff and sometimes cantankerous author from Blackburn, who was brought up amongst mill chimneys, noisy factories and dirty canals, who will always be the Lake District's most significant adopted son.
One man who knew him better than most was writer and broadcaster Eric Robson, who will be staging a special presentation on the life of Wainwright at Clitheroe's Grand theatre in February.
Robson, who accompanied Wainwright on his Lake District walks in the BBC television series, said: "I don't think people have recognised the fundamental importance of Blackburn to Wainwright's achievement because he did his early fell walking in that area.
"Also, the grit and self-sufficiency bred in the early days in mill town Lancashire were a profound part of his character.
"When we were filming the BBC series we brought him back here.
"We took him to the first hill he attempted — the walk out to Darwen Tower. He told me that as he sat there as a young lad he had a real revelation. It was if he'd been given the keys to the kingdom of the hills.
"I remember him saying to me on a walk up Pendle Hill: 'Do you know, people often ask me what my favourite place is. Well I'll tell you what my favourite piece of grass is.'
"I was running through Haystacks and all the obvious places, and Wainwright said: 'I bet you can't guess: it's the centre circle at Ewood Park.
"If we were out walking on a Saturday he would always have a transistor radio for the football results. Blackburn Rovers and walking were the core of his being."
While Robson never shared AW's fondness for Coronation Street, third rate fish and chips or Blackburn Rovers, he recalls Wainwright as a kind and considerate man: "When the TV series was first mooted, I was summoned to Kendal to meet the great man in a truly dreadful café. Out of the corner of my eye I noticed a slice of boiled ham disappearing off my plate, which he put into a napkin and then into his pocket.
"Nothing was said, but later I found out he was taking it home for Totty, his cat, who was quite ill. I remember a shy, gentle and thoughtful man."
The BBC Radio 4 Gardeners' Question Time presenter is chairman of the Wainwright Society, who 80 years after Wainwright first visited the Lake District in June, 1930, recreated his journey, taking a bus from his home in Blackburn to Windermere, and climbing Orrest Head.
"It changed his life, that view out over Windermere from Orrest Head, but it's changed the lives of tens of thousands of other people as well," added Robson.
"Before Wainwright, people stood in the valley bottom and said: 'We can't get up there, we can't do it.'
"Then they'd see Wainwright's way of dissecting mountains — which is phenomenally clever and suddenly found that if they followed this line on the map, it made sense: it got them to the top.
"Wainwright is every bit as clever as the man who invented the London Underground in my opinion — he took a mountain, he filleted it, turned it into a two-dimensional image and made it more understandable."
Robson said Wainwright made one mistake: he called his books guides.
"They're so much more than that — they're works of artistic excellence, cartographic brilliance, there's poetry, all sorts really.
"I've had my hands slapped for this, but I'll carry on saying it — any fool can be a guidebook writer: I write guidebooks.
"But what he did was so much more, and it crosses the generations.
"It keeps on attracting new generations of people that it introduces to the hills."
- Eric Robson on the life of Alfred Wainwright, the Grand, Clitheroe, Wednesday, February 27..Details from 01200 421599


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There are certain times when I sit back and think, "I love being a writer." Okay maybe I'm not sitting back--I'm on the move doing something fun and exciting which is kind of my point.
Several months ago a magazine editor asked if I'd be willing to write a piece about the Viking Cooking School which is a class-by-class culinary program designed for everyday folks like me and run by Viking, the same folks who bring you those fancy six-burner stoves and those food processors that can blow something to smithereens better than the Death Star itself.
It took me all of seven seconds to respond with a huge "Yea!" because I would be writing (something I live for) about cooking (something I love nearly as much) for money (another thing high on my "I'm okay with" list) then on top of all that I'd get to go to the Viking Cooking School myself to try out the classes. You might say they were embedding me in the school.
Well with a deal like that you knew there'd be a post coming.
So the question is: How did it go?
It was wonderful! In fact it was so much fun that I pretty much wore out my husband making him listen to a recap of all the details once I got home from the first class.
Viking Cooking School is run nationally--the website has a list of cities where the school operates and Anchorage just happens to be number one on the list. Locally you can find it at Allen and Peterson Home Appliance Center or on the Kenai Peninsula at the Allen and Peterson store down there. The calendar of classes offers everything from ethnic cooking classes to classes on grilling, cakes, soups and sauces. You can take a class on Argentine grilling techniques or on basic knife safety, sushi or candy making.
Me? I opted for two ethnic classes, first the popular "Thai Taste Explosion" and second (as a birthday treat to myself) the "Indian Feast." I chose those two because after the approximately 17,260 meals I've fixed around here I pretty much know the basics and I wanted to try something in an area where I knew absolutely nothing (beyond my brief foray into the wonders of pad thai). Besides, Thai and Indian food are trendy right now and I wanted to see what all the fuss was about.
Upstairs at Allen and Petersen's Viking test kitchen I was one of seven students taught by Scott Johnson, a chef who has worked in some of my favorite restaurants and we got to work on Chicken Satay complete with Peanut Sauce, Thai Spring Rolls with Sweet and Sour Chili Dipping Sauce and Banana Leaf-Wrapped Red Snapper with Thai Red Curry Sauce.
The recipes, which came directly from Viking, were easy to follow and assemble and allowed Scott to demonstrate basic techniques such as how to most effectively bone and slice a chicken breast, how to wrap a spring roll or how to choose the best fish fillet before he turned things over to the class. He encouraged us to jump right in and learn by doing while his able assistant followed behind to clean up our messes, wash our used utensils and measure out trays of ingredients (something my dream kitchen must have to qualify as a "dream" kitchen).
As a grand finale to the evening we sat in the dining room next door to the kitchen to enjoy our labors and best fish I've ever eaten. I'd had three hours to work up an appetite and between the dishes we'd prepared ourselves we were served Thai Cucumber Salad, Steamed Jasmine Rice and Lemon-Ginger Sorbet and I went home completely satisfied, with a fistful of recipes and vowing to make the Banana Leaf-Wrapped Snapper for my family the next day.
Though the recipes weren't particularly difficult to accomplish, having someone with experience translate and de-mystify foreign ingredients such as "kaffir lime leaves," "sambal oelek" and "tamarind paste" then tell me where I could buy banana leaves made all the difference when deciding whether I'd ever make the dishes on my own--which I have done to the satisfaction of five happy mouths here at Casa Mitton.
The second class, the "Indian Feast" where we fixed Curried Vegetable Pastries (Samosas), Cucumber Yogurt Dip (Raita), Split Pea Curry (Dhal) and Chicken with Roasted Coriander in a Coconut Curry Sauce (Dakshini Murgh) wasn't quite as good, probably because I didn't care for the food as much. I've heard so much about Indian cuisine but when it came right down to it a lot of it was heavily fried in ghee which is nothing but clarified butter (I can feel the ol' arteries glopping as I type the words) though not terribly satisfying and the rest was all the same: hot and curried. It smelled great cooking but it was all so similar that I quickly got tired of the flavor and began to wonder how all those billions of Indians could live on the stuff (sorry, just an opinion and I'm quite sure it's wrong).
The yogurt sauce was good but not as good as tzaziki, its Greek cousin, and the samosas were okay but not nearly as good as calzone or empanadas. The bread--chiapati--was better than a saltine but not as good as a pita so I wasn't as enthusiastic for the experience as a whole but then I know I'm definitely in the minority here as Indian food is THE hot thing for food trends it seems.
But regardless of the food it was nice getting instructions and widening my food horizons and fun trying new things, it made this housewife feel pretty adventurous.
With the holidays coming up if you want to treat yourself to a night of fun and tasties then check out your local Viking Cooking School--see what classes they offer, there are date night classes, girls' night out classes, even teen classes where you can go with your child and bond over some baklava. Brush up on some basics or learn something new (I'd like to try the Argentine steakhouse class and try my hand at some chimichurri). They're nice because you don't have to commit to a long running event--just two or three hours depending on the class. I'd definitely sign up if they offered a pastry class--those can be tricky but if you do them right the results are show-stopping.
Who knows? You might discover your own inner Iron Chef.
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Technorati tags: Viking, Thai, cooking
Monday, November 24, 2008
The Viking Cooking School
There are certain times when I sit back and think, "I love being a writer." Okay maybe I'm not sitting back--I'm on the move doing something fun and exciting which is kind of my point.
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19 comments:
- Steph at The Red Clay Diaries said...
Ooooohhh, my stomach is growling now. This Viking cooking school sounds great.
I think I'll send the hubby though. He's the cook in the family.
Now how do I hook up with this "writing" + "money" gig? ;)
- Inkling said...
Very cool. I may just have to ask for a class for my birthday. I've never been brave enough to try something like that, but you make it sound approachable and fun.
The Thai food (and your picture) have me wishing for something other than cereal this morning. I'm sorry the Indian food thing didn't meet your expectations. I have to say the picture of what you made didn't meet mine either, when I think of Indian food. So if you ever come south to BC, you should send us an email. My husband makes the best Chana Masala, various chicken dishes, and we know a great place to get samosas and fresh naan bread. I can never make Indian quite like he can. It helps to live in a town where half the population is East Indian. (I always know I'm home from a trip when I come back and see saris and turbans in our little town. Oh, and the other half is Mennonite. Talk about a weird combo.)
- Janet said...
That sounds like something even I might enjoy. We love Indian food, but I suspect that the clarified butter is why - we are Southerners after all. Butter is all we have left once we gave up lard.
I have to admit, when I saw the post title I thought of lots of meaty Norse dishes.
- My Ice Cream Diary said...
I envy your Thai food, but I want to cry over your Indian food experience. One of the things I love so dearly about Indian food is the amazing combinations of flavors. The fact that your meal tasted all the same shows that it was a poor menu. And I cannot believe you weren't taught to make chutnies. Indian food without mint and/or tamarind chutney is like french fries without ketchup!
You are right about all the oil though. I have an Indian friend who was teaching me to cook a few things and she kept saying, "the recipe calls for this much oil, but really you don't even need half of that."
- reprehriestless warillever said...
I love your honesty -- that you started the post with an explanation of how you came to attend the class. You also touched on the positives and negatives of the experience.
I am little disappointed that you didn't get a helmet with horns at viking school...
- cndymkr / jean said...
What a great idea. Now this is something I could really get into. I'll be adding this to my Christmas list.
- Brandi said...
That sounds like sooooo much fun. I love to cook. Maybe one day...
BTW...you've been picked for a meme award on my blog!
- Kim said...
Thanks for the review!
I've been receiving A&P's little catalog listing all the cooking classes for (literally) years, but have never gotten around to signing up. I'm really interested in taking my daughter to one of the parent/child classes.
- Alison said...
I was curious enough after reading your article to check out the list of Viking cooking schools. Too bad the closest is over 3hrs drive away from me. Game Boy and Artist Girl went through a phase of watching lots of cooking shows. Unfortunately that did not translate into lots of cooking in the kitchen, though I'm sure they understand all the terms now at least.
Sorry to hear you did not enjoy the Indian cooking results. I'm rather partial to Indian cuisine, provided it is mild. Personally I stick to the breads and curries, rather than the fried stuff. It's one thing about the UK I miss. A good jar of chutney and a good curry are rather hard to find in my current neck of the woods.
How nice to be invited to try out something like this :-)
- Naomi said...
Oh, geez. I was slightly disappointed when I clicked over from my reader... I was expecting some kind of Nordic fare! But it looks like a great experience, even if you don't get to wear bearskins and hats with horns.
- Duke, Kathryn, & Seamus said...
I have been wanting to try the cooking school for a long time. My little sister went and she loved it. I guess it's my turn. Your food looks delicious.
I'm sorry you didn't like the Indian food. It sounds like the menu was a litle boring to me too. None of my favorite dishes are listed. My favorite place is Bombay Deluxe on Northern Lights, across from the Old Northern Lights Hotel. Their food is TO DIE FOR! My favorite is the Vegetable Korma. They have a lunch buffet that is only $10 or so. The closest to "real" Indian food that I've had wass in Southall in London (the biggest Indian population outside of India) and I think it's safe to say that Bombay Deluxe is authentic.
If you decide to give it a second try, I hope it goes better. You might not be able to avoid the cuisine once your Parents get back. :-)
Now after mouthing off it's my turn to go and try Thai food.
- MoziEsmé said...
Lucky you! That looks amazing...
- Robin said...
How fun, I love cooking classes! We did a full day class in northern Thailand which was complete with a trip to the local market, then back to their kitchen to cook up a feast. Everything was delicious, I learned a ton (and now cook Thai food at home at least once a week), only problem was that their souvenir cookbook is so full of mistakes that you could easily ruin dinner if you blindly followed any of the recipes (typos like "use a CUP of curry paste" - holy cow, I'd have smoke coming out of my ears and would probably never be able to eat again LOL).
Don't know the basic classes though, if they've got a good teacher. I did a course on ground meat of all things a few years ago, because the fancier course I'd wanted got cancelled. It was taught by a top chef who'd put out a cookbook just on ground meat, and it was AMAZING! He took simple ground beef, lamb and chicken to levels I'd never dreamed of!
PS I agree with some of the previous commenters - the menu for your Indian class does sound a bit boring. Where were things like tandoori chicken and tikka masala, not to mention all those double onion (do piazzo?) dishes?
- Robin said...
That was supposed to be "don't KNOCK the basic classes". Oops.
- Kristen M. said...
I would love to learn how to make the thai food in your picture. I just ate dinner but now I'm craving satay and peanut sauce!
- Amy @ Experience Imagination said...
I'm not much for curry, but the Indian restaurants I've been to (both of them) offered absolutely yummy tandoori chicken and naan that I could probably eat for a week.
- C D said...
I just wanted to chime in about the Indian -- I was skeptical after my first experience, which was horrid... but my husband introduced me to lamb korma, and it is definitely delish -- creamy, kinda sweet and really good when eaten with na'an.
And I adore samosas... and it is just one of those kinds of dishes that everyone has a version of in their culture... or so I was told :D.
The class sounds awesome!
- One Mom said...
Just when I got all excited about taking a class with my granddaughter, I checked the Viking site and discovered, to my great dismay, there are no classes even remotedly close to where I live - bummer :(
- all over the map said...
Can I just say that I, for one, am totally excited that you got to experience the class.
I had a Viking range in California and I always wanted to take the class.(now I have a little rinky-dink crappo oven & yeah I'm a little bitter about it - is that ok?) My neighbours also had one and she was the one who told me about the class but I never did get around to taking it. Boo hoo. Maybe one day?
Sounds like so much fun. I am a huge curry and Indian food lover. I'm also a huge Thai fan so I would have been in heaven.
Glad you had a great time.


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West Ham are interested in signing AC Milan's Massimo Ambrosini, according to the midfielder's agent.
The 35-year-old, who has made 19 Serie A appearances this term, sees his contract at San Siro expire at the end of the season.
Ambrosini has made over 300 appearances for AC Milan since his arrival at the club in 1995 but his agent, Moreno Roggi, claims Sam Allardyce's side are among those who are targeting a move this summer.
"There is interest from West Ham and it's a real interest, like that of other English, German and American teams, although there have not been concrete contacts," Roggi told Calciomercato.it.
"But, like every year, the first thing Massimo will do at the end of the season is speak with [AC Milan CEO] Adriano Galliani."


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Game one saw ETSU jump out to an early 7-0 lead after a five-run second inning highlighted by a Janine Sprague (
After the dominating victory in game one, ETSU came out with the same fire in the second game of the day taking the 2-0 advantage following the third inning. Behind a Stephanie Gaynord (
Lehrschall entered the game in the top of the sixth striking out Jolene Workman to end the inning for the Eagle offense. Led by a Spetar two RBI single, ETSU added three runs in the bottom of the sixth to secure the 6-2 victory and the two-game sweep for the day. Lady Bucs pitcher Belinda Barrera (
Hazelwood led ETSU with four hits and four runs batted in, while Sprague added two runs and two runs batted in for the afternoon. Spetar and Gaynord each added two runs for the afternoon, while the Lady Bucs pitching staff held the Eagle offense to a .186 batting average for the day.
ETSU returns to action Friday, March 25, when they open Southern Conference play hosting the Georgia Southern Eagles for a three-game series. The conference double-header will begin at 1:00 p.m. at


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Even before Huricane Sandy made landfall, President Obama began repeatedly promising one thing about the response to the disaster: that he would personally ensure that bureaucracy didn't get in the way of relief efforts.
"My instructions [have] been, do not figure out why we can't do something; I want you to figure out how we do something," Obama said Tuesday. "I want you to cut through red tape. I want you to cut through bureaucracy."
That followed his remarks Sunday before the storm hit: "We're going to cut through red tape. We're not going to get bogged down with a lot of rules. We want to make sure that we are anticipating and leaning forward into making sure that we've got the best possible response to what is going to be a big and messy system."
Late Wednesday, FEMA said it was following Obama's lead in efforts to restore electricity to storm-ravaged regions: "At the direction of the president, a power restoration working group has been established to cut through the red tape, increase federal, state, tribal, local and private sector coordination and restore power to people as quickly as possible."
All of this leads me to wonder: What red tape, exactly? I'd be very interested to see specific examples of rules and regulations that have been swept aside in the relief effort. Or is all the talk of busting bureacracy just a rhetorical way of exhorting federal employees to move quickly in helping their state and local counterparts address the situation on the ground? (Which is not necessarily a bad thing.)
What I do know is that various flexibilities, in everything from procurement of supplies to hiring of temporary personnel, have been built into the system for years to allow for rapid disaster response. Which makes me wonder if this is less a case of working around the system, and more one in which the system has been set up to address just this knd of situation, and is working properly.
(Image via Madlen/Shutterstock.com)


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Or download our app "Guided Lessons by Education.com" on your device's app store.
Second Grade Emotional Development
Second graders are rapidly maturing and establishing identities for themselves. They are learning to think smarter, be more social and take care of themselves, but they're still young kids with kid-like emotions, and you're still a parent who should know what to do. Learn what's happening with your child's emotions, and take a few of our tips.
Click on an item in the set below to see more info.
They want to be independent.
The drive for independence really ramps up in second grade. Children this age are immersed in their school life, becoming more social, withdrawing from adults, and have improved logic and reasoning to help guide them. They are starting to build an identity, which is a long, complex process.
What you should do: Be supportive and open-minded. Your child wants to create his own identity, not one that you create for him.
They evaluate themselves and care what others think of them.
Second graders might accept that they've done something wrong or made a mistake, but they're afraid of being judged as bad or stupid for it. They are aware of general characteristics such as smart and dumb, ugly and cute, and they may complain that "nobody likes me."
What you should do: Look for opportunities to give compliments and build self-esteem. If your child doesn't have good friendships, try setting up a playdate. It's not too late to help your child make new friends.
Boys and girls handle their feelings differently.
Second graders are emotional creatures and they want to talk about their feelings, but they still have trouble expressing themselves. Boys refuse help and try not to cry. Girls cry more and look for emotional help from others.
What you should do: Try to get your child to speak openly about his feelings, and be sympathetic. Remember that what seems silly to you might be the center of your child's world.
They have physical reactions to stress.
Although second graders are experiencing amazing growth in body and mind, they are still prone to nausea, thumb-sucking and pants-wetting when they are stressed out. Because of their growth, they put pressure on themselves to act more mature and do better in school.
What you should do: Find out what your child is stressed out about, and help him through it. If he has an embarrassing episode, don't make a big deal about it, and help him move on.
They have a sense of justice.
Although it's common for kids to complain that something's unfair or someone's cheating, kids this age may start showing a legitimate understanding of fair and unfair.
What you should do: When your kid complains, ask questions. Give him a chance to articulate his opinion. Who knows? He might actually be right!
The set is continued below.
They begin to empathize.
Not all second graders, but some, show signs of empathy. If he sees a classmate hurt himself on the playground, he may wince in pain. If he sees someone being picked on, he'll feel sorry him. And if he sees someone laughing or showing great pleasure, he'll feel happy.
What you should do: Smile. Your little one is growing up. Kids who empathize generally make strong friendships and are well-liked by peers.


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Julius Randle was pretty damn excited when the Los Angeles Lakers drafted him with the seventh overall pick last night. After the draft, he took to Instagram to let everyone know that he's always been a Lakers fan, and in the process he inadvertently made a whole bunch of basketball fans feel super, super old.
That's little baby Julius Randle wearing a Kobe Bryant jersey. Bryant started playing in the NBA two years after Randle was born in 1994, and he was already well into his years as the crown jewel of the Lakers dynasty when this picture was taken. Now he's teammates with a little kid who used to wear his jersey.


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Swiss adults with HFE hemochromatosis, the genetic iron overload disorder, were significantly taller than the average in the country's general population, researchers said, a result perhaps of chronically high levels as children.
Among 176 adult patients with the condition, men were an average of 4.3 cm (1.7") and women 3.3 cm (1.3") taller than the means of 173.9 cm (5' 8.5") and 163.8 cm (5' 4.5"), respectively, overall in Switzerland, according to Pietro E. Cippa, MD, PhD, and Pierre-Alexandre Krayenbuehl, MD, both of University Hospital Zurich.
The increased height in the hemochromatosis patients was significant for both genders (95% CI 3.0-5.5 cm in men, 1.3-5.3 cm in women), the researchers reported in the Aug. 22 issue of the New England Journal of Medicine.
"We speculate that patients with HFE hemochromatosis may benefit in their first 2 decades from constantly enhanced iron absorption, providing a steadily sufficient supply of iron during physical development," they wrote.
Cippa and Krayenbuehl indicated that they thought there might be such an effect after observing that iron deficiency frequently leads to growth retardation. Even in normal children, they noted, "the growth rate affects iron status, and iron demand tends to exceed supply in periods of rapid growth."
Children with chronically high levels of iron, the researchers reasoned, would face such shortages less often, if ever, and may therefore end up taller than average.
The 176 individuals in their cohort all had confirmed iron overload, with serum ferritin levels greater than 300 mcg/L or transferrin saturation exceeding 45%.
All the patients had the so-called C282Y mutation in the HFE gene, with 7% also showing the H63D mutation as well.
Data for average height for the Swiss general population, age- and sex-matched to the hemochromatosis patients, were obtained from the Swiss Federal Statistical Office and military records.
Because HFE mutations are more common in persons of northern European ancestry -- such mutations are believed to have first arisen about 6,000 years ago in Celtic populations, Cippa and Krayenbuehl noted -- they also compared their patients' heights to an Irish reference population.
"The deviation in height from the reference population remained stable over time and did not correlate with the type of HFE mutation, body-mass index, serum ferritin level, liver enzyme elevation, liver fibrosis, or clinical manifestations such as arthropathy or hypogonadism," the researchers wrote.
They suggested, however, that it would be premature to give children iron supplements in the hope of increasing their final adult height.
"Although the first years of life are generally considered vulnerable, it is not clear when and how long iron supplementation might be beneficial," Cippa and Krayenbuehl wrote in an online appendix to their published article. "To our knowledge, the effect of iron supplementation on height in different periods of growth remains to be investigated, and the longest iron supplementation trial lasted 52 weeks."
They noted, too, that iron supplements "are challenged by possible adverse effects."
HFE hematochromatosis is relatively benign, they indicated, because the iron overload "results from a sustained but quantitatively minimal daily increase in intestinal iron absorption from normal food." Clinical iron toxicity is unusual until serum ferritin exceeds 1,000 mcg/L, they added, "a level that is rarely achieved before the age of 20 years."
In contrast, they wrote, a "nonphysiological amount of supplemented iron might lead to oxidative stress and generate free radicals affecting cytokine responses and growth factors, and a high dietary iron amount may inhibit the absorption of other essential nutrients."
The study had no external funding.
Krayenbuehl reported relationships with Shire, Shield Therapeutics, and Vifor Pharma. Cippa declared that he had no relevant financial interests.
- Reviewed by Zalman S. Agus, MD Emeritus Professor, Perelman School of Medicine at the University of Pennsylvania and Dorothy Caputo, MA, BSN, RN, Nurse Planner
last updated
Primary Source
New England Journal of MedicineSource Reference: Cippa P, et al "Increased height in HFE hemochromatosis" New Engl J Med 2013; 369: 785-86.


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|North Kingston, RI
|High School:
|North Kingston High School
Major: Government
Why did you choose to come to the Coast Guard Academy? I always knew that I wanted to be in the military and the Academy offered this, with a small school atmosphere. Staying in New England was definitely a plus and being close to home is nice as well.
How long have you been sailing? How did you start sailing? I started taking sailing lessons when I was 8 years old at Wickford Yacht Club in Wickford, RI. I was sailing before this, with my parents out of the club, and have kept up with it ever since. I sailed Optis and Lasers at WYC before getting into team racing at North Kingstown High School.
What is your favorite thing about the sailing team at Coast Guard? My favorite thing about the team are the people on it. Everyone brings a unique personality and makes the whole team a great thing to be a part of.
What other activities/positions/clubs are you involved with on campus? Outside of sailing and studying, I take part in SPIA, a club on campus for Government majors. Through SPIA, great opportunities in the realm of guest lecturers and trips are available that provide a closer look into the government.
What is the sailing achievement that you are most proud of? My greatest sailing achievement is completing the 2012 Newport to Bermuda Race with the Academy's Summer Ocean Racing program. Completing this long distance event was a great highlight from the summer.
What are your future sailing plans and career goals after graduation? I plan on continuing to sail wherever I go after graduation. Hopefully I can continue to sail dinghies. Keelboats and offshore events are an area that I will definitely try to get into as well.
Tell us something that your teammates would be surprised to know about you. People on the team might not know that the last year I competitively sailed, besides my high school team, was the summer after my sophomore year.


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You will also be responsible for safely transporting our Guests to and
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text:
"A letter is a conversation with a friend or loved one and it bridges the miles and should give the feeling that the person who wrote the letter is right there."
From: How to Write an Old Fashioned Letter | eHow.com
When I started blogging eight years ago, I had no idea what I was doing. Most of my friends didn't know what a blog was even after I explained it to them in great detail. It was such a strange, heavy word. Blog. It reminded me of the sound hot fudge makes when you spoon too much of it into cold water to see if it is ready to set. I remember friends staring at me strangely when I would say the word. Even friends who could conceive of such a thing, were perplexed at why anyone would keep one. In the meantime, blogs were multiplying like bunnies on the Internet, and I was very nearly late to the game.
My first blog was Bioluminescence, and I blogged for three years as "Firefly". At that time, it was very important for me to keep my anonymity because I had small children and the Internet was a new and frightening place for me. I blogged about some things that mattered and some things that mattered very little, if at all. I blogged about my family, homeschooling, and other daily matters at hand. I posted photographs of my girls at the pumpkin patch milking cows, playing pioneers in our backyard, and reading books while perched in their favorite maple tree.
And then, one day, my mother died.
My mother had struggled for years with some form of dementia that was completely alien to our family history. She started slipping away when I was still in my twenties. The first time I knew something was very wrong (and beyond any ability I had to rationalize it away) was when we were in Massachusetts for my grandmother's funeral. It was in the month of January, and it was beyond cold. I had forgotten how much it could snow in New England. The houses painted neatly white in the summer now looked gray and neglected. I borrowed my grandmother's long silk underwear to wear beneath my dress at the funeral. I remember looking down into my grandmother's grave and wondering how they were able to dig such a deep hole in the frozen ground. I felt a great swell of grief when I realized that we would be leaving my grandmother in that hard, crystallized earth wearing the same dress she wore to my wedding on a very hot August day in South Carolina. It was her best dress. It was only the second time she had worn it.
My grandmother was just shy of ninety-four when she passed.
We were at my grandmother's house just after the funeral when it happened. My mother, who was sixty years of age at the time, leaned down over my small daughter, smiled broadly, and asked her if she remembered sleeping in her uncle's bedroom when she was a baby. My daughter looked back at me puzzled. I looked at my mother, still bent over my daughter, still smiling. It seemed like an eternity passed. I looked pointedly at my younger brother who was the only one of my siblings able to make it to the funeral. My mother had just time-warped over twenty years into the past.
When at last my mother glanced up at me, the smile slowly slid from her face. For a split second I saw a look of confusion, but it was quickly replaced with softly flushing cheeks and a small fluttering laugh. I heard my voice float out across the room.
"Mom, that was me. I slept in Uncle Bob's room when you…"
She stopped me in mid-sentence complaining of how tired she was. How she'd gotten little sleep the night before on the pull-out sofa. And, for all outward appearances, our world slipped back to normal for the rest of the afternoon.
My sister and I had been talking for some time about the small changes we had seen in our mother over the years since I left home for college. I had attributed much of my mother's early symptoms to early menopause. She started writing notes to herself and leaving them in strategic places around the house when I was still in high school. That was easily dismissed, but the trail of breadcrumbs became more obvious as time went by. Obvious to me, it seemed. Not so obvious to my father. By the time she quit driving, my mother had become an expert in the art of covering things up. No one even blinked when she decided she wasn't going to drive anymore.
While my sister and I had been tossing things back and forth for a while, things seemed undeniable once I told her about what happened at our grandmother's funeral. Not long after that, my sister, who lived in the same town as my parents, approached my father and made an appointment for my mother with her doctor. My sister was horrified to find that my mother couldn't answer some of the most basic questions the doctor asked. It was then that we began to mourn. A mourning that would slowly crescendo over the next six years.
When my mother passed away at the age of sixty-six, I was initially relieved. I thought that the end of the mourning had finally come. I was naïve. The pain at watching her slip away slowly in life was replaced by another pain that I was not prepared for. My mother had left us long before she actually passed, so I didn't understand this new pain. I still don't really understand it.
One of the things that has bothered me over the past five years is that there was so much about my mother that I never really knew. I knew my grandmother inside and out. She was an open book who shared the great expanse of her life and all its adventures, both good and bad, with me. We would spend our summer visits poring over old photo albums while my grandmother recounted a collection of memories that should have filled a book. A big book. It was a great gift she gave to me. And while I sometimes wish that my uncle would pass down some tangible things that belonged to my grandmother, I know that I have something better.
My mother's life, though, is like a blank book to me. She only shared what she wanted to and even those things I was often unsure of. The things I thought I knew about her, I often found to be tenuous pieces of truth spun together with something like the truth.
Recently, I have been thinking about these things. I don't want to pass from this life without handing my daughters something like a book. I don't want them to wonder who I was and feel that great aching emptiness I feel when I think of my mother. I want to give them the gift my grandmother gave to me. I know it is not going to be easy, and I can't even be sure that I will be allowed to finish it, but I feel compelled to try. So here I am today, pen and paper in hand so to speak, beginning to write letters to my girls. I hope they are reading.


text:
Web development
Budget $30-250 USD
I need to scrape data from a website
42 freelancere byder i gennemsnit $157 på dette job
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text:
Linked by Yoni on Fri 18th Jan 2013 21:56 UTC
"Never mind the fact that the iPod turned the entire music industry on its head. Never mind the fact that most successful notebooks today resemble designs first popularized by Apple. Never mind the fact that the blueprint of the modern day smartphone remains the original iPhone. Never mind the fact that competitors are scrambling wildly to copy the success and design of the iPad. Forget all of these things, because when it comes to Apple, the 'what have you done for me lately?' mentality reigns supreme."
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RE[4]: Reponse
by WereCatf on Sat 19th Jan 2013 00:39 UTC in reply to "RE[3]: Reponse"
In 2009 when it was finally time to upgrade my Nokia E70 I tried stock Android in emulator on a high end PC. And it sucked, not because of underpowered hardware or Samsung's bloatware, but because Android was garbage.
Bought Nokia N900 instead.
Bought Nokia N900 instead.
You tried an unoptimized emulator on a non-touchscreen device, noticed that it ran poorly, and based on that you decided that it's garbage? Uhh..


text:
Amidst a Mobile Revolution in Schools, Will Old Teaching Tactics Work?
Just a few years ago, the idea of using a mobile phone as a legitimate learning tool in school seemed far-fetched, if not downright blasphemous. Kids were either prohibited from bringing their phones to school, or at the very least told to shut it off during school hours.
But these days, it's not unusual to hear a teacher say, "Class, turn on your cell. It's time to work."
Sponsored By
Harvard professor Chris Dede has been working in the field of education technology for decades, and is astonished at how quickly mobile devices are penetrating in schools. "I've never seen technology moving faster than mobile learning," said Dede, who teaches at the Harvard Graduate School of Education.
That's not necessarily surprising, given that a staggering 80 percent of teens have cell phones. This penetration of mobile devices in the consumer market has also wrought what Dede describes as a "sea change" in the education landscape.
"People are talking about this being an inflection point," said Elliot Soloway. Soloway is a professor at the School of Education at the University of Michigan, and a longtime proponent of mobile learning. "It feels like something major is about to happen. It went from a silly idea, to, 'Of course it's inevitable."
The most recent data available is from 2010, and indicates that 62 percent of schools allow cell phones to be used on school grounds, though not in classrooms. But both Dede and Solloway, who are closely involved in coaching schools on how to use mobile learning techniques, said a lot of progress has been made in just the past couple of years.
"What I'm hearing from schools more is that they've eliminated policies restricting using mobile devices for learning and they're interested in developing mobile learning programs as fast as possible," Dede said. "We're going from districts fearing it and blocking it off to welcoming it and making it a major part of their technology plan. We'll be surprised if a significant portion of districts aren't using mobile learning inside and outside of schools soon."
More than 1.5 million iPads have been deployed in schools. That's not counting school-supplied non-Apple devices, or the most ubiquitous device of all -- students' own mobile phones.
Classroom uses for iPads and cell phones are vast and varied. Some schools are replacing print books for apps that feature videos and interactive quizzes. Kindergarteners are learning to read using an iPad app. Teachers are using tablets to monitor student progress on "dashboards" that show moment-by-moment test scores. Others are using cell phones to take instant polls in class to gauge student comprehension. And more students are using smartphones, many of which have stronger processing power than their schools' desktop computers, for instant fact-finding, calculating, mapping, and note-taking.
With all these direct applications for learning, it's easy to justify using mobile devices in school. But what real and lasting effect will they have on the "formal" learning equation? Will this become just another passing craze in the long line of fads that have swung through schools and classes in past years? What criteria are being used to gauge a successful mobile learning program?
For progressives who have been itching to use technology to deconstruct and redesign the current classroom model – one teacher parsing facts to 30 or more students quietly sitting at their desks who will be tested on what they can memorize – the idea of mobile learning holds great promise. Here's an opportunity to reach every student in a meaningful way. But unless traditional teaching practices morph to adapt and fully take advantage of what mobile devices can afford, some fear the promise will go the way of all the technology collecting dust in the corner of the classroom. Worse, it might eventually lead to what everyone unequivocally dreads: the mechanization of teaching.
"I'm petrified that we'll apply new technology to old pedagogy," Soloway said. "Right now, the iPad craze is using the same content on a different device. Schools must change the pedagogy."
"It's the classic cycle of old wine in new bottles that tends to happen when people get excited about the technology itself," said Michael Levine, executive director of the Joan Ganz Cooney Center, which researches how media affects learning. (The new wine bottles being tablets and cell phones, of course.) "They buy all sorts of new technology, things like interactive whiteboards, and slap on old practices on the new devices."
Even with the latest available technology, schools are still using old delivery tactics -- like technology carts – taking iPads from classroom to classroom in schools that can't provide a take-home device for every student. But that's exactly the kind of short-term thinking that drives Soloway mad.
"A cart of iPads will have as much impact on student achievement as a cart of laptops had -- which is pretty much zero," Soloway said. "So lots of schools are going to be disappointed after a year of iPad use when they see no gains."
Actually some schools are seeing gains. A couple of very early findings show somewhat higher test scores; Houghton Mifflin Harcourt reported that students in one class who used its algebra iPad app showed a 20% increase compared to those who used its textbooks; and in Maine, kindergarteners who used an iPad app for literacy scored 2 percent better than those who didn't. "We're pleased with such a short window of using iPads as instructional tools," said Auburn Superintendent Katy Grondin in a Bangor Daily News article. "We are seeing it's making an impact in learning."
But Soloway and others question whether any of the old pedagogy around algebra or literacy have been affected by the use of the devices in these early studies.
"Publishers will create apps that support their paper textbooks – or they will port their paper textbooks over to a PDF and say, 'See, we have an eTextbook.' Publishers can't admit that their model is broken, that they are in the process of being disrupted," he said. "All they can do is entrench further and talk even louder that they have the answer; that their apps are really exciting and will engage the kids."
Soloway challenges schools to think about what they've gained in student achievement through the use of devices. "We are using new technology to implement old pedagogy," he said. "We are not exploiting the affordances of the new technology to give kids new kinds of learn-by-doing activities. Flash card programs for the iPad are too numerous to count. What a waste!"
But what about student engagement, the buzzword that's dominated edu-speak especially in reference to technology? Soloway said engagement will go up when the iPad is used. "But engagement always goes up when technology is used -- laptops, even electronic whiteboards. School is deadly boring to the kids who are accustomed to the fast-paced digital world in which they live the moment the school bell heralds the end of school. So to say that iPads result in increased engagement is to say nothing."
So what exactly does this idealized view of mobile devices for learning look like? It's not easy to specify, or even outline. Each educator, each class, each school will have to find the best way to integrate mobile devices based on its student population. The opportunity of using mobile devices and all of its utilities allows educators to reconsider: What do we want students to know, and how do we help them? And what additional benefit does using a mobile device bring to the equation? This gets to the heart of the mobile learning issue: beyond fact-finding and game-playing – even if it's educational -- how can mobile devices add relevance and value to how kids learn?
There's not just one explanation. As mobile devices evolve and become ever more powerful and multi-functional, the answers will change. In the meantime, there are some things educators know for certain do make a big impact on learning.
"There's something in the design of mobile that lends itself to a different way of learning and interacting," Michael Levine said. "It's a way of developing a one-to-one personalized computer
in the classroom. There's a powerful notion that you can walk away with the world at your fingertips."
In class, the mobile device provides the "one-to-oneness" that Levine said allows for what most educators agree is one of the most important tenets of a well-rounded education: personalized learning – students owning what they learn.
A child, for example, who's learning about plant growth, can take pictures of the roots of a tree on her way home for school, Soloway said as an example. She brings it into class the next day, shares it with the teacher and other students, and they talk about what they've discovered.
But can't a camera do the same thing -- or finding the picture of the root online or in a book? "Taking a picture for themselves is a lot different than getting one from a book," Soloway answered. "A child owns the picture when the child takes it; it is meaningful to the student. When the child takes a picture with a phone, the child can then integrate the picture into an artifact that also contains a concept map, an animation, etc. In fact, the picture can be imported into a drawing program, then labeled with text. So it is more than a camera."
Shelley Pasnik, director of Center for Children & Technology agrees. "Having a personal device support your learning changes things up," she said. "It's different than having a computer lab down the hall."
The closest students came to personalizing their learning before mobile devices was changing fonts on Microsoft Word programs. "Now you have your own collection of apps to choose from," she said.
But the apps shouldn't be the focus of discussion. "That's where the pedagogical practice comes to play, a thoughtful use of tool sets. Having the apps sitting on your phone on your desk in and of itself isn't going to make you smarter, and it won't make the classroom more anything," she said. "It's what you do with it, and how it's supported, how teachers and students know to learn, to use those tools. It's part of a complex nature of learning."
And for any this to succeed, the devices – whatever they may be – need to be integrated into a broader sequence of activities, not an isolated tool that sits outside of everything that's going on, Pasnik said. But that's exactly what first happens when new devices are introduced.
"That's a common first step -- it's the 'extra,' it's what kids do when they finish their 'real' work," Pasnick said. "But when it's really integrated into a sequence of activities, kids are moving between screens given what's developmentally appropriate, they're playing games. Some experiences use screens, then manipulatives or other materials, they're engaged in conversations with peers and adults in the room. That's where it works. There's not this 'privileging' of this device. Instead, all of it is moving toward the learning goal."
Using mobile devices as tools toward a learning goal is exactly what students at Catholic High School in New Iberia, Louisiana, are doing. Seniors at the school are using their phones to convert historical information they researched about their hometowns into QR codes that can be used on a walking tour they designed. Smartphone users can learn about historical sites by scanning the QR codes on their devices.
This project exemplifies the kind of learning-by-doing that mobile learning can be used for. Though the device makes it possible to create dynamic, interactive features like QR codes, one could argue that the learning equation of this project is not necessarily creating the QR codes (though there's also an argument to be made about teaching tech). The point at which kids learn is when they go into their community and research noteworthy historical sites to understand their significance.
Students could have just as easily created individual print brochures that featured historical sites around town -- and the educational value would have arguably been comparable. What the mobile phone added was an immediacy to the task at hand. Was it imperative to the learning process? Probably not. But did the QR creation make the project more interesting, more relevant to their lives, and thus more personal for students? That's what educators are betting on.
But when it comes to using cell phones for things like taking polls, that may not necessarily change traditional lecture-based teaching tactics. "I personally think there are better things to do in the classroom than lecture," Chris Dede said. "Polling devices are based on lecture. You're not having a discussion about it, but getting a quick sense of what students understand and modifying lecture accordingly. I would like to see teachers using different pedagogy."
As a college professor, Dede thinks students can use their cell phones to have "back-channel" discussions that happen during discussions that happen in class. But even then, Dede doesn't display the Twitter discussions on the board because he says students find it distracting. And if it's distracting for college students, it would definitely be distracting for grade-schoolers. "Kids are still learning to type, they're not as good as multi-processing. It's all they can do to keep track of one thing that's going on," Dede said.
These are the kinds of issues that are still being hashed out in schools: What's more distracting than helpful, what's just straight up utilitarian, what's helping students understand concepts better? What's allowing them to make a particular lesson more personal and relevant?
The way most classrooms are designed currently discourages social interaction in class. Desks are lined up facing front. But the social aspect of learning that's been lost in the past decades, Levine said, can be leveraged with mobile devices. "So much of what research has taught us about child development, and even the most recent research on brain development, is that the social aspect -- relationships in the context of which you're motivated to learn, and the types of people who are encouraging kids to learn, that social aspect is fundamental to who we are," he said.
Mobile devices seem to be -- at least in theory -- a real enabler of social interaction. "They're social learning objects," he said. "Kids plug into their friends and families and important social networks. When you begin to combine features of mobility and socialness and access to every learning object you can imagine, that becomes more seamless and natural and interesting in terms of possibilities."
This social connection is what helped at-risk kids do better and enjoy math more in a pilot study called Project K-Nect last year. Students collaborated with each other through blogs, instant messaging and email on their mobile phones.
Sponsored By
From where we stand now, it seems that the mobile revolution in schools is inevitable. But as the hype around the wizardry of the technology escalates, it's imperative to focus the discussion on how to use devices not to mechanize and standardize, but to bring back the human, personal element to teaching and learning. Kids learning from each other, making what they learn personal and relevant, and giving educators more tools to reach students.
"Because mobile devices are the new piece here, people want to know does it make a difference," Pasnik said. "When we know that learning happens because of relationships, and we want to keep that richness. So the question of the value of a single piece like the mobile phone becomes reductive. You falsely are having to focus in one element, when in fact, learning happens because multiple elements are interacting with one another."


text:
The Colby Bookstore
Log Out
Log In
Backpacks & Sports Gear
Colby Gear for Kids
Clothing and Apparel
Commencement Corner
Gifts and Insignia
Colby Books & Music
Formal Gifts
Dorm & School Supplies
Art Museum Shop
Sweat Free!
We believe that any products bearing the COLBY name or logo should be manufactured with the same values and commitment to human and environmental rights that we have at Colby. We attempt to ensure that our manufacturers are doing this by requesting a copy of their corporate Code of Conduct be on file in our Bookstore. We are also members of associations and buying groups that deal with the issue, and for some of the major clothing and apparel suppliers of collegiate merchandise. For more information, please feel free to e-mail our Director, Barb Shutt, at email@example.com.
Fair Labor AssociationUnited Students Against SweatshopsWorker Rights ConsortiumHuman Rights FirstFree the ChildrenNational Consumers LeagueInternational Labor Rights FundRobert F. Kennedy Memorial Center for Human RightsCampaign for Labor RightsAssociation of College Licensing Administrators American Council on EducationAcademic Consortium on International TradeWorld Fair Trade OrganizationTransfair USAFair Trade FederationUnited Students for Fair Trade
Barbarian Rugby Wear- Corporate profile statement -- Made in Canada.Burts Bees- Social & Environmental Responsibility statements.Champion Products- No statements about social responsibility, and no factory disclosure.Church Hill Classics Diploma Frames- Adheres to Fair Labor Association Code of Workplace Conduct. Also Environmental Responsibility & Certified Women-Owned Business statements.Cotton Exchange- "About Us" statement -- Made in the USA.Cutter & BuckFinishing Touch of Kentucky- "About Us" statement -- Our Mule Mascot jewelry is USA-Made in Rhode Island and Kentucky.For Bare Feet- Company history.Gear for Sports- Factory locations, Corporate Responsibility Statement.J. America Sportswear- Code of Conduct.Jansport,Inc.Jones & Mitchell- Labor practice disclosure.The Leakey Collection- Company FAQ.Legacy- Corporate Social Responsibility statement.Nepalese Paper Company- "About Us" statement.Nike- Corporate Responsibility statement.Odwalla- "Who We Are" statement.Ouray Sportswear- Code of Ethical Conduct.Penguin Group USA- Green statement.Russell Athletic- Corporate Responsibility Statement, no factory disclosures on site.Social Awearness- Corporate "No Sweat" statement.Third Street Sportswear- Fair Labor Association Members - Children's apparel USA-Made in Ozark & Houston, Missouri.Top Sox- USA Made.Under Armour- Corporate Responsibility statement.Vermont Originals- "About Us" statement -- Winter hats USA-Made in Vermont.World of Good- International Fair Trade Association (Now World Fair Trade Organization) Members--Listing of artisan groups and trade policies.
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text:
The Department of Music at Western Connecticut State University is a friendly, vibrant, student-oriented unit in an institution of higher learning that serves as an accessible, responsive and creative intellectual resource for the people and institutions of Connecticut. The faculty and staff of the department strive to meet the educational needs of a diverse student body through instruction, performance, scholarship and public service. Additionally, the department fosters the highest standards of teaching and research in its undergraduate and graduate programs and supports the establishment and continuation of a just and moral society through its own accomplishments, the work of its faculty and staff, and the achievements of its graduates.
Western Connecticut State University is an accredited institutional member of the National Association of Schools of Music
Frequently Asked Questions about the Bachelor of Science in Music Education Degree Program
News & Events
Piano Studio Recital
Wednesday, April 2, 2014
Saturday, April 12, 2014 3:00pm
Chamber Singers & Concert Choir
Sunday, April 13, 2014 3:00pm
Audition Dates
For more information call Debbie Pontelandolfo at 203-837-8350


text:
Finally a networked multiplayer game in the vein of the puzzle classic
Bust a Move/Puzzle Bobble! Beat your friends in this addictive game,
or play against a random opponent! Remember to sign up to participate
in the score system.
Maintained by: Frank Caraballo
Keywords: puzzle
ChangeLog: pengupop
Download SlackBuild:
pengupop.tar.gz.asc (FAQ)
(the SlackBuild does not include the source)
|Individual Files:
| doinst.sh
| pengupop.SlackBuild
| pengupop.info
| slack-desc
© 2006-2018 SlackBuilds.org Project. All rights reserved.
Slackware® is a registered trademark of Patrick Volkerding
Linux® is a registered trademark of Linus Torvalds
Web Design by WebSight Designs | Managed Hosting by OnyxLight Communications


text:
|System: PS3, X360, PS2, PC, PSP, DS
|Review Rating Legend
|Dev: Juice Games
|1.0 - 1.9 = Avoid
|4.0 - 4.4 = Great
|Pub: THQ
|2.0 - 2.4 = Poor
|4.5 - 4.9 = Must Buy
|Release: Sep. 11, 2007
|2.5 - 2.9 = Average
|5.0 = The Best
|Players: 1-2
|3.0 - 3.4 = Fair
|ESRB Rating: Teen
|3.5 - 3.9 = Good
A Spook meter allows for you to unnerve a competitor. Whether you buzz-by, tailgate, or swerve aggressively in his direction, you're bound to make him nervous. When the Spook meter fills, he'll make some kind of error that will give you an advantage. This is a fun feature that definitely makes a statement that Juiced 2 is not a NASCAR sim. This is an arcade game that seems to be proud of its heritage. But it's ego may just be a little unjustified.
There is definitely a fun factor to Juiced 2. There are more things to do than just win a race. Challenges are presented that will not only make you a better driver, but ensure that you won't get bored too quickly. In some races, you will not be allowed to touch the perimeters, such as walls and guardrails. Other challenges require you to earn a specified amount of money or catch a few seconds of airtime. Just completing some of these challenges is usually enough to move on. So you don't always have to win every race. That's a refreshing change. Not to mention that you'll always seem to have plenty of money on hand, if you're a half-decent driver.
The single-player mode can be played online against another player. It's a lot more fun to take on a human competitor simply because it feels so good to kick his or her butt. You can also chat with them, but I prefer to call it taunting. I find early evening busier than any other time of day. Late, late in the evening, the track is like a ghost town, which indicates that this game may be popular with a much younger demographic - the ones that need a note from mom explaining why they didn't make it in the next day. All of the online games I played displayed responsive commands and solid gameplay mechanics.
Juiced 2 seems more like an expansion pack to the original than a true sequel. However, it's by far the best of the two. So if you don't own the original, this may be the one to get. For the rest of you, consider this a rental.
Cole Smith
CCC Senior Writer