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We all know reading aloud to your kids is one of the best activities you can share with your child. Not only does it nurture their literacy, it's also a treasured bonding ritual for families. Those bedtime stories tend to drop off once kids get old enough to read to themselves. But personally, I just can't give it up. I still love reading to my 9-year-old son before bedtime. And it turns out the research is on my side: Kids who know how to read still benefit from read-aloud time with their parents. And parents? If you pick the right books, you'll enjoy this reading time, too. Here are some of my favorite "big kid" chapter books to read aloud.
A Series of Unfortunate Events: Lemony Snicket's 13-volume series is wild fun, not least because of the delicious way he plays with language. The series turns darker and more serious about halfway through, with some thought-provoking questions ripe for discussion.
Charlie and the Chocolate Factory: Or any Roald Dahl book. This is another author with a playful way with words. His characters are daring, creative, and inspiring -- and not a little mischievous.
The Great Brain: I adopted my best Wyatt Earp drawl to read this series about growing up in rural Utah in the early 20th century. Your kids will love hearing about what frontier life was like 100 years ago. You'll cringe at all the fist fights, but it's all good, innocent fun.
Little House on the Prairie: Your kids will love this classic series for the same reason. Laura Ingalls and her family carve out a life in the Midwest, braving storms and engaging in nose-to-tail eating way before it was trendy.
The Little Prince: This sweet tale is a little melancholic and a lot magical. Imagine living alone on your own tiny planet -- what kid can't relate to that?
The Chronicles of Narnia: Kids entering a magical realm without their parents, fighting battles -- what's not to love about that? I loved all the brave but flawed children in this fantasy series.
A Wrinkle in Time: This is one of the best novels for kids who feel like misfits. Awkward Meg and her genius little brother Charles Wallace travel through space and time to find their lost father. There's a none-too-subtle critique of conformity that I happen to love.
Tuck Everlasting: What happen when a family finds the fountain of youth? A very lonely forever. This sweet fantasy tale will give you plenty to talk over with your kids.
What are your favorite kids' chapter books to read aloud with your kids?
Image via Scholastic


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subset: commoncrawl


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Miranda Lambert Wins Female Vocalist of the Year at 2011 CMA Awards
Miranda Lambert has her second career win as Female Vocalist of the Year, this time at 2011 CMA Awards.
Dressed in a sparkling purple gown, Lambert glowed as she told the audience she didn't expect the award, especially in light of the awards she received at the 2010 CMA Awards ceremony. Last year, a tearful Lambert won Female Vocalist and Album of the Year for 'Revolution' and Song and Video of the Year for her single 'The House That Built Me.'
At this year's CMA Awards, Lambert was more relaxed and jubilant as she thanked the audience and gave a shout out to her Male Vocalist of the Year award winning husband. As Lambert exclaimed, "Congratulations to my hubby too!" cameras panned to a grinning Blake Shelton, who was rubbing his hands together with an expression of glee.
In accepting the award, Lambert also said she was no more deserving than the other nominees that included Sara Evans, Martina McBride, Taylor Swift, and Carrie Underwood.


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I'd like to handle this post with soft hands. Thursday I posted a teaser photo of this on Instagram. Got some heat right away. I'd like to avoid that here by saying up front– we're not trying to put colorists (like myself) out of work, we're not trying to get your clients to come in less frequently, and we're certainly not encouraging people to start box dying their hair at home instead of going to a pro. In no way should any colorists feel threatened by this post. This is basic info that can be found on the internet already, not to mention most of it is inside of the box! This tutorial is not even 1/1000th of what a good colorist knows and it's not going to give someone enough confidence to leave their stylist to start doing it at home. Please be open minded to the fact that some people cannot make it into a salon for many reasons– budget constraints, distance, their colorist cancels last minute before an important date and they can't get in anywhere else, etc. In addition, I personally have a very soft spot for at-home box dye experimenting because my first box of "Cinnamon Stick" by Natural Instincts in the 90's is what made me want to become a colorist in the first place. Experimenting and gaining knowledge is part of life, ladies and g's.
That being said, let's do it…
- Detangle your hair with a detangling brush.
- Drape yourself with a cape or an old towel around your neck.
- Determine where your regrowth (your roots) stops.
- Use a tail comb to accurately create 4 sections. When coloring your hair, it's important to work in clean sections to avoid patches/missed spots.
- Your four sections should look like this.
- If you're someone who does their own root color regularly, it's a good idea to invest in a tint brush, color bowl and a small wire whisk. If you prefer to use the bottle from the box, you can definitely do that, but I feel like the brush/bowl method helps with accuracy.
- Use a wire whisk to mix your color & developer together until you see zero "chunks". Or you can shake it up in the bottle and pour the contents into the bowl.
- This is a tint brush. You can pick one up at most beauty supplies. This one has rounded edges, which I prefer, but you don't have to get that.
- Put protective gloves on before you start applying color.
*if your skin stains easily or if you're using a dark/rich color, put a thin application of Vaseline around your hairline and on the tops of your ears to create a barrier.
NOW… this is where opinions will vary. From here on, this is my personal opinion which you can follow or not. This is how I like to color my own hair when I'm in a pinch or can't find time to get it done by one of my pro friends. If you like to start at the bottom or do anything differently, by all means, go for it! The reason I like to start on top is because I want the color to look most perfect on top and in the front where it's the most visible. Sometimes when you start on the bottom, the color gets less powerful (aka: oxidizes) by the time you get to the top. If the color is slightly less powerful by the time I get to the bottom, I'm okay with that, but not the other way around. I also find it easier to keep my sections organized when I start in front.
Warning: This application is NOT the same for bleach and in my opinion you should never try to bleach your hair at home. That's next level and you should always leave that to a professional, no matter what.
- Apply a layer of color at the top center part.
- Using the tail of your tint brush, take a 1/4″ section and flip it up and over to the other side.
- Your sections should look like this. You should be able to see color through the other side. If you can't see color through the section, it might be too big and you should take a smaller section to insure accuracy.
- When you paint each section, brush the color upward when going above the part and then paint downward below the parting. This will help you make sure you don't miss any spots.
- If you're not quite sure that you go it all the way through, you can very lightly comb through to be sure. But again, you could just take smaller sections if you think you missed a spot.
- Once you finish the top/front sections, clip them together so they don't get mixed into the back sections. Don't clip where there's color. Don't twist the hair either. Just gather it all and gently place the clip below the color.
- The back sections can be tricky. I like to start at the top and do diagonal sections laying them forward as I go. If you look at photos 7 & 8 you'll see the direction in which I work. Start at the top and work your way to the bottom.
- Check in the mirror behind you and make sure you get your hairline at the neck accurately. Nothing worse than putting your hair in a ponytail and having missed a spot.
- Go around the front hairline once more (especially if you have stubborn grays). Clean up your hairline so you don't get a giant mark across your forehead.
I am obsessed with glosses. I put one on every client who gets a base color because I feel like it's just not the same without a gloss. You may remember THIS POST about glazes, which you is the at-home version of a gloss. You can't buy the type of glosses we use at the salon to use at home so if you're looking for that kind of shine, book an appointment with your colorist. Otherwise you can glaze it up like this:
- After your hair color processes for the time suggested by the manufacturer it will stop. At that point, you can clip up the top half of your hair. Don't push it into the color on top of your head. Just set it up there lightly and clip.
- Apply glaze liberally until you get to the top. Let it sit for the suggested time, then rinse everything all together.
Optional: If you're planning on pulling color through your ends instead of doing a glaze, follow the timing instructions on the box. Every brand is different. This tutorial is specifically for touching up regrowth + glaze, not for doing a solid over-all color– you need a pro for that.


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Favorites! What topic could be better for a kid? They LOVE to talk about them! As a way to practice RI.5.5, comparing and contrasting the overall structure of ideas in two or more texts, I wanted the kids to concentrate on a simple topic that they knew better than anyone else- comparing and contrasting two of their favorite ideas from the same topic. Without using texts in this practice, it gives students an opportunity to focus on the act of comparing and contrasting and creating a useful Venn Diagram before making the task more complex with text.
On the Smart Board I've written out a Comparisons page that looks like the activity they'll do in a few minutes (Practice on the Smart Board). I ask them, "What's a great topic?" One of the kids volunteers Soccer. I redirect his thinking by saying, "That'll make a great item for comparison, so what topic would Soccer fall under?" The answer: SPORTS which is perfect. Next question, "Now that we have Soccer, what sport should we compare it with?" The answer is Basketball, and we go from there filling out the similarities and differences between the two sports. I remind them that a Venn Diagram is a perfect way to display this information, and they'll be making one on a separate piece of paper.
This model shows the kids what they need to do. I tell them to pick a favorite topic and go from there.
I don't give the kids the opportunity to brainstorm with friends or those around them because I want this to be an individual activity- until the sharing portion. There is a huge variety of ideas, and not many kids use the examples I give: Video Games or Bands, as I expect. What a nice change from the typical, "What should I write about?" kids at the beginning of the year! Instead, it's fabulous to see them identifying with the activity their own way- by carefully contemplating interesting ideas for comparision. The range of ideas is exciting to see, and really fun when the kids present to their classmates. It's not surprising that the more I give them choice, the better they like the assignment.
I pass out the Comparing Typical 5th grade Favorites worksheet and they begin the brainstorming process. Once a topic is declared, the students write down two ideas within that topic in a Venn Diagram. They come up with a lot of similarities and differences and focus on every aspect of their two categories (Working on their Venn Diagrams). As mentioned on the worksheet, they should then come up with a third idea within the topic and create a new Venn Diagram that includes it. After completion, I ask them to give their Venn's another "once over" before turning them into the bin (Looking over her paper) so they'll be ready for sharing when the time comes.
Here are some examples:
Dog/Cat Comparison pg. 1 and Venn
Shakes/Ice Cream Comparison pg. 1 and Venn
After they've had the chance to compile lists, answer the questions, and add an extra component for comparison, it's time to present their papers and Venn Diagrams either in pairs or groups. I like to change up the way they receive each other's information- often it's whole class, but sometimes it's great just to make it casual and talk papers through with classmates.
At the end a few still volunteer to come forward and present (Describing her Comparisons). I love their enthusiasm. They started out with two ideas to compare, and it's a challenge to include that third one, everyone's eager to hear what's been added to the mix of favorites!
*Just a note- this lesson took place during Spirit Week in case anyone is wondering about my "football player girl," and the black under her eyes.


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If you're anything like me you don't pay a whole lot of attention to stats as you level. Sure, we make some basic choices like favoring Spell Power over the other stats, but you don't really worry about the Hit cap or if Haste is better then Crit. When you're leveling getting into the details on stats doesn't really matter because your gear improves so quickly and your talent tree isn't fully developed.
Once you get to level 80 all that changes. You can no longer improve yourself by getting a new level and a new spell. The only way you can improve your toon is by improving his gear. On top of that, if you want to get into raiding, you have to pay attention to things like the Hit cap or you will have a hard time even getting into a raid. Therefore, it is very important for you to understand how each of the stats affect your toon, and generally how you should equip each stat.
In this post I will go over some of the general concepts when evaluating stats, and then I will go into more detail on each stat to hopefully answer some of the more specific questions.
Stat Interaction and Valuation
If you're a long time reader of my blog then you know that I've provided specific numerical valuations of each of the stats in the past. To be honest, I don't like providing those values because a lot of people take those values to literally and don't understand the assumptions that were made to develop them.
When I provide specific numerical valuations of stats it's like a point in time snapshot of a Moonkin. My valuations are true for that snapshot, but it doesn't take into account player variation and evolution. For example, when I built my last gear list I used myself as the basis for the stat valuation. Since then my gear has improved, and I guarantee that those valuations would be at least a different now then when the were a couple of months a go. This leads me to my first point.
The first thing that every DPSer should understand is that stats don't operate in a vacuum and there is a lot of interaction between the stats. If you get more of one stat, it will improve the marginal value of the other stats. For example, lets say you increase your spell power by 100 points. Lets look at how this will increase your DPS.
- The most obvious way it helps your DPS is by increasing the damage that a single spell cast is capable of doing. However, this decreases the marginal value of Spell Power.
- Since your normal spell hits for more, then your Critical Strikes will hit for more as well. Therefore addtional Crit rating will have more of an impact due to the addtional spell power. This increases the marginal value of Crit Rating.
- Cast time is also a big component of calculating DPS. If you increase the damage a spell does, decreasing the cast time will have a bigger impact. This increases the marginal value of Haste Rating.
- Increasing the damage of a spell per cast also increases the damage lost if a spell misses. This increases the marginal value of Hit Rating.
I could write out this example for any of the four primary DPS stats, but I think you get the basic picture. Increasing the quantity of one stat increases the Marginal value of the other 3 stats.
So, I think you can see how using specific numerical stat valueations can be problematic. Someone gearing up for Naxx will have different valuations then someone who has cleared Heroic ToGC.
The Stat Equation
That said it is important to understand how the Stats generally relate to each other. Here are two quick equations you can use to evaluate the stats on gear.
If you are below the Haste rating soft cap (400 Haste rating for most):
Hit Rating > Spell Power > Haste Rating > Crit Rating > Intellegence > SpiritIf you are above Haste rating soft cap:
Hit Rating > Spell Power > Haste Rating = Crit Rating > Intellegence > Spirit
Hit Rating:
- Point for point, Hit rating will improve your DPS more then any other stat if you are below the hit cap.
- In a raid situation all bosses are considered to be 3 levels above the player. This means our spells have a base 17% chance to miss the boss. We can Improve our chance to hit some with talents and raid buffs, but most of your chance to hit will come from Hit Rating.
- You would need 26.23 points of Hit Rating to increase your chance to hit by 1%.
- Balance of Power and Improved Faerie Fire are core talents and should not be excluded from any Moonkin Raid build. Therefore, determining your Hit Cap depends on if you have a Draenei in your Party or not. Without a Draenei the Moonkin Hit Cap is 263 Hit Rating. With a Daenei the Moonkin Hit Cap is 237 Hit Rating.
- Being a point or two above or below the Hit cap is generally not a big deal. However, every additional point of Hit rating you have above the Hit cap has zero impact on your DPS and is wasted itemization.
- Spell Power increases the damage that all of your spells do. It is the core stat of any Caster DPS build of any class.
- Generally, Spell Power is the best stat to stack when choosing Gems, Enchants and Consumables. The only exceptions are if you're trying to reach the hit cap or receive a socket bonus.
Haste Rating:
- Haste Rating reduces the cast time of your spells and reduces the Global Cooldown preventing you from casting another spell.
- To improve your Haste by 1%, you would need 32.79 points of Haste Rating .
- Different Haste sources stack Multiplicatively.
- Haste CANNOT lower the Global Cooldown below 1 second.
- Since Moonkin have quite a few available haste sources from talents and raid buffs, it is actually quite easy to reduce the Global Cooldown and Wrath's cast time to 1 second. This results in Haste having a "Soft Cap" for Moonkin.
- A Soft Cap is a point at which a stat loses significant value, but still has some value beyond that point. For Moonkin with full raid buffs and standard talents the Haste Soft Cap is 401 Haste rating. If your raid is lacking a Wrath of Air totem, the Soft Cap increases to 585 Haste rating.
Crit Rating
- A Critical Strike is a spell cast that does more then normal damage based upon random chance. Crit Rating increases your chance to inflict a Critical Strike.
- To improve your Crit Chance by 1%, you would need 45.90 points of Crit Rating.
- Moonkin have several talents and buffs that proc off of Critical Strikes. This does increase the value of Crit Rating a little, but it is important to know that it isn't really significant. The value for Crit rating is almost entirely provided by the extra damage of a Critical Strike.
- Due to the Mana on Crit mechanic, Crit Rating is actually a key mana regen stat for Moonkin.
- Finally, Crit rating does have a Hard Cap of 100% crit chance. While it is impossible to reach this cap with gear alone, many moonkin have been able to reach this cap temporarily using a combination of Raid buffs, Lunar Eclipse, and the 2T8 set bonus. This does impact the value of the 2T8 set bonus some, but is not something moonkin should really worry about.
Other Stats:
Stamina - It is an essential stat for raiding, but not something that should be actively stacked. The Tuskarr's Vitality enchant is the only time I would ever gem or enchant for it. There are very few items in the game without it. Therefore, you will get plenty of stam just by picking up normal upgrades.
Intellegence - It does provide some DPS in the form of extra Spell Power and Crit Chance. It also has a big impact on our Mana regen since Mana on Crit and Replenishment are based upon based upon our mana pool. However like Stamina, Int should not be stacked in any way. You will get plenty by picking up normal gear up grades.
Spirit - Improved Moonkin Form converts 30% of our spirit to Spell Power and is the best mana regen stat if you take Intensity. That is really nice given the amount of Spirit we are forced to pick up on our gear, but as a DPS stat Spirit is the weakest we have. Spirit should not be stacked on it's own, but it is common to see people Gem for it and Enchant for it because those gems and enchants are the best available for the socket or armor peice.
Mp5 - Horrible stat, and I am glad they are getting rid of it in Cataclysm. It only provides mana and Mana is currently not a concern for most moonkin. If you are having issues with mana I suggest you try picking up some more of the mana regen talents. If your still having mana issues you need to look at how you play and the group you play with. Mana should not be an issue for any raid geared player.
Spell Penetration - This is not a raid stat. Hell, I'm not sure if they even like it in PvP. Do not stack it under any circumstances. It will not help you and people will laugh at you.


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Welcome to Libragirl.com – the best place on the web for girls to find out what they really want to know about everything!
Welcome to the LibraGirl forum! A little hideout where you can talk to other girls about the stuff that matters. Nothing is off limits...but it will be monitored to make sure you are all being nice :-) Start the talking »
We have experts just waiting to answer your question!
Wanna see your name up in lights? This is the place where we give credit to the girls who make the best comments, start new threads and give cheer to other girls... so what are you waiting for? Get writing!
There are lots of cool stories of first times here at LibraGirl. If you post a story, you have the chance to appear here!
Be careful who you talk to and never give personal contact information about yourself openly on the site. If you believe that someone is behaving strangely or asks you weird things or anything like that - let me know!


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The Man Your Man Could Smell Like!
2 comments:
- The Professor said...
Over 100 Music Videos
With Relaxing HD Landscape
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- May 28, 2010 at 3:19 PM
- The Professor said...
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(Not amalgamated with 'Thought & Humor')
I am trying here to prevent anyone from saying
the really foolish thing that people often say
about Him [Jesus Christ]: "I'm ready to accept
Jesus as a great moral teacher, but I don't
accept His claim to be God."
That is the one thing we must not say. A man
who was merely a man and said the sort of
things Jesus said would not be a great moral
teacher. He would either be a lunatic -- on a
level with a man who says he is a poached
egg -- or else he would be the Devil of Hell.
You must make your choice. Either this Man
was, and is, the Son of God, or else a madman
or something worse ....
You can shut Him up for fool, you can spit
at Him and kill Him as a demon; or you can
fall at His feet and call Him Lord and God.
But let us not come up with any patronizing
nonsense about His being a great human
teacher. He has not left that option open
to us. He did not intend to.
-- From C.S. Lewis
(Author of The Chronicles of Narnia)
"Let every student be plainly instructed
and earnestly pressed to consider well
the main end of his life and studies is
to know God and Jesus Christ which is
eternal life (John 17:3)."
The Laws and Statutes of Harvard College in 1643
"All scholars shall live religious, godly,
and blameless lives according to the rules
of God's Word, diligently reading the Holy
Scriptures, the fountain of light and truth;
and constantly attend upon all the duties
of religion, both in public and secret."
Two central requirements in Yale College 1745 charter
Muhammad or Jesus???
Click Here
(Not amalgamated with 'Thought & Humor')
'Thought & Humor' - often polemical but
never tasteless/unrefined/uncouth/ribald.
- May 28, 2010 at 3:26 PM


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Opinion: The President's Unbearable Lightness
Global View columnist Bret Stephens on the method to President Obama's style of leadership. Photo credit: Getty Images.
This transcript has been automatically generated and may not be 100% accurate.
... I ... the start of the shots while Brock Obama welcome to Opinion Journal I'm and James Freeman so it for today filling in today for Mary Kissel and a ... rather Pulitzer Prize winning columnist Bret Stephens Press ... thanks for joining us at the care of your of your column the unbearable lightness of Obama ... struck a chord this week I think because of ... what's odd about the president's golf team ... in place a lot it's been kind of the media joke to this point or a ... for people like me it's all good news to see him doing something other than training new endeavor ... the problem yet but I think you find so when you look at everything else turning going on in the world right now and in his administration it does raise a question ... about what is he doing all the will write a mean ... let's let's acknowledge from the get-go golf is the kind of metaphor ... after I wrote a column some someone who's got the business and don't forget their highly competent executive who also loves to play golf ... which is true and if Obama were a highly competent executive who really care about is ... about his passion for the game what matters is ... the eight team leadership style of sort of a difference in attention to detail ... no sense that government is this thing that has to be managed it's a huge enterprise that requires ... but not to sort of offering ... general ideological on non streams but ... you know to be getting management especially of programs that air is high-profile affect as many people ... as of the Affordable Care Act ... ok so when were talking about ... not having a handle on his signature program not realizing that the big rollout was going to fail ... or on the foreign policy and not really understanding what were doing in the intelligence arena ... you tend to think this is that this connection as opposed to him throwing subordinates in front of the boss for his own ... if someone who doesn't really know alot about cars but units have barely knows how to drive and gets in the wheel of Longview don't then something goes wrong you go ... oh you know what what's what's up with the right of either no idea how to change a tyre Doobie a doable well you know this is sort of the president ... I've that you had you know was scary about the NSA story it wasn't immediate were spying on ... US allies and enemies and so on this is the routine business ... it was for The Wall Street Journal reported on its front page which is that President Obama was aware that we had intelligence collection ... of work on thirty five foreign leaders including it seems the chancellor ... of attorney so it's the sort of ... sense that this is a guy just doesn't know what's going on under the hood of his own government and its haunting him and it's costing us okay let's stay on the intelligence topic for a moment and you were saying last week ... people need to realize is that on are not experts on intelligence that ... even among friends there's a lot of the monitoring that goes on in the world of ... often for good reasons sometimes abused but ... but ... but it's been interesting this week the way the story has been kind of changing by the data I think that beginning part of the week it was ... the U S ... spying on all our friends and the president doesn't know about it it's it's kind of all since the year and you know madmen Albright ... by Bill Clinton's U N Ambassador later Secretary of State ... pointed out quite recently that when she was that the new one and ... she knew for a fact that the French are great allies the backs of Roche jumbo muffin yet ... were spying and hurt the one Mrs this is this is business as ... business as usual ... and people need to understand that that's kind of a works ... puts very disappointing ... is the very defensive reaction ... by President Obama to know were reviewing our procedures and so for those on ... the Senate saying ... ladies and gentlemen these are the birds and bees of state craft and we need to know by the way even what some of our friends are doing because friends are sometimes not allies and allies sometimes enough for us with him ... a good moment for room for the leadership style ... write to assert so anyway thanks Everett it's a handicap yes ...


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Back Space Theatre
1120 Main Ave., www.thebackspacetheatre.org
Beasts of the Southern Wild. HHHH A settlement off the New Orleans coast lives like a Third World country. Which, it turns out, aint so bad. Quvenzhane Wallis could be the youngest Best Actress winner in Oscar history. Rated PG-13.
Gaslight Cinema
(102 Fifth St. Next to the railroad depot, 247-8133)
Les Misérables. (No Ebert rating) Yes, they sing every line for 160 minutes and somehow it works. Will Golden Globe success translate to Oscar gold? Rated PG-13.
Lincoln. HHHH Also seeking Best Picture and Best Actor honors, Daniel Day-Lewis delivers a spot-on performance as the Great Emancipator in Spielbergian splendor. Rated PG-13.
Durango Stadium 9
(Next to Durango Mall, 247-9799)
A Late Quartet. HHH½ (Wednesday only.) A tight group of New York musicians begin to unravel when their leader takes ill. Its all downhill from there. (See review this page.) Rated R.
Broken City. HHH Things unravel when an ex-cop P.I. (Mark Wahlberg) is hired by the mayor (Russell Crowe) to spy on his cheating wife. Rated R.
Mama. HHH Two girls live on their own for a few years after Dad kills Mom. But someone, or something, has been raising them and isnt about to accept an empty nest. Rated PG-13.
Silver Linings Playbook. Bradley Cooper plays a man down on his luck when he meets a young gal (Jennifer Lawrence) and positive things start happening for both. Its good, really. Rated R.
The Last Stand. HHH Ol Ham-and-egger takes what we hope will be his final stab at an actionadventure flick. He plays a sheriff in a sleepy border town thats about to be awakened by an über-criminal and his minions. Rated R.
A Haunted House. (No Ebert rating.) Marlon Wayans anchors the cast in a spoof of the Paranormal Activity class of horror flicks. Rated R.
Gangster Squad. (No Ebert rating.) A bunch of cops ditch their badges and go vigilante on the Mob in 1940s Los Angeles. Rated R
Zero Dark Thirty. HHH Kathryn Bigelows controversial retelling of the hit on Osama bin Laden. (See review this page.) Rated R.
Django Unchained. (No Ebert rating) Tarantinos latest bloodbath has Jamie Foxx as an ex-slave who returns to the plantation owned by Leo DiCaprio to free his wife from bondage. If only this had actually happened. Rated R.
The Hobbit: An Unexpected Journey. (In standard format and digital 3-D with surcharge; no Ebert rating.) In which we meet Bilbo, Gandalf and Gollum; kind of like a Before They Were Rock Stars for the Lord of the Rings crowd. Rated PG-13.
Ted Holteen, Richard Roeper and roger ebert


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Executive Summary
A natural disaster is 30 times more likely to occur in the Pacific Islands than in the U.S. The pressing issues include the region's vulnerability to disasters and the impacts of climate change. Even small disasters can overwhelm small-island economies like the Federated States of Micronesia (FSM). Many communities in FSM are being displaced due to rising sea levels. The Pacific is also dealing poverty issues, urbanization and population growth.


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Teacher resources and professional development across the curriculum
Teacher professional development and classroom resources across the curriculum
Private Universe Project in Science
Workshop Nine: "A Vision For the Future"
Section 1 - About Workshop Nine:
What is the theme of this workshop?
The theme of Workshop Nine is "building an understanding of constructivism."
What problems does this workshop address?
What is our vision for the future of science education? What might the classroom of the future look like? Is constructivism a utopian dream or a possible future reality?
The goal of this workshop is to promote discussion among educators and to encourage the implementation of constructivist approaches in the classroom by creating discovery-based lessons, eliciting and understanding students' ideas, and, more generally, by focusing on curriculum development, assessment, national science standards, and professional development.
The movement towards change may meet with obstacles on various levels. Is the constructivist approach worth the struggle?
What are the obstacles teachers might encounter when trying to implement changes in their classroom? How can educators and education leaders help overcome these obstacles? Discuss these proposed solutions.
The number of obstacles to implementing constructivist strategies may seem daunting. Teachers are being asked to unlearn traditional models of teaching in which they were trained as well as to develop new proficiencies. In addition, they are asked to overcome a host of social and political pressures working against such change.
Is a constructivist approach to teaching a job only for "Super-Teacher" or can most teachers use this approach? What commitment will you make to help create change?
If nothing else, "constructivism" is a term very much in vogue in science education circles. Virtually every piece of new teaching material nowadays claims to be "constructivist." One can hardly open a trade journal without tripping across the term.
What is constructivism? How is it related to the research in children's ideas as presented in this series? Is it a philosophy? A theory of knowledge? A theory of learning? A teaching methodology? A way of life? Another word for "hands on" or inquiry learning?
Even though the term constructivism is widely bandied about, its meaning seems very much confused. Ask a dozen educators what they mean by "constructivism" and you're bound to hear a dozen answers, each very different. Just as the term "energy" means something different (and perhaps contradictory) to an aerobics instructor, a physicist, and an astrologer, the term "constructivism" can mean different things to different people, depending on the context of its use and the background of its user.
Whose definition is right? Everyone's and no one's. Words are defined according to popular usage, and the dictionary is full of conflicting definitions that happily co-exist. Nevertheless, there is a sense of the word which is perhaps better suited to the ideas presented in this series of workshops on children's ideas in science.
To identify this meaning, I asked members of the Association for the Education of Teachers in Science (AETS) and of the National Association for Research in Science Teaching (NARST) to complete the thought "Constructivism is..." Nearly 50 people responded to my request.
Take a look at the range of ideas presented among the responses. Then, take a moment to reflect on all you've seen and heard in the course of these workshops, and how your own construction of the term "constructivism" may have been affected by this experience.
Matthew H. Schneps
Director, Private Universe Project
The Challenge
We asked teachers and educators from all over the world to take a few minutes and to send us a sentence or two on how they might complete the following thought:
"Constructivism is..."
We included these definitions of "constructivism" in the print materials accompanying this series. Our feeling was that a collection of such quotes would be both provocative and informative.
The Responses
"Constructivism is a view of learning that honors the evidence that students come to learning situations with existing ideas and reasoning. Learners build new ideas and reasoning strategies (and problem solutions) from these initial pieces when confronted with novel experiences or problems in daily life and in created learning experiences." (Jim Minstrell)
"Constructivism is an epistemology that focuses on knowledge and knowledge construction. It is not a theory! In science education, it is a way of focusing on science knowledge and its construction by people, especially learners. This way of looking at science knowledge assists researchers in obtaining a glimpse of what meaning learners attach to natural phenomena and how they make that meaning." (Mary M. Atwater)
"Constructivism is both a psychological and an epistemological view that recognizes that each person must construct new meanings (concepts, relationships, etc.) in their own idiosyncratic fashion, and that new knowledge is constructed by building upon current knowledge (concepts, principles, theories, methodologies, etc.)." (Joe Novak)
"Constructivism is a theory that holds knowledge to be both personally and socially constructed by humans." (June Trop Zuckerman, State University of New York at New Paltz)
"Constructivism is being able to draw on all your past experiences to help explain a particular phenomenon or situation. Since what we know is always limited, we continue to build our backgrounds of information and continue to refine our explanations." (Carole Kubota)
"Constructivism is a view of learning the major premise of which is that understandings about the world are developed out of our experiences and an effort to make sense of those experiences." (Pete Rubba, Pennsylvania State University)
"Constructivism is recognition of the fact that each human being has to construct their own knowledge about the world. They cannot assimilate presented ideas like a blank slate, but must engage in the intellectual effort to make sense of those ideas and to connect them to what they already know. Constructivism also claims that we can't ever know the world in any absolute sense-our understanding of it is limited by our sensory and intellectual capabilities." (Kathleen Fisher)
"Constructivism, as the term is used by science educators, refers to a set of epistemological assumptions based on the premise that 'reality exists but cannot be known' (von Glasersfeld, 1989). Instead, knowledge about the phenomenal world is an attempt to make meaning of objects and events as we perceive them. Humans are ultimately 'meaning makers' who construct knowledge by forming connections between perceptions and those relevant aspects of prior knowledge stored in long-term memory (Ausubel, 1968). In this view, the purpose of education is to achieve 'shared meaning' (Novak, 1987) and the role of the teacher is to 'negotiate' among meaning makers." (Joel J. Mintzes)
"Constructivism is knowing that what is in your mind cannot be transferred to others. They must learn it themselves." (Phil Sadler)
"May I start my sentence with a closely related but different word, since philosophers are currently in turmoil regarding the philosophical defensibility of constructivism?
" 'Construction' is a powerful metaphor for those involved in teaching and learning because it signals that prior knowledge either limits or supports future learning, and that viable personal knowledge is built up by an active, social, generative, and reflective process for which the learner is ultimately responsible." (Jim Wandersee, Associate Professor of Biology Education, Louisiana State University)
"Constructivism is making sense or coming to know and understand something through individual or group efforts." (Frank E. Crawley, Professor and Chairperson, Department of Science Education, East Carolina University)
"Constructivism is the belief that an understanding of the world and how it works cannot be implanted by external authority into the mind, but must be constructed by the individual from personal experiences." (Hal Coyle)
"Wonderful question! Constructivism is a philosophy that promotes reflection to catalyze the interconnections of cerebral neurons." (Peter Rillero, Ph.D., Arizona State University)
"Constructivism is a term that is now being used to describe a large number of educational efforts. There is no one definition in use and so people who read the term must be careful to analyze how the term is being used. I believe central to any form of constructivism is that learning is an active process, and someone who is a teacher cannot directly impart their understandings to students.
However, the role of the teacher is still central in learning, because learners may not know what or how to think about a specific topic. Thus, even though learners have to do the work of learning for themselves, they require the help of a teacher. Techniques such as lecturing, or designing curriculum materials, do not in themselves provide the kind of help needed. I worry that too often writers ignore the responsibilities and authority of teachers that are required in learning." (Deborah J. Trumbull, Coordinator, Teacher Education in Science and Mathematics (TESM), Cornell University)
"History deals with the past, but this past is the history of the present." (John Dewey)
"Constructivism is a theory of knowing in which each individual and communities of individuals actively make meanings which are used and tested in a functionally adaptive manner." (John Staver)
"Constructivism is an active mental process by which procedural (process) and declarative (product/conceptual) knowledge is related and assembled together to achieve procedural and declarative goals (e.g., conceptual understanding, problem solving) with a resulting change in the cognitive network." (Derrick R. Lavoie, Assistant Professor of Biology and Science Education, University of Northern Iowa)
"Constructivism is the active integration of new knowledge with existing knowledge which results in meaningful learning." (Michael Brody)
"Constructivism is a concept that says each individual human being creates mental structures of knowledge and understanding of reality through their own experiences of collecting sense data." (Dr. Gerald Wm. Foster, Associate Professor of Science Education, DePaul University)
"Constructivism is a way of understanding how people go about making sense of their world. People draw on their personal experiences, prior knowledge and understandings, personal beliefs and values, and emotional reactions to create meaningful understandings. Many parts of these understandings are expressed as metaphors, images, and stories, as well as through more traditional expressions of school-type knowledge. In addition, much of the sense-making process takes place in social situations, as people argue and negotiate understandings. Constructivism is not a way of teaching. However, by understanding how children (and all people) learn and make sense of phenomena, constructivism has many implications for how we should approach instruction in the classroom." (Jeff Bloom, School of Education, Acadia University)
"Constructivism is often thought of too narrowly as attending to
children's ideas as the result of an individual's private mental activity-as
if an individual were able to generate ideas independent of her or his social
and cultural context. If constructivism is to consider children's ideas
as more than a starting place for imposing educators' 'right answers'-for
instance, as variations within a multiplicity of ways of thinking about
the world-then those ideas have to be considered as constructed in interaction
with the child's social and cultural context of activities.
"Construction is a religion, currently the dominant one among science educators.
"Constructivism is a tool (say, a lens) for looking at learning processes in science. Like any tool it draws attention to certain features (for example, prior knowledge) at the expense of directing away attention from other features (chaotic social processes in the classroom, teacher realities).
"So I consider theories as lenses to look at reality in order to take a close look at certain features. I like to use different ones at the same time in order to take different features of reality into account. Using different theories simultaneously might not be epistemologically correct, but let others worry about that.
"The problem is that science educators get too much carried away with one theory. In the end that is negative for both the theory concerned and for science education." (Ed van den Berg, Faculty of Physics and Astronomy, Free University, Amsterdam, The Netherlands)
"Make sure to read Solomon's recent paper on "The Rise and Fall of Constructivism in Studies in Science Education" (1994, published by the University of Leeds). Another interesting paper is the 1993 paper of Jonathan Osborne, which was presented at the Third Conference on Misconceptions, etc. at Cornell University last year. The paper should be available through the conference electronic database. (Ed van den Berg, Faculty of Physics and Astronomy, Free University, Amsterdam, The Netherlands)
"Constructivism is a philosophical view of learning developed by Kant and later epistemologists who argue that mental processes and experience interact to produce knowledge." (Shawn Glynn) [Quote from Shawn Glynn and Reinders Duit (in press) "Learning science meaningfully: Constructing conceptual models." S. Glynn & R. Duit, eds., Learning science in the schools: Research reforming practice. Hillsdale, NJ: Erlbaum.]
"Constructivism is a term used to describe the process individuals engage in when trying to make sense out of this world. This process involves examining current thoughts and beliefs and accepting these ideas or rejecting them in lieu of other ideas." (C. Barman)
"Constructivism is a model of how one learns, not an epistemological theory. It implies the putting together of new ideas by interpreting new experiences in the light of previous experiences and prior knowledge so that the new ideas come to make sense for the learner." (William W. Cobern, Ph.D., Associate Professor of Science Education, Arizona State University West)
"Here's a stab at a definition. My dissertation is grounded in constructivist theory. It's difficult to be concise. What did Mark Twain once say? Something like he would have written a shorter book if he had more time. I reserve the right to come back with a modification of my definition should I construct a better one upon reflection. BTW, A Private Universe is a great video. I use it often when I give workshops and seminars on teaching and learning enhancement and want to address prior knowledge and alternative conceptions.
"Constructivism is a theory of knowledge that emphasizes personal meaning making in learning resulting from the learner's active role in constructing and modifying an individual understanding of the universe through reflective interaction with the physical and social environment." (William F. Burke, Center for Teaching Excellence, University of Hawaii at Manoa)
"Constructivism is a way to think about learning. Just as a carpenter builds a house by connecting boards to beams and joists, so we build understanding by connecting new thoughts with existing ideas.
"A well-built house cannot be built by merely throwing all the boards and beams in a pile. Nor can a well-constructed concept be built in the human mind by merely throwing information at it." (Kenneth J. Schoon, Ph.D., Indiana University Northwest)
"Constructivism is the process by which the learner builds (constructs) new knowledge in his or her own terms upon his or her pre-existing cognitive foundations. Constructivism is achieved through both attempting to make sense of the subject through thinking and sharing what one understands about the subject with others. In this way, each person constructs new knowledge (understanding) upon what they already know.
"I think the key to constructivist teaching is the generation of challenging questions that students work through together in small teams to completion. The teacher's role changes from presenter of information to creator of challenges through which information is discovered (and constructed upon already existing schema in the student's mind). The sharing of thoughts and ideas is important because through shared discourse of the subject, extraneous information is cast off and clearer understandings (and stronger convictions) are developed.
"I utilize this philosophy in my lectures. I present material for only 10 minutes or so at a time, presenting scenarios or problems on the topic of the day that the students work through in small groups of 4. After 5 to 7 minutes
I collect their answers, discuss their conclusions as a class for another 3 to 5 minutes, and then resume my presentation. I find that students are more attentive and interested, and do significantly better on my midterms and finals. I hope this rambling has helped. Good luck with your project. " (Thomas R. Lord, Department of Biology, Indiana University of Pennsylvania)
"Constructivism is a philosophical belief that individuals construct their own learning based on the schema they already possess and any new experience that causes them to change those cognitive structures." (Catherine G. Yeotis, Wichita State University)
"Constructivism is a way of talking about how we make meaning. It reminds us that making meanings is an activity, and that meanings, including what many people call scientific knowledge, get 'made' as part of what happens in these activities-rather than being something outside the world of human activity that imposes itself on us.
"Constructivists disagree a little about the nature of what gets
made (meanings, discourses, knowledge, mental representations, dispositions
toward action) and also about where and how it gets made (by individuals
or by communities; in people's heads or in social activities).
"Constructivists generally agree that knowledge is not something out there waiting for us to find it, or something that we can passively receive and soak up like sponges. It takes work to make it." (Jay Lemke, City University of New York)
"Constructivism is an epistemology. An epistemology asks two questions, 'What is knowledge?' and 'How do we come to know?' This particular epistemology we call constructivism posits that knowledge is constructed by humans in a quest to make sense of the world. Radical constructivists would go further and say that it is impossible to know what ultimate truth might be since all knowledge is constructed by humans. Therefore, if we were to find that singular truth in our quests, we would probably not realize it. The important thing is to find answers to our questions; answers that allow us to make predictions about our world and that have a fairly reliable track record in application of our models of how the world operates.
"As applied to education, constructivism asks us to consider that all of us are busily engaged in constructing models of the world in our attempt to make meaning of our experiences. Therefore none of us come to a learning situation void of the knowledge we have developed over the years. This knowledge has likely served us successfully over time and is an arbiter in the clash between new information we might experience and the old tried and true (up until then). In education we teachers must always be aware that this prior learning is an important factor in the development of knowledge in our students and in ourselves. It also suggests to us that information transmitted toward another person is subject to individual modification on the part of the receiver, since each person is the proud owner of an individualized mental scheme on any given topic. It also suggests to us that if people are going to modify their ideas in light of new information, they must be given both time and opportunity to test the old and the new against the world. Another corollary points out the importance of social interaction in this model and the significance of language and discourse in classrooms. Lastly, constructivism reminds us, by its own definition, that it is itself a construction-one fraught with all of the concerns of any model." (Dick Konicek, University of Massachusetts/Amherst)
"For me constructivism is a philosophy that describes how we can know anything about the universe. The universe of objective reality exists (probably) but each of us constructs our own understanding of it based on the limitations and powers of our senses, our reasoning ability, our assumptions, our cultures, and our instruments. We're the blind men and women and it (reality) is the elephant." (Michael Filisky)
"Constructivism is a theory of knowledge that asserts that knowledge is constructed by individuals through experience." (Moreen Travis)
"Constructivism is a multifaceted concept....A child can develop concepts autonomously by incorporating them into more inclusive concepts already present, or by shakily attaching totally new concepts to any spot on the ideational scaffolding which will support them. Perhaps more important to educators is the construction of knowledge that occurs in the zone of proximal development. It is possible that most of the higher order thinking skills, scientific literacy, etc., develop as a result of interaction with scientifically literate adults. In the present deplorable state of education, where students sit in large classes dully listening to boring lectures, very little of this important child-adult interaction takes place. Perhaps we ought to turn our attention to moving constructivism into the zone of proximal development where it really belongs. It seems obvious that many minds working together should be able to do a better job than each student struggling on his/her own." (Brian Murfin)
"Constructivism is both a theoretical referent and a teaching methodology.
It involves what we know, how we know, what is most important to know, and the source of what we know. Constructivism can be synonymous to inquiry-teaching and learning that is a collection of specified teaching and learning behaviors." (Nate Carnes)
"Constructivism is educational terminology used to describe an instructional strategy. It is based on the premise that learning is enhanced when instruction is delineated or defined by the students' ideas and beliefs." (Marianne Nelson)
"Constructivism is developing strategies that will assist students to reconcile what they are learning with what they 'know.'" (Jim Carter)
"Constructivism is as difficult to define as love or truth, but I think I could describe what I would see in a classroom where "constructivism" was happening. I would see a teacher who values students' prior knowledge; students working in collaborative groups to make sense of their science experiences; active involvement of students in their learning; the teacher and students reflecting on their understanding; a variety of assessment techniques, including writing, presentations, projects, and performance instruments; students using technology and other resources where appropriate; and a classroom climate that fosters discussion and cooperation. I am sure there is more but ..." (Paul Hickman)
"Constructivism is a useful way of thinking about how individuals make sense and learn. The idea (of constructivism) is useful in that it makes sense to me and it provides a referent to use in decisions I make about how best to organize learning environments. Constructivism is also useful for me as a researcher, especially when I attempt to develop an understanding of how teachers think, learn, and act. It might be easier for me to say what it is not because of ways I have seen others interpret it.
"Constructivism is not a method of teaching although there are actions associated with attempts at using constructivism that may be similar. Constructivism is not an absolute: dogmatic constructivism is a contradiction in terms. Constructivism as an epistemology does not consider the motivations that underlie education unless it is combined with critical theory." (Nancy T. Davis, Florida State University)
"Among educators, constructivism is generally understood as the philosophical position that acknowledges that the understanding achieved by a learner is not the same as the information presented by the teacher. It acknowledges that understanding is actively built by the learner and is not passively absorbed without modification. Teaching is not pouring knowledge from a pitcher into a learner sponge who soaks it up. Learning is the active process by which a person selectively receives incoming information, attempts to add parts of that knowledge to his/her present understanding ('assimilation'), judges the fit of the new information to the old understanding, and modifies that understanding as needed ('accommodation'). The student may also reject the new information if it is too incongruent or even attempts to hold two different views that are to be applied in different situations (e.g., in school and out of school). For educators this means that we should no more assume that a student understands a principle because he/she has heard a description of the phenomenon (even if he/she has done his/her best to understand) than that a person who attends an Itzhak Perlman concert should then be able to play the violin." (Mike Smith, Mercer University School of Medicine, Macon, GA)
"Constructivism is an empirically supported theory that explains how we come to know and understand. It details with how knowledge is constructed through the mental action of the individual. Its broad explanatory power provides early childhood teachers the most comprehensive view of how young children learn." (Janet B. Taylor)
"Constructivism is a model of learning that values and respects the learner's existing knowledge base as it influences the assimilation of new experiences by the learner." (Dr. Charles Gale)
"Constructivism is a major way in which students learn by piecing together bits of information and experiences into something that makes sense to them. In essence, they make their own hypotheses and theories from what happens to them, what they observe, and information that seems meaningful. These theories are about every aspect of life. The ones that we science educators are interested in are those that affect students in our classrooms. For example, preconceived theories that deviate from classroom instruction, a feeling of safety in expressing what one really thinks, views of scientific people as peculiar and certainly different from the 'normal' person (related to this is that science doesn't seem like a very feminine activity). Most people view science as an accumulation of facts rather than an activity practiced by humans since ancient times; and related to this is the belief that science cannot really be understood by the average person, so memorize and get out." (Janet Robinson, Decorah H.S., Decorah, Iowa at the Wright Center)
Everyone seems to be talking about "constructivism" nowadays, but what does the term really mean? It seems that few people agree on a definition.
Dr. Charles Gale, a fifth grade math and science teacher in the Montgomery County (Maryland) Public Schools, kindly sent us his description of what "constructivism" means to him. He chose to express his ideas in the form of the concept map presented below (used with permission).
Although Dr. Gale presented his ideas as a concept map, feel free to express your definition however you think best: A written essay, an illustration, a video, an anecdote, a poem... whatever you think might help make this concept clear.
What is your definition of "constructivism"? Does it agree with Dr. Gale's, or do you have completely different ideas about what this term might mean?
Companies, publications, and organizations named in this guide represent a cross-section of such entities. We do not endorse any companies, publications, or organizations, nor should any endorsement be inferred from a listing in this guide. Descriptions of such entities are for reference purposes only and have been provided to help locate such materials and information.
A. Related Resources
Teachers may want to explore various organizations that promote research in science education.
NARST (The National Association for Research in Science Teaching), founded in 1928, promotes research in science education at all educational levels and disseminates the findings of research in action, historical, philosophical, ethnographic, experimental, and evaluative studies. Research areas of interest to NARST include curriculum development and organization, evaluation, learning theory, teacher education, programs for the talented and the handicapped, and methods of instruction in science.
Executive Secretary, John Staver Center for Science Education 244 Bluemont Hall Kansas State University Manhattan, KS 66506-5310 913-532-6294 Fax: 913-532-7304 E-mail: [email protected]
AETS (Association for the Education of Teachers in Science) AETS is an organization that promotes supportive ways for teaching teachers how to teach science. For information contact:
Joseph Peters, Secretary University of West Florida 11000 University Parkway Pensacola, FL 32514 904-474-2860
B. Bibliography on Constructivism
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Greene, E.D. 1990. The logic of university students' misunderstanding of natural selection. Journal of Research in Science Teaching 27(9).
Gunstone, R. 1987. Student understanding in mechanics: a large population survey. American Journal of Physics 55: 691-696.
Hawkins, D. 1974. The Informed Vision: Essays on Learning and Human Nature. New York: Agathon (Schocken).
Hawkins, D. 1990. Defining and bridging the gap. In Science Education: A Minds-On Approach for the Elementary Years, E. Duckworth, J. Easley, D. Hawkins and A. Henriques. Hillsale, NJ: Erlbaum.
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European Journal of Science Education.3: 383-396.
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Kinnear, J.F. 1983. Identification of misconceptions in genetics and the use of computer simulations in their correction. In Proceedings of the International Seminar: Misconceptions in Science and Mathematics, H. Helm and J.D. Novak, eds. Ithaca, NY: Cornell University.
Kinnear, J.F., M-D Martin and J.D. Novak. 1982. Use of computers in concept development and reasoning skills in genetics. Research in Science Education 12.
Lawson, A.E. and L.D. Thompson. 1988. Formal reasoning ability and misconceptions concerning genetics and natural selection. Journal of Research in Science Teaching 25(9): 733-746.
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Bush Sees Congress Making Progress On Immigration
Former President George W. Bush says it looks like an immigration overhaul has a chance to pass Congress and he says its' important to fix "a broken system."
The Senate has passed legislation that combines the promise of citizenship for those living in the United States unlawfully with increased border security. But that approach seems to be a nonstarter in the GOP-led House.
Still, Bush tells ABC's "This Week" that it looks like lawmakers are making "some progress."
Bush was unable to get an overhaul passed when he was president.
Asked whether the GOP would suffer if immigration legislation died, Bush said the reason to pass it isn't to bolster the Republican Party but to fix the system.
He said, "Good policy yields good politics as far as I'm concerned."


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If not for the signing of Lewis Holtby from Schalke, I'd be cursing at the lack of activity in the Spurs camp following last night's transfer deadline.
Fortunately, Daniel Levy looks to have picked up a few tricks from Harry Redknapp over the last four years.
Spurs paid a mere £1.5m to bring the pre-contract agreement forward, with the German international able to move to White Hart Lane earlier than initially thought.
Holtby has played on the left, right and through the middle for Schalke and can provide a far more elegant link to the attack than Clint Dempsey, whose name I say in a bland and dejected tone.
I am only grateful for handful of things the American has done so far this season, where as my feelings of contempt for him could only be counted on the hands of a Hindu deity.
That is why Holtby's signing was music to my ears. As of late, Tottenham have been looking flat, tame and short of much excitement.
There are only glimpses of the rapid, fluid football seen almost every week in the first half of the season. Moments of brilliance that existed in the presence of Luka Modric and Rafael van der Vaart are fading fast too.
That was until Holtby made his debut on 71 minutes against Norwich City on Wednesday night.
Suddenly the creativity we so sorely missed was back. Some of his flicks were delicious as he frequently linked up with Lennon. His work rate was top notch and he covered a lot of ground in the 20 minutes he was on the pitch.
I hope I'm not getting ahead of myself but I think it's clear the 22-year-old midfielder could be the key to unlocking our class and securing that Champions League spot we yearn for.
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