text:
Looking for an IB private school? Consider The York School, a coed JK to grade 12 school in Toronto offering the International Baccalaureate curriculum.
The International Baccalaureate (IB) was first established as a two-year advanced secondary school curriculum, the successful completion of which earned students the IB diploma. Then as now the curriculum requires that students complete a course of study in six core subject areas (language and literature, language acquisition, individuals and societies, sciences, mathematics, and the arts) write an essay of up to 4000 words, and sit standard, externally assessed exams. Students are also required to complete two formal projects and a minimum of 50 hours of community service. All requirements exceed those of high school diplomas offered by the provincial boards across Canada—in all ways, the IB diploma is a high school graduation diploma and then some.
In the decades since it began, the IB program has been expanded to include the primary and middle school grades, as well as a career program for students in the senior grades. All are intended to provide a unique, international take on core studies, while also providing a foundation for secondary and post-secondary instruction. As such, the curriculum is managed and administered to provide a well-rounded, high quality, advanced course of study that delivers the core material while challenging students to apply their knowledge and skills through collaboration, discussion, and communication.
Accreditation is granted through the International Baccalaureate in Geneva, Switzerland. The term "International Baccalaureate" is used generically, and can refer to the organization, the degree, or the degree programs. Prior to 2007 the main accrediting body was known formally as the International Baccalaureate Organization (IBO), though since then is known as, simply, the International Baccalaureate.
Schools intending to offer an IB program undertake a 3-4 year authorization/accreditation process, with timelines depending on when a school begins its formal academic year. Every school accredited to offer any of the four core IB programs is known as an IB World School. Any school that is engaged in the process of accreditation is known as an IB Candidate School.
All accredited schools take part in an ongoing process of review and development. In some cases that process is supported and/or facilitated by sub-regional organizations, one example being the International Baccalaureate Schools of Ontario (IBSO). However, accreditation is only available through the central accrediting body.
The International Baccalaureate was founded in Geneva, Switzerland, in 1968, where it remains headquartered today, with additional offices in the UK and the Netherlands. The intention was to "provide an internationally acceptable university admissions qualification suitable for the growing mobile population of young people whose parents were part of the world of diplomacy, international and multinational organizations."
At the outset, the IB Diploma Program was created for students 16-19. It was first envisaged as a diploma that would be recognized at universities around the world, and would be recognized as academically rigorous. The curriculum was written with that goal in mind.
Since, the IB curriculum has been expanded with the creation the IB Primary Years Program (PYP) and the IB Middle Years Program (MYP). The PYP was created for students between the ages of 3 and 12, and the MYP for students 11 to 16. The Career-related Program (CP) was added in 2012, and uses the framework and values of the IB diploma program to address the needs of students ages 16-19 in a career-related course of study. To complete the CP students take a minimum of two IB Diploma Programme (DP) courses, a core program consisting of four components, including a career-related study, and sit standardized exams.
Schools that offer IB programs for all age groups, beginning with the primary years and culminating in the secondary diploma, refer to themselves as IB Continuum Schools. Schools typically develop the IB continuum over time, adding programs as the school grows, and in response to the needs of the student population.
At all levels, the curriculum is organized around six interdisciplinary themes, all developing students' understanding of who they are, their place and time, and how their life intersects with the lives of others, both locally and beyond. The core curriculum—language, math, science, physical education, arts, and social studies—is taught through the lens of those cross-curricular themes.
Marshall McLuhan coined the term "global village" in 1962 in his book The Gutenberg Galaxy. The term gained traction because of the growth in multinational corporations and organizations, and also because it reflected the spirit of the time, given the exponential growth in air traffic (and, later, the internet). There was a growing awareness that students would increasingly live in a multinational, multicultural world, with professional and personal lives that crossed borders and cultural boundaries. Likewise, it was surmised that communities of interest would develop independent of the local communities that students lived within—the community of physicists, for example, would be a global one, rather than associated with specific local communities.
It was out of that conception that International Baccalaureate was founded in the late 1960s. It would offer a diploma that was as mobile as the students who would earn it, and would be recognized readily by universities around the world. And, indeed, that's exactly what the IB has become.
While rigor was important—students with the IB could be counted on to have a strong basis in language, math, and science—so was the kind of learner that the IB could develop. In addition to the core curriculum, students would be required to gain a meaningful sense of global issues, economy, geography, and culture. They would be required to learn the fundamentals of communication, creative problem solving, ethical leadership, and international politics. As such, the IB was in a sense at the leading edge of the development of what we now think of under the umbrella of 21st century literacies.
Today there are more than 3000 schools in roughly 150 countries that offer the IB Diploma Program (DP). In Canada, schools typically offer the DP in addition to provincial diplomas, with students free to choose which they'd like to work toward. Schools are not required to offer all four aspects of the current IB program—primary, middle, diploma, career—and instead offer only those that are appropriate to the needs of their enrolment.
The reasons that families and students choose the IBDP are varied, and include:
Each of Canada's universities is free to set its own admissions standards and to assess each candidate based on their own internal criteria. There is no national university entrance exam or governing body overseeing university admissions. As a result, admission criteria can vary widely, even between universities within Canada. Students are required to contact colleges or universities directly to find a list of admission requirements and deadlines, and to submit transcripts in support of their application.
While the specific details of recognition can vary between universities—or, in some cases, even between faculty within a university—the IB diploma is nevertheless very widely accepted as an admission credential if the scores earned meet certain targets. In some instances, IB courses and exams are recognized for transfer credit within an institution, used in fulfillment of university degree requirements and/or fulfilling course prerequisite requirements. University admissions departments can provide details on their admission and course prerequisite requirements as they pertain to the IB diploma.
Many say that if school were more like camp, kids would do better. At Lakefield College School, that camp-like feel has been achieved. Outdoor education is a part of every school day and lesson… and the results are outstanding. [Read more]
While Rhodes Scholar Colin Robertson, has always been strong academically, he credits this camp with giving him the confidence in his talents and in himself that, ultimately, the Rhodes committee was looking for. [Read more]
|School Name
La Citadelle International Academy of Arts and Science (est. 2000)
La Citadelle's Excellence in Bilingual Education and academically advanced curriculum develop successful global citizens through IB & AP programs and a holistic approach where students achieve their highest potential. [View profile]
School Expo Exhibitor - Toronto
|$16,750 to $20,750
|Preschool Kindergarten Elementary MiddleSchools HighSchools Coed Day
St. Jude's Academy (est. 2006)
St. Jude's Academy is an IB World School that offers programs from junior kindergarten to grade 12 in Mississauga. Its average class size is 16 to 18 students. [View profile]
|$8,995 to $11,695
reviews (8)
|Kindergarten Elementary MiddleSchools HighSchools Coed Day
Walden International School (est. 2014)
Walden International School is pursuing authorization to become an IB World School. With a unique student-centred focus, it prepares all students to become globally responsible citizens. [View profile]
School Expo Exhibitor - Halton-Peel
|$10,000 to $12,000
|Kindergarten Elementary Coed Day
Brookes Shawnigan Lake (est. 2018)
Brookes Shawnigan Lake, an IB World School on beautiful Vancouver Island, offers grades 7 to 12 for both day and boarding students with an average class size of 12 students. [View profile]
|$5,544 to $47,500
|MiddleSchools HighSchools Coed Boarding Day
Southpointe Academy (est. 2000)
Southpoint Academy offers enriched curriculum for grades K-12. We provide the IB PYP curriculum and is a candidate school for the IB MYP. College board AP course are available for grades 10-12. [View profile]
|$14,965 to $29,560
|Elementary MiddleSchools HighSchools Coed Day
Lynn-Rose College (est. 1997)
Lynn-Rose College is an accredited IB World School that offers a university prep program for students grades 7 to 12. Our students have the option of advanced study in our reach ahead program. [View profile]
|$14,970 to $15,970
|MiddleSchools HighSchools Coed Day
Elmwood School (est. 1915)
Elmwood School is Ottawa's pre-eminent school for girls from JK to Grade 12. Our high academic standards, small class sizes and safe, supportive environment ensure that each girl is inspired to reach her full potential. [View profile]
School Expo Exhibitor - Ottawa
|$12,960 to $24,350
|Preschool Kindergarten Elementary MiddleSchools HighSchools Girls Day
TMS (est. 1961)
Internationally recognized since 1961, TMS is a not-for-profit independent university preparatory school located in Richmond Hill where students, faculty and staff regularly Go Beyond. [View profile]
School Expo Exhibitor - Toronto
|$14,075 to $25,440
|Preschool Kindergarten Elementary MiddleSchools HighSchools Coed Day
Lynn-Rose Académie (est. 1997)
Lynn-Rose Académie offers our signature Extended French Programme beginning in pre-kindergarten [View profile]
|Kindergarten Elementary MiddleSchools Coed Day
Upper Canada College (est. 1829)
Located in the heart of Toronto, Upper Canada College is the oldest independent boys' school in Ontario. Our graduates are highly regarded by top universities and post-secondary institutions worldwide. [View profile]
School Expo Exhibitor - Toronto
|$30,860 to $61,560
reviews (2)
|Elementary MiddleSchools HighSchools Boys Boarding Day
Lynn-Rose Heights Private School (est. 1997)
Lynn-Rose Heights Private School offers challenging academic programming from three years old to grade twelve in Mississauga. Lynn-Rose Heights school is an official International Baccalaureate World School. [View profile]
School Expo Exhibitor - Halton-Peel
reviews (3)
|Preschool Kindergarten Elementary MiddleSchools HighSchools Coed Day
Branksome Hall (est. 1903)
Branksome Hall is an all girls school in Toronto, from JK to Grade 12, including 56 boarding students. Tuition ranges from $28,995 to $31,245 for day students. [View profile]
School Expo Exhibitor - Toronto
|$29,590 to $56,855
|Kindergarten Elementary MiddleSchools HighSchools Girls Boarding Day
Delano Academy (est. 2014)
D.A. is a K-12 university prep, coed IB candidate 21st Century school. Enriched and rigorous curriculum. Balanced academics, arts, athletics & character development. We value best practices & evidenced based approaches. [View profile]
|$14,995 to $16,995
|Kindergarten Elementary MiddleSchools HighSchools Coed Day
The York School (est. 1965)
The York School is a co-ed, independent school in Toronto that offers the IB Continuum Programme from JK to Grade 12. The school is accredited by CAIS, IBO, and CIS. [View profile]
School Expo Exhibitor - Toronto
|$22,500 to $30,500
reviews (1)
|Kindergarten Elementary MiddleSchools HighSchools Coed Day
TFS - Canada's International School (est. 1962)
TFS - Canada's International School offers Canada's only bilingual IB programs from PK to Grade 12. Average class size is 12 to 22 students. Entrance Scholarship to Grade 7 is available. [View profile]
School Expo Exhibitor - Toronto, Halton-Peel
|$17,600 to $31,100
|Preschool Kindergarten Elementary MiddleSchools HighSchools Coed Day
St. John's-Kilmarnock School (est. 1972)
St. John's-Kilmarnock School, in Waterloo, offers enriched educational programming for students from JK – Grade 12 through its accredited International Baccalaureate (IB) curriculum. Its average class size is 17. [View profile]
|$15,860 to $52,685
Our Kids
|Kindergarten Elementary MiddleSchools HighSchools Coed Day Homestay
Meadowridge School (est. 1985)
Meadowridge is an IB Continuum World School that supports the development of the whole child in a safe, supportive and challenging environment. [View profile]
|$21,300 to $31,300
|Kindergarten Elementary MiddleSchools HighSchools Coed Day
Bishop's College School (est. 1836)
Bishop's College School is an English boarding and day school for students in grades 7 through 12. Small in size and culturally diverse, BCS is a member of RoundSquare and offers an ESL program and AP courses. [View profile]
|$18,200 to $55,800
|MiddleSchools HighSchools Coed Boarding Day
Richland Academy (est. 2002)
Richland Academy is a Reggio-inspired, International Baccalaureate candidate school that offers programs from 24 months to Grade 8 in Richmond Hill. [View profile]
|$9,700 to $17,800
|Preschool Kindergarten Elementary MiddleSchools Coed Day
Académie de la Capitale (est. 1998)
Académie de la Capitale, an IB World School in Ottawa, offers programmes in both English and French, from Pre-Kindergarten to Grade 12. Students thrive in a culture of academic excellence and real-life learning. [View profile]
|$9,340 to $17,240
|Preschool Kindergarten Elementary MiddleSchools HighSchools Coed Day
Léman Manhattan Preparatory School (est. 2010)
Nestled in the heart of downtown New York City, Léman Manhattan delivers academic excellence that inspires for a lifetime. [View profile]
|not provided
|Preschool Kindergarten Elementary MiddleSchools HighSchools Coed Boarding Day
Strathcona-Tweedsmuir School (est. 1905)
Strathcona-Tweedsmuir School is an independent, private coeducational day school for Grades K-12 close to Calgary, AB. [View profile]
School Expo Exhibitor - Calgary
|$15,000 to $22,285
|Elementary MiddleSchools HighSchools Coed Day
Mulgrave School (est. 1993)
Mulgrave School offers programmes from Preschool to Grade 12 in West Vancouver. Its average class size is 20 students with teacher to student ratios of 1:8. [View profile]
|$17,195 to $21,370
|Preschool Kindergarten Elementary MiddleSchools HighSchools Coed Day
Wheatley School (est. 1986)
Wheatley School offers programs from nursery to grade eight in St. Catharines. Its average class size is 15 students. [View profile]
|$5,400 to $12,750
|Preschool Kindergarten Elementary MiddleSchools Coed Day
Town Centre Private Schools (est. 1986)
Town Centre Montessori Private Schools offers programs from pre-school to grade 12/University Prep and is located in Markham. [View profile]
|$5,000 to $15,600
|Preschool Kindergarten Elementary MiddleSchools HighSchools Coed Day
TFS - Canada's International School (West Campus) (est. 1962)
TFS - Canada's International School (West Campus) offers programs from pre-kindergarten to grade seven. Its average class size is 12 to 22 students. [View profile]
|$11,900 to $26,150
|Preschool Kindergarten Elementary MiddleSchools Coed Day
King's-Edgehill School (est. 1788)
King's-Edgehill School offers programs for grades six to 12 in Windsor, Nova Scotia. Its average class size is 15 students. [View profile]
|$17,350 to $51,950
|MiddleSchools HighSchools Coed Boarding Day
MacLachlan College (est. 1978)
MacLachlan is a world-class school offering the benefits of small class sizes, highly dedicated and engaged teachers and an internationally recognized curriculum for students in Pre-Kindergarten to Grade 12. [View profile]
School Expo Exhibitor - Halton-Peel
|$9,100 to $27,500
|Preschool Kindergarten Elementary MiddleSchools HighSchools Coed Day Homestay
This traditional private school in Ottawa, Ontario offers Grades 4 to 12 with 100 boarding and 600 day school students. Tuition is from $23,600 to $58,300. [View profile]
School Expo Exhibitor - Ottawa
|$26,300 to $64,700
|MiddleSchools HighSchools Coed Boarding Day
Bronte College (est. 1991)
Bronte College is a private International Baccalaureate (IB) World School offering Grades 9 to 12 for day and boarding students. Our academic programming has attracted students from over 30 countries. [View profile]
|$13,830 to $16,680
|HighSchools Coed Boarding Day
Primary Prep Academy (est. 2014)
Primary Prep Academy offers programs from Pre-school to Grade 3 in Mississauga. Before and After school program included in tuition. [View profile]
|Preschool Kindergarten Elementary Coed Day
King Heights Academy (est. 2004)
Located in Vaughan, King Heights Academy provides a unique educational experience for toddlers to grade eight, which includes the IB Program. [View profile]
|$12,598 to $14,998
|Preschool Kindergarten Elementary MiddleSchools Coed Day
Lower Canada College (est. 1909)
Lower Canada College is a coed, K-12 university preparatory school, committed to excellence in teaching and learning. It is the only English school in Quebec offering the International Baccalaureate Diploma Programme. [View profile]
School Expo Exhibitor - Montreal
|$17,625 to $22,485
|Elementary MiddleSchools HighSchools Coed Day
Rothesay Netherwood School (est. 1877)
Rothesay Netherwood School offers programs for grades six to 12 in Rothesay, New Brunswick. Its average class size is 14 to 16 students. [View profile]
|$20,110 to $54,090
|MiddleSchools HighSchools Coed Boarding Day
North Broward Preparatory School (est. 1957)
North Broward Preparatory School is a K-12 co-educational day and boarding school located in S. Florida located minutes from the beach with IB, AP, and LD classes set on 80 acres with year round hockey. [View profile]
School Expo Exhibitor - Toronto
|$24,200 to $58,000 USD
|Preschool Kindergarten Elementary MiddleSchools HighSchools Coed Boarding Day
Oxford Tutorial College (est. 1988)
Oxford Tutorial College is a leading independent college specialising in A-level, GCSE, BTEC tuition for students grade 10 to 12, intending to go on to higher education at a good British University. [View profile]
|$33,255 to $39,447
|Coed Boarding Day Homestay
Pensionnat du Saint-Nom-de-Marie (est. 1905)
École secondaire francophone privée pour jeunes filles située à Outremont, Qc. Les frais de scolarité sont de 3 800 $ par année. Elle offre les profils Éducation internationale, Danse-études et Musique-études. [View profile]
|$4,000 to $9,150
|MiddleSchools HighSchools Girls Boarding Day
Ridley College (est. 1889)
Ridley College is an acclaimed co-educational boarding and day school that prepares meaningful and flourishing lives by teaching the habits of mind, body, and spirit, and the values needed to lead in a global society. [View profile]
|$15,500 to $63,700
|Kindergarten Elementary MiddleSchools HighSchools Coed Boarding Day
Brockton School (est. 2004)
Brockton School is an independent, co-ed, non-denominational, IB World School. Brockton hosts an Early Learning Years program, a Junior School, and a Senior School, with students from Junior Kindergarten to grade 12. [View profile]
|$16,400 to $23,700
|Kindergarten Elementary MiddleSchools HighSchools Coed Day
UWC Canada (est. 1974)
The UWC National Committee of Canada and Pearson College UWC represent the United World Colleges in Canada. We are seeking daring young Canadians who aspire to make the world a better place. [View profile]
|$1 to $58,000
reviews (5)
|Coed Boarding
Luther College High School (est. 1913)
Luther students, from many different social and cultural backgrounds, have the opportunity to be part of a tightly woven community of students, parents, teachers, staff, and alumni. [View profile]
|$7,050 to $29,560
reviews (3)
|HighSchools Coed Boarding Day


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Creative Solutions: A Hidden Bathtub
What to do when you love your tiny bathroom, but it can't accommodate the bathtub you desperately want? For one owner, the solution was to conceal the tub below the floor.
The owner wanted to stay true to the austere lines of the space, located in a renovated convent in Tuscany. But she also wanted the luxury of soaking in the tub. The compromise was to embed a bathtub in the floor and cover it with slatted wood flooring.
What do you think of this solution? Clever? Kooky? A bit creepy?
(Image: Marie Claire Maison)

subset: commoncrawl


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Elixir ottoman stool
Manufacturer: Leolux
Designer: Hugo de Ruiter
+49 7231 313061
Matching the modern wing chair Elixir there is a convenient footrest.
The ottoman Elixir offered here is equipped with a solid 4-foot frame, matching the Elixir chair with fixed (non-rotating) base.
Armchair and ottoman Elixir are also available with swivel 4-star base.
Leolux is a family business that understands how to create the perfect combination of traditional craftsmanship and high-tech. Leolux has chosen for long-term values where sustainability is a high priority and thus produces timeless products with a long life expectancy. Their mission is "making sitting a pleasure" and they do that with craftsmanship in finishing that provokes through its design and an inside produced with innovative techniques and high-quality materials. Lovely from the outside, smart from the inside. Authentic products where experts combine know-how and craftsmanship, made to order for open-minded people with their own dimensions and taste.
Do you have a question about "Elixir ottoman"? How can we contact you?
Your message was sent.
or please call us:
+49 7231 313061
Monday - Friday: 9.00 am - 6.30 pm
By appointment also after 6.30 pm
Saturday: 10 am - 4 pm
dieter horn GmbH
Karlsruher Straße 91
75179 Pforzheim
› Your way to us


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Albertus Bekker's blog111
Violin for saleSubmitted by Albertus Bekker on Thu, 12/09/2010 - 14:58
I have received a nice violin that is for sale. It is probably from the late 19th century with a beautiful highly-flamed two-piece back. Two of the top corners are damaged but that can be easily repaired and does not affect the sound. There is also a repaired crack on the back. It is suitable for an advanced student and the selling price is R16 000 or $2500. Click on the link below for more information and pictures.
Hackers and Dante's inferno...Submitted by Albertus Bekker on Fri, 12/03/2010 - 10:50
Over the past two weeks I've had a major problem with hackers on my website. I had to restore the site from a backup and clean the database. It took me many hours - hours that could have been spent productively in the workshop. May there be a special place in Dante's inferno for all hackers and spammers where they will be forced for all eternity to consume the junk they are pushing ...
Ethan Winer and his amazing solo cello production...Submitted by Albertus Bekker on Sat, 11/20/2010 - 11:15
Heifetz on the state of the world...Submitted by Albertus Bekker on Wed, 11/17/2010 - 23:28
"The world is sick - you realise how sick when you hear machine guns while playing the violin at a concert in China, when you see the mobs in India, the drab lines of idle men in Europe, listen to the appeals for help from men of musical talent in this country... We need a doctor, many doctors, and, whether rightly or wrongly, the world thinks the man who is President of the United States is in the best position to prescribe."
-- Jascha Heifetz, 1932
Pachelbel's canon sheet musicSubmitted by Albertus Bekker on Thu, 11/11/2010 - 15:16
I've added a high quality free sheet music download of Pachelbel's canon in D for three violins, including the score and individual parts. Enjoy! (click on the link below)
Violin making videoSubmitted by Albertus Bekker on Thu, 11/04/2010 - 23:37
Historic gums and resinsSubmitted by Albertus Bekker on Tue, 11/02/2010 - 14:23
I found the following list here. It contains lots of information on historical material that was used in the varnish and paint industry. When you are a violin maker you come across lots of ancient materials and it can become very confusing. This list is quite accurate but not exhaustive at all. Interesting stuff...
Violin joke - practice excuseSubmitted by Albertus Bekker on Thu, 10/28/2010 - 11:04
French vs Belgian cello bridgesSubmitted by Albertus Bekker on Fri, 10/22/2010 - 09:02
Here is an extract from the Accessories 2010 supplement to The Strad magazine. It gives a nice comparison between the French and Belgian model cello bridges, including the effect on sound. It was written by Stefano Gibertoni.
József Lendvay plays Csárdás by MontiSubmitted by Albertus Bekker on Sun, 10/10/2010 - 12:43
This has to be one of the best versions of the famous Csárdás. Enjoy!


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|Teaching conservation in developing nations
source ref: m0007e.htm
|Appendix F: Live animals
1. Cover the bottom of the container with well washed soil from the animal's habitat if you will be growing water plants.
2. Cover the soil with 2-3 cm of well-washed gravel from the animal's habitat.
3. Cover the gravel with 1-2 cm well washed sand if there is any in the animal's habitat.
4. Cover the sand with a piece of newspaper and pour the water (see #5) into the container, then lift the paper off carefully. This way the sand and gravel won't be disturbed by the water.
5. The water should be clean water from the animal's habitat. However, if you use tap water, let it stand in a clean plastic or glass container for several days to allow any harmful gases to escape.
6. Carefully collect plants with their roots from the animal's habitat and carry them to the container in a bucket or jar of water so that they don't dry out. Wash them carefully in water several times.
7. Plant the plants in the container by pushing the roots down into the soil.
8. You can plant 1 or 2 plants for every 2 litres of water. The plants are necessary to provide oxygen for the animals.
9. When the plants are established (in about a week) you are ready to collect your animals.
10. If it is possible, before you put the animals into the containers, float the collecting jar with the animals in it, in the container, until the two waters are the same temperature. This will avoid temperature shock to the animals when you add them to the container.
Some fresh water habitats for collecting are:
- a stream with water plants
- a lake or pond with water plants
- a rocky lake or pond with no plants
- a pond with sandy bottom
- a pond with muddy bottom
Some possible inhabitants of a fresh water aquarium are:
- small fish
- tadpoles and salamanders (good for small jars, starting with the eggs)
- crayfish (good for large jars or pyrex pan; need rock to climb out of water)
- leeches
- snails (clean shells with old toothbrush before putting in aquarium)
- water insects
Fresh water animals will eat a variety of things: algae growing in the water, the water plants, tadpole eggs, chopped earthworms, chopped snails, chopped fish meat, and each other. You will have to experiment to find the right combinations. Remove uneaten food so it does not rot in the water.
The amount of water needed for fish in an aquarium is approximately 3/4 litre water for each centimeter of fish. An aquarium which holds 50 liters of water could hold:
2 cm fish
5 cm fish
2 cm fish and 30 1 cm fish


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The decision to stack UFC 158 with welterweights has helped keep the main card looking strong, as Rory MacDonald has suffered an injury.
MacDonald was expected to face Carlos Condit in the co-main event, but he will be replaced by Johny Hendricks, according to MMAjunkie.com.
Hendricks' original opponent, Jake Ellenberger, will await a new foe for the March card.
"Once we knew Rory had to withdraw, we started looking for potential replacements," UFC president Dana White said. "Johny Hendricks called me and said he wanted that fight, so we're going to give it to him a shot at Carlos."
The UFC originally asked former Strikeforce champion Tarec Saffiedine to face Condit, but he turned down the bout.
Hendricks (14-1) was pegged as the No. 1 contender after defeating Martin Kampmann, but Georges St-Pierre requested a title match with Nick Diaz instead. Those two meet in the main event that evening.
Condit (28-6) is coming off a loss to GSP. He was looking to earn a second win over MacDonald (14-1), who suffered a neck injury in camp.


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It is said that the taste of the food increases drastically, if cooked in the beautiful vicinity and after eating this delicious and tempting food, one can really feel rejuvenated. Thus, while constructing the dream house, the choice of selecting the right tiles for the kitchen becomes the most important consideration.While cooking food in the place decorated with exquisite kitchen tiles, one would feel like a high profile chef. So, people cannot argue about the fact that a right choice of kitchen tiles is very necessary to construct a beautiful abode.There tiles come in extremely wonderful designs and colours. By using blue coloured tiles, one can give a serene look to the kitchen and the red colour gives exotic looks to the place and the presence of many other colours heightens the possibility of making ones place simply stunning. People can go for the option of mixed coloured tiles, to enhance the beauty of the cooking place. Thus, these amazing kitchen tiles come in millions of beautiful colours and, hence, individuals can easily get something worthwhile for themselves. Their awesome designs are the hard work of eminent designers and these splendidly designed kitchen tiles make ones kitchen unpretentiously beautiful.In the current world, people rarely get any free time for visiting shops with the experience also being highly irritating. Moreover, the whole process of travelling and selecting tiles consumes a lot of time and energy. With the advent of online shopping, there is no need to visit many shops in order to get the desired products. There are ample of websites that allow the users to easily acquire the enticing kitchen tiles. Furthermore, people will find all the information concerning the layout and the designs of tiles on these websites. They offer the customer, high quality tiles that are resistant to scratches and stains. One can look all the available designs and select the ones that are ideal for their place. In this way, anyone now, can get the most pompous and appealing Kitchen tiles. These websites offer round the clock service, so the individuals can purchase these magnificent tiles whenever they get enough time. These tiles come in ravishing shapes and sizes and thus, can easily get fitted on any types of floors.So, one should make ones kitchen radiant and pretty by adorning it with graceful and gorgeous kitchen tiles. The individuals will surely have a delightful experience while cooking food in the kitchen renovated with grand and marvellous tiles.
Jason Colling is a renowned writer, who has written articles on various interior designing techniques related to floor decor. His articles focus on various uses of porcelain tiles , Kitchen tiles ,floor tiles,natural stones and adhesives.
Article Source: http://www.articlesbase.com/interior-design-articles/embellish-the-kitchen-with-beautiful-kitchen-tiles-829357.html


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Amaranthe - Burn with me
"Some people believe football is a matter of life and death, I am very disappointed with that attitude. I can assure you it is much, much more important than that".
Bill Shankly
"You're playing worse and worse every day and right now you're playing like it's next month".
Herb Brooks


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Stanford's Luck Mixing Passes and Classes
STANFORD, Calif. - The should-have-been No. 1 pick of last spring's NFL draft, the quarterback who stayed to finish things as student and athlete, was asked now that Stanford has started its academic year, what it was like again mixing classes and passes.
"I love not having school,'' said Andrew Luck, to which a journalist blurted, "You never had to take a class again.'' When the laughter subsided, Luck, said, "I guess that's true. The joke's on me, right?''
Luck, indeed, has a sense of humor. And a sense of place. He knows how good he is. He knows the obligations of a Heisman Trophy front-runner. If someone other than the regular coterie of writers asks a question which he's heard before – mainly, why did he remain in college? - Luck never acts annoyed.
"It's their first opportunity,'' said Luck of a media waif. "For me, it's so old, eight, nine months ago, but I understand. They have the right to ask the question.''
How can you not like this kid? Eighty-five passes this season, 786 yards, eight touchdowns. One interception – on a tipped ball. How can you not like this kid? As patient as Job, with a better arm. Not a shred of arrogance.
Luck and Stanford face a mediocre UCLA team Saturday after a bye. Jon Wilner of the San Jose Mercury News maybe 10 days ago contended in print Stanford on its schedule had consecutive byes. Ooh.
Luck, well-trained, in the past by Jim Harbaugh, now by Harbaugh's first-year successor, David Shaw, would never dismiss an opponent so heartlessly, even though there's a modicum of truth to the observation. UCLA hardly is in Stanford's class any longer.
"Their secondary,'' Luck said of UCLA in a media session Tuesday, "is athletic and fast.'' Perhaps, but it was pummeled by Texas a week and a half ago.
Luck returns after a weekend of doing what the rest of us do almost every weekend, catching games on television. "I'm sort of sick of watching football,'' said Luck. "I was glued to the couch for 10 hours.''
Concentrating on his position?
"It's less fun to watch college football on TV,'' he said, "because you're so used to watching what you do on film or tape. Some of the teams, we watched the quarterback. The offensive line, all they do is watch the offensive line, yell, 'Great step by the right tackle.' Stuff like that. But watching West Virginia, I was interested. That was different.''
That's because his father, the one-time NFL quarterback and exec, Oliver Luck, is the West Virginia athletic director. Even then, Andrew Luck got off his bottom to attend a Stanford women's soccer game while the West Virginia-LSU game still was on the tube.
His dad is one of the reasons Andrew Luck is so well-grounded, so comprehending of what the sporting world can be. Also one of the reasons Luck is so gifted both as player and a student.
He's majoring in architecture. "I'm taking three classes, trying not to overload (because of football). Greek art, architecture since 1900 and then a class in urban sustainability. I still want to focus on football as much as I can, so that's not too bad.''
Naturally someone had to toss out, "No ballroom dancing?'' - a reference to the class at USC through which another QB, Matt Leinart, fulfilled his last requirement for graduation.
"No ballroom dancing,'' said Luck, without a bit of sarcasm. "I'm too embarrassed to try dancing.''
Stanford is 3-0 this year, ranked No. 4 in the USA Today poll, No. 6 in the Associated Press poll. No dancing around that. But there's always room for advancement, right? Shaw said he would give the team only a B-minus on plays in the red zone.
And how does Luck grade the performance? "B-minus,'' he said. "I always agree with my coach.''
Luck admits he is better than last season, when he was brilliant. "I think I've improved a lot,'' was his assessment. "I definitely feel I have more mastery of the offense. Obviously, I have a lot more to learn, but I feel like I've improved.''
One step back, two steps forward? Depends on what play is called. But Monday, Shaw had Luck and backup Brett Nottingham practicing the routines as if it were the first day of practice.
"The fundamentals,'' said Luck. "Dropping back, cleaning up some of the mistakes.''
There's no mistaking Luck's talent or poise. "Like you've got your pants down on defense,'' Mike Riley, the Oregon State coach said in the summer to the Los Angeles Times about Luck's versatility. "He looks out there, sees what's going on and always knows what to do with the football."
He knows what to do without the football, too. No joke.


text:
Superheroes are defined as people with superhuman powers. Polygons, on the other hand, are figures with at least three straight sides and angles, and typically five or more.
New Zealand-based artist James Reid plays with polygonal shapes to replicate the superheroes we know and love in his abstract pieces titled Polygon Heroes. From DC Comics, Marvel, to other characters, Reid pleases the inner fanboy or fangirl in all of us.


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Dash Snow: Rivington Arms
Wilson, Michael, Artforum International
Dash Snow's reputation precedes him: He's one of those artists whose name is invariably prefixed by the words "bad-boy" and who does little to live down the epithet--in fact, he courts it by making constant reference in his art to a prodigiously debauched lifestyle (his installation in this year's Whitney Biennial, for example, featured a mirrored record edged with a line of cocaine). The twenty-five-year-old Snow's recent exhibition at Rivington Arms provided the first chance since his solo debut at the gallery to--just maybe--examine his output in depth without the intrusion of undue hyperbole.
While last year's "Moments Like This Never Last" concentrated on Snow's Polaroid photographs--no-holds-barred studies in street life that saw him aligned with Nan Goldin, Larry Clark, and Ryan McGinley--"Silence Is the Only True Friend That Shall Never Betray You" concentrated on his collages, which are arguably less confrontational. But this exhibition, casually hung and unaccompanied by any written information, retained an air of calculated chaos despite an oddly genteel first impression resulting from the objects' weathered surfaces and muted tones. Of the eighty-three(!) works named on the checklist (still a work-in-progress on my second visit), all but three were made this year, and most are cobbled together from grungy found materials. Cigarette butts feature prominently.
A typical Snow collage takes the form of a teetering stack of words and images clipped from newspapers and magazines pasted onto a sheet or sheets of yellowing paper torn from an old book. The images generally include figures (often masked, naked, or brandishing weapons), an allusion to one of the artist's countercultural heroes (an unimpeachably credible list that counts Aleister Crowley, Genesis P-Orridge, Kenneth Anger, and Harry Smith among its members), and a scattering of punkish cut-up text (at times identifiable and cogent, at others not). …


text:
A/N This chapter has been slightly revised. It's just the prologue and is meant to give a bit of background to the characters. The plot begins next chapter.
"I never meant for this to happen…"
Gin looked up into the white-haired man's face, not understanding why there were tears dripping onto the ground beneath them. He didn't know this man, so what was going on?
"I swear, if I knew she would have done this, Gin, I –"
"How do ya know my name?" Five-year-old Gin asked with childish curiosity as he held Rangiku's hand tightly. "No one ever cares about who we are. We're just… there…"
"Gin…" The man's tears came harder at these words. He reached out, wanting to pull the two children into his arms, but he stopped when the two before him flinched and recoiled. "Gin, my beautiful Gin…"
"Yer scarin' Rangiku, Mister…" Gin tilted his head to the girl that was clinging to him tightly. "She doesn't like men."
Realisation dawned on the man's face at these words. He choked on a cry. "..Gin… I know you probably won't believe me, but… I'm your father…"
Gin awoke with a start, trying to get his dreams out of his mind. They weren't so much dreams as they were memories that played through his mind a lot during his unconscious moments, but they never failed to upset him.
The silver-haired male glanced over at his roommate, finding that Rangiku was still fast asleep. He glanced at the alarm clock, finding that it was barely five-thirty-seven in the morning.
"Migh' as well get up…" Gin muttered as he got to his feet, knowing that there was no point in trying to fall back asleep. He was an insomniac, and the little sleep he got was precious but once he had awoken, that was it.
Once he had changed out of his nightclothes and into something more comfortable for the day ahead of him, Gin left to head into the kitchen and make some toast. He wasn't much of an eater because of his first few years of life, but he knew that as long as he at least nibbled on something in the morning, his father's fears would subside.
Things were silent for a while until the first signs of life in the house apart from Gin sounded. A muffled laugh and two sets of footsteps towards the stairs told the Ichimaru that his father and god-father were awake. It was no surprise; those two were always up early unless sickness attacked the frail man.
Gin waited until the two had entered the kitchen with him before he spoke. "Good mornin', Dad. Good mornin', Shunsui."
"Good morning, Gin-kun." Both men smiled at the younger as they moved to prepare breakfast for the rest of the household. "Did you sleep well?"
Gin shook his head but didn't elaborate. There was no need; both males understood about the nightmares and insomnia.
"Go wake Tōshirō-kun and Rangiku-chan, Jū-chan." Shunsui nudged his lover. "Let me take care of things here."
Jūshirō nodded and did as told. Shunsui turned to Gin.
"Have you eaten?" Shunsui asked as he pulled a frying pan from the cupboard. Gin answered with a nod. "Got room for bacon and eggs?"
Gin groaned in discomfort. The thought of eating after having finished his toast made his stomach churn. He shook his head.
"Didn't think so." Shunsui's voice was softer than usual, indicating that the brunet was worried.
Neither of them spoke again until the rest of the family came downstairs and into the kitchen. It was no surprise that both Rangiku and Tōshirō hated having to get up with everyone else. They loved their sleep, but Shunsui and Jūshirō were firm believers that early mornings meant more time to spend with the family. Gin seemed to be the only one exempt from this rule, seeing as when he was still sleeping when everyone else was up, he was left alone.
Tōshirō sat down on Gin's left, slumping over the table as he waited for breakfast. Rangiku sat next to Tōshirō and pulled him into her overly-large breasts as she attempted to hug him. As usual, the white-haired boy scowled and tried to pull away.
"Mornin', Ran," Gin greeted his friend as he ruffled his brother's hair affectionately. He wasn't surprised when the busty female stood up and crushed him against her body next.
Jūshirō and Shunsui laughed wholeheartedly as they watched the scene before them. Their family was an odd one, none of them sharing the same last name or even similar personalities, but both adults loved the children all the more for it.
Tōshirō, who took his late mother's maiden name due to Jūshirō's wishes, was twelve and had already skipped a few grades, making him a sophomore. He was usually distant with his family, but had a remarkably close relationship with Rangiku, tolerating most everything she did.
While Gin still had his mother's maiden name as well due to the fact that his mother had ran off with him shortly after his birth, he preferred to forget about her and focus solely on the family he had now. He was quiet and didn't talk much, opening up only to Rangiku, but he did well in school despite the fact that he was rather anti-social. He loved his brother and did what he could with the younger, but he spent most of his time with Rangiku.
Rangiku was the most out-going of them all, even though she wasn't blood-related to any of them and had been adopted by Shunsui. Despite having a fear of strange men, she was always open to meeting new people and got along with most everyone she met. She had a curious way of always being able to cheer people up and her worst habit was giving out crushing hugs to everyone that usually wound up with someone's face pressed between her breasts. She wasn't above using her good looks to get what she wanted, but at the end of the day, she was just Rangiku Matsumoto.
Shunsui and Jūshirō were like yin and yang, never really complete without the other. They had grown up together, having known each other for almost their entire lives. While Shunsui was a huge flirt and used to sleep around with as many women as he could, Jūshirō had always been the shy one when it came to relationships. Shunsui was almost always found drinking his precious sake while the white-haired male rarely sipped at it. While the brunet was always dressing flamboyantly with his pink flowered kimono, Jūshirō usually made sure his clothes were plain and didn't stand out too much.
But, as odd a family as they were, they all loved each other and that was all that mattered.
"Do you want a cup of tea before you leave for school?" Jūshirō addressed the teenagers as he stood up to make himself a cup of tea.
"I'd love some sake." Shunsui sent his most charming smile at the younger male, only to receive a mock slap on the head.
"I will," Tōshirō answered as he nibbled at his bacon. Rangiku and Gin agreed.
It didn't take long before the three were standing outside their house, waiting for the bus. As usual, Gin and Rangiku sat together while Tōshirō moved to sit with his own best friend, Momo.
It was hard to ignore the idiots behind them making fun of them, but when Rangiku's warm hand grabbed his own, Gin found the strength to continue ignoring them. Having had a hard past, Gin found it hard to stay out of trouble. He was often in fights at school and hung around with a bad group.
"It's okay." Rangiku's soft voice was meant only for Gin to hear. "Just ignore them. It's alright."
"Hey, Ichimaru!" One of the boys behind them yanked at Gin's silver hair, not liking the lack of attention. "Ichimaru, I heard you were out fucking whores with Aizen and the gang of rejects!"
Gin's teeth were grinding together as he squeezed his best friend's hand. They certainly knew what to say to set them both off…
Gin opened his eyes, revealing a stunning blue as he turned to face the idiots behind him. He ignored Rangiku as he opened his mouth, ready to let them have it.
"We all know that by 'whore'," one of the other boys spoke, "you mean Rangiku Matsumoto."
That was it. Gin threw the first punch, shouting obscenities as he clambered over the bus seat to have better access to his objects of hatred. The way Rangiku sobbed softly in the background only fuelled his anger. He could hear Tōshirō shouting at him to stop, but none of that mattered. All that mattered was bashing these two into oblivion.


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Weblogging in computer science classes
- Julia Thornton
- 2 years ago
- Views:
1 Weblogging in computer science classes Juan J. Merelo Guervós (1), Fernando Tricas (2) (1) GeNeura Team, Depto. ATC, Universidad de Granada, Spain (2) DIIS, Universidad de Zaragoza, Spain Abstract This paper will present how weblogs, or web-based, chronologically-ordered, content management system, can be used as part of computer science classes. The experience consisted in having the class professor use a weblog for class-related topics, as well as anything mentioned in class that needed the complement of a hyperlink, and giving students the possibility of having their own weblogs, which had to be used compulsorily for self-test exercises, but could be used, in principle, for any topic. This experience has been running along the second semester of the year, resulting in a very positive reaction by students. Keywords Innovation, weblogs, computer science, computer performance evaluation 1. INTRODUCTION One of the biggest problems in computer science classes (and in general, in university-level teaching) is to get students really involved in them. Computer science curricula include many different classes, assignments, and exams, and every subject is as engaging as it the need the student has to pass them, but students need to pass most subjects, which makes most classes not very engaging. New technologies often decrease involvement in class, by making most curricular material available on the web, and making the professor himself available via or even phone; this means that, physically, the student does not need to participate in class at all in order to pass (or fail, for that matter) a subject. However, this finally implies that, even if the student manages to pass the test (of whatever way), he is bound to not learn much from whatever material he or she has used to pass it. Higher involvement in class also means more channels of communication among students and professors, who then have more ways to evaluate him or her; continuous evaluation becomes a possibility, and, by becoming involved in class, a subject evolves from something static to a dynamic matter created jointly by a class and their professors. Let us not forget human factors here. A class is generally a one-to-many unidirectional relationship, with most of the interaction among students having nothing to do with the subject itself. Our objective in this innovation project was to build a many-to-many relationship among students and professor, improve their acquisition of the class subjects, and create an engaging subject where students feel it is worth to participate and add their own ideas and information. The subject we are applying our innovation project is called Diseño y Evaluación de Configuraciones, which more or less corresponds to Computer Performance Evaluation [1], a subject that deals with evaluation of computer systems (including software systems), identification of problems, and their solutions. The subject was already on-line: teaching material and practical classes descriptions were done on-line [2], and submission of assignments was also done in the same way. All students were included in a mailing list hosted at YahooGroups [3] that, besides being used for broadcasting messages, it was used for posting questions that could be answered by other students; YahooGroups also includes support for polls, which were used to ask the opinion of students in certain matters. So, within the framework of a educational innovation project awarded by the University of Granada, we attempted to introduce weblogs in the classroom, as a new way of interaction between professor and students, and as a way of increasing collaboration and involvement of students in that computer science project. Weblogs [4] are content management systems which make building and maintaining a chronologically ordered and archived website quite easy. Most weblog systems also include the possibility of commenting on entries made by the editors (and also its easy management), alternative formats such as the XML-based RSS [5](Real Simple Syndication), which eliminates all unnecessary webpage cruft, leaving just the newly published information in a format that is easily tractable (headlines, contents and dates are marked as such), and mechanisms such as trackback [6], which allow some weblog to warn other weblogs they are being hyperlinked from somewhere else, and pings, which are used to tell weblog directories and search engines that a new entry has been added to a weblog (see, for example, [7]).
2 However, weblogs are much more than that. Via a simple publishing mechanism and a culture that encourages linking, weblogs form a mesh where community feeling and self-consciousness is quite strong, and it is easy to found a group of people that has common interests. In fact, weblogs have increased threefold since last year in the Spanish community [8,9], and new hosting sites have arisen; this, combined with a certain media exposure (almost always naïve, and not always positive) has made weblogs a fashion adopted by many people. However, the project presented in this paper is an attempt to put the weblogs at work where they might have a good impact: among computer science students. The rest of the paper is organized as follows: Next, we describe some work done with weblogs in the classroom, in a state of the art section. Then, in the methods section, we describe what was done to set up the project; results obtained during the first term of the project are shown in the results section. Finally, our conclusions, along with some advice, and future lines of work, are presented in the last section. 2. STATE OF THE ART Weblogs have been used in many contexts where difussion of knowledge is important. See, for example, Kempings [10], or the channel about knowledge management at Topicexchange.com [11], and [12] for a description of the later. Since the generalization of the access to the Internet by many people, teachers and Universities have tried the medium as an addition (or, even as a sustitute) to the classroom. Weblogs have not been an exception and ranging from promoting the literacy in the classrom [13] to other topics, proposals have appeared. For example, in Spain we are aware of two more initiatives using weblogs at the classroom: in the Univerdad de Navarra, course "Conceptos, principios y técnicas para el análisis y el diseño de información y navegación en medios digitales" (Concepts, principles and techniques for the analysis, design and navigation in digital media" [14]), and at the Universidad de Deusto, course: "Nuevas tecnologías en la sociedad de la información" (New Technologies in the Figure 1Professor weblog, and portal to all weblogs. society of information) [15]. Of course, there are other initiatives worlwide and Webloggedd [16], or Stephen Downews web [17] can be a good starting point for searching them. Look at elearnspace [18], for a more general approach. Moreover, [19] is an interesting reflection about personal webpublishing as a learning tool, and [20] concentrates on Weblogging as a learning tool in more traditional contexts. 3. METHOD First of all, among several weblog management systems, one had to be chosen. Another choice had to be done before that: to host the weblogs on-site, or leave freedom to use whatever weblog hosting system students wanted to use. We decided to use an onsite system; first, because it also allowed the professor to experiment with them, and second, because several aggregation capabilities could be added to the system, besides the aggregators that collate RSS sources from different weblogs. Once that decision was made, we had to use a system that was easily configurable, installable, usable, and that could host different weblogs, with different authors, at the same time. Being an open source system also was a plus. Several frameworks allow this: Movable Type, pmachine, Blosxom. MT and pmachine are quite similar; the main difference is that MT behaves dynamically only at the time of entering new histories or comment, while pmachine is dynamic; that can be a problem if the number of comments or stories is too high, but we didn't expect a high load and that is why MT was chosen.
3 MT installation with available facilities (database, Perl, web server) was quite straightforward. The project was presented to the students, who could request a weblog in a voluntary basis. It was not included in the final grade; however, 20% of the final grade was devoted to participation in class, which included physical presence, participation through the mailing list and weblogs, and also, presentation of self-evaluation exercises, which could only be submitted by students through their own weblogs. Weblogs were set up by hand by the professor. Along the year, several requests were made to the students, that had to be answered via the weblog. For instance, a Weblog and media [21] workshop was held at midterm, and students were asked to send their impressions via their weblog; at the end of the year, they were also asked to expose what they had learn during the term in their weblogs. Some additional tools had to be developed in order to make the professor weblog a portal for the rest of the blogs. Using the Movable Type API two plugins were developed to show the latest stories and the latest Figure 2 One of the student weblogs comments published in all weblogs. Server-side includes were used to deploy some tools that drew information directly from the database, and that could be posted as weblog stories (for instance, the script that extracted information about self-evaluation exercises, or practice grading statistics. All tools were developed in Perl. 4. RESULTS The experience yielded better results than was expected by the beginning of the term. In fact, we expected to open just a few weblogs, and to have even less by the end of the term. But, all in all, many weblogs were opened. At the time of writing this paper (19 June 2004), numbers where as follows: 40 weblogs opened (one was maintained by the professor).the whole list is at Some of them were maintained by several students. 482 stories published. 60 of them were posted at the professor's weblog. Around 100 comments made to stories. Around 90 students had signed up for the subject. Figure 3 Number of posts/weblog Class attendance was around 20 persons by the end of the year. The main objective of the experience was fulfilled. For starters, many more self-evaluation exercises were sent than the previous year, when they had to be sent directly to the professor via . During this year, 145 exercises were published in weblogs; exercises had to follow a particular convention (they had to be titled Autoevaluación x.y.z); a story was posted to the professor weblog which automatically included all stories published in the student weblogs that followed this convention. Besides, some self-evaluation exercises were read aloud in class by the author or the professor; students were paged via SMS just in case they wanted to read and defend exercises themselves.
4 Several sets of posts were also made under request from the professor: 17 synthesizing what they had learned during the term, by the end of it, 12 reviewing the Weblog and media talks and roundtable that took place by midterm [21]. Most of the rest of the postings were highlighted some points mentioned in class, like the existence of profilers in languages different from C; or were used by the students as reminder of some newsitem that was interesting for them. Many of the students changed the default template for their weblog, making it something more personal that just a place for publishing things fast. However, many students did not use weblogs to their full extent: for instance, it is common in weblogs to quote and hyperlink; while students, in many cases, just cut and pasted news they found interesting into their weblog. Sometimes, they were not aware of comments, and did not comment back when somebody posted a comment to their weblog; and finally, just towards the end of the term they discovered tools like trackback. The organization of the workshop [21] on weblogs and media also helped. 5. DISCUSSION AND CONCLUSIONS Comments/blogs In general the experience was good enough so as to make the arrangement permanent. Weblogs will become a permanent part of the classroom. Asking students about what they had learnt during the year (which was reflected as a professor weblog story [22]), some of them answered that learning how to publish using weblogs was one of the things they most valued (even if that is obviously not the topic of the subject). In a poll conducted using YahooGroups, more than half of the students that answered said that they would keep their weblog after they had passed the subject, and several said they would move it to other weblog hosting service. From the point of view of the class itself, one of the students mentioned in her weblogthat the atmosphere in the class had been very good; getting Figure 4 Comments posted in every blog to know the other classmates is never a class objective, but it obviously improves class involvement; it is anyways, difficult to measure. Students got very soon the grasp of the self-publishing spirit: during the 11-M events, several students posted in their weblogs (and there was a very lively discussion in the mailing list). It is, once again, not the main topic of the subject we were trying to teach, but nonetheless an interesting subproduct of empowering the students to publish their thoughts. One of the main problems that this project faced was the static nature of the Movable Type publishing system, which meant that, until a new comment or story was posted to the main weblog, or the professor generated it, it was not refreshed. That is due to the nature of MT, but could be overcome using server-side includes. Another one is the fact that new users and weblogs have to be added by hand; a script would have made the whole process much easier. It was essential during the experience to offer some incentive for the students to use their weblogs, even if it is a small incentive. Self-evaluation exercises and their use of the weblogs only amounted up to 20% of the grade, but, even so, those exercises take up the bulk of the posts (almost 1/3 rd ). References DyECPunto ChanchiPiruli's Weblog Viktor Ronda Rubervi GCM Lupin ChicoGC Ana Alicia y cia Antonio El Pisso hasaru Orbits Puche Alvar Auryn Luzma y Rita Moisés Tecnium Nicolás Forever PPP Rod Tallón JVC miguel Carangurens Víctor Austin Sánchez Proyecto de Innovación Santaello Docente\ Estructura de Jackal los Computadores FernandII Sistemas Telemáticos El Rincón de HezuH Lorea DYT Cobra Number of comments [1] Jain, R., The Art of Computer Systems Performance Analysis: Techniques for Experimental Design, Measurement, Simulation and Modelling", John Wiley & Sons Inc, [2] URL:
5 [3] URL: [4] Blood, R. We've got Blog: How weblogs are Changing our Culture. Perseus Publishing, 2002., [5] Moffat,M. "RSS - A Primer for Publishers and Content Providers", URL: [6] Trott, B., Trott, M. A Beginner's Guide to TrackBack, URL: [7] URL: [8] Tricas,F. Merelo-Guervós, J.J., "The Spanish-speaking Blogosphere: towards the powerlaw?", In proceedings of Web Based Communities 2004, pp Lisbon, Portugal. [9] Tricas,F., Merelo-Guervós, J.J., Ruíz, V.R., "Do we live in a Small World? Measuring the Spanish-speaking blogosphere", Proceedings of BlogTalk A European Conference on Weblogs, pp , Viena, Austria, May 23-24, [10] URL: [11] URL: [12] Paquet, S., and Pearson, P., "A Topic Sharing Infrastructure for Weblog Networks". To appear in Proceedings of the Communication Networks and Services Research (CNSR) 2004, IEEE Computer Society Press. [13]Huffaker, D. "The educated blogger: Using weblogs to promote literacy in the classroom", FirstMonday, Vol.9, N. 6-7, June 2004, Available at URL: [14] URL: [15] URL: [16] URL: [17] URL: [18] URL: [19] Fiedler, S. "Personal webpublishing as a reflective conversational tool for sel-organized learning" Proceedings of BlogTalk A European Conference on Weblogs, pp , Viena, Austria, May 23-24, [20] Wrede, O., "Weblogs and Discourse Weblogs as a transformational technology for higher eduation and academic research" Proceedings of BlogTalk A European Conference on Weblogs, pp , Viena, Austria, May 23-24, [21] URL: jornadasbmc/ (in Spanish) [22] URL:
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A Boston Municipal Court jury has found attorney Gary Zerola not guilty of assaulting a police officer, disturbing the peace and resisting arrest.
"We're disappointed with the verdict but satisfied with our efforts to put an honest case before the jury," said Jake Wark, a spokesman for Suffolk County District Attorney Daniel F. Conley.
Suffolk prosecutors had alleged that that a Boston Police officer stopped Zerola on June 18 near the intersection of State and Congress streets with the belief that he was urinating in public. The incident happened shortly after the Boston Celtics won their 17th National Basketball Association championship.
The officer, Sgt. David O'Connor, testified that Zerola pushed him and ran away before being taken into custody.
As the jury deliberated this afternoon, Wark said that Zerola's attorney, Raymond Buso, asked Judge Annette Forde to continue the case without a finding for one year.
Forde refused, Wark said, telling Buso it was "too late" and noting that the jury had reached a verdict.
The outcome marks the third time in the past year that Zerola has been found not guilty on criminal charges in a Boston courtroom.
Last year, the criminal defense lawyer was found not guilty in separate Suffolk Superior Court sexual assault trials.
– David E. Frank


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NEW YORK ( TheStreet) -- Analysts' reaction to Morgan Stanley's ( MS) deal to sell its Global Oil Merchanting unit to Rosneft of Russia won't have a material affect on the company's earnings, but it could lower the company's risk profile.
The terms of the deal -- announced late on Friday -- were undisclosed. The sales includes "a dispersed international network of oil terminal storage agreements; inventory; physical oil purchase, sale and supply agreements; equity investments; and freight shipping contracts," Morgan Stanley said, adding that about 100 employees, "or one-third of Morgan Stanley's total commodities front-office personnel, will move to Rosneft Group.
Morgan Stanley said it is exploring "strategic options" for its oil storage, marketing and transportation business within the U.S.
According to Wells Fargo analyst Matthew Burnell, the business being sold "generates $100-150MM in annual revenue (or 0.3-0.5% of estimated 2014E net revenue of $33.1B)."
But Burnell in a note to clients late Friday wrote that "the sale is a positive," because it represents "another move in the direction of reducing risk-weighted assets in MS' fixed income businesses due to the typically higher risk-weightings assigned to commodities assets."
The sale also reduces exposure "to a business that is susceptible to potential natural or man-made disasters and greater regulatory scrutiny," Burnell added.
Burnell rates Morgan Stanley "market perform."
Credit Suisse analyst Christian Bolu also has a neutral rating on Morgan Stanley, and in a note to clients late Friday wrote that the sal of the of the Global Oil Merchanting unit would provide a modest boost to return on equity, but more importantly affirmed Morgan Stanley's "aim to focus its strategy on the core client franchise, rationalize lower return businesses and [remove] some tail risks associated with the physical storage business."
Bolu's price target for Morgan Stanley's shares is $28.00.
Morgan Stanley's shares have returned a whopping 63% this year, through Friday's close at $30.93. The shares trade for 1.2 times their reported Sept. 30 tangible book value of $26.96, for 12.2 times the consensus 2014 earnings estimate of $2.52 a share, among analysts polled by Thomson Reuters, and for 10.5 times the consensus 2015 EPS estimate of $2.96.
Please see TheStreet's earnings coverage for Antoine Gara's detailed discussion of the boost to Morgan Stanley's bottom line brought about by the company's assumption of 100% ownership of its former retail brokerage joint venture with Citigroup C.
Morgan Stanley's shares were up 0.6% in late midday trading Monday, to $31.12.
The following chart shows the performance of Morgan Stanley's stock this year, against the KBW Bank Index ( I:BKX) and the S&P 500
MS data by YCharts
Interested in more on Morgan Stanley? See TheStreet Ratings' report card for this stock.
-- Written by Philip van Doorn in Jupiter, Fla.
Follow @PhilipvanDoorn
>Contact by Email.


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Sapphire Hill Vineyards
Sapphire Hill Vineyards and Winery is a small, family-owned winery, specializing in cool-climate varietals from the Russian River Valley. Estate-grown grapes from our 32 acres of vineyards produce our award-winning wines. Our tasting room, located one block north of the Memorial Beach Bridge, is open Friday, Saturday and Sunday from 11 am to 4:30 pm. Come visit us!
This winery's map location has been determined using Geocoding Mapping Technology, based on winery address data. If you plan to visit Sapphire Hill Vineyards, please contact the winery to confirm location.
Visiting the Winery
Other times by appointment.


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When it comes to baby chicks, I've been blessed with sending them off to great new homes. Everyone I met last year was just amazing. It was an unexpectedly great way to make new friends and acquaintances in farmlife.
Last August I wrote about a hatching chick that was stuck in it's shell; a little miracle chick that survived being peeled to freedom. I held my breath for a long time during that experience.
Miracle Chick went home with wonderful people – I couldn't have asked for better. They recently sent me a great update on Miracle Chick and a pretty neat photo as well. Enjoy!
"Hello Teri, just wanted spread the happy news that your Miracle Chick has laid her first egg! Thanks again for the gift of the chicks! We have enjoyed them VERY much and now have a new dimension on that enjoyment! "