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Glebe is the bookwormish and often overlooked sister amongst Sydney's glamorous inner-city suburbs. But who needs a high profile or designer fashion when you have ideals and intellectual mettle?
Sitting between two universities, this pretty peninsula is home to a vibrant community of students, academics, activists and new-agers. You'll hear them discussing everything from chakras to Chavez in the cheap restaurants, cafes, bookstores, laundromats, health food shops and lively pubs.
Don't miss the popular Saturday markets, where bargain hunters and bohemians flock for funky vintage clothes, massages and tempeh burgers. Trawl the second hand goods, records, furniture, arts, crafts, jewellery and bric-a-brac while listening to the soothing sounds of bongos and wind chimes.
Lined with grand Victorian terraces, federation houses and modest workers' cottages, Glebe's leafy streets are great for walking. Stroll along Glebe Point Road (GPR to the locals), stopping to browse boutiques and esoteric shops or look intellectual with a second-hand book. Drink coffee, eat cake, play cards and talk love, life and philosophy in cosy cafes. Restore your zen with massage, acupuncture or other alternative therapies. Then unleash your inner child in Bicentennial Park, overlooking Blackwattle Bay. This big green space comes complete with playing fields, a skateboard ramp, playground and barbecue facilities.
When it comes to dining, Glebe really is a global village. Thai, Indian, Japanese, Korean and Nepalese are just some of the flavours of the many cheap ethnic eateries. You'll also find lots of upmarket restaurants winning quiet rave reviews. After dark, head to a funky cocktail bar, see greyhounds race at the local track or listen to an independent rock band at one of the intimate wine bars or pumping and unpretentious pubs.
In Glebe, you can forget the glamour and focus on good times and great ideas.


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The Patio recently installed a canopy to help with rain, wind and other inclement weather during the winter months, enabling all-year-round outdoor dining under the comfort of the new lid.
"Guests were intrigued watching the canopy in action," said the restaurant's director of operations, Lucas Reeve. "The added warmth it provides was a most welcome benefit."
Reeve said the lack of overhead protection last winter clued the restaurant's owner and operators into the need for such a covering, as even San Diego experiences cold snaps this time of year.
"We recognized the need to provide further comfort and warmth for our guests," he said. "Adding the canopy has delivered a truly unique outdoor dining experience in the winter months."
— Staff and contribution

subset: commoncrawl


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From the London Olympic Games to NASA's Curiosity rover, here's what 2012 looked like on Facebook, Twitter and LinkedIn:
Top check-ins in Australia
1. Melbourne Cricket Ground
2. Darling Harbour
3. ANZ Stadium
4. Rod Laver Arena
5. Bondi Beach
6. Sydney Opera House
7. Chadstone Shopping Centre
8. Star City Casino
9. Suncorp Stadium
10. Crown Casino Melbourne
Most talked about
1. One Direction
2. Big Brother
3. The Voice
4. London Olympics 2012
5. The Hunger Games
6. Fifty Shades of Grey
7. Sydney Swans
8. The Avengers
9. Gangnam Style
10. Kony 2012
Twitter listed many tweets for its 2012 trends recap. Here are some that generated the most retweets and "came to life organically" on Twitter:
- "@NASAJPL live-tweeted as the Curiosity rover made its descent onto the Red Planet. The #JPL team shared Twitter updates with the world directly from the shuttle's command centre.
- "The International Space Station (ISS) captured live images of Sandy as it tore its way up the East Coast of the US. As they followed the superstorm from their unique vantage point, astronauts tweeted live images to the world.
- "@L2012PoolCam tweeted live images from underneath the water during the London Olympics swimming races. The swimmers dove, raced, flipped and crossed the finish line right in front of us.
- "Blockbuster movie director James Cameron took the second-ever dive to the bottom of the Mariana Trench in the Pacific Ocean, and became the first person to send a Tweet from 35,755 feet beneath the sea.
- "Sir Tim Berners-Lee, inventor of the World Wide Web, live-tweeted from the stage at the 2012 Opening Ceremony. A London native, his Tweet was 'for everyone.'
- "Known for his public stands against Chinese government repression, artist Ai Weiwei has been placed under house arrest and is not allowed to travel outside China. He has turned to the Internet, and in particular to Twitter, to engage with the world. As he often says, "Twitter is [my] favourite city.'"
'Creative' was the top overused professional buzzword by Australian LinkedIn users, and is also ranked as the number one buzzword globally.
Other top LinkedIn buzzwords this year were 'motivated', 'multinational', 'responsible', 'experimental', 'effective', 'specialised' and 'analytical'.
Follow Computerworld Australia on Twitter: @ComputerworldAU, or take part in the Computerworld conversation on LinkedIn: Computerworld Australia


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CAMBRIDGE, Mass. – With 1:47 remaining in the second overtime period, Mike Harrington connected on a pass from Sean Doherty to give visiting Wheaton College an 11-10 victory over MIT in a Pilgrim Lacrosse League game on Saturday afternoon. Doherty finished the day with three goals and three assists while Eric Zuk paced the Engineers with four goals.
The Lyons opened the game with four unanswered goals before Justin Myers won the ensuing faceoff and buried an unassisted marker with 2:55 left in the first quarter. A man-up goal by Doherty followed by a solo effort from Ben Cederberg increased Wheaton's lead to 6-1 early in the second quarter.
MIT responded with a 5-1 run to close out the half and narrow its deficit to one (7-6). Zuk started the scoring spree with back-to-back goals as the first came with a man advantage. Dan Piemont registered a hat-trick, which featured a pair of man-up scores, while Nick Sisler tallied three assists.
The Engineers carried the momentum into the third quarter as Zuk redirected a feed from Myers after 40 seconds expired. For the third time in the contest, Doherty converted a pass from Billy McNamara which put Wheaton in front, 8-7. John Kucharczyk then found Zuk for the equalizer with 42 seconds left in the period.
Kucharczyk gave the Cardinal and Gray its first lead at the 13:09 mark of the fourth quarter while Ben Hessels increased the hosts' margin two minutes later. McNamara quickly tallied two goals which came 1:09 apart, the latter with 8:11 left to play. Both squads had several chances to recapture the lead, but solid play in net maintained the deadlock.
The momentum shifted to the Lyons in the extra sessions as they outshot the Engineers, 6-2, and yielded one turnover while MIT committed four, with the last miscue eventually resulting in the game-winning goal.
Kucharczyk posted one goal and two assists while Myers compiled 11 groundballs, one goal, one assist, and was 18-of-20 in faceoffs. Elliot Sykora won three of his four faceoffs and chipped in three groundballs and two caused turnovers. Timothy Wilczynski contributed six groundballs and two caused turnovers as Christopher Rullan totaled nine saves and three groundballs.
McNamara tallied six points on two goals and four assists while Chris Landers notched two goals and an assist. Cederberg added two goals as Conor Whitney rounded out the offense with a goal. Jack Croasdale paced the Lyons with four groundballs while Cody Powers collected three groundballs and two caused turnovers. Jesse O'Neil amassed 20 saves in the win.
Next up for MIT (4-6, 2-2 Pilgrim) will be a road game at non-conference foe Wentworth Institute of Technology on Wednesday, April 27 while Wheaton (3-9, 2-2 Pilgrim) will close out the regular season at Pilgrim League rival Clark University on Saturday, April 30.


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Use of "N-word" among blacks on trial in N.Y. case
NEW YORK A federal jury has rejected the argument that use of the N-word among blacks can be a culturally acceptable term of love and endearment, deciding its use in a workplace rant was hostile and discriminatory.
Jurors last week awarded $250,000 in compensatory damages to a black employment agency worker who was the target of an N-word-laced rant by her black boss, and they return to a Manhattan federal court Tuesday to decide on punitive damages.
The case against Rob Carmona and the employment agency he founded, STRIVE East Harlem, gave legal airing to what some see as a complex double standard surrounding the word: It's a degrading slur when uttered by whites but can be used at times with impunity among blacks.
- Judge OKs deal dismissing Paula Deen lawsuit
- Huckleberry Finn and the "N-word"
- Jackie Robinson movie takes on legacy, color barrier
But 38-year-old Brandi Johnson told jurors that her boss being black didn't make it any less hurtful to be the target of what her attorney called Carmona's "four-minute (expletive) tirade" about inappropriate workplace attire and unprofessional behavior.
Johnson, who taped the March 2012 remarks after her complaints about his verbal abuse were disregarded, said she fled to the restroom and cried for 45 minutes.
"I was offended. I was hurt. I felt degraded. I felt disrespected. I was embarrassed," Johnson testified.
In closing arguments, Johnson's attorney, Marjorie M. Sharpe, said Carmona's use of the word was intended to offend "and any evidence that defendants put forth to the contrary is simply ridiculous."
"When you use the word (expletive) to an African-American, no matter how many alternative definitions that you may try to substitute with the word (expletive), that is no different than calling a Hispanic by the worst possible word you can call a Hispanic, calling a homosexual male the worst possible word that you can call a homosexual male," Sharpe told jurors.
But defense lawyers said the 61-year-old Carmona, a black man of Puerto Rican descent, had a much different experience with the word. Raised by a single mother in a New York City public housing project, he became addicted to heroin in his teens and broke it with the help of drug counselors who employed tough love and tough language.
Carmona went on to earn a master's degree from Columbia University before co-founding STRIVE in the 1980s. Now, most of STRIVE's employees are black women, defense attorney Diane Krebs told jurors in her opening statement.
"And Mr. Carmona is himself black, as you yourselves can see," Krebs said.
In his testimony, Carmona defended his use of the word, saying he used it with Johnson to convey that she was "too emotional, wrapped up in her, at least the negative aspects of human nature."
Then he explained that the word has "multiple contexts" in the black and Latino communities, sometimes indicating anger, sometimes love.
Carmona said he might put his arm around a longtime friend in the company of another and say: "This is my (expletive) for 30 years."
"That means my boy, I love him, or whatever," he said.
He was asked if he meant to indicate love when he called Johnson the word.
"Yes, I did," he responded.
The controversy is a blemish on STRIVE, which has been heralded for helping people with troubled backgrounds get into the workforce. Its employment model, which was described in a "60 Minutes" piece as "part boot camp, part group therapy," claims to have helped nearly 50,000 people find work since 1984.
Sharpe told jurors that STRIVE's tough-love program cannot excuse Carmona's behavior.
"Well, if calling a person a (expletive) and subjecting them to a hostile work environment is part of STRIVE's tough love, then STRIVE needs to be reminded that this type of behavior is illegal and cannot be tolerated," she said.


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An Explanation For Why Verizon Is Driving DSL Users To Competitors' Cable Lines
from the dumping-dsl dept
In other words, Verizon will cut off copper in FiOS markets first (which makes sense given the lower maintenance costs of fiber). They'll then leave users in DSL-only markets un-upgraded, forcing them to buy a costly landline so that remaining on Verizon DSL becomes less attractive. Those customers will flee to the same cable companies Verizon just signed a massive new partnership with, with Verizon planning to sell those users more expensive LTE connection later. Verizon will continue to "compete" in FiOS areas for now, if you call winking and nodding when it's time to raise prices competition.Now, there is something reasonable about a company actually being willing to cannibalize its own older offerings with something more modern. But a key warning sign that something is wrong is that they're not moving customers to something that's better and cheaper -- which is what you normally see in a truly competitive, innovative market. Instead, they're moving them to a more limited, more expensive offering. That's what you tend to see when there's not nearly enough competition in the market, and a few established players whose customers have little choice.
Rural areas could see the biggest impact from the shift, as Verizon pulls DSL and instead sells those users LTE services with at a high price point ($15 per gigabyte overages). Verizon then hopes to sell those users cap-gobbling video services via their upcoming Redbox streaming video joint venture. Expect there to be plenty of gaps where rural users suddenly lose landline and DSL connectivity but can't get LTE. With Verizon and AT&T having killed off regulatory oversight in most states -- you can expect nothing to be done about it, despite both companies having been given billions in subsidies over the years to get those users online.
The entire amazing transition becomes clearer still when looking at Verizon's quarterly earnings posted yesterday. The company added a whopping 3.2 million LTE users during the second quarter, a record for the telco. In contrast, thanks to a frozen FiOS expansion (with the exception of franchise obligations in urban markets) and their disdain for DSL, Verizon managed to add just a net 2,000 broadband users in the quarter, despite adding 134,000 FiOS users. Verizon CFO Fran Shammo gave several excuses during yesterday's conference call ranging from the economy to aardvarks -- but the reality is that DSL users are fleeing in droves, and Verizon wants them to.


text:
Get Your Pumpkin On With These Products
OK, we we're used to pumpkin beers and coffees, but pumpkin vodka and Jell-O? Autumn Jell-O shots! And since there's no accounting for tastes, here are loads of options for pumpkin-crazy connoisseurs. But hurry, because most of these are available for a limited time. Prices were not available for all items.
Korky Vann, firstname.lastname@example.com
Copyright © 2019, The Morning Call


text:
WOODBRIDGE, NJ - Opportunity New Jersey held a breakfast at the Renaissance Woodbridge Hotel in Woodbridge Friday to promote the non-partisan organization's data-based education about policy actions in New Jersey.
The event, sponsored by the Middlesex County Regional Chamber of Commerce Convention and Visitors' Bureau, featured speakers Thomas Bracken and Michele Siekerka. Bracken is the president and chief executive officer of the New Jersey Chamber of Commerce, and Siekerka is the president and CEO of the New Jersey Business & Industry Association.
Opportunity New Jersey (ONJ) supports policies that encourage job growth, affordability and prosperity in New Jersey. ONJ seeks to make New Jersey more affordable place reducing overall tax burdens by developing and maintaining a workforce where people are encouraged to stay.
Also addressed at the Woodbridge event was ONJ's efforts to effect regulation and tax reform in the state by promoting a competitive tax structure and modernizing and reforming estate and inheritance taxes. ONJ has implemented a Red Tape Commission in an effort to eliminate certain regulations the organization views as redundant and, in some cases, "onerous."


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I am in the same boat. This post helps so much! Thanks!
Yesterday I spend 30 minutes conferencing with crying students out in the hall. 6 kids all crying for different reasons, and yes, this is in third! One set of girls went back and forth with the, "yes you did, no I didn't" thing. No matter what I did I couldn't get them to understand that one had their feelings hurt and the other didn't even realize she did anything. They were too mad to hear anything from anyone. I ended up just sending them to the office because I was wasting all of my teaching time dealing with girl drama (and I still had 2 crying kids to go!) The Principal didn't even talk to them. They were sent back after about 40 minutes. All they did was quietly sit in the office chairs and they came back like they were best friends! UGH!
In my school if you utilize the councilor too many times word makes it around that you can't handle your own class. Yes, I could use some assistance, but I am not willing to go there again and let everyone talk about how I have no classroom management for the next month or so. I already had her come in once. I guess the ideology is that if it doesn't stop in one 15 minute meeting then I am the miserable teacher.
I am in the same boat. This post helps so much! Thanks!
Yesterday I spend 30 minutes conferencing with crying students out in the hall. 6 kids all crying for different reasons, and yes, this is in third! One set of girls went back and forth with the, "yes you did, no I didn't" thing. No matter what I did I couldn't get them to understand that one had their feelings hurt and the other didn't even realize she did anything. They were too mad to hear anything from anyone. I ended up just sending them to the office because I was wasting all of my teaching time dealing with girl drama (and I still had 2 crying kids to go!) The Principal didn't even talk to them. They were sent back after about 40 minutes. All they did was quietly sit in the office chairs and they came back like they were best friends! UGH!
In my school if you utilize the councilor too many times word makes it around that you can't handle your own class. Yes, I could use some assistance, but I am not willing to go there again and let everyone talk about how I have no classroom management for the next month or so. I already had her come in once. I guess the ideology is that if it doesn't stop in one 15 minute meeting then I am the miserable teacher.
We spent from 8:00 this morning till about 11:30 doing nothing but tribes activities. We started by talking about what a tribe was and how a tribe has to work together. Then we did the "Five Tribals" activity, and went around (using a talking stick...totally didn't work today, but I told them that every day I'll pick someone who I feel is "respecting" the talking stick, and they get to add some sort of decoration to it) talking about how we felt about our classroom. After that, they all went to their seats and wrote about a time that they were upset and/or heard a put-down in our classroom. Then, we had a "funeral for put-downs"...after I'd read all of their letters, I talked about the similarities between all of them. Almost everyone of them put "name-calling". I then ripped the letters up in front of them and put them on the ground in front of me. We went around the circle again (using the talking stick). One person would stand up, and everyone in the circle said something nice about them. Then that person got to stomp on the "put-downs" that were ripped up. Afterwards, we all picked some up and threw them in the garbage. Finally, I got a big jar and lots of beads. We already have a "be a buddy, not a bully" poster where I add a sticker whenever someone's being a buddy, and whenever we fill it up (100 stickers) we're going to have a pizza party. However, it hasn't been going well, because all I see are the bullies. So, whenever someone says something or does something that makes them feel good about themselves, they can put a bead in the jar and a sticker on the chart. BUT, if I hear any put-downs, I take 5 beads out. Our goal is to have 50 beads still in the jar when we fill up our chart (we have 88 more stickers to go to fill it up, so I explained to them that if I never heard any put-downs, we'd have 88 beads in the jar also, so we'd be way ahead of our goal of 50. But, if people are just filling up the chart and the jar to get a pizza party, but still being mean, then we'll have less than 50 beads when we fill up the chart so we still won't get a pizza party).
Hopefully all of this will work. I feel like we got NOTHING academic-wise accomplished today, but if it leads to a better learning environment in our classroom, then I'm fine with it. My goal is to have a morning meeting each morning, hopefully not more than 20 minutes or so, and to continue using the jar/buddy chart.
Thank you all so much for your encouragement and support! I didn't feel like ripping my hair out today!!!
I love your tattling strategy! When I had a similar issue a few years back, I brought a teddy bear to class. His name was "Toby the Tattling Teddy". I told the children when they felt the need to tattle that they should go and talk to Toby. Believe it or not, it worked. Now I just keep him around in case a child needs a hug or is having a bad day.
in the past. One is kind of like the "tattle sheet." All tattling had to be done in writing. What was done and to whom? That cut down a lot and also kept a record. (Both to see who was doing the complaining and who was being complained about.) I looked for patterns.
Another thing I've done is had them write their name in a spot on the board and put a T by their name if they have something they want to talk to me about. Then when I have a moment I'll go and talk to them. It's great because usually by the time I get to them it's forgotten or they have already worked it out themselves.
I do believe there is something to be said about this time of year. For some reason the kids' attitudes and behaviors dip. This year I have a great class, for the most part, but at this time of year, it's like they revert back to the September mode. I try to instill in them that they are no longer in second grade. We are beyond the half way mark of school and they are on their way to fourth grade and they should act like they want to be promoted. It seemed to help. As hard as it is to make time to call and meet with parents, it does help some of the time. I was very pleasantly surprised when a student failed a test on the American Rev. and then got 100% on the retest (which I don't always do), because Dad lit a fire under him. I know I have been wrong about parents' perceptions many times and need to give it a chance more often.
I've been teaching a lot of years and can honestly say I've never seen a class quite like the one I have now. You all are writing as though you are living in my class! Between all the impulsivity, tattling, meanness, inattention, learning challenges and selfish behavior, it is hard to teach this group and, as a group, it shows! Test scores are lower, we're way behind on units, and I've modified and simplified instruction to limit the "freedom" and depth I typically give the kids. I'm excited to learn more about Tribes, but most importantly, it's nice to not feel so alone. A group like this definitely makes me question my own abilities. It is so sad that many of the parents acknowledge a problem with their own child but very quickly blame other students... just like the kids do! I don't even bother calling/emailing home much anymore because, other than taking time out of my already insanely busy day, it doesn't help. Good luck to you all... only 67 teaching days left (the kids are counting).
And..if all else fails..handwriting work all day..100 lines I WILL BE POLITE IN CLASS...works for me. At least they will have beautiful printing and aren't wasting time by arguing.
What book do you use? There are so many on the site. Thanks for your help.
I have used the same book for years and still have a lot of pages left. I have a "Tattle Tale Book" . When children start complaining a lot and just want to get other children in trouble, I tell them that I have a lot of work to do and to go write it in the Tattle Tale Book. I tell them that I will read it at the end of the day. They get to air out their side of the story and I get to go on with what I plan to teach. For some it takes more to write it out and they decide themselves that it really is not that much of a big deal. After some time has gone by the bickering dies down and that fire was put out.
Hope it helps.
Glad to have found this post! We've noticed this behavior increasing lately, too! Makes me wonder what spring fever will bring... I'm going to try some of your suggestions. I wanted to echo that I think not all of the teasing, name calling and rude behavior is necessarily out of intentional meanness. Have you watched the Disney channel lately? The characters are smart-mouthed and rude to adults, friends, etc. It seems to be an accepted part of culture. However, "not in MY room". So, onward to watch for teachable moments and restoring sanity to the classroom. Valentine's Day will be a great time to start!
I feel your pain! I too am having the same problems. I haven't heard of TRIBES, so I will definitely check it out. The students truly are mean and ugly to each other. When it comes to recess some of the boys feel they are professional football players - argue and make fun of others who can't play football right. I've taken the football away only to have it happen all over again.
I've seen students put a finger to their mouth reminding others to be quiet. Only to have other students give a shake of the head and an "in your face" look back at them. And the tattling....OMG!!!! I came across a Tattle Sheet in my file and lately I've been using that. Years past the students didn't want to fill it out, it wasn't worth it. This year they don't give it a second thought to fill it out. When a student comes up and starts to tattle I tell the student to take a Tattle Sheet. The Tattle Sheet is where they write what happened, who was involved, who else saw it, how it made them feel, how others felt, then the student needs to write 2 strategies on how they would solve it if it happened again. They give me the Tattle Sheet and that's it. I will read it and act on it if it is necessary, (bullying, physical, etc.) I've found with this group they seem to be satisfied they were able to tell what happened.
I'm too am really struggling. Recently I was sick 3 days and was so happy to be SICK and have time away from the students. I was really sad to go back. But I'm still trying.....
I am sorry to hear about the parent attitude and the number of students involved in these behaviors...but that attitude from a parent and the number of students would not stop me from calling home, and it would not stop me from making comments on the report card. I would bet that some of the students in your classroom are imitating their classmates. They have gotten the message that it is cool, and so they have joined in the fun...it has become a means of acceptance.
Parents (and future teachers) need to know about these behaviors. I bet if you asked last year's teacher, you would find that these same children had the same problem last year. This shows a pattern...and it is time the pattern was broken...it is time to be respectful.
By your own description, some students in your class are "mean, spiteful, and just downright rude." In my opinion, parents need to know about this, and report cards need to reflect these behaviors. Whether they can be spiteful and rude one minute, and friends the next minute would not matter to me. The spiteful and rude would need to stop.
Calling each other names and making an "L" on a forehead is bullying. It is hurting feelings. It is causing tattling. It is disrupting learning.
Imitating TV or siblings is not an excuse. Eight year olds are mature enough to know right and wrong. Such behavior is wrong.
Just remember...who these kids really are is what they are when no one is looking. It sounds like many of them are not good kids when people are looking, so imagine who they are and what they are doing when no one is looking.
You should not have to go home exhausted each day because you have been the judge and jury all day. We have all have classes that exhaust us to the max because of their behavior. I had two years during my thirty-two year career. I did not enjoy being their teacher...I felt sorry for the good ones...I was a __itch...and that is what it took to get them in line. Rather than giving me a hard time, parents were grateful that I addressed the rude, immature behaviors.
Good luck using TRIBES. I will be sending you positive thoughts, and hope you find some solutions that work with your class.
Thank you all for your ideas! They are fabulous!
As far as calling home, there's two reasons why I don't really do this: 1 - I've tried it and as a PP said, home doesn't think it's a problem. I've actually had a couple of parents laugh at me and say things like, "He hears his dad say that all the time!! Haha!" 2 - It's honestly every one of them. And the thing is, I honestly don't feel like it's bullying. The kids that are friends do it to each other. It's things they've seen on TV, or seen their older siblings do/say, and they think it's funny. More so than them getting mad at each other, per se, they just get "riled" up. Does that make sense? I know it sounds weird that they're arguing and not getting mad/bulling each other, but that's really what it is. They'll argue and yell at each other one minute, and then the next ask if they can walk to the snack machine together. It's more just a desire to be right.
I'm definitely going to sit the whole class down and do some tribes activities. I also think I'm going to send a note home to the entire class. There are only TWO kids out of my entire class that I can say without a doubt are kind and sweet to the other kids all the time, so I think it'll benefit all of them to just send a note home saying we're having issues with arguing.
Thank you again for all the help. Hopefully I can turn things around before the end of the year. I'm tired of going home exhausted every day because I feel like I've been a judge all day.
I would definitely build community in your classroom. I teach Tribes every year as my first social studies unit. We teach the rules over and over, act out scenarios, role play, and do several activitis a week. One of the main Tribes rules is NO putdowns, which it sounds like is a major problem.
Teach them how to respond to a put down, role play and practice- correct and incorrect ways. Have them tell the good/bad things.
Each time someone does a putdown put an x on a post it on their desk. 3 x's = lose recess/gym minutes/call home/etc...
Do you do a credits/debits? (Google Beth Newingham) A put down would = a debit on our class.
Pass out paper tickets when you see someone being positive. Every 10 tickets they can get a reward or special privelage or homework pass.
Ask principal to come in and remind them of school rules.
We do a community read aloud about bullying/friendship each Monday morning.
We also do talk time each morning. They have about 10 mins. to talk to each other and then they share what someone else told them.
Right now, we're doing a Kindness Counts bulletin board. Whenever we see someone helping, showing kindness, etc...we put up a heart. Every time we get 10 we have a 5 minute break. When we get all 100 up on the board we'll do some kind of big reward.
When someone does something unkind, we stop, go to the carpet and talk about how that action makes the victim feel, as well as the other classmates. Then, the offender has to repeat how it makes others feel and tell what s/he can do in the future.
Gather the kids and tell them what you've noticed. See if they have any idea about how to stop it. Make charts and review them daily.
Send kids to a lower grade for 15 mins. It might be embarrasing for them to be there. Maybe they'll "get the picture".
When kids are rude, look sad, say you don't like your friends being put down, and isolate them to a different area of the room. After a couple minutes allow them to return. Send them away again if it continues.
Hope some of this helps...yes, it takes time, but if kids are at each other's throats you aren't getting a lot done anyway. Good luck!
I love your ideas for tattling, Connie! I have this problem in my class too. The thing that works best for me is rewarding or giving verbal praise to students who are "Caught Being Kind." I discipline any students that I hear saying unkind things. They always say that someone else started it, so I tell them that they still made the choice to continue the unkind behavior.
TRIBES is a great program. I would encourage you to take a look.
I had a class that tattled one year...it drove me nuts!!! I tried to analyze why they were tattling, and it was all over the map. Some were doing it to get back at someone else. Some were doing it to get attention, whether the attention was positive or negative. Some were doing it because they didn't have any other strategies to deal with conflict. Some did it because they saw their friends doing it. Some did it because I reacted to it and didn't keep my cool.
When I could not take it any more, I put a sheet of paper on the board and a marker on the chalktray. The heading on the paper said "I tattled today!" As soon as a child tattled, he/she wrote his/her name on the paper, and could not tattle any more that day. This helped the children who needed to tattle several times per day...they could now only tattle once per day and they had to decide to use it right away or save it for later.
When a child tattled, I would say "Thank you for sharing your concern." Unless there was blood, I pretty much ignored the tattling. The issues were small, and students learned that when they tattled, I was going to ignore most of the time, so why tattle in the first place.
Another thing I did was have the guidance counselor come in over two weeks (every day) and teach lessons on bullying (perfect for the child/children who is/are using the L on the forehead...personally, I would be calling home immediately about this kind of behavior.) I wanted intensive teaching by the guidance counselor, so that is why I requested every day. The counselor showed many examples of what bullying looked like, sounded like, and felt like. She read books, the students did mini-skits, and they play-acted situations.
I also had the guidance counselor teach the class strategies they had to use before they could tattle. She had about ten of them...ignoring, walking away, I messages, etc. The class practiced each one through role-playing.
If you do not have a guidance counselor who can help you will this, you will need to develop your own lessons. I am sure there are many suggestions on-line for lessons you could teach.
Once they were taught these strategies and still tattled, I would say "Which strategy did you try before you came to tattle?" The child might respond "I ignored." My response would be "I am glad you used that strategy. It seems to me that you solved the problem all by yourself. Please add your name to the "I tattled today" sheet." If the child told me he/she had not tried a strategy, I would say "After you have tried a strategy, you may come back and tattle. Then I will let you put your name on the "I tattled today" sheet."
Another thing I would do is reward those who said positive things to others. You must hear them do this. They can not come running to you and say "I just said something positive to John."
A reward might be writing their name on a piece of paper, putting it in a bucket, and drawing five names at the end of the day to get a prize. (Start small...you may need to do this at noon and again at the end of the day the first and second week. Maybe by week three you can just do it at the end of the day.) Some students will get to put their names in the bucket ten times a day...others will not get their name in the bucket at all. Live and learn...
You will also need to use your report card and the comments section of it to let parents know about a child's bullying behavior. I am sure your report card has a comment about respecting others. If the child deserves an N for needs improvement in this area, then give the N!! Be sure to make a comment in the comment's section. The comment might be: "Your child often solves problems by using unkind words. Sometimes your child is the one who says these unkind words, and sometimes your child hears unkind words from others and responds by using unkind words. _______ needs to use other strategies to solve conflicts. These strategies might include ignoring, walking away, (list other strategies the child has learned)."
Another comment might be "Your child often tattles rather than solving his/her own problems. Our class has practiced strategies like ignoring, walking away, (list other strategies). I would like to have _______ use these strategies rather than tattling. It would be great if you could practice them at home so _______ becomes familiar and confident using them."
I would not use these comments unless the parent is aware of the problem. If I were a parent, I would want to know over the course of a grading period that this is an on-going problem. This will mean conferencing with the parent in person, by email, or by phone. If you see improvement over the course of a grading period, I would make a comment on the report card to this effect.
I noticed on the list of things you have tried, you did not mention calling home. Maybe you have tried this, and it didn't do any good. Maybe you have tried this, and home did not see a problem. Maybe you have not tried this...and I definitely would.
After intensive work with the guidance counselor and intensive training about bullying and strategies to deal with problems, I would let the class know that from now on, bullying will get a warning and then the child will be calling home/parent's workplace. Before this happens the first time, send a letter/email home to parents that tell them that the class has been having a great deal of difficulty being nice to others. Explain how students have worked with the guidance counselor, and what strategies they have practiced. Give specific examples of these strategies. Encourage parents to practice these strategies with their child. Then let parents know that from now on, their child will get one warning and then will be calling home/workplace. I would make sure this letter is returned with a parent's signature.
When a child has a problem, I would take him/her aside and let him/her know that if the problem happens again today, he/she will be calling home/place of work immediately while the rest of the class listens to the call. This is his/her warning. If the child/children bullies/bully again, I would help him/her dial the number and make the call. Before calling, the child should practice what he/she is going to say. You should also speak with the parent so think about what you are going to say. The rest of the class will get the message very quickly!
No matter what you try, you will have to be consistent. As soon as you change the rules for one child, students will see you as wishy-washy and take advantage of it. The student who has to call home is going to cry...too bad, so sad...don't give an inch. The child must call home. You set up the consequences and you must follow through!
Be positive...be strong...don't order a wig to cover your bald spot yet!!!
I hope these give you some ideas.
It works, I use it every year. I start of using it a lot in the beginning and back off after a month. It's just a nice way to build that "family" environment that is the foundation of a solid year.
I also swear by the concepts discussed by Dr. William Glasser. I have one of the best classes year after year because of his ideas. Read, The Quality School. It takes some work, reading, and some training to learn and implement his ideas, but it's well worth it.
Sounds like a pretty unpleasant experience. If you're at all familiar with Tribes, a creation of Jeanne Gibbs, you recognize this as a clear sign that there a lack of community within the classroom. Essentially, they are simply behaving in a way that is entirely self-serving. I know it's hard to conceive of at this point (as another repsponder suggested, it is the time of the year), but it's never too late to try a slightly different tact. Think of the sorts of things we do at the beginning of the year to build that sense of community. The "get to know you" kind of stuff. Except the point is not to simply kill time, but to try to get students to know one another in a way that they previously didn't so that they're getting along becomes not just a nice thing or "the right thing", but mutually beneficial. They not only learn something about the others, but also become known in a way that makes them feel a little more included.
Once you have them somewhat more invested in one another, you can start to build inclusiveness. It's so important for students for feel like they belong. As is true in most classrooms, mine included, the students who are most "successful" from an academic point of view, are the ones who feel the most included. It's usually not those students that cause the problems. Why would they. They don't have any problems, as perceived by both themselves and their peers. Inclusiveness must be generated through ensuring there are opportunities almost every day for students to do something that makes them feel as though they are a valuable part of something larger than themselves. Not everyone has to realize their value, but someone other than the individual themself must see their value and make this known. This is most effectively done through strategic planning and group work, but it won't work if the first part is not established.
Finally, when all feel as though they belong and valued, they are ready to make a committment to the group at large...the community.
The problems you describe don't develop over night so don't expect them to be solved. However, it's never too late. The only thing you must avoid is not trying. There is no easy button for this problem. It takes very intentionally planning with the solution in mind at all times. I suggest you look into Tribes, at least get a taste for what they're prescribing (although Tribes is not a prescriptive thing at all). At worst you might get a little insight about the nature of the problem and from there begin to find some solutions that might work better for you in your particular situation and in your comfort zone. Good luck.
Maybe you could talk to the guidance counelor and let him/her know what's going on. Maybe the councelor could come up with some kind of lesson and go present it to the students. I would ask the counselor to come in and she always did a fabulous job giving a presentation and an activity with the students. It calmed the waters.
Maybe you could try holding debates with students about issues that matter to them in life and in school or whatever you're teaching about at the time. Beforehand pre-set the rules for the discussions. No name calling, everyone's opinions/thoughts matter etc etc. Maybe finding an outlet to argue peacefully in will help stop the bickering? I don't know, it's all I can think of!
Hope it helps.
Well, i am experiencing some of the behaviors you are dealing with. It must be the time of year, the full moon? Unfortunately, I believe they are modeling what they see in video games, on tv, and at the moviies. I feel like I shovel sand against the tide trying to keep the class quiet and orderly. I feel your pain!
I'm seriously about to lose my mind. I've tried everything. NONE of the kids get along. I feel like I'm on a constant episode of Jerry Springer. They argue back and forth, shout and tattle on each other all day long, any time someone gets something wrong someone tells them they "just got burned" (Where the HECK did that start?! I HATE IT!). Most of it is whispered to another student, and that student gets mad and yells back, so I usually can't even get on to the student from the beginning. They're calling each other names behind my back, and now they've even started holding up an "L" on their forehead while I'm not looking to another student. They're mean, spiteful, and just downright rude. I've tried doing group work to make them work together, I've tried separating the ones that argue, I've tried silent lunch, no recess, completely independent work...nothing has helped. Please tell me you have a magic solution before I leave work bald!!! I'm going to pull my hair out!!!


text:
You may make more money by earning a college degree.
The data shows that a college degree may correlate to your salary range—and the relationship between compensation and education level could be becoming more prominent.
At the turn of the 20th century, American working life was different. The number of students who graduated high school shot up from 7 to 49% and it became a kind of rite of passage for young adults.[i] By 1975, full-time workers with a Bachelor's degree had 1.5 times the annual earnings of workers with a high school diploma. By 1999, this ratio had edged up to 1.8.[ii]
Now-a-days, education has become a great way to jumpstart your career and earning your college degree could be the best way for you to invest in your future. With so many online degree programs to choose from and possible scholarship opportunities that could ease financial strain, college may be more doable than you originally thought. Since you have the flexibility of setting your own schedule and working as you earn your degree, an online college degree program may be a great fit for nontraditional students such as single dads or moms who want to go back to school and complete their college education.
A formal, focused education should still be relevant, despite current economic woes. Employers often use diplomas and degrees as a way to screen job applicants and, if you do not have a college degree, you may not make the cut. Furthermore, once you are employed in your desired career, your salary may better reflect your credentials. On average, a person with a Master's degree earns $2.76 million over a lifetime compared with only $1.38 million over the lifetime of a high school graduate, That is a difference of $34,216 per year.[iii]
A person with a Bachelor's degree could earn, on average, almost twice as much as workers with a high school diploma over a lifetime – $2.3 million compared to $1.38 million, that is a difference of $22,516 per year[iii]. This may be a result, not only higher starting salaries for people with higher education levels, but also sharper earnings growth over the course their careers.


text:
In a cinematic era of computer-generated imagery and digital rendering, Midi Z's films (趙德胤) feel like they are from another era. Framed in long takes, underemployed young men hang around and compare their meager salaries, or prate about their planned escapes to neighboring countries. Families eat meals by candlelight in shacks without electricity, and a woman perpetually awaits a promised fake ID card in a border village populated by refugees.
Midi Z's gritty cinema offers poignant insights into Myanmar, a once-isolated country that continues to be ruled by a military junta. The 31-year-old director is an ethnic Chinese born and raised in Myanmar, who recently became a Taiwanese citizen. After years of exile in Taiwan, Midi Z returned to Myanmar at the height of its 2010 democratic elections to make his feature debut Return to Burma (歸來的人). The next year, he followed it up with Poor Folk (窮人。榴槤。麻藥。偷渡客).
These two feature films have garnered acclaim on the international film circuit for their unique portrayal of realities that had been largely unknown to the rest of the world.
Diaspora and displacement are the recurrent themes in Midi Z's works. The semi-autobiographical Return to Burma focuses on a young Burmese man called Xing-hong, who is played by the director's childhood neighbor Wang Shin-hong (王興洪).
The Burmese Xing-hong returns home after a decade of working in Taipei, carrying with him the ashes of a fellow villager who fell to his death on the construction site where they had worked together. Through Midi Z's sober lens, life in Myanmar is stagnant and impoverished. Money is the most talked-about topic among the deprived villagers as Xing-hong looks for job opportunities. Meanwhile, despite the country's first democratic elections, youngsters including Xing-hong's little brother continue to leave in search of a better life.
The sense of uprooting and alienation is heightened in Poor Folk, a story of Chinese Burmese emigrants and refugees in Thailand. After arriving in Bangkok, A-hong (Wang) is taken in by his countryman and small-time hustler A-fu — played by the director's older brother Zhao De-fu (趙德富) — whose legitimate job is to run bus tours of Chinese visitors through Thailand. Desperately needing money to buy back his sister who was sold to traffickers, A-hong follows his compatriot to northern Thailand's remote border town of Dagudi, where Burmese go to seek fortunes in drug and human trafficking. The plot is leavened by some deadpan humor, as the bumbling duo tries to sell the raw material from which amphetamine is made to the kingpins who rule the village.
Later, the partners-in-crime cross paths with Sun-mei — played by Taiwan's stage actress Wu Ke-xi (吳可熙) — a young Chinese-Burmese woman who works at a Bangkok brothel and smuggles young girls from Myamar to Thailand in her spare time. Sun-mei arrives in Dagudi to pick up a girl, who turns out to be A-hong's teenaged sister.
Shot by a small crew with a consumer-grade digital camera, Midi Z's works have a limited range and a raw feel. Though the production quality is merely passable, this honest way of filmmaking suits its subjects well and tenderly draws attention to the details of life in rural Myanmar, where villagers talk at length about their livelihoods and how much it costs to buy the passports of different countries. Political turmoil and social upheaval that make headlines in the capital are revealed only through the upbeat pop songs about democracy that Midi Z's character hears as he travels across the country to reach home. The cast, mostly non-professionals who are the director's friends and family, also helps the films to retain a sense of verisimilitude.


text:
Non-fiction Contest Winner: "I Want My Life Back"
*Am I dead? Did it happen? Did I die?*I can't move. I can't see. But I can hear. Clicking. Beeping. Footsteps. Unfamiliar voices. Cryptic loudspeaker announcements. Hospital noises. I try to listen to the voices, but they float in and out in waves. They talk a lot about urine flow. Sometimes they say my name.
No. I must still be in here, somewhere.
I'm thinking I'm in a coma. And I'm thinking it could be worse. A coma has its obvious drawbacks, but at least you get to catch up on your sleep. And if nothing else, it's a spectacular excuse for eavesdropping. The downside is, most of the conversations are about urine.
I sleep.
I wake up.
I hear the quick click of high heels from down the hall. Mom. They get closer and closer. I feel her presence beside me.
"Can she hear me?" Mom asks.
"Yup," the nurse says.
"I'm here, baby," she whispers.
I fall asleep, then wake to Dad's voice.
"Hey, Pat," he says to my mother.
"Hey," she says back. I hear him walk from the doorway to my bed.
"I didn't know she had a tattoo."
Jesus Christ, Dad, I try to say, but I can't. I'm not naked, am I?
"Oh, just the one, though," my mom says. "Very small and tasteful." Suddenly I think that if I ever wake up for good, I'm gonna get me a badass face tattoo. An awful one, maybe Yosemite Sam waving a NASCAR flag. I feel my Dad come closer.
I fall asleep again. I wake up to sad TV applause as an announcer pronounces the season over for the Red Sox.
Ugh. I need a drink.
"Yankees," another voice says, disgusted.
Hi, big brother. I try. Still no words.
Shit, this better not be permanent.
"Andrea," Mom whispers to me, "squeeze my hand."
OK, I tell my brain, do it. I command my brain to make my hand move. It doesn't happen. I try again. It doesn't happen. Frustration starts to simmer inside me.
I am not helpless. I do not do helpless.
I hear my mom and the nurse talking. They're bringing me out of the coma, but it's going to be gradual. I'm fighting the sleep, hard, but it wins again.
When I wake up, I can move my tongue. I start to feel that there's a big giant tube down my throat. I try to focus on moving something. Anything. Soon, I have my right index finger going. I hear my mom and sister-in-law going over The Pampered Chef catalog.
Hey! I have another finger. Eventually my family starts to notice. I grit myself, like you'd grit your teeth, so hard you think you'll break them, and it all starts to come together.
My eyelids are lifting. I will the half-circles of white light in front of me to expand. Twin suns rise in front of me and slowly dissolve into each other.
I can see. My family is gathered around my bed. They look awful. I meet their eyes with urgency. I respond to the nurse's questions with shaky finger taps.
I am declared present enough to take the breathing tube out. It's a fight with the nurse, who keeps telling me to calm down. I don't want to calm down! She tells me she's not taking the tube out until I get my heart rate down. I try to concentrate.
Somehow, I calm myself. I vomit out the tube. I breathe heavy on my own.
They tell me not to try to talk. I try to talk, and it comes out like a blur, a wild, stringy blur. My family laughs.
Laugh all you want, folks. See if I change your diapers in 50 years.
Annoyed and exhausted, I sink back into the bed. The nurse holds up a board with letters and "important" phrases on it for me to point to. I look for "Diet Coke," "You all suck," "Starbucks" or "vodka" but don't find any of them. I see a question mark and aim for it but just end up knocking the board out of her hands.
I look at my mother and mouth, "What happened?"
"Well, you were at work, and you were coughing up blood again...," she begins.
I know very well what happened there. I'm trying to forget.
"I know," I mouth.
She skips to the juicy part: A big blood vessel burst in my lung, and they put me in a coma in order to go in and cauterize it. "OK," I mouth slowly.
She puts her hand on mine. I can feel its warmth. I look down at my arm, which is weak and limp and still doesn't seem like my own.
"Do you know why you have a penny taped to your hospital bracelet?" she asks.
I think I can move my head. I try. Slow. Up. Down.
I remember.
A few days earlier. It's a slow day at the salon, and I'm taking a bathroom break.
Blood. No.
Suddenly, I find myself sitting on the toilet, leaning forward, coughing bright red blood into a wad of toilet paper.
No. No. I stand up, shakily, throw the toilet paper in the toilet, flush and exit the stall. I look in the mirror. My face is pale.
This is not me. This is not happening to me.
I try to take a deep breath but just cough into my hands. I look down, and they're spattered with blood. The sink is spattered as well. I wash my hands, my mouth, my nose. I clean the sink. I take a spare roll of toilet paper back into the salon with me and pick up the phone from its cradle.
One more time, and I'm calling Dr. Bowers, I tell myself. It happens. Twice, in rapid succession.
I shakily dial Dr. Bowers' office. The receptionist answers.
"It's Andrea Coller. It's happening again. The bleeding," I say.
"OK, I'm getting Dr. Bowers."
Breathe. Try to breathe. I bring up blood again. A little more this time. I grab one of the grocery bags we throw trash in and use it for my growing collection of TP wads.
"Andrea?" she says. "Dr. Bowers says to go right to the emergency room and he'll meet you there."
I hang up. Call an ambulance? No. I think of the mortification of having the paramedics drag me out of work in front of my coworkers and the women getting their hair done. No. I dial the phone again.
Please answer. Please answer.
"Meredith? It's happening again. The blood. Can you take me to the hospital? I'm at work. I'll wait outside."
"I'll be right there."
I grab my purse and walk out to the sidewalk. I'm leaning against the building, holding my roll of toilet paper and trash bag of bloody tissues, coughing fresh blood into my fist. Strangers walk by and give me long stares. After a few minutes, I see Meredith's red Jetta speed up and pull over to a screeching halt. I get in.
"Hi," I say.
"Hi, darlin'. It's gonna be OK," she says.
"I'm sorry," I say. I really am.
"For what?"
"Scaring you. Calling you in the middle of the day. Coughing up blood in your car." As I do it. Again.
"Well, I knew I was unemployed for a reason. And don't you apologize to me."
"This sucks," I say. We keep hitting red lights. Kids are crossing the street in front of us.
"It's gonna be OK," she says again. "Goddamn it, I promise you I'd be mowing shit over if I could."
"I know."
We get to the E.R. a few minutes later. Meredith drops me off while she parks the car. I walk in and go up to the window. The triage nurse asks a few questions and starts to take my blood pressure. I cough again. I open the tissue and show her.
"Bright red," she says, taking a breath. "OK, come on back here." She leads me to a room in the back.
Doctors come in. I use the words. I tell them that I have Hodgkin's disease, that I've been in remission twice, but now it's back. I tell them I've been to the E.R. once before for the same thing, coughing up blood, but that time it was less and had stopped before the paramedics had even gotten to me. I tell them that Dr. Bowers had surmised that the blood was the result of the tumor breaking away from the wall of my lung as the chemo had shrunk it. They listen--for once--then hook me up to an IV. They tell me I need to cough directly into a Baggie so that they can measure it. I start doing it. It looks like a lot.
Meredith comes in and finds me. I give her my cell phone and tell her to call my mother. She goes outside again.
Dr. Bowers arrives. It's been an hour or so, with no sign of letting up. The last episode lasted only 15 minutes.
"We've got to transfer you to Baystate," he says. "We can't stop the bleeding here."
"Oh," I say. The reality is starting to sink in: The bleeding won't stop on its own. They have to go in and stop it.
"I'm trying to reach your mom," he says. "I left a couple of messages."
"My friend is trying too," I say, gathering courage. "Dr. Bowers?"
"You always tell me the truth," I say.
Am I dying? I need to know.
"Is this it?" I ask. He looks down for a minute, then looks back at me.
"I don't know," he says. "But we're going to do our best."
"OK," I say. I'm not sure it's OK, but the absence of bullshit is strangely comforting.
"I'm going to go back and get on the phone with the doctors over at Baystate. And I'm going to make sure that they tell you the truth," he says.
"Thanks," I say.
Meredith comes back. She sits down beside me.
"Hey, darlin'," she says. "So your mom is in Seattle on business, but she's going to get here as soon as she can."
"And," she adds, looking away from me, "I called Mark."
"I had to."
"What?" I repeat. Wow, what do you do when you're coughing up blood and your best friend has just called your ex-boyfriend without your permission?
"What?" I say again.
She shrugs.
The nurse brings in a hospital gown. I realize that I'm sprawled out on the cot in my work clothes--chandelier earrings, full skirt and heels. Holding a bag of blood. Nice. I take off my clothes in between coughing fits. Meredith picks things up as I take them off and folds them neatly. Her red hair falls in front of her face, like it does when she leans over her guitar. I put the gown on, still wearing my bra and underwear. The nurse says I have to take those off too.
"How come?" I ask. I can't imagine what they're going to do to me that can't get done with my bits and pieces nicely covered.
The nurse shrugs and avoids answering. I manage to pull the Flashdance bra trick around my hospital gown. I shimmy out of my underwear. Meredith takes them and folds them, too.
Dr. Bowers comes back in. He tells me they have to put a catheter and a breathing tube in and they're going to knock me out. He holds out a penny to me.
"This is my lucky penny," he says, "and I'm giving it to you."
"OK," I say. This is a bad sign.
"But I want it back," he says. He looks at me over his glasses.
"Thanks," I say.
They bring in someone to knock me out. The needle goes into my spine. And it burns. I catch a glimpse of the breathing tube that they're going to put in. It's huge. Meredith has seen it too and has one of the doctors cornered. Her red hair starts to swim around her face, like she's underwater.
"You need to be careful, because she's a singer," she says. Her mostly veiled Southern accent peeks out from behind her words.
"Well, we're not worried about that right now. We're trying to save her life," the doctor says.
"I realize that, but you need to be careful!" she says. The doctor replies, but I can't make it out. The room goes wavy, like Meredith's hair, like ocean water.
I love you.
My eyes fall closed.
A nervous-looking intern wakes me up in the morning. He doesn't wear glasses, but looks like he used to. I'm thirsty as hell, and my throat is sore. I'm cranky. Hell, I just got out of a coma. He explains that they're going to call paramedics to take me to the radiation building to give a big blast of the stuff to my lung.
"And then I'm getting the hell out of here," I say, voice scratchy.
"Um," he says, looking over his shoulder at the nurse, "I don't know about that."
"So, good," I say, "it's settled. I'm getting the hell out of here." "I didn't say...," he stammers, trying to get the nurse's attention. She does her best to stifle a smile.
"Look, get this tube," I say, pointing at my crotch, "out from all up in my lady business, OK?" My throat hurts from talking, but it's totally worth it. He mumbles something, then backs out of the room.
"He's totally pissing his pants right now," I whisper to the nurse.
She smiles at me, gives a near-imperceptible wink and leaves.
The paramedics arrive with a stretcher, ready to take me to radiation. And they're hot. Like soap opera paramedics. I must look like hell. This would happen to me.
"Hey, guys," I whisper hoarsely. "What's up?"
"We're driving you around the corner, to radiation," the tall one says.
"Sounds like a pretty boring call," I squeak. "Sorry about that."
"Hey, boring's good," the other one says. "Especially on a Friday."
*Friday? Really? What's the last day I remember?
"Friday, huh?" I ask. "You boys going out tonight?"
They smile and look down as my mom walks in. They move toward the door.
"Mom, get out," I whisper. "I was trying to score."
"The short one's got a ring," she says. "And the tall one looks like trouble."
"So? God, Mom, why you gotta mess up my groove?"
"I just love you, is all," she says, and puts her hand on my forehead.
"Yeah," I say. "You're kind of the greatest."
The paramedics do their job, wave a polite goodbye and leave. At the radiation center, they matter-of-factly tattoo and irradiate me. The radiation oncologist tells me that I'll have to come back nearly every day for months.
I need to get out of here.
"So, Doctor, can you please report to the other doctors that I'm ready to get the hell out of here? Like now?"
"Well, that's not my decision," he says.
That's all you doctors do, is pass the fucking buck. I space out completely as he goes into the details of my treatment.
So what? It's always the same. I'm always going to die.
I get taken back to the ICU by decidedly less hot paramedics. The doctors tell me that, since I have improved, they're moving me. They're just waiting for a bed for me on the cancer floor.
"See, I just don't think you all have heard me," I shout. "I want out of here now!" My throat burns from raising my voice. I can't stay here. I need to wake up in my apartment. I need to get to work early and drink coffee at the reception desk before anyone else gets there. I need my friends. I need my life.
I will not cry for these assholes. I will not give them the satisfaction.
I don't cry. I never cry in front of doctors.
They grudgingly let me go home after another night spent stable in the hospital. My parents kick into crisis mode and stay with me for a few days. Mom fixes me macaroni and cheese with little hot dog pieces in it. Dad and I watch the Three Stooges. They both call me their "little girl."
I finish my radiation. I finish my chemo. Winter comes. I get shingles. I'm in and out of the hospital again. I fight. I can't breathe very well. I'm tired.
Spring comes, and I'm done. I get a clear CAT scan. For the third time in my life, I'm officially in remission. I go back to work full-time. I still can't breathe very well. I'm so tired.
Dr. Bowers and I try steroids, inhalers, inhaled steroids, antibiotics, and nothing really helps me to breathe better. Then he drops a bomb. The doctors at Dana-Farber whom he consults with have suggested another stem cell transplant. I'd had one already, during my second bout with cancer. It was unspeakably vile and did not work.
"Wait a minute," I say, confused. "I thought I was in remission here."
"It was expected to be temporary...," he pauses. "What did they tell you?"
"My God, they are such assholes!"
"Well, they may be, but they know what they're doing," he says.
No. You're better than all of them put together. Times a million. Dr. Bowers hands me the small box of scratchy hospital tissues.
I must be crying. I can't be.
But I am.
"So...what happens if I just, like, ride this remission out?" I ask.
"The odds that you're cured from this course of treatment are not very good."
Radiation every day for weeks. Hours and hours spent in the chemo chair, watching poison drip into my veins. For nothing.
"How not good?" I ask. "Like virtually zero or more like 10 percent?"
"More like 10," he says.
"OK," I say, breathing in around the obstructions in my chest. "I'll take it."
I've had four CAT scans, one every three months for the last year. It's hard for the doctors to see much--with all of the scar tissue and screws and sponges and cigarette butts and banana peels left in there from the whole cauterization episode--but there have been no changes to the way the scan looks in about a year. If the next scan comes up clean, with no changes, it will be my longest remission yet.
The scarring in my lung takes the form of weeping wounds, which cause me to have a chronic cough. It's mostly manageable but sometimes comes in fits. When people ask about it, I usually blame it on allergies. Sometimes I like to mix it up and tell people I'm a recovering meth addict. On rare occasions I tell the truth. It slips out if I let my guard down, generally if I am disarmed by honest eyes or alcohol.
If I tell the truth, I'm called brave. People tell me that I must have so much perspective.
You don't want to hear my perspective.
They think that I must be all Zen. That I eat organic, drink wheatgrass and meditate. They think that I've gained an understanding about life, just from having spent so much time close to death.
I'm decidedly non-Zen. I balance my diet with coffee and cocktails. And Tic Tacs. Don't forget the Tic Tacs. If anything, I am more messed up and confused about life than ever.
I am also too nice to shatter their illusions. Because when their mothers are diagnosed with breast cancer, when their kids get leukemia, they're going to want to think that at the end of all of the suffering, they will have the shining light of perspective. In truth, they will be lucky if they emerge with any memory of their former selves. That is the hardest part of all. I am trying to clear out a space in my mind around all of the shrapnel of the things I wish I could forget so that I can make way for the things I want to remember.
"Yes, I have a lot of perspective," I say.
It's my niece's second-birthday party, and I'm squatting with her in the driveway. She's caught me staring into space, my sidewalk chalk poised on the pavement.
"Pictures, right," I say. My voice is gravelly. This is my second birthday party in the past 24 hours. My friend Juliette's party the night before had been punctuated by my drunken vomiting at the bar, after I'd once again tried to drink the past five years under the table. She and her husband carried me out, drove me home and stayed with me while I puked several more times, showered, dry-heaved, cried and finally passed out on my bathroom floor at three in the morning.
That is not me. Please let them understand that is not me.
"Pick-suhs," my niece insists. Sorry, kid. Auntie's hung over.
I look up, and Rose has turned to get a different-color chalk. In her tiny hand, it looks enormous. With an intense look of concentration, she draws a line, examines it and draws another.
I ruined Juliette's birthday.
"Pink!" Rose says.
"What's that?" I ask.
Just try.
"Spaghetti? Pink spaghetti?" I ask.
Just stop.
"Pink suh-get-tee!" she squeals and laughs. The sun glints off her blond curls and her tiny white teeth.
"Pretty pick-suh," she says, nodding.
I look down at the chalk, my hand holding it, her picture. I follow Rose's gaze upward. I look at her. Her brown eyes find me.
For a second.
I remember.
For just this second.
I remember who I am.
Glamour is sad to report that on April 30, Andrea Coller passed away due to a lung infection, a complication from her illness. She was 29 years old; her friends and family were by her side. Erin Zammett Ruddy, Glamour's Life With Cancer blogger, interviewed Andrea in March--read what she had to say.


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What are the Specifics? When, how much is admission, etc?
Here's the link to Comic-Con 2005
Quote from: Famine on April 26, 2005, 10:39 PMWhat are the Specifics? When, how much is admission, etc?You know how to read, or click the prior page, eh TV star?! Quote from: DSJ on February 2, 2005, 08:43 AMHere's the link to Comic-Con 2005
OK, so how's the JD list of folks looking here so far...JediMACTydiriumjjksHolo ElvisDarth ShaderProbably numerous other SoCal guys from here...Who else? Any out-of-towners?Sounds like the 2006 Comic Con may be the one to hit, with tentive confirmations coming in from Morgbug, jokabofe, and a couple others already...
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Our beloved Beehive State is full of surprises.
Everyone knows we have the best snow on earth, but did you know Utah is home to many of the best tattoo artists in the country (we're holding a contest to decide Utah's best tattoo artist on Instagram)? As well as beer brewers, whitewater rivers, biking trails and live music venues? Believe it. This is not the stodgy, conventional place many people elsewhere think it is. Here's a list of more great secret reasons we love the Beehive.
Click the categories below to see this year's Best of the Beehive winners.
Of course, it's not all butterflies and red balloons in the Beehive State. We would be remiss if we didn't include a list of losers as well:
Click here for Park City Life's Best of Park City.
Contest: Put your tattoo or tattoo art on Instagram with #BeehiveTattoo and @SLmag to let us who you think is Utah's best tattoo artist. Just for posting your photo, you'll be entered to win $50 to Texas de Brazil.
Contest: We're also asking readers what great people, products and places we missed in this year's Best of the Beehive. Let us know, and you'll be entered to win a $50 gift card to Ruth's Creekside.


text: Seller: mjknobsandknockers (96,672) 99.9%, Location: BEXLEY, Kent United Kingdom, Ships to: Free Local Pickup, Item: 131902387523 Pair of superb quality antique brass furniture clock finial rope edge finial Z11 DESCRIPTION A pair of superb quality finials, copied from a Victorian original. Made in solid brass with a 6mm steel thread and nuts. Perfect for furniture or clock restoration. Please note this is heavy solid hand machined brass and not cheap mass produced rubbish. The finial without the thread measures 3.1cms long with 1.6cms base diameter. 1.24 inches long and 0.6 inch base diameter. .Buy with confidence .We always combine multiple purchases..If you have any questions please feel free to email or call on 07973132746.. SHIPPING All the items we sell are in stock and ready for dispatch.But please be aware overseas shipping can be slow with standard postal services. PAYMENT We can only accept payment via Paypal for overseas customers. inkfrog terapeak inkFrog Analytics Condition: new antique style, Type: Hardware, Sub-Type: Finials, Material: Brass, Style: Victorian


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"Wait, I'm keeping those!" I called across the room to a fellow dorm crew worker as he swept up a pile of long abandoned pocket change, along with a broken pen, a no longer gummy worm, and an extended family of dust bunnies.
"They're just pennies," he replied.
From that day on, I became know as the "Penny Picker-Upper."
My last final exam ended at noon on May 17, marking the halfway point in my undergraduate career here at Harvard. Wait, what? How did that happen? It feels like yesterday I was sitting down to write my first article, elated and eager to fly to campus and begin my journey. Now, I'm reflecting upon the last two years and looking ahead toward the next two. The imposing "real world" seems consistently more tangible.
After my finals were over, I had planned to stay on campus to work during commencement (and see Oprah Winfrey, our commencement speaker who was receiving an honorary degree). After three weeks of vacuuming, scrubbing toilets and making more than a few gin and tonics for alumni at their reunions, I was ready to come home. Detasseling had always seemed like the worst job possible, but after cleaning the Senior House bathrooms, I re-evaluated that opinion. Did I mention it was entirely inhabited by football players? I'll leave it at that.
Since landing at O'Hare last Friday, I have enjoyed my week off in Princeton, trying to soak in comforts of home before returning to Harvard for my job and a forensic science course this summer. Though enjoyable, this week has been a whirlwind. Between meeting friends for coffee and Myrtle's pie, date nights and family campfires, I tried to cram in as much as possible, while also taking time to sleep, run and catch up on "Grey's Anatomy" — you know, the important things in life.
While some of these things seem insignificant, I realized that nearly any life story can be explained as the sum of individual experiences. Some seem trivial, the pennies of the bunch, while some stand out like shiny silver quarters. Yet they all still contribute to the end sum, a lifetime of memories, or in the case of my floor change, $22.07.
In my opinion, my dorm crew partner was wrong; those copper coins are much more than "just pennies." Being home is more than cornfields and Mom's lasagna, but each memory I associate with home has a special place in my life. By appreciating the value of small things and recognizing the power of patience, it's easy to find joy in everyday happenings. Thank you to my family and friends who truly make the Midwest a place I will always call home.
And just a side note: All the pennies I collected, aided by a few quarters and dimes, were used to treat a few friends to ice cream at the end of the week. Not a bad trade, I'd say.
Haley Adams, a Princeton High School graduate, is a junior at Harvard University in Cambridge, Mass. She can be reached at firstname.lastname@example.com.


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Stopping Shark Finning
Defenders of Wildlife has worked for years to stop the brutal practice of shark finning, with major efforts in several U.S. states, such as California and New York.
The Problem
Shark fin soup is a status symbol in Asian culture and a sign of wealth (it can sell for up to $80 a serving in restaurants) and it is believed by some to have medicinal healing properties. Its proponents view its consumption as a cultural right. Most countries that sell shark fins have little to no regulations on the practice or the trade, allowing it to grow to unsustainable levels. Up to 73 million sharks are killed annually for their fins.
How We're Helping
The list of cities and states that are adopting anti-finning measures in recognition of the vast and immediate threat facing the world's shark populations is growing. To date, Illinois, Washington, Hawaii, California, Oregon, New York, Maryland, Delaware and three Pacific Territories, as well as the city of Toronto, Canada, have all passed legislation to ban the practice.
Unfortunately, the U.S. as a whole, as well as many other countries, still allows shark finning, so Defenders is working on other efforts to gain protections for these ecologically important species.
In 2007, after five years of working with Mexico's government, Defenders helped pass legislation that outlawed shark finning in Mexico's waters.
In 2011, Defenders, along with a coalition of 12 other environmental organizations, began a campaign to pass a law banning the possession, trade, sale and distribution of shark fins in California. As a result of these efforts, on October 7, 2011, Governor Jerry Brown signed AB376 into law.
You may also be interested in:
Size: The spined pygmy shark, a deep-sea shark, is one of the smallest at only about 7-8 inches, while the whale shark is the largest shark, and fish, at about 50 feet in length.
Lifespan: Although lifespan varies by shark species, most sharks are long-lived and generally tend to live for 20-30 years. Species like the spiny dogfish and the whale shark are believed to live for over 100 years!


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Moderators: Zahru II, Natalya, RedRover
Tzan wrote:Quantumsurfer wrote:I generally agree with TzanWarhead wrote:I agree with QuantumSmurfer.
I agree with Warhead.
razgriz 25th inf. wrote:im getting a slight feeling that some of this was inspired from dead space 2......?
The Zerg Swarm is a race of fictional parasitic insectoids and the overriding antagonists of the StarCraft series. Operating as a hive mind, the Zerg strive for genetic perfection by assimilating "worthy" races into their own, creating numerous different strains of Zerg. Unlike the Protoss and the Terrans, the Zerg do not use technology; Instead, they assimilate other species' traits by directed mutation in order to match such technology. As with the other two primary races, the Zerg are the subject of a full campaign in each of the series' real-time strategy video games. Zerg units are designed to be cheap and fast to produce, encouraging players to overwhelm their opponents with sheer numbers. Since the release of StarCraft the Zerg have become a video gaming icon, described by PC Gamer UK as "the best race in strategy history". The term "zerging" has entered video gaming jargon to describe using many low-cost and weak units to rush and overwhelm an enemy.
IVhorseman wrote:I'm the Several Hundred Dollar Man!
Rayhawk wrote:"Give him the stick DON'T GIVE HIM THE STICK" was a major part of Knights Kingdom development.
Keldoclock wrote:Swordsalmon: Argues about the price of bits of plastic, yet happily forks over $1 for a quarter-sized bit of plastic that does nothing but look cool.
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2013 Hot New Restaurants
A star in the North Country, The Moonbeam Café in Lancaster is actually the former Moonbeam of Gorham. It's rare that a restaurant is open for three meals a day, but the Moonbeam manages to excel for breakfast, lunch and dinner. From creative omelets and flavorful home fries to their selection of homemade breads, this café pleases. Soups from scratch from their own garden in season or greenhouse that extends the season are a highlight at lunch, while fresh seafood and handmade pastas headline for dinner. Hours sometimes change. Check Facebook for the latest schedule.
Fall hours: Breakfast is served on Saturday and Sunday from 8 a.m. to 12 p.m.
Lunch is served Wednesday through Sunday from 11:30 a.m. to 2:30 p.m.
Dinner is served Wednesday through Saturday from 5 p.m. to 8 or 9 p.m.
Not to Miss: Anadama bread and the Chicken Marsala Christine
Where: The Moonbeam Café, 70 Main St., Lancaster
Contact: (603) 684-1140, themoonbeamcafe.com
Quick links to 2013's Hot New Restaurant reviews
Mixteca in Durham | bluAqua Restaurant & Bar in Amherst | Eagle Mountain House in Jackson | N'awlins Grille in Manchester | Graze in New London | High Street Farmhouse in Goffstown | Red Sauce Ristorante in Manchester | PINE at the Hanover Inn | Moonbeam Café in Lancaster | 11Eleven in Manchester | Salt at the Wentworth by the Sea Marriott Hotel & Spa in New Castle | Vida Cantina in Portsmouth | Roam Café in Wilton | More Restaurant News


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Search the term "souffle for Valentine's Day" on the Internet and nearly one million mentions pop up. Obviously the "puffed egg" creation that food historians date back to 18th-century France still holds appeal for romantics worldwide.
Search the term "souffle for Valentine's Day" on the Internet and nearly one million mentions pop up. Obviously the "puffed egg" creation that food historians date back to 18th-century France still holds appeal for romantics worldwide.
So, with the holiday of hearts and flowers just two weeks away, we turned to a local expert, Chef Yves Bainier of Osterville, for help in making the dark chocolate and egg white concoction that rises to an airy — and heavenly — delight.
If you've never eaten chocolate soufflé, consider the experience: It looks like cake batter when it goes in the oven, but it comes out puffed up four inches above the rim; the top is delicately crisped. The serving spoon glides through the lightly solid top to layers of rich chocolate that are progressively softer until you reach the still-melted bottom. The spoon's journey through all of these textures is accompanied by the shimmering scent of chocolate-laden steam being released. Breathing it is like inhaling chocolate.
"Chocolate souffle is especially popular for Valentine's Day," Bainier says, his native French accent making the 'ch' into a softer sound and filling the word souffle with airiness reminiscent of the dessert itself.
Mark Curley, property manager for businessman and sailor William Koch, says Bainier often works as a personal chef at Koch's Cape home, cooking a variety of meals, including vegan and gluten-free dishes.
"We had the chocolate souffle with Four Seas chocolate chip cookie dough ice cream," Curley recalls appreciatively. "Luckily, we don't have them (souffles) more often or I'd be heavier than I am."
Many chefs and home cooks make souffle, but Bainier's life has encompassed more than his share. Born in 1963 in a suburb of Paris, he grew up on France's Atlantic coast and was, by age 15, working in his cousin's restaurant on the L'Ile de Re. One night, when the restaurant was swamped, his cousin handed him a battered copper bowl and a whisk and said, "Tonight, you make the souffle."
"There was none of this," Bainier says, sweeping a hand towards the professional mixer, waiting on his kitchen shelf to whip egg whites into the perfect firm, but not hard, stage.
Although he started with a whisk, Bainier doesn't recommend that approach: It would take at least four minutes of brisk whisking with no breaks to beat in the air that turns clear liquid egg whites into the silky white foam required. Two people spelling each other or a chef trained in whisk technique could handle it, but it takes practice.
Not to worry. You don't need a $500 stand mixer; a $10 hand mixer will do the job as well.
Making a souffle is easy, but it does use some techniques that beginning cooks may not know.
Timing is critical. This is a particularly good recipe with which to use the French mis en place technique of having all ingredients measured and all equipment laid out before you start.
(You could cheat, by buying a $5.99 box of the frozen souffle Bainiere sells at Whole Foods, a few Cape markets and on his website, www.chefyvesb.com. Those come in sweet and savory flavors, and need only be popped in the oven. The idea came to Bainier when he was working at Le Dome Restaurant in California: The Bainiers entertained a lot and friends often requested souffle, which kept the chef in the kitchen. The flash-frozen product freed him to visit.)
One afternoon earlier this month, Bainier demonstrated how to whip together a chocolate souffle from scratch, peppering his instructions with tips from years of souffle-making.
You start by taking the eggs out of the refrigerator — and separating them into yolks and whites — an hour before making the souffle. "The best temperature is 70 degrees," Bainier says of the eggs, adding, "Older egg whites foam better than fresh ones."
Bainier says he freezes egg whites left over when he needs a yolk for some other recipe. The defrosted whites work well for souffles.
The chef coats ramekins with melted butter and drops in a tablespoon of sugar, tapping the pan until it is fully coated with sugar and then tipping the extra into the next ramekin, much like flouring a cake pan.
On the stove, chocolate and butter has been melted in a double boiler. (If you don't have a double boiler, use a stainless-steel bowl set over a saucepan of simmering water.) Bainier cools it for a minute before adding two egg yolks.
Whipping egg whites should begin as soon as the chocolate comes off the stove.
"If you add a tiny bit of salt to the egg whites, it helps with the rising," Bainier advises. "The egg white needs to be whipped to a soft peak. About half-way into the whipping, add sugar €¦ It should definitely not be over-mixed. That's the death of the souffle."
Whisk a spoon of whipped egg white into the chocolate mixture, then fold in the rest. To do that, put the egg whites in the middle of the chocolate mixture and gently lift spoonfuls of chocolate into the whites. Folding keeps the air in the egg whites so the souffle can rise.
Fill the ramekins to the rim with batter and bake in a pre-heated 300-degree oven for 25 to 30 minutes.
There is a widespread belief that cooks must tiptoe around a baking souffle, but Bainier's house is a hive of activity as he cooks. His wife, Gwen Bainier, is giving voice lessons in a room next door. Strains of the ever-hopeful "Tomorrow," from the musical "Annie," waft into the kitchen and mix with the burgeoning scent of high-quality chocolate. The Bainiers' 7-year-old son, Alexander, pops in for a visit.
Moderate activity is fine so long as you resist the urge to peek in, Bainier warns, because the souffle needs a steady temperature. It's all about temperature, so plan to serve the souffle right from the oven. As it cools, air will escape and the souffle will fall, so eat it while it's hot.
Chocolate Souffle
Serves four.
Melted butter for coating ramekins
4 ounces chocolate, semi-sweet
2 egg yolks
4 tablespoons butter (1/2 stick)
5 tablespoons sugar, plus 2 tablespoons for dusting
3 egg whites
Powdered sugar for decoration
Utensils needed:
1 stainless steel bowl
1 whisk
1 mixer
4 souffle cups (6-ounce ceramic ramekins)
1 pastry brush
1 plastic spatula
Using the pastry brush, prep the ramekins by brushing the inside with a thin coat of melted butter. Then add the sugar, moving it around the mold until the entire inside is coated. Remove all excess. Do not touch the inside because it will prevent the souffle from rising. Preheat the oven to 300 degrees. In a double boiler, place a medium-size stainless steel bowl with the chocolate and butter until melted. Let it cool off for a minute, then add the egg yolks. Whip the egg whites until firm, but not too stiff. Then add 5 tablespoons of the sugar until the egg whites stiffen. You should begin whipping the egg whites as soon as the chocolate mix is removed from the double boiler. Whisk a spoon of whipped egg whites into the chocolate bowl, then gently fold in the remaining egg whites with a spatula that has a soft end. Fill the souffle molds to the top, clean the edges, and place in oven to bake for 25 to 30 minutes. Serve immediately when ready; the souffle will deflate quickly after being removed from the oven. Serve it with raspberry sauce and/or vanilla ice cream.


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pitbullmamaliz wrote:Next week we are going to do a bit of jumping. I anticipate that will push her over the edge a bit, but you know what? If it does, so be it. If it doesn't, awesome.
You have such a great attitude about all of this Liz. I'm glad you are seeing such great improvements.


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Shop Talk
September 2016 Issue
Aero 'Lectrics
Multiple meters.
Multiple meters. By Jim Weir.
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I always wanted something to do in retirement that that would be both challenging and fun. I couldn't envision myself playing golf only during the summer months so I decided to build and fly my own airplane. Looked around at all of the offerings from the kit manufacturers and finally decided on a Zenith CH …
This is my second Waiex build. My first appeared in a Kitplanes article in 2007. This one took 24 months of part time work and uses the Aerovee Turbo and an all-Dynon avionics HDX panel. Thanks to my friends Randy Krueger for the Corvette Torch Red paint and James Butler, pilot and A&P mechanic extraordinaire …
After six and a half years, I received an airworthiness certificate on August 2, 2018. The first two flights were on August 10, flown by my highly experienced RV friend, Tom Berge. I completed the flight testing in early October. I then flew the aircraft up to Hibbing, MN for a paint job at Midwest …
At Sun 'n Fun 2018 we interviewed Jeff Schans, Lycoming's Sales manager and we asked about the popular Thunderbolt Engines. Watch the short Product Minute video as Jeff describes the benefits of the Thunderbolt product line and what it means for the aircraft homebuilder.
Dynon Avionics' latest-generation SkyView integrated avionics called the SkyView HDX has a newly designed bezel and user controls for easier use while flying in turbulence, plus brighter displays and a reworked touch interface. Larry Anglisano takes a product tour of the HDX with Dynon's Michael Schoefield in this video.
At Sun 'n Fun 2016, Dynon continued to push into the world of non-certified avionics with its SkyView SE, a less expensive version of its popular SkyView EFIS system. Paul Bertorelli prepared this video report.
The G5 is a self-contained electronic flight instrument, which can be interfaced with Garmin's G3X/Touch avionics and autopilot for backup and flight instrument redundancy. The GMA245 and remote GMA245R Bluetooth audio panels have advanced entertainment input functions and onscreen programming.
At Sun 'n Fun 2016, Just Aircraft is showing off its new Titan-powered SuperSTOL XL. Harrison Smith took Paul Bertorelli for a half-day demo flight in the new airplane, and here's his video report.
Kit manufacturer Zenith Aircraft Company has released a new 360-degree VR short video to showcase its kit aircraft and to promote the rewarding hobby of kit aircraft building and flying light-sport aircraft.
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Engineering and Science Instructors' Intended Learning Outcomes with Computational Simulations as Learning Tools
Published on
This presentation describes the results of a study aiming to identify how 14 instructors incorporated into their classrooms computational simulations as learning tools. The study was based on the following research question: What were the intended learning outcomes that guided the instructors' use of computational simulations as learning tools? This study used Open-ended interviews as the data collection method and phenomenographic approaches to conduct the data analysis. The results of this study outlined an outcome space describing eight different forms in which professors incorporated these tools into their teaching.
The results of this study could serve toward the development of: (i) a common language about learning goals to facilitate communication across persons, subject matter, and grade levels; (ii) a basis for determining congruent educational objectives, activities, and assessments in a unit, course, or curriculum; and (iii) a panorama of the range of educational possibilities against which the limited breadth and depth that any particular computational simulation could provide as teaching or learning tool.
Alejandra Magana, Ph.D., is an Assistant Professor at the Department of Computer and Information Technology at Purdue University West Lafayette. Magana's research interests are centered on the integration of cyberinfrastructure and computational tools and methods to: (a) leverage the understanding of complex phenomena in science and engineering and (b) support scientific inquiry learning and innovation. Specific efforts focus on studying cyberinfrastructure affordances and identifying how to incorporate advances from the learning sciences into authoring curriculum, assessment, and learning materials to appropriately support learning processes.
Sponsored by
US National Science Foundation for the funding support through the NCN with the award EEC-0634750
Magana, A.J., Brophy, S.P. and Bodner, G.M. (2012). Instructors Intended Learning Outcomes for Using Computational Simulations as Learning Tools. Journal of Engineering Education. 101(2). 220-243
Cite this work
Researchers should cite this work as follows:


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Richard Davies Conquers 2013 Audi Melges 20 Miami Winter Sailing Series, Jon Messenger Tops The Corinthian Division
27 March 2013
The 2013 Audi Melges 20 Miami Winter Series (MWS), hosted by Coconut Grove Sailing Club (CGSC) was by far the most successful series ever boasting fifty-seven teams representing five countries - USA, Canada, British Virgin Islands, Italy and Japan. The Series consisted of three events commencing in early December 2012. Event No. 2, the Miami Winter Regatta took place in February 2013, followed by Studio Milano's Bacardi Miami Sailing Week (BMSW) as the grand finale in early March.
A full line of congratulations is in order for newly crowned 2013 Audi Melges 20 Miami Winter Series Champion Richard Davies and his ever ready, super steady crew of Charlie McKee and Matt Pistay on Section 16. Davies entered the class in October 2012, competing for the first time at the West Coast Nationals. From that moment on, it was known fleet wide that Davies was a force to be reckoned with. Davies is the first ever competitor to ever topple 2013 runner-up and defending Series champion Michael Kiss on Bacio from the top spot since the inception of the MWS.
Another first for 2013 is the crowning of a Corinthian Audi Melges 20 Miami Winter Series Champion. The trophy and the title went to Canada's Jon Messenger and his crew comprised of Jeremy Edwards and Mark Goodyear on Black Sheep. Fleet newcomer in 2013, John Brown on Blind Squirrel claimed second and Brian Hill's Atlas rounded out the top three.
2013 Audi Melges 20 Bacardi Miami Sailing Week Champion Kiss, along with crew members Chris Rast and Willie McBride proudly accepted second place in the Series. The team had a slow start with a twelfth place finish in event one. By the second event, Bacio found their groove finishing in fourth, taking the Bacardi trophy after winning the last race of the series and the overall title.
Marcus Eagan aboard Cajun Underwriting, typically sails with his father and brother, and as one of the top Corinthian acts in the fleet, he rounded out the top three. In event No. 1, Eagan nabbed the first place Corinthian title and was runner up for the series.
The first event of the 2013 Series went to Russell Lucas aboard Shimmer. Lucas, accompanied by Harry Melges and Federico Michetti stayed towards the top throughout the series finishing eighth overall. Event two was proudly won by class stalwart Marc Hollerbach sailing Fu with tactician Jonathan McKee and crew member Ben Allen. Fu held steady and took sixth in the overall series with Kiss winning the MWS Event No. 3 | BMSW.
In addition to an unprecedented attendance level, 2013 also saw the addition of the Corinthian Division - the all-amatuer team division where every crew member aboard must maintain Group 1 sailor classification status with ISAF. The Corinthian division helps to reinforce why the Audi Melges 20 is such an attractive fleet for sailors. Teams can be wildly successful without a professional on board and enjoy the sport of sailing with their friends and family on a competitive level.
TOP TEN USA SAILING SERIES RESULTS (FINAL - After three events)
1.) Richard Davies, Section 16; 289
2.) Michael Kiss, Bacio; 286
3.) Marcus Eagan, Cajun Underwriting; 286
4.) James Wilson, Oleander; 286
5.) Paul Reilly, Red Sky Sailing Team; 285
6.) Marc Hollerbach, Fu; 283
7.) Rob Wilber, Cinghiale; 281
8.) Russell Lucas, Shimmer; 275
9.) Tony Tabb, Elevation Racing; 256
10.) John Arendshorst, Blink 20/20; 249
TOP FIVE CORINTHIAN USA SAILING SERIES RESULTS (FINAL - After three events)
1.) Jon Messenger, Black Sheep
2.) John Brown, Blind Squirrel
3.) Brian Hill, Atlas
4.) Andy Rasdal, Valkyrie
5.) Danny Shea, Diamante
View Audi Melges 20 Miami Winter Series Results


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And what was inside? LOTS!
Did you know that Carmex makes more than lip balm? That's right! They have a new Healing Lotion and a Healing Cream. I have been using both products for a few weeks now, and I really like them. Both of them are nice & thick like I like them. I can't stand runny, thin lotion. They have a mild, pleasant scent. They leave my skin very moisturized, but not greasy. I would definitely reccomend both the Healing Lotion and the Healing Cream.