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Yesterday and Today
On-line version ISSN 2309-9003
Print version ISSN 2223-0386
Y&T n.5 Vanderbijlpark Jan. 2010
The value of open distance learning (ODL) in assisting History teachers with heritage investigation
Henriëtte J Lubbe
Ms. University of South Africa. Pretoria. firstname.lastname@example.com
This article highlights some of the challenges facing history teachers in designing and assessing heritage investigation projects in the Further Education and Training (FET) band and the need for teachers to be proactive in terms of their professional development. It also explores ways in which open distance learning (ODL) can address these challenges by providing guidance, encouragement, practical skills training and resource material, especially to those teachers who cannot take their learners to a museum or heritage site for material or logistical reasons. The article is anchored in a qualitative research methodology and reports on student feedback on the Short Course in School History Enrichment offered by the Department of History at the University of South Africa (Unisa) as well as ongoing inquiry into teacher experience of teaching heritage investigation. It also shares the author's personal reflections based on informal communication with course candidates and other teachers over a period of more than ten years. The article argues that ODL can play a significant role in history skills development at secondary school level in general and in enhancing the self-confidence and skills of teachers having to teach heritage investigation in particular. It also emphasises the value of informal partnerships between the ODL institution and role players in the heritage field and makes a plea for closer cooperation between academic historians, history teachers, the Department of Basic Education and the heritage sector.
Keywords: Heritage; History; Open distance learning; ODL; Unisa History Department; Short Course in School History Enrichment; Teacher training, FET; Museums; Heritage sites; Electronic resources.
Teaching LO 4 (Heritage) was a stumbling block in my teaching of history. Registering for SCHE0161 served as an eye-opener. I am now able to conduct interviews, organise research portfolios, formulate questions, present data from interviews, identify unsung heroes and heritage sites in our locality which I think are undeclared. My Gr 12 results have also improved.2
This response from a histor y teacher who completed the Short Course in School History Enrichment offered by the History Department at the University of South Africa (Unisa) in 2010, succinctly captures the candidate's initial anxiety about not knowing quite how to handle heritage in the history classroom, his growing confidence and professional competence as a result of enrolling for skills development via open distance learning (ODL),3 and his ultimate triumph in achieving greatly enhanced learner performance. Far from being an isolated example, the views expressed in the quotation have been confirmed by qualitative research conducted in the Unisa History Department between 2009 and 2011, the findings of which are discussed in this article. The article highlights the main challenges facing history teachers having to teach heritage investigation in the Further Education and Training (FET) band and explores the value of ODL in empowering them to design and assess heritage projects more effectively and creatively. It shares some of the ODL techniques which have been employed by the Unisa History Department to achieve this objective and offers suggestions for closer cooperation between academic historians, education officials and heritage professionals in order to provide teachers with clearer guidance and additional resource material, especially in cases where a class visit to a museum or other heritage site is impossible. Finally, it emphasises the role of the individual teacher who has to take initiative and responsibility for his or her own professional development in order to remain motivated and provide learners with a memorable experience.
Challenges in teaching heritage investigation
Since the introduction of a compulsory heritage assignment in all three grades of the FET band (Grades 10 to 12) in 2008, heritage investigation has inspired some history teachers to teach the theme with creativity and passion4 but has generated much anxiety among others. With no specific training in the heritage field, a very full syllabus to be covered in limited time, inadequate guidance from subject specialists (facilitators), and little or no training by the Department of Education (DoE)5, many history teachers not only lack the time but also the confidence and skills to implement heritage investigation effectively in the classroom. Non-prescriptive DoE guidelines for heritage projects leave scope for teachers to be creative but also create uncertainty about the precise requirements in terms of format, length, assessment and ideological approach.6 Moreover, many teachers are not qualified assessors and therefore struggle with the design and application of assessment tools such as rubrics. This compromises effective assessment of heritage investigation projects.7 Too often, learners simply reproduce information supplied by their teacher or submit superficially researched assignments just so that a mark can be recorded. Worse still - in order to ensure good year marks, some teachers award inflated marks for assignments that have been plagiarised from the Internet while little or no real learning has taken place.8 Teachers who received their training during the era of apartheid and Bantu education have also been conditioned to think in terms of differences rather than commonalities between people. Believing that they are affirming previously neglected historical perspectives and promoting local history and heritage, they often reinforce divisions without guiding learners towards critical engagement with broader heritage issues and a sound understanding of the complexities of a common South African past.9 Here guidance from academic historians may provide clearer direction. However, many professional historians regard history and heritage as two different academic pursuits and are wary of heritage's association with a political agenda and the "commodification" of history which tends to oversimplify complex historical processes and debates in order to attract the tourist industry.10
Lack of resources such as computers, tape recorders and cameras, lack of access to the Internet, the distance from facilities such as museums, monuments, libraries and archives, as well as the financial status of parents who often cannot contribute financially towards a class visit to a heritage site, make the task of the history teacher having to teach heritage investigation even more challenging.11 The consequent heavy reliance on oral investigation has problems of its own, one of which is reluctance on the part of some community members to participate in heritage investigation projects.12
To complicate the matter even further, the DoE's draft Curriculum and Assessment Policy Statement (CAPS) for history has recently confined heritage investigation to Grade 10, offering no clear guidelines with regard to content and methodology other than insisting on a research component aimed at teaching research skills.13 Although research skills are certainly lacking in many schools,14 and it therefore makes sense to include a compulsory research-based heritage investigation assignment in Grade 10 where the syllabus is not so full and teachers have more time to teach heritage thoroughly, one cannot help but fear that the CAPS document, if implemented unchanged, will eventually cause heritage to be completely sidelined in Grades 11 and 12.
It is against this backdrop that the Department of History at the University of South Africa (Unisa) decided to step in and assist history teachers via open distance learning (ODL) in teaching history and heritage more effectively and creatively.
The value of ODL in teacher training
The literature on open distance learning (ODL) indicates that universities across the world are increasingly offering teacher training programmes via ODL15 in order to address the shortage of qualified teachers and improve the qualifications of under-qualified educators.16 It also suggests that ODL can be effective in offering work-integrated learning17 and practical teacher training provided that students receive high quality tutorial materials and student support. ODL has proved to be effective in providing students with relevant knowledge, improving their professional competence, and enhancing emotional competencies such as taking responsibility for personal and professional development, emotional maturity, self-motivation, self-discipline, dedication and perseverance.18
Qualitative research conducted in the Unisa History Department during 2009 indicated that the Department's Short Course in School History Enrichment (SCHE016)19 - a non-formal short learning programme which functions as a "community engagement"20 project in terms of university policy and is aimed at supporting and empowering history and social science teachers through practical skills training21 - had been very effective over a period of ten years.22 Respondents23 found the tutorial material of the three syllabus-related course options24 accessible, learner-centred and of high quality.25 They also reported having developed a much more interactive, learner-centred approach to teaching and an improved ability to stimulate classroom debate, instil values and shape attitudes as a result of the course.26 Not only had they gained much needed resource material, but had also acquired fresh ideas to conduct group work, handle oral research and teach source-based and extended writing. They had also learnt to think more creatively, analyse and interpret historical sources more effectively, and implement a wider variety of assessment strategies.27 On a psychological level, both teachers and learners felt more empowered, more motivated and more self-confident as a result of the course,28 all of which translated into significantly enhanced pass rates.29 In view of the success and networking function of the Short Course, it presented itself as an ideal avenue to address emerging needs among history teachers.
Although the respondents (n=9030 with a response rate of 41,1%) had initially not been questioned on how they experienced teaching heritage investigation, some did make use of open-ended questions in the 2009 questionnaire to share the challenges they were facing in designing and assessing heritage projects.31
A similar need for assistance became apparent during informal conversations with Short Course candidates, tutors and education officials. This encouraged the Short Course coordinator to send out another questionnaire towards the end of 2010 to all the candidates (n=24) who had completed the Short Course during that year. In six semi-structured questions respondents were asked whether they regarded heritage investigation as important and why; how they went about teaching heritage in their classroom; how their learners responded to the heritage projects they were given; what obstacles they encountered in teaching heritage investigation; what kind of support they needed to teach heritage investigation more effectively, and if and how the Short Course had assisted them in teaching heritage efficiently.32 Unfortunately only two teachers responded to this questionnaire (response rate of 8,3%) which proved to be ill-timed as it was sent out at the end of the 2010 academic year to candidates who had already qualified.33 The same questionnaire was despatched again to these teachers earlier this year as well as to the 26 new registrations for 2011. Responses are expected only later this year and will be reported on in a future article.34
Student feedback that has been received so far indicates (but cannot be generalised as a result of sample size and response rate) that teachers regard heritage investigation as important because it teaches learners to discover their roots,35 promotes indigenous knowledge systems and helps South Africans to understand and respect different identities, cultures, traditions, languages and belief systems. Most favoured methods used to teach heritage investigation include group work, class debates around indigenous knowledge systems, the investigation of undeclared heritage sites close to where the learners live,36 and oral interviewing of community elders. Learner responses to these heritage investigation activities are reported to be very positive including a high level of participation, diligent transcription of oral interviews, careful organisation of research files complete with key question, planning, list of interviewing questions and transcribed answers, historical contextualisation and self-reflection.37 In terms of additional support required, the respondents need the DoE to consider history as a scarce skills subject, and to empower history teachers through resuscitation programmes, history workshops and in-service training. They would also like to be informed of historical associations and organisations which they can join.38 Finally, they request heritage-related didactical guidance on DVD,39 and suggest that more history teachers should receive assistance with heritage investigation via ODL like they did.40
But how can something as practical as heritage investigation be taught via distance?
Bridging distance in ODL
Open distance learning (ODL) - which is characterised by student-centred, flexible, integrated and technology enhanced learning41 - has the ability to narrow the physical and transactional distance between the student and the ODL institution through the use of multimedia42 such as audio cassette,43 radio,44 television,45 CD Rom, DVD,46 SMS technology, video conferencing, satellite broadcasts and the Internet. Studying through an ODL institution such as Unisa, for example, provides flexible part-time study opportunities to students in both the urban centres and rural areas of South Africa and abroad. Students can choose between receiving printed tutorial material and submitting assignments by mail, or downloading study material and submitting assignments electronically. Those who have access to the Internet can also share ideas and emotions with fellow students and lecturers by participating in online discussions via Unisa's learning management system, myUnisa.47
As a result of the relatively small size48 of the Short Course, its scattered student base, lack of human and financial resources in the Unisa History Department, and many students' lack of easy access to Internet facilities, sophisticated ODL techniques such as video conferencing, satellite and television broadcasts as well as Web2 applications and MXit49 are not yet viable in this short learning programme. For many of the same reasons face-to-face contact in the form of regular teacher training workshops, although ideal, is also not possible.50 The Short Course therefore relies mainly on a print-based mode of tuition which does not disadvantage any of its students.
What makes the course unique though is that academics in the History Department work together with practising teachers who are contracted to assist with course development, continuous updating of tutorial materials in order to keep up with syllabus and educational policy changes,51 and the assessment of the practical projects. This fruitful partnership ensures that course candidates receive appropriate didactical guidance, syllabus-related, National Curriculum Statement (NCS)-directed52 assignments for practical application in the classroom, and constructive feedback which assists candidates in expanding their knowledge, improving their teaching skills, building their confidence, enhancing their creativity and building the academic capacity of their learners - all of this while working full time and studying part-time towards a professional qualification.53
Although most of the study material and assessment tasks are print-based,54 the tone of written communication is always warm and personal in order to break the isolation which puts ODL students at a distinct disadvantage.55 Short Course candidates also have 24-hour access to the course coordinator via e-mail, SMS and cell phone every day of the week including weekends and public holidays. This has enabled the course coordinator to build close relationships with many history teachers, provide them with immediate didactical support and encouragement, and keep them focused and motivated.
Empowering teachers via ODL to teach heritage investigation
There are several ways in which the Unisa History Department strives to assist history teachers with heritage investigation:
Written assignments
In at least one assignment in Option A (History, Grades 11 and 12) and Option B (History, Grade 10) of the Short Course candidates are invited to develop a heritage investigation task appropriate for the grade they teach and based on a visit to any museum or heritage site of their choice. Even candidates enrolled for Option C (Social Sciences, Grades 8 and 9), are encouraged to structure a group work activity around any heritage theme.56 Candidates need to include all the relevant learning outcomes (LO's) and assessment standards (AS's), key question, instruction sheet where applicable, assessment criteria, marking rubric, historical sources they would use, questions they have set together with the mark allocation, and a well prepared memorandum. For additional credit, they are encouraged to include an example of a heritage project submitted by one of their learners and marked by the teacher as well as a self-assessment of how well the particular activity worked in practice. This can then assist the teacher to improve the activity for reuse the following year. Once assessed, each assignment is mailed back to the student together with comprehensive commentary by a tutor (assessor) with extensive teaching experience. The assessor's report offers constructive commentary on all aspects of the assignment, guides the student towards critical engagement with historical sources and provides guidance with regard to historical debates around heritage issues. Where necessary, the candidate also receives additional source material and a marking rubric which could be used to assess learners' heritage projects.57 Candidates who do not pass an assignment are allowed to rework and resubmit their work until they are successful. In this way every candidate benefits from formative assessment and a pass rate of more than 80% is achieved.58
In general, Short Course tutors encourage teachers to take their learners to a museum or heritage site if possible and to use heritage themes in a wide range of classroom activities including group work, oral investigation, research assignments, source-based and extended writing as well as heritage investigation projects. They also suggest to teachers that they focus on one heritage theme throughout the FET phase. The Grade 10 project would consist of a basic introduction to the concept of "heritage" and create an awareness of various types of heritage sites - archaeological, paleontological, cultural, historical and environmental. In Grades 11 and 12 the theme of choice could be explored in greater depth and ultimately linked to "nation building" which is a central theme in the FET history syllabi.59
Electronic resources
In addition to printed tutorial materials, various electronic products - in particular CD and DVD which have proved to be the most appropriate technology for the course60 - have been developed to ease the workload of teachers and provide them with creative ideas and additional didactical guidance and assistance. These electronic resources include the "First Aid for FET" and "Short Cuts to Teaching Social Science" CD's, the "Work Smarter Not Harder" DVD (which includes worksheets, resource material and a marking rubric for heritage projects that can be downloaded from an accompanying CD) and a new DVD on teaching heritage investigation which is currently in progress.61
In order to empower as many teachers as possible, these electronic resources have not been limited to Short Course candidates only but have been made available for sale to all history and social science teachers across South Africa.62
Group work on DVD
In one insert on the "Work Smarter, Not Harder" DVD, we show teachers visually how group work could be utilised in the classroom in order to engage learners in heritage investigation. Using the theme of Sarah Baartman as an example, the insert on the DVD illustrates how the teacher interacts with her learners while working in small groups; how she encourages the learners to think critically about issues relating to heritage, and how she guides the learners to complete a worksheet. The insert also shows how peer assessment is integrated into the assessment of learner performance during the activity.63
Video footage of a museum visit
In another insert on the same DVD, the teacher who cannot bring his/her learners to Freedom Park in Tshwane/Pretoria, receives video footage of a teacher and her learners on a guided tour of Freedom Park.
The visual material covers the most significant heritage resources available at Freedom Park and captures portions of the tour guide's explanations and the teacher's interaction with her learners. Again, a downloadable worksheet provides a variety of resource material on Freedom Park and possible questions as a basis for a heritage investigation assignment. The worksheet also guides teachers towards building in progression from one grade to the next by setting higher level questions based on comparisons between Freedom Park and the neighbouring Voortrekker Monument.64
Digital photographs
Another way of "bringing the heritage site to the teacher" should he/she not be able to take the learners on a heritage excursion, is to make photographs of museum or other heritage material available on CD or DVD. These photographs can then be shown in class and/or printed out as sources for a heritage investigation assignment. With the kind cooperation of the Mapungubwe Museum at the University of Pretoria, for example, a fascinating variety of artefacts from the Mapungubwe Collection have been photographed for inclusion on the new "Tips for Teaching Heritage" DVD.
The museum has also donated informative brochures which can be used as source material by teachers and learners who may never be able to visit the museum. These brochures will be made available to Short Course students registered for the 2011 academic year.
The brochures and photographs mentioned above constitute the core resource material for a ready-made Grade 10 heritage investigation assignment which can be downloaded from an accompanying CD. Teachers are also alerted to other reading material65 and Internet sources66 on Mapungubwe in order to convey the importance of consulting a wide variety of historical evidence. The example assignment comes complete with a key question, LO's and AS's, a wide variety of questions with mark allocation, marking rubric and memorandum, as well as sections on data handling and creating promotional material for the tourist industry. Moreover, the teacher using the example receives advice on how to tap into foundational knowledge acquired in Grade 6 and adapt the material for a Grade 11 or Grade 12 research assignment. This can be achieved by introducing comparisons with heritage sites such as Great Zimbabwe and Thulamela and by formulating more advanced questions that test higher level intellectual abilities.67
Filming museum resources
Making our own "movies" is yet another way in which the Short Course team offers teachers resources and fresh ideas for creative heritage investigation. The first of its kind deals with the impact of war on society and technological development and was shot at the Ditshong National Museum of Military History in Johannesburg towards the end of 2010. The story begins with visuals of the war memorial outside the main entrance to the museum with comment on how various communities commemorate the same historical event differently and how interpretations may change over time.
It then moves inside to a bust of General Smuts which can be used to make the viewer think critically about the role of powerful military and political leaders in world events. The film then explores the contribution of "ordinary" South Africans such as Job Maseko and Lucas Majozi and reflects on the lack of proper reward for black South African soldiers after World War II. It subsequently shows how their intense bitterness became part of the anti-apartheid struggle as reflected in the Mkhonto we Sizwe collection at the museum.
War also leads to technological development, and so the film depicts selected examples of old aeroplanes, rifles, armoured vehicles and military uniforms in order to illustrate technological development through time. In order to provide the teacher with sources which learners can study and re-study in class or at home after having watched the DVD, digital photographs of museum resources depicted in the film are also provided for download from the accompanying CD. In addition, an example assignment is provided in order to assist the teacher in designing appropriate heritage investigation assignments for different grades.68
Music, poetry and art
Apart from the more conventional written assignments discussed above, Short Course candidates are encouraged to construct heritage investigation projects around resistance music, poetry or art. They need to provide at least two examples of the selected art form and include an English translation where applicable - apart from, of course, meeting all the basic requirements for setting a heritage investigation assignment. Among the excellent contributions that were submitted during 2010 was a very original project structured around published69 protest poetry which aptly captures emotions during the 1976 student uprisings.70 Another student submitted liberation songs from the anti-apartheid struggle on CD together with his written assignment and used two of the songs to design an assignment on working with sources. This student later reshaped this assignment into a Grade 11 heritage investigation activity for additional credit.71 There is ample scope in this field to be creative and websites such as those of South African History Online and the Archival Platforms72 alert teachers to relevant sources and debates around, for example, the banning of struggle songs.73
For a more challenging approach to exploring heritage via resistance music, teachers are encouraged to introduce a comparative element by selecting protest music from across the racial and cultural divide. For example, Blondie Makhene's "Siyaya"74 could be combined with some of the late Lucky Dube's reggae lyrics75 and JPre's [John Pretorius] "Sekunjalo Ke Nako" ("Now is the Time"). JPre's song was first performed on the Grand Parade in Cape Town to celebrate Nelson Mandela's release from prison in 1990. It was subsequently used by the African National Congress at election rallies during the 1994 election campaign in the Western Cape, and was later reworked for performance during the 2010 Soccer World Cup.76 Learners may also find the social and political protest of Afrikaner rock musicians such as Johannes Kerkorrelen die GereformeerdeBlues Band77 during the late 1980s fascinating. Celebrated as liberators by the politically progressive section of the Afrikaner youth, but unable to change the racial attitudes of the majority of young Afrikaners,78 Kerkorrel and his band were rejected by the Afrikaner establishment for their "subversive" criticism of apartheid, military conscription and Afrikaner elitism. The band's music was prohibited from being aired by the South African Broadcasting Corporation (SABC) and its "Voëlvry" ["outlawed"] tour of the country banned from most Afrikaans university campuses. Useful protest songs from their albums79 include "Sit dit af" ["Switch it off"], "Wat 'n vriend het ons in PW" ["What a friend do we have in PW"], "Barend vat ons geld" ["Barend takes our money"],80 and "Hou my vas korporaal"["Hold me tight corporal"],which reminds one of the political storm around the Bok van Blerk song, "De La Rey"81 and Jacob Zuma's Awuleth' Umshini Wami ["Bring me my machine gun"] not too long ago.82 Current rock groups such as the Afrikaans punk rock band Fokofpolisiekar ["F...off police car"]83 could also be included, not only because these names may be more familiar to the learners, but also because the material will enable the teacher to illustrate diverse perceptions of identity, the importance of historical context and historical change through time. If none of the above gets the learners excited, ANC Youth League president Julius Malema's singing in public of "dubul' ibhunu" ["Shoot/kill the farmer"] and the heated media and legal debate this has generated,84 certainly will.
SMS technology
Last but not least - we plan to show teachers on the "Tips for Teaching Heritage" DVD how a new generation of more technologically-minded history learners could be reached via the use of SMS technology. During a group work activity which will be video graphed, learners complete a crossword puzzle on a particular heritage theme and communicate with the teacher for instructions and clues via SMS.85
There can be no doubt that heritage investigation is an exciting tool for the teacher to bring history to life in the classroom. It also creates valuable opportunities for learners to discover their roots, learn about South Africa's complex past, develop healthy values, apply a wide variety of reading, critical thinking, analysis, research and writing skills, and develop a real passion for history. However, many teachers need further training and assistance in order to cope with the challenges they face in teaching heritage investigation. As has been pointed out in this article, open distance learning could be an effective way of conveying the didactical guidance and skills training needed for the design and assessment of heritage investigation projects throughout the FET phase. Short Course candidate Sindiswa Maluleke puts it in a nutshell:
In 2008 one of my learners presented a heritage project and was awarded second place in the Eastern Cape, then proceeded to national level which was quite a good achievement for a school in a rural area to be of the same standard as the schools with resources. In our district, which is Lady Frere, we are placed in the first position for history. In the Eastern Cape we are being recognised for history. I'm very glad that I enriched myself with the Short Course...it really built my capacity as a teacher.86
Ultimately, however, it is about leadership. Not only should academic historians and heritage professionals work together more closely and reach out to history teachers, but the DoE and subject specialists (facilitators) need to provide clearer guidance and support where necessary. History teachers also need to be proactive and take responsibility for their own professional development seeing that the link between good learner performance and inspirational, quality teaching is critical.87 It is therefore up to the teacher to remain inspired, to be creative, to empower him/herself with new knowledge and techniques, and to make every history lesson a memorable experience for both the teacher and the learner.
1 This refers to the Unisa Short Course in School History Enrichment which is offered by the Unisa History Department.
2 Department of History (hereafter DH), Short Course File (hereafter SCF) 5: Q2 - LJ Sekalo, Pretoria. The quotation has been edited slightly.
3 Unlike most international literature which refers to ODL as "open and distance learning", Unisa prefers the term "open distance learning". See JE Mitchell & AI le Roux, "Significant trends in ODL research, as reflected in Progressio", Progressio: South African Journal for Open and Distance Learning Practice, 32(1),2010,p.24,f(2).
4 Examples of excellent heritage projects designed by teachers enrolled for the Unisa Short Course in School History Enrichment include those of E Khosa (Malamulele) on the heritage impact of Mphambo High School; MM Sephuma (Raditshaba) on the Bahananwa and the Leboho chieftaincy; NV Sibawu (Thohoyandou) on the old Grahamstown gaol; V Rietbroek (Roodepoort) on creating a school museum; and LJ Sekalo (Pretoria) on the role of freedom songs as part of South Africa's heritage. See DH: SCF 7, items 1-5.
5 DH: SCF 2: Q29 - JA Peters, Phoenix; Q20 - MB Motsinoni, Ga-Kgapane; Q5 - B Da Silva, Escombe. A Unisa workshop for History teachers from Gauteng West District had to be cancelled as a result of lack of funding for history teacher training in the 2010/2011 DoE budget. See DH: SCF 4: SS Mmotlana (Gauteng Education Department) - H Lubbe (researcher), 1 April 2010.
6 See, for example, teacher despondency around the teaching of the Voortrekker Monument as heritage theme in a post-apartheid South Africa in C Kros, "Public history/heritage: translation, transgression, or more of the same?", African Studies, 69(1),April 2010,pp.63-77.
7 B Kompi, "Simplifying the assessment of heritage assignment" (Paper, South African Society for History Teaching (SASHT) Conference, Golden Gate, South Africa, 24 September 2010).
8 Interview with L Scott (Internal Moderator, Gauteng, Paper 2) and C O'Neil (Chief Examiner and Chief Assessor, Gauteng, Paper 2), Pretoria, 11 September 2010.
9 B Moreeng, "Exploring heritage in the classroom: towards debalkinising nation building" (Paper, SASHT Conference, Golden Gate, South Africa, 24-25 September 2010).
10 J Carruthers & S Krige, Heritage Studies: Only Study Guide for HSY306-Q (Pretoria, Unisa, 2004),pp.10-11.
11 DH: SCF 5: Q1 - LJ Sekalo, Pretoria; Q2 - A Mashamaite, Bochum.
12 DH: SCF 5: Q1 - LJ Sekalo, Pretoria.
13 Department of Basic Education (DoE), Curriculum and Assessment Policy Statement (CAPS ), 2010,pp.33-34.
14 Interview with L Scott and C O'Neil, Pretoria, 11 September 2010.
15 For more information on teacher training via ODL, see H Peraton (ed.), Distance Education for teacher training (New York, Routledge, 1993); P Murphy & A Zhiri (eds), Distance education in Anglophone Africa: experience with secondary education and teacher training (Washington DC, World Bank, 1992); R Neidorf, Teach beyond your reach: an instructor's guide to developing and running successful distance learning classes, workshops, training sessions and more (Medford, NJ, Information Today, c2006); C Vrasidas & GV Glass (eds), Online professional development for teachers (Greenwich, Conn., Information Age Publishers, c2004); D Hayes, In-service teacher development: international perspectives (Hertfordshire, Prentice Hall, 1997), HH Chikuya, "Teacher education within the context of open and distance learning in Zimbabwe: a case study" (Ph. D, Unisa, 2007); DR Bagwandeen, "A study of the provision of distance education for the upgrading and improvement of the qualifications of teachers in the province of Kwazulu-Natal" (D. Ed, Unisa, 1999).
16 P Marais, "Student teachers' experiences of teaching practice through ODL", Progressio, 32(2),2010,pp.181,184-185,197.
17 E du Plessis, "Students' experiences of work-integrated learning in teacher education", Progressio, 32(1),2010,pp.206-221.
18 P Marais, "Student teachers' experiences...", Progressio, 32(2),2010,pp.181,186,196-197.
19 The Unisa Short Course in School History Enrichment is accredited by SAQA and is offered at NQF Level 5.
20 For a critical reflection on the concept of "community" in community heritage projects, see E Waterton & L Smith, "The recognition and misrecognition of community heritage", International Journal of Heritage Studies,16(1-2),January-March 2010,pp.4-15; For debates around community engagement work in the heritage sector and community-heritage engagement as a means of control, see C Perkin, "Beyond the rhetoric: negotiating the politics and realising the potential of community-driven heritage engagement", International Journal of Heritage Studies, 16(1-2),January-March 2010,pp.107-122, and E Crooke, "The politics of community heritage: motivations, authority and control", International Journal of Heritage Studies, 16(1-2),January-March 2010,pp.16-29.
21 See Short Course in School History Enrichment promotional brochure; Unisa History Department website http://www.unisa.ac.za/Default.asp?Cmd=ViewContent&ContentID=157; DH: SCF 1: A Grundlingh (Chair of Department) - C Ware (Chairman of Coca-Cola, Africa), 12 May 1998.
22 For a detailed discussion of the research findings, see HJ Lubbe, "Life on the fringes: the role of the Unisa Short Course in School History Enrichment in empowering teachers", Historia, 55(1),2010,pp.125-140.
23 Respondents were given the choice between submitting their responses anonymously and providing their name. Except for one, all respondents chose the latter and gave permission to be quoted in publications flowing from the research.
24 Option A (History, Grades 11 & 12), Option B (History, Grade 10) and Option C (Social Sciences, Grades 8 & 9).
25 DH: SCF 2: Q20 - MB Motsinoni, Ga-Kgapane; Q7- ZA Gontsana, Mthatha; Q16 - SF Matsoku, Dendron; Q6 - DC Dube, Ekangala; Q10 - PD Leboea, Matatiele; Q11- MM Mailula, Polokwane; Q12 - LK Magagula, Sibuyile; Q13 - S Maluleke, Elliot; Q15 - VM Maphiri, Hamakuya; Q19 - NJ Mosetlhe, Taung Station, to mention but a few.
26 DH: SCF 2: Q1 - M Badat, Middelburg, Mpumalanga; Q25 - VH Ndlovu, Cato Ridge; Q27 - MZ Nkosi, Nongoma.
27 DH: SCF 2: Q10 - PD Leboea, Matatiele; Q12 - LK Magagula, Sibuyile; Q15 - VM Maphiri, Hamakuya; Q23 - T Mtshali, Kwangwanase.
28 DH: SCF 2: Q5 - B Da Silva, Escombe; Q10 - PD Leboea, Matatiele; Q11 - MM Mailula, Polokwane; Q29 - JA Peters, Phoenix; Q6 - DC Dube, Ekangala; Q24 - SL Mzila, Lady Frere; Q25 - VH Ndlovu, Cato Ridge; Q34 - TR Zindela, Dimbaza; SCF 3: M Badat, Middelburg, Mpumalanga, in a personal note (undated) included in an assignment.
29 SMS: NS Maxengana (student)/H Lubbe (researcher), December 2009 (69% improvement); DH: SCF 2: Q30 - ZB Poswa, Vanderbijlpark (between 60 % and 70 % improvement). Significantly improved pass rates were reported in a follow-up research project in 2010 when 12 of the 16 respondents (n=36; response rate 44,4%) reported significantly improved pass rates; the remaining 4 respondents either taught at schools where history had been phased out or worked in the heritage sector. See DH: SCF 12: items 1 to 16.
30 This refers to a convenience sample of 90 which represented all the teachers who had completed the Short Course between 2006 and 2009 and could be handled by only one researcher. Lack of human and financial resources made a quantitative analysis of the collected data impossible.
31 DH: SCF 2: Q24 - SL Mzila, Lady Frere; Q6 - DC Dube, Ekangala; Q21 - FS Motsoeneng, Three Rivers; Q36 - Anonymous; Q13 - S Maluleke, Elliot; Q9 - M Lancaster, Grahamstown.
32 DH: SCF 5: Student feedback (heritage), 2010.
33 The lecturer who invited student feedback on History I modules towards the end of 2010 reported a similar experience for probably the same reason.
34 DH: SCF 6: Student feedback (heritage), 2011.
35 DH: SCF 5: Q2 - A Mashamaite, Bochum.
36 DH: SCF 5: Q1 - LJ Sekalo, Pretoria.
37 DH: SCF 5: Q1 - LJ Sekalo, Pretoria; Q2 - A Mashamaite, Bochum.
38 DH: SCF 5: Q1 - LJ Sekalo, Pretoria.
39 DH: SCF 5: Q2 - A Mashamaite, Bochum.
40 DH: SCF 5: Q1 - LJ Sekalo, Pretoria; Q2 - A Mashamaite, Bochum.
41 TS van Eeden & JB Dewar, "Exploring evaluation practices in developing a distance educational DVD", Progressio, 32(2),2010,p.65.
42 See EO de Munnik, "Media-futurologie in afstandsonderrig", Progressio, 14(1),April 1992,pp.50-57; T Bates, Technology, open learning, and distance education (New York, Routledge, 1995); T Bates, Technology, e-learning and distance education (London & New York, Routledge, 2005); EO de Munnik, Listening and learning: a students' guide to the use of audio-print materials in distance education (Pretoria, Unisa, c1993).
43 See KL Harris, "To go on air or on tape?: the role of audio cassettes and radio broadcasts at Unisa", Progressio, 16(1),July 1994,pp.88-97; KP Quan-Baffour, "The introduction of audio cassettes in an integrated study package in solving the problems of adult distance education students in Lesotho (M. Ed, Unisa,1995).
44 See EO de Munnik, "Evaluating radio broadcasts", Progressio, 14(2),January 1992,pp.20-24.
45 See EO de Munnik, "Some ideas on the use of television in distance teaching", Progressio, 10(1),November 1988,pp.143-149; EO de Munnik, "First step towards educational broadcast television?", Progressio, 14(2),January 1992,pp.11-18.
46 For the advantages of video/DVD in practical skills training, see TS van Eeden & JB Dewar, "Exploring evaluation practices in developing a distance educational DVD", Progressio, 32(2),2010,p.67.
47 Use of myUnisa is currently characterised by "insufficient meaningful interaction" and a "lack of depth" in terms of e-learning. See B Mbatha & L Naidoo, "Problems hampering the collapse of distance in ODL", Progressio, 32(1),2010,pp.174-183.
48 In the first two years (1999 and 2000) the course attracted 120 and 90 enrolments respectively. Student numbers subsequently declined as a result of growing pressure on the historical discipline and the phasing out of history at many secondary schools across South Africa. However, course registrations remained relatively stable throughout the 2000s varying between 30 and 50 enrolments per year. See DH: Student statistics, 1995 to the present.
49 For more information on the advantages and disadvantages of MXit, see AA van Rooyen, "Integrating MXit into a distance education Accounting module", Progressio, 32(2),2010,pp.52-64.
50 HJ Lubbe, "Life on the fringes...", Historia, 55(1),2010,p.132.
51 For an overview of educational changes in South Africa after 1994, see DA Black, "Changing Perceptions of History Education in Black Secondary Schools with special reference to Mpumalanga, 1948-2008" (MA , Unisa, 2009), Chapter 5.
52 See National Curriculum Statement, Grades 10-12 (General), History (Pretoria, Department of Education, 2003); National Curriculum Statement, Grades 10-12: Subject Guidelines: History (Pretoria, Department of Education, 2008); Curriculum and Assessment Policy Statement (CAPS ) (Pretoria, Department of Basic Education, 2010).
53 HJ Lubbe, "Life on the fringes...", Historia, 55(1),2010,pp.130-1.
54 N Pereira, R Odendaal & H Lubbe (compilers), Practical Guide for History Teachers, Grades 11&12 (Pretoria, Unisa, 2007); N Pereira & H Lubbe (compilers), Practical Guide for History Teachers, Grade 10 (Pretoria, Unisa, 2008); R Odendaal, N Pereira & H Lubbe (compilers), Practical Guide for Social Science Teachers, Grades 8&9 (Pretoria, Unisa, 2008); Tutorial Letter 101for SCHE016 (Pretoria, Unisa, 2011).
55 For interesting arguments around the needs of more interpersonally oriented learners with an African cultural background, see M Qakisa-Makoe, "Reaching out: supporting black learners in distance education", Progressio, 27(1&2),2005,pp.44-61.
56 Tutorial Letter 101for SCHE016 (Option A), p.14; Tutorial Letter 101for SCHE016 (Option B), p.12; Tutorial Letter 101for SCHE016 (Option C), p.13.
57 See DH: SCF 8 (Assessor reports, 2010-2011).
58 DH: XMO Report for SCHE016, 2010.
59 DH: SCF 9 (Minutes of meetings with tutors): E-meeting with T Rossouw, 4 June 2010; meeting with J Moti and P Pillay, Laudium, Pretoria, 5 March 2011.
60 For critical reflections on the role of technology in ODL in view of huge disparities in terms of student access to technology, see JF Heydenrych & P Prinsloo, "Revisiting the five generations of distance education: quo vadis?", Progressio, 32(1),2010,pp.5,11,22-23; IM Ntshoe, "Realigning visions and missions of universities in a transbinary setting", Progressio, 32(1),2010,pp.27,39; MC Cant & CH Bothma, "The learning-technology conundrum: lecturers' perspectives", Progressio, 32(1),2010,pp.63,66-69; BT Mbatha & L Naidoo, "Problems hampering the collapse of distance in ODL", Progressio, 32(1),2010,p.182.
61 "First Aid for FET"(Pretoria, Unisa, 2007); "Short Cuts to Teaching Social Science" (Pretoria, Unisa, 2008); "Work Smarter Not Harder" (Pretoria, Unisa, 2008); "Tips for Teaching Heritage" (Pretoria, Unisa, forthcoming).
62 DH: SCF 10 (CD/DVD sales).
63 See "First Aid for FET" DVD and accompanying CD, insert 4.
64 See "First Aid for FET" DVD and accompanying CD, insert 5.
65 S Tiley, Mapungubwe: South Africa's Crown Jewels (Cape Town, Sunbird Publishing, 2004); TN Huffman, Mapungubwe: Ancient African Civilisation on the Limpopo (Johannesburg, Wits University Press, 2005).
66 See, for example, http://www.sahistory.org.za/pages/artsmediaculture/protest_art/archive/arch.htm; http://www.archivalplatform.org/, as accessed on 1 September 2010.
67 "Heritage investigation: Mapungubwe" designed by Short Course tutor T Rossouw, Crawford College, Pretoria, 2010.
68 See "Tips for Teaching Heritage" (Pretoria, Unisa, forthcoming); "Heritage investigation: Military Museum" designed by Short Course tutor T Rossouw, Crawford College, Pretoria, 2010.
69 KA Hlongwane, S Ndlovu & M Mutloatse (eds), Soweto '76 (Houghton, Mutloatse Arts Heritage Trust, 2006).
70 DH: SCF 7: V Rietbroek, Assignment 03 for SCHE016 (2010).
71 DH: SCF 7: J Sekalo, Assignments 03 and 07 for SCHE016 (2010).
72 See, for example, http://www.sahistory.org.za/pages/artsmediaculture/protest_art/archive/arch.htm; http://www.archivalplatform.org/, as accessed on 1 September 2010.
73 See http://www.archivalplatform.org/news/entry/criminalizing_struggle/, as accessed on 1 September 2010.
74 Blondie Makhene, "Amaqabane", Track 12 ("Siyaya").
75 Listen to Lucky Dube's "Think about the Children" (c. 1987/8), "Prisoner" (1989), "Captured Live" (1990), "House of Exile" (1991) and "Victims" (1993).
76 M Peters, "JPre looks to 2010, launches new album ["Listen Up"]", Cape Argus, 7 March 2009 (available at http://www.capeargus.co.za/index.php?fArticleId=4876735, as accessed on 20 July 2010).
77 Johannes Kerkorrel is the performing name of the late Ralph Rabie. "Kerkorrel" literally means "church organ" and "Gereformeerde" means "Reformed", referring to the Dutch Reformed Church.
78 A Grundlingh, "Skiet die (vul iets hier in)", Die Burger, 19 February 2011 (available at http://www.dieburger.com, as accessed on 14 April 2011).
79 Johannes Kerkorrel en die Gereformeerde Blues Band, "Eet Kreef" ["Eat Crayfish"], 1989; Various artists, "Voëlvry: Die Toer" ["Outlawed: The Tour"].
80 This refers to former Minister of Finance, Barend du Plessis, who used tax payers' money to finance the oppressive apartheid system.
81 See A Bezuidenhout, "From Voëlvry to De la Rey: Popular music, Afrikaner nationalism and lost irony" (available at http://www.litnet.co.za/cgi-bin/giga.cgi?cmd=print_article@news_id=11123&cause_id=163, as accessed on 26 August 2010); A Grundlingh, "Rocking the boat in South Africa? Voëlvry music and Afrikaans anti-apartheid social protest in the eighties", International Journal of African Historical Studies, 37(3), 2004, p. 483 ff; P Hopkins, Voëlvry: the movement that rocked South Africa (Cape Town, Zebra Press, 2006).
82 See E Gunner, "Jacob Zuma, the social body and the unruly power of song", African Affairs, 108(430),2009,pp.27-48.
83 Listen to albums such as "Lugsteuring"["Air Disturbance"](2004), "Monoloog in Stereo" ["Monologue in Stereo"] (2005), "Swanesang" ["Swan Song"] (2006) and "Antibiotika" ["Antibiotics"] (2008) and watch the documentary about the band entitled "Forgive them for they know not what they do" (2009).
84 See, for example, the statement by Advocate S Mancotywa (CEO of the National Heritage Council) in "National Heritage Council: criminalizing struggle songs is inconsiderate" (available at http://www.archivalplatform.org/news/entry/criminalizing_struggle/, as accessed on 1 September 2010); S Masondo, "ANC defends struggle songs", Sunday Times, 30 March 2010 and S Msomi, "It's time to sing 'Heal the Boer'", Sunday Times, 16 March 2010 (both available at http://www.timeslive.co.za, as accessed on 4 April 2011); R Azzakani, "Malema is onversetlik oor lied", Die Burger, 27 January 2011; J Botha, "Skiet die Boer is nes De la Rey", Die Burger, 25 February 2011; J Keogh, "Malema se lied 'nie uit die struggle'", Die Burger, 14 April 2011 (all available at http://www.dieburger.com, as accessed on 14 April 2011).
85 See "Tips for Teaching Heritage" (Pretoria, Unisa, forthcoming): Group work activity developed by R Odendaal, Johannesburg, 2011.
86 DH: Short Course File 4: Q5 - S Maluleke, Lady Frere.
87 See also R King, "Be passionate about history - marketing history to learners and parents", Yesterday&Today, Special Edition, 2006,pp.33-38.


text:
Every time I open iTunes I get the the following warning:
Do you want the application "iTunes.app" to accept incoming network connections?
Clicking Deny may limit the application's behavior. This setting can be changed in the Firewall pane of Security preferences.
I always click "Allow" but it still pops up.
I set the OS X firewall to allow incoming connections for iTunes.
Any suggestions on how to fix this?

subset: commoncrawl


text:
5 Pack - Large (15 Tees)Regular price $24.99
The patented, two-in-one tee and divot repair tool. Proudly made in the USA, Tee-Fork provides a consistent tee height, three tee sizes, a one-year breakage guarantee and a convenient divot repairer. Not only will Tee-Fork be a great addition to your golf game, it is the perfect item for a gift, advertising tool, promotional giveaway or corporate sponsor gift.
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- 2 in 1 Tee & Divot Fixer
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What size Tee should I get?
- The Tee size is usually based off the players ability and his or hers approach Off the tee box. Small for less loft, Large for more!
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- 30 Day Money Back Guarantee. If you are not 100% satisfied with your purchase, simply return your purchase within 30 days of the original purchase date. Once your return is received a refund will be processed to the original form of payment. Please allow 2-3 business days for return processing and 7-10 business days for the return to be reflected in your bank statement. Return shipping is not included.
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- You can sign up by choosing the subscribe and save option on the product page.
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- Additional details: Billed every month, 2-month charge commitment
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If you would like to update your shipping address, you can do so through your Account dashboard in the Subscription Profile. You can access your account by clicking here. If you don't have an account, simply register for a new account under the same email you used at time of subscription.
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- From your "My Account" dashboard click "Manage Subscriptions" in the upper left corner.
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text:
- Science
- Not Exactly Rocket Science
Will We Ever… Simulate the Brain?
Here's the 15th piece from my BBC column
For years, Henry Markram has claimed that he can simulate the human brain in a computer within a decade. On 23 January 2013, the European Commission told him to prove it. His ambitious Human Brain Project (HBP) won one of two ceiling-shattering grants from the EC to the tune of a billion euros, ending a two-year contest against several other grandiose projects. Can he now deliver? Is it even possible to build a computer simulation of the most powerful computer in the world—the 1.4-kg cluster of 86 billion neurons that sits inside our skulls?
The very idea has many neuroscientists in an uproar, and the HBP's substantial budget, awarded at a tumultuous time for research funding, is not helping. The common refrain is that the brain is just too complicated to simulate, and our understanding of it is at too primordial a stage.
Then, there's Markram's strategy. Neuroscientists have built computer simulations of neurons since the 1950s, but the vast majority treat these cells as single abstract points. Markram says he wants to build the cells as they are—gloriously detailed branching networks, full of active genes and electrical activity. He wants to simulate them down to their ion channels—the molecular gates that allow neurons to build up a voltage by shuttling charged particles in and out of their membrane borders. He wants to represent the genes that switch on and off inside them. He wants to simulate the 3,000 or so synapses that allow neurons to communicate with their neighbours.
Erin McKiernan, who builds computer models of single neurons, is a fan of this bottom-up approach. "Really understanding what's happening at a fundamental level and building up—I generally agree with that," she says. "But I tend to disagree with the time frame. [Markram] said that in 10 years, we could have a fully simulated brain I don't think that'll happen."
Even building McKiernan's single-neuron models is a fiendishly complicated task. "For many neurons, we don't understand well the complement of ion channels within them, how they work together to produce electrical activity, how they change over development or injury," she says. "At the next level, we have even less knowledge about how these cells connect, or how they're constantly reaching out, retracting or changing their strength." It's ignorance all the way down.
"For sure, what we have is a tiny, tiny fraction of what we need," Markram says. Worse still, experimentally mapping out every molecule, cell and connection is completely unfeasible in terms of cost, technical requirements and motivation. But he argues that building a unified model is the only way to unite our knowledge, and to start filling in the gaps in a focused way. By putting it all together, we can use what we know to predict what we don't, and also refine everything on the fly as new insights come in.
The crucial piece of information, and the one Markram's team is devoting the most time towards, is a complete inventory of which genes are active in which neurons. Neurons aren't all the same – they come in a variety of types that perform different roles and deploy different genes. Once Markram has the full list—the so-called "single-cell transcriptome"—he is confident that he can use it to deduce the blend of different neurons in various parts of the brain, recreate the electrical behaviour of each type of cell, or even simulate how a neuron's branches would grow from scratch. "We're discovering biological principles that are putting the brain together," he says.
For over two decades, his team have teased out the basic details of a rat's neurons, and produced a virtual set of cylindrical brain slices called cortical columns. The current simulation has 100 of these columns, and each has around 10,000 neurons—less than 2 percent of a rat's brain and just over 0.001 percent of ours. "You have to practice this first with rodents so you're confident that the rules apply, and do spot checks to show that these rules can transfer to humans," he says.
Eugene Izhikevich from the Brain Corporation, who helped to build a model with 100 billion neurons, is convinced that we should be able to build a network with all the anatomy and connectivity of a real brain. An expert could slice through it and not tell the difference. "It'd be like a Turing test for how close the model would be to the human brain," he says.
But that would be a fantastic simulation of a dead brain in an empty vat. A living one pulses with electrical activity—small-scale currents that travel along neurons, and large waves that pass across entire lobes. Real brains live inside bodies and interact with environments. If we could simulate this dynamism, what would emerge? Learning? Intelligence? Consciousness?
"People think I want to build this magical model that will eventually speak or do something interesting," says Markram. "I know I'm partially to blame for it—in a TED lecture, you have to speak in a very general way. But what it will do is secondary. We're not trying to make a machine behave like a human. We're trying to organise the data."
That worries neuroscientist Chris Eliasmith from the University of Waterloo in Ontario, Canada. "The project is impressive but might leave people baffled that someone would spend a lot of time and effort building something that doesn't do anything," he says. Markram's isn't the only project to do this. Last November, IBM presented a brain simulation called SyNAPSE, which includes 530 billion neurons with 100 trillion synapses connecting them, and does… not very much. It's basically a big computer. It still needs to be programmed. "Markram would complain that those neurons aren't realistic enough, but throwing a ton of neurons together and approximately wiring them according to biology isn't going to bridge this gap," says Eliasmith.
Eliasmith has taken a completely different approach. He is putting function first. Last November, he unveiled a model called Spaun, which simulates a paltry 2.5 million neurons but shows behaviour. It still simulates the physiology and wiring of the individual neurons, but organises them according to what we know about the brain's architecture. It's a top-down model, as well as a bottom-up one, and sets the benchmark for brain simulations that actually do something. It can recognise and copy lists of numbers, carry out simple arithmetic, and solve basic reasoning problems. It even makes errors in the same way we do—for example, it's more likely to remember items at the start and end of a list.
But the point of Spaun is not to build an artificial brain either. It's a test-bed for neuroscience—a platform that we can use to understand how the brain works. Does Region X control Function Y? Build it and see if that's true. If you knock out Region X, will Spaun's mental abilities suffer in a predictable way? Try it.
This kind of experiment will be hard to do with the HBP's bottom-up architecture. Even if that simulation shows properties like intelligence, it will be difficult to understand where those came from. It won't be a simple matter of tweaking one part of the simulation and seeing what happens. If you are trying to understand the brain and you do a really good simulation, the problem is that you end up with… the brain. And the brain is very complicated.
Besides, Izhikevich points out that technology is quickly outpacing many of the abilities that our brains are good at. "I can do arithmetic better on a calculator. A computer can play chess better than you," he says. By the time a brain simulation is sophisticated enough to reproduce brain's full repertoire of behaviour, other technologies will be able to do the same things faster and better, and "the problem won't be interesting anymore," says Izhikevich.
So, simulating a brain isn't a goal in itself. It's an end to some means. It's a way of organising tools, experts, and data. "Walking the path is the most important part," says Izhikevich.
More will we ever:
- Will we ever… lose all our corals?
- Will we ever… make a safe cigarette?
- Will we ever… decipher everything about a life form based just on its DNA?
- Will we ever… predict earthquakes?
- Will we ever… photosynthesise like plants?
- Will we ever run the 100 metres in 9 seconds?
- Will we ever clone a mammoth?
- Will we ever have an HIV vaccine?
- Will we ever correct diseases before birth?
- Will we ever have a fool-proof lie detector?
- Will we ever talk to dolphins?
- Will we ever restore sight to the blind?
- Will we ever grow organs?
- Will we ever decode dreams?


text:
Anyone who has spent time with football knows full well how sexism and homophobia are seamlessly integrated into sports culture. The banter in which Grey and Keys engaged, a lighthearted exchange of insults to women (or gay men), helps them cement their relationship to each other. It's the sexist handshake - one of the most banal rituals through which members of the boys club identify themselves to each other. (Hi, are you a sexist? Yes! Great! Let's get to work!) This sort of thing forces everyone around them to adopt one of three positions: be complicit and go along with it, leave the room (a passive form of complicity), or protest at the risk of losing one's job and becoming the punch-line of another joke.
As a fan, a player, as a ref or an administrator we are bombarded with statements that are so outrageously sexist they wouldn't be tolerated in any other sphere. How many times have we heard "nobody really likes women's football" or "women can't play in goal"? These are "polite" versions of the Grey and Keys routine leaked by Sky Sports staff. People take the abjection of women's sports as such a given that the declaration that "women's football is boring" is totally uncontroversial - though when you stop and think about it, that statement actually does as much to replicate sexist structures of thought and power as the remarks about "smashing it."
If people think women's football is boring, it's because it's played by amateur athletes who do not have the benefit of the training offered men. It's because when people watch the rare match broadcast on television, there is hardly anyone in the stands - why go, if you've already decided you'll be bored? In the U.S. most local papers do not publish match times or match results for women's games (even those played at the highest level). Traditional sports media is so hostile to the women's game that the US pro league and its fans rely ENTIRELY on new media forms of micro-broadcasting (e.g. Twitter) for information about the season. These are our most reliable sources of information about our teams.
We would be burying our heads in the sand if we didn't see these egregiously sexist remarks as on a continuum with the sports media's black-out on covering women's sports - both are structured by sexist "common sense."
As has been reported by The Guardian, the Sky incidents were not exceptional, but typical of the work environment at the network. And that working environment is not an exception, but rather a mirror of media representations of sports culture as an all-male universe - played by men, watched by men, managed by men.
Strangely enough, when that story broke I was working on a blog post about the sexist insults I've received since I started writing about this sport. The whole topic got me so down, I put the article aside. This Sky Sports debacle pushed me to return to it:
"Do you get rape-y comments too?"
I often ask this question of fellow female sports bloggers. We then swap stories - our experiences with sexist and homophobic vitriol is connected to our commitments to our blogs as spaces to which sports fans can turn when they want or need something less violently sexist than mainstream spaces. We seem more likely to receive comments laced with a rhetoric of sexual violence when readers experience our writing as feminist - and it doesn't take that much for some to reach that trigger point. Sometimes, just knowing our gender is enough.
When I first started this blog in 2007, I cross-posted a few articles with Soccer Lens. (Warning: I can't write this without recycling obscene and offensive language.) I admit my first post was a full-on feminist polemic, in which I questioned media dismay at the baldy sexist and abusive behavior of Man U players at what became known as the team's "Christmas Rape Party" (thank you British Tabloid culture). It's a patriarchal organization, I wrote - just look at how they treated their women's team (abysmally) - and I went on to suggest that the "rape party" incident was just the worst example of a much bigger, and deeper problem in British football culture. (Is that point really controversial?)
It was one of the most "aggressive" things I've written. The comments posted to Soccer Lens nevertheless rattled me. I expected insults and criticism. But more than one comment was sexually violent in its language - I recall one that mapped out a rape fantasy (involving a female soccer player). Anal rape seemed to be a preoccupation with posters.
More upsetting than these comments was the fact that I had to point out that these comments were offensive - the blog was moderated, and someone at Soccer Lens had approved them for publication. The site's editor was sincerely apologetic.
But the fact that I had to explain that those comments were offensive was so demoralizing I made a decision to stay away from mosh pits like Soccer Lens and Big Soccer. Life is too short, and there is a bigger need, in my view, for abuse-free zones like this blog. I now sometimes cross post with Pitch Invasion, and I share my articles with Women Talk Sports.
Last year, a Pitch Invasion reader posted a zinger in response to my article there on The Damned United (the site's editor deleted the remark):
"Just a silly stupid little split arse tart spouting about something it knows nothing about. Go back to playing with your Barbie dolls dumb arse fucker"There is nothing about Pitch Invasion that would have encouraged this reader to think such a remark was acceptable. What really shocked me was his use of "it" instead of "she" - I'd never heard this, except as spoken by the psycho in Silence of the Lambs ("it puts the lotion on its skin"), and then recently as spoken by Richard Keys.
Fortunately, From a Left Wing readers really don't write stuff like that. I do get surprising comments from wayward readers intent on demonstrating to me that men are "better" than women (faster, stronger, more interesting). I delete a fair amount of those. Nothing makes me happier than knowing I am doing my small part to confine such thoughts to oblivion.
Jeff Pearlman, a columnist for Sports Illustrated has written an article for CNN about the internet "trolls" - the people who jump into public forums and call people "fucking retards" and worse. He tracked down a couple recent offenders, and was surprised to discover they were decent guys - sports fans who turn up the volume on their comments because they don't feel like anyone is really listening anyway (or that this is the only way to be "heard" - by which I assume they mean "noticed").
I couldn't really relate to his article. Because the guy who called me a "split arse tart" is probably a "nice guy". That's the thing about sexism, homophobia and racism. It's not the exclusive property of assholes. Most of the people who engage in these cultures of hate and discrimination are not obvious monsters. They are normal people.
The worst offenders are probably "great guys" AND sexist pigs. Richard and Andy meant no harm with their sexist banter, and Sky didn't take the culture of its workplace seriously because it's just boys being boys. And maybe the fact that these boys are doing it with a smile and no deliberate malice makes it worse.
The racist equivalent of this stuff is generally seen as "worse" in sports culture. And I guess that makes sense. Where most sports cultures have had to take on their racist administrators, fans, and athletes they have yet to confront their sexism. Men of color are at least seen as athletes. Of course in a broader racist culture determined to lock men into their bodies this becomes another turn in racist discourse. But in sports culture, women are not only not seen as athletes - they are not even really seen as people. As my previous post points out, women are quite literally treated as a different species in sports culture. In this sense, sexism is the new racism.
Sexism and homophobia are both openly expressed within the most professional halls of sports culture - by Sepp Blatter on down. Blatter asserts that gay people planning to attend the World Cup in Qatar just shouldn't have sex, and he giggles on saying this. And then reporters giggle. Because, you, know, there's so much to find funny in Blatter's homophobia and in the deep history of homophobia in football culture (as a few have pointed out, the last time the World Cup was in England, homosexuality was criminalized in that country).
In the US Brett Favre is in a shitstorm of trouble (finally) over his harassment of any woman, it seems, who dared to cross his path in a professional capacity. That situation was created by the Jets and by the NFL - however - as neither organization seems to have respected the most basic EEOC guidelines regarding discrimination and harassment in the workplace. Ines Sainz gracefully put up with the offensive behavior of Jets players, because you have to if you are going to work in sports media, and you have the misfortune of having tits. Female sports reporters "lucky" enough to get a job have to wait for the lack of professionalism with which they are treated to get caught on camera - and for someone else to leak that "story" - before anyone steps in to moderate the bastards.
The only thing that bothers me more than the story of Andy Grey, Richard Keys and the sexist handshake is the hypocrisy of the media that acts as if has nothing to do with creating the world within which such behavior is not only tolerated, but imagined as defining sports culture itself.
It is not incidental that this was provoked by the spectacle of a woman working in football. For, really, this - the image of a woman participating in the sport is the real problem. We see all too few of those images - because a sexist common sense makes such images seem ridiculous too all too many people.
When I see The Guardian, Sky Sports and the BBC reporting on the hard stories in women's sports (such as the mismanagement and corruption that limits international development of the women's game, or the struggles attending to the professionalization of women's soccer, or the impact of the sexist attitudes on the management and development of the women's game, or the accusations of harassment directed at national team managers in a range of sports) I'll believe that there actually has been a crisis of conscience in sports media, and that the times are actually changing.


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Last week I reviewed Michael Bird's new book Crossing over Land and Sea (Hendrickson, 2010). This week he has posted an essay over on Bible and Interpretation. Bird gives a brief overview of the question: Was ancient Judaism a missionary religion? He then examines evidence from Matthew 23:15 and Josephus's Antiquities 20.17-53. Bird demonstrates that is difficult to categorize all of ancient Judaism as "missionary" or "non-missionary." Second Temple Judaism did attract proselytes and facilitate the conversion of Gentiles, but was not self-consciously "missionary" in nature.
If you have not yet read Michael's book and are interested in learning more about the topic you can read his essay here.


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GameHub Privacy
GameHub is the social gaming network for gamers in Vietnam
Our purpose is built a mobile game community where we can update the newest review, other interesting informations related to gaming.
Here at GameHub, we take your privacy very seriously. Please find below more information in regards to what information we collect from you and how we use and safeguard that information.
Website Visitors
Like most website operators, GameHub collects non-personally-identifying information of the sort that web browsers and servers typically make available, such as the browser type, language preference, referring site, and the date and time of each visitor request. GameHub's purpose in collecting non-personally identifying information is to better understand how GameHub's visitors use its website.
Gathering of Personally-Identifying Information
Certain visitors to GameHub's website choose to interact with GameHub in ways that require GameHub to gather personally-identifying information. The amount and type of information that GameHub gathers depends on the nature of the interaction. For example, we ask visitors who sign up for comment on the articles or post their article on our forum. In each case, GameHub collects such information only insofar as is necessary or appropriate to fulfill the purpose of the visitor's interaction with GameHub. GameHub does not disclose personally-identifying information other than as described below. And visitors can always refuse to supply personally-identifying information, with the caveat that it may prevent them from engaging in certain website-related activities.
Aggregated Statistics
GameHub may collect statistics about the behavior of visitors to its websites. However, GameHub does not disclose personally-identifying information other than as described below.
Protection of Certain Personally-Identifying Information
GameHub discloses potentially personally-identifying and personally-identifying information only to those of its employees, contractors and affiliated organizations that (i) need to know that information in order to process it on GameHub's behalf or to provide services available at GameHub's websites, and (ii) that have agreed not to disclose it to others. Other than to its employees, contractors and affiliated organizations, as described above, GameHub discloses potentially personally-identifying and personally-identifying information only in response to a subpoena, court order or other governmental request, or when GameHub believes in good faith that disclosure is reasonably necessary to protect the property or rights of GameHub, third parties or the public at large. GameHub takes all measures reasonably necessary to protect against the unauthorized access, use, alteration or destruction of potentially personally-identifying and personally-identifying information.
A cookie is a string of information that a website stores on a visitor's computer, and that the visitor's browser provides to the website each time the visitor returns. GameHub uses cookies to help GameHub identify and track visitors, their usage of GameHub website, and their website access preferences. GameHub visitors who do not wish to have cookies placed on their computers should set their browsers to refuse cookies before using GameHub's websites, with the drawback that certain features of GameHub's websites may not function properly without the aid of cookies. The National Advertising initiative has more information and an opt-out site at: http://www.networkingadvertising.org/choices/
Business Transfers
If GameHub, or substantially all of its assets, were acquired, or in the unlikely event that GameHub goes out of business or enters bankruptcy, user information would be one of the assets that is transferred or acquired by a third party. You acknowledge that such transfers may occur, and that any acquirer of GameHub may continue to use your personal information as set forth in this policy.
Ads appearing on any of our websites may be delivered to users by advertising partners, who may set cookies. Cookies allows the ad server to recognize your computer each time they send you an online advertisement to compile information about you or others who use your computer. This information allows ad networks to, among other things, deliver targeted advertisements that they believe will be of most interest to you. This Privacy Policy covers the use of cookies by GameHub and does not cover the use of cookies by any advertisers. Links to Other Sites GameHub may create links allowing you to access third party sites. GameHub is not responsible for the content that appears on those sites and you should refer to their policies in regards to their service. If you have any questions or comments related to this privacy policy, contact us at firstname.lastname@example.com
Privacy Policy Changes
Although most changes are likely to be minor, GameHub may change its Privacy Policy from time to time, and in GameHub's sole discretion. GameHub encourages visitors to frequently check this page for any changes to its Privacy Policy. Your continued use of this site after any change in this Privacy Policy will constitute your acceptance of such change.


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Highlights of Scandinavia & Baltic Cruises
Europe's Baltic nations boast some of the continent's most atmospheric Old Towns. Hanseatic homes and churches dot the cityscape of Tallinn, Estonia. The cobblestone streets of Stockholm's Gamla Stan straddle one of the oldest inhabited islands of the city's scenic archipelago. St. Petersburg, Russia's sparkling jewel, hosts remarkably preserved palaces. The nations of the Baltic Sea were made for exploration, and Viking makes your discoveries all the more rewarding. Here are a few sample highlights you will enjoy on a Scandinavia cruise:
- Stockholm's archipelago, the "Venice of Scandinavia"
- Neoclassical and Art Nouveau treasures of Helsinki
- St. Petersburg's magnificent gilded architecture
- Tallinn's red rooftops and slender steeples
- Brightly colored houses of Copenhagen's Nyhavn district
- Picturesque wooden buildings hugging Bergen's harbor
- Norway's splendid vistas of fjords, glaciers and soaring peaks
- Breathtaking sculpted massifs of the Lofoten Islands
- Dazzling wintertime displays of the northern lights
- Extended daylight hours of the midnight sun


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Getting into the zen coloring book fad Marvel and Pixite LLC, announces the launch of its newest and most anticipated coloring book app, MARVEL: COLOR YOUR OWN powered by Pigment. Full of action-packed designs and exclusive Laser and Halftone coloring tools, MARVEL: COLOR YOUR OWN is a free to download app that lets users become part of the creative process and allows them to bring their own artistic choices to the Marvel Universe.
MARVEL: COLOR YOUR OWN offers 200 incredible coloring pages from Guardians of the Galaxy, Civil War, Doctor Strange, Age of Ultron, Women of Power, Young Marvel, and more. Each week, the amazing collection keeps growing as more pages are added to it. Satisfying fans of all ages, each design is hand-picked and fully vectorized, allowing the stellar line work to remain silky smooth without any pixilation even when users are fully zoomed into the pages.
For artists on the go, MARVEL: COLOR YOUR OWN provides five free stunning fill effects ranging from the standard fill to the ultra-realistic metallic and graphite effects. For artists who want the full-blown coloring experience, MARVEL: COLOR YOUR OWN provides five free exhilarating brushes ranging from the all-purpose marker and airbrush to the specialized laser and halftone brushes, exclusive to MARVEL: COLOR YOUR OWN. There is no limit to the creativity that users can unleash with these extraordinary coloring tools.
The Ultimate Access subscription, available as an in-app purchase, takes MARVEL: COLOR YOUR OWN to the next level by unlocking all of the premium pages, along with additional fill effects, brushes, and color palettes. Ultimate Access also removes the watermark on saved images and allows saving in high-resolution, which is fantastic for printing the finished masterpiece.
"Because coloring was such a big part of my childhood, I find myself as an adult sneaking away from my desk to color my own version of Groot or Iron Man," says Pixite co-founder, Eugene Kaneko. "Being able to color all my favorite Marvel Super Heroes anywhere using my phone or tablet is, in one word, awesome!"
MARVEL: COLOR YOUR OWN will be available globally as a free download with in-app subscription on the App Store.
Features (some may require in-app purchase)
- More than 200 exciting coloring pages from Guardians of the Galaxy, Civil War, Doctor Strange, Age of Ultron, Women of Power, Young Marvel, and more!
- New exciting pages added every week
- Tap to fill, brush with your finger, or use a stylus
- Full pressure and tilt support for Apple Pencil with iPad Pro
- Realistic coloring with 12 stunning brushes like oil and splatter brushes
- Exclusive brushes like halftone and laser brushes designed specifically for comic book artwork
- Adjust thickness and opacity of each brush
- 8 amazing fill effects including metallic and serpentine
- 37 striking color palettes to choose from
- Innovative shade control to find the perfect color for your design
- Save, print, or share your artwork on social media
- Ultimate Access subscription unlocks all premium content and features
Device Requirements
- iPhone, iPad, and iPhone touch
- Requires iOS 9.3 or later
Pricing and Availability
MARVEL: COLOR YOUR OWN is a free download with in-app subscription. MARVEL: COLOR YOUR OWN is available worldwide exclusively through the App Store in the Entertainment category as a universal app.


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Security vendor Trustwave was accused in a class-action suit of failing to detect the attack that led to Target's data breach, one of the largest on record.
Target, which is also named as a defendant, outsourced its data security obligations to Trustwave, which "failed to live up to its promises or to meet industry standards," alleged the suit, filed Monday in U.S. District Court for the Northern District of Illinois.
Plaintiffs Trustmark National Bank of New York and Green Bank of Houston claim Target and Trustwave failed to stop the theft of 40 million payment card details and 70 million other personal records.
The lawsuit, one of dozens filed against Target, illustrates the growing frustration of banks burdened with the costs of reissuing compromised cards and their willingness to pull in other companies viewed as culpable into legal battles.
Support agreements between companies and security vendors are often confidential, and it was not clear from the suit how the banks determined Trustwave was one of Target's contractors.
A Trustwave spokeswoman said Tuesday via email the company doesn't confirm its customers or comment on pending legal matters. Target also said it also does not comment on pending litigation.
The suit contends Target retained Trustwave to monitor its computer systems and ensure compliance with PCI-DSS, an industry security recommendation pushed by MasterCard and Visa to protect cardholder data from leaking.
Trustwave claims on its website to provide guidance to millions of businesses for compliance with PCI standards with testing and assessment teams.
Trustwave scanned Target's network on Sept. 20, 2013 and told Target no vulnerabilities were found, the suit alleges.
Target has said it believed attackers stole the data between Nov. 27, 2013, and Dec. 15, 2013, via malicious software installed on point-of-sale devices.
The malware collected unencrypted payment card details after a card was swiped and briefly held in a computer's memory, capitalizing on a unknown weakness despite years of efforts to harden payment systems.
U.S. banks have spent more than US$172 million reissuing cards, the suit said, citing figures from the Consumer Banker Association. The total cost of the breach to retailers and banks could exceed $18 billion, the suit claims.
The suit, which asks for a jury trial, seeks unspecified compensatory and statutory damages.
Send news tips and comments to firstname.lastname@example.com. Follow me on Twitter: @jeremy_kirk


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Essays on Teacher Preparation by Workshop Participants
John Madsen
Department of Geology
University of Delaware
Newark, Delaware
Summary of Earth Science Education Activities
Within the Department of Geology at the University of Delaware, we offer an earth science content course (GEOL 113—4 credits (lecture with lab) that is required of all elementary education majors. This course, in a rather traditional sense, includes components of physical geology, oceanography, and meteorology. The Department also offers a B.A. degree in Earth Science Education for Secondary Science education majors. This degree program includes 24 credits in education courses (including student teaching), 32 credits in geology and geography courses (e.g., physical geology and geography, mineralogy, surficial processes, field geology, meteorology, conservation of natural resources, applied climatology), and 25 credits of additional science courses (e.g., chemistry, physics, astronomy, evolution, calculus, oceanography).
With funding from the National Science Foundation, we are currently involved in a novel approach to science education for our elementary education majors. The "Science Semester" is a course sequence in which 60 elementary education majors are currently enrolled. This 15-credit semester involves the students taking their earth, life, and physical science content courses and their science teaching methods course in a block sequence (i.e., these are the only courses that the students are taking during this semester). We are using problem-based learning and other inquiry-based approaches to create an integrated science and education methods curriculum. Our goal is to foster integrated understandings of science and pedagogy that future elementary teachers need to effectively use inquiry-based approaches in their classrooms. Traditional subject matter boundaries have been crossed to stress shared themes that teachers must understand to teach standards-based elementary science. The students are working collaboratively on multidisciplinary problem-based learning (PBL) activities that place science concepts in authentic contexts and build learning skills. "Lecture" meetings are large group active learning sessions that help students understand difficult concepts, make connections between class activities, and launch and wrap-up PBL problems. Investigatory labs include activities from elementary science kits as launching points for in-depth investigations that demonstrate the continuity of science concepts and pedagogies across age levels. In the methods course, students are critically exploring the theory and practice of elementary science teaching drawing on their shared experiences of inquiry learning in the science content courses.


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Apple has appealed a Chinese court ruling from last December that rejected its ownership of the iPad trademark in the country, and which could expose the company to trademark infringement lawsuits from a local company.
The maker of the iconic iPad filed the appeal on January 5 with the Higher People's Court of Guangdong Province, according to a statement from Proview International, a little known Chinese display monitor company that claims control over the iPad trademark in mainland China.
Apple had originally filed a lawsuit against Proview to assert its control of the trademark. But In December, the Shenzhen Municipal Intermediate People's Court announced it had rejected Apple's claim.
In its lawsuit, Apple claimed that a Proview subsidiary in Taiwan had sold the iPad trademark rights to a U.K.-based company called "IP Applications". The trademark rights were then sold to Apple in 2010.
The Shenzhen court, however, ruled that the transfer of trademark rights were only made through Proview's Taiwan subsidiary. Proview's Shenzhen-based company, did not attend trademark negotiations, and did not formally transfer any trademark rights, according to the court.
Apple did not respond to a request for comment on the legal action.
Xie Xianghui, a lawyer representing Proview, said that Apple had asked for the transfer of the iPad trademark to it in the appeal. It is also asking for compensation from Proview to the tune of 4 million yuan ($636,204) in legal fees.
Apple's appeal claims that Proview's Taiwan subsidiary was acting as a representative for Proview's Shenzhen-based company, he said. But Proview maintains it had no such relationship with the Taiwan subsidiary, and was not in any talks about transferring the iPad trademarks, Xie added.
Apple is making the appeal as Proview has has already filed two lawsuits in Chinese courts, demanding that Apple and local vendor Gome Electronics stop selling tablets using the iPad name. The cases are still pending, Xie said.


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Library Search
The NRFC Library is a collection of materials to build a knowledge base around fathers, fatherhood, and operating a Responsible Fatherhood program. It also houses all resources created by the NRFC, including fact sheets, PSAs, and past webinars.
Use the search options provided below to find resources that you are interested in.
Early childhood is a critical period of development. Home visiting programs support a safe and nurturing environment for children by promoting positive parenting and school readiness and by reducing the risk of child maltreatment (Avellar & Supplee, 2013; Peacock et al, 2013). Evidence of…


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Troy, Michigan Skunk Removal Service
Skunks Removal in Troy, Mi
Is a skunk getting into my garbage?
I think a skunk is living under my house.
Help! I smell a skunk!
There are holes in my yard. Something is digging in my yard.
Can skunks damage ductwork?
Call B&B Wildlife Removal Services TODAY!


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Pelosi on deal: 'Embrace the suck'
House Minority Leader Nancy Pelosi told Democratic House members at a meeting Thursday morning to "embrace the suck" and encouraged enough members to back the budget deal on the floor to allow passage, according to an attendee of the meeting.
"We need to get this off the table so we can go forward," Pelosi told her members, according to someone inside the closed meeting of the caucus.
Pelosi pushed for including in the budget deal an extension of the unemployment benefits that are set to expire at the end of the month. While she expressed a continued unhappiness that there will be no vote on those benefits before the House heads home Friday, she said that it wasn't worth holding up the deal.
Democrats expect that Republicans won't be able to produce enough votes in their conference to pass the deal, requiring a sizable number of Democrats to vote with them in order to ensure passage. Pelosi, along with the rest of the House Democratic leadership, have withheld publicly backing the budget deal this week, with some waiting to see how much support from their caucus was going to be necessary.
The deal was crafted by Rep. Paul Ryan (R-Wis.) and Sen. Patty Murray (D-Wash.) and gets rid of some the sequester cuts, including the $20 billion in defense cuts that would have taken effect next month, by reordering some other cuts, increasing fees, including those on airline passengers for the TSA, and changing pension benefits for new federal workers.
Pelosi told Democrats — many of whom had expressed unhappiness with the lack of unemployment benefits being included — that there were better fights to have with Republicans. She argued that by allowing the budget deal to move forward, Democrats could turn their attention to the "do-nothing GOP message" that her party has been pushing, according to someone in the meeting.
Pelosi said Democrats can focus on job creation, infrastructure funding, immigration reform and minimum wage increases.


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The Accessory Development Kit (ADK) is a reference implementation for hardware manufacturers and hobbyists to use as a starting point for building accessories for Android. Each ADK release is provided with source code and hardware specifications to make the process of developing your own accessories easier. Creating new and alternative hardware based on the ADK is encouraged!
Android accessories can be audio docking stations, exercise machines, personal medical testing devices, weather stations, or any other external hardware device that adds to the functionality of Android.
Accessories use the Android Open Accessory (AOA) protocol to communicate with Android devices, over a USB cable or through a Bluetooth connection. If you are building an accessory that uses USB, make sure you understand how to implement the AOA protocol to establish communication between your accessory hardware and Android. For more information, see the Android Open Acessory protocol.
The following sections provide more information about the Android Accessory Development Kits, how to use them, and how to get started building your own accessories for Android.
- ADK 2012 Guide
- Guide to getting started with the ADK released at Google I/O 2012.
- ADK 2011 Guide
- Guide to getting started with the original ADK, released at Google I/O 2011.


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Creating a form in "table mode" means that the package returns the complete form in a fixed width table. Whilst this does not work very well for most frontend websites, it is a very convenient way to create forms during development phase or for backend systems where the design does not matter (much).
Creating a form
require_once "HTML/Form.php";
$form = new HTML_Form('receivingscript.php');
$form->addText("name", "What's your name?");
$form->addText("email", "What's your email address?");
$form->addPassword("password", "Please enter the desired password");
$form->addPlaintext("Tip", "Your password should be hard to guess");
$form->addSubmit("submit", "Submit");
This will display a table where the left column holds the labels of the different fields. In the right column the different fields are placed.
Apart from retrieving the table as a whole, one can also use the API of HTML_Form to directly display single form tags.
Directly displaying form tags
require_once "HTML/Form.php";
$form = new HTML_Form('receivingscript.php');
$form->displayText("name", "What's your name?");
The above example will print the HTML markup
being necessary to render a text input field. It will not print
the surrounding
<form /> tag or something
Similar to displaying form tags with the display*() functions HTML_Form can also return the tag instead of printing it.
Returning form tags
require_once "HTML/Form.php";
$form = new HTML_Form('receivingscript.php');
$str = $form->returnPassword("password", "Choose a password");
The variable
$str now contains
HTML markup like
<input type="password" name="password" />.


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anyone have any idea why the text widget headed " precious Gem " is so far away from the content areas above in the website:
many thanks
anyone have any idea why the text widget headed " precious Gem " is so far away from the content areas above in the website:
many thanks
At the bottom of the "service" div (the middle column) you have a bunch of empty paragraphs:
<div class="service">
[COLOR="#FF0000"]<p> </p>
<p> </p>
<p> </p>
<p> </p>
<p> </p>[/COLOR]
Remove them and the space will close up.
Possibly because you have 5 empty paragraphs at the end of column 2 'What we offer'.
quickest reply in history!!! Silly me I was searching through the css but my problem is that most of the content is not displayed in the files as they are php files and they "get" things like discriptions, so I didn't know how to add a little additional content area box for this precious gem section so I added a text widget.
What would be your method as now that I've added this box the home page is looking a little clutted towards the bottom with the box onto of the media bar ( if you see what I mean )
I would firstly take a more considered look at the content you need to display and then develop a design from that, rather than the other way around (as is happening now). How important is that gem box? Could it be full width, with text floated beside an image?
Yes, I think I am just adding at their request, so maybe I should advise them about importance and clutter or find another place to put it.
Many thanks
one more thing:
Why does this media bar display to the right: http://www.elegantthemes.com/preview/Chameleon/
but my media bar displays underneath: http://salafiwales.co.uk
It is displaying to the right for me now. Perhaps you've changed this already? If not, what browser is it dropping in?
yea, I changed the width of the media bar and floated it right. I think it looks better now, but now since the change, when you click the left and right arrows of the bar they do not flick to all the other videos. What could that be?
Some of the media bar code on the working page is missing on your page. Also be aware that there are some widths set on the various inner divs of the media bar that need to be changed too. I guess you have to be very careful with stuff like this, as it's quite complex. Perhaps revert back to what you had (when it was working) and make changes very carefully, testing at each step—so that you can spot the moment when something goes wrong.
I made a copy of the home.php file before I edited anything and I've had a look through the code but I can't see anything that's missing, can you point me in the right direction?