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Seeing how we just got the exciting news that the Netflix original, Degrassi: Next Class, was going to feature a reunion with original Degrassi: The Next Generation cast members on July 22nd, I figured what better way to celebrate than to look back at this amazing show! If you've never watched Degrassi, it might be time for you to start.
This Canadian teen show ran from 2001–2010 under the name Degrassi: The Next Generation and it ranked highly among shows such as Freaks and Geeks and My So-Called Life. Degrassi brought us some heavy themes such as peer pressure, teen pregnancy, self-harm, infidelity, homosexuality, and domestic violence. In other words, it was pretty realistic.
With this article, we'll focus on the 23 most powerful and most memorable moments from Degrassi: The Next Generation. Seeing how there are so many, I decided to trim the list down and focus on the characters that we are so excited to see come back. With that said, this article only features events from Seasons 1–7.
Disclaimer: This article does contain spoilers for 'Degrassi: The Next Generation.'
23. Emma And Sean's First Date
Episode: #111, "Friday Night"
Who could forget their adorably awkward date? After all, Emma thinks she loses her wallet, gets ketchup all over her face, gets pooped on by a bird, and is forced to pose for two awkward pictures. But no matter what happened, Sean was still interested.
22. When Ashley Made You Want To Join A Girl Band
Episode: #318, "Rock and Roll High School"
Who didn't want to be part of a band after watching Hell Hath No Fury? In the midst of Craig and Ashley's breakup, she decides to compete against Downtown Sasquatch in the battle of the bands. The obvious burn to Craig was definitely enough to make us applaud Ashley forever.
21. When Hazel Tried To Hide The Fact She Was Muslim
Episode: #211, "Don't Believe the Hype"
After insulting a Muslim student named Fareeza, Hazel is accused of a hate crime when her display is vandalized. Little did everyone know, Hazel was a Muslim, but pretended to be Jamaican because she was ashamed of her religion.
20. When Manny Decided To Take Fashion To the Next Level
Episode: #303, "U Got the Look"
Despite receiving criticism from Emma and Liberty for wanting to be "hot," Manny continues to push her fashion to the next step including wearing crop tops, low-rise pants, and a visible thong. When Mr. Raditch cites her for a dress code violation, Manny decides to stop wearing underwear.
19. Spinner Cheats On Darcy
Episodes: #518–519, "High Fidelity"
Spinner and Paige briefly rekindle after Darcy found out Spinner lied to her about being a virgin and dumped him. She takes him back, but he continues on with Paige. It's one thing to make out with your ex after being dumped. It's another thing to have sex with your ex after your girlfriend takes you back.
18. That Time J.T. Used A Penis Pump
Episode: #404, "Mercy Street"
Manny finally gives J.T. a chance in Season 3 and their relationship continued into 10th grade. However, J.T. allows his self-proclaimed inadequacy to Craig get in the way and he obtains a penis pump to impress Manny. Unfortunately, Manny perceives J.T.'s stunt as immature and breaks up with him.
17. Craig Goes Crazy
Episodes: #411–412, "Voices Carry"
Craig's erratic obsession with making things up to Ashley escalates into stealing Joey's credit card and asking Ashley to marry him. Ashley says yes and Craig goes more haywire as he crashes Mr. Kerwin's wedding and fights with both Ashley and her stepfather. Craig's solution? Go home and fight Joey with Angela and Caitlin watching. Craig was ultimately diagnosed as bipolar.
16. When Emma Contracted Gonorrhea
Episodes: #414–415, "Secret"
After landing a lead role in the school's production of Dracula, Emma is coaxed into the ravine by Jay where she discovers he wants her for his "blowjob game." He gives Emma a bracelet for free, but her second bracelet was definitely earned. Emma's secret is revealed after it comes out that Jay was infecting girls with Gonorrhea.
15. When Jay And Silent Bob Went Canadian, Eh
Episodes: #421–422, "Goin' Down the Road"
Kevin Smith is admittedly a huge Degrassi fan and he showed it by guest starring as himself, along with cameos from Jason Mewes and Alanis Morissette. Smith brought his iconic "mallrat" characters to Degrassi by not only hiring Degrassi students for his movie, but he connects with Caitlin and encourages her to follow her dreams.
14. Spinner Gets A Boner In Class
Episode: #205, "Weird Science"
While participating in Emma's science project, Spinner is convinced that his sudden onslaught of boners is due to the health food he's been eating. However, he starts thinking that it's a good thing as girls start paying more attention to him. Jimmy gets jealous and gets revenge on Spinner by volunteering him for improv. Embarrassingly for Spinner, he pops a boner in front of the entire class.
13. When Craig Was Addicted To Drugs
Episodes: #609–610, "What's It Feel Like to Be a Ghost?"
Craig briefly returns to Toronto and Manny and the rest of his friends quickly find out how he's changed, including heavy drug use. When Manny breaks up with him over his addiction, Ellie steps in to try and help Craig, only to have her emotions exploited in an attempt to shut her up. Craig is ultimately sent to rehab in Calgary.
12. Sean And Ellie Connect On The Roof
Episode: #316, "Take On Me"
Sean's bad boy image is compromised when he and Ellie find out that they are not intimidated by each other. Even after it's unveiled that she got detention on purpose for her internship at CQGH, Sean continues to gravitate towards her and likes that Ellie accepts him for who he is. They were definitely our mid-2000s relationship goals.
11. Marco Comes Out As Gay
Episodes: #304–305, "Pride"
"Pride" showed the consequences of homophobia as Spinner ostracizes Marco and he is ultimately attacked by a homophobic group of men. Spinner eventually accepts Marco's sexuality, but that doesn't excuse his hatred. The plus side is how Marco was able to accept himself and shine in the face of adversity. It's a great lesson for all of us, gay or straight.
10. Craig Cheats On Ashley
Episode: #307, "Should I Stay or Should I Go?"
Basically, Craig wanted into Ashley's pants and he wanted it bad. In the aftermath of a song Craig writes for Ashley, she tells him that she's ready to take that next step. After Craig blabs to Spinner, the couple get into a huge fight, which Manny then takes complete advantage of and Craig winds up cheating on Ashley with Manny in his garage. Their affair continues until "Holiday," when Ashley figures out what Craig has been up to and breaks up with him.
9. Ashley Takes Ecstasy
Episode: #115, "Jagged Little Pill"
Ashley was the epitome of good girl, but that all changed when she decided to take ecstasy at a house party. The pill was originally intended to be split between J.T. and Toby, but Sean tricks them with a placebo and leaves the pill with Ashley. The chance Ashley took with taking the drugs resulted in her cheating on Jimmy, insulting Paige, trashing her house, and losing all of her friends in the process.
8. Jimmy Finds Out The Truth
Episode: #416, "Eye of the Tiger"
Jimmy being shot was a major plot twist that no one saw coming. What made matters worse is it would have never happened if it wasn't for Spinner. When Jimmy returns to school, Spinner's guilt takes over and he confesses that he and Jay told Rick that the prank was Jimmy's idea. Spinner loses all of his friends and is ultimately expelled from Degrassi.
7. When Emma Became Anorexic
Episodes: #515–516, "Our Lips Are Sealed"
In the wake of Snake's infidelity, Emma's life begins to spin out of control again. Grasping onto what she can control, she and Manny become bulimic to lose weight. While Manny quickly bounces back from their extreme diet, Emma stops eating altogether. After Emma has a panic attack during an intervention, she is hospitalized for anorexia.
6. Craig's Secret Home Life
Episodes: #201–202, "When Doves Cry"
Craig comes into Degrassi as mysterious as could be, but the unraveling of his home life is heartbreaking as we learn that his dad is physically abusive. Things come to a halt when Craig runs away and attempts suicide. Emma and Sean go to Craig's stepdad, Joey, for help and Craig decides to live full-time with Joey. Things still didn't end on a high note for Craig as his dad dies in a car accident in the Season 2 finale.
5. When Paige And Darcy Were Raped
Episodes: #207–208, "Shout"
#701–702, "Standing in the Dark"
Rape was a pretty central theme early on in Season 2 when Paige is raped at a party by a Bardell student named Dean. Paige's demons regarding her rape ran into Season 4 when she takes Dean to court. Although Dean is not convicted due to a lack of evidence, Paige's relationship with Spinner — and the continued support of her friends — helps her heal and move past the fact that she was raped.
On the other hand, Darcy tries to convince herself that she and Peter drunkenly had sex in an attempt to deny the truth. Darcy's realization of her date rape unravels her life as she attempts suicide during Spirit Squad, falls into a depression, and abandons her faith. She eventually finds a path to clarity, but she is never the same.
4. Manny Gets An Abortion
Episodes: #314–315, "Accidents Will Happen"
After separating for months after Craig used Manny as his side chick, Manny finds out she's pregnant at the age of 14. Manny decides to tell Craig about their accident and he promises to be there for her. Despite the support from Craig, Emma, and Spike, Manny still feels overwhelmed and decides to have an abortion. It causes a rift between Manny and Emma, and breaks Craig's heart, but it was her choice.
3. J.T. And Liberty FINALLY Kiss
Episode: #412, "Voices Carry — Part 2"
This was seriously a moment four seasons in the making. When Liberty musters up the courage to kiss J.T. after the pair get detention, we all melted. It is one of the sweetest, most genuine moments of the entire series.
2. Rick Brings A Gun To School
Episode: #408–409, "Time Stands Still"
"Time Stands Still" dealt with something that the show had never dealt with before. Rick left Degrassi back in Season 3 after putting Terri into a coma. Upon his arrival in Season 4, Terri's friends take it upon themselves to make Rick's life at Degrassi a living hell.
After making the trivia team, Rick makes amends with Jimmy and feels he made a connection with Emma. Spinner devises a plan to prank Rick and his answer was to bring a gun to school. Rick shoots Jimmy believing he was responsible and attempts to shoot Emma. Sean wrestles the gun away leaving Rick dead.
1. When J.T. Was Murdered
Episode: #611, "Rock This Town"
J.T.'s life took an unexpected turn when Manny and Emma decide to throw a birthday bash for Liberty in the midst of the Degrassi vs. Lakehurst war. After telling Toby that he still had feelings for Liberty, J.T. leaves the party and is confronted by two Lakehurst students. As soon as J.T. turns away, he is rushed and stabbed in the back. Liberty had the unfortunate luck of finding J.T. bleeding to death in front of his car and we were left a complete mess.
Honorable Mentions
- Spinner finds out he has cancer
- Sean goes to jail
- Emma's first period
- Craig and Manny's first date
- J.T.'s suicide attempt
- Alex becomes a stripper
- Emma gets cyber-stalked
- Paige and Alex's transition into "Palex"


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The Fix
David Baldacci's remarkable detective Amos Decker - the man who can forget nothing - was first introduced in the sensational number-one New York Times best seller Memory Man. Now Decker returns in a stunning new novel....
The Fix
Amos Decker witnesses a murder just outside FBI headquarters. A man shoots a woman execution style on a crowded sidewalk, then turns the gun on himself.
Even with Decker's extraordinary powers of observation and deduction, the killing is baffling. Decker and his team can find absolutely no connection between the shooter - a family man with a successful consulting business - and his victim, a schoolteacher. Nor is there a hint of any possible motive for the attack.
Enter Harper Brown. An agent of the Defense Intelligence Agency, she orders Decker to back off the case. The murder is part of an open DIA investigation, one so classified that Decker and his team aren't cleared for it.
But they learn that the DIA believes solving the murder is now a matter of urgent national security. Critical information may have been leaked to a hostile government - or, worse, an international terrorist group - and an attack may be imminent.
Decker's never been one to follow the rules, especially with the stakes so high. Forced into an uneasy alliance with Agent Brown, Decker remains laser focused on only one goal: solving the case before it's too late.
The Fix [Audio Book CD]
Product Information Specifications for The Fix Below:
|Hachette Audio
|Hachette Audio
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|5 x 5 x 5 inches
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God longs to be asked for what he wants to give. And God's riches for us is infinite. Therefore, we should pray with boldness, whether for others or for ourselves.
Image credit: detail from J. Hannan-Briggs, reused under CC license
Praying with boldness is not simply praying for extravagant things.
I could see a dead body and pray that it come back to life. I could equally pray for peace in the Middle East. But unless I have faith, not only that God can do what I ask, but also that he will, then my prayer is that of a hypocrite.
For that reason, bolting onto prayer coping mechanisms for when prayers might not be answered can be a very bad idea. Because if I pray, thinking "if it doesn't work, then it will all be put to right when the Kingdom comes", then I am not expecting an answer to my prayer.
For that reason too, I limit the content of my prayer to what I believe God will do, and try to push those boundaries, rather than the boundaries of what I pray for.
So how can we increase real boldness in prayer?
1. Pray with others. Chances are, other people in your group, will have boldness in some areas where you.
2. Wait on the Spirit to inspire your prayers, and trust that he will lead you well in prayer (how to increase your trust in the Spirit is another matter, though!)
3. Hear "success stories" of prayer. This has its converse, obviously, which is to tell people about your success stories. Careful, though, as keeping a prayer diary may soon turn in "checking whether God is answering my prayers" – which is a sneaky way of doubt to be instilled into your own prayer practice.
4. Offer to pray for others when you see something is up with them. I have found it easier to believe God will help others, rather than help "unworthy me" (though there is no truth in that belief, sometimes you can't help feeling that way!)
5. Be ready for the consequences. Think what will happen when you pray for patience. Or for your heart to be opened up to be able to love more. Just in thinking about what your prayer will do, its reality will hit home and you will be more confident to pray (or realise you didn't want what you were going to ask for).
6. Pray for more boldness.
Anything to add to the list?
the opening sentence is paraphrasing from Forsyth's Soul of Prayer, quoted in another very good piece here.
you may also want to read my older post on prayer, which I'll soon move to this blog along with the comments here.


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As Haiti Rebuilds and Aristide Returns
Join human rights lawyers Mario Joseph and Brian Concannon on, for a discussion on their roles and legal strategies in prosecuting the case against the late Haitian dictator Jean-Claude "Baby Doc" Duvalier. Come hear about the most recent news from Haiti from Haiti's top human rights lawyers and add to the discussion of advancing human rights. Joseph, Haiti's most prominent human rights lawyer and managing attorney of the Bureau des Avocats Internationaux (BAI), is representing Duvalier's victims. Concannon, who spent nine years in Haiti with the UN and the BAI, and now directs the Institute for Justice & Democracy in Haiti (IJDH), is coordinating a team of international lawyers and law student providing support to the case. Their work on Duvalier has been featured on CNN, NPR, the BBC and the Washington Post.


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There is "a new audience facing the preacher of the gospel today," writes Dr. Proctor. Addressing the needs of this new audience, one that lives in an ever-changing world, Proctor explores four vital faith issues that he sees as the basis of relevant preaching. First presented as the 1990 Lyman Beecher Lectures on Preaching at Yale Divinity School, these concepts are described by Dr. Proctor as "the basic messages that hearers are listening for from the preacher." Preachers seeking to bring the Gospel alive to the person in the pew will find sermon preparation fired with powerful ideas as Proctor explores four faith propositions: God's presence and participation in human affairs; spiritual renewal that restores and redeems human nature and that is available to all; the achieving of genuine community through God's enduring love for humanity; the experiencing of eternity in the here and now. Speaking to both pastor and layperson, Dr. Proctor offers spirit-enriching messages for group study, personal reflection, and preparation of sermons that meet the deepest needs of today's Christians.
Buy "How Shall They Hear?": Effective Preaching for Vital Faith by Samuel D. Proctor from our Christian Books store - isbn: 9780817011727 & 0817011722
The team at Christian Bookstore .Net welcome you to our Christian Book store! We offer the best selections of Christian Books, Bibles, Christian Music, Inspirational Jewelry and Clothing, Homeschool curriculum, and Church Supplies. We encourage you to purchase your copy of "How Shall They Hear?": Effective Preaching for Vital Faith by Samuel D. Proctor today - and if you are for any reason not happy, you have 30 days to return it. Please contact us at 1-877-205-6402 if you have any questions.
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Jolanda Neff (SUI) Stoeckli Pro won the 22.5km, 6-lap, getting away on the first lap and opening up a solid gap. Pendrel had a slow start but quickly asserted herself taking over second place. Neff suffered several crashes along the way but still held on for a solid victory as Pendrel cut the deficit from 1:25 down to 0:34 at the finish. Apparently Neff fainted this morning prior to the start, banged her head and was out cold for about 30s, but was still ok to start.
Reigning road worlds champ, Pauline Ferrand Prevot (Fra) Raboliv on the comeback trail, finished 5th with legendary Gunn-Rita Dahle Flesjaa (Nor) Multivan Merida Biking Team in 5th – full results and standings below.
Pendrel and Batty Interview


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An X-wing takes down a First Order TIE fighter, heightening the excitement of Baltimore Star Wars fans. Image courtesy of Disney ART NEWS: Excitement grows as Baltimore Star Wars Fans Full Article »
The First Order Assembles in Star Wars: The Force Awakens. Image courtesy Disney ART NEWS: Celebrities and fans came out to celebrate Star Wars: The Force Awakens in Los Angeles BY KAZAD LOS Full Article »


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Can I purchase artwork from just one of the artists?
Yes. If you want to purchase artwork from just one artists you can do so. On any Pairing detail page scroll down to the individual artist's name and click 'Add Project to Cart'.
If you want to purchase a Pairing that is a package deal, you get 2 artworks, one from each of the artists. We do hope this program will introduce you to artists you didn't know before and that you'll be so happy with the work that you'll want to continue to support them.
What do I get when I purchase a Project?
When you purchase a Project from a single artist you get single artwork. In the details for each Pairing page the individual artists have each given a summary of their individual project.
What do I get when I purchase a Pairing?
You get 2 artworks, one each from the 2 artists in the Pairing. In the details for each Pairing page the artists have given their project summaries.
Why are the projects/pairings different prices?
The artists are creating works of different sizes and with different materials expenses—and therefore they have different prices. We allowed the artists to set their own prices (within a certain range).
Additionally, when you purchase a Pairing rather than a single Project (or several single Projects) you get a discount.
What does limited edition mean in this case?
Though the pieces each artist makes may be variations on an artist's established style, and therefore appear similar to other work, they are unique and exclusive to this year's PDX-CSA. They have never been sold before and won't be sold again (at least at this size, with this exact media, etc). And each artist will create no more than 12 pieces of art for PDX-CSA.
What is the artwork going to look like?
We don't know. Well, we don't know exactly what they will look like. The artists have given us their project summaries—what they think they're going to make—and examples of their past work. We're all on a journey together to find out how this will turn out.
What if I don't like the finished artwork?
Unfortunately, this is a possibility. We are doing our best to ensure it is quality work—all of the artists went through a jury process to be selected for this year's PDX-CSA, and all the completed pieces of art will be reviewed by us for general consistency and quality level before they are handed over to collectors. But art is, of course, subjective. We hope you'll find a good home for all of the work—either with you or as a gift for someone else—but even if you don't love everything, we hope you'll enjoy the process.
Can I return artwork I don't like?
No. All sales are final, from the time you make your purchase. Thank you for investing in the creative freedom of local artists.
Can I provide feedback to the artists?
One of the things that makes PDX-CSA exciting is that artists know who their collectors are before they make their art—so they will be communicating with you throughout and you are welcome to respond (especially to let the artists know you like their work or that you're excited to see how it turns out) or to ask questions (especially regarding process and inspiration).
PDX-CSA projects are commissions in the sense that you pay up front and the artwork is specifically for you, however, it is not the kind of commission where you ask the artist to make something to match your sofa.
When do I meet the artists?
We will have our Meet the Artists event in late-August [details soon], 6:00-8:00pm. This a great chance to meet the artists before you make a purchase.
We will have our closing party/art pick-up event on December 2 at ???(to be announced)???. Pick up your artwork and tell the artists how awesome it is.
All of our artists are also participating in Portland Open Studios (PDXOS), so you also have the opportunity to visit them in their studios October 14, 15, & 21, 22 as part of that annual studio tour.
This FAQ may be updated with questions as we receive them. If you don't see your question here, please e-mail email@example.com.


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Title: The Mustache.
Date Read:18th October 2010
Available Online?: YES
Briefly: In a letter to her friend Lucy, Jeanne ruminates on the endearing and noble qualities of the male moustache.
Afterthoughts: It's been almost three months since I last dipped into the wonderful world of Maupassant, and what a great story in which to reacquaint myself with French literary maestro. In this story Maupassant is fervent in his quest to promote the virtues of the moustache with regards to its sex appeal, and he also puts across a strong suggestion that the moustache stands as a symbol of French pride and nationalism. Very entertaining, and perhaps not a surprising story theme given Maupassant's own preference for big, bushy handlebar moustaches. A bit of self promotion then? I should say! 🙂
Notable Quote: In fact, a man without a mustache is no longer a man. I do not care much for a beard; it almost always makes a man look untidy. But a mustache, oh, a mustache is indispensable to a manly face. No, you would never believe how these little hair bristles on the upper lip are a relief to the eye and good in other ways. I have thought over the matter a great deal but hardly dare to write my thoughts. Words look so different on paper and the subject is so difficult, so delicate, so dangerous that it requires infinite skill to tackle it.
*Story read as part of my Devouring De Maupassant reading challenge.


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Humana To Pay $45M To Resolve Fight Over Tricare Billing
The settlement's size was disclosed in a filing with the U.S. Securities and Exchange Commission and, according to court records, covers all but four of 41 hospitals that sued Kentucky-based Humana in 2007.
Under its contract with the government, Humana formed a network of institutional health providers that it paid to provide medical treatment. After years...
To view the full article, register now.
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I've been back in the States for about a week now, and I'm slowly getting over the jet lag and back into my groove. There have been a few minor (and major) mishaps, including getting into a major car accident and totaling our car. Johnny and I are fine, minus a few minor cuts and soreness. I'm grateful and thankful that we are okay.
I miss Europe so much more than I ever thought possible. Mostly, I miss walking. Specifically, walking in Paris. Most of my time in Paris was just spent roaming the streets, camera in tow, and just watching life go by. It was the most simple, but hands down my favorite thing I did on the trip.
Today is one of those days that I wish I could just get dressed, bundle up in my scarf, boots, and gloves, and go for a walk. I miss Paris more than words can say.


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Woman Long Dress
We have different kinds of one piece long pure cotton maxi with different color combination, perfect for ladies in summer season. We have printed, patch, hand crush tie dye, embroidery dress with variety of design and color. Nepalese clothing is sister organization of clothing in Nepal Pvt. Ltd where you can buy even single item on wholesale price


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Hailee Steinfeld was clad in head-to-toe Saint Laurent at the premiere of her new film, Ender's Game, at the TCL Chinese Theatre in Hollywood. Earlier last month, we saw her display her style prowess on the red carpet while promoting the new sci-fi flick; for instance, she rocked a gothic look and stole the spotlight in a monochromatic ensemble. A few days ago, she impressed us once again in a chic and stylish outfit that perfectly showcased her youthful elegance.
Hailee Steinfeld showing off her effortlessly chic style as she joins her co-stars at the Hollywood premiere of Ender's Game at the TCL Chinese Theatre in Los Angeles, California, on October 29, 2013
The young actress wore a white one-shoulder embellished top covered with red lips from Saint Laurent's spring 2014 collection. She took a cue from the brand's spring 2014 runway show and completed her look with tapered black pants and black pumps.
Hailee Steinfeld in head-to-toe Saint Laurent at the Hollywood premiere of Ender's Game at the TCL Chinese Theatre in Los Angeles, California, on October 29, 2013
Hailee wore the Saint Laurent "Paris Thorn" pumps, which feature pointed toes, stiletto heels, glossy patent leather, and raised curved details on the back.
Saint Laurent "Paris Thorn" Pumps in Black, $685
These sleek pumps also come in different colors and styles for you to choose from:
Saint Laurent "Paris Thorn" Pumps in Rouge, $685
Saint Laurent "Paris Thorn" Pumps in Purple, $685
Saint Laurent Black Studded "Paris Thorn" Pumps, $968.64
Saint Laurent Python "Paris Thorn" Pumps, $1,395
You can shop for other shoe styles from Saint Laurent at Farfetch, Nordstrom, and Net-a-Porter. Be sure to check out our Hailee Steinfeld and Saint Laurent pages for more stunning shoes!
Credit: FayesVision/WENN.com/Apega


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The rooms are big and very comfortable, the breakfast is very good and excellent staff. The location is perfect! Walking distance to many interesting places in Stockholm ..............................................................................................................
- Official Description (provided by the hotel):
- All of our rooms are individually furnished and no rooms are alike. On the 5th floor you can enjoy the feeling of a penthouse with wooden beams in the sloping ceiling. The furnishing is meant to give you that homey feeling, with furniture in different styles. The rooms have different views such as street, park and waterfront. ... more less
- Reservation Options:
- TripAdvisor is proud to partner with Booking.com, Expedia, Travelocity, Hotels.com, Priceline and Orbitz so you can book your Lydmar Hotel reservations with confidence. We help millions of travelers each month to find the perfect hotel for both vacation and business trips, always with the best discounts and special offers.
- Also Known As:
- Lydmar Hotel Stockholm


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CAS Author Visit
David Biedrzycki, author and illustrator of children's books, met with students from Central Avenue School.
Biedrzycki uses computer generated art to illustrate his books and spent the day demonstrating his techniques of writing, research and illustrating using a graphic tablet to create his digital art. Biedrzycki says ".....I travel to over 70 schools per year and I love these school visits. It's so much fun to see different parts of the country and talk to these young aspiring authors and illustrators."


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Justice Of The Peace in and around Tererro, Nm.
Life's Moments are those times in life that we decide to make a special recognition of life transforming events. Weddings are celebrations, weddings are events, however most importantly weddings are a new beginning, a moment in time to be cherished. Having the right Minister is important.
For these moments, we offer detailed Wedding Minister solutions, Weddings officiating, and also wedding event services. From the very typical to modern solutions, our weddings and officiating solutions are designed to show your desires, dreams and desires. We can assist you to craft an occasion, nonreligious or spiritual that will certainly be a treasured memory for many years to come.
Ministerial solutions and also wedding officiating in the Tererro, Nm location is our specialty, but we can travel if the need occurs. We provide a total variety of Weddings plans; from elopement on the courthouse steps to the most intricate formal wedding you might want.
We additionally provide the finest in Justice of the Peace or nonreligious weddings. These civil ceremonies provide their own kind of celebration, whether it be with family members or simply a couple as well as a couple of witnesses, your wedding celebration is a special minute to be valued.


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Product Description
Unbleached muslin is a sewing room (and couture) staple – and this is the weight, quality and width (44″-45") used by the professional pattern makers that I know. I always keep some muslin on-hand because I know it will be used before too long!
Sold by the yard.


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Phi Society – Virginia Alpha Chapter
- President: Dillon Wild
- Date founded at University of Virginia: November 18th, 1873
- Chapter Size as of Spring 2017: 71
- Philanthropy: Phi Fish Fry for the Boys & Girls Club of Charlottesville
- Philanthropy Chair: Clay Neal
- Alumni Chair: Campbell Edwards
In the fall of 2016, Phi Society hosted the second annual Phi Splashdown to benefit the Wounded Warrior Project. With the help of the community and warm weather, we were able to make a sizable charitable donation and look forward to hosting the event again in the fall.
Phi Society did very well during spring rush this year and added 20 new members to its chapter. The new class is from across the country and are excited for their coming years in the house.
In April, Phi Society will host the 9th annual Phi Fish Fry. A philanthropy event centered around frying fish in order to benefit Autism Speaks. This event, which is a favorite among brothers has historically raised a lot of money for Autism Speaks.


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Chat <
Pregnancy & Birth Clubs <
of 5
21/03/2016 at 04:47
OK so I had an early period? Could this possibly be implantion bleeding? It was very light, barley enough to change pads. Started 6 days (day 24 of cycle)before my expected period (cycle is 28-30 days long).Started out as spotting and went to bleeding and changed between the two. It stopped the day my period was suppose to. Bf and I made love during ovulation period. I have had cramps and slightly tender breast. Have had headaches, dizziness, and weird feelings all week. Is it possible I'm pregnant?
21/03/2016 at 12:48
Yes you should test
21/03/2016 at 15:16
I would wait about 3-4 days til you test,give time for hcg to rise if you are indeed pregnant
Good luck :) x
10/05/2016 at 20:03
my period has been the same for years , unless I was pregnant or I was having a miscarriage .. but I started very light and darker red with brown and the next three days ive been real heavy with brighter red ... today is to be my last day cause my cycle is for 5days but im bleeding so heavy t may be 7 days or more before I stop . is this like implantation bleeding or could my body have tried but failed to conceive.. im scared but I did set an appointment for the next week , but just want to know if there is anyone else out there like me :) .. I do want another baby, my last baby was in 2005 lol and I have been trying but I haven't got lucky since then.. could this be it and if not, any idea on how to conceive lol
11/05/2016 at 00:12
Implantation bleeding is usually lighter than a period but there is no way we can tell you what your bleeding is for sure
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Ambitious Trailer (2007)
24 January 2007 Comedy 90 mins
On the one hand you have Judith Zahn, an arrogant, snobbish, bitchy Parisian editor. On the other hand meet Julien Demarsay: an insecure, timid, young bookseller from the East of France who has just written his first autobiographic novel, with what it takes of navel-contemplating and soul-searching. What do they have in common? Nothing much, except that sex will unite them, ambition part them before true love is born between them at last.
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Magenta Man with Yellow Heart Magnetic Flexible Hook. This fun man in magenta figure has magnets on his back so simply stick on to any metal surface, then bend his arms and legs to create flexible hooks and use to store everything from keys to tea towels and most other things in-between
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WG Can't Claw Back $12M From Ponzi Plot: Neb. Fund Atty
Timothy R. Engler of Harding & Shultz PC LLO, who represents the Nebraska Investment Council, told Judge Barbara R. Kapnick during a hearing Tuesday that since the receiver essentially "steps into the shoes" of the defunct Connecticut-based trading firm, under New York's borrowing statute, the...
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Wednesday, April 25, 2012
Your Obama reelection cheat sheet
'm going to try to build a little cheat sheet that Nealz Nuze readers can use when then get into the inevitable arguments with voters involved in the national suicide pact to reelect Barack Obama. For the first portion of the cheat sheet I'm going to rely for the most part on some data gleaned from a column by U.S. News & World Report editor Mort Zuckerman.
Here are your talking points.
How about a job?
About 15 million Americans of working age have no job and are looking for work.
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Wednesday, April 25, 2012
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The Teacher as Servant-Leader
David W. Anderson, Bethel College (St. Paul)
Any Christian philosophy of education must begin with acknowledging God to be the Creator of all that is, and as the source of all Truth. All knowledge is derived from, or in some way related to, the Creator God. Three elements that inform our understanding of education are:
- our having been created in the image of God;
- the creation mandate; and
- the principle of stewardship.
The fact that humans are created in the image of God (Ge 1:26-27) sets the stage for our educability. Essential to our understanding of that image are such attributes as language (communication), reasoning, imaginative and creative ability, and the need for social relationships. The appetite to learn can be understood as a manifestation of our having been created in the image of God. The aspiration to know, explore, discover, invent, and discern the relationship and order in God's world is innate because of our having been created in God's image. That image remains despite the fall into sin.
The creation (or cultural) mandate, found in Genesis 1:28 and 2:15, is God's command to rule creation under his authority as landlord (Reichenbach & Anderson 1995), and to explore and develop creation, discovering the particulars and the possibilities of God's handiwork. In the words of J. I. Packer, "God made us with the intention that we should control our environment by harnessing and managing the forces of nature; thus our lives become an image of God's own lordship over all things" (1978:23). Through this mandate, God sanctified the exercise of those communicable attributes that are part of His image in us, making our quest for knowledge and understanding an act of obedience to God's command.
The biblical principle of stewardship emanates from this mandate and rests upon the knowledge that God is both Creator and Lord: the Owner of all has entrusted his domain to the care of those created in His image, who stand in His place. Our "subduing" or "ruling over" creation does not grant us arbitrary power, answerable to none. Rather, God has placed us in the position of working and caring for His world as co-regents with him (Van Brummelen 1994). Being stewards requires that we make wise and responsible use of what God has given–both in the world and in ourselves–with an attitude of guardians rather than owners. Caring for and developing our own intellectual, artistic, creative gifts is as much a part of being faithful stewards as caring for and developing the world. As Van Brummelen (1994) points out, the biblical picture of ruling and leadership always involves service; the authority God gave is to be lived only within servanthood (Walsh & Middleton 1984). "God has given us the business of stewarding for him, and he will call us to account for what we have done for him, for ourselves, and for that over which we rule" (Reichenbach & Anderson 1995:55).
These three elements (the image of God, the Creation Mandate, and the principle of stewardship) impact Christian teachers both inwardly and outwardly. Inwardly, teachers as image-bearers and stewards, seek to develop themselves and their own knowledge of God's world. Outwardly, they see their call to stewardship or responsibility to involve disciplining their students and encouraging students' endeavors to understand God's world and their place in creation.
The Christian educator's concern should be for the students' total development in all domains–cognitive, affective, physical, and spiritual. Within this framework, teaching is viewed as a form of Christian service or ministry, the purpose of which is to help individuals develop their full potential, discover their unique gifts and talents, and understand their responsibilities as stewards of what God has placed at their disposal, i.e., "to prepare God's people for works of service" (Eph 4:12). Being concerned with the total development and functioning of individuals, including those who have some impairment, disability or disorder, Christian educators follow the example of Jesus who was teacher, healer, and servant. While we may not be able to bring physical healing to the disabled as Jesus did, we can help students with disabilities grow within the limitations of their physical or intellectual capacity (perhaps even going beyond what we, or they, perceive those limitations to be), and to accept the handicapping condition as simply one aspect of who they are as individuals, as just another facet of their personhood.
The servanthood of the Christian educator is part of the ministry of reconciliation to which God has called us: reconciliation with God, with other humans, and with creation itself. Basic to that ministry is education about the world and its people as created by God, about redemption through Christ, and about helping people (with or without disabilities) become whole. As stewards, Christian educators serve God in obedience to His call to teaching and in the exercise of the teaching gifts he has given. They also serve society at large in helping to develop an educated and responsible people. Christian educators most directly serve those whom they teach, however, helping them grow and develop wholly. By fulfilling this calling, Christian teachers are faithful stewards of what God has entrusted to them while also helping their students become faithful stewards of all they have received from God.
The Teacher as Servant-Leader
Most people entering the field of education recognize that teaching is a service profession. The Department of Education at Bethel College acknowledged this in adopting for its programs in teacher education the organizing theme The Teacher as Servant-Leader, and stating its mission as preparing educational leaders for service in public and non-public schools. The concept of servant-leadership is modeled in scripture in the person of Jesus Christ who used terms like servant, salt, and shepherd to depict his ministry and ours. Though Lord of all, Jesus described his earthly ministry as one of service (Mt 20:28; Mk 10:45). Our attitude, said Paul, should be the same as that of Jesus who, though "being in very nature God, did not consider equality with God something to be grasped, but made himself nothing, taking the very nature of a servant" (Php 2:5-7). Peter also taught that we are to "live as servants of God" (1Pe 2:16) and to use the gifts we have received "to serve others" (1Pe 4:10).
The biblical teachings on living and loving; on relationships with God and others; on sin, grace, redemption, and forgiveness, all have direct relevance to the educational servant-leader. Scripture teaches that all persons are created in God's image and have inherent worth because of that image. Because all persons are image-bearers, Christian teachers must model respect for children and youth and consider their response to students in light of how Jesus would see them (cf. Lk 18:16).
Christians who function as educational servant-leaders regard teaching as a ministry or helping profession in response to God's call to serve and assist others to become all they are capable of becoming. Teachers are in a position to servant-lead others by helping to meet their students' developmental, intellectual, affective and spiritual needs. Their orientation toward others motivates them to use their gifts, talents, and abilities to help their students grow as persons. The philosophy of servant-leadership helps Christian educators maintain a focus on the needs of individual learners in order to help the students learn or discover methods that capitalize on their strengths while at the same time addressing their weaknesses. The desire is to servant-lead their students in such a way as to enable them to acquire academic skills, knowledge, and dispositions that will facilitate their growth and display the attitudes of discipleship and stewardship.
Although not professing a scriptural basis for his ideas, Greenleaf popularized the concept of servant-leadership through his book Servant Leadership: A Journey into the Nature of Legitimate Power and Greatness (1991). Greenleaf influenced the leadership style of CEOs and boards of trustees of several major corporations and organizations with whom he worked. In 1964, Greenleaf founded the Center for Applied Ethics, renamed in 1985 the Robert K. Greenleaf Center for Servant-Leadership (Spears 1995).
Spears' (1995) analyzed Greenleaf's idea of servant-leadership and identified ten key properties of the servant-leader. A Christian evaluation of the key principles reveals that they are consistent with biblical teaching. The ten key properties are
- listening, characterized by strong communication skills and an intense commitment to listening to others,
- empathy, shown in a deep understanding of others which communicates acceptance and recognition of their uniqueness,
- healing, demonstrated by seeking wholeness of self and others,
- awareness, both general and self-awareness,
- persuasion, attempting to convince rather than using one's authority to coerce when dealing with others,
- conceptualization, revealed by being able to see beyond the day-to-day problems or realities to envision long-term outcomes,
- foresight, illustrated by being able to understand past lessons, present realities, and the probable future consequences of decisions,
- stewardship, marked by dedication to serving the needs of others,
- commitment to the growth of people stemming from belief in the intrinsic worth of others and a commitment to their development, and
- building community among those who work in the institution by promoting positive interpersonal skills and relationships, and a spirit of interdependence.
Other writers have built on Greenleaf's ideas on leadership to distinguish between managing and leading. Genuine leadership, wrote Walters, is supportive: "It leads people: it doesn't drive them" (1987:11). Such leadership seeks to involve and encourage those who are led, attempting to strengthen them in their work, their creativity, and their own development as leaders (Walters 1987). Hawley described leadership as an act of giving: "Giving whatever the situation needs…. Giving yourself. Giving others the freedom to pursue their dreams. . . . giving heart-deep support for human dignity and excellence" (1993:172). Rieser spoke about "the servant within" (1995:49), characterized by the desire to help and to serve others. Similar to Greenleaf, Rieser stressed that servant-leaders can be identified by the consequences of their influence on others. Servant-leaders see themselves as stewards and ponder what they have been entrusted with and what they will hand on (Kiechel, 1995). Service, then, is an attitude that places others first:
People don't care how much you know until they know how much you care. . . . They want to know if you care about them as a person, if you care about helping them solve their problems. Then your knowledge and experience become important. (Bethel 1990:19)
Such leaders display qualities of supporting and enhancing others, inspiring creativity, and ensuring understanding. These are leadership skills that enable others "to invest in themselves and discover their own best" (Bethel 1990:115).
These notions of servant-leadership from the world of business have easy and direct application to the preparation of Christians to teach in public or non-public schools. Teaching must not be viewed as a managerial position involving directing others. Rather, Christian teachers, as servant-leaders, are servants first. While serving, they lead out of concern for the needs and welfare of their students. Qualities such as listening, empathy, healing, commitment, and building community are critical characteristics of Christians as educational servant-leaders.
The teacher as servant-leader moves away from a hierarchical view of leadership, the essence of which is taking charge. Instead, servant-leadership is relationship-oriented. Rather than being bosses, teachers travel educational roads with their students, as co-learners or co-investigators. This encompasses an egalitarian, rather than military, sense of leadership in which the teacher does not send, but goes alongside the learner on the educational journey. Liontos (1992) and Mitchell and Tucker (1992) referred to this as transformational leadership, leading to dual outcomes of student growth and teacher growth. Schools then become places of inquiry where activity centers around students and teachers learning together.
As Christian teachers display the properties of servant-leaders (e.g., building community, commitment, listening, healing, empathy), the current school culture may change. They break through the isolation of doing their own thing behind closed classroom doors. They may begin to champion inventiveness and creativity. They may avoid channeling students whose learning or behavior does not meet arbitrary standards into "special" education. Servant-leadership encourages collegial relationships and collaborative endeavors in serving students and their families. We daily experience the growing diversity of students, the increase of at-risk students which has resulted in a blurred distinction between general and special education, and the rapid expansion in information and technology. Such changes necessitate changes in schools and a new paradigm of the teacher. The teacher as servant-leader meets this need.
Conceptual Framework for the Teacher as Servant-Leader Model
As part of a Christian learning community at Bethel College, the Department of Education seeks to prepare educational leaders for service in public and non-public schools. In developing a conceptual framework for the teacher as servant-leader, five principles were embraced which draw upon current thinking in the field of education and are consistent with Christian ideals. Educational servant-leaders:
- possess a Christian worldview which is characterized by integrity and compassion,
- are reflective practitioners pursuing continued personal learning and professional renewal,
- are knowledgeable and competent in their subject matter,
- understand how students learn and develop and facilitate learning through effective teaching, and
- establish collaborative relationships with students, staff, parents, and community members of varying personality, racial/ethnic background, family characteristics, socioeconomic status, and ability.
- The remainder of this paper provides a brief explanation of these five principles.
Principle #1 The educational servant-leader's Christian worldview provides a strong moral framework
The Christian worldview begins with the Bible as "God's authoritative Word for life" (Van Brummelen 1994:25). This leads to the acknowledgment that God is Creator, and that all persons are created in the image of God and, therefore, have uniqueness, individuality, and worth. Although the five principles of the conceptual framework are not mutually exclusive, but inform one another, this first principle is particularly important in understanding the Christian teacher's role as servant leader. The Christian worldview gives direction to servant-leaders in their capacity as reflective practitioners and to their sense of professionalism and self-discipline. The biblically-based beliefs, values, and attitudes of the Christian educator provide a frame of reference that impacts "educational objectives, curricular decisions, the selection and handling of course content, teaching methods and student guidance" (Holmes 1995:ix).
Christian faith is relevant to all facets of human knowledge and experience, including the content of the curriculum. Christian faith is particularly germane to how one interacts with others, which is the primary focus of this principle of the teacher as servant-leader model at Bethel College. The Christian worldview provides a strong moral framework from which the teacher servant-leads others in an ethical, fair and respectful manner. This biblically-based worldview directs educational servant-leaders to display integrity, personal discipline, justice and compassion in their actions with others (students, parents, school personnel). They seek to model that moral and ethical framework in the decisions they make as part of their personal and professional activities, following the example of Jesus. Educational servant-leaders recognize and value democratic ideals that are consistent with Christian faith. They respect cultural diversity, and seek to develop skills and understanding, instill character, encourage responsible citizenship, and promote the attitude of stewardship and the value of life-long learning in their students.
Increasing violence and materialism, coupled with decreasing morality in the present society, have provided an incentive for educators to suggest the need for a "curriculum of care" and to issue a new call for "character education." Noddings (1992, 1995) and Charney (1991), for example, have written about the need to organize the curriculum around themes of care–"caring for self, for intimate others, for strangers and global others, for the natural world and its non human creatures, for the human-made world, and for ideas" (Noddings 1995:675). While character education is something that can be taught (Kilpatrick, 1992; Lickona, 1991), it begins when teachers themselves model moral character. Character education has been referred to as a process rather than a program, an ethos or character of the school (Character Education: A Gift to Students, 1996). Christian educational servant-leaders are able to establish such an ethos within their classrooms as they live out the Great Commandment: "Love the Lord your God with all your heart and with all your soul and with all your mind . . . and . . . love your neighbor as yourself" (Mt 22:37-39). Christians exhibit the character of God as they demonstrate the fruit of the Spirit (Gal 5:22-23).
Christian teachers significantly impact their students through the instructional decisions they make; the attitudes they communicate toward and about students, their families, the school, and the community; and in the relationship they establish with their students. In short, they reflect the person of Christ in their interactions with students and others. Individual morality is the basis of a civilized society, particularly a democratic society. Since education affects the life of each person in our society, educational servant-leaders who display and teach a strong moral framework based on Christian truth are critical to the future of our society. The epitome of this moral framework is the concept of agape love and caring.
Such Biblical love characterizes classrooms that are alive. . . . It means classrooms filled with a mutuality of care and respect, with constructive and fair relationships, with teachers driven by a deep desire to do everything possible to help children be and become what God wants them to be. It means providing a spectrum of learning activities suited for students with diverse learning styles. It also means using assessment and evaluation practices with such variety that every student can shine in at least one or two types. It means giving students meaningful responsibilities and trusting that they will fulfill them unless contrary evidence suggests they need help and direction. It means choosing curriculum content that deals with issues of strategic importance to our Christian community and to our culture, issues where our love can make a difference. (Van Brummelen 1994:38)
A Christian worldview which provides a strong moral framework characterized by integrity and compassion is foundational to being an educational servant-leader.
Principle #2: Educational servant-leaders are reflective practitioners
Effective practitioners critically reflect on the academic content they teach, on content-specific pedagogy and curriculum, on general pedagogical matters including knowledge of the learners themselves, on collaborative relationships, and on the moral framework (including personal and social values) with which they approach their function as teachers/servant-leaders. Reflectivity is part of the servant-leader's professionalism (Schon 1983). From reflective questioning comes recognition of the need for continued personal and professional growth. Servant-leaders consider the social and spiritual contexts of education and reflect on their actions, their students' response, and the role of education in preparing an effective and responsible citizenry for participation in the local and global community. A further consequence of this reflectivity is a commitment to continue the process of acquiring and using pedagogical and subject matter knowledge on behalf of the students, while also seeking to advance their own understanding of God's world.
Schon (1987) described two aspects to being a reflective practitioner. One aspect is that teachers reflect on what they have done in the teaching act and consider the response of the students (reflecting on action). Evaluation of a lesson taught exemplifies this aspect of reflection. The second aspect Schon calls reflecting in action; i.e., pausing in the midst of a lesson to think about the variables and making spontaneous adjustments as needed to facilitate learning. These elements of reflection enable teachers to gain added insight into their own understanding of the content being taught and the relationship of ideas, concepts, and facts, as well as to experiment with new ways of presenting instruction. "Through reflection, we develop context-specific theories that further our own understanding of our work and generate knowledge to inform future practice" (Killion & Todnem 1991:14). Reflective decision makers are "motivated to analyze a situation, set goals, plan and monitor actions, evaluate results, and reflect on their own professional thinking. As part of this process, the teachers consider the immediate and long-term social and ethical implications of their decisions" (Colton & Sparks-Langer 1993:45).
Becoming a professional educator is an ongoing process that continues throughout one's career. Critical reflection enables educational servant-leaders to advance their own growth. They will realize their need for continued education and skill development, and learn from (and with) their students. Such reflectivity is particularly important given the increased multicultural nature of schools. As educational servant-leaders, we are called upon to work with diverse students, families and colleagues of varying cultural and racial/ethnic backgrounds. To be effective, the reflective practitioner considers the impact of teaching decisions on all students, making necessary accommodations or adaptations to capitalize on students' strengths.
Principle #3: Educational servant-leaders are knowledgeable and competent in subject matter
This aspect of the model of education focuses on the three categories of content knowledge identified by Shulman (1986):
- subject matter content knowledge,
- curricular knowledge, and
- subject matter pedagogical knowledge.
Subject matter content knowledge refers to mastery of the facts and concepts of a domain. It involves understanding the structure and interrelationships of concepts, topics and ideas that make up the domain of study, along with the relevant multicultural perspective. Why something is deemed warranted or worth knowing, and knowing which elements can be omitted without damaging the integrity of the discipline is also part of subject matter content knowledge.
Curricular knowledge refers to understanding the design and content, origin and purpose of the curriculum for a domain of study. Beyond "scope and sequence," this entails awareness of the range of programs designed to teach a particular topic or subject at a given level, and knowledge of the variety of instructional materials available for the domain. Also included is understanding characteristics that indicate or contra-indicate use of specific curriculum or program materials in a particular situation, and making appropriate educational decisions based on that understanding.
Subject matter pedagogical knowledge relates to how ideas within domains are represented and made comprehensible to students. Educational servant-leaders seek to understand what makes certain topics easy or difficult for individual learners to comprehend, in order to accommodate the varying learning styles, cultural and experiential backgrounds, and abilities of their students. This is much as Jesus accommodated his message and approach to individuals to whom he ministered and as Paul became all things to all people (1Co 9:22). Knowledge of subject matter pedagogy allows educational servant-leaders to choose strategies that will help students reorganize their understanding of subject material and assimilate new ideas.
As reflective practitioners operating from the ethic of Christian love, educational servant-leaders consider the response of their students to their teaching, and seek to expand their knowledge of teaching methods, strategies, and technological advances appropriate to their discipline in order to be able to adapt instruction to their students. At the same time, their pursuit of personal learning and professional renewal causes educational servant-leaders to remain current in their discipline and to further their understanding of the relationship of their particular field of study to other "bodies of knowledge."
Principle #4: Educational servant-leaders understand how students learn and develop, and facilitate student learning through effective teaching
Knowledge of principles of typical and atypical human development, of individual learning styles, and of learning and motivational theory are all crucial to the effectiveness of servant-leaders as they seek to provide their students with age- and developmentally appropriate educational activities. Educational servant-leaders recognize the effect of cultural, familial and environmental factors on their students' development and ability to process and benefit from formal and informal learning experiences. Awareness of and respect for individual differences is important in enabling educational servant-leaders to adapt, design and evaluate developmentally appropriate curriculum that is sensitive to multicultural, gender and ability issues.
The attitude of servant-leadership is reflected in the role Christian teachers assume in approaching their students. Rather than view themselves experts who possess knowledge the students must reproduce, teachers as servant-leaders, out of the love and servanthood that stems from their Christian worldview, seek to lessen their own importance while enabling their students. While not totally relinquishing the authority that goes with the position of teacher, educational servant-leaders seek to encourage their students' development. Servant-leaders' commitment to the growth of students implies a desire for their students to display stewardship in the decisions they make and in how they work with and care for their environment. Thus, teachers as servant-leaders must be flexible in their planning and must give students some "authority" by inviting them to take ownership of their own learning.
Recognizing that knowledge is not something passively received, teachers as servant-leaders see themselves not as dispensers of knowledge, but facilitators. They provide materials and incentive for new learning, create cognitive conflict for their students, and encourage student experimentation and involvement in the learning activities. Christian educational servant-leaders attempt to fashion the curriculum and design activities to further students' understanding of God's world and their appreciation of the awesomeness of the Creator. Effective facilitation of student learning means assisting students to actively work with new ideas or knowledge. The relational quality of servant-leadership is seen as the teacher works or studies alongside the students. The constructivist view of teaching/learning (Brooks & Brooks 1993) is consistent with the teacher as servant-leader. Servant-leaders guide rather than direct student activity, treat students as works in progress rather than completed products, and look for what their students can generate, demonstrate and exhibit rather than what they can repeat.
This principle also deals with the more pragmatic aspects of teaching. Effective schools are characterized as having a well-articulated instructional focus, providing a safe and orderly climate for teaching and learning, holding high expectations for students' success, regularly monitoring students' achievement, and actively involving students in their own learning and construction of new (to them) ideas or knowledge (cf. Block, Efthim & Burns 1989; Brophy & Good 1986; Davis & Thomas 1989).
Pivotal to being a servant-leader is the Christian teacher's ability to create a positive learning environment that provides a sense of physical and psychological safety and models the community of love, an increasingly important concern in many or America's schools. Aside from practicing effective classroom and instructional management techniques, community building requires that educational servant-leaders understand and accept the diversity of their students and accommodate their teaching to the students' cultural and experiential backgrounds, interests, needs, learning styles, and developmental and ability levels. Teachers draw on this knowledge when reflecting on their teaching and curriculum and decide what pedagogical approach to use with their students (and further reflect on the effectiveness of the chosen approach).
Knowing each student and adapting instruction to the student's needs, developmental level and individual learning style are crucial components of the teacher as servant-leader paradigm and exhibit several key properties of the servant-leader such as listening, empathy, healing, and awareness. Greenleaf (1991; Spears, 1995) identified these components. The components also model the approach which Jesus, the Master Teacher, demonstrated with his disciples and others with whom he came into contact during his earthly ministry.
Principle #5: Educational servant-leaders establish collaborative relationships
The concerns of love and community building require that educational servant-leaders understand the necessity of working collaboratively and cooperatively with students and their families, with school staff and colleagues, and often with community resource persons or agencies, especially as the "at-risk" population continues to increase and as teachers encounter greater cultural and economic diversity in the schools. Team teaching becomes critical, partly as a result of greater interest in including students with disabilities in the least restrictive/most normal setting. Further impetus for collaboration stems from the growing interest in site-based management and issues of professionalism, and the trend toward more complex forms of instruction such as those involved in active and cooperative learning strategies (Pugach & Johnson 1995).
Welch and Sheridan (1995) define collaboration "as a dynamic framework for educational efforts that endorses collegial, interdependent, and co-equal styles of interaction between at least two partners working jointly together" (11). The partners in this collaboration may be two or more teachers, a teacher and student(s), or students working together on a project or assignment. These authors see collaborative educational partnerships as benefiting the classroom, the school, the home, and the community. Effective educational servant-leadership necessitates competence in collaboration in order to build a "community of learners . . . that embraces the diversity of cultures and languages" found within the school and which "promotes a positive sense of personal identity and thus greatly enhances the possibilities for academic success" (McCaleb 1994:xii).
Building community, a key property of servant-leadership, requires collaborative endeavors that seek to establish connections between home, school, community, nation and world. The rapid and continuing expansion of knowledge and technology necessitates cooperative teaming among teachers and collaboration with what has traditionally been seen as external to the educational system (for example, business and industry, social service agencies, government, higher education) in order to develop curricula which have a global and interdisciplinary focus and which will prepare students for living in the 21st century. Continued reflection on teaching and schooling is necessary as Christian servant-leaders pursue responsible stewardship in the use of their gifts and in their work with and care for the world (including their students), and as they encourage the attitude of stewardship in their students.
Implementation of the Teacher as Servant-Leader Model
Each of the five principles of the conceptual framework described above draws from relevant knowledge bases that contribute to current educational philosophy and best practices. Included in these knowledge bases are reflective practices; the social, historical, and philosophical context of education; typical and atypical human development; learning and motivational theory; learning styles; general pedagogical principles; multicultural awareness and sensitivity; and interpersonal and communication skills.
Key performance outcomes and descriptors for each component of the conceptual framework are presented in the Appendix to this paper. Each course in the teacher education programs at Bethel College has been linked to these key performance outcomes, and the manner in which the outcomes are developed and assessed have been identified to assure that coherence exists between the conceptual framework and student outcomes, courses, field experiences, instruction, and evaluation. As the principles of the teacher as servant-leader are explicated in the courses, modeled by college faculty, and practiced by the teacher-education students, future teachers learn how to teach/lead in a Christ-like manner, and recognize the integration of effective teaching practices and biblical principles. Obviously many of the principles of servant-leadership can be emulated by anyone in the education profession. They can be best exemplified, however, by Christian teachers whose lives are characterized by the attributes of love, joy, peace, patience, kindness, goodness, faithfulness, gentleness and self-control (Gal 5:22-23), and who model the servant-leader attitude of Jesus Christ.
Bethel, S. 1990. Making a difference: Twelve qualities that make you a leader. New York: Putnam.
Block, J., H. Efthim & R. Burns 1989. Building effective mastery learning schools. New York: Longman.
Brooks, J., & M. Brooks. 1993. In search of understanding: The case for constructivist classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.
Brophy, J. , & T. Good. 1986. Teacher behavior and student achievement. In M. C. Wittorke (Ed.), Handbook of research on teaching, 3rd ed., pp. 328-375. New York: Macmillan.
Character education: A gift to students. 1996. Education Update 38(3): 4.
Charney, R. 1991. Teaching children to care: Management in the responsive classroom. Greenfield, MA: Northeast Foundation for Children.
Colton, A., & G. Sparks-Langer, G. 1993. A conceptual framework to guide the development of teacher reflection and decision making. Journal of Teacher Education 44(1):45-54.
Davis, G., & M. A. Thomas. 1989. Effective schools and effective teachers. Boston: Allyn & Bacon.
Greenleaf, R. 1991. Servant leadership: A journey into the nature of legitimate power and greatness. Mahwah, NJ: Paulist Press.
Hawley, J. 1993. Reawakening the spirit in work. New York: Simon & Schuster.
Holmes, A. 1995. Foreword. In D. C. Elliott (Ed.), Nurturing reflective Christians to teach: A valiant role for the nation's Christian colleges and universities (pp. ix-xi). Lanham, MD: University Press of America.
Kiechel, W. 1995. The leader as servant. In L. C. Spears (Ed.), Reflections on leadership: How Robert K. Greenleaf's theory of servant leadership influenced today's top management thinkers (pp. 121-125). New York: Wiley.
Killion, J., & G. Todnem 1991. A process for personal theory building. Educational Leadership 48(6): 14-16.
Kilpatrick, W. 1992. Why Johnny can't tell right from wrong: Moral illiteracy and the case for character education. New York: Simon & Schuster.
Lickona, T. 1991. Educating for character: How our schools can teach respect and responsibility. New York: Bantam Books.
Liontos, L. 1992. Transformational leadership. ERIC Clearinghouse on Educational Management, Eugene, OR. (ERIC Document Reproduction Service No. ED 347 636)
McCaleb, S. 1994. Building communities of learners: A collaboration among teachers, students, families, and communities. New York: St. Martin's Press.
Mitchell, D. & S. Tucker. 1992. Leadership as a way of thinking. Educational Leadership 49(5):30-35.
Noddings, N. 1992. The challenge to care in schools. New York: Teachers College Press.
Noddings, N. 1995. Teaching themes of care. Phi Delta Kappan 76(9):675-679.
Packer, J. 1978. Knowing man. Westchester, IL: Cornerstone Books.
Pugach, M. & L. Johnson. 1995. Collaborative practitioners, collaborative schools. Denver: Love.
Reichenbach, B. & V. Anderson. 1995. On behalf of God: A Christian ethic for biology. Grand Rapids, MI: Eerdmans.
Rieser, C. 1995. Claiming servant-leadership as your heritage. In L. C. Spears (Ed.), Reflections on leadership: How Robert K. Greenleaf's theory of servant leadership influenced today's top management thinkers (pp. 49-60). New York: Wiley.
Schon, D. 1983. The reflective practitioner: How professionals think in action. New York: Basic Books.
Schon, D. 1987. Educating the reflective practitioner. San Francisco: Jossey-Bass.
Shulman, L. 1986. Those who understand: Knowledge growth in teaching. Educational Researcher 15, 4-14.
Spears, L. 1995. Servant-leadership and the Greenleaf legacy. In L. C. Spears (Ed.), Reflections on leadership: How Robert K. Greenleaf's theory of servant leadership influenced today's top management thinkers (pp. 1-14). New York: Wiley.
Van Brummelen, H. 1994. Steppingstones to curriculum: A biblical path. Seattle: Alta Vista College Press.
Walsh, B. & J. Middleton. 1984. The transforming vision: Shaping a Christian worldview. Downers Grove, IL: InterVarsity.
Walters, J. 1987. The art of supportive leadership. Nevada City, CA: Crystal Clarity Publishers.
Welch, M. & S. Sheridan. 1995. Educational partnerships. Fort Worth, TX: Harcourt Brace.
The Teacher as Servant-Leader: Key Performance Outcomes and Descriptors
1. Educational servant-leaders whose Christian worldview provides a strong moral framework characterized by integrity and compassion are teachers who:
Provide dedicated service to others: Act and respond to needs of others; demonstrate interest in student holistic well-being; provide opportunities for students to fulfill their potential.
Demonstrate ethical decision making: Identify pertinent ethical issues; articulate and apply ethical principles (e.g., love [seeking the good of others], fairness, justice).
Treat others with fairness and respect: Demonstrate acceptance of others and an open mind to the ideas of others; treat each person as having uniqueness, individuality and worth.
2. As reflective practitioners pursuing continued personal learning and professional renewal, educational servant leaders:
Engage in ongoing reassessment of their personal role as educators: Articulate a personal philosophy of education; have an awareness of own teaching/learning style; recognize the influence on themselves of culture, family, personal style, and ability.
Reflect on professional practice and the underlying assumptions: View themselves as professionals and communicate to others what teaching as a profession involves; evaluate effects of choices and actions of students, parents, other professionals; actively pursue professional growth opportunities.
Cultivate a broad perspective about education in its social context: Maintain current understanding of the interaction of education and society; evaluate educational decisions in light of historical perspectives, current trends, and surrounding circumstances.
Model the value of continued personal learning and professional development: Show enthusiasm for their discipline and see its connection to everyday life; reflect upon their own strengths and areas for growth, and use that knowledge to make decisions about continuing personal and professional development; model life-long learning to their students.
3. Being knowledgeable and competent in their subject matter, educational servant-leaders:
Demonstrate appropriate content skills and knowledge: Demonstrate skills appropriate to the content area; seek to understand the content, scope, and structure of a specific body of knowledge; have a sense of personal scholarship through concentrated subject matter study; seek to keep abreast of current information in the particular field of study.
Think critically and reflectively about current research, theory, and practice specific to their subject matter: Within their discipline, examine different viewpoints and theories, analyze different methods of inquiry, and evaluate methods of instruction and developing information.
4. From their understanding of student learning and development, to facilitate learning through effective teaching educational servant-leaders:
Create and maintain a positive learning environment within the classroom: Provide clear and appropriate behavioral expectations and establish corresponding rules and routines; exhibit awareness of simultaneous classroom activity; reflect on possible causes of student misbehavior and employ strategies to promote a more positive climate; recognize and promote opportunities for growth of self-discipline in learners; model respect, enthusiasm, self-discipline, and consistency of intention and action.
Adapt, design, and evaluate developmentally appropriate curriculum which is sensitive to multicultural, gender, and ability issues: Design curriculum which reflects the cultures of our diverse society; design or adapt the curriculum to accommodate students with differing backgrounds, learning styles, and learning rates; apply current theories about typical and atypical human development to the choice of classroom learning experiences and instruction.
Design appropriate learning outcomes: Reflect on the nature of the subject matter, community, school and parental expectations, personal philosophy, and students' needs and interests in setting goals; use learning objectives to plan curriculum and select appropriate resources, activities and strategies; state clear curriculum outcomes/objectives that are realistic and attainable; communicate the goals and purposes of learning to students and parents.
Make teaching decisions based on assessment of student learning: Use a variety of assessment strategies and tools to measure student progress; modify curriculum, objectives, plans, teacher behavior, and instructional strategies based on observation and assessment of student performance.
Use a variety of teaching strategies to accommodate diverse backgrounds, interests, and needs of students: Select a variety of teaching methods based on current learning theories; use strategies shown by research to be consistent with effective teaching; incorporate available resources and technology to enhance instruction in their field of study.
Actively involve students in their own learning: Maximize learner participation through a variety of strategies (e.g., questioning, journaling, role play, group work, etc.), and modify approaches as needed to increase student involvement; teach and model critical thinking skills, problem solving strategies, and reflection; promote students' awareness of growth by providing support, feedback, and the opportunity to assess their own learning; assist students in developing learning strategies and independent study behaviors.
Are resourceful and creative in meeting the needs of students: Foster and model creativity in teaching and learning; become familiar with resources of school, parents and community to assist in delivering instruction appropriate to students' needs.
Communicate effectively: Demonstrate effective listening, verbal and non-verbal, and presentation skills; seek to understand and to be understood.
5. As teachers who establish collaborative relationships with students, staff, parent, and community members of varying personality, racial or ethnic background, family characteristics, socioeconomic status and ability, educational servant-leaders:
Relate positively with students having varying needs, abilities, and learning styles, including children with special needs: Model and encourage an accepting and respectful attitude of community within the classroom; recognize strengths and contributions of each student; acknowledge that everyone can learn and make appropriate accommodations to the needs, abilities, and learning styles of individual students.
Contribute in a positive manner to the school climate: affirm students and staff; demonstrate enthusiasm; Seek to do more than the minimum (desire to do the best job possible); promote physical and psychological safety in school environment; support the school in the community; work for consensus with fellow staff and school families.
Serve as a resource and referral agent to students, parents, other professionals, and outside agencies: Establish rapport and partnership with parents/caregivers; demonstrate proper use of internal processes for consultation, pre-referral and referral; know procedures for referral to service agencies and consult and collaborate with them; participate as team members in providing assessment and services; adhere to data privacy laws.
Deal sensitively with families from diverse backgrounds with varying belief systems: Invite and welcome participation by family; communicate the importance of family/school cooperation; act in a fair and impartial manner; demonstrate an understanding of the cultural context of each family; communicate with parents in a manner sensitive to each family's situation.
Work positively with school personnel: Communicate concerns and confront issues in a positive and collaborative manner; seek to collaborate with others in problem solving/decision making; seek to build positive relationships by respecting and affirming others; communicate effectively with school personnel; take initiative/responsibility for problem solving; maintain a service orientation; maintain confidentiality.


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Youth Summer Fun Pass For Buses and NM Rail Runner Express: Ages 10-18
The Albuquerque Youth Summer Fun Pass is great for wheeling around this summer 2013, with local attractions and leisure discounts too. Shame it's only for youngsters, but I don't think that even with a miracle moisturizer I'd pass for 18.
This transportation pass used to be called the ABQ RIDE Summer Fun Bus Pass, but now the pass has been extended from just the ABQ RIDE buses. The new Youth Summer Fun Pass for summer 2013 also includes Rio Metro buses, the New Mexico Rail Runner Express, and Santa Fe Trails buses.
The pass costs $15 and it gives unlimited rides to students ages 10 – 18 until July 31, 2013.
PLUS they get discounts with pass partners:
- Cliff's Amusement Park – $5 discount on admission
- ABQ BioPark BOGO deal – Buy one BioPark pass and get another one of equal or lesser value free
- City of Albuquerque Swimming Pools – Get 10 free admissions
- Hinkle Family Fun Center BOGO Deal – Buy one regular price attraction and get another one of the same attraction free. Each person can claim one BOGO free deal per visit, per day.
- iT'Z-Family Food & Fun – Buy $5 in game points and get $5 in game points free.
- Maxwell Museum of Anthropology free admission. I'm a bit confused by that one as I thought the Maxwell Museum was free anyway!
The Rio Metro and New Mexico Rail Runner Express website at this link also has a giveaway drawing to win two Pitbull & Ke$ha concert tickets for the concert on June 20, 2013 at Isleta Amphitheater. Online entry must be made by June 15, and although entry is free and no purchase is required, if you do buy or already have a Youth Summer Fun Pass, you get two entries to the drawing!
The drawing is for age 18+ only, which baffled me for a moment, but there's a space on the entry form for a parent or legal guardian aged 18+ to enter on behalf of a youngster with a Youth Summer Fun Pass!


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You don't know me. We've never been introduced. Your daughter and my son share a third grade classroom and recently, my son came home and during our post-school chat, he told me your daughter had called him a nerd at recess time. I was a) not at all surprised; b) totally prepared to handle the discussion with him; and c) sad for your kid.
What you probably don't know is that I stand outside the school every day waiting for my son to emerge from the place he spends the better part of each weekday. He's totally capable of walking himself home, but he's my last child and quite frankly I miss the heck out of him when he's at school. So while I'm waiting for the bell to ring, I people watch and pay close attention to what the other kids are saying and doing, mostly because I used to be a teacher and I really miss being around these kids' energy.
A few times last week, I saw one of your older sons waiting for your daughter to come out of school. He had that swagger that fifth grade boys love to display as they are ending their time at elementary school. Then he got right in your daughter's face and yelled at her about something I couldn't get close enough to hear. I didn't need to be an expert at body language to know that whatever it was he said, made her really sad. Then, I watched your sons walk toward your house with your daughter trailing behind, looking dejected.
That brief interaction told me pretty much everything I needed to know about why your sweet-faced little girl feels compelled to call my boy a mean name.
I'll tell you a little bit about my boy: he's sweet, goofy and wears glasses. He is obsessed with space and nature, and still hasn't learned how to ride his bike. He gets mad when people cheat. He crushes on a new girl just about every month. It has never occurred to him to be mean to another human being. He just doesn't have it in him. He has older siblings, just like your daughter, who likely have called him worse names than "nerd." But here's my strategy: I take the time to listen, and observe what my kids are saying not only to each other, but to their classmates and friends as well. Not a day goes by in this house where I don't have to correct somebody's behavior. Teaching them all to be respectful and accountable for the words they say is not easy, it's not fun, and it can get downright tedious, especially when you add teenagers to the mix. (Just wait lady--your turn is coming.)
I don't pretend to have all the answers (any?) when it comes to parenting, but sometimes I wish I could be the fly on the wall at your house. I've seen your husband and I know you have three kids like me--two boys and a girl. I'm curious to know what your dinnertime conversations are, or if you're like us and sit-down dinnertime is mostly a fantasy. Do you and your husband talk respectfully to your kids? Does your husband speak to you the way your son yells at your daughter?
So, no, I'm not at all surprised when my boy gets called a name at school. Most parents think it's a rite of passage, and thank goodness I have the skills to turn these discussions with him into teachable moments. My boy will not be scarred by kids like yours; he has amazing coping skills and parents who listen and care and spend time talking with him. I've almost got him convinced that being a nerd can be a good thing--it just means you're really smart.
The kid I'm worried about is yours. As far as I know, you have just one girl. Might I make a suggestion? Walk up to school one day and get her. Ask her how her day was, and listen to the answer before you pile all the kids and the dogs and the sports equipment into the car and hit the road for yet another lacrosse or baseball or soccer game. Maybe don't let your older son get right in your daughter's sweet face and make her feel bad about herself. Because one day, that guy could be her boyfriend, or her husband. Take a few minutes to tell her and show her that's she's awesome and totally worth your time. Help her to feel good about herself so that she doesn't need to call other kids names. Then maybe one day, when she's old enough to settle down, she'll be lucky and find a boy like mine.
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text:
Results 1 to 5 of 5
Thread: software fan control
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01-22-2003 #1
- Join Date
- Jan 2003
- Posts
- 1
software fan control
i would know if is possible setting the fan speed on a laptop.
iam runnig an home coocked kernel 2.4.20 with acpi support enabled (and finally i can ear my laptop playing music),
now the second problem is the fan alwais sound-speed rotating
can I disable or set the speed of the fan via software:
- accessing the bios?
- through acpi functions?
- something else?
laptop is FIC 380 A
my chipset is: Via Apollo pro 133A
any suggestion is welcome
and thanx in advance for response
email giggione666@liberoNO_SPAM.it
01-22-2003 #2
- Join Date
- Jun 2002
- Location
- San Antonio
- Posts
- 621
look into lm_sensors. You need to patch your kernel, but I have it working relatively well. By working I mean it will tell me the fan speed, I don't know how to set it offhand, but that is another day.I respectfully decline the invitation to join your delusion.
01-22-2003 #3
- Join Date
- Oct 2001
- Location
- Täby, Sweden
- Posts
- 7,578
I'm not sure if it's possible to set the fan speed. As far as I know, laptop fans are usually just wired to some solid state thermostat or something. Anything else is probably vendor-specific, so I suggest that you talk to your laptop manufacturer for info on their fan.
01-22-2003 #4
- Join Date
- Jul 2002
- Location
- Daytona Beach, FL
- Posts
- 487
and on top of that you want to be careful messing with that - overheating is badmajorwoo
Quiet brain, or I\'ll stab you with a Q-tip.
12-17-2007 #5
- Join Date
- Dec 2007
- Posts
- 10
ungh, tell me about it... overheating = anger issues
i seem to remember seeing some commands to view fan speed and cpu temp... been tryin to find them for a while now, again...
i have an hp zd8000 upgraded...
3.4 ghz
2 gigs ram
256 video
an 8x dvd rw drive that burns blank cds and dvds (by burns blank, i mean, once its done burning, the disc is blank)
60 gig hdd
and thats about it for stuff that makes excessive amounts of heat
im lucky to get a good 30-50 minutes WITHOUT overheating
i deal with it by leaving a window open...
its december, average temps around 10 farenheit
i would not suggest doing this, as it gets very cold, and it only doubles my uptime
my suggestion, check your manual, crack it open, and dust it out
i just found mine, but i dont have any paper to print out the sections that show how to dismantle it and im too lazy to go get paper...
its like ten degrees out there!
sorry for reviving this... stumbled upon it via google, wanted to reply, and didnt notice the post dates until i submitted


text: My son started his freshman year of college last fall. He turned 18 in July before going off to school (at a Big 10 university). Never had any drug/alcohol issues while in high school. Side note: his dad and I are divorced but have a very good relationship. I'll list the issues since started college: First semester issues that I'm aware of: 1.) In Oct. 2010 he was arrested for possession of marijuana. (had court appointment. atty--charges were dropped and he paid court fees $60) 2.) Later that fall he got an alcohol violation for have it in his room. ($700 fine) 3.) He got a "D" in a class of "unintentional plagiarism." (That was the official ruling, don't really understand what that is.) Second semester: 1.) A second alcohol violation in room resulted in a choice of another fine or moving out. His dad and I made him move out of the dorms and in with his dad who live just 3 miles from the campus. 2.) Another D for failing to attend discussion groups for one of his classes. He didn't think it mattered if he went. 3.) Two days after returning home for the summer, I find a joint hidden in his room along with paraphernalia (a cutter, papers, and most concerning - a paper towel tube stuffed with scented dryer sheets to mask the smell of smoking in the house. 4.) Lost his summer job because he failed the drug test. AND two nights ago he was pulled over for "no reason". The cop made him blow in the tube and he register a zero for alcohol. The cop then suspected weed, said the car smelled of weed, said my son's eyes were red, his knees were shaking, all signs of being high. My son passed the sobriety test except for the shaky knees (of course he was scared out of his mind). The cop put my son in handcuffs, impounded MY car and took my son to the hospital for drug tests. We have to wait 2 months before we get the results and know if he'll be charged with anything. We do know that it will come back positive for weed. Son says he smoked the night before the incident, but not that night. True?? I don't know. Question? What the heck do I do with this kid? Clearly pot is having an unbelievably negative impact on his life, yet he says it's "fun" and he doesn't know if he'll stop. AFTER 2 ARRESTS--doesn't know if he'll stop! Here's the irony: he's a very respectful responsible kid at home. He cleans his room and makes his bed everyday. He's up by 9 or 10, showered. He's nice to me and everyone in the family. Other than these obvious issues, I would NEVER suspect anything was going on. So his dad and I are at an absolute loss of what to do. We are thinking we may make him take a year off of college...but then what could he do? He may not be able to get a job because he can't pass a drug test. Of course he's just like a lot of kids who say pot isn't as bad as alcohol and it should be legal. I don't know because I've never smoked pot. I really don't know what to say to that other than that's irrelevant because it IS illegal and "you've been arrested twice because of it!" Any insight would be greatly appreciated. Or any advice and where to seek help would be great too!