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Core Reflection Approach in Teacher Education
Summary and Keywords
The core reflection approach aims to deepen teacher reflection and development. The approach takes teachers' core qualities and ideals as the starting point for reflection, and links the professional and the personal in teacher development. Core reflection can also be applied to other professional groups, and to students in primary and secondary education. It is based on a model of levels of reflection, briefly named the onion model, which includes the following levels: environment, behavior, competencies, beliefs, identity, mission, and "the core," which refers to personal strengths. The onion model helps to differentiate between behavior-oriented reflection and a deeper kind of reflection, in which attention is given to three goals: (1) building on strengths and ideals (called "the inner potential") of the person, (2) helping the person deal with inner obstacles limiting the actualization of the inner potential, and (3) preparing the person for using their potential and dealing with obstacles autonomously. In order to reach these goals, people can be coached using specific principles, which are partly based on positive psychology:
1. Focusing on personal strengths;
2. Giving balanced attention to cognition, emotion, and motivation (thinking, feeling, and wanting); and
3. Giving attention to inner obstacles.
These principles are brought together in a phase model for core reflection, with five phases: (1) describing a concrete situation; (2) reflection on the ideal, and on a core quality or qualities; (3) reflection on an obstacle; (4) using the inner potential; and (5) trying a new approach.
Core reflection is being used around the world, both in teacher education programs and in schools. Several research studies into the processes and outcomes of core reflection have shown that it leads to in-depth professional development and improved behavior, in both the short and the long term. However, more research is needed, for example research in which long-term outcomes of the core reflection approach are compared to those of other approaches.
Keywords: core reflection, reflection, teacher education, professional development, coaching, holistic education
The Need for Deepening Reflection
Worldwide, reflection is considered to be a crucial part of a teacher's competence (Loughran, Keast, & Cooper, 2016) and receives much attention within teacher education programs. Interestingly, there is not much strong research supporting claims about the benefits of reflection, but it is generally assumed to enhance teacher learning, to improve teacher behavior, and to strengthen the connection between theory and practice (Lyons, 2010). However, practical experiences with promoting reflection in teacher education also reveal a number of problems (Cole, 1997; Korthagen, 2017):
1. Teacher educators often find that their students' reflections remain too superficial.
2. Student teachers often do not like reflection, as they equate it with looking at negative experiences again and again.
3. Many student teachers do not experience reflection as being helpful.
An example is the case of beginning teacher Lynn, who becomes uncertain when it gets a bit noisy in her classroom. As a result, when explaining content matter, she becomes distracted and confused. She reflects on this problem, and decides that she should better prepare her explanation. However, after doing so, the uncertainty and confusion do not disappear. She hates being confronted again with this problem and concludes that "all this reflection stuff does not really help anyway."
In this example, all three problems listed are manifested: (1) Lynn's reflection remains somewhat superficial, as she does not really analyze underlying causes; (2) she does not like being confronted with the negative experience again; and (3) she feels her reflection was not helpful. Core reflection was developed in reaction to these problems. It aims to deepen reflection processes and at the same time make them more enjoyable, and thus more stimulating to beginning or experienced teachers. Core reflection is now in use in many countries, including the United States, Japan, Australia, and several European countries, both in pre-service and in-service settings, and in primary and secondary schools.
The development of the core reflection approach started with the observation that when a teacher is confronted with a problem, there is often a tendency to focus on a solution (an alternative course of action). However, such a focus on behavior does not generally lead to deep learning (Hoekstra, 2007). As Senge, Scharmer, Jaworski, and Flowers (2004) noted, even when the person reflecting in such a behavior-oriented way comes up with an idea for new behavior, it may not be easy to realize this in practice, or the new behavior is often not very effective. Senge et al. use the term downloading for the search for a quick, and often superficial, solution: the person scans the "hard-disk" in his or her mind for an alternative approach that seemed to work well in other cases, or tries to find someone else (a coach, an educator) who can "download" such an alternative. These authors state that the fundamental flaw of downloading is that it is not grounded in full awareness of the situation and the person's inner potential in the here-and-now. This is an important reason why teachers are often disappointed about the fruits of their reflections (Korthagen, 2014).
In order to arrive at new behavior really matching the person and fitting into the characteristics of the present situation, a deeper type of reflection is crucial, namely core reflection (Korthagen, 2014; Korthagen & Vasalos, 2005). Core reflection builds on both the specifics of the situation and the inner potential of the person. An important assumption basic to core reflection is that this inner potential is always present in the teacher, but when the teacher experiences a situation as being problematic, there is generally an obstacle blocking this potential.
Generally, a teacher will be aware of many external obstacles (for example unmotivated children, a noisy classroom). However, a second assumption underlying the core reflection approach is that it is important to be aware of inner obstacles, that is, obstacles within the person.
In sum, both for beginning and experienced teachers a focus on improved behavior is often counterproductive, because it generally ignores the teacher's inner potential, as well as inner obstacles being counterproductive to the deployment of this potential. Therefore, core reflection coaching has three main goals:
1. Building on the inner potential of the person,
2. Helping the person identify and deal with inner obstacles inhibiting the deployment of the inner potential, and
3. Preparing the person for using their potential and to deal with obstacles autonomously.
The Onion Model
Reflection on one's inner potential and on inner obstacles is supported by a model describing various levels (layers) of reflection. This model is called the onion model (Korthagen, 2004; Figure 1).
The layers of the model are:
1. Environment. This layer refers to the setting the teacher faces, for example, the pupils, the classroom as a whole, the school culture with its implicit and explicit norms, and so forth. In the case of Lynn, obvious elements in the environment are the students who are noisy. This is an external obstacle.
2. Behavior. This refers to what the teacher does in relation to the environment. Lynn, for example, continues trying to explain content matter, although she is becoming confused. The tendency to repeat an ineffective behavioral pattern is an internal obstacle.
3. Competencies. This layer relates to knowledge and skills, and involves what the teacher is competent at doing. We do not know whether there is an internal obstacle in Lynn at this layer.
4. Beliefs. This layer refers to assumptions or beliefs about the situation and environment, which are often unconscious. Lynn has an unconscious belief that, although it is noisy in the classroom, she should go on explaining, and she also seems to have a belief that the situation will improve if she prepares her explanation more thoroughly. These seem to be other internal obstacles.
5. Identity. This layer refers to teachers' assumptions or beliefs about themselves, their self-concepts, and the professional roles they see for themselves. Lynn seems to see herself mainly as an "explainer," and she increasingly starts to have negative beliefs about her potential as a teacher. It may be clear that these are fundamental inner obstacles to growth.
6. Mission. This layer is about what inspires the teacher, what gives meaning and significance to his or her work or life. Whereas the layer of identity has to do with self-definitions, the layer of mission is about ideals and important values. In the case of Lynn, it is not so obvious what her ideal is, although at this stage she would probably say: "improving as a teacher." The question remains what deeper ideal is underlying this goal.
7. The core. In the center of the onion model are a teacher's personal qualities, such as enthusiasm, care, curiosity, courage, steadfastness, decisiveness, openness, flexibility, and so forth. In line with Ofman (2000) they are referred to as core qualities.
The onion model illustrates that one's inner potential is situated in the inner layers, in particular in one's ideals (layer of mission) and core qualities (at the core, the center of the model). Hence, these inner layers are important focal points in core reflection. A basic principle underlying core reflection is that if the layers are in harmony with each other (aligned), the teacher is able to act on the basis of this inner potential, which both has a strong effect on the environment and leads to a sense of fulfillment in the person. On the other hand, if encountering a problem, it means that there are one or more obstacles inhibiting the person's inner potential (Korthagen & Vasalos, 2005). These obstacles can lie at each of the onion layers.
The onion model shows that a focus on a problematic situation and on what to do in this situation leads to a superficial type of reflection, as such reflection is confined to the two outer layers. As noted, such behavior-oriented reflection does not contribute very much to long-term professional development, as shown by Hoekstra (2007). A focus on the inner onion layers, in particular on core qualities and ideals, creates a deeper connection with the potential of the person, and helps the teacher become aware of what is inhibiting this potential. This leads to what is called learning from within.
Generally the essence of an inner obstacle can be found at the layer of beliefs (i.e., a belief about the situation), or at the layer of identity (a limiting belief about oneself), creating ineffective behavior. This also clarifies why behavior-oriented reflection often remains superficial and does not have much impact on long-term development: if underlying beliefs or identity definitions do not change and keep limiting core qualities or personal ideals, the inner potential cannot fully blossom. In deep, sustainable learning, all onion layers (levels) are involved and brought into harmony. This is called Multi-Level Learning (MLL).
Related Theoretical Frameworks
The core reflection approach is strongly influenced by positive psychology (Seligman & Csikszentmihalyi, 2000; Boniwell, 2012), which focuses on the mechanisms and processes of optimal human functioning. The term core qualities is similar to the concept of character strengths in positive psychology (Seligman & Csikszentmihalyi, 2000). Such strengths are considered to be part of people's "psychological capital" (Luthans, Youssef, & Avolio, 2007) and have been shown to help overcome problems and foster resilience (Seligman, 2003; Peterson & Seligman, 2004). An explanation for this phenomenon has been put forward by Fredrickson (2009). She argued that positive emotions (which are promoted by a focus on one's strengths) broaden people's "thought-action repertoire": people become more creative and flexible in finding new approaches, and more motivated. As a result of this, they become more effective in dealing with their environment.
A focus on strengths is also characteristic of the appreciative inquiry approach (Cooperrider & Whitney, 2005), which is rather popular in the field of organizational development. A point of critique on this approach is that a focus on strengths can have a strong effect on people, but this effect may rapidly disappear if inner obstacles are not recognized and dealt with (Grant & Humphries, 2006).
Core Reflection Coaching
In order to promote core reflection, a teacher educator, mentor teacher, or someone else can coach a teacher in a specific way. Core reflection is also being applied in the coaching of other professional groups, as it is beneficial to any professional to link one's behavior to personal strengths and ideals. For simplicity's sake, the term "coach" will be used when referring to the one giving this core reflection coaching.
Principle 1: Focusing on Core Qualities
People being coached (the "coachees") often come to coaching sessions with a problem, and of course it is important that a coach takes this problem seriously. However, this does not mean that a coaching session should primarily focus on the problem or the search for a solution. The human mind has a tendency to do so, but this often works counterproductively. In her research, Fredrickson (2002) demonstrated that the negative feelings connected with problems create a kind of "tunnel thinking": the person tends to think within the framework of the problem, and this does not create a sense of strength. Moreover, it often leads to a superficial solution. The coachee may initially appear happy with this solution, but generally the problem will return, as the solution was not grounded in a deeper exploration of the person's strength.
As discussed, positive emotions help people become more effective. In a practical sense, this means that a coach should devote much attention to the successes of a coachee, and less to what went wrong. Giving positive feedback is important, preferably by naming the coachee's core qualities. Giving feedback about such qualities differs considerably from a superficial compliment such as "well done" (Voerman et al., 2014), as attention for core qualities shifts the attention from the outer layers of the onion model to the innermost layer.
Hence, a concrete guideline for a coach is: Promote reflection on successes and devote less attention to what went wrong. Combine this with positive feedback, preferably by naming core qualities.
Principle 2: Using the Elevator: Balanced Attention to Cognition, Emotion, and Motivation
Many coaching conversations are dominated by "thinking about" situations or behavior. To deepen reflection, it is also necessary to give sufficient attention to the coachee's feeling and wanting, as the emotional dimension and the needs and ideals of people (what they want) have a huge influence on their actual behavior (Epstein, 1990; Deci & Ryan, 2002). A focus on wanting (and hence on ideals) is another way of creating positive feelings and brings people more in touch with their strengths than an orientation toward problems.
Moving back and forth between the three dimensions of thinking, feeling, and wanting (the cognitive, emotional, and motivational dimension) is called using the elevator. This is a metaphorical way of looking at the three dimensions, namely as being on three "floors" of human functioning. Regularly shifting between these dimensions within a coaching conversation stimulates a powerful "inner movement" (flow) in the person, in which the three dimensions become interlinked (Korthagen, Attema-Noordewier, & Zwart, 2014).
Using the elevator is less simple than most coaches expect: in many coaching conversations, both the coachee and the coach tend to "talk from the head." In practice, the coach may ask for feelings, but often the immediate next step is "thinking about these feelings." This is a cultural habit in society that is not easy to unlearn. It requires "enlarging one's comfort zone," that is, becoming comfortable with questions asking for feeling and wanting and really staying at these "floors" for a while.
Hence, a concrete guideline for a coach is: Deepen reflections by using the elevator: focus on thinking, feeling, and wanting and promote connections between these dimensions.
Principle 3: Giving Attention to Inner Obstacles
As a result of developments in psychology, various approaches to coaching exist that give attention to strengths, personal qualities, and talents. The attractive side of this attention is that it often gives the coachee a positive feeling, as it yields new inspiration and a sense of strength. However, this is generally only a short-term effect. Hence, attention is also needed for obstacles inhibiting the person's strength, in particular an inner obstacle in the coachee hampering core qualities and ideals from influencing behavior in the situation being discussed. It is important for the coachee to not only reflect on such an inner obstacle, but rather to develop here-and-now awareness of the influence of the obstacle at the very moment it occurs (Meijer, Korthagen, & Vasalos, 2009). In particular, it is important that the coachee becomes aware of the emotional impact of the obstacle, and the resulting loss of strength in the situation. This requires a kind of "mindfulness" while in action. This is illustrated in the example (see the box).
Hence, a concrete guideline is: After core qualities and ideals have been reflected on and (most important!) have been felt, it is also important to give attention to any internal obstacles through which the coachee limits his or her own strength. It is important that the coachee is aware of such an inner obstacle in the here-and-now. This points toward the importance of not only thinking about the obstacle, but most of all feeling the effect of it, and making contact with the will to no longer go along with the pattern. (The latter is another example of the elevator principle.)
The Core Reflection Model
Through the combination of the three principles discussed (focusing on core qualities, using the elevator, and giving attention to inner obstacles), a new perspective on coaching emerges, characterized by reflection on strengths and overcoming inner obstacles. The term core reflection coaching is used, as it helps coachees get in touch with and use their core qualities, which represent their core potential and connect the onion layers in themselves (Multi-Level Learning).
The intended process can be summarized with the model in Figure 2.
It is important not to linger too long in phase 1, as this creates a tunnel view and a tendency to think about solutions. The essence of core reflection coaching is to go deeper, and to draw on the person's core potential. Starting from phase 1, phase 2a is easily reached through elevator questions such as: "What do you think in the situation?" "How do you feel in the situation?" (Note: this is different from asking how the coachee feels about the situation now), and "What would be your ideal in this situation?" This is even easier in the case of success experiences.
When the coachee is in touch with the ideal, core qualities can be named that are present the moment the person feels the power of the ideal in the here-and-now (phase 2b). It can be important that coachees name such core qualities themselves. It also helps when coaches bring in core qualities they perceive in their coachee in the here-and-now, thus promoting the coachee's awareness of these qualities.
Only when the coachee feels his or her inner potential in phase 2 (often visible in the body language), is it fruitful to start looking for possible inner obstacles to the enactment of important core qualities (phase 3). This leads to deeper reflection, and often creates a broader view of the problem situation than before. At this stage, the focus is not so much on solving the problem, but the process aims at a different kind of experiencing oneself. As a result, the relationship between the person and the problem changes. Scharmer (2007) calls this process presencing, because the coachee senses the inner potential in the here-and-now and is more "present with" this potential. The coachee then feels what he or she want to do, and the will to act upon this awareness is evoked (phase 4). The new behavior resulting from this process is often of a completely different nature than could have been found through a rational analysis of the problem and through searching for a solution. The behavior becomes the natural result of alignment of the onion layers.
The Challenge for Coaches
Is it difficult to coach in this way? Interestingly, the basic principles underlying core reflection coaching are in fact fairly simple. Still, most coaches need two or three days of training before they really become competent at the approach. The main reason is that coaches often need to "unlearn" habitual patterns. Most coaches encounter one or more of the following habits in themselves:
● Their own tendency to think rather than feel ("coaching from the head");
● Their tendency to focus on problems and solutions (coaching on the problem instead of on the person);
● Their tendency to ask smart questions with the aim of coachees finding out everything themselves (merely nondirective coaching, with little focus on strengths);
● Their tendency to focus primarily on the content of the conversation and relatively less on body language (focus on verbal instead of nonverbal aspects).
Such habits are usually grounded in beliefs about what constitutes "good coaching." Often they have been formed through participation in courses on coaching based on more traditional views, and through years of habituation. It requires quite a lot from coaches to leave their comfort zones and let go of these tendencies. The moment they succeed in this, they are often surprised by the strong impact of their core reflection coaching. The reason for this strong impact is that core reflection takes both the inner potential and inner obstacles in the coachee seriously, and helps to bring the tension between these two polarities into awareness. It is sad that practices in teacher education (and in other professional education programs) are relatively little focused on this tension in the student, as it is a trigger for strong professional growth.
Inner obstacles have often become "prisons," but in an unconscious way. As Korthagen and Vasalos (2010) describe it, the prisoner can become free if the person:
a. Starts to fully feel the negative, limiting impact of a belief or behavioral pattern on his/her functioning in the here-and-now;
b. Understands the belief or pattern as being a self-created phenomenon; and
c. Develops the will to no longer be guided by such an obstacle.
Is the Approach Therapeutic?
Some coaches fear that the deep growth processes involved in core reflection are "therapeutic," in the sense that it would delve deeply into problematic and painful personal issues. Nothing is further from the truth: in the first place, in professional settings, the attention remains focused on the professional functioning of the person, and not on private issues (although core reflection coaching can also be applied to such settings). In addition, a core reflection coach does not dig for deeper causes of dysfunctioning and does not dive into the personal biography of the coachee. Hence, the coach avoids questions such as "Why do you do it this way?" or "Where does this come from?" which are characteristic of more problem-oriented, traditional approaches.
Core reflection goes deep, but most of all deep into the person's inner potential. One could consider this as a therapeutic effect, but in a way fundamentally different from what most people expect when they use the word therapeutic. In addition, as Korthagen and Vasalos (2005) stated in their discussion of the core reflection approach: "it is not difficult for supervisors to make a deliberate choice to stick to the professional domain, and leave other areas out of the reflective conversation, something that we advocate in our courses for teacher educators" (p. 307).
Research Evidence
In various research studies, the processes and outcomes of core reflection coaching in pupils, teachers, school leaders, coaches, and teacher educators have been analyzed. This line of research showed that core reflection coaching leads to deep learning processes with enduring behavioral changes. Four research studies are briefly summarized.
1. A study by Meijer, Korthagen, and Vasalos (2009) describes the learning process of a beginning teacher who received core reflection coaching during seven one-hour sessions. Based on analyses of the audiotaped sessions and research interviews with the teacher, stages were identified in the teacher's development, in relation to the coaching interventions used. The study shows that the teacher developed a greater awareness of her core qualities and ideals, and started to reframe her limiting and negative self-concept and educational beliefs. She started to act more frequently on her core qualities and ideals, which led to an effective change in her classroom behavior.
2. The first study was deepened by another study, focusing on the process of core reflection coaching of a veteran teacher (Hoekstra & Korthagen, 2011). This teacher struggled with implementing a new pedagogy introduced in the Netherlands at that time, requiring her to teach in a more student-oriented way. Detailed descriptions of the coaching interactions and in-depth analyses of the teacher's learning process showed that she learned to draw more strongly on her core qualities. Data were collected about this teacher's educational beliefs and classroom behavior (as observed by her students) before and after the coaching, which yielded evidence of statistically significant shifts, both in the teacher's beliefs and her behavior.
3. Adams, Kim, and Greene (2013) conducted a study on the role of core reflection in the professional development of six beginning teachers at Southern Oregon University. The authors show that core reflection influenced the actualization of core qualities in these teachers, and they describe how this led to new insights, self-understandings, and behaviors.
4. Attema-Noordewier, Korthagen, and Zwart (2013) studied a trajectory for the professional development of teachers and school principals in six primary schools, based on core reflection. Quantitative and qualitative instruments were used to establish the outcomes of the trajectory, for both the teachers and their students. At the teacher level, outcomes were increased feelings of autonomy, increased self-efficacy regarding the coaching of students and colleagues, more coaching skills, new or renewed insights into and ideas about learning, and increased awareness of core qualities, of students, colleagues, and themselves. Growth appeared to have taken place at all onion layers. At the student level, a growth of the students' working and communication skills and in their attitudes was reported.
Korthagen, Kim, and Greene (2013) published a book with an overview of the core reflection approach in combination with detailed descriptions of all available research studies into the approach, including the four mentioned here. The overall conclusion they drew from the existing research on core reflection is that the approach elicits deep, transformative learning, that is, learning in which we experience a "dramatic, fundamental change in the way we see ourselves and the world in which we live" (Mirriam, Caffarella, & Baumgartner, 2007). Through core reflection, changes can take place going beyond the level of behavior (first-order change), namely long-term changes influencing the deeper layers of the onion model (second- and third-order changes; Levy & Mary, 1986).
Conclusion and Discussion
Core reflection can be used at all levels of education. It is not only important to beginning and experienced teachers but has also been shown to positively influence students in primary and secondary education. In addition, it is being used in supporting professional growth in school principals and teacher educators.
The various studies carried out on core reflection indicate that it seems to be an effective approach for reflection and coaching and that it has the potential to solve the three main problems found with traditional reflection approaches. First, core reflection deepens reflection processes and helps people understand what this "deepening" can be about. In this respect, both the onion model (Figure 1) and the phase model (Figure 2) are helpful instruments in supporting such deeper reflection. Second, as core reflection does not focus so much on negative experiences, but rather triggers awareness of people's core qualities and ideals, the reflection process becomes much more attractive and enjoyable than when the focus is mainly on problems and solutions. Third, the core reflection process fosters creativity and opens up new perspectives on one's experiences and new opportunities for action, based on one's inner potential. This new form of action influences the other people involved. For example, teacher behavior grounded in the teacher's inner potential appears to positively influence students. This generally leads to positive feelings in the teacher regarding the reflection process and its outcomes, and thus to a more positive attitude toward reflection.
One student teacher, cited by Adams, Kim, and Greene (2013), put it convincingly when she described the significance of core reflection to her professional growth: "I feel like if I fall now, I can pull myself up" (p. 73). Adams et al. conclude from their study on the role core reflection played for their student teachers: "By helping our beginning teachers strengthen their inner resources for addressing the inevitable obstacles they would encounter, core reflection provided a sustainable, long-term process for personal and professional development" (pp. 73–74). This latter quote points to an important essence of core reflection: it integrates the personal and the professional in teacher development. In this integrative process, it is essential that all three dimensions of thinking, feeling, and wanting are given attention, as only in combination do they form the source of effective behavior, grounded in the person's inner potential.
It is not common in our society to focus professional conversations on the onion layers of identity and mission. Even the idea of giving attention to feelings and emotions causes resistance in some teacher educators. For example, they can be inhibited by thoughts such as "student teachers may find me odd if I ask them how they feel about a situation." Such a belief may change completely when a teacher educator gives the approach a try, notices how the student teacher reacts, and observes the strong effects on the student teacher's growth.
This means that although core reflection may seem countercultural, it has the potential to change cultural habits in teacher education. As Adams et al. (2013) describe in their study, relationships between student teachers and teacher educators, and relationships among student teachers, may completely change as a result of the use of core reflection in groups and can become the basis for joint growth. This may also serve as a strong model for what is possible in the relationships between teachers and students in schools, and may thus contribute to the development of a more holistic approach in education in general.
As discussed, core reflection is based on a view of how deeply ingrained inhibiting patterns in a person can be dealt with in a positive manner.
Future Research
Several questions remain unanswered, which can stimulate further research. First, is the core reflection approach helpful to everybody and, if so, are there differences in the degree to which it is helpful? According to the studies that have been carried out, the emphasis on Multi-Level Learning, which is characteristic for core reflection, promotes deep learning with long-term effects on behavior. However, some people seem somewhat resistant toward "going deeper" into the onion layers. Are there specific personality types for whom core reflection is less beneficial than for others, or for whom it takes longer to get used to core reflection? To what degree is this problem related to the competence of educators or coaches and to the content and structure of educational programs? In other words, is there an effective "pedagogy of core reflection" that can serve as the fundament for teacher reflection and core reflection coaching?
The application of core reflection is not confined to individual reflection or coaching situations. Evelein and Korthagen (2015) developed 78 activities and exercises that people can do in small or larger groups to experience core reflection. However, until now no systematic research has been conducted on the outcomes of applying such activities and exercises in groups, for example within teacher education or in groups of experienced teachers. Such research may add new aspects to existing knowledge about the core reflection approach, namely the aspects of collaborative reflection and team building.
In addition, research is needed in which the outcomes of core reflection coaching are compared with those of other approaches, for example solution-focused coaching. In such research it would be important to look at long-term effects, because sustainability of learning outcomes seems a specific strength of the core reflection approach, through the combined emphasis on the inner potential of people and their learning how to overcome inner obstacles.
Finally, in practice as well as in several studies, there are indications of interesting effects of core reflection at the group level. For example, in primary education the use of core reflection principles seems to support not only individual learning, but also the development of positive relationships within groups of people, both adults and children. For example, this is the case if children learn how to use core reflection principles themselves, such as recognizing and naming core qualities, in their relationships with peers. Teachers report that this leads to changes in the dynamics of the classroom as a whole, and that problems with classroom discipline and bullying almost seem to disappear. However, the research evidence in this area is still anecdotal, and further research into the impact of core reflection on group processes is needed.
Nuijten (2017) undertook an action research study in which principles of core reflection were used to support program development in a Dutch institution for primary teacher education. Her study included the development of leadership among the program management through the use of core reflection, as well as the development of more effective collaboration structures among the program staff, also based on core reflection principles. The result was a cultural change within the institution as a whole, characterized by new communication structures and positive changes in how people within the organization perceived each other. The focus on problems shifted toward giving more attention to core qualities and ideals, and sharing about these qualities and ideals enhanced positive relationships. Such findings might promote future research to investigate the hypothesis that the significance of the core reflection approach goes beyond individual reflection and learning: core reflection may also have a positive influence on collaboration and joint learning, at all levels of education.
Further Reading
Korthagen, F. A. J. (2005). Practice, theory, and person in life-long professional learning. In D. Beijaard, P. C. Meijer, G. Morine-Dershimer, & H. Tillema (Eds.), Teacher professional development in changing conditions (pp. 79–94). Dordrecht, The Netherlands: Springer.Find this resource:
Korthagen, F. A. J. (2013). In search of the essence of a good teacher: Toward a more holistic approach to teacher education. In C. J. Craig, P. C. Meijer, & J. Broeckmans (Eds.), From teacher thinking to teachers and teaching: The evolution of a research community (pp. 241–273). Bingley, U.K.: Emerald Books.Find this resource:
Korthagen, F. A. J., Hoekstra, A., & Meijer, P. C. (2014). Promoting presence in professional practice: A core reflection approach for moving through the U. In O. Gunnlaugson, C. Baron, & M. Cayer (Eds.), Perspectives on theory U: Insights from the field (pp. 77–96). Hershey, PA: Business Science.Find this resource:
Zwart, R. C., Attema-Noordewier, S., & Korthagen, F. A. J. (2015). A strength-based approach to teacher professional development. Professional Development in Education, 41(3), 579–596.Find this resource:
Adams, R., Kim, Y. M., & Greene, W. L. (2013). Actualizing core strengths in new teacher development. In F. A. J. Korthagen, Y. M. Kim, & W. L. Greene (Eds.), Teaching and learning from within: A core reflection approach to quality and inspiration in education (pp. 61–75). New York: Routledge.Find this resource:
Attema-Noordewier, S., Korthagen, F. A. J., & Zwart, R. C. (2013). Core reflection in primary schools: A new approach to educational innovation. In: F. A. J. Korthagen, Y. M. Kim, & W. L. Greene (Eds.), Teaching and learning from within: A core reflection approach to quality and inspiration in education (pp. 111–130). New York: Routledge.Find this resource:
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Cole, A. L. (1997). Impediments to reflective practice. Teachers and Teaching: Theory and Practice, 3(1), 7–27.Find this resource:
Cooperrider, D., & Whitney, D. (2005). Appreciative Inquiry: A positive revolution in change. San Francisco: Berrett-Koehler.Find this resource:
Deci, E. L., & Ryan, R. M. (Eds.). (2002). Handbook of self-determination research. Rochester, NY: University of Rochester Press.Find this resource:
Epstein, S. (1990). Cognitive-experiential self-theory. In L. A. Pervin (Ed.), Handbook of personality: Theory and research (pp. 165–192). New York: Guilford.Find this resource:
Evelein, F. G., & Korthagen, F. A. J. (2015). Practicing core reflection: Activities and lessons for teaching and learning from within. New York: Routledge.Find this resource:
Fredrickson, B. (2009). Positivity: Groundbreaking research reveals how to embrace the hidden strength of positive emotions, overcome negativity, and thrive. New York: Random House.Find this resource:
Fredrickson, B. L. (2002). Positive emotions. In C. R. Snyder, & S. J. Lopez (Eds.), Handbook of positive psychology (pp. 120–134). Oxford: Oxford University Press.Find this resource:
Grant, S., & Humphries, M. (2006). Critical evaluation of appreciative inquiry: Bridging an apparent paradox. Action Research, 4(4), 401–418.Find this resource:
Hoekstra, A. (2007). Experienced teachers' informal learning in the workplace. Utrecht, The Netherlands: Utrecht University.Find this resource:
Hoekstra, A., & Korthagen, F. (2011). Teacher learning in a context of educational change: Informal learning versus systematically supported learning. Journal of Teacher Education, 62, 76–92.Find this resource:
Korthagen, F., & Vasalos, A. (2005). Levels in reflection: Core reflection as a means to enhance professional development. Teachers and Teaching: Theory and Practice, 11(1), 47–71.Find this resource:
Korthagen, F. A. J. (2004). In search of the essence of a good teacher: Towards a more holistic approach in teacher education. Teaching and Teacher Education, 20(1), 77–97.Find this resource:
Korthagen, F. A. J. (2014). Promoting core reflection in teacher education: Deepening professional growth. In L. Orland-Barak & C. J. Craig (Eds), International teacher education: Promising pedagogies (Part A) (pp. 73–89). Bingley, U.K.: Emerald.Find this resource:
Korthagen, F. A. J. (2017). Inconvenient truths about teacher learning: Towards professional development 3.0. Teachers & Teaching: Theory and Practice, 23(4), 387–405.Find this resource:
Korthagen, F. A. J., Attema-Noordewier, S., & Zwart, R. C. (2014). Teacher-student contact: Exploring a basic but complicated concept. Teaching and Teacher Education, 40, 22–32.Find this resource:
Korthagen, F. A. J., Kim, Y. M., & Greene, W. L. (2013) Teaching and learning from within: A core reflection approach to quality and inspiration in education. New York: Routledge.Find this resource:
Korthagen, F. A. J., & Vasalos, A. (2010). Going to the core: Deepening reflection by connecting the person to the profession. In N. Lyons (Ed.), Handbook of reflection and reflective inquiry: Mapping a way of knowing for professional reflective inquiry (pp. 529–552). New York: Springer.Find this resource:
Levy, A., & Mary, U. (1986). Organizational transformation. New York: Praeger.Find this resource:
Loughran, J., Keast, S., & Cooper, R. (2016). Pedagogical reasoning in teacher education. In J. Loughran, & M. L. Hamilton (Eds.), International handbook of teacher education (pp. 387–421). Singapore: Springer.Find this resource:
Luthans, F., Youssef, C. M., & Avolio, B. J. (2007). Psychological capital: Developing the human competitive edge. Oxford: Oxford University Press.Find this resource:
Lyons, N. (2010). Handbook of reflection and reflective inquiry. New York: Springer.Find this resource:
Meijer, P. C., Korthagen, F. A. J., & Vasalos, A. (2009). Supporting presence in teacher education: The connection between the personal and professional aspects of teaching. Teaching and Teacher Education, 25(2), 297–308.Find this resource:
Mirriam, S. B., Caffarella, R. S., & Baumgartner, L. S. (2007). Learning in adulthood: A comprehensive guide. San Francisco: Jossey-Bass.Find this resource:
Nuijten, E. E. (2017). "Samen is allang begonnen": Een pabo in beweging rond vormend en onderzoekend leren. Rotterdam, The Netherlands: Hogeschool Rotterdam.Find this resource:
Ofman, D. (2000). Core qualities: A gateway to human resources. Schiedam, The Netherlands: Scriptum.Find this resource:
Peterson, C., & Seligman, M. E. P. (2004). Character strengths and virtues: A handbook and classification. Oxford: Oxford University Press.Find this resource:
Scharmer, C. O. (2007). Theory U: Leading from the future as it emerges. Cambridge, MA: Society for Organizational Learning.Find this resource:
Seligman, M. E. P. (2003). Authentic happiness: Using the new positive psychology to realize your potential for lasting fulfillment. London: Nicholas Brealey.Find this resource:
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Voerman, L. (2014). Teacher feedback in the classroom. Utrecht, The Netherlands: Utrecht University.Find this resource:
Voerman, L., Korthagen, F. A. J., Meijer, P., & Simons, R. J. (2014). Feedback revisited: Adding perspectives based on positive psychology. Implications for theory and classroom practice. Teaching and Teacher Education, 43, 91–98.Find this resource:


text:
SUNNYVALE, CA (February 28, 2012)
iCharts, Inc., a cloud-based interactive charting platform, today announced the closing of a Series A private equity financing of $3.1M.
The financing was led by Regehr Capital Management Group, a German group of super-angels. Additional investors include Saeed Amidi, Founder and CEO of Plug N Play and Lorenz Graef, Founder and former CEO of Globalpark, an accredited expert in the market research industry.
"We have filled an industry gap by creating a platform that radically simplifies sharing charts on websites and social media, " says CEO and co-founder Seymour Duncker.
"Marquee customers such as Coca Cola, YouGov, Focus Online, comScore and IDC, coupled with the doubling of iCharts' chart views to nearly 9 Million in the last year are quantifiable testimony of a growing demand for our service. Marketers, educators, students and journalists all need easy-to-use charting tools for the web that require no programming or extensive design skills."
"iCharts unlocks the ability to create charts on the fly that can be easily shared on any website and social network. With iCharts' recently launched cloud-based premium offering, the company presents a huge opportunity centered on a frictionless business model that I am very excited about," says John Jerrehian from Jerrehian Capital, a recently appointed iCharts board member.
"iCharts has built a credible name for itself in the market research sector, and continues to prove itself as an accessible tool for the general consumer," says Jeff Greenberg, JCG Consulting and executive advisor to iCharts.
iCharts Growth Trend on Positive Trajectory
(Click on share to embed this chart)
About iCharts
iCharts, a TechCrunch 50 Finalist, is a cloud-based company that makes online data publishing and social sharing of branded, interactive charts easy. The company offers both free and paid online services for the entire data ecosystem from big data owners and businesses to media and consumers. To learn more, visit www.icharts.net.
Press Contact
Michelle Fitzgerald
440 North Wolfe Road
Sunnyvale, CA 94085
Ph: 650.472.0650

subset: commoncrawl


text:
Cloverland Electric Cooperative is still reviewing the 69-page order issued by the Federal Energy Regulatory Commission (FERC) affirming in part and reversing in part an initial decision issued by a FERC Administrative Law Judge (ALJ) on July 25, 2016.
According to the order, FERC agreed with the ALJ that a portion of the charges requested by Wisconsin Electric Power Company to continue to operate the Presque Isle Power Plant during a 14.5 month period in 2014-15 were unjust and unreasonable.
"Cloverland Electric is pleased with this order issued by FERC," said Dan Dasho, Cloverland's president and CEO. "We have been fighting this long and hard for our members who should not be paying the millions of dollars demanded by Wisconsin Electric to keep Presque Isle in commercial operation."
A forty-five day period is underway for the review of how the costs that were found to be just and reasonable should be allocated among load-serving entities in Michigan and Wisconsin. The magnitude of the charges imposed on consumers in Michigan was significantly reduced based on yesterday's order but will not be known for certain until a pending DC Circuit Court case filed on behalf of Cloverland and other Michigan entities challenging FERC's legal authority to assess charges retroactively is decided.
The parties have thirty days to request a rehearing of the October 19 FERC order.


text:
To be played on Sunday 17th May 2015 at 13:30. Venue: Liberty Stadium, Swansea
Manchester City will be looking to maintain their winning run in the Premier League on Sunday, when they take on Swansea City away from home.
The Citizens have won their last four league matches and will head into the match at the Liberty Stadium on the back of a 6-0 victory over Queens Park Rangers at the Etihad Stadium.
Manuel Pellegrini's side currently find themselves second in the Premier League table with 73 points from 36 matches, three points clear of Arsenal, who are third at the moment and have a game in hand.
Meanwhile, Swansea are eighth in the league standings with 56 points from 36 games and are still in with a chance of finishing in a Europa League spot.
The Swans will head into Sunday's match on the back of a 1-0 victory over Arsenal away from home at the Emirates Stadium in North London.
It was the Welsh outfit's third successive win in the Premier League and will certainly enhance their confidence of defeating last season's English champions City.
Swansea predicted lineup
- Lukasz Fabianski
- Kyle Bartley
- Federico Fernández
- Neil Taylor
- Ashley Williams
- Jack Cork
- Nathan Dyer
- Jefferson Montero
- Jonjo Shelvey
- Gylfi Sigurdsson
- Bafétimbi Gomis
Man City predicted lineup
- Joe Hart
- Martín Demichelis
- Aleksandar Kolarov
- Vincent Kompany
- Pablo Zabaleta
- Fernando
- Jesús Navas
- David Silva
- Yaya Touré
- Sergio Agüero
- Wilfried Bony


text:
The Department of Veterans Affairs has scheduled verification training for June 7 for service-disabled veteran-owned small businesses and veteran-owned small businesses. The training will take place from 8:30 a.m. to 12:30 p.m. in the Women's Memorial at Arlington National Cemetery.
In order for eligible businesses to participate in VA's Veterans First Contracting program, they must first be verified. All eligible businesses either not verified, needing re-verified or wanting to update their submitted verification application are urged to attend.
For more information contact Harvetta Spann at (703) 362-8020 or email to email@example.com.
Click here to register.


text:
What is a Special Effects Supervisor?
Special effects (SFX) supervisors are responsible for creating computer-generated and/or live-action special effects to be used in TV, film, and other means of video production. Whether it's a fireball resulting from a car blowing up or creating a snowy village in the middle of the summer, SFX supervisors oversee the crafting of environments and visual effects that are meant to keep the viewer captivated and effectively tell a story.
Primary Roles
SFX supervisors are primarily responsible for planning and creating all of the SFX elements of shoot during pre-production. Visual effects encompass everything from artificial weather and environments like rain, fog, smoke, and other atmospheric aspects to mechanical and electrical effects. Explosions and other demolitions are also part of SFX science and what most people tend to think of when they hear those words.
The SFX supervisor must source the right equipment, supplies, and technicians to execute these effects and keep the shoot consistent with the director's vision. Once the shoot is out of pre-production, SFX supervisors then must ensure that all aspects of SFX are being safely operated and managed as well as complaint with federal and local laws. Safety procedures are an integral part of SFX management and SFX supervisors need to brief the cast and crew as much as necessary when equipment is being operated on the set, as well as any state inspectors and fire marshals who may be required by law to be on the set before or during the shoot. Preventing injuries and property damage, then promptly dealing with these things if they do occur, is an important role in SFX management as well as the management and disposal of hazardous materials used in SFX creation.
Secondary Roles
Since SFX supervisors have a managerial role on and off the set, preparing the SFX budget and managing SFX personnel and their schedules are important secondary roles. Depending on the video's size and budget, the SFX supervisor must decide how much additional crew is needed, for how long, and when they need to be on the set to execute effects and assist with safety procedures.
During the planning stage, SFX supervisors work closely with art directors and production designers to determine SFX concepts for each scene, and factoring in things like the location as well as specially-designed rigs that will need to be constructed. This helps establish both the SFX and art department budgets as well as get an idea of how much personnel will be required for the shoot.
The SFX supervisor also needs to work with the director and cinematographer in the planning stage in order to determine the necessary equipment and safety protocols for the desired effects and how many scenes they will be used in. Camera angles and after effects are also discussed. With these discussions in mind, the SFX supervisor then assembles a crew and tests different rigs and camera angles until the director is pleased with the results.
Other Creator Resources
- What Is A Set Dresser?
- What Is A Music Supervisor?
- What Is An On-screen Talent?
- What Is A Visual Effects Editor?
- What Is A Stunt Coordinator?
- What Is A Storyboarder?
- What Is A Sound Assistant?
- What Is A Compositor?
- What Is A 3D Modeling Artist?
- What Is A Voice Over Talent?
- What Is A Sound Editor?
- What Is A Set Decorator?
- What Is A Script Writer?
- What Is A Production Manager?
- What Is A Location Manager?
- What Is A Director of Photography?
- What Is A Set Designer?
- What Is A Sound Engineer?
- What Is A Text Animator?
- What Is A Lighting Assistant?
- What Is A Cartoon Animator?
- What Is A 3D Graphics Artist for videos?
- What Is An Assistant Shooter?
- What Is A Photographer?
- What Is A Prop Master?
- What Is A Location Scout?
- What Is A Production Coordinator?
- What Is A Boom Operator?
- What Is A Camera Operator?
- What Is A Costume Designer?
- What Is A 2D Animator for videos?
- What Is A Special Effects Supervisor?
- What Is A Set Director?
- What Is A 3D Animator?
- What Is An Art Director?
- What Is A Runner?
- What Is A Video Editor?
- What Is A Producer?
- What Is A Director?


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What type of waterproofing system is used under these green roofs, and what is the expected
August 26, 2010
Dear Fred,
By green roofs, I am assuming you mean vegetated roofs as opposed to reflective roofs. The term is used for both, so I will talk a little about both.
Reflective roofs
Reflective or cool roofs are materials and coatings used to help keep a building cooler by reflecting solar energy away from the building. Reflective roofs and roof coatings are measured by the percent of solar reflectance (SR) the roof has; that is, the portion of solar energy that is reflected away from the roof, and it is expressed in a fraction of a percent from 0.0 (no energy reflected) to 1.0 (100% energy reflected).
Thermal emittance is another measurement taken here, as the roof also emits solar heat back into the atmosphere. The measurement index most commonly used today, the Solar Reflectance Index (SRI), combines both these measurements. A good reflective roof can make a huge difference in summer cooling bills. Cool roof technology goes beyond reflectivity, however, because other factors aid in reducing the heat build-up on a roof.
Vegetated roofs
Plants cool a roof through transpiration (the evaporation of water into the air), and earth, serving as a solar mass, absorbs heat as the sun shines on it during the day and releases it in the cooler temperatures of the night.
The environment around a building, the shape of the building and the prevailing winds can, some places, be manipulated to effectively cool a roof through convection (wind movement) as well.
Vegetated roofs also have other benefits, such as reducing stormwater pollutants by filtering the water running off them and creating an additional layer of insulation for winter heating (although the insulation factor is far less than the solar mass factor). The density of the covering also protects the roof waterproofing from ultra-violet light. And of course, living roofs are beautiful, restore habitat, and make places for recreation.
But your question was what waterproofing system is used, so Im thinking you are asking about what waterproofing is used under the growing plants and you may be wondering how it could last with all those little roots trying to find their way through it. You are right to ask what system, because a single waterproofing layer doesnt work.
Here are the building blocks of a living, vegetated, or green roof, starting from the inside out:
- Insulation: Insulation is different from solar mass. Insulation can go above or below the structure. Insulation resists temperature changes, thereby holding in whatever temperature you have inside and keeping out the outer temperatures.
- Solar mass. on the other hand, collects heat when it is hot and releases it when things cool down. Dirt is a better solar mass than insulator, so insulating your green roof building is usually a good idea.
- Structure: Growing medium is heavy. Water is heavy. You need the building structured to carry it. There are growing mediums lighter than good old-fashioned dirt, but they are still heavier than nothing at all. The deeper the growing medium is, the more varieties of plant you can grow, and the heavier it will be.
- Waterproofing substrate: Heres your waterproofing. It can be made of several things and every company has their formula. It is usually a flexible elastomeric membrane that is self-healing. Bitumen, a viscous, gooey, tar-like petroleum product, is a common waterproofing component. Another is bentonite clay, which expands when it gets wet to form the waterproofing. The first green roof I ever worked on, around 1980, was waterproofed with bentonite clay sandwiched between pieces of cardboard. This system is still available today. Hydrotech. one of the biggest green roof companies around, uses a formula of refined asphalts and synthetic rubbers.
- Drainage layer: This is a layer that gathers the water and sends it away before waterproofing actually has to go to work. It often looks like a tray made of tiny egg-crate type pockets. It can also be used to hold water to be absorbed back up through the filter fabric.
- Filter Fabric: The filter fabric stops roots and soil from going into the drainage layer.
- Growing medium and/or soil: This is the layer for the gardener scientists to constantly be playing with, perfecting, and modifying for different kinds of plants.
- Plants: The easiest plants to grow on a roof are from the succulent family, sedums. They take the least amount of growing medium and water. But if you have the depth, many other plants will happily take root.
Warranties on the waterproofing are going to depend on how it was applied, by whom, and with what other components. I know some of Hydrotechs roofs that use their waterproofing are up to forty-five years old now and doing fine, but I dont know the specific warranties they carry.
Many companies require you use their installers, which can be very pricey. Some go so far as to require you use their plant mix. So after a very long introduction, I cant really answer your question. You need to take it up with the roofing company of your choice.


text:
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Efficient solutions do not involve a multitude of individual insurance policies, but comprehensive, specifically calibrated coverage concepts. It is our job to develop comprehensive insurance solutions that cover you against risks and exposure in an economical and secure fashion.
A sound investment.
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text:
Every quarter, Nielsen releases a "total audience" report that provides an overview of the television industry. The latest report showed promising numbers for traditional television, in regards to weekly viewing hours. "When it comes to watching video, total adults spent 86% of their viewing time with traditional television in the fourth quarter of 2016, compared to about 14% for all other screens combined."
While the use of smartphones and tablets has increased alternate screen viewing by two hours from the previous quarter, television remains stable. The report indicates also indicates promising numbers from Millennial audiences, "among adults under 25, TV is still the dominant screen." To learn more, read the MediaPost article here.


text:
|Save Atari! Fight with a trusty Atari 800 against all the pretenders.
|In this game you play as a trusty Atari 800 computer, fighting off the hoards of competitors. You start with 8K, but by collecting memory module power-ups you can build-up to 64K, adding more fire-power to your 8-bit Atari machine. This game has 12 levels that take you through 1983.
|Rate This Game


text:
The members of the board of Ptarmigan, upon assembly, have decided to announce the Toothpaste Poetry Project. Attention! To determine the matrices between dental hygenie products, and the purchase/creation thereof, and the development of a poetics that might be considered in any given day an "experimental" one. Products, after all, are placed in our hands every day (or...are they?) even if you write poeticsly. It grieves me to think that x-poets' last purchase of tube socks, last fast food experience, last embarrassing moment with a person that owns a truck, has NOT be detailed in minerals. So we will start small. Hey, I like x-poets, Quail came up with that one good job Quail! We will try this experiment. If you write x-poetry, please indicate which toothpaste you use, and/or toothpaste you would LIKE to use.
Here are samples!
+Burned snail shells, salt, and honey
+Ground up oyster and whelk shells
+Bicarbonate of soda
+Coal dust, finely minced
+One (1) page of new american writing, burned in the bathroom sink (dry), ground to a fine powder
Hippie toothpaste
Hippie toothpaste co-opted by large toothpaste manufacturer
{{{Now, the ensuing tooth-pastes are a bit more critical to our discussion; namely, does the consumption of them preclude, obviate, or trump the development of an experimental poetics? How about the Fresh Mouth Guilt(tm)? Known to occur, don't think it doesn't! In the Minnesota School of Poetics, e.g., they have been inoculated from this affliction from the generous help of the State, although with recent budget cuts who knows what the School will now be "entitled" to? }}}}
{{{The following toothpaste are also, well, I don't want to say tainted, by the fact that one often finds them in supermarkets and superdrugs. But this is supposed to be an objective test, so ignore this}}}
Gleem (not to be confused with Gleek, Wonder Twins monkey)
Cool Mint Listerine Tartar Control Gel
Mentadent Crystal Ice
Oral-B Rugrats Paste
Please comment below. End of project. Upon commenting, I wish that Hypergolem, say, would be able to provide snacks. Like a blood drive. But our funds are short.
Followup question: WHAT IS THE CAPITAL OF CULTURAL?
And yet, this is the most terrifying thing I've ever done...


text:
Alicia Women's Lightweight Knit Running Shoes – Athletic Mesh
Amazon Deal Of The Day: Alicia Women's Lightweight Knit Running Shoes – Athletic Mesh Comfortable Walking Shoes – Great for Sports and Outdoor Activities
LIGHTWEIGHT & BREATHABLE – The helix-style, fly-knit technology allows for breathability and sleekness. The insole is removable, making it much easier to dry, if you get them wet at any point. This combination creates a lightweight shoe that feels like walking on air, but still able to handle the roughest of terrains.
COMFORT & SUPPORT – With a midsole that forms to your foot, these comfortable sneakers will provide a support system that is customized to you. The outsole is designed to absorb shock in the event that you are hiking or really testing this sport's running shoe.
DURABLE – Get active with these versitible kicks! Whether you are running or walking, the strong outsole design offers maximum traction and durability. These womens running shoes are perfect for any outdoor or indoor activity or adventure!
STYLISH- These one of a kind athletic shoes give you style coupled with versitility. Comfortable running shoes with a unique design and pattern.
Shoes by LIUID
Alicia Women's Lightweight Knit Running Shoes - Athletic Mesh
The linked site is not operated or owned by FreebieSelect!Freebies posted on FreebieSelect are not being sent by us. If for any reason a freebie become unavailable, you claimed them and did not receive them, you are denied, or any other complications arise, FreebieSelect is not responsible.


text:
The latest additions to the gorey gallery come from Argentina, Brazil and Turkey. Click on the pictures below to go see more horrific portraits of the King of Crime menacing all kinds of femme fatales in various states of undress from all over the world!
From Hell with Love! Just one of the many covers from South of the Border! See more here!
Dig that crazy flower loin cloth! One of the new covers posted from the Turkish edition. Turkey went so crazy over the character they made 11 films about the Diabolikal One! See more of these Turkish Delights here!


text:
During the first half of 2016, the population of Ukraine decreased by 102.4 thousand people according to the data provided in the State Statistical Service report.
The information shows that mortality greatly exceeds the birth rate in Ukraine. A hundred dead account for 64 infants. In the first six months, 299,807 people passed away in Ukraine and 190,754 children were born.
Moreover, the State Statistics indicates the increase in migration. In the first six months, 6686 people came to Ukraine for permanent residence, which is more than the number of individuals who left the country.
The data of the State Statistics Service do not include temporarily occupied territories of Crimea and Donbas.
Photo: Internet


text:
It wasn't exactly easy, but Phil Mickelson is officially headed to next week's Open Championship with some momentum.
After victory appeared within his grasp before a three-putt bogey on the 72nd hole, Mickelson survived a sudden-death playoff with Branden Grace to claim the Aberdeen Asset Management Scottish Open, winning with a birdie on the first extra hole.
It marks Mickelson's first career win in the United Kingdom and just his second ever in Europe, having claimed a Challenge Tour event in Paris in 1993. An annual participant at the Scottish Open, the southpaw's best prior finish in the event came in 2007, when he lost another playoff to Gregory Havret at Loch Lomond.
Mickelson fired a 3-under 69 Sunday, finishing alongside Grace at 17-under 271. The result appeared to be no longer in doubt on the 72nd hole, as the four-time major champion, equipped with a one-shot lead, hit his approach shot to the final green within 20 feet of the hole. His first putt raced six feet past, though, and a playoff resulted when the come-backer for par would not drop.
Playing the par-5 18th in the playoff, Mickelson came up just short of the green in two and spun a wedge from below the green to within a foot. Grace was on the green in three shots, but was unable to hole his 25-foot birdie attempt to force the playoff to a second extra hole.
Mickelson entered the final round in a tie for second, two shots behind leader Henrik Stenson, but got off to a rocky start with an opening double bogey and another bogey on the third hole, falling as many as four shots off the pace. He was able to bounce back, though, with three straight birdies on holes 4-6 and took the lead for good with three birdies in a four-hole stretch from Nos. 11-14.
Around the lead for much of the afternoon, Stenson ultimately fell into a tie for third after three bogeys across the final six holes. He finished two shots behind Mickelson and Grace, tied at 15 under alongside JB Hansen, who surprisingly held a share of the lead down the stretch despite a quadruple-bogey 9 on the second hole Sunday. Hansen recovered with birdies on seven of his next eight holes, but like Stenson, the Dane faltered coming home, bogeying three of his final four holes.
With trophy in hand, Mickelson will now join several from this week's field in heading to nearby Muirfield Golf Club, which will host the season's third major beginning Thursday.


text:
Physical activity and depression in young adults.
McKercher CM., Schmidt MD., Sanderson KA., Patton GC., Dwyer T., Venn AJ.
BACKGROUND: Epidemiologic research suggests that physical activity is associated with decreased prevalence of depression. However, the relationship between physical activity accumulated in various domains and depression remains unclear. Further, previous population-based studies have predominantly utilized self-reported measures of physical activity and depression symptom subscales. Associations between physical activity in various domains (leisure, work, active commuting, yard/household) and depression were examined using both subjective and objective measures of physical activity and a diagnostic measure of depression. METHODS: Analyses (conducted in 2007) included data from 1995 young adults participating in a national study (2004-2006). Physical activity was measured by self-report (International Physical Activity Questionnaire) and objectively as pedometer steps/day. Depression (DSM-IV 12-month diagnosis of major depression or dysthymic disorder) was assessed using the Composite International Diagnostic Interview. RESULTS: For women, moderate levels of ambulatory activity (>or=7500 steps/day) were associated with approximately 50% lower prevalence of depression compared with being sedentary (<5000 steps/day) (p trend=0.005). Relatively low durations of leisure physical activity (>or=1.25 hours/week) were associated with approximately 45% lower prevalence compared with the sedentary group (0 hours/week) (p trend=0.003). In contrast, high durations of work physical activity (>or=10 hours/week) were associated with an approximate twofold higher prevalence of depression compared with being sedentary (0 hours/week) (p trend=0.005). No significant associations were observed for steps/day in men or for other types of self-reported activity including total physical activity in both men and women. CONCLUSIONS: These findings indicate that the context in which physical activity is assessed and the measurement methods utilized are important considerations when investigating associations between physical activity and depression.


text:
The property markets in Singapore and Taiwan have developed along different routes from that in Hong Kong.
In Singapore, up to 90 percent of households own their homes. And 80 percent of residents live in public housing units subsidized by the government.
Lee Kuan Yew, the first prime minister of Singapore, launched sweeping reforms to improve living conditions for residents, and the government also offered generous subsidies for its citizens to buy their own homes.
However, Singaporeans face many restrictions when buying these public housing units.
For example, they are only allowed to resell the flats five years after they buy them.
And each family is eligible for only one flat.
The unmarried are not eligible to buy public housing units until they reach 35 years of age.
Also, those who own a private flat need to sell their private unit within six months after they buy a public housing unit, to prevent speculation in the public housing market.
Singapore's housing market picked up rapidly after the 2008 financial crisis. Housing prices recovered to precrisis levels within less than a year.
The government then unveiled a set of measures to cool down the market, including levying a higher stamp duty on sellers and tightening mortgage loans.
This shows the property market in Singapore is still dominated by government policy.
The government discourages short-term speculation, and most homes are bought for self-use.
By contrast, housing has become unaffordable in Taipei, and rental yields are low.
The boom in Taiwan's housing market is not driven by the working class.
In 2008, Taiwan slashed estate duty to 10 percent from 50 percent, which has lured many businessmen into putting their money back into Taiwan.
And the abundance of liquidity around the world has created a housing market bubble over the last decade.
Property prices in Taiwan have surged about 10 percent per year, while mortgage loan growth has been almost stagnant.
Capital from abroad is the main driver for rising home prices.
On the supply side, about half of the residential housing in Taipei is over 30 years old, and many these old flats are located downtown.
There is very limited supply of new housing.
The supply shortage has put the government in a dilemma as it struggles to remove old housing amid strong resistance.
Against this backdrop, the local government imposed a tax in 2012 on high-end apartments worth over HK$19 million (US$2.45 million).
The tax rate is subject to the number and location of flats, and homeowners may end up paying three to 10 times more tax.
Meanwhile, the central bank in Taiwan also tightened mortgage loans, capping the mortgage ratio for second-home or luxury flats at 60 percent, compared with 80 percent or 90 percent in the past.
All these measures have achieved some results.
The housing market has witnessed lower prices and fewer transactions.
But the measures may not be so effective in the long run, given low interest rates and abundant liquidity.
This article appeared in the Hong Kong Economic Journal on Dec. 2.
Translation by Julie Zhu
[Chinese version中文版]
– Contact us at [email protected]


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Even after the reports of the working conditions at Foxconn such as the suicide nets and the living conditions in the dormitories, the egregious patent lawsuits against Samsung and the unbridled stupidity of Apple fan boys, the way iTunes nearly destroyed the music industry and the total failure to enable independent artists with a new avenue for success, I would buy Apple products. I like my ipad.
Apple products are fine if you like to have all your electronic devices synchronized and hooked up together. However, I am not that tech savvy and do not need a lot of synchronization. Apple products are pretty pricey and, while some would find this worth the investment, I would not spend money that way.


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I was able to purchase these three coins via private treaty at the recent FUN Convention, held in Orlando, Florida. They are amongst the most significant coins to have traded at this show.
Past News ReleasesRSS
Portland, OR (PRWEB) January 21, 2013
Douglas Winter Numismatics, a Portland, Oregon, rare coin dealership specializing in choice and rare American gold coins struck from 1795 to 1900, recently sold an important group of New Orleans gold coins pedigreed to the famous Eliasberg Collection. The coins had been off the market for many years and they were sold into the finest collection of New Orleans gold ever assembled, which DWN has been working on since 2005.
According to Doug Winter, "I was able to purchase these three coins via private treaty at the recent FUN Convention, held in Orlando, Florida. They are amongst the most significant coins to have traded at this show."
The three coins that Winter sold are an NGC MS63 1842-O half eagle (the finest known for the date), an 1844-O half eagle graded MS64 by NGC (the second finest known for the date), and an 1841-O eagle graded AU58 by PCGS (the finest known for the date). All three coins trace their pedigree to the October 1982 sale of the famous Louis Eliasberg collection, the greatest collection of American gold coins ever sold.
Winter, who has extensively researched New Orleans gold coins, stated the following: "The 1842-O half eagle is one of just three known of this date in uncirculated condition. The 1844-O half eagle is slightly more available but it is the second finest known. The 1841-O eagle is extremely rare with just a few dozen known from an original mintage of 2,500. It is well-known as the finest known example of this major rarity."
The New Orleans mint began production of silver coins in 1838 and the first gold coins were struck in 1839. Gold coins were struck in $1.00, $2.50. $3.00, $5.00, $10.00, and $20.00 denominations. The mint was closed at the outbreak of the Civil War in 1861 but was reopened, for limited production, in 1879. It ceased operations in 1909.
Doug Winter has written the standard reference work on New Orleans gold coins. He has bought and sold many of the finest and most important gold coins from this mint and specializes in working with individuals seeking to put together world-class specialized collections of United States gold coins. His website, http://www.raregoldcoins.com, contains an unparalleled amount of articles and blogs for beginning and advanced collectors alike.
Winter can be reached via email at dwn(at)ont(dot)com.
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So, one day you look down. Your feet are in shoes you don't recognize. Maybe you like them, maybe you don't. You can always change shoes. . . . Reinvention! . . . Your life begins here.
Monday, July 6, 2009
CNN Blogger Bunch on Sarah Palin's Resignation
I watched the discussion and it seemed no one on the panel thought Palin's jumping ship was a great strategic move if she wants to be POTUS one day. Here's video.
Also, the Blogger Bunch discussed the FBI's announcement that it's not investigating Palin.
Time magazine gives 5 best explanations for Palin's resignation. One of observations in both the Time article and the CNN segment is that Palin may be looking for more exposure.
2 comments:
- Dawn on MDI said...
I would very dearly like to think that this move means we won't have to hear any more from that font of stupidity for a while, but somehow, I doubt that. Too many men in America want to masturbate to her image for Faux news to not sign her on... sigh. And we wonder why the whole world is surpassing us in technology, science, education, health care, and every other important measure. Yeah. Bleh.
- July 7, 2009 at 8:31 AM
- Jill said...
Thanks very much for posting the video and commenting. This is a situation where, in fact, empathy, of all things that some conservatives or Republicans would like us not to think about, actually is needed when analyzing what's going on. I wish her well - have never wished her otherwise - but as a leader, as my leader, as my country's leader? No where on my lists, no where.
- July 8, 2009 at 9:40 AM


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graduate students polish copper patterned wafers using a Westech
372 CMP polisher. From left: Zhenyu Lu, Sharath Hegde, and Venkata
graduate student Sharath Hegde (front) performs post CMP work in
CAMP's Class 10 Clean Room.
Reduced defects such as scratching have been obtained with high
selectivity ceria-based mixed slurries for STI planarization. Several
patents have been filed to cover these discoveries. Three patents
from a joint project with CAMP's Corporate Sponsors Kodak and Ferro
1. Slurry for chemical-mechanical polishing of silicon dioxide:
R.Srinivasan, S.V. Babu, W.G. America, and Y-S. Her, U.S. Patent
6,468,910(Oct. 2002).
2. Slurry for chemical-mechanical polishing of silicon dioxide:
R.Srinivasan, S.V. Babu, W.G. America, and Y-S. Her, U.S. Patent
6,491,843(Dec. 2002).
3. Slurry for chemical-mechanical polishing of silicon dioxide:
R.Srinivasan, S.V. Babu, W.G. America, and Y-S. Her, U.S. Patent
6,544,892(April, 2003).
A large number of polishing experiments have also been performed
using fixed abrasive pad systems for achieving planarization of
STI and similar related structures. The group found that pattern
density has a very large effect on removal rates and that different
patterns' densities from different parts of the wafer are coupled
in their role in pad "activation" and the associated particle generation.
These results are very useful in determining the planarization end
point and for controlling dishing and erosion.
1. Venigalla, R., Economicos, L., and Babu, S.V., "Mechanism and
an Empirical Model of a Fixed Abrasive Polishing Process on a Web-Format
Tool," J. Mater. Res. (accepted). 2. Gorantla, V., Venigalla,
R., Economicos, L., O'Connor, D., and Babu, S.V., "Pattern Density
Dependence of Polish Rates in Fixed Abrasive Polishing," J. Electrochem.
Soc. (submitted).
Babu is also collaborating with Professor Matijevic' on experiments
using a column technique to obtain data about particle adhesion
and abrasive / film interactions. (Refer to Professor Matijevic''s
section.) In addition he plans to investigate the behavior of copper
particles coated with polymeric films.
Particles and CMP
Professor Egon Matijevic' (the Victor K. LaMer
Chair in Colloid and Surface Science), in collaboration with Professor
S.V. Babu, is investigating the effects of slurries containing uniform
particles of different shape, size, and surface properties in the
chemical-mechanical polishing process. This work is supported by
Intel through the Semiconductor Research Corporation (SRC) and is
being carried out by several associates and graduate students.
example, thermal oxide films were polished with slurries containing
nano-sized ceria, colloidal silica, a mixture of both, and silica
cores coated with ceria. These experiments were performed using
different solid contents and pH. Considerably higher removal rates
were observed with slurries containing coated particles rather than
with those of the same ceria or silica used alone. For more information
see the following reference: Lee, S.-H., Lu, Z., Babu, S.V., and
Matijevic', E., "Chemical-Mechanical Polishing of Thermal Oxide
Films Using Silica Particles Coated with Ceria," J. Mater. Res.,
17, 2744 (2002).
In addition the group is exploring (also with SRC
/ Intel support) the chemical and physical interactions between
the abrasive particle and the wafer or disk, as they affect the
removal rate as well as surface imperfections and contaminations.
For this purpose a packed column technique is used, in which a vertical
cylinder is filled with glass or copper beads which simulate the
surfaces to be polished. Dispersions of abrasive particles in different
solutions used in the CMP process are passed through the column.
The slurry particles are much smaller than the collector beads to
avoid filtration. Therefore any particle removal upon passage through
the column is due to attachment on the collector beads. The effluent
is also analyzed in terms of its chemical composition. This technique
provides valuable information about particle adhesion and abrasive
/ film surface interactions.


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We have updated our privacy policy which has been specifically adjusted to reflect the new regulations, please click here to View.
Prefer to book over the phone give us a call on 01548 821485!
Adults Only Caravan Park Open All Year
Over 60's save £1.00 per night per person
£25.00 deposit per booking, balance payable on arrival
Fully Serviced Hard Standing Pitches
Dogs go Free at Moor View
Super Pitches Available
Free wifi Throughout the Caravan Park
Arrival Time 11:00 am
Fully serviced hard standing pitches, 16 amp electric, free wi-fi, awning, drinking water on
every hard standing pitch, wastewater hook up on every hard standing pitch, dogs stay free.
Moor View, is a caravan park which welcomes mature adult visitors
We have updated our privacy policy which has been specifically adjusted to reflect the new regulations, please click here to View.
Our quiet caravan site in Devon has just 70 caravans, with no clubhouse on site, you can soak up the peaceful atmosphere, whilst just a 10 minute walk from the locally renowned California Country Inn
We have facilities for touring caravans, motor caravans, and tents of all shapes and sizes. So, if you don't feel like venturing out, you can always sit back and enjoy the tranquillity and serene atmosphere of Moor View from the comfort of your caravan or tent.
Looking for peace and tranquillity? That is exactly what you will find here at Moor View, a holiday destination with a difference. We are an adult only site (Over 60's receive discounts) creating an idyllic holiday which promotes complete relaxation. With so much to explore on your doorstep, you can take things at your own pace and do as much (or as little!) as you like. Whether you are walking or driving, the whole area is rich with amazing places to be discovered.
Devon Roads
Devon roads are notoriously small, but don't worry the roads leading to us are at least as large or larger than any other road leading to caravan touring parks in the area, in fact, you have to drive past our site in order to visit most touring parks in the area including all the caravan club sites.
Moor View a caravan park with free wifi!
-All pitches are fully serviced pitches with electricity included.
-Large dog walking area on site nearly half a mile long
-Free to use the common room with TV etc.
-Free Tea and Coffee in the coffee room.
-Free showers
-Peaceful surroundings with fantastic views of the Devon moors.
-Open all year.
-Friendly assistance and advice.
-Walking, relaxing .. numerous local paths and country lanes.
-Close to Dartmoor.
-Close to award winning local beaches.
-Close to historic local towns with good pubs/restaurants
South Devon Beaches


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The science behind what really attracts you to someone — at first
If the eyes are the windows to the soul, the face just might be the window to sexual chemistry. It's a fact, and there are plenty of studies to prove it: We are more attracted to people with symmetrical faces.
"People find facial symmetry more attractive," says Tina B. Tessina, Ph.D., a.k.a. "Dr. Romance," a licensed psychotherapist and the author of Love Styles: How to Celebrate Your Differences. "There is a clear link [between attraction and facial symmetry]."
So does that mean we're superficial creatures who should look no further than skin-deep to find our one and only? And what's behind this whole symmetry-is-sexy thing, anyway?
The answer to the first question is not exactly, but more on that in a bit. As for the second, studies have shown that it's because symmetrical faces are associated with good health in a potential partner.
"From a biological point of view, men and women are seeking mates who are 'developmentally stable': pathogen resistant, healthier and not damaged by psychological or genetic distress that suggests flaws in the person's potential to protect, provide for and support a family," Jeanette Raymond, Ph.D., a licensed couples therapist and the author of Now You Want Me, Now You Don't!, explains, citing a review of the research published by Symmetry 2010. "They use appearance as a way of judging for these characteristics, and symmetry seems to be the best overall cue."
More: How to create magnetic attraction in your relationship
So what parts of the face are most important when it comes to symmetry and attractiveness? Raymond says it's the eyes, nose, lips, cheekbones (for women) and chins (for men). Voices considered to be attractive are also associated with a greater level of symmetry.
One 1998 study titled "Facial symmetry and the perception of beauty" had researchers manipulating photos of faces to be slightly more or less symmetrical, then showing them to the subjects and asking them to rate their attractiveness.
"Attractiveness increased when we increased symmetry and decreased when we reduced symmetry in individual faces," the authors wrote. "Similar results were found when subjects judged the faces on appeal as a potential life partner, suggesting that facial symmetry may affect human mate choice."
To further confirm the biological, rather than cultural, explanation for why symmetrical faces are perceived as more attractive, it's interesting to note when women find symmetrical faces most appealing in men.
"Women are more likely to go for symmetry in males when they are ovulating," Raymond says.
High testosterone in men is believed to be what creates more symmetry in the body, including in the nose and nostrils, chin, ears and even the stomach, Raymond says, citing the existing research. Even the ratio between the index and ring fingers is an important measure of symmetry.
"Testosterone levels also indicate dominance and industriousness," she says. "Those men who have the appropriate symmetry have higher athletic ability and musical abilities."
When it comes to women's bodies, the waist-to-hip ratio is significant, as are the lips, cheekbones and chest.
"Waist-to-hip ratio is a symmetrical feature that spells out a woman's child-bearing ability, and that is one cue men are primed to look for," Raymond explains. "Symmetrical breasts, lips and high cheekbones are attractive to men, as they spell sound health."
In other words, it isn't just facial symmetry that's a turn-on and signifies a healthy, good mate.
"Overall body symmetry is strongly linked to attractiveness in both sexes," says Raymond. "It's not just the face but overall symmetry that signals health, resilience, better emotional and psychological health, the ability to run and show prowess and the ability to work hard and offer good genes."
A downside of going for a symmetrical guy? He might not be the most faithful.
"Men with high symmetry are more likely to have affairs," Raymond says.
All that said, we aren't necessarily aware that we're drawn to people with symmetrical faces and bodies.
"All this happens at an unconscious level," Raymond says. "We don't know why we feel excited or why there seems to be chemistry. Unconsciously, we go for symmetry, but we overlay fashion, culture and style [as cues for attractiveness]."
More: 5 Features science says people are most attracted to
And as for whether we're just superficial beings who choose life partners based solely on whether their faces are symmetrical, well, that isn't really the case. While we might find those people enticing and attractive, we don't always act on that chemistry.
"We're way more complex than that," Tessina says. "Because we are formed by our families of origin, we tend to be drawn to similar looks, whether they are symmetrical or not. People don't always feel a connection to the most attractive. In fact, it's often intimidating, and we'd prefer to worship it from afar. We tend to really make connections with people who are more similar to ourselves."
So if we're choosing mates who are like us, we're not really being superficial, are we? But narcissistic? Maybe.


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Oh, antidepressants. Where would I be without you? No, seriously. I'm asking. I'm a bona fide mess on antidepressants, still wading through some untreated PTSD and agoraphobia issues, watching shit like Monsters Inside Me and Googling all the different kinds of parasites in my drinking water. Waking my husband up in the middle of the night and going, LOU. I've been Googling, and I think I have MRSA. IN MY NOSE.
(I was right about that one, by the way. Henry and I have both had MRSA infections this month, and they've sucked. So sometimes my anxiety is actually founded. Suck on that!)
My anxiety came to a head a couple months ago when the combination of a hormone plunge and Henry's constant, hawk-like screeching conspired to give me a sobbing panic attack. For the past few months, Henry's been making this awful noise. I can't even really convey how horrible and ear-piercing this noise is because the depth of human language doesn't even skim the surface of how absolutely nightmarish it is. The closest approximation I can give you is this video of a screeching falcon — when I played it for Lou, he said, "God, yes, that sounds exactly like Henry. Now, TURN IT OFF before I throw myself out the window." So if you want to know how my days have been going, turn your volume up to eleven, play that youtube video, and loop it for TWO MONTHS STRAIGHT, ALL THE FUCKING DAY LONG. That's how it feels to live with Henry right now, who doesn't have the words to express what he wants and just shrieks until we bend to his will. Last month, finally, I snapped: I left him downstairs with his dad, went upstairs to bed, and just flat-out refused to deal with him for the rest of the day. When he woke up the next morning — screeching — I woke up my husband and cried. "I can't," I said. "I can't anymore. My skin hurts from listening to that screech. Every time I hear it my heart starts pounding. I can't be around him anymore. I won't."
So I took a xanax and went back to bed — for the entire day. Lou took off work and dealt with the screaming. Later, when I dragged myself out of bed, I called the doctor and made an appointment to discuss my anxiety meds. It looked like I was going to need something a little more hardcore, if I was going to function like a normal human being — because who knows how long Henry's going to be doing this screeching thing? (As of this writing, he's still doing it. We have an appointment booked with the speech therapist soon — for my sanity. I mean, for his language skills. Yeah. That.)
I'm not saying this to get sympathy, believe me. But you know what's funny? When I get on the right medication and my anxiety is under control, I get cocky. I think I've conquered my PTSD or outgrown my agoraphobia and I start tapering off my medicine, thinking that I've got this thing beat. And three days later, inevitably, I'm having some small body-related freakout thinking about all the ways I could have possibly died had I been born in the seventeenth century (this is something I legitimately think about, and obsess over. People just died of NOTHING back then. Typhoid. Or infected cuts. Or rat-bites. Or boils, for God's sake. BOILS).
My point is that situations change. Anxiety levels change. Anxiety tolerance changes. It's not something you can just cure (apparently). It's an ongoing, ever-lasting, ever-changing battle.
So here's what I'm battling with right now.
1. Any gospel song. Have you ever noticed, in tons of predominantly African-American movies, that a popular trope is to have a huge come-to-Jesus at the end of the film, at a Church, set to a moving gospel song? I can think of six just off the top of my head. This one. This one. This one. Sort of this one. Oh, and this too, which makes me cry whether I'm in a hormonal upswing or not. When Lou and I are watching a Tyler Perry movie and there's a church scene, I lean over to him and go "Someone's gonna come to Jesus by the end of this song," with an astonishing rate of accuracy.
Oh, and definitely this. Yup, instant tears:
2. This stupid dance from Dance Moms. Stupid, stupid, stupid dance with stupid lyrics that remind me of my stupid daughter whom I love more than anything in the entire world. I caught some of it on TV the other night and cried so hard I couldn't eat my huge bowl of ice cream (that's a lie).
"You don't know what a song you sing, you don't know how much joy you bring…" Screw you forever, Dance Moms.
3. Stupid kids books with an emotional appeal. Especially this book by Neil Gaiman, which is basically a little sing-songy prayer that he wrote for a lady-friend who was about to give birth to a daughter (literally tearing up as I type this). And. It's. JUST. SO. BEAUTIFUL.
4. This Beyonce video, which I legit cried over because it's just. so. inspiring.
So basically, until I get adjusted to this dose, I'm going to be a living, breathing mess of epic proportions.
And did I mention that the month of October (starting tomorrow) contains my birthday, my favorite saint's feast day, most of my family's birthdays, Spina Bifida Awareness month, AND my favorite holiday of all time (Halloween)?! Hopefully these meds kick in real soon, because I will be so happy, busy and just plain emotional I might just die.
Reader beware.


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The FourFourTwo Preview: Uruguay vs Costa Rica
World Cup Group D | Fortaleza | Sat 14 Jun | 8pm
Billed as
The other game. The one that at this point has no real significance. But give it time.
The lowdown
Uruguay go into this tournament with high hopes and lofty ambitions. They take confidence from the fact they won the only previous World Cup held in Brazil, defeating the hosts in the final, even if this was now 64 years ago. As their coach Oscar Tabarez says, "There's no comparison [with 1950]. The world was different then. It was a different Brazil, and Uruguay had a position of power we no longer occupy." So it's of no real significance in 2014, but he's still answering questions about it.
They also go in with high hopes of going deep into the tournament because they possess two of the most feared and admired strikers on the planet in Edinson Cavani and Luis Suarez, providing the latter is fit.
If he's not, subtract Luis Suarez and add Diego Forlan and revise all predictions downwards. If Suarez is fit, then Uruguay go into this tournament with their eyes on at least escaping Group D at the expense of either Italy or England, because the fixtures might possibly have been generous to them: facing the weakest team first.
Uruguay could head into that crucial second game against England with momentum and the psychological advantage of having three points already in the bag. But then, some will argue that facing a fresh, optimistic Costa Rica who haven't yet been deflated by defeat is a distinct disadvantage. In other words, we're all just guessing.
In almost every other group at this World Cup, the most gifted Costa Rica since 1990 might have had their bar set at the last 16. Here, in a group of three previous World Cup winners, they're there to spoil the party for someone. Defensive-minded but with the legs to counter quickly, they'll be hard to beat and may spring a surprise and inflict a fatal blow on one of the three big guns. But it's unlikely to be against Uruguay.
In every game of the 2012 World Cup, Uruguay had less possession but more shots than the opposition, and reached the semi-finals. They may enjoy more possession against Costa Rica, and have more shots on goal. And if it's Suarez and Cavani taking those shots, they should get off to a winning start.
What the local media say
"Much will depend on how Luis Suarez's injury heals, for what it means both in football and in morale terms," says Pablo Benitez of Uruguay's El Observador. "Depending on the luck of the draw, they could make the quarter-finals."
Key battle: Suarez and Cavani vs Keylor Navas
Suarez was the top scorer in the South American World Cup qualifiers with 11 goals and had the most shots on target in the last World Cup – 15. Cavani is less prolific (six goals in 16 qualifying rounds) but the man who shoots boars in his spare time still poses a terrible threat. Frequently impressive for Levante last season, Costa Rica keeper Navas will need to excel to keep Uruguay's score on nought.
Facts and figures
- Uruguay have won 6 and lost 0 of their 8 previous meetings with Costa Rica, most recently beating them 2-1 on aggregate in a 2010 World Cup play-off.
- Costa Rica have lost all 3 previous World Cup meetings with South American sides, conceding 9 goals in the process.
- But Los Ticos have at least won their opening game in 2 of their previous 3 World Cup tournaments – 1-0 against Scotland in 1990 and 2-0 against China in 2002.
More FFT Stats Zone facts
FourFourTwo prediction
It may not be quick or pretty, but Tabarez's men have the firepower to inflict damage. 2-0 Uruguay.