text:
Research publications 2009
Research Publications - 2009 ArchivePage archived at: Mon, 7 December 2009 09:06:53 +1000
Alphabetically, by author
Ab–Bl | Bo–Co | Da–Gi | Go–Hu | Ir–Ma | Mc–Pa | Ph–Sc | Sh–Zh
Abu-Rayya to Bloomfield
Abu-Rayya, H. M., & Abu-Rayya, M. H. (2009). Acculturation, religious identity, and psychological well-being among Palestinians in Israel. International Journal of Intercultural Relations, 33, 325-331.
Abu-Rayya, H. M., & Abu-Rayya, M. H. (2009). Attitude towards Islam: Adaptation and initial validation of the Francis Scale of Attitude towards Christianity in a sample of Israeli-Arab Muslims. Archive for the Psychology of Religion, 31, 115-122. doi: 10.1163/157361209X371528
Abu-Rayya, H. M., & Abu-Rayya, M. H. (2009). Ethnic identification, religious identity, and psychological well-being among Muslim and Christian Palestinians in Israel. Mental Health, Religion & Culture, 12(2), 147-155. doi: 10.1080/13674670802387330
Allender, T. (2009). Girls at Risk: The Female Learning Space in Colonial India, 1818-1919. In C. Mayer, I. Lohmann & I. Grosvenor (Eds.), Children and Youth at Risk. Historical and International Perspectives (pp. 289-308). Frankfurt, Germany: Peter Lang.
Allender, T. (2009). Learning abroad: the colonial educational experiment in India,1813–1919. Pedagogica Historica, 49(6), 727-741. doi: 10.1080/00309230903335645
Allender, T. (2009). Understanding the nature of work: how historians of education deconstruct its pasts. History of Education Review, 38(2), 3-8.
Allender, T., & Spencer, S. (2009). Travelling across national, paradigmatic and archival divides: new work for the historian of education. History of Education, 38(6), 721-728. doi: 10.1080/00467600903305582
Anderson, J. (2009). Mathematics curriculum development and the role of problem solving. In K. School (Ed) Proceedings of 2009 Australian Curriculum Studies Association National Biennial Conference. Curriculum: A National Conversation (1 pp. 1-8). (2-4 Oct 2009) http://www.acsa.edu.au/pages/page484.asp.
Anderson, J. (2009). Using NAPLAN items to develop students' thinking skills and build confidence. In C. Hurst, M. Kemp, B. Kissane, L. Sparrow & T. Spencer (Ed) Proceedings of AAMT 22nd Biennial Conference. Mathematics: It's Mine (1 pp. 45-52). WA, (13-16 July 2009)
Anderson, M., & Jefferson, M. (2009). Teaching the Screen: Film Education for Generation Next. Sydney: Allen and Unwin.
Armstrong, A. C., Armstrong, D., & Spandagou, I. (2009). Inclusive Education. International Policy & Practice. London: Sage Publishers.
Armstrong, A. C., & Spandagou, I. (2009). Communicating inclusively. In R. Ewing & T. Lowrie (Eds.), Teaching & Communicating. Rethinking Professional Experiences (pp. 65-76). Melbourne, Australia: Oxford University Press.
Armstrong, D. (2009). Educating youth: assimilation and the democratic alternative. In J. Hine & J. Wood (Eds.), Work with Young People: Theory and Policy for Practice (pp. 75-87). London: Sage Publications Ltd.
Armstrong, D., Spandagou, I., & Armstrong, A. C. (2009). One Nation Globalisation and Inclusive Education. In P. Jeffrey (Ed) Proceedings of AARE 2008 International Education Research Conference. Changing climates: Education for Sustainable Futures pp. SPA08682). Brisbane, Australia, (30 Nov-4 Dec 2008)
Arnold, R., & Hughes, J. (2009). Empathy, imagination and creativity in English and drama. In J. Manuel, P. Brock, D. Carter & W. Sawyer (Eds.), Imagination Innovation Creativity. Re-visioning English in Education (pp. 195-208). Sydney, Australia: Phoenix Education.
Atkinson, S., Weeks, R., Barbaux-Couper, M.-T., O'Hara, A., Waugh, F., & Egan, S. (2009). Making the move from static to activity-based e-learning: investigation of a possible model In D. Marti Belenguer, I. Candel Torres & L. Gomez Chova (Ed) Proceedings of EDULEARN09: International Conference on Education and New Learning Technologies pp. 3497-3509). Barcelona, Spain http://iated.org/archive/edulearn09
Aubusson, P., Ewing, R., & Hoban, G. (2009). Action Learning in Schools: Reframing Teachers' Professional Learning and Development. London & New York: Routledge.
Bloomfield, D. (2009). Ethical communication in school and community contexts. In R. Ewing, T. Lowrie & J. Higgs (Eds.), Teaching & Communicating. Rethinking Professional Experiences (pp. 51-64). Melbourne, Australia: Oxford University Press.
Bloomfield, D. (2009). Using portfolios to communicate. In R. Ewing, T. Lowrie & J. Higgs (Eds.), Teaching & Communicating. Rethinking Professional Experiences (pp. 149-162). Melbourne, Australia: Oxford University Press.
Bloomfield, D. (2009). Working within and against neoliberal accreditation agendas: opportunities for professional experience Asia-Pacific Journal of Teacher Education, 37(1), 27-44. doi: 10.1080/13598660802530503
Bobis to Cortis
Bobis, J. (2009). Teachers as learners. In R. Ewing, T. Lowrie & J. Higgs (Eds.), Teaching & Communicating. Rethinking Professional Experiences (pp. 42-50). Melbourne, Australia: Oxford University Press.
Bosuwon, T., & Woodrow, L. (2009). Developing a problem-based course based on needs analysis to enhance English reading ability of Thai undergraduate students. RELC Journal, 40, 42-64. doi: 10.1177/0033688208101453
Bottrell, D. (2009). Understanding 'marginal' perspectives: Toward a social theory of resilience. Qualitative Social Work, 8(3), 321-339. doi: 10.1177/1473325009337840
Brock, P. (2009). The value of literature and language in contemporary education: a personal perspective. In J. Manuel, P. Brock, D. Carter & W. Sawyer (Eds.), Imagination Innovation Creativity. Re-visioning English in Education. Sydney, Australia: Phoenix Education.
Brown, G., & Colmar, S. (2009). Historical and current perspectives on the necessary and sufficient components for successful classroom instruction. Special Education Perspectives, 18(1), 47-60.
Brown, G. T. L., McInerney, D. M., & Liem, G. A. D. (2009). Student perspectives of assessment: Considering what assessment means to learners. In D. M. McInerney, G. T. L. Brown & G. A. D. Liem (Eds.), Student Perspective on Assessment: What Students Can Tell Us About Assessment for Learning (pp. 1-21). Greenwich, CT: Information Age Publishing (IAP).
Burns, K., & Davies, C. (2009). Producing Cosmopolitan Sexual Citizens on The L Word. Journal of Lesbian Studies, 13(2), 174-188. doi: /10.1080/10894160802695353
Bywaters, P., McCleod, E., & Napier, L. (2009). Conclusion: emerging themes for practice and policy development. In P. Bywaters, E. McCleod & L. Napier (Eds.), Social Work and Global Health Inequalities: Practice and Policy Developments (pp. 283-292). Bristol, UK: Polity Press.
Bywaters, P., McCleod, E., & Napier, L. (2009). Social work and global health inequalities. In P. Bywaters, E. McCleod & L. Napier (Eds.), Social Work and Global Health Inequalities: Practice and Policy Developments (pp. 3-20). Bristol, UK: Polity Press.
Bywaters, P., & Napier, L. (2009). Revising social work's international policy statement on health. Process, outcomes and implications. International Social Work 52(4), 447-457. doi: 10.1177/0020872809104249
Cameron, D., & Anderson, M. (2009). Potential to reality: drama, technology and education. In M. Anderson, J. Carroll & D. Cameron (Eds.), Drama Education with Digital Technology (pp. 6-19). London: Continuum.
Campbell, C., Proctor, H., & Sherington, G. (2009). School Choice: How Parents Negotiate the New School Market in Australia. Sydney: Allen & Unwin.
Campbell, C., & Sherington, G. (2009). Education. Sydney Journal, 2(1), 1-21.
Chalker, B., & O'Dea, J. A. (2009). "Fat kids can't do maths": Negative body weight stereotyping and associations with academic competence and participation in school activities among primary school children. The Open Education Journal, 2(7), 71-77. doi: 10.2174/1874920800902010071
Cinelli, R. L., & O'Dea, J. A. (2009). Body image and obesity among Australian Adolescents from indigenous and Anglo/European backgrounds: Implications for health promotion and obesity prevention among Aboriginal youth. Health Education Research, 24(6), 1059-1068. doi: 10.1093/her/cyp040
Connell, R. (2009). Accountable conduct: "Doing Gender" in transsexual and political retrospect. Gender & Society, 23(1), 104-111. doi: 10.1177/0891243208327175
Connell, R. (2009). All that is solid melts into air: Economic crises and the Left. Overland, 194, 13-17.
Connell, R. (2009). Der Sprung über die Kontinente hinweg - Überlegungen zur Entwicklung von Erkenntnismethoden und Ansätzen in der Männlichkeitsforschung. In B. Aulenbacher & B. Riegraf (Eds.), Erkenntnis und Methode: Geschlechterforschung in Zeiten des Umbruchs. Wiesbaden: VS Verlag für Sozialwissenschaften.
Connell, R. (2009). Gender: In World Perspective (2nd ed.). Cambridge & Malden: Polity Press.
Connell, R. (2009). Good teachers on dangerous ground: towards a new view of teacher quality and professionalism. Critical Studies in Education, 50(3), 213-229.
Connell, R. (2009f). The neoliberal parent: mothers and fathers in the new market society. In P. I. Villa & B. Thiessen (Eds.), Mütter-Väter: Diskurse, Medien, Praxen (pp. 26-40). Münster: Westfälisches Dampfboot.
Connell, R. (2009g). Weaving history: an essay on creativity, structure and social change. In C. Crouch (Ed.), Subjectivity, Creativity and the Institution (pp. 15-30). Florida: BrownWalker Press.
Connell, R. (2009). The work of teaching. History of Education Review, 38(2), 9-16.
Connell, R., Fawcett, B., & Meagher, G. (2009). Neoliberalism, new public management and the human service professions. Journal of Sociology, 45(4), 331-338. doi: 10.1177/1440783309346472
Conyer, B. (2009). How do teachers think about pluralism in a Jewish community school? Journal of Beliefs & Values, 30(2), 159-171. doi: 10.1080/13617670903175063
Conyer, B. (2009). Pluralism and its purposeful introduction to a Jewish day school. Religious Education, 104(5), 463-478. doi: 10.1080/00344080903293931
Cope, J. (2009). Accessing the vocational college from an ESL perspective: A system of genres analysis. University of Sydney Papers in TESOL, 4, 21-55.
Cortis, N., & Meagher, G. (2009). Women, work and welfare in the activation state: an agenda for Australian research. Australian Bulletin of Labour, 35(4), 629-651.
Dalton to Ginns
Dalton, B., & Wilson, R. (2009). Improving quality in Australian child care: the role of the media and non-profit providers. In D. King & G. Meagher (Eds.), Paid Care in Australia: Politics, Profits, Practices (pp. 203-230). Sydney: Sydney University Press.
Dalton, B., Wilson, R., & Harvison, J. (2009). Job satisfaction and HR issues for nurses in non-profit, non-hospital settings. Employment Relations Record, 9(1), 1-14.
Dave, K. (2009). Design patterns for computer-supported groupwork. In Proceedings of ASCILITE 2009 26th conference: Same places, different spaces pp. 178-183). Auckland, NZ) http://www.ascilite.org/conferences/auckland09/procs/dave.pdf.
Ellis, R. A., Ginns, P., & Piggott, L. (2009). eLearning in higher education: some key aspects and their relationship to approaches to study. Higher Education Research and Development, 28(3), 303-318. doi: 10.1080/07294360902839909
Ewing, R. (2009). Creating imaginative, practical possibilities in K-6 English classrooms. In J. Manuel, P. Brock, D. Carter & W. Sawyer (Eds.), Imagination Innovation Creativity. Re-visioning English in Education (pp. 173-182). Sydney, Australia: Phoenix Education.
Ewing, R. (2009). Curriculum and Assessment: A Narrative Approach. Melbourne: Oxford University Press.
Ewing, R., & Le Cornu, R. (2009). From practice teaching to practicum to professional experiences. In R. Ewing, T. Lowrie & J. Higgs (Eds.), Teaching & Communicating. Rethinking Professional Experiences (pp. 31-41). Melbourne, Australia: Oxford University Press.
Ewing, R., & Lowrie, T. (2009). The current teacher education context. In R. Ewing, T. Lowrie & J. Higgs (Eds.), Teaching & Communicating. Rethinking Professional Experiences (pp. 3-11). Melbourne, Australia: Oxford University Press.
Fawcett, B. (2009). Long term illness and disability: inequalities compounded. In P. Bywaters, E. McCleod & L. Napier (Eds.), Social Work and Global Health Inequalities: Practice and Policy Developments (pp. 119-131). Bristol, UK: Policy Press.
Fawcett, B. (2009). Postmodernism. In S. Webb & M. Gray (Eds.), Social Work Theories and Methods, (pp. 119-128). London & Thousand Oaks: Sage.
Fawcett, B. (2009). Vulnerability: Questioning the certainties in social work and health. International Journal of Social Work, 52(4), 473-484. doi: 10.1177/0020872809104251
Fawcett, B., Goodwin, S., Meagher, G., & Phillips, R. (2009). Social Policy for Social Change. Melbourne: Palgrave MacMillan.
Fawcett, B., & Hanlon, M. (2009). The 'return to community' collaboration. Challenges to human service professionals. Journal of Sociology, 45(4), 433-444. doi: 10.1177/1440783309346474
Fawcett, B., & Reynolds, J. (2009). Mental health and older women: the challenges for social perspectives and asset orientated community capacity building. British Journal of Social Work, 1-15. doi: 10.1093/bjsw/bcp042
Freebody, P., Muspratt, S., & McRae, D. (2009). Technology, curriculum, and pedagogy: evaluating an online content program in Australasia. In L. Lockyer, S. Bennett, S. Agostinho & B. Harper (Eds.), Handbook of Research on Learning Design and Learning Objects: Issues, Applications and Technologies (Vol. 2, pp. 470-492). Hershey PA, US & London: Information Science Reference.
Georgakis, S., & Light, R. (2009). Sydney University men and their role in the development of sport in Australia from 1852 to 1914. Asian Journal of Exercise and Sport Science, 6(1), 45-52.
Georgakis, S., & Light, R. (2009). Visual data collection methods for research on the affective dimensions of children's personal experiences of PE. ACHPER Healthy Lifestyles Journal, 56(3/4), 23-27.
Giles, R. (2009). Developing a health equality imagination: Hospital practice challenges for social work priorities. International Social work, 52(4), 525-537.
Ginns, P., & Barrie, S. (2009). Developing and testing a student-focussed teaching evaluation survey for university instructors. Psychological Reports, 104, 1019-1032. doi: 10.2466/PRO.104.3.1019-1032
Ginns, P., & Ellis, R. (2009). Evaluating the quality of e-learning at the degree level in the student experience of blended learning. British Journal of Educational Technology, 40(4), 652-663. doi: 10.1111/j.1467-8535.2008.00861.x
Ginns, P., Marsh, H. W., Behnia, M., Cheng, J. H., & Scalas, F. (2009). Using postgraduate students' evaluations of research experience to benchmark departments and faculties: Issues and challenges. British Journal of Educational Psychology, 79, 577-598. doi: 10.1348/978185408X394347
Goodyear to Huppatz
Goodyear, P., & Markauskaite, L. (2009). Teachers' design knowledge, epistemic fluency and reflections on students' experiences. In Proceedings of 32nd HERDSA Annual Conference. The Student Experience pp. 154-162). Darwin, Australia, (6-9 July 2009) http://herdsa.org.au/?page_id=520.
Goodyear, P., Markauskaite, L., & Kali, Y. (2009). Learning design, design contexts and pedagogical knowledge-in-pieces. In L. Kosta (Ed) Proceedings of Future of Learning Design Conference pp. Wollongong, Australia, (10 Dec 2009)
Goodyear, P., & Yang, D. F. (2009). Patterns and pattern languages in educational design. In L. Lockyer, S. Bennett, S. Agostinho & B. Harper (Eds.), Handbook of Research on Learning Design and Learning Objects: Issues, Applications and Technologies (Vol. 1, pp. 167-187). Hershey PA, US & London: Information Science Reference.
Gordon, S., & Nicholas, J. (2009). Using examples to promote statistical literacy. In A. Hugman (Ed) Proceedings of UniServe Science, The University of Sydney Conference. Motivating Science Undergraduates: Ideas and Interventions pp. 58-64). The University of Sydney, (1-2 Oct 2009) http://sydney.edu.au/science/uniserve_science/tertiary_science_mathematics/conference/2009proceedings.shtml
download publication.
Gordon, S., Petocz, P., & Reid, A. (2009). What makes a 'good' statistics student and a 'good' statistics teacher in service courses? The Montana Mathematics Enthusiast, 6(1,2), 25-39.
Govendir, M., Ginns, P., Symons, R., & Tammen, I. (2009). Improving the research higher degree experience at the Faculty of Veterinary Science, The University of Sydney. In Proceedings of International Conference of HERDSA pp. 163-172). Darwin, Australia, (6-9 July)
Groundwater-Smith, S., & Ewing, R. (2009). Seeing practice through practice: Learning through action research and action learning. In R. Ewing, T. Lowrie & J. Higgs (Eds.), Teaching & Communicating. Rethinking Professional Experiences (pp. 237-246). Melbourne, Australia: Oxford University Press.
Gunawardena, H., Bagnall, N., Georgakis, S., & Wilson, R. (2009). The educational and socio-cultural experience of Indian students at an Australian metropolitan university: why urgent review is needed. In M. Munoz & F. Ferreira (Ed) Proceedings of IASK International Conference. Teaching and Learning 2009 pp. 166-175). Porto, Portugal, (7-9 Dec 2009).
Harbon, L. (2009). Languages In the Primary School: Teachers' Perspectives on Policy and Implementation. Saarbrucken, Germany: Verlag Dr Mueller.
Harbon, L. (2009). Professional standards into the future. Babel, 44(1), 20-23.
Hayes, D. (2009). Co-opting the market in support of young people who are not well served by school: Service-based innovation in high poverty and high difference contexts. Curriculum Perspectives, 29(1), 69-75.
Hayes, D. (2009). Pedagogies of place and possibility. In M. Sommerville, K. Power & P. de Carteret (Eds.), Landscapes and Learning: Place Studies in a Global World (pp. 101-117). Rotterdam: Sense Publishers.
Hayes, D., Johnston, K., & King, A. (2009). Creating enabling classroom practices in high poverty contexts: the disruptive possibilities of looking in classrooms. Pedagogy Culture & Society, 17(3), 251-264. doi: 10.1080/14681360903194293
Hayes, D., Johnston, K., Morris, K., Power, K., & Roberts, D. (2009). Difficult dialogue: Conversations with Aboriginal parents and caregivers. Australian Journal of Indigenous Education, 38, 55-64.
Healy, K., Meagher, G., & Cullin, J. (2009). Retaining novices to become expert child protection practitioners: creating career pathways in direct practice. British Journal of Social Work, 39, 299-317.
Hendry, G. D., & Ginns, P. (2009). Readiness for self-directed learning: Validation of a new scale with medical students Medical Teacher, 31, 918-920. doi: 10.1080/01421590802520899
Hirsh, D., & Coxhead, A. (2009). Ten ways of focussing on science-specific vocabulary in EAP classrooms. EA Journal, 25(1), May-16.
Hu, C. (2009). Introduction to blended learning: a literature review. In S. Thanasingam & A. Soong (Eds.), Integrating Blended-scaffolded Learning Design into Curriculum: The SCBC Model (pp. 1-6). Singapore: Pearson Hall.
Hu, C., Wong, A. F. L., Cheah, H. M., & Wong, P. (2009). Patterns of email use by teachers and implications: A Singapore experience. Computers & Education, 53, 623-631. doi: 10.1016/j.compedu.2009.04.007
Hulsbosch, M. (2009). Fluttering like flowers in a summer breeze: hair jewellery of Christian Moluccan women of the Dutch East Indies. In M. Hulsbosch (Ed.), Asian Material Culture (pp. 163-190). Amsterdam: Amsterdam University Press.
Hulsbosch, M., Bedford, E., & Chaiklin, M. (2009). Asian material culture in context. In M. Hulsbosch (Ed.), Asian Material Culture (pp. 9-16). Amsterdam: Amsterdam University Press.
Hung, F. S. (2009). Intention of students in less developed cities in China to opt for undergraduate education abroad: Does this vary as their perceptions of the attractions of overseas study change? International Journal of Educational Development, doi:10.1016/j.ijedudev.2009.1003.1003.
Huppatz, K. (2009). Reworking Bourdieu's 'Capital': Feminine and female capitals in the field of paid caring work. Sociology, 43(1), 45-66. doi: 10.1177/0038038508099097
Irwin to Martin
Irwin, J. (2009). Lesbians and Gay Men: Equal before the law? In P. Swain & S. Rice (Eds.), In the Shadow of the Law: The Legal Context of Social Work Practice (3rd ed., pp. 192-207). Sydney: Federation Press.
Ishimine, K. (2009). Quality and Early Childhood: The Impact on Children's Social Skills. Saarbrucken, Germany: VDM Verlag Dr. Muller.
Ishimine, K., Tayler, C., & Thorpe, K. (2009). Accounting for quality in Australian childcare: A dilemma for policymakers. Journal of Education Policy, 24(6), 717-732. doi: 10.1080/02680930903207695
Ishimine, K., & Wilson, R. (2009). Centre-based childcare quality in urban Australia. Australasian Journal of Early Childhood, 34(3), 19-28.
Jefferson, M. (2009). Rich performance tasks: re-imagining multimedia drama om the English classroom. In J. Manuel, P. Brock, D. Carter & W. Sawyer (Eds.), Imagination Innovation Creativity. Re-visioning English in Education (pp. 145-158). Sydney, Australia: Phoenix Education.
Jefferson, M., & Anderson, M. (2009). Enter the matrix: the relationship between drama and film. In M. Anderson, J. Carroll & D. Cameron (Eds.), Drama Education with Digital Technology (pp. 184-201). London: Continuum.
Juan, S., & Stevens, I. (2009). Evolution of childrearing and de Mause's Helping Mode: An Australian case study. Journal Of Psychohistory, 37(1), 27-32.
Kelly, L., & Groundwater-Smith, S. (2009). Revisioning the physical and on-line museum: A partnership with the Coalition of Knowledge Building Schools. Journal of Museum Education, 34(1), 55-68.
King, D., & Meagher, G. (2009). Introduction: Politics, profits and practices in child and aged care. In D. King & G. Meagher (Eds.), Paid Care in Australia: Politics, Profits, Practices (pp. 1-11). Sydney: Sydney University Press.
Laing, L. (2009). Violence abuse and health. In P. Bywaters, E. McLeod & L. Napier (Eds.), Social Work and Global Health Inequalities (pp. 105-117). Bristol: Policy Press.
Laws, K., Harbon, L., Nguyen, N., & Trinh, L. (2009). Professional development of teacher educators: A cross border story. In Proceedings of Annual Conference of the Australian Teacher Education Association (ATEA). 'Teacher education crossing borders: Cultures, contexts, communities and curriculum' pp. 1-13). Albury, Australia, (28 June-1 July 2009).
Li, H., & Armstrong, D. (2009). Is there a correlation between academic achievement and behaviour in mainland Chinese students? Asian Social Science, 5(4), 3-9.
Li, H., & Bornholt, L. (2009). Self-concepts and parental reports on children's social skills at home. International Journal of Psychological Studies, 1(1), 2-9.
Liem, G. A., Martin, A. J., Nair, E., Bernardo, A. B. I., & Prasetya, P. H. (2009). Cultural factors relevant to secondary school students in Australia, Singapore, Philippines and Indonesia: Relative differences and congruencies. Australian Journal of Guidance and Counselling, 19, 161-178.
Liem, G. A. D. (2009). The use of partial least squares (PLS) path modelling analysis in a cross-cultural investigation into the relationships of values, classroom cultural climate and learning approach. In B. Matthews, T. Gibbon, C. Aldous & L. Saha (Eds.), The Process of Research in Education - A Book of Exemplars: A Festschrift in Honour of John P. Keeves AM (pp. 371-406). Adelaide, SA: Shannon Press.
Lingard to McDougall
Lingard, J., Batmanian, L., Vella, G., Cathers, I., & Gonzalez Uglade, C. (2009). Do students with well-aligned perceptions of question difficulty perform better? . Assessment and Evaluation in Higher Education, 34, 603-619. doi: 10.1080/02602930802287249
Lo, W. Y. (2009). Understanding and attitudes towards moral and civic education among primary school teachers in Hong Kong. Asian Social Science, 5(7), 3-17.
Loughland, T. (2009). Enhancing communication with effective resources. In R. Ewing, T. Lowrie & J. Higgs (Eds.), Teaching & Communicating. Rethinking Professional Experiences (pp. 116-124). Melbourne, Australia: Oxford University Press.
Mackenzie, J. (2009). Kitching's trouble with theory: 'The tree is known by its fruit'. Educational Philosophy and Theory, 41(3), 240-244. doi: 10.1111/j.1469-5812.2009.00519.x
Mai, L., & Gibson, R. (2009). The young child and the masterpiece: A review of the literature on aesthetic experiences in early childhood. International Journal of the Arts in Society, 4(3), 357-368.
Mansour, M., & Martin, A. (2009). Home, parents, and achievement motivation: A study of key home and parental factors that predict student motivation and engagement. Australian Educational and Developmental Psychologist, 26(2), 111-126. doi: 10.1375/aedp.26.2.111
Manuel, J. (2009). "The Best Moments": Adolescents' Reading Practices and Preferences. In J. Manuel, P. Brock, D. Carter & W. Sawyer (Eds.), Imagination, Innovation, Creativity: Re-Visioning English in Education (pp. 99-122). Sydney: Phoenix Education.
Manuel, J. (2009). Talking and Listening in Secondary English. In S. Gannon, M. Howie & W. Sawyer (Eds.), Charged with Meaning: Reviewing English in the 21st Century (3rd ed., pp. 185-196). Sydney: Phoenix Education.
Manuel, J., Brock, P., Sawyer, W., & Carter, D. (2009). "What is within becomes what is around": Imagination, innovation, creativity. In J. Manuel, P. Brock, D. Carter & W. Sawyer (Eds.), Imagination, Innovation, Creativity: Re-Visioning English in Education (pp. 3-12). Sydney: Phoenix Education.
Markauskaite, L. (2009). National policies and practices in ICT for education in Lithuania. In T. Plomp, R. E. Anderson, N. Law & A. Quale (Eds.), Cross-National Information and Communication Technology Policies and Practices in Education (2nd ed., pp. 477-495). Greenwich, CT: Information Age Publishing Inc.
Markauskaite, L., & Goodyear, P. (2009). Designing for complex ICT-based learning: Understanding teacher thinking to help improve educational design. In R. Atkinson & C. McBeath (Ed) Proceedings of ASCILITE 2009 26th conference: Same places, different spaces pp. 614-624). Auckland, NZ, (6-9 Dec 2009) http://www.ascilite.org/conferences/auckland09/procs/markauskaite.pdf
Martin, A. (2009). Age appropriateness and motivation, engagement, and performance in high school: Effects of age-within-cohort, grade retention, and delayed school entry. Journal of Educational Psychology, 101, 101-114. doi: 10.1037/a0013100
Martin, A., & Dowson, M. (2009). Interpersonal relationships, motivation, engagement, and achievement: Yields for theory, current issues, and practice. Review of Educational Research, 79, 327-365.
Martin, A., & Marsh, H. (2009). Academic resilience and academic buoyancy: Multidimensional and hierarchical conceptual framing of causes, correlates, and cognate constructs. Oxford Review of Education, 35, 353-370. doi: 10.1080/03054980902934639
Martin, A., Marsh, H., McInerney, D., & Green, J. (2009). Young people's interpersonal relationships and academic and non-academic outcomes: Scoping the relative salience of teachers, parents, same-sex peers, and opposite-sex peers. Teachers College Record, http://www.tcrecord.org/Home.asp, March 23, 2009, ID Number: 15593.
Martin, A. J. (2009). Motivation and engagement across the academic lifespan. A developmental construct validity study of elementary school, high school, and university/college students. Educational and Psychological Measurement, 69(5), 794-824.
Martin, A. J. (2009). Motivation and engagement in the workplace: Examining a multidimensional framework from a measurement and evaluation perspective. Measurement and Evaluation in Counseling and Development, 41(4), 223-243.
McDougall to Pathak
McDougall, M., Evans, D., & Spandagou, I. (2009). Teaching phonics and sight words to Year One through the medium of "working with words" and "games". Special Education Perspectives, 18(1), 35-46.
McGeoch, K., & Hughes, J. (2009). Digital storytelling and drama: Language, image and empathy. In M. Anderson, J. Carroll & D. Cameron (Eds.), Drama Education with Digital Technology (pp. 113-128). London: Continuum.
Meagher, G., & Cortis, N. (2009). The political economy of for-profit paid care: Theory and evidence. In D. King & G. Meagher (Eds.), Paid Care in Australia: Politics, Profits, Practices (pp. 13-42). Sydney: Sydney University Press.
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I would like some help in identifying the most active, passionate, orthodox American Catholic Bishops currently serving. It is a cultural thing that we seem to love rating everything- not a bad thing- and I have a personal interest in this topic because I want to offer my services to a Bishop who needs someone who gets the following Big Three Realities that I have been focusing on in my last three postings here at American Catholic.
1. The Obama Administration is threat #1 to the continuance of our Hierarchical Catholic Church- here in America and since we are a Superpower in worldly terms this could damage a big chunk of Christendom. I do not speak as an Obama-basher with Republican talking point tie-ins- I was a lifelong Democrat who only recently gave it up to become an Independent, not Republican. My realization about the Obama threat emerged slowly after being absorbed in a national Catholic Democrats listserve with some of the real heavyweights- like FOB (Friend of Barack) Vicki Kennedy. It was clear to me that Kennedy with her fellow travelers in Catholic universities, and liberal Catholic political organizations, have been intent on much much more than just getting more traction in American policies and legislation for a few political issues often neglected by the conservative-Right. There is blood in the water for the Church Hierarchy due to the notorious Minor Abuse Scandals. These prominent Catholic Dems seem intent on using whatever power they can muster to force changes in the Church to cut the Hierarchydown to size- replace the Teaching Authority with liberal Catholic college professors and liberal political activists who will "save" the Church from irrelevance among the youth. We have seen that President Obama has been systematically assisting in this process- not openly- but consider his choice of Joe Biden as VP with his pro-choice, pro-gay marriage beliefs, and Kathleen Sebelius as HHS Secretary who is pushing contraceptives down everyone's throats, and I suspect we'll see that Justice Sotomayor is pro-choice, pro-gay marriage eventually. The threat to religious liberties will hit the Catholic Church Hierarchy first, with the contraceptives mandates and then gay marriage will turn the Catholic Church Catechism into Hate Literature and every orthodox Catholic into a bigot along the lines of the old school racists back in the 60's. No one wants to be a racist- so I'm sure that Vicki Kennedy et al are counting on most American Catholics to simply abandon their Bishops' leadership and embrace her brand of progressive Catholicism which is Obama-cool. So- me thinks the Bishops need a few folks around who see this danger and are willing to stand with the Bishops and the Catechism. I'm here to help. Here's a link to my piece on the Catholic Dems/Obama "conspiracy"- http://the-american-catholic.com/2012/05/31/obama-working-willfully-to-undermine-hierarchical-catholic-church/
2. Having this information about the Obama-Catholic Dem elite battleplan is useful- but I am also interested in assisting a good Bishop at the parish level with practical steps- all perfectly legal- for assisting the process of cultivating a new breed of orthodox Catholic political leaders. Pope B teaches us to free ourselves from ideologies in his last encyclical- the social doctrine of the Church is the stuff we need more of in America- the reason we keep swinging wildly from Republican to Democrat in the races for political power is that at the gut level most people get that each Party has got some things right and some things wrong. There is no Party of God- even if right now the mainstream Democratic Party represents the greater threat to the Church/Christ- we are still talking about lesser evils. The Catholic social doctrine is about building civilizations of love- this is the positive vision that is the corrective of narrow ideologies which feed on anger for the most part. The way to bring Christ's Way into the marketplace of ideas in American political thought and debate is for more fully informed and inspired Catholic voices to emerge and assume the responsibilities of leadership at every level of our society. There is so much that we could do in every parish and school- here is my POA (Plan of Action) which I would love to bring into a parish in a diocese where the Bishop is aware and involved to guide the development- I'm not interested in being a lone ranger or riding against the wishes of the local Bishop. Here's the Plan- http://the-american-catholic.com/2012/05/10/wanted-orthodox-catholic-political-leaders-time-to-get-serious/
3. Finally, my long experience in the trenches of Catholic high schools has left me with many thoughts on how to inculcate a genuine Catholic identity which has a chance of being transmitted to our very distracted youth. I would love to be part of an orthodox Bishop's team to help select passionately orthodox Catholic administrators/teachers/staff to be in place to give life witness, along with instructional guidance, to budding disciples of Christ. You can't give what you don't have- so if we want Catholic students to come out the other side in love, or more in love with Christ and His Church- then you don't load up the schools with adults who are full of dissenting views from the Catechetical teachings of the Church. I'm not saying everyone has to be some kind of a stepford-wife cheerleader type of Catholic- we all have our personalities- but if you are an adult working in a Catholic school you should be someone who is thirsty to know what the Church teaches and why- especially if it pertains to your particular discipline or area of responsibility. I get into a lot more detail beyond just the staffing issue in my article below. I am open to returning to the teaching field or entering new territory in administration under the right Bishop in a diocese that really wants to play it straight-up as a passionately Catholic institution -without being satisfied with a PR-level Catholic Identity which produces nice dog and pony shows for visiting bishops and parents- but scratch the surface and where is the love for the Church? If you fall in love with the Church you will just want to know more and more and to share more and more with the youth and everyone you meet- am I right? Here's the last link- http://the-american-catholic.com/2012/04/16/a-vision-of-catholic-education-from-the-front-lines/
OK- if you are still with me- here is how you can help- write out up to 10 names(and email addresses if you have them!) of Dynamically Orthodox Catholic Bishops here in America- with the name of their Diocese. You can order them according to your own rating system. I want to follow the science here and the shortest distance between two points is a straight line- I want to begin a new mission in using whatever talents I possess for the sake of Christ and His Church- I have tried to use these talents to produce something helpful to preserve and protect the Hierarchical nature of our Catholic Church- If Christ didn't desire a Hierarchy why bother with Apostles- He could have just had disciples with no leadership inherent in the Church- but He didn't- evidence from Scripture, history and logic all persuaded me in my Truth Quest. I don't want to just apply for jobs blind to the leadership in a given Diocese. Leadership matters, that's why leaders get targeted all the time, and why assassinations are so unfortunately common throughout human history. I want a meaningful mission within the Church and short of that I will do whatever I can do to provide for my wife and four young children- this is my story and why I need our Reader's Input. Brother (Sister) can you spare a moment and share what you know? God Bless you.

subset: commoncrawl


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Blackhawks rally for 5-3 win over Sharksby Eric Gilmore
SAN JOSE, Calif. -- The puck had barely dropped Tuesday night at HP Pavilion, and the Chicago Blackhawks were already staring at a 2-0 deficit in their showdown with the San Jose Sharks.
So with nearly 15 minutes still left in the first period, Blackhawks coach Joel Quenneville called a timeout to talk things over with his team.
He should bottle that message.
The Blackhawks rallied to pull even at 3-3 before the end of a wild first period and went on to beat the Sharks 5-3 in a battle of Western Conference powers.
"It wasn't the start we wanted," Quenneville said. "We know they're the fastest starting team in the League, and they get the crowd going. Getting a response quickly was important, and I liked the way the guys battled back, stuck together. I thought we really improved our team game as it progressed."
Patrick Kane scored two goals for the Blackhawks, the eventual game-winner in the second period and an empty-net goal late in the third.
In the first period, Chicago's Brandon Saad scored his first career National Hockey League goal, and the Blackhawks also had goals from Andrew Shaw and Marcus Kruger.
The Blackhawks entered the game with a League-leading 16 points (one more than San Jose), and added two more to their total. They improved to 8-0-2 and remained the NHL's only team without a loss in regulation.
"It's a good start," Kane said. "I think it shows the excitement we have in the room from coming back from a game like that. We've played a lot of games on the road. Long road trip, and we're still focused on hockey. It's a good start. Hopefully we can continue it. I think we can even play better, so that's the exciting part."
Kane broke a 3-3 tie at 11:52 of the second period, giving the Blackhawks their first lead of the night. Jonathan Toews stole the puck from Sharks defenseman Douglas Murray deep in San Jose's zone, just left of the crease, and whipped a pass to Kane in the right circle. Kane quickly blasted a shot past Antti Niemi.
Kane added an empty-net goal with 1:13 left to play.
Joe Pavelski, Tommy Wingels and Michal Handzus scored for the Sharks, who were coming off a 2-1 loss Monday night at Anaheim and fell for the third straight game.
"We had a good lead, but they kept scoring, which is what good teams do," Sharks captain Joe Thornton said. "They are on top of the conference for a reason."
Chicago goaltender Corey Crawford stopped 30 shots. Niemi, who helped Chicago win the Stanley Cup in 2010, stopped 27.
The Sharks and Blackhawks skated to a 3-3 tie in a first period that included the final four goals in a span of 89 seconds.
But at 8:48 of the second period, Sharks fourth-line forward Andrew Desjardins received a match penalty, ending his night, for what linesman Jonny Murray ruled was a hit to the head of former Shark Jamal Mayers. Just seconds after the big hit, Blackhawks defenseman Duncan Keith instigated a fight with Desjardins. Keith received two minutes for instigating and two for instigating while wearing a face shield. He was also hit with a five-minute fighting major and a 10-minute misconduct.
Sharks coach Todd McLellan said it was a "terrible call," on Desjardins, and NHL supervisor of officials Mick McGeough agreed with him.
"The way the linesman saw it on the ice, he was convinced it was a major penalty," McGeough told a pool reporter. "Unfortunately, he was wrong. It's been overruled, taken care of by the League and Brendan Shanahan and the safety committee, and there are no more issues right now. ... Jonny Murray made the call. Unfortunately, he wasn't overruled by the referee. It is what it is."
Desjardins doesn't have to worry about supplementary discipline from the League, but McLellan said that call hurt the Sharks dearly.
"I don't know if we're going to come back or not, but at that point we're still in the game and we should have been on a four-minute power play," he said. "That's a good hockey hit, but the linesman called it. No one else saw it. I think they err as a League to call those penalties. You can always do something about it later. If you don't see it, you don't call it.
"It had a huge impact. We don't get four minutes of power play, but there were other things that impacted the game, like we were being sloppy. We go from a high to a low on the bench, and guys are starting to wonder what happened. We made a mistake in our end."
Mayers was convinced he took a blow to the head.
"Yeah absolutely," he said. "It was a hit to the head. I'm not sure if it was elbow or forearm or whatever it was. We're trying to get that out of our game. It's unfortunate that happened. But we got a power play out of it, and most importantly we won the game."
Pavelski put the Sharks ahead 1-0 when he batted a rebound out of the air from close range and past Crawford just 2:54 into the game. Wingels, a Chicago-area native, made it 2-0 with his first goal of the season, taking a cross-ice pass in the left circle from Handzus and ripping a shot past Crawford at 5:18. The puck appeared to deflect off Blackhawks defenseman Nick Leddy, leaving Crawford helpless.
Quenneville used his timeout, and the Blackhawks responded.
"I think at that point we didn't have a shot, so Joel stressed getting shots on net," Kane said. "I think pretty much every goal was from a cycle play or winning a faceoff or getting a shot at the net then going to the net and getting a goal. A couple great plays by the guys."
Saad cut the Sharks' lead to 2-1 at 10:08 of the first with his first NHL goal. He took a backhand pass from Brent Seabrook in the slot and hammered the puck past Niemi.
"It feels real good," Saad said of his first goal. "It was a wild game. To get it in a win like this, it was a huge game for the West and a big game for us."
The Sharks answered quickly as Handzus scored his first goal of the season, jumping San Jose's lead to 3-1 at 10:47 of the period. Wingels zipped a cross-ice pass to Handzus, who ripped the puck past Crawford from the faceoff dot in the left circle.
Eight seconds later, Shaw scored from the low slot, slicing San Jose's lead to 3-2. Bryan Bickell hit Shaw with a pass from behind the net, and Shaw beat Niemi to his glove side.
The Blackhawks pulled even at 11:37 on Kruger's unassisted goal. Niemi stopped one shot, but when defenseman Justin Braun tried to clear the puck from in front of the net, he skated into Wingels. The puck bounced off Wingels' skate to Kruger, who tallied his first goal of the season.
"It's been a great start, and we're happy with everything," Quennville said. "We like the balance. The four-line rotation's been great. Tough schedule as well in some tough buildings. Finding a way to win has been a good sign for us. We're having fun right now."
The Sharks haven't had much fun recently. They went 0-for-3 on the power play and are 1-for-21 over their past four games. The Sharks did, however, kill four more penalties, extending their streak to 31.
After missing one game with an injury to his lower right leg, Chicago's Dave Bolland returned to center the second line. Sharks veteran defenseman Dan Boyle was back in the lineup after missing Monday's game at Anaheim due to the flu.
After the Sharks scored a combined two goals in their previous two games, both losses, McLellan shuffled his lines against Chicago. His biggest move was splitting top-line wing Patrick Marleau and Thornton. Marleau dropped to the second line, switching places with Ryane Clowe, and skated with center Logan Couture and Martin Havlat.
Clowe entered the game with zero goals and four points. Marleau and Thornton were slumping after fast starts. Marleau had nine goals and 14 points in the Sharks' first five games, but had zero goals and one point in the past four heading into Tuesday. After racking up 11 assists and 14 points in the first five, Thornton had zero goals and one assist in the next four.
Thornton and Marleau both went without a point Tuesday, while Clowe had an assist.


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To find out more about the Ghost brand, please visit their history page, or check out their homepage here.
About Chain Reaction Cycles
This product is for sale at Chain Reaction Cycles, one of the largest online cycle shops in the world. Opening in 1985, and starting off as a small independent bike shop in Ballynure, it moved to Ballyclare in 1989 and is now based in Doagh (all in Northern Ireland). In addition to regular local service, Chain Reaction Cycles (or CRC as it is often abbreviated to) established itself as a mail order business via advertisements in bicycle magazines; this continued until 1999 where it launched it's now famous website at ChainReactionCycles.com. Their blue themed website stocks around 90,000 products ranging from MTB & Road cycling equipment, to triathlon, BMX and running kit. As per several other leading bike shops, Chain Reaction produce their own product ranges, under brands such as Brand X. To this day CRC sponsor many cycling events, and due to the company's size and efficiency are able to offer very competitive pricing on cycle equipment. In 2016 Wiggle acquired Chain Reaction Cycles, although the two websites continue to operate independently of each other, both with their own distinctive branding and product ranges.


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Talk:All-Night Vigil
It appears that the person who flagged this article as needing diversity was indicating the focus on Slavic practice without any reference to Greek practice (with the possible exception of the word "orthros" rather than "matins" [an English word] and the mention of the holy mountain — mentioning the Greek word for vigil doesn't count). The description of parochial practice is almost entirely Russian (and only cathedrals, monasteries, and large parishes attempt the full cycle) for Sundays and feast days. Orthros for Greek typicon parishes (Greeks, Antiochians, etc.) is taken, not in the evening, but in the morning. The hours are typically omitted; orthros moves directly into the liturgy. I'm not sure I'm the best person to try to integrate the Greek practice into the article, but I'm sure this is what the flagger was pointing out here. --Basil 14:23, April 1, 2007 (PDT)
- Yes, sorry -- no time right now! :) The article should also mention that an All-Night Vigil in Byzantine practice is literally pretty much the entire daily liturgical cycle done at one go, so it still literally lasts all night, culminating in the Liturgy. (And thus almost never done in parishes.) Anyway, if no one else gets to this, I will eventually try to put some time into it. —Fr. Andrew talk contribs 18:26, April 1, 2007 (PDT)
- The Greek parochial practice for All-Night Vigils is to not do them, which is why this article reflects more of the Russian practice. The Athonite practice, as I have been told, is to do the Biblical odes in full. Other than that, I don't know how it might differ from Russian practie... so it is on those who follow Greek practice to speak up for your practice. Frjohnwhiteford 19:05, April 1, 2007 (PDT)


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APU sets you up with a full spectrum of resources to support your academic pursuits. Though some are housed on the Azusa campus, many are accessible to all students.
University Resources
Note: This information is current for the 2018-19 academic year; however, all stated academic information is subject to change. Please refer to the current Academic Catalog for more information.


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10X Your Speaking Bsuiness with Douglas Vermeeren 1-1 Coaching
This is a ticket for a one on one coaching day with Douglas Vermeeren.
Douglas Vermeeren is the author of multiple books in the guerrilla marketing series, creator of 3 of the top ten personal development films of all time. He is an international speaker on wealth, abundance, mindset and specifically high powered sales training.
Douglas Vermeeren is considered by many to be the modern day Napoleon Hill for his extensive research intot he lives of more than 400 of hte world's top achievers.
The speaking business is my passion and my purpose. There are also many other speakers who feel the same. They have brilliant and powerful message. They just need a little help sorting out the strategies and systems that will take them there. I provide those tools.
I have been speaking for almost two decades now. I have produced three of the top ten personal development movies in the world today. I have shared the stage with all of the greats from Deepak Chopra to the cast of the Secret. I have sold from the stage closing at one event 100% of the room. I have top selling books, programs and materials. I have appeared on more TV and radio than nearly any speaker alive today. (With the exception of Tony Robbins, Deepak Chopra and the late Wayne Dyer.) I don't say these things to brag but to let you know I am a powerful resource for you.
I can help you grow your speaking business.


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Please join Laura Waterman Wittstock on Wednesday, June 20th as she talks with Janice LaFloe, Connie Black, and Carol Gronfor about using the Montessori method in American Indian schools and programs. Three school projects are in planning or underway: The American Indian Famly Center, Little Earth of United Tribes, and Shakopee Mdewakatan Sioux. The projects will launch an early child program as part of an existing social services division at the Indian Family Center; transition an existing pre-school to Montessori at Little Earth; and, transition a private school to Montessori at Shakopee. Children completing three years of a Montessori program are typically fluent, with full comprehension of sentences by age six.
First Person Radio
Janice LaFloe, Turtle Mountain Band of Chippewa, is the Director of Marketing and Development for the American Indian Family Center. She has worked for the AIFC for the past eleven years. She has worked in various capacities during her time at the Family Center, she has served in the roles of Executive Assistant, Associate Director and Interim Executive Director.
Ms LaFloe has an undergraduate degree from Macalester College and a Master's of Public Policy from the Hubert H Humphrey Institute of the University of Minnesota. She also worked for the Saint Paul Public Schools Indian Education Program, Anoka-Hennepin Indian Education and the Elk River Indian Education Program. It was her experience working in the schools that helped inform and inspire the importance of healthy babies and early learning. ***Connie Black is an AMI Primary Trainer, requiring a rigorous eight-year "training of trainers" program qualifying her train teachers in the use of the Montessori educational method. She has also served as an AMI examiner and has 15 years of experience in Montessori classrooms, as well as 8 years in public school settings, working with children with special needs. She has over ten years of experience implementing "Montessori Year Round" as well as "Montessori All Day." Connie holds a BA in English and Theatre from the University of Tennessee at Martin as well as an MEd from Loyola University of Maryland in Montessori Education. ***Carol Gronfor is the Director of Development at the Montessori Training Center of Minnesota where she helps find start up resources for the new schools, and scholarships for teacher training. Carol served on the founding team for Cornerstone Montessori School, the first AMI public school in Minnesota. This school serves as a pilot school for the Montessori for All collaborative, launching 10 schools for children living in poverty. Carol has worked in non-profits for over 10 years, including extensive work within social service organizations in the twin cities.
© KFAI, 1808 Riverside Avenue, Minneapolis, MN 55454 Tel: 612-341-3144


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|Mob Arena Starting Room
Mob Arena... FIGHT!
This is the best fun on the server! Jump in at any time (when a fight isn't already in progress) and choose your class by right clicking the different signs. Click the iron block and then fight your way through hordes of mobs in the company of your fellow server goers. The moderators love the arena too, you'll often get to play in here with them!
To get here type: /warp mobistar (to have a look) but to fight type /ma join when you've sadly been overwhelmed by the mobs just type /ma leave to get out.


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I was interested to read this article about the Waterloo General Sir Thomas Picton. Picton was famously played by Jack Hawkins in the film Waterloo by Dino de Laurentis, complete with civilian top hat. A portrait of Picton has hung for many years in Camarthen Court in Wales. A criminal solicitor, however, has suggested that it should be removed, as there is evidence that Picton mistreated a young native girl whilst a colonial governor in the West Indies, prior to Waterloo. Picton was killed commanding the 5th Division at Waterloo on 18 June 1815, when his Division was repelling the attack of D'erlon's Corps early in the afternoon. Picton's uniform had not arrived, and he fought wearing a civilian coat and top hat.
Picton was known for being irascible. But he was a bloody good General. Wellington was known as cold fish. But he was a bloody good General. Montgomery was egotistic and abrasive. But he was a bloody good general. Churchill was a poor strategist and an alcoholic. But he was an inspirational leader. And Nelson was an adulterer and van. But he was a winning admiral. And it is more often than not these kind of people who go into battle for us and defend us, personality flaws and all, rather than lawyers safe in their chambers.
I can't help but wonder whether some people tend to highlight cases such as this in an attempt to boost their own liberal credentials. All I'm saying, is that we need to be very careful looking back at history through modern lenses. Of course mistreating anyone, regardless of race, is wrong and should never be condoned. But we do need to remember that we have very different prevailing social attitudes to the early Nineteenth Century, and cruelty was happening all over the world – not least in the mills and factories of Industrial Revolution Britain. We need to bear that in mind before we come to screaming assumptions about people who are no longer around to defend themselves.
Related articles
- Waterloo hero court portrait row (bbc.co.uk)


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This online, facilitated course is designed for middle-school educators wishing to teach global climate change. The course uses a problem-solving approach and interdisciplinary STEM methodology to engage middle-school students and help them... (View More) understand the causes and effects of climate change, the differences between climate and weather, and how actions and nature affect the environment. Educators access the course by enrolling and paying a course fee; the course syllabus is available online. (View Less)
This is a design challenge about heat transfer and insulation. Learners will apply the scientific method to design and build a container that will keep items cool when placed in boiling water. They will practice collaboration in team-building and in... (View More) teamwork. This is lesson 4 of 4 at the Grade 9-12 range of the module, Staying Cool. (View Less)
Materials Cost: Over $20 per group of students


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Kesha Is a 'Street Dog Defender' in Humane Society International PSA
Kesha might create fun-filled, boozy party jams, but she is quite serious when it comes to the safety and compassionate treatment of animals. In the past, Kesha has defended baby seals against the horrific practice of clubbing and she has also been outspoken about wearing faux fur instead of the real thing. The singer's latest animal awareness PSA comes from Human Society International and addresses the cruelty towards stray dogs.
"I'm a street dog defender and I hope you will become one too. Most of us has seen them hiding under parked cars or running out of the way of traffic," Kesha says in the HSI promo. "Millions of stray dogs roam the streets looking for food, shelter and a kind hand. Mother dogs not only struggle to feed themselves, but also their whole litter of puppies. These dogs too often are treated like they're a nuisance, becoming victims to poisoning, electrocution, and shootings."
In the ad, visuals of homeless, starving and abused dogs are displayed as Kesha, who is a global ambassador for the HSI, speaks into the camera. Her song 'Animal' also plays in the background as she says, "Human Society International works with local organizations and governments in the developing world to create humane and effective animal control programs, putting an end to the ongoing cycle of cruelty towards these animals. Join us in being a voice for these dogs around the world."
After watching this PSA, it's impossible not to feel for these animals. If you want to learn more about becoming a street dog defender like Kesha, visit the HSI website.
Watch the Kesha HSI Street Dog Defender PSA


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This week we have Anti-Linux sites to follow, old flame wars, scientific software for Linux, Microsoft and Novell renew their pact, Microsoft attempts to save face with Vista advertising campaign, Linux myths debunked and I wrap it all up with a really bad patch cable and a nice nugget of FUD.
5 Anti-Linux Sites You Must Follow!: Ever since I read Jeremy Allison's blog post about why we need to hear criticisms from people who dislikes Linux, I have been thinking a lot about what he said and how it hits very close to my own philosophy about life: In order to improve, you need to be open to criticisms; even from your enemies. One of the (many) things that most people dislike about Microsoft is that they don't have any real communication between the developers and the users; so when you discover a bug or have opinions about a feature that can be improved or added, there is no real easy way to directly (or indirectly) communicate with a developer. However, recently they have showed some improvement by opening up blogs for IE8 beta and Windows 7, where product developers actively communicate with users. So why should we turn a blind eye towards Linux critics?
The top 4 internet flame wars about free software: Everyone knows about the infamous internet wars. Ranging from operating systems to text editors to code indentation style, these wars have wreaked havoc on the web for years. The topics range from serious topics like religion to serious geek topics like operating systems to just plain stupid topics like code indentation style. So today, I'm going to go through a list of some of the most famous topics and remind you of a few of the more, er, "famous" battles.
Powerful graphical tools for Ubuntu Linux:
If you want to know how much disk space you have on a Windows machine, what do you do? There's a number of different ways of getting that information, but the way that I usually use is to go to Windows Explorer and right click on the drive letter and select Properties. This opens up a window which looks at the drive and tells me how many folders and items there are, how big it is and how much space is left. In Linux, how can I see how I get the same information?
Why Vista is Universally Hated and Other Training Truths: Microsoft products have always presented a paradox for organizations. On one hand they seem to be universally derided. On the other, they remain the corporate standard. Open source, SaaS/online and other alternatives have had a hard time gaining widespread traction in large organizations. That's partly because companies would likely rather deal with the devil they know, a de facto standard, rather than something else, and partly due to institutional inertia.
10 Total Commander Alternatives for Linux: Although we all remember that everything started with legendary Norton Commander, somehow lots of TC users religiously believe that every other, two pane file manager, is a not worthy clone. They all share the same roots, but TC with its rich Plugin library managed to capture the largest user base. In this article I will try to cover the most popular alternatives for both TC and NC. It is not a review though, so you won't find any particular recommendation at the end. Everyone chooses the set of features that is relevant for his or her needs.
Torvalds: No picnic to become major Linux coder: In an e-mail interview with ZDNet Asia's sister site ZDNet UK on Friday, Torvalds said that, while it is relatively easy for coders and organizations to contribute small patches, the contribution of large patches, developed in isolation, could lead to both new and established contributors becoming frustrated.
Is the "killer app" argument dead?: The other day I was talking with a bunch of other tech heads about the ongoing Windows vs. Mac vs. Linux market share war and why, from a stats point of view, that Mac and Linux were still trailing far behind Windows. "It all revolves around killer apps," pipes up one of the tech heads. "The problem with both Apple and Linux is that neither OS has a compelling killer app driving the user base." The conversation then went off on to discuss apps such as Photoshop and AutoCAD and how with Windows you have a single unified platform that'll run almost any professional grade package that you can think of, while with Mac and Linux your choices are restricted. Bull.
42 of the Best Free Linux Scientific Software: Science is the effort of trying to understand how the physical world works. From observation and experimentation, science uses physical evidence of natural phenomena to compile data and analyze the collated information. Science really prospers and advances when individuals share the results of their experiments with others in the scientific community. There is a certain logic that scientific software should therefore be released in a freely distributable environment.
9 Linux Myths Debunked: When it comes to Linux there are 3 kinds of people, those who never heard of it, those who are afraid of it, and those who hate it and spread falsities about it. I don't really care about the first, they probably aren't really technologically literate anyways, as long as they have E-mail they are content. While the second group is the result of the actions of the third. Let's hit two birds with one stone shall we?
Fedora 10 Takes Shape: What does the future hold for Linux development at Red Hat? A look at some of the new features coming in the Fedora 10 Linux distribution release might yield some clues. Currently in early development with a feature freeze scheduled for the end of August, Fedora 10 includes a host of improvements that aim to improve audio, packaging, networking and security features.
Microsoft, Novell Expand Interoperability Partnership: Microsoft and Novell expand their interoperability partnership with Microsoft buying up to $100 million in SUSE Linux certificates. The partnership helps enable SUSE Linux Enterprise Server and Windows Server to work together in the datacenter. Moreover, the companies will continue to work collaboratively on virtual-ization, systems management, directory and identity federation, document format compatibility, acces-sibility technology, and the Moonlight multimedia framework.
Microsoft is profiting from Linux: Microsoft isn't just buying Linux subscriptions from Novell to give away…it's buying them so they can sell them. So that means for the past 18 months, Microsoft has been selling Linux. How much Microsoft is actually making by selling Linux is difficult to determine but it could be as much a $99 million.
Linux popularity across the globe: The Linux landscape is constantly changing and has a strong community of both developers and users. But where is Linux the most popular, and where are the different Linux distributions the most popular? To try to answer these questions, we have looked at data from Google with the highly useful Insights for Search, which gave us a number of interesting and often surprising results. Aside from just looking at Linux itself, we have included eight common Linux distributions in this survey: Ubuntu, OpenSUSE, Fedora, Debian, Red Hat, Mandriva, Slackware and Gentoo.
Microsoft Seinfeld Strategy to Save Vista is Pathetic: Microsoft has announced a $300M dollar ad campaign, featuring 90s TV star Jerry Seinfeld, which according to multiple reports has been designed to save Vista and salvage Microsoft's battered reputation. There is so much wrong with this strategy, it's really hard to know where to start.
5 Least Popular Desktop Environments for Linux: KDE, GNOME, and Xfce are without doubt the most well-known desktop environments for Linux at the moment. They are utilized by majority of Linux Distributions simply because they are very much stable and usable. But did you know that there are other capable Free and Open-source desktop environments that you probably haven't heard of?
IT needs to retool tech workers for Linux growth: Are there enough Linux experts to go around? Here's an interesting article in ComputerWorld from this week: "Linux unchained." Author Mary Pratt investigates the claim that Linux growth is outstripping the supply of actual Linux-proficient techs.
Why my email no work?: This isn't necessarily Linux related. But some things are just too good to keep to yourself.
Why would anyone choose Linux when they already have Windows?: I know there is a great debate taking place about which operating system is better. Jack Wallen, host of the Linux and Open Source blog, started a lengthy discussion asking the question: Why would you choose Windows over Linux? I thought that was kind of funny, because recently I have been asking myself the opposite question: Who would choose to switch to Linux?


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Production of the Mustang began in Dearborn, Michigan on March 9, 1964 and the vehicle was presented to the general public on April 17, 1964 at the New York World's Fair. It is Ford's third oldest nameplate currently in production. Initial sales projections forecasted less than 100,000 systems for the very first year. This mark was surpassed in 3 months from rollout. Another 318,000 would be offered during the design year (a record), and in its very first eighteen months, more than one million Mustangs were developed.
Buy Classic Ford Mustangs
All these were VIN-identified as 1965 designs, but numerous changes were made at the standard opening of the brand-new model year (start August 1964), including the addition of back-up lights on some designs, the intro of generators to replace generators, and an upgrade of the V8 engine from 260 cu in to 289 cu in. When it comes to a minimum of some six-cylinder Mustangs fitted with the 101 hp 170 cu in Falcon engine, the rush into production consisted of some uncommon peculiarities, such as a horn ring bearing the 'Ford Falcon' logo below a trim ring emblazoned with 'Ford Mustang.' These characteristics made enough distinction to require designation of the 121,538 earlier ones as "1964 1/2" model-year Mustangs, a distinction that has actually withstood with perfectionists. Mustangs For Sale in Riverton WY are easy to find now with online shopping.
The 1973 OPEC oil embargo brought with it more strict contamination laws and the desire for fuel-efficiency. This was likewise the very first time in automobile history that the Huge 3 were needing to take on imports. The new Mustang II was smaller sized than the first variation but, due to the additional equipment needed to fulfill brand-new US emission and safety policies, was heavier than the very first design. Efficiency was lowered and in the first year just 385,993 cars were sold.
Second generation Mustangs for sale in Riverton WY were offered between 1974 and 1978 and readily available in a coupe and hatchback version. 1979 the Mustang was upgraded a 3rd time. This time it was based upon the larger Fox platform and the interior was really huge enough for four individuals. The trunk was bigger therefore was the engine bay. The body designs readily available included a coupe, hatchback and in 1983 a convertible. In 1979 the Third generation Mustang acted as an Indianapolis 500 rate vehicle and Ford developed 10,478 commemorative reproductions. The third generation Mustangs were produced from 1979 to 1982.


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United States of America
In the Matter of
|ORDER INSTITUTING ADMINISTRATIVE PROCEEDINGS, MAKING FINDINGS AND IMPOSING REMEDIAL SANCTIONS PURSUANT TO SECTIONS 203(e) AND 203(f) OF THE INVESTMENT ADVISERS ACT OF 1940
The Securities and Exchange Commission (Commission) deems it appropriate and in the public interest that public administrative proceedings be, and hereby are, instituted pursuant to Sections 203(e) and 203(f) of the Investment Advisers Act of 1940 (Advisers Act) against Mark May (May).
In anticipation of the institution of these proceedings, the Respondent has submitted an Offer of Settlement (Offer), which the Commission has determined to accept. Solely for the purpose of these proceedings and any other proceedings brought by or on behalf of the Commission, or to which the Commission is a party, and without admitting or denying the findings herein, except as to the Commission's jurisdiction over them and the subject matter of these proceedings and the findings contained in Sections III.A. and III.B. herein, which are admitted, the Respondent consents to the entry of this Order Instituting Administrative Proceedings, Making Findings and Imposing Remedial Sanctions pursuant to Sections 203(e) and 203(f) of the Adviser's Act (Order).
On the basis of this Order and the Respondent's Offer, the Commission makes the following findings:
A. At all relevant times, May, age 43, while acting as a consultant, associated with USA Financial Network (USA Financial), a company registered with the Commission as an investment adviser since January 1997. In addition, from 1991 to March 1997, May was the president and majority shareholder of Maranatha Financial Group (Maranatha), which was also registered with the Commission as an investment adviser.
B. On November 26, 2002, the United States District Court for the Southern District of Ohio, in the case of Securities and Exchange Commission v. Mark May, et. al., Civil Action No. C-3-98-468, entered an order of permanent injunction against May enjoining him from future violations of Sections 17(a) of the Securities Act of 1933, Section 10(b) of the Securities Exchange Act of 1934 and Rule 10b-5 thereunder, and Sections 206(1) and 206(2) of the Advisers Act.
C. The Commission's complaint alleged that since December 31, 1994, May, along with Craig A. Herl (Herl), used two investment advisory firms, Maranatha and USA Financial, to offer and sell approximately $3.6 million in unsecured promissory notes to approximately 33 advisory clients. The Commission's complaint alleged that the promissory notes were issued by USA Financial and their affiliated companies, which May and Herl controlled and operated. The Complaint further alleged that, in connection with the offer and sale of the promissory notes, May and Herl, through their corporations, made material misrepresentations to investors regarding the use of investors funds.
In view of the foregoing, the Commission deems it appropriate in the public interest to impose the sanction specified in May's Offer. Accordingly, IT IS ORDERED THAT pursuant to Sections 203(e) and 203(f) of the Adviser's Act, May is barred from association with any investment adviser with the right to reapply for association after (5) five years to the appropriate self-regulatory organization, or if there is none, to the Commission.
By the Commission.
Jonathan G. Katz
|Home | Previous Page
Modified: 12/11/2002


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- Do you want to grow your business?
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If you answered yes to all of these questions, then come along to our strong and successful networking group. We meet every Thursday morning prior to business hours as we appreciate that your time is valuable and you have a business to run.
Book your ticket now for our Thursday meeting at the Pagoda with BNI Skyscrapers.
For any queries, please feel welcome to call Reagan, the Vice President on 0402 796 773.


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April 4, 2009
CAMBRIDGE, Mass. - The first major upset of the North East Collegiate Volleyball Association (NECVA) Championship Tournament came in a quarterfinal battle between nationally-ranked No. 3 Rivier College and No. 8 seeded Baruch College on Saturday. Following a back-and-forth battle, the Bearcats emerged with a 30-28, 18-30, 30-27, 25-30, 18-16, victory against the top-seeded Raiders. Baruch (35-9) will continue its run in a semifinal pairing with either Endicott College or Stevens Institute of Technology later in the day. Rivier closed its season with a ledger of 33-2.
Pablo Oliveira paced the Bearcats with 20 kills to go along with eight digs. Gabriel Rivera notched 15 kills, a .355 hitting percentage, and eight digs as Danial Levent posted 15 kills and six blocks. Eryk Kowalski registered 11 blocks, followed by seven from Radu Wyrwas and four by Matt McKee. Wyrwas dished out 52 assists while Levi Rachmanov collected 10 digs.
Jared Andreozzi recorded 32 kills, a .418 hitting performance, and five blocks as Austin Soucy tallied 24 kills, nine digs, five blocks, and two aces. Matt Ferreira totaled 11 kills and five blocks while Zach Hansen compiled 68 assists, 11 digs, and four blocks. Andrew Corwin chipped in 10 digs and four blocks as Scott Wright finished with 12 blocks.


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2 dead after planes collide in Florida
2 dead after planes collide in Florida
EDGEWATER, Fla. —
Two people are dead after two planes collided Saturday in Edgewater, Florida, authorities said.
Edgewater Police and federal aviation authorities are investigating the mid-air collision.
The incident was reported around 8:45 a.m. The FAA said the two planes collided around three miles northwest of an airpark. FAA Spokeswoman Kathleen Bergen said one of the planes was a Cessna 170, and the type of the second plane is not known at this time.
The wreckage landed in the woods near I-95 and SR 442. Some emergency vehicles could be seen on the shoulder of the interstate there, but the vehicles have since departed. The FHP advised that traffic was not impacted by the incident.


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CAMBRIDGE, Mass. – MIT was the only institution in the NEWMAC to have both of its soccer programs earn the College Team Academic Award sponsored by the National Soccer Coaches Association of America (NSCAA). A total of 789 colleges, universities, and junior colleges received this honor while 154 qualified for the award on both sides by obtaining a minimum GPA of 3.0 during the 2010-11 academic year.
The Engineers had the highest GPA among their conference foes as the women's team posted a 3.44 on a 4.0 scale while Mount Holyoke College came in at 3.37. On the men's side, Tech registered a 3.36 as Springfield College (3.16) and Wheaton College (3.12) rounded out the field.
A complete listing of award winners can be found by visiting the NSCAA website.


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Perl::Critic::Policy::ValuesAndExpressions::ProhibitSpecialLiteralHeredocTerminator - Don't write
print <<'__END__' .
This Policy is part of the core Perl::Critic distribution.
Using one of Perl's special literals as a HEREDOC terminator could be confusing to tools that try to parse perl.
print <<'__END__'; #not ok
Hello world
print <<'__END_OF_WORLD__'; #ok
Goodbye world!
The special literals that this policy prohibits are:
This Policy is not configurable except for the standard options.
Kyle Hasselbacher <firstname.lastname@example.com>
Copyright (c) 2009-2011 Kyle Hasselbacher.
This program is free software; you can redistribute it and/or modify it under the same terms as Perl itself. The full text of this license can be found in the LICENSE file included with this module.