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text:
How to wash your hands correctly
Correct handwashing helps to decrease the risk of infections.
How does our body gain access to the vitamins it needs?
If someone is moving clumsily, we often say he or she has two left feet. But what does our left side have to do with being clumsy?
Chilli peppers
Capsaicin is the substance responsible for the spicy heat of chilli peppers.
The shape of snowflakes
If we take a closer look at a snowflake, we will see that it has a symmetrical, hexagonal shape. But how do they take on this shape?
The 'sluggish' photon
What is sunlight? How is it created, and how much time does it take for it to arrive on Earth?
Exceeding the speed of sound
What is the speed of sound? What happens when an object exceeds the speed of sound?
Where does gold come from?
Gold is a rare metal, which is often challenging and dangerous to extract. But where does it come from?
The loneliest place on Earth
There is a spot in the open ocean that is 2,688 km away from the nearest land.
Why is seawater salty?
Water covers about 71% of the Earth's surface. But why are there two types of water on Earth, fresh and salt water?
Mozaik 3D Showreel 2019
Mozaik has an ever-growing number of interactive 3D models, with currently over 1,200 of them accessible to users.
MozaVideo Showreel 2019
In 10 years we've shot films in 5 continents and now we have more than 1000 videos in more than 18 languages.
mozaBook - The interactive content and LMS
AI supported tools for K-12 teachers and students
Mozaik Education Promo 2019
The educational solutions of Mozaik Education provide several possibilities for classroom work and learning at home.
mozaik3D app
Promotional video of our new native app on Android.
Perpetual motion machine
Inventors have been long mulling over the idea of constructing a device which would work forever once it was started.
Electric cornstarch
A little electricity from a charged balloon causing the cornstarch mixture to move towards the balloon.
Magic water barrier
Due to the temperature differences the liquids do not mix.
Visible sound
Have you ever seen the sound of music?

subset: commoncrawl


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Friday, June 17, 2011
Salsa Dancing 101: Instructional Salsa Dance Step-By-Step Course
My dance-into-shape classes are still running, although attendance isn't where it should be. I know it's hard work guys, but if you want to look good, feel great and lose some extra pounds it can't be easy. You're going to have to put in some work. Well, for those of you who'd rather stay home and try something on your own, I'm going to recommend you try Salsa Dancing 101: Instructional Salsa Dance Step-By-Step Course.
Have fun and catch up with you next time!
Mob: 0715 364 045/0787 364 045
Vocal Coach | Singer & Songwriter
Listen to Joett's New Single on Jango Internet Radio
Follow Joett On Twitter
Joett on Facebook
Email: info[at]joettmusic[dot]com
By Creative Spinner at June 17, 2011
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text: New EP by Poor Nameless Boy Out March 29 by Casey | Mar 29, 2019 | News Poor Nameless Boy released his newest EP, Wake Up Call on March 29th. The EP features the singles "Catch Up and Slow Down" and "Argue". The west coast tour for the album starts in Regina on March 29th as well. Dates below.


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Love to take a relaxing bath? Yep, us too. One of the best ways to de-stress at the end of the day is to take a nice, long soak. But if you want to treat yourself to a more relaxing bath, take a few tips from us, get organized and enjoy! Learn how to draw a perfect bath to indulge in a little at home DIY spa day!
Steps to a Relaxing Bath
Clean the bathroom before your bath.
First, remember you want to indulge all the senses when you take a relaxing bath. That means starting with a space you can relax in! Let's face it, no one can really de-stress in a bath with piles of laundry on the floor, or a layer of dirt from your sons last football game at the bottom of the tub. This doesn't mean you have to do a serious deep clean. But create an area for your bath that you can actually enjoy.
Set the stage.
This is the step that takes the most thinking ahead. Gather all your bath ingredients, a great big glass of spa water (or wine, :)) and a fluffy towel and robe for after your bath. A DIY bath caddy can make your bath seem like a spa day! Taking the time to set out everything you will need while in the tub will be worth it.
More from Healthy living category
Scent and lighting.
If you love scented candles, this is great way to appeal to both your sense of smell and sight. Lower the artificial lighting in the room, and light as many candles as you can afford. Seriously, no reason to skimp here. Because the result will be a pretty magical bath! If you don't want to use candles, you can use an aromatherapy diffuser. But really, why would you not want to use candles?
Music for Your Relaxing Bath.
Do not forget this piece of the puzzle! But remember, everyone's taste in music is different. When choosing your tunes, keep in mind you are trying to create a relaxing bath, not a "dancing in the streets" bath. I love me a little classic piano in the bath, myself. Steve is more of a lounge, downtempo electronica kind of guy.
Bath Ingredients
Finally, make sure your bath is full of relaxing ingredients to make you feel pampered and stress free. I love lavender epsom salts to relax the muscles and provide some amazing scent. Bubble bath will help keep the heat in just a bit longer. Try not to use anything too heavy in oils, or you will just have to finish your DIY spa day with another round of bathroom cleaning. And that's not relaxing.
A note about temperature: It is tempting to believe that hot water will make the most relaxing bath, but I always start out with warm. If you start out with water too hot, you will soon be overheated. But if you start out with warm water, you can always choose to add bursts of hot water if it gets too cool. It's much easier to warm up your bath, than to cool down an overheated body. And who wants to feel like you spent too much time shriveling in a hot tub?
Learn to make yourself a relaxing bath to create stress relief and to provide yourself with some well deserved self care. And don't forget, spa bath treatments aren't supposed to be a secret. Draw one for a loved one the next time you see those familiar signs of stress and overwork! Enjoy!


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Die Papierene Brücke (The Paper Bridge)
Paper Bridge is a journey through Ruth Beckermann's own family's history and at the same time the story of Central Europe's Jews and of a region. It takes her from Vienna, where her grandmother survived the war and the nazis in hiding and to which her mother returned from Israel, to the landscapes of her father's childhood: the Bukowina, once part of the Austro-Hungarian Empire.
Ruth Beckermann
Austria, 1987
Tuesday September 17th – 21.30h
Sala Laya


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In this post, I report on our first senior exit interviews. This spring also marked our second year of participation in the CRA Data Buddies survey and Whitman's second year of major program assessments.
Senior exit interviews are a continual assessment technique I learned from my colleagues at Grinnell College. As Henry Walker likes to say, the one thing that successful programs share in common is that they are never satisfied, but always looking for ways to improve. While exit interview findings might not be immediately acted upon, I can think of several times when they provided the seed of an idea for further investigation and consideration. It was also a graduating senior who gave me the insight that faculty never get good at teaching courses outside their research areas that are offered too infrequently, an insight that became important to the design of Whitman's major curriculum.
I also found that exit interviews provide an opportunity for one last substantive conversation as adviser and advisee. The interview questions prompt the graduate to reflect on their experiences as a whole and with a bit of distance. It's also a natural time to congratulate students on their upcoming graduation and check in on plans for life beyond graduation.
With these benefits in mind, it was not difficult to persuade John and Andy to conduct senior exit interviews in our program. Our biggest hesitations were practical: We considered whether John and I could interview all fifteen seniors in a short span of time just before graduation. We needed to decide on questions in a hurry. And we also wondered whether we'd get meaningful feedback from this first cohort of students, for whom the major curriculum was being built just in time.
We decided that scheduling fifteen 30-60 minute interviews during finals week would not be too difficult, especially with three extra days between the senior grade deadline and Commencement weekend, and with Andy around those three days to interview several of his advisees.
We decided to adopt Grinnell's exit interview questions with minimal adaptations:
- (a) Looking back on your experiences in the major, what did you like best?
(b) What did you like least?
- (a) What did you gain from the major?
(b) What do you wish you had gained from the major?
- (a) What courses in the major do you regard as essential to your education in computer science? Why?
(b) Were there any courses in the major that you took but wish you had not taken? If so, which ones and why?
(c) Were there any courses in computer science or in mathematics that you wish that you had taken but didn't? Which ones and why?
(d) Were there courses outside the major that you regard as essential to your education in computer science? If so, which ones and why?
- What suggestions do you have for improving or changing our program for majors?
- What else would you like me to know about your experience in the CS major or at Whitman?
At Grinnell, we often added a sixth question on a timely topic. This year, we decided to let the main questions stand alone, but next year we may explicitly ask about department culture.
Last and most importantly, we decided we would regret not eliciting these reflections from our first full graduating class. Given we want to conduct exit interviews at some point, there is no time like the present.
Our worry that we might not get meaningful feedback from this first class was unfounded. Yes, some seniors said they regretted not taking courses in the proper sequence – but that is something we had already decided not to permit going forward.
During our annual summer department retreat, we collated our advisees' responses and discussed the findings. What did we learn?
- Students appreciated departmental community, pair programming, team projects, positive classroom and lab dynamics, opportunities to mentor other students, and our attention to gender in many of those things. We are clearly doing something right. At the same time, we were prompted to discuss rebalancing the weighting of group and individual work in several courses, something we had each considered individually but had not yet discussed together.
- Not surprisingly, the most common "dislike" was limited course selection. We had already talked with colleagues at neighboring Walla Walla University about supporting students in taking advantage of our institutions' cross-enrollment agreement. We already encourage our advisees to consider broader course offerings as a perk of study abroad. It's something I tell prospective students about when they ask me to compare studying CS at Whitman to study at a large university such as UW. And it certainly will be a factor in our next proposal for a new tenure line. (Two students made a point of telling us we need more professors. Yes, we're working on that.)
- Specific courses seniors wished they had been able to take included Web Development, Computer Networking, Computer Security, and an interview prep or problem solving seminar. I'm qualified to teach the first two, if I had room in my schedule. We discussed emphasizing the connections to security in our existing upper-level systems programming course (CS 310). And a problem solving seminar might be an easy overload for one of us, someday, or a student-led activity, for example by members of the new student ACM chapter.
- Every core course (beyond CS 167) was cited by at least one senior as "essential to [their] education in computer science." Most core courses were cited by 6-8 of the 15 seniors, and most electives were cited at least once as well. The most common response to the question, "Were there any courses in the major that you took but wish you had not taken?" was "No." Again, a sign we're doing something right.
- Several seniors spoke of gaining not just general CS knowledge, but specific perspectives on problem solving. Others talked about gaining teamwork and communication skills or thinking critically about computing. This made us feel really good.
- A few seniors wished they had gained more depth of expertise in a particular programming language. That's a deliberate tradeoff we made in designing our curriculum, but it's also something we can pay more attention to in how we advise students for whom it's a goal.
- A few seniors wished they had been challenged more to think about technology from a humanist perspective. This is something we are thinking about, too. We look forward to future discussions with colleagues beyond CS.
- Last but not least, a few seniors wished there were more natural light in our upstairs lab. We can't do anything about that, since the lab has no interior windows, but we can think about making space for some plants as we consider possible revisions to the classroom.
We did not learn much about advising from this first round of exit interviews. However, conceptualizing the exit interview as the coda of the advising relationship makes me think a bit more about an advising curriculum or major handbook to provide further structure for the 2-3 years during which we advise each CS major. It also makes me think this should be a topic for a future exit interview question.
Data Buddies is a multi-institutional survey administered by the Computing Research Association's Center for Evaluating the Research Pipeline, addresses students' past experiences in computing, knowledge and confidence, sense of belonging, intrinsic interest, and perceptions of department climate. While CERP's primary goal for the survey is to conduct large-scale research studies, CERP incentivizes institutional participation by providing results to the participating institutions for purposes of program assessment.
With 25 intermediate- and upper-level students taking the survey, few results were significantly different from our overall cohort of similar institutions. The statements where responses were significantly different:
- "My department cares about its students" (mean 4.52 for our institution vs. 4.19 for similar institutions);
- "People in the department often attribute my success to special treatment or luck, rather than my competence (1.72 vs 2.10);
- "My ideas or opinions are minimized or ignored" (1.64 vs 1.99).
Also, women who answered the survey are a bit more likely to be interested in careers outside computing, and a bit less likely to be interested in software development jobs and entrepreneurship. I'm not quite sure how to explain this; it will be interesting to see if it persists.
Finally, John and I submitted our assessment of major learning goals just about two weeks late. This assessment is a new institutional requirement as of last spring in the wake of Whitman's reaccreditation.
For this year, we decided to assess
- "Understand and apply fundamental algorithms and data structures"; and
- "Communicate computational ideas through speech, writing, diagrams, and programs".
Our conclusion was that we did not collect the right data for a meaningful assessment of the kind assumed by the reporting form, which is a useful lesson to have learned, though perhaps not what was intended. We plan to revise our oral exam questions and reconsider how we discuss and record exam results to do a better job over the next three year cycle.


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InCommon Steering Committee Meeting - June 6, 2016
Attending: Klara Jelinkova, Von Welch, Dennis Cromwell, Michael Gettes, Susan Kelley, Sean Reynolds, Steve Carmody, Pankaj Shah, Melissa Woo
With: Dean Woodbeck, Kevin Morooney
Action Items
(AI) Set up a schedule of joint calls among Steering and the TCIC (Klara, Ann, Kevin)
(AI) Schedule extended meeting at TechEx for Steering and TCIC (Klara, Kevin, Dean)
(AI) Schedule another Deep Dive to review and evaluate the different InCommon services (Kevin)
(AI) At the July 11 Steering meeting, present additional details about the seven Ops Review priorities (Kevin, Nick Roy)
(AI) Develop ways to communicate "why InC matters," perhaps by recording the intro session Kevin did during the Global Summit exec track (Kevin, Dean)
(AI) Cross-share call notes among Steering and TCIC (Dean, Ann)
Global Summit Steering/TCIC Meeting Thoughts
There was a discussion about the shared Steering/TCIC meeting (four hours) at the Internet2 Global Summit. The consensus among Steering is that it is essential that the two groups continue to meet jointly and explore other ways to share communications and priority-setting responsibilities (particularly as we move toward the Internet2 Program Advisory Group concept). InCommon and TIER priorities will be intertwined and should be considered together.
Accomplishing this will take planning. In additional to Steering and TCIC continuing their own monthly calls, there was discussion about having joint calls, as well as making it a priority to develop venues for additional face-to-face time (among the CIOs, among the architects, and with both CIOs and architects)
(AI) Set up a schedule of joint calls among Steering and the TCIC (Klara, Ann, Kevin)
(AI) Schedule extended meeting at TechEx for Steering and TCIC (Klara, Kevin, Dean)
In the immediate future, Steering meetings will involve reviewing of priorities and services, as well as beginning discussions about raising the InCommon participation fees. The fees discussion will likely begin later this summer, with the target of having a proposal to consider at the Technology Exchange. In combination with this discuss, Steering will need to look at the growth pattern of InCommon, the near-term priorities, the size of the resource gap, and the vision for future growth.
InCommon Operations Review Recommendations
Steering discussed the seven high-priority recommendations from the InCommon operations review conducted last fall. Committee members asked for additional information, including the dependencies within these seven items, the proposed sequencing of the priorities, and ultimately which are most important.
(AI) Kevin Morooney and Nick Roy will provide additional details on the priorities, as well as dependencies among the items, during the July 11 Steering meeting.
After the priority-setting conversation, Steering will look at the business model for accomplishing the priorities, given that this will be part of the discussion of a fee increase.
Steve Carmody mentioned that the InCommon TAC has a list of work items of its own which are not operations oriented and will mainly be accomplished through working groups. However, the recommendations of the working groups may have operational impacts in the long term. Steering will then need to anticipate how to incorporate these priorities with those coming from elsewhere in the organization (like the operations review).
(AI) Steve (and perhaps other TAC members) will discuss these work items during the August Steering call
Global Summit Overall Review
- Overall this was a good meeting for Trust and Identity - a lot of energy
- Need to provide additional reports for TIER investors - for example, there was talk in a meeting that technical teams reported that they could not upgrade to Shibboleth IdPv3 We need to provide information to the CIOs on what is possible and why it is important
- We need to provide more high-level information on what the federation does and why it is important - not just telling people it is good for them, but why it is good for them
- Kevin provided an excellent "InCommon 101" in 4-5 slides during the executive track (in a session with LIGO). There were about 150 people in the room.
- (AI) Develop ways to communicate "why InC matters," perhaps by recording the intro session Kevin did during the Global Summit exec track (Kevin, Dean)
Next Meeting
July 11, 2016 - 4 pm ET


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Ethics refers to the moral values or principles that guide a code of conduct for human beings. It relates to the ways in which people behave and, to put it simply, it is about 'doing the right thing'.
Ethical rules are formed when people make value judgments about what is right and wrong and about where the boundary lies between acceptable and unacceptable behavior. Research ethics deal with the manner and principles in which research is conducted and how the results or findings are reported. They are guided by legal, professional, cultural and personal obligations.
Students studying within UK universities must comply with their university's ethical standards. Each university has an ethics committee which is responsible for the research activities carried out by students and academic staff. As part of your dissertation project, you are expected to submit your ethics application form, which is reviewed, first of all, by your supervisor.
As a researcher, you take responsibility for your participants/respondents, those sponsoring or commissioning your research and the wider research community.
Students studying at UK universities should adhere to the following principles which set out the responsibilities and values relevant to your research. You, as a researcher, are encouraged to follow these principles and consider the wider consequences of your work and to engage critically in good practice in your research.
You should comply with all legal and ethical requirements relevant to your field of study. You should declare any potential or actual conflicts of interest relating to research and, where necessary, take steps to resolve them. Researchers should make every effort to stick to the research plan and produce the desired results.
Your results and findings must be trustworthy. You should be honest in relation to your own research and that of others. You must be honest about your research purpose and processes, what data will be recorded and how they will be used. 'Informed consent' must be obtained prior to your data collection.
You should do your utmost to ensure the accuracy of data and results by dealing with the data collected or provided to you, in an accurate and unbiased way. It is also important to acknowledge the contributions of others involved in your research.
Treating the people involved in your research with respect requires you to think about the ways in which your research may be seen as undermining others' values and credibility.
Researchers should not discriminate against other people on the basis of their personal identities, including their ethnicity, gender, age, religion, disability, sexual orientation, social background or political beliefs. Furthermore, you should always give credit to the original authors of your cited sources.
You should ensure the safety of everyone involved in your research, including yourself, the research subjects, patients, participants, and others. You need to avoid any potential physical and psychological harm to your research participants throughout the research process.
Meanwhile, it is important to consider your personal safety when exposing yourself to new situations and meeting people you do not know. Consider the following scenario:
Yu Wang is doing her undergraduate dissertation with a research objective to find out brand choices and alcohol consumption behavior amongst pub goers.
On her ethics application form, she states that she plans to visit three pubs on a Friday night, to observe and interview people there. In order to increase the response rate, she plans to offer drink vouchers to her participants.
There are a number of ethical concerns around her research design. First is the protection of the researcher. It may not be safe for her to collect data among people who may have consumed a large amount of alcohol. The second issue is related to the quality of her data.
People who are under the influence of alcohol may not be in a suitable state to answer her questions. The third issue is her incentive for participation. It is not considered ethical to encourage people who are already drinking alcohol to consume more alcohol.
Integrity in research plays out in two broad areas in which power and politics both play a role. The first is in your quest to produce knowledge – your responsibility here is to make sure you have captured 'truth'; reached conclusions not tainted by error and unrecognized bias, and have conducted your research with professional integrity.
The second is in working with others – your responsibility here is an ethical one that ensures that the rights and well-being of those involved with your study are protected at all times.
[Note: You can free download the complete Office 365 and Office 2019 com setup Guide for here]
Research as a purely objective activity removed from all aspects of politics and power is a myth no longer accepted in the research world. I must admit that when I began 'doing' research I did not feel powerful.
I was just a student and didn't see how power might impact on my ability to conduct credible research. But of course, I should have because I did have power. It was power derived from being well educated and middle class, power derived from being in a position to conduct research, the power that comes from being in a position of control and authority.
Now it would be nice if gender, age, ethnicity, religion, social class, etc. no longer caused or created prejudice. But they do. Attributes affect both how others see you and how you see the world.
And as inequitable as it might be, certain traits are associated with power and privilege, while others are not. This fact is likely to be self-evident to anyone who has been the victim of discrimination.
The impact of unrecognized power can be profound. For years, anthropologists conducted research without this reflexive awareness of self, and for years their findings were imprinted with the biases and assumptions of white, patriarchal, Western society.
Both the integrity of the knowledge produced and the well-being of the researched are dependent on the ethical negotiation of power and power relationships.
If the goal of conducting research is to produce new knowledge, the knowledge that others will come to trust and rely on, then the production of this knowledge needs to be credible. It must have the 'power to elicit belief'.
Credibility The quality, capability or power to elicit belief.
But this is easier said than done. Social science research generally involves working with people – and research that involves people provides a host of challenges to research integrity.
In fact, people are extremely difficult. Bacteria, cells, DNA, etc. generally behave in the laboratory – you know what to expect, and the little bacteria are not attempting to consciously or subconsciously throw you.
But people are tough. They have hidden agendas, fallible memories and a need to present themselves in certain ways. They can be helpful, defensive and/or deferential – and there will be plenty of times when you won't know when they are being what. And then there is the researcher.
Also, a fallible, biased or subjective human entity, faced with the challenge of producing 'unbiased', trustworthy results. Now when you combine a subjective researcher with an unpredictable 'researched' it makes the production of credible knowledge no easy feat.
Outside the research, world credibility can come from that which is believable, plausible, likely, probable or realistic. But within the research world, credibility takes on a more specialized meaning and is demonstrated by a range of indicators such as reliability, validity, authenticity, neutrality, and auditability.
Such indicators point to research that has been approached as disciplined rigorous inquiry and is therefore likely to be accepted as a valued contribution to knowledge.
Knowing what indicators are relevant and appropriate for a particular research project is not without ambiguity. As the assumptions that underpin research expand beyond the realms of positivist knowing, debate over how research should be critically evaluated intensifies.
For traditional researchers, indicators of good research are premised around a world that can be quantifiably measured through defined rules of inquiry, can be approached with objectivity and is, in fact, knowable. These assumptions, however, have been called into question by those critiquing the positivist paradigm.
It is now recognized that an alternative set of indicators is more appropriate for research premised around a post-positivist/postmodern world – a world that is recognized as infinitely complex and without a defined 'truth'; recognizes and values subjectivities, and is unlikely to be captured by statistics alone.
The difficulty for many researchers is that the assumptions that underpin their research may not fit neatly into one paradigmatic way of knowing. To pigeonhole themselves and their research into either positivist or post-positivist frameworks limits their ability to think and act reflexively.
Designing studies that can cross the constructed boundaries dividing these two camps is difficult when researchers adopt frameworks derived from within the paradigms.
So in the face of such complexity, how do you begin to work towards indicators of credibility? Well, rather than use a paradigmatic base, I suggest you look at the underlying challenges that need to be met in order to ensure good research, namely:
These questions can act as a framework for evaluating the credibility of your own work as well as the work of others.
It is then up to you as a researcher to determine the appropriate indicators for each of these questions through an examination of your own worldview and assumptions; the aims and objectives of the research; and the methodological approaches adopted.
The question here is not whether researchers are subjective entities (everyone is), but whether we recognize ourselves as subjective, and whether we can manage our personal biases.
There is no doubt that we make sense of the world through the rules we are given to interpret it. But because we are immersed in these rules and surrounded by them, they can be very hard to see.
For example, those born into a religious faith do not often remember when they first heard about God; He or She simply is. Our sense of patriotism, our understandings of family, our belief in justice and equity – our morals and most core beliefs – are established within us before we have the ability to recognize or reflect on them as constructs.
These beliefs are embedded within us. They are a part of how we understand and make sense of the world – and how we might research it. Working towards credible research, therefore, demands reflexive awareness of our worldviews and a conscious effort for us to take them into account as we enter into the research journey.
Now for traditional scientists, such as those working in a laboratory, this means putting aside any preconceived notions and aiming for pure objectivity. Strict methodological protocols and a 'researched' that is outside the self generally make striving for this indicator a manageable task.
For social science researchers, however, the challenge is somewhat more difficult. It is society itself that is being researched, and as products of society, social science researchers need to recognize that their own worldview makes them value-bound.
If who we are colors what we see and how we interpret it, then they need to hear, see and appreciate multiple perspectives or realities is essential to rigorous research. Feminists, for example, have long critiqued the social sciences for their tendency to analyze and interpret the world from a privileged, white, male perspective.
Objectivity is never a given. If you as a researcher don't take subjectivities into account and actively work towards the criteria of neutrality, you can readily fall into the trap of judging the reality of others in relation to your own.
In fact, researchers who do not act to consciously manage their own positioning run the risk of conducting 'self-centric' analysis; that is, being insensitive to issues of race, class or gender; hearing only the dominant voice, and disregarding the power of language.
Insensitivity to issues of race, class, gender, etc. refers to the practice of ignoring these constructs as important factors or variables in a study and can be a by-product of 'self-centric' analysis.
Researchers need to recognize and appreciate the reality of the researched, otherwise, they run the risk of ignoring unique and significant attributes. For example, a study of student motivation in a multi-cultural setting would not be very meaningful without ethnicity as one significant variable.
Yes, career ambitions, study enjoyment, perceived relevance, etc. can be important predictors of motivation, but all of these factors can be motivated by family and culture.
For example, in many Anglo-Asian households, student success and failure are seen as parental success and failure, and this can be a huge student weight and/or motivator.
Insensitivity to issues of race, class, and gender can also lead to dichotomization, or the tendency to put groups at two separate ends of the spectrum without recognition of overlapping characteristics.
We do this when we talk in absolute terms about 'men' and 'women' or 'blacks' and 'whites'. Research that dichotomizes is often research that has fallen prey to stereotypes.
Finally, insensitivity to race, class, and gender can lead to double standards where the same behaviors, situations or characteristics are analyzed using different criteria depending on whether respondents are black or white, male or female, rich or poor, etc.
Suppose you wanted to explore reasons for marital infidelity. If you were to use different sets of responses for males and females in which your preconceived notions about men being 'easily bored' and women being 'quite needy' came through, you would have a double standard.
Remember that in the conduct of research, there is an essential need to guard against the assumptions and biases inherent within our society.
It is very easy to listen to those who are speaking the loudest or to those who are speaking your 'language'. But when you do this, you're likely to end up missing an important undercurrent, a whole other voice.
I have struggled with this in my own teaching. When I give a workshop, I try very hard to relate to my students – to communicate with them rather than lecture at them. I try to engage in 'dialogue' and get a two-way conversation going. And I think I do this fairly well. In every class, a core group of students makes this easy for me.
But who is in this core group? Well, it can be a mixed bag, but I can tell you who isn't. It is not generally the international students; they tend to stay in the background.
Now there are a number of reasons for this. For one, many come from an educational system where they are not invited to participate. Others struggle with English as a second language.
But another factor could be me and my reality. The examples I use, the personal anecdotes I share, my 'in your face' American style, can all conspire so that those with demographic characteristics similar to mine are the ones who speak up the most.
So it is the Asian and Indian students in my class who can go unheard (as they are likely to do throughout their Western university careers).
When I am teaching, my challenge is to find a way to engage all of my class and to make sure I am reaching every student – and that they are reaching me. The challenge when researching is similar.
If you do not consciously work on strategies for appreciating diversity and hearing the marginalized, you run the risk of gathering data and reaching conclusions that ignore those in society who often go unheard.
Attempting to empower traditionally marginalized voices is essential in responsible research. Indigenous peoples, minorities, children, women, gays, and lesbians are often not heard, yet their voices are essential to any full understanding.
I was conducting research with a local council and had already interviewed the mayor and a few of the local councilors about the community when I attended my first council meeting. The meeting was a real eye-opener.
The ethnic background for the region I was studying was about 45% Anglo-Australian, 25% Asian, 20% Indian and 10% Greek, with at least seven different religions.
Yet, when I walked into the meeting I was asked to give my 'Christian' name, and the meeting started with a prayer from the Protestant minister. At that stage, I took a good look around and realized that all of the councilors looked to be of Anglo-Australian descent. In fact, almost everyone present at the meeting was Anglo-Australian.
I then thought of all the times the mayor and councilors had spoken of their 'community'. I was left wondering what their 'community' was. Was their frame of reference the range of constituents in their jurisdiction, or was their frame of reference individuals with the same demographic background as themselves.
In other words, 'community' as the white Christians who came to the council meetings? From that point on I was committed to ensuring that my research reflected the 'real' community, not just those with the ability/propensity to be heard.
Research is colored by our use of language in a number of ways. First, there is the subtle yet formidable power of words themselves. The words we use to speak to respondents and they use to speak to us can be easily misunderstood and misrepresented.
For example, language that might be 'shocking' for one group might be quite 'everyday' for another. It is worth remembering that analysis of words needs to come from the perspective and reality of the researched, not the researcher.
Working with respondents with whom you do not share a common language presents an added level of difficulty. There isn't a single computer program that can accurately translate one language to another; and that is because languages are highly metaphorical, mythical, poetic and full of hidden meanings, riddles, and assumptions.
Accurate interpretations, let alone the nuances of language and speech, are often lost through interpreters or in the process of translation. The researcher who assumes that English can capture thoughts processed in a different language with any sophistication risks reducing the richness and complexity of a respondent's ideas and views.
Researchers working outside their first language need to find ways to confirm that the accuracy and richness of their data are not lost in the process of interpretation and translation.
Managing subjectivities is more than something you should do. It is, in fact, a task which is crucial to the production of credible data and trustworthy results. Strategies you can adopt include:
Appreciating your own worldview – Your ability to manage subjectivities is dependent on being able to recognize and articulate them. In fact, the first chapter of many theses now includes a section on researcher positioning.
Appreciating alternative realities – Actively explore the personal and societal assumptions that underpin the understandings of the researcher and the researched, and accept that there might be quite distinct.
Suspending initial judgments – We live in a society where it is common to judge what we do not understand. Yet as researchers, not understanding is precisely why it is important not to judge.
Checking your interpretation of events, situations, and phenomena with
'insiders' – This is particularly relevant in cross-cultural research. Finding out how someone from within a cultural reality understands a situation can help illuminate your own biases.
Getting the full story – Those we seek out and those willing to participate are often those with the strongest voices. Your research design should seek representation from all those you wish your research to speak for or about, including those often silenced.
Seeking out and incorporating alternative and pluralistic points of view – Even when crystallizing interpretations, hold on to the richness and complexity that can come from outside viewpoints.
It could be said that research is all about the elusive concept of 'truth' and our desire to capture it. Traditionally, we are talking here about a knowable world in which a singular truth can be assessed by the indicator of validity. In other words, we assess whether our findings are 'correct'.
Suppose you were exploring whether 'gender identification causes girls to relate better to their mothers than do boys'. Validity would rest on:
(1) showing that how you measured 'relate' truly reflected 'relating'; (2) showing that you had a sample size large enough and representative enough to make the claim about girls and boys in general; (3) showing that it truly is gender identification that is affecting the ability to relate, and not any other factors.
In a world where we accept the possibility of multiple realities, however, authenticity is more likely to be an appropriate indicator. Authenticity indicates that rigor and reflexive practice have assured that conclusions are justified, credible and trustworthy even when the truth is dependent on perspective.
Your ability to capture the truth, whether you understand it as a single valid truth or an authentic truth that may sit alongside other interpretations, will be highly dependent on your ability to get your respondents to talk to you with openness and honesty.
And while there are no techniques that can guarantee candor, building trust is essential. It is therefore absolutely crucial to minimize any real or perceived power differential between you and the 'researched'. If you can't do this, the 'researched' are likely to feel alienated, intimidated and/or uninterested by the research process.
There is any number of factors that can influence your ability to build rapport and trust, including:
Gender –, the rapport and trust you build, the slant on stories you hear, and the memories you draw out can be very dependent on gender. For example, some women might only feel comfortable talking about the loss of a child with another woman.
Or imagine conducting an interview on promiscuity; the answers you might elicit could be highly dependent on your own gender. Now there are no hard-and-fast rules here. What is important is to consciously think through the issue of gender and whether it is likely to be a factor in building trust.
Age – Trust is often dependent on your ability to relate to your respondents and their ability to relate to you, and age can certainly be a factor.
For example, there are very few parents who can ask their teenagers 'What did you do this weekend?' and get the full story – especially if the weekend was any good! Like it or not, age can be a critical factor incredible data collection.
And again there are no hard-and-fast rules, just a mandate that you consider how age might influence researcher-researched relationships.
Ethnicity – The ethnic and cultural background of the researcher can certainly influence the research process. Sad to say, we still have much inequity, suspicion and mistrust running across ethnic and racial lines. But that is a reality – and it is a reality that can affect your ability to gain trust.
Suppose you wanted to research attitudes towards education in a Hispanic community. While a 'white' outsider might struggle to gain trust, a Hispanic insider might have an easier time opening up honest and open lines of communication.
Socio-economic status/education – Societal position can also have great bearing on the research process. Researchers often come from a position of privilege, so you need to think about breaking down barriers, and convince the 'researched' that you are not sitting in judgment.
Being aware of your own socio-economic status and educational background, as well as that of the researched, puts you in a position to manage any potential power-related issue that might influence your study.
The position of power and privilege within a culture or subculture – An imbalance of power can be a common difficulty for researchers working within a culture where they are cast as a 'scientist' or 'expert'.
Gary Larson once drew a cartoon showing 'natives' in a hut frantically hiding their VCRs and TVs while yelling out 'Anthropologists!'. He very insightfully illustrates how deference to the expert changes the researched.
A major dilemma when understanding cross-cultural studies is knowing how you can conduct 'authentic' research when you are immersed in a culture where your position of power and privilege finds those you are researching acting in ways that may not be 'natural'.
I was once reminded how hard it can be to withhold judgment. I often give workshops in Hong Kong and one of my students flew from there to Australia (where I now work and live) for a visit.
Over lunch, he and his wife told me that their youngest son, who was 10 and had gone to boarding school in the UK, had been crying on the phone every day saying that he hated it, was being picked on and racially abused, and really wanted to go home.
Now I was raised and still, live, in a cultural reality where I could not even contemplate sending any 10-year-old of mine that far away from home. Yet in no way do I question that this family's decision was made out of love and a desire to give their child the best. It's just that it is so far from my own reality and the way I have been socialized.
I had to make a conscious effort to suspend judgment and not snarl 'What were you thinking, sending him there in the first place?' People can sniff out judgment from a mile off, and if you do not make an effort to suspend or withhold it, you won't stand a chance at building trust and getting to the heart of an issue.
Be conscious of both verbal and non-verbal cues here – what you say, how you say it, your facial expressions and your body language can all work to build trust or alienate the other.
Now it may seem as though issues of trust are more likely to be a factor in research that involves close interaction with the researcher, for example, when conducting an interview.
And while this is true, it is also worth thinking about how trust can be undermined or built in a survey. The words you use, the concepts you call on and the assumptions you make can all conspire to put respondents at ease or cause them to feel alienated.
Once you have worked through issues related to the management of subjectivities and the building of trust to capture 'truth', the quest for integrity in knowledge production turns to questions of method. It is important to remember that, regardless of approach, researching is not a haphazard activity.
Rather, it is an activity that needs to be approached with discipline, rigor and a level of standardization. If the goal is to have your research stand up to scrutiny and be taken as credible, it is important that readers are confident that your methods have been implemented in ways that best ensure consistency.
Often consistency in methods is referred to as reliability or the extent to which a measure, procedure or instrument provides the same result on repeated trials. A good example here is bathroom scales. If you were to jump on your scales 10 times in a row and got the same results each time, the scales would be reliable.
The scales could be wrong – they might always be 10 pounds heavy or 10 pounds light (personally, I prefer the light variety), but they would be reliable. A more complicated example might be trying to measure job satisfaction with a questionnaire.
The questionnaire would only be reliable if results were not dependent on things like who administered the questionnaire, what kind of day the respondent was having, or whether or not it was a weekend.
The flipside of this is that people are complex and multi-faceted. At any given time, for any given reason, they may only reveal part of themselves. Suppose you wanted to ask about stress – this is something that can, and often does, vary from day today.
So developing methodological tools that are 'reliable' might not be straightforward. Nevertheless, the process of data collection needs to be more than haphazard. In fact, it should meet the criteria of dependability.
Methods need to be designed and developed in ways that are consistent, logical, systematic, well documented and designed to account for research subjectivities.
If you accept the possibility of multiple realities, varied perspectives, human variability, and inconsistency, then it is essential to find indicators of good research that can work within this complex and multi-faceted reality.
Assume you are at the point where you have some great data. You're pretty sure you have been able to manage your biases, got your respondents to open up, and employed data collection tools and analysis strategies capable of holding up to a good level of scrutiny.
The next step is to put forward some credible arguments. Now this will involve a few challenges we have already discussed: keeping a check on subjectivities and exploring multiple interpretations.
But, as discussed below, it will also involve weighing up your findings in light of your study's limitations, and being confident that you are speaking for an appropriate group of people.
Very few researchers get to conduct their studies in a way they consider ideal: there is rarely enough time or money; the cooperation of others might be less than ideal, and there could be a whole list of things they would have done differently with the benefit of hindsight. So what do you do?
Well, making appropriate arguments is about being able to attest to the credibility of your data and the trustworthiness of your results – in spite of any limitations. Now it can be tempting to downplay difficulties and write up your research as though everything went smoothly in a study that was optimally designed.
But if you are challenged here, your ethics and credibility can come into question. As outlined a much better approach is to take it in three steps. The first step is to honestly outline the study's limitations or shortcomings.
The second step is to outline the strategies that you have employed to gather credible data and generate trustworthy results because of, or in spite of, any limitations. The third step follows from the second and is a 'therefore' type of statement that offers justification or rationalization for the data and findings of your study.
Conclusions relevant to only a particular sample or only within a certain research setting can provide important knowledge for key stakeholders, but they do not allow findings to be applied to a broader population and thereby limit the broader generation of new knowledge.
The broad applicability of findings is, therefore, a goal of many researchers. There is a desire to argue that findings extend beyond a particular sample or setting. But to do this researchers need to ensure they are speaking for an appropriate group of people. Any sample used should be representative of a wider population, and large enough that they can be confident that their findings do reflect larger trends.
Meeting these criteria means that your findings are generalizable. The key is ensuring both adequate and broad representation. And this is certainly possible in medium- to large-scale survey research.
But what if your research project is centered on a particular case, or is designed to collect more in-depth qualitative data that will limit your sample size? Under these circumstances, you may not be able to argue generalizability.
Yet broader applicability may still be a goal. If this is the case, your goal will be the indicator of transferability or highlighting 'lessons learned' that are likely to be applicable in alternative settings or populations.
For example, the results of an in-depth case study in any one school will not be representative of all schools – but there will definitely be lessons learned that can illuminate relevant issues and provide rich learning within other school contexts.
The key here is providing a detailed description of the research setting and methods so that applicability can be determined by those reading the research account.
Conducting research is a highly complex process. Without a doubt, it is hard to get it right. So it is the responsibility of the researcher to consciously minimize the possibility that results are false or misleading.
To that end, research approaches are expected to be open and accountable. The physicist Richard Feynman (1997) argues the need to 'report everything that you think might make it [your study] invalid – not only what you think is right about it ... Details that could throw doubt on your interpretation must be given if you know them.'
The admission of shortcomings and limitations is encouraged and research is expected to be reproducible. In fact, codes of ethics often require researchers to keep their raw data for a period of 5– 7 years, thereby protecting themselves from accusations of fraud or misrepresentation.
Even though the price of fraudulence can be quite high (students shown to be acting fraudulently are often forced to withdraw from their degree programmes), misrepresentation and fraud are quite rampant. Researchers (and not just students) have been known to:
misrepresent authorship by using a ghostwriter, taking full credit for authorship when more than one author was involved or naming a co-author who had no involvement with the study.
Verifiable accounts are therefore considered essential. As well as allowing others to attempt to replicate or reproduce findings, verifiable accounts help establish a study's credibility by making them 'auditable' (others can see exactly how findings were generated).
It is difficult to blatantly fabricate data, falsify results, omit cases, fiddle with numbers, plagiarize and even misrepresent authorship, if your methods are out there for all to see.
A challenge for all research students is to become conversant with indicators of research integrity. Not only will you need to work towards such indicators in your own research, but also your ability to critically engage with relevant literature will be enhanced if you can assess the work of others in relation to relevant indicators..
Can qualitative research ever have the same credibility as quantitative research?
Phew … tough question. And that's because there are a lot of researchers who would say no! They would argue that without a large enough sample, you cannot have statistical significance, and therefore no generalizability. And if that is their line of argument, they are correct.
Qualitative research is not often generalizable. But is that the goal? Qualitative research argues that there is value in delving deep and in exploring the idiographic.
And certainly, qualitative research, when judged appropriately, can meet rigorous standards of 'post-positivist' credibility. Qualitative research judged on quantitative criteria, however, will always fall short.
Absolutely central to research integrity is ethics. With power comes responsibility. As a researcher, you have an explicit and fundamental responsibility towards the 'researched'.
The dignity and well-being of respondents, both mentally and physically, is absolutely crucial. Understanding how this responsibility is best negotiated at legal, moral and ethical levels is a prerequisite for any potential researcher.
In a nutshell, researchers are not above the law. Some might like to be – but clearly, they are not. The laws of society stand in the world of research. If it is illegal for the general public, then it is illegal for researchers and research participants.
Now for most researchers, the criterion of non-engagement in illegal activities is not too difficult to appreciate or meet. Most recognize the logic here. But a more common legal dilemma is faced by researchers who:
(1) wish to study illegal activities; or (2) come across illegal activities in the course of their investigations. For example, I have had students with interests in everything from cockfighting, to abuse of patients by hospital staff, to corporal punishment in private schools.
And a dilemma that faces these student researchers is knowing whether they have an obligation to report any illegal activities they may come to know of in the course of their study.
For example, suppose you were interviewing parents about stress and you discovered a case of child abuse. Do you maintain confidentiality, or are you obliged to report the abuse?
Well, the law here is quite ambiguous and can vary by both country and case. You may or may not be obliged to report illegal activities, but in most countries, the courts can subpoena your data and files.
Legal precedents suggest that researcher assurances of confidentiality do not hold up in court. As a researcher, you are not afforded the same rights as a lawyer, doctor or priest.
My advice is to seek advice. There are two solid avenues here. The first is through your ethics committee. Hopefully, when you applied for ethics approval there was some consideration given to the possibility of such challenges coming up.
The committee should have offered strategies and protocols for dealing with such circumstances prior to giving approval … and it is important to follow such protocols. The second avenue is your supervisor. If you find yourself in a situation that you do not know how to handle, do turn to your supervisor for advice.
Ethics tend to be based on moral obligations but put a professional spin on what is fair, just, right or wrong. Ethics refer to principles or rules of behavior that act to dictate what is actually acceptable or allowed within a profession. Ethical guidelines for the conduct of research will vary by professional code, discipline area, an institution, but generally cover the following areas:
Ensuring respondents have given informed consent – Participants can only give 'informed consent' to be involved in a research study if they have a full understanding of their requested involvement, including time commitment, type of activity, topics that will be covered, and all physical and emotional risks potentially involved.
Informed consent implies that participants are: competent – they have the reasonable intellectual capacity and psychological maturity; autonomous – they are making self-directed and self-determined choices; involved voluntarily – they are not unaware, forced, pressured or duped;
aware of the right to discontinue – they are under no obligation (or pressure) to continue involvement; not deceived – the nature of the study, any affiliations or professional standing, and the intended use of the study should be honest and open; not coerced – positions of power should not be used to get individuals to participate;
not induced – while it may be acceptable to compensate individuals for their time and effort, an inducement should not compromise a potential participant's judgment.
Ensuring no harm comes to respondents – This includes emotional or psychological harm as well as physical harm. Now physical harm is relatively easy to recognize, but risks of psychological harm can be hard to identify and difficult to predict.
Whether it be resentment, anxiety, embarrassment or reliving unpleasant memories, psychological 'harm' can be unplanned and unintentional, yet commonplace. Keep in mind that as well as being ethically and morally unacceptable, risks of harm can give rise to legal issues.
We are talking about lawsuits here. So even if your conscience or your professional ethics can justify your decisions, the potential for legal action may be enough to make you reassess your approach.
Ensuring confidentiality and, if appropriate, anonymity – Confidentiality involves protecting the identity of those providing research data; all identifying data remains solely with the researcher. Keep in mind that pseudonyms may not be enough to hide identity.
If others can figure out who you are speaking about, or who is doing the speaking, you need to further mask identity or seek approval for disclosure. Anonymity goes a step beyond confidentiality and refers to protection against identification even from the researcher.
Information, data, and responses collected anonymously should not be identifiable with any particular respondent.
A good example of this is 'anonymous' class evaluations where students should feel confident that there is no chance of damning feedback coming back to bite them. As well as masking identity, protection of confidentiality and anonymity should involve secure storage of raw data; restricting access to the data; the need for permission for subsequent use of the data; and eventual destruction of raw data.
While such guidelines may seem straightforward, there's likely to be a trade-off between following such guidelines and the data you want to collect. Ethics, however, must always take precedence.
Dilemmas do arise, so it is good to be prepared even if this means your design needs to go through a process of modification. Luckily, ethics committees have approval processes that can help you identify and work within the boundaries that define the conduct of ethical research.
So what types of ethical dilemmas are you likely to face when doing research? Well, protocols in almost all universities make sure you have informed consent and that participants know what your research is about and what their involvement will entail.
And thankfully, ethics protocols have immensely reduced the risk of physical harm. But in my experience, ethical pitfalls you might still face include:
When working with ethnic groups, for example, there is a need for cultural knowledge that gives you cultural sensitivity. And this cannot be assumed. Working in both Australia and New Zealand, I have seen researchers absolutely shocked that they have somehow offended Aboriginal and/or Maori respondents.
2. Not ensuring confidentiality
We promise that responses will be confidential, but when reporting on key informant interviews, for example, we give away a person's workplace, department, and position, such that tracing this individual becomes an easy feat.
3. Putting respondents intense/conflict situations
I have seen this happen in many an ill-fated focus group. Tensions rise and if the conflict is not well managed, it can get ugly. Even worse, if focus group members are from the same workplace, family or school, tension from the research process can spill into other parts of their lives.
The advice here is never to do your first focus group (particularly on a subject likely to raise debate) on your own. Also, avoid focus groups that center on problems. Focus groups that focus on solutions are easier to manage.
4. Asking insensitive and potentially threatening questions
It can be hard to know what people are sensitive about. We know to be cautious when it comes to researching sexual assault, domestic violence or experiences of war.
But I have seen hurt arise when people are asked about Facebook, dieting habits and procrastination. And this is where I really appreciate the scrutiny of an ethics committee. It means responsibility for unanticipated harm is not all mine.
5.Putting yourself in a situation where you (feel you) need to break confidences
Child abuse, dangerous work practices, fraud, theft: you may come across knowledge of any of this. Do you say 'stuff the research process' and report it? Well, I certainly hope so in the case of child abuse. But what about petty theft? What about embezzled funds?
What about serious breaches of occupational health and safety? What about minor breaches of occupational health and safety? Massive dilemma. But one you need not to take on alone. Talk to your supervisor – refer it on to the ethics committee. Do not shoulder this burden by yourself.
Commitment to the conduct of ethical research is simply not enough. Most universities and large bureaucratic institutions, such as hospitals or some government departments, require you to obtain official approval that will involve the development of an ethics proposal, including consent forms and information statements in order to undertake a study.
This will require you to carefully examine all aspects of your study for ethical implications and work through all the logistics.
Now there are quite a few researchers who believe that getting ethics approval is simply a bureaucratic hurdle-jumping process designed to take up limited and precious time. But there are actually some good reasons to take the process seriously.
An ethics committee is there to: ensure integrity in knowledge production; promote responsibility towards participants; and protect both the researcher and the granting institution from any potential legal ramifications that might arise from unethical research.
Most universities will have their own ethics protocols, but there is a move for greater standardization. The Economic and Social Research Council in the UK, for example, has developed the ESRC Framework for Research Ethics, a 51-page guide that sets out requirements for ethics approval for ESRC-funded research.
It is often adopted by other UK funders as well. Australia has gone a step further with the development of a National Ethics Approval Form (NEAF) designed to assist researchers to complete standardized proposals for submission to various research committees (now adopted by most Australian universities).
The goal is to increase the consistency, efficiency, and quality of the review processes.
1.A brief description of the aims and objectives of the study in lay terms, including what you expect to achieve
2. Information on who is conducting the study, including person or team, institution, the degree is undertaken and supervisor
3.What the study involves – interview, focus groups, video recording, etc. Also include locations, topics that will be covered, the time required of participants and risks
4.The right of the participant to withdraw at any time
5.Assurances of confidentiality
6.Benefits to participants
7.Contact details for further information and to discuss any concerns.


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I was having dinner in the View restaurant above the Marriott at Times Square when I learned that the 1960 Ole Miss baseball team was having a reunion on the weekend of the series against Louisiana State University.
This was the team that went 22-3 for the season and beat the University of Florida for the SEC championship. However, this also was the team that could not play in the regional tournament that leads to the College World Series.
"Why don't we have a panel with former Chancellor Khayat, Jake Gibbs and a couple of the pitchers on that team and have it at the Overby Center some time that weekend?" I said.
When I returned to Oxford I asked the Provost's office for permission to have the panel. Curtis Wilkie was able to gather the panel participants. He obtained the services of former Chancellor Khayat, a two-time all conference catcher; Jake Gibbs, the third baseman who would become a catcher for the New York Yankees; Don Porter, who was 7-0 as a starter; and Larry Williams who was 7-1.
The crux of the panel was the race topic. Moderator Shepard Smith of FOX News, summarized the issue: "There was an unwritten set of laws and your team could not play in a tournament if there was a possibility that somebody with more pigment than you might play against you."
The Overby Center is designed for discussions and lectures on Southern politics and Southern journalism. What an appropriate venue, and what a relevant topic.
The panel was Friday, April 23 at 5:30 p.m., before the first game of the LSU series. Many of the players came for the panel, and there were many great stories and great conversations.
The next day, a couple of the players came by Farley Hall and told me that they had forgotten to mention that the 1956 team had played in the college playoff regional tournament at Gastonia, N.C. At that time, only two years after Brown v. Board of Education, those opposed to racial integration had not yet realized that African Americans might play college ball. By 1960 that reality had led to a policy that prevented Mississippi from competing to be the best in the nation.
During 1959, '60 and '62, Ole Miss won three national championships in football, and Sagarin selected the 1959 Rebels as its No. 3 all-time, highest-rated college team from 1956 to 1995, trailing only Nebraska's 1995 and 1971 teams. The baseball team won two SEC titles, and there were two Miss America's from the campus. Clearly, Ole Miss was among the best in the nation.
It just was not permitted to let the general public know how good it was in baseball.Tags: 1960, Meek School of Journalism and New Media, Ole Miss Baseball, Will Norton


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When we think about "color temperature" relative to painting, color mixing, color theory and our paint palette, we first need to understand that color Temperature is an actual attribute of color. When we as artists describe color we think about its hue, intensity and value. We often forget that color temperature is as important as value when it comes to a successful painting.
First Impressions – Color Temperature
In the context of color theory and painting a picture, color temperature usually means the degree of overall warmth or coolness. Here's a simple example…when you look at a painting and it has that golden glow about it? That's an overall warm temperature painting. Look at the two examples featured below. The palette that the artist used was predominantly made up of a selection of warmer color temperatures. Now think about the cool blue scene with the ducks…icy blues and blue greys. Our first impression might be one of 'cool or cold' relative to the other more yellowish painting.
Color Temperature – It's all relative – Cool relative to warm!
Everything to do with color temperature in regards to mixing color and mixing paint is always relative. We measure the perceived temperature of color relative to something else or relative to the area around it. Try not to judge a color saying that this IS a warm color, or this is a cool color. In a painting it all depends on where the color will sit and what it's going to be next to.
"In reference to color temperature, the general perception is that warm means moderately warm or has predominant tones of Red or Yellow and that cool means moderately cold, lacks warmth or has tones of blue." It is much more efficient to understand that the pigments on our palette already have a predetermined color temperature. This is usually written on the label of the color. If we choose to work with a limited palette of pure pigments this is something we can factor into the mixing equation. Pay attention to which of your paints are cool relative to warm. Take a look at your collection of red pigments, and try to determine which ones are cooler relative to the ones that seem warmer.
Generally speaking, color temperature is easier to understand if we judge it based on a comparison to another color. Color Temperature contrast between two colors makes 'seeing' the differences much easier to read.
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Injury Lawyer – Attorney Zach Herbert
Zach went to Law School with a very general plan: to be a voice for those without one. He had no idea how that was going to turn out. So he tried out everything. Zach interned at an insurance defense firm, the Los Angeles DA's office, 20th Century Fox, a real estate litigation firm, and others. But it wasn't until he considered serving in the military that Zach decided he had found what he was going to do next. He visited Camp Pendleton and one of his childhood friends gave him a tour and introduced him to Marines. After graduation, Zach took and passed the Texas Bar and began training for Officer Candidate School. He commissioned as an officer in the Marine Corps on March 26, 2010.
As a military lawyer or Judge Advocate, Zach was assigned to defend Marines and Sailors accused of crimes onboard Camp Lejeune, NC. Zach tried many jury trials and found his passion was for trial law. Upon leaving the military, Zach continued to hone his trial skills for a large law firm in Dallas. He was accepted into the Trial Lawyers College founded by Gerry Spence in Dubois, Wyoming.
For three weeks, Zach worked on his trial skills with other lawyers from around the country. He came back and quickly made a name for himself as a tenacious and honorable trial lawyer in Dallas.
When Zach founded Herbert & Eberstein, he did so in order to focus on the three core values of Honesty, Honor, and Communication. He didn't want his law firm to look like any other law firm out there. He wanted his law firm to reflect not only who he is, but also who he strives to be every day, both in and out of the courtroom, both at home and in the office. You can see his effort in everything Herbert & Eberstein does, and through everyone that works here.
Zach lives in Richardson with his wife and kids. His free time is spent recharging with at least three children climbing on him, or amateur woodworking, or Netflix binging. He enjoys the outdoors, loves to hunt, and cooks a mean ribeye steak.
Personal Injury Lawyers Fight Relentlessly
We Use Data to Win Your Case!
Regardless of how car accidents happen, contact the personal injury lawyers of Herbert & Eberstein right now if you were in a wreck and were injured. Our law firm knows how to navigate the complicated insurance claims process, fight relentlessly until we get through, and get you back to where you were before the wreck happened. We have studied the data, we know how the system works, and we love to fight! If you need an Oklahoma City personal injury attorney or a Dallas personal injury attorney, we are standing by to help
Jennifer Herbert
Jennifer was born in Kansas but married a Texas boy (Zach!), so she had no choice but to move to Texas! Jennifer has a degree in Elementary Education and has worked as a schoolteacher and administrative assistant. She handles most of the day-to-day office operations, as well as medical records requesting. When she isn't at work she is a supermom of three, handling the day-to-day operations of the Herbert home.
In her free time, Jen likes to volunteer for her neighborhood HOA, work out, and go for walks with her family.
We Use Data to Win Your Case!
Jessica Williams
Jessica is from Mississippi, and has a degree in Political Science, with a minor in Pre-law from the University of Southern Mississippi. After working as a paralegal for a variety of practice areas, Jessica moved to Dallas and continued her passion for personal injury. Jessica met Zach at another firm and found that they shared the same passion for their clients.
Jessica is a mother of 2 and loves the outdoors. In her free time, she is soaking up all the time she can with her kids.
Taisha Garrett
Taisha was born and raised in Grand Prairie, TX. She met Zach and Jessica 3 years ago and have come together to share the same passion for clients. Taisha handles intake and pre-litigation at Herbert & Eberstein.
Taisha is a mother of 3 and loves all things hair and makeup. In her free time, she likes to read and spend time with her kids


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It also said that it would join other zones from the different parts of the country in a peaceful protest to draw public attention to the plight of the university, which it said could face extinction.
The zonal leadership accused the two governors of alleged neglect of their constitutional responsibilities of providing quality education and alleged conspiracy to deny the workers of the institution their right to wages.
Addressing journalists in Benin, the Edo State capital, on Thursday, the zone described the deplorable condition of LAUTECH as pathetic, adding that the university had continued to deteriorate, despite being owned by two state governments.
The Zonal Coordinator, Prof. Fred Esumeh, stated that the non-payment of the outstanding 10-month salaries of the workers, poor infrastructure, over-bloated population, outrageous fee regimes and inadequate staff development were unacceptable.
Esumeh also lamented that, in spite of its important role as a fulcrum upon which growth and development revolved, education in Nigeria had continued to suffer neglect by political leaders.
He stated, "One would have thought that in an ideal situation when a government and, indeed, any establishment engages workers, the workers deserve to be paid their wages. This is not the case in LAUTECH, where the two visitors have shied away from their responsibilities and have conspired to deny the workers in that university their right to wages.
"It is, therefore, our view that what is left for these visitors (governors) is to honourably resign for not meeting up with what is expected of their offices."
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5 Crowns the Believer Can Win
We cannot get very far into our study of "crowns" without realizing that the five crown mentioned in the epistles of the New Testament were preceded by one crown in the gospel records— Jesus' crown of thorns. What an act of incredible grace that Jesus bore the crown of thorns so that we might bear an incorruptible crown of life, glory, righteousness, and rejoicing!
Much has been stated as to how Heaven will be affected by all of these crowns, yet how could we not assume that there is only one reasonable thing to do with them— we shall cast our crowns at Jesus' feet! (Revelation 4:10)
The Crown of Rejoicing
The Bible says, "For what is our hope, or joy, or crown of rejoicing? Are not even ye in the presence of our Lord Jesus Christ at his coming?" (I Thessalonians 2:19)
Ancient Egyptians were known for their elaborate tombs and burial practices. One of the more remarkable characteristics of Egyptian burial is what was placed in their tombs. Archaeologists have found food snacks, clothing and jewelry, chariots, oils and ointments, weapons, games, and protective amulets. You never know what you might need in the afterlife…so they thought.
The Apostle Paul knew exactly what he was taking to Heaven. He would not need food, clothing, or protection where he was going. The Egyptians were going to the underworld: Paul was going to the Glory World! There, he would be cared for by the Lord Jesus.
His bags were not packed, so to speak, but he was ready to depart. And departing, he would certainly have one thing to take with him— people. Paul understood that the thing that we take to Heaven with us are the men and women we have led to Christ. That is all, and that is all that matters! The things of this earth will vanish, but one thing remains— the soul of man and those who seek to win them.
The prophet Daniel noted, "And they that be wise shall shine as the brightness of the firmament; and they that turn many to righteousness as the stars for ever and ever." (Daniel 12:3)
If you departed for Heaven today, who would you meet there or hope to be following you there because of your Christian witness? This is the crown of rejoicing, and you and I can win it. Let's share the Gospel with someone today. Selah!
The Crown of Life
The Bible says, "Blessed is the man that endureth temptation: for when he is tried, he shall receive the crown of life, which the Lord hath promised to them that love him." (James 1:12)
The word James uses here is peirasmos. The English word is "temptation." The word literally means, "a putting to proof, an experiment, or a trial." "Blessed is the man who through obedience proves his faith through its trial." In other words, when storms come and sins knock at your door, does your faith pass the test?
For these believers, their faith was tested, not by losing their parking spot in the church lot but the threat of death if found to be a Christian. They were going to receive the crown of life if they remained faithful to Christ when their faith was placed on trial by a pagan culture.
We view temptation as the test itself, but how does the Lord who purchased us feel? When we say "no" to sin we are saying "yes" to Him! When we boldly proclaim Christ in our witness, rather than cowering to the pressures of silence we tell the Lord we are not ashamed of Him. When we live for Him, we say more through our life than our lips. If we are faithful and pass the test, to us will be given the crown of life.
To the church of Smyrna John the Apostle wrote, "Fear none of those things which thou shalt suffer: behold, the devil shall cast some of you into prison, that ye may be tried; and ye shall have tribulation ten days: be thou faithful unto death, and I will give thee a crown of life." (Revelation 2:10) This is the martyr's crown. This is the faithful's crown. Selah.
The Incorruptible Crown
The city of Corinth lay on a four-mile-wide isthmus that separated the Mediterranean Sea from the Aegean Sea. Of cities of greatest importance during the times of the Apostle Paul, only Rome and Alexandria exceeded Corinth.
Every two years the Greeks celebrated the olympic games in Olympia, Greece, and beginning in the sixth century BC, every non-olympic year, games were also held in Corinth. Known as the Isthmian Games, these games were held in the Caesar's honor, and participating male athletes not only competed for national pride, and financial reward, but also to receive a reward from the Caesar himself.
In our text today, Paul uses this sporting analogy for spiritual purposes, supposing that every Corinthian was well-aware of his application. "Know ye not that they which run in a race run all, but one receiveth the prize? So run, that ye may obtain. And every man that striveth for the mastery is temperate in all things. Now they do it to obtain a corruptible crown; but we an incorruptible." (I Cor. 9:25-25)
We, too, as God's people, have entered the arena of time to appear before the Lord Jesus Christ. These spiritual games, held in every county, town, and municipality world over, are designed for the glory of God, and like the Greek athletes of old, we compete whole-heartedly for the prize. We, like they, should lived a disciplined life and run with all of our might so that we may please the Lord Jesus Christ!
They did it for a wreath of celery or pine leaves. We, if we are faithful, will receive an incorruptible crown, which will never know corruption! So, strive! Run! Give it all you have today! The games are short and life is but a vapor! "Only one life will soon be passed; only what's done for Christ will last." Selah!
The Crown of Glory
One of these days the Great Shepherd, the leader of our souls, shall return for His own, and among His populace of sheep are under shepherds. These are the men God used to help guide us on our journey towards Heaven. Called pastor, bishop, or elder, the man of God who has preached unto you Jesus will receive a crown of glory if he feeds the sheep and lives a faithful life.
The life of the shepherd and the life of the sheep are indelibly linked. Have we not all as sheep been drawn closer to the Great Shepherd because of the ministry of our pastors? As he has fed us the bread of life, prayed for us, encouraged us, exhorted us, and loved us, he was also equipping us to enjoy the journey and to endure the struggles that endanger the sheep.
Pray for your shepherd. Encourage him. Bless him, for it might just be that as you empower him towards his crown of glory that he empowers you towards your crown of glory, life, rejoicing, and righteousness.
The Crown of Righteousness
It is quite typical for men and women looking death in the eye to say the truest things. Life, both retrospective and prospective, seem to come into clearest view when seen at the very end. George Best, considered by Pelè to be the greatest footballer of all time, died at the age of 59. Womanizing and drinking all but sealed his early fate. His final message to the world? "Don't die like I did."
It is little wonder that the Scriptures record, " Precious in the sight of the LORD is the death of his saints." (Psalm 116:15) There is nothing in the world like seeing a believer slip from the bonds of earthly suffering into the glory world of God's delight! Said John Quincy Adams at death, "This is the last of earth. I am content."
The Apostle Paul had now reached the end of the line. He who had traveled throughout the world sharing Christ knew that he was about to see Christ. The Lord that he longed for would not much longer delay.
He said, "For I am now ready to be offered, and the time of my departure is at hand. I have fought a good fight, I have finished my course, I have kept the faith: Henceforth there is laid up for me a crown of righteousness, which the Lord, the righteous judge, shall give me at that day: and not to me only, but unto all them also that love his appearing." (II Timothy 4:6-8)
Paul lived longingly— longingly to see the Lord Jesus. Of all New Testament writers Paul gives us the clearest picture of Christ's return. Every time he wrote these truths down he must have said in his heart, "Even, so, come. Lord Jesus, come!"
You can win this crown of righteousness! Begin today praying in your heart, "Lord Jesus, I long to see you! Even so, come! Amen." Selah!
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Daniel & Marie Cox are best friends, soulmates, and co-laborers in the ministry. They and their four children live in Florida, where they have established a church, a private, Christian school, and a fun-loving family!
March 2019


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Research Areas
Information saknas
Publication Details
Författarlista: Håkansson Lindqvist, Marcia
Publikationsår: 2019
School leaders continue to develop their practices through educational leadership and professional learning in schools as organizations. This proposed paper explores texts (N=35) on development projects written by school leaders in the final stage of their work in the Swedish National School Leaders' Training Programme. Preliminary results of the text analysis show that school leaders have chosen to study own leadership in areas such as support for students with special needs, projects and activities to promote teachers' professional development, policy documentation and analysis, and digitalization. These results paint a picture of prevailing issues for school leaders at present. These insights may be of importance when striving to create a stronger link between practice and research in training and professional development for school leaders in the future.
Information saknas


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New Delhi [India], October 23 (ANI): The promotional poster game for 'Stranger Things' continues to get stronger day by day.
The streaming giant Netflix shared a new poster for the upcoming season of the hit series, this time in the signature illustrated style as the first poster for the series.
The streaming service posted the poster across its social channels that features its ensemble cast looking on in nervous anticipation.
5 days. #StrangerThings pic.twitter.com/2Qo5okOJgm— Stranger Things (@Stranger_Things) October 22, 2017
In the poster, Eleven (Millie Bobby Brown) looks intense as she unleashes her powers on something unseen.
Will Byers (Noah Schnapp) looks absolutely terrified, while his friends Mike (Finn Wolfhard), Lucas (Caleb McLaughlin) and Dustin (Gaten Matarazzo) are suited up as Ghostbusters on their bikes.
Joyce Byers (Winona Ryder) looks worried as she holds a drawing of the looming monster, presumably drawn by her son.
The poster also teases the increased prominence of Will Byers (Noah Schnapp), who was sucked into the Upside Down and largely absent last season.
The final 'Stranger Things' Season 2 poster has the new monster, who has come to be referred to as the thessalhydra for the time being, looming large over images of the citizens of Hawkins, Indiana.
Finally, at the very bottom, a pumpkin patch is totally rotted, perhaps being destroyed by The Upside Down.
The second season of 'Stranger Things' lands on Netflix on October 27. (ANI)


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Radio Music Society is Esperanza Spalding's fourth album and follows the highly appreciated and successful "Chamber Music Society" from 2010. At only 28 years of age the sexy and confident Esperanza is already a very accomplished musician, shining not only as a vocalist but also as a bassist and songwriter. In Radio Music Society she goes on to demonstrate that she is more than just a pretty face.
I have a soft spot for decent opening tracks and "Radio Song", an interesting, if "all-over-the-place" tune that does a good job of setting the tone for the entire record, summing up its qualities (the clever intertwining of musical genres, her pleasant voice and more than capable bass playing, and her original approach to her topics) as well as its shortcomings (the somewhat too straightforward lyrics). The record is structured in a very intelligent way: the first tracks, like "Cinnamon Tree", "Crowned & Kissed", "Black Gold" and "I Can't Help It" are instantly catchy and easy-to-love, transcending the Jazz genre and bringing in elements of pop, rnb and soul and even some hip-hop (at times she almost sounds like she is rapping) making it very easy to get into the feel of the record even for those less familiar with Jazz. As the album progresses the songs become, for lack of a better word, more "serious" and complex, culminating with Spalding's bold and, I think, very successful take on Wayne Shorter's "Endangered Species".
A key aspect of the record and one that makes it stand out is Esperanza's songwriting and her pretty ambitious effort in approaching certain topics. The lyrics are, like I stated before, sometimes a bit too straightforward and end up taking away from what could otherwise have been good songs: "Land of The Free" and "Let Her" come to mind. The latter, with its most unfortunate use of "phone conversations" is in my opinion the only weak song on the album, rescued from being terrible only by good instrumentation. But her use of very straightforward lyrics can also yield very positive results as can be seen in great songs like "Black Gold":
Think of all the strength you have in you
From the blood you carry within you/Ancient men, powerful men
Builders of civilization/Hold your head as high as you can
High enough to see who you are, little man
Life sometimes is cold and cruel
Baby no one else will tell you so remember that
You are Black Gold, Black Gold
The same is tue of "Crowned & Kissed" (co-written with Algebra Blesset) where Esperanza sings:
Where is the throne
For you, whose tender strength can heal a thousand souls
Everyone you touch turns to gold
Many have tried, but you're the one whose noble touch has gently pried
The sword from my heart
Once you, put a smile on the sun
Once you, paved the road for everyone
And you, shed the worries of another
And you, lay your burdens down
Don't even make a sound, don't worry about a thing
I'm here to love you
My kisses are your crown and I'm your queen"
When Esperanza sings about love and commitment the words carry dignity and strength, a remarkable quality in such a young singer and a far cry from lesser musical declarations such as the abysmal "if you like it then you should have put a ring on it". The album closes off with "City Of Roses" and "Smile Like That", again two instant charmers which are bound to send the listener off with the desire to listen to it all over again. "Radio Music Society" is another impressive offering from Esperanza and, no-doubt, an important step forward on the road to leaving a very serious musical legacy.


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