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BOSTON , Mass. – The VCU Men's Soccer team lost 2-1 to host Northeastern University in a hard fought contest by both teams on Saturday night at Parsons Field. It was the first Colonial Athletic Association match for both institutions.
"I thought Northeastern played a great game," said VCU Head Coach Dave Giffard. "They are an experienced and hard working team who fought hard tonight to earn three points. We made several key mistakes and unfortunately paid for them. We are a young team who will continue to learn from our mistakes."
The early going was an adjustment for the Rams (5-4), as tonight's contest marked the first time the team has played on an artificial surface this season. The Huskies (5-1-1) took full advantage of the situation, as the hosts tallied a goal in the seventh minute of play. Ricardo McDonald tallied his third goal of the season off an assist from Top Phataraprasit.
VCU earned a penalty kick attempt just a minute later, as junior forward Yoram Mwila dribbled through several Northeastern defenders before being taken down inside the left side of the 18-yard box. Mwila stepped up to take the chance from the penalty spot, but his attempt was saved by Northeastern goalkeeper Oliver Blum.
The Rams tied the contest at 1-1 in the 12th minute of play, as senior defender Nick Rich played a low cross from the right side of the field close to the right corner kick spot. The ball skipped off the turf and bounced off a Husky defender; sophomore forward Jason Johnson was there to capitalize on the loose ball with a nifty toe poke into the right side of the goal.
The pace of the game slowed down following the VCU goal, with each team only recording one dangerous chance throughout the rest of the half.
Northeastern's best chance came in the 21st minute, when Mike Kennedy fired a booming shot on frame that sent VCU senior goalkeeper Josh Pantazelos sprawling to his left. Pantazelos deflected the shot, but let up a long rebound. McDonald pounced on the loose ball, and with Pantazelos still on the ground, fired a shot on goal; but sophomore defender Garrett Harvey rushed to the goal line to stave the shot away from the goal and out of play.
The Rams earned a free-kick just outside the 18-yard box following a great hustle play from midfielder Ragnar Leosson, as the freshman out manueverd a pair of Northeastern players before being taken down. Freshman defender Juan Monge Solano's attempt on the free-kick was blocked by the Northeastern wall, which fell to the area where Johnson was standing. Johnson hit a shot towards the bottom left corner but Blum was there to make the save.
At the end of the first half of play, Northeastern held a 10-5 shots advantage and earned five corner kicks compared to one for VCU.
The Rams had a chance for a breakaway just four minutes in thwarted by a handball on a Northeastern defender. Junior defender Brad Seymour played a long ball from the defensive end towards the left corner of the field with a VCU attacking player streaking down the left sideline. The handball allowed the Huskies to take away the momentum from the play, which ended with a shot wide of the goal on freshman Mario Herrera Meraz's free-kick attempt.
The Huskies tallied the game-winning goal in the 68th minute of play, as a VCU defender was called for a foul inside the team's own 18-yard box. Kennedy took the attempt for Northeastern, converting the chance, but was called back for a second attempt following an encroachment call on a Northeastern player. Kennedy converted the second attempt as well, giving the hosts the 2-1 lead.
Northeastern outshot VCU 20-12 in the match and held a 10-3 corner kicks advantage.
Pantazelos finished with four saves in 90 minutes of action for the Rams, while Blum staved off six shots for the Huskies.
"The CAA is a very tough league from top to bottom and no one is going through without a loss," added Giffard. "At this point, we still control our own destiny and just need to get back to work and keep growing."
VCU will continue CAA play this upcoming Saturday at Sports Backers Stadium for a home contest against George Mason University at 7 p.m.


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Growing up in England, I was never really convinced as a child that God was an old bearded fellow living in the clouds just waiting to catch me doing something wrong. And if I did, a strong thunderous voice would emerge from the ether, shouting, there, got you!... followed by a wallop from his long wooden cane. Control by fear has never been the best form of motivation in any arena, and it seemed to me very unlikely that the The Almighty would have to resort to such scare tactics!
The Day of Judgement has been mentioned in just about every religion. Its not one of those things we like to talk about, and for sure no one has an exact handle on what actually will happen on that day. But suffice it to say that there will be a time when we will have to answer for our actions and we will be rewarded or not depending on our deeds. Yes, we are certainly responsible for our actions, but do we really suffer at the hands of God? My opinion (and probably also my preference) is that, although there will surely come a final day of judgement when we have to hand in our account books to God, we are also paying smaller fines now. Do we have to wait in fear and hope of the last day, when we will find out whether we have won or lost the lottery? Or is there a subtle GPS system constantly at work, giving us feedback as we go along?
Leaving the last day aside, there could be no greater punishment than losing ones happiness in this moment now. The pain of making mistakes and having to pay off our small debts along the way is our internal guidance system helping us to improve ourselves. Together with happiness, we lose our judgment, we lose our clarity; these are all small consequences for breaking the laws of harmony, or peace, or love or kindness etc.
Punishment is only a natural and automatic consequence of us breaking spiritual laws. As we lose our happiness through our wrongdoings, our conscience is stricken and we strive to get ourselves back to that place of inner peace again. And its a good thing that we have this constant inner guidance day after day, its designed to prevent us from straying too far away from the track. Yet it will only work if we pay heed to our own friend and conscience, our inner voice.
For those who cannot tune in to their inner guidance system, it means that they have gone too far down the wrong road, their conscience has been killed, and that is a very sad state of affairs. No conscience means they will have a really hard time improving their soul and balancing their spiritual bank account. So on our journey to that day, if we are feeling the consequence of our actions, it is only our soul yearning to return back to that original pure state when the slate was clean. For example, if we did not feel pain in the body, we would not know there is something we need to give our attention to. In the same way, pain in the soul directs our attention towards what needs cleaning or tidying or fixing within the soul.
We cannot get away with doing what we want, and not be accountable for our actions. No law states that not any physical or spiritual law. So for sure that day will come when justice will be done, on earth as it is in heaven. This is why God is also remembered as the Supreme Judge. Why does every soul on earth remember God at least once in their lifetime, even if its during their final moment? Because the Supreme Judge, the Lord of Righteousness, appears as a mirror in front of us for us to measure ourselves against. And only the Righteous One can reveal to us our faults. It is then that we may have a deep sense of regret that we left it too late. The Holy Koran refers to ... The day when their tongues, their hands, and their feet will bear witness against them as to their actions. It will be a day when everything is revealed to all, and the sorrow in the soul will be the real consequence, or punishment.
The only way to experience a good Day of Judgement is if I have been good all along; that I have ensured that our every moment is spent in a worthwhile and righteous way now. I dont believe God is faulting us for our vices, since we receive the pain of that here and now. He is faulting us for not striving to our highest perfection, for falling short of what He knows we can achieve. I believe our greatest pain in the end will not just be because of the sorrow we have given to others, but because we did not live out our full potential in the soul. Every soul is created full of divine virtues and powers. And this will be the greatest regret that I did not love when I could have, I did not respect, I did not give, I did not use my power in the right way, I did not live my truth, when I easily could have!
God is the Ocean of Love. He teaches us with love and if we do not learn, then we bring on the consequences for ourselves. Its Time... to listen to our conscience and to learn from our mistakes. Dont leave it too late! God is the Ocean of Love. He teaches us the laws of life, and if we do not heed to them, then there are always consequences!
'It's Time...' by Aruna Ladva, BK Publications London, UK

subset: commoncrawl


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Children of North Korea
Girls walking home after a performance at the Children's Palace, Pyongyang, North Korea.
I'm going to be busy for the next few days as I get my ship ready for arrival in port and the shift to the shipyard period in Durban, South Africa. I'm also busy saving and transferring over some old writing pieces, and deleting old blogs and photo hosting sites. Best I will probably do here for the next week or two is post a daily picture.
4 responses
It is such a shame what some children have to endure. I wish the world community could really do something about the leadership in North Korea.
Your photography on your site is amazing.
November 26, 2011 at 4:17 pm


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Sir George Williams Campus
Room H-645 (see map)
Henry F. Hall Building
1455 De Maisonneuve Blvd. W.
Consent campaign
Get consent. Ask. Listen. Respect.
Silence is not consent! The absence of "no" is not consent! Any unwanted, non-consensual, sexual contact is sexual assault. There are a range of behaviors and actions that fall under the definition of sexual assault. Sexual assault is not only unwanted penetration (rape), it is also any unwanted contact such as touching, kissing or grabbing.
Consent is an agreement between all participants. It must be mutual, voluntary, informed, sober, and ongoing.
One of the most important things you can do is ask for, and ensure you have, your partner's consent. The word consent means to 'agree' or 'give permission'. In a potential sexual situation it is very important that you ask your partner for consent and receive a positive verbal response before any sexual contact occurs.
Consent must be:
- Mutual: everyone involved has to agree.
- Informed: everyone involved needs to know what they are consenting to.
- Continuous: your partner can change their mind at any time.
- For every act: just because your partner said yes to one sexual act doesn't mean they have consented to every sexual act.
Consent campaign
Take a look at our consent campaign, Get consent. Ask. Listen. Respect, developed by students for students.
Shared with permission.
Produced by Blue Seat Studios
Script - Rockstar Dinosaur Pirate Princess ... Animation - Rachel Brian ... VO - Graham Wheeler


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If you drive a luxury car, you want it to look its best all the time. Keeping it clean and detailed is important if you want your car to really sparkle and shine, and you might spend a lot of time cleaning it yourself. However, other than light cleanings, it is best to take your car to the dealership to have it detailed. You might think that you can save money and still keep your car looking great by doing it yourself or hiring someone from a local detailing shop to do the job for you, but these are a few reasons to take it to the dealership instead.
Preserve the Paint Job
First of all, having your car properly cleaned and waxed will help you preserve the paint job. A certified dealership will know the best products to use on your car's paint job to get rid of bird droppings or debris that could cause permanent damage. Plus, someone from a dealership will apply a good wax to help protect your car from the elements. This will help you keep your car's paint job looking like new for as long as possible.
Avoid Accidentally Damaging Your Vehicle's Paint Job
Not every detergent or cleaning method should be used on your luxury car. For example, dish soap or other cleansers might damage your car's protective coating, and washing your car with the wrong brush or cloth could cause scratches.
Different cars have different needs, and it's best to use a special cleaner on your luxury car to prevent damage. Luckily, someone from your local dealership's detailing shop will know exactly what to use to make your car look great.
Ensure Your Warranty Will Cover Damages
Things happen to paint jobs on cars all the time. There could be a defect in your luxury car's protective coating, for example. If you need to have your car repaired and if you want these repairs to be covered by your warranty, it is best to have your detailing done at the dealership. Then, if something goes wrong, you won't be blamed for any scratches or other damage because you can prove that you've always had your car detailed by someone who is qualified to do the job.
As you can see, it is best to take your luxury car to a dealership to have it detailed. Luckily, most dealerships offer detailing services that are specifically tailored for your vehicle make and model. For more information, talk to company like Autobahn Service Inc. - Porsche Specialist.Share


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AUTHORITY and power, primacy and supremacy, ascendancy and dominion – such are the common understandings of the reality of Sovereignty.
The one with ruling predominance and in possession of command, the one in tenure of supreme control and dominion – such are the standard attributions of a Sovereign. And such is the fundamental significance and implications of Article II, Section I of the 1987 Philippine Constitution: "The Philippines is a democratic and republican State. Sovereignty resides in the people and all government authority emanates from the people."
Who is the Chief Executive in the Philippines? Who are the sitting members of the Legislative Department? Who are the supreme constituents of the Judicial Department? These are directly or indirectly, nationally or locally elected by the sovereign people of this country.
From the above-quoted constitutional provision and its basic consequences, rather relevant and respectful questions can be asked such that reasonable and tenable answers thereto are also required in the interests of objective truth, real justice and tenable peace.
Question 1: What if the candidates for election are in fact and in truth incompetent for the elective offices they are aspiring for?
This question is rather realistic, not merely theoretical. So it is that a big number of elected public officials – particularly in the Senate and Congress – are usually but spectators if not frequently absent during sessions as a matter of course.
Question 2: Why is it that no psychological tests of any kind, with the proper IQ result, is required among those running for political offices?
If psychological tests of one kind or another are required from those applying for professional ventures as well as for vocational aspirations, why is there nothing at all for those presenting themselves for elective public Offices?
Question 3: Why is it that elections for national, regional and local positions are by and large popularity contests instead of the personal attributions of the candidates?
When someone is known for dynastic reason, for sports ventures, for movie appearances and the like, the same has a much bigger chance of winning the elections instead of those capable for the elective political Offices concerned.
Question 4: What if a candidate has and in effect uses his/her wealth, work on their dubious connections and errant influence precisely to win the elective position they desire?
This question becomes truly relevant when through no fault of their own, a relatively big number of electors in the country wallow in poverty plus their lack of objective knowledge on the what and why of the candidates.
Question 5: What if the elections are rigged one way or another such that after all investigations and inquiries are done, the unelected candidate still assumes the office they covet?
Electoral cheating – particularly through manipulation of the electorate plus the further manipulation of election machines – appears to have become the norm in this country before, during and after the elections.
Sovereignty resides in the people?/PN


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Before I get started with the reason that I am writing this post, I just want to say that this is not my attempt to speak against (or for) smoking. I am not passing judgment against smokers. I am not telling people that they should not (or should) smoke. This is just a story about my life and how it relates to my writing and editing of the Book with Amanda.
I live in a low-rise building with lots of huge windows that let in a tremendous amount of light and air. There are huge balconies that give residents the opportunity to relax in the sunlight (or the shade, depending on the time and the day). In my case, I use the space for a massive veggie garden.
When I write, I enjoy seating myself next to the largest window in my home, nestled into a comfy chair with my feet up on a stool. I like having the windows open so that I can enjoy the fresh air and listen to the wind in the trees (which is very audible right now as the leaves are changing and have more of a "rustle" to them), the many different kinds of birds that have nested in those trees (or that simply come to visit), and that one irritating cricket that chirps day and night. Give up, little guy. If it hasn't worked by now, it never will!
Three times every hour, this experience also exposes me to the smell of cigarette smoke, as other residents light up and puff away on their balconies or outside in the beautiful gardens on the property. As much as I appreciate that they are headed outside to keep the smell – and associated ickies – out of their part of the building, it inevitably means that it enters back into mine through my large, beautiful open windows.
I have looked into air filters of all kinds (there is not a single one on the market that filters out cigarette smoke, as the particles are far too small – so don't get suckered in by any marketing campaigns that claim otherwise!), and I have tried a steady routine of opening and closing windows in different patterns, depending on the smoker and his or her location.
Although I am a low-level health nut (in that while I try to eat healthy, exercise, and not smoke, I haven't crossed the line, yet, into full-out nuttiness), I'm not going to take this time to complain about what this is doing to my health. I'm not even going to complain about what my neighbours are doing, as smoking is perfectly legal on private property in Canada, and this is not a no-smoking building.
What I am going to complain about (get ready for it, I know you are just dying to hear my complaints!) is that with all this stink, concern about my health (did I mention I'm a low-level hypochondriac, too?), and window opening-and-closing, it's really taking a lot out of my day! It is distracting me from my ability to work and it is taking away from my extra time that I would otherwise use to edit the Book!
My characters are victims of my involuntary smoking! Maybe my next step should be to create a digital cigarette filter that can save them from the effects. But will Health Canada approve? Hmmmm. 😉


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Chhattisgarh is a province in south central India. Hinduism is dominant in this province at over 94%. Since last year's election Bharatiya Janata Party, a Hindu political party, Christian persecution has increased especially in Chhattisgarh. A church in the small town of Mahota was attacked. Christians have been denied food and water. There has been strong opposition to Christian evangelism and outreach. Yet, many in Chhattisgarh have never heard the gospel. This province remains mostly rural and underdeveloped. Dalits and tribal make up most of the population. These people are poor and uneducated.
Audio and films are most effective tools for evangelism. The growth of house churches are increasing.
Pray for the gospel to spread through suffering. Pray for those that are currently being persecuted. Pray for them to be strong in their faith. Pray for the churches there to use their resources effectively for helping the poor and sharing the gospel with poor. Pray that the gospel gets shared with Hindus persecuting the church.
Praise God for recent people accepting Christ here albeit small.


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- UK Edition
- US Edition
More from this series
Ash Mistry
Ash Mistry and the City of Death
In this fast-paced sequel to ASH MISTRY AND THE SAVAGE FORTRESS, Ash and Parvati join forces once more to track down Lord Savage in Kolkata. But to get what he wants, Ash must make a deal with his archenemy.
Three months after returning to England, Ash Mistry is trying to get back to normal life, like high school and finally getting up the courage to ask Gemma out. But Parvati returns to let him know that Lord Savage is about to execute another evil plot. The Koh-I-Noor diamond, a powerful and divine super-weapon, has been stolen from the Tower of London and is to be sold to Savage. With the diamond, Savage could wreak havoc on the world and bring back the dead. Ash sees his chance to finally stop Savage, so he and Parvati set out to find the Koh-I-Noor before Savage does.
But in their quest to stop Savage, they are attacked by his people and Ash's friend Gemma is killed. Devastated, Ash blames himself for her death, and decides they should use the Koh-I-Noor to bring her back to life. But in order to get the diamond and save his friend, Ash must work with Savage, the only one who knows how to use the super weapon. As Ash gets pulled deeper into Savage's plans, he confronts ancient powers, long-destroyed kingdoms, and even his friends. Will it all be worth it in order to bring Gemma back to life?
Rights details
UK/Commonwealth/English-language Europe: HarperCollins UK (Feb 2013)
USA/Canada: Arthur Levine Books, Scholastic USA
Good news
YALSA Best Fiction for YA 2013
Nominated for YALSA's Best of 2013 listing. http://www.ala.org/yalsa/bfya-nominations
The Author
Sarwat Chadda
Sarwat Chadda was raised on stories of Saladin, Richard the Lion-Heart and the Crusades, viewed from both sides, and started out writing role-playing game scenarios. He was a senior engineer in a past life, but now writes full time. His YA novels, DEVIL'S KISS and DARK GODDESS, were published in a number of countries and received stellar reviews. His MG novels in the ASH MISTRY AND THE SAVAGE FORTRESS trilogy were published in both the US and UK, and his fantasy trilogy – SHADOW MAGIC, DREAM MAGIC and BURNING MAGIC – publish with Disney-Hyperion under the pseudonym Joshua Khan.
Sarwat has also written for the 39 CLUES and SPIRIT ANIMALS multi-platform series, published by Scholastic, and he has written a number of action-packed texts for graphic-comic publisher Graphic India.
Sarwat lives in London with his family.


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Chennai: An 18-member UK Healthcare delegation will be in Kochi on September 23-24, 2014 to explore technology, skills development and research relationships with hospitals and healthcare entrepreneurs in Kerala.
In a statement, Bharat Joshi, British Deputy High Commissioner, Chennai said, "The British government is delighted to host this important UK healthcare delegation to Kochi. Healthcare is a pillar of our relationship with India and I welcome our ever closer partnership in healthcare and other areas with Kerala. I hope that Kerala-based institutions will identify specific themes where they can work with the UK to improve care management in Kerala and beyond."
The UK delegation to Kochi includes:
- Careaxes: healthcare data management, software for healthcare documentation.
- CK Group: hygiene management, including sanitising critical care facilities.
- CyberLiver: smart tech for liver health management.
- Diabetacare: efficient, effective diabetes management.
- Hewitt Fertility Centre: IVF – selection of the best embryo for implantation (lowest percentage of multiple births for a fertility clinic in the UK. Important because multiple births linked to higher rates of conditions such as cerebral palsy).
- Liverpool Women's NHS Foundation Trust: largest specialist women's hospital in Europe.
- Hull & East Yorkshire Hospitals NHS Trust: one of 15 Academic Health Science Networks by NHS England to streamline diffusion of healthcare innovation and collaboration. A dynamic partnership between 48 NHS organisations, 12 Universities, 3 Medical Schools and industry. A key focus area in India includes healthy ageing.
- International Federation of Healthcare Professionals UK: Managing scale, reducing costs and improving delivery systems in healthcare.
- Surrey & Borders Partnership NHS Foundation Trust: specialist mental health, drug and alcohol and learning disabilities care. Neurodevelopment services for children and young adults with autism and related disorders.
- TexRAD Ltd: algorithm that quantifies textures in medical images to improve decisions in cancer management.
In Kochi, the UK healthcare delegation will visit Lakeshore Hospital, Aster Medcity and meet Kochi Medical Trust. They will visit StartUp Village for a discussion on commercial incubation of healthcare innovation. They will also meet a wide range of healthcare professionals and institutions from across Kerala, at a networking event organised by CII.
Kerala Biz News
Image a poster of the Great British Festival held in Kerala earlier this year


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This is a very powerful ingredient that becomes more and more popular in skincare world. Many call it a fountain of youth.
First I've heard of it as of the perfect filler for lips and face in general. It easily removes the wrinkles you have under your eyes, forehead and anywhere on a face. It also makes face look moist and gives it a teenage turgidity.
Let's see what Hyaluronic Acid is!
An average adult body contains 15mg of hyaluronan and one-third of it gets degraded every day. This acid works as a lubricant and helps the skin to retain collagen, hold the moisture in the skin, eyes, and joints. It helps the skin cells to communicate smoother and helps skin itself to stay more elastic. As the years pass by, our face loses the significant amount of HA and doesn't do well in retaining the necessary moisture and as the result, our skin gets dry, thin and sagged. Because of that, the face starts losing firmness. Hyaluronic Acid is best at keeping moisture in between the skin cells (0.03 ounce can hold 5-6 liters of water). HA also works as a great antioxidant to protect the skin from the harsh environment (such as gasses in the air, chemicals, and even UV (sun damage) effect). HA is great for sensitive skin and can even help with redness on the blemish-prone skin.
Hyaluronic Acid plays the vital role in keeping the youth appearance, making skin silky, smooth and radiant.
There are a many ways people use HA. The most popular are:
-You can find HA in the serums for a face to reduce wrinkles and signs of aging, like Hyaluronic Acid Serum by Radha Beauty.
-In the anti-aging day and night creams, or combination of it (as a lazy option), like Super C-22 Moisturizer with Vitamin C & Hyaluronic Acid by Body Merry.
-Eye drops. Our eyes are very sensitive and getting dry even faster than our skin does, especially in a cold weather. The tears that occasionally come out of your eyes are attempts of your body to moisturize your dry tired eyes. You can help your eyes to stay moist and healthy by using lubricant eye drops, like Hylo-Forte Intensive Lubricating Eye Drops with Hyaluronic Acid.
-HA is used as an injection to relief the pain in joints. There are also supplements to help your joints, like Source Naturals Hyaluronic Joint Complex.
-Lotions with this ingredient help with scaled skin, like Hyalogic Episilk Hand & Body Lotion with Hyaluronic Acid, Shea Butter, and Jojoba Oil.
Cosmetologists do the HA injections all over the face to remove all signs of aging, including wrinkles and sunburn damage, so the face looks young, moist and fresh.
And remember, always check the side effects before using the product. Hyaluronic acid in skin care is usually made from the bacteria in a laboratory or bird protein. Therefore, in the case of allergies or special health conditions, it may not work out good for you.
Other than that, HA is my new obsession and I am very satisfied with the results.


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Today, we are excited and humbled by the many applications we received for the 2011 U.S. Partners in Learning Innovative Education Forum (IEF). Below are the finalists selected in Round 2 for this year's forum that will be hosted on Microsoft's main campus in Redmond, WA (July 27-29). This group, along with finalists accepted in Round 1, rounds out the field of just over 100 educators representing innovation in K-12 classrooms across the United States. Check out the press release here, but more importantly, scan the inspiring work being done by educators in classrooms across the country in the short descriptions below.
Each of these educators will visit Redmond this summer for an opportunity to collaborate, learn and exhibit their projects. A select group will then go on to represent the U.S. at the 2011 Partners in Learning Global Forum in November in Washington, DC which brings educators from around the world.
I will be posting on a number of these projects in the weeks leading up to the event as I have done here recently, noting the limits on my simple human capacity will not enable me to document them all, we will be finding creative ways to share more details on these amazing educators and their work in the coming months.
And here are the round two finalists…
Donna Mackin, St. Paul's Episcopal School (Mobile, AL)
Project: Microsoft Office vs. Google Docs
To encourage exploration, critical thinking and analytic skill development Ms. Mackin's class evaluated, discussed and defended opinions on various software programs used in their school. Students compared and contrasted Google documents with Microsoft Word, creating their analysis in Microsoft Excel. Students then documented and shared their findings with the class.
Jason Arthur, Highland Tech High School (Anchorage, AK)
Project: Combat Fishin'!
Combat Fishin' is a project that incorporates many areas of technology and mathematics to teach students how to analyze data and make predictions about the future based on that data. Students first mine data from the Alaska Department of Fish and Game fish count database. Using several years of this data they come up with an average daily number of salmon through select rivers over the course of a seasonal salmon run. With those averages, they create a quadratic regression function and graph to illustrate approximate beginning and ending dates of the run along with a prediction of the peak date for the number of fish on any given year analyzing all of this data with Microsoft Excel and Texas Instruments Graphing Calculators. The students take their information and present it to a panel of experts ranging from teachers, administrators, community members, business partners, parents, and others. To increase the authenticity of their projects students presented their findings to Alaska Department of Fish and Game officials and the school Principal (avid fisherwoman). Creativity in the presentations was encouraged with included videos, PowerPoint, and brochures.
Shannon Nuckolls and Niki Hart, Sierra Verde STEM Academy (Glendale, AZ)
Project: Kaleidoscope of Innovative Perspectives
This cross curricular project immersed 7th grade social studies and language arts students with 21st century technology, such as Movie Maker, Bing, Office, and Publisher. They took the role and point of view of different immigrants entering the United States during the Industrial Revolution Era. Working in cooperative families, they researched and compiled information discovering the poverty and hardships faced by many and the great opportunities and wealth of others. By learning of this time period through the eyes of an immigrant the students were able to see the impact that these ethnic groups had on society then and now. Their task was to compile a multimedia scrapbook documenting their life from their homeland to America including the culture and home they left behind, and what led to their decisions to leave. Here more about their class project in this video here.
Suzanne Scotten and Olivia Conn, EV Cain STEM Charter School (Auburn, CA)
Project: The Heroes Project
In this project, students create a short documentary that highlights a "hero," that is, someone who has overcome adversity, or who has done something to 'repair the world.' Depending on their technical skill level, students choose between using Photo Story, PowerPoint and/or Movie Maker to prepare a digital story to share with their peers and school community. Students learn to interact, collaborate, and publish with peers, experts, or others while employing a variety of digital environments and media.
Kevin Crosby, Independence High School (Bakersfield, CA)
Project: Falcon Autistic Solar Team (FAST)
Working with higher-functioning students with autism Mr. Crosby formed a club called the Falcon Autistic Solar Team (FAST) to help peer-tutor other schools about how a solar panel takes radiant energy from the sun and converts it into electricity. The focus of the Falcon Autistic Solar Team (FAST) is to travel to other schools in Kern County, CA and teach their students about how solar energy works combining LEGO solar kits and presentation skills.
Angela Sveda, Ralston Middle School (Belmont, CA)
Project: Eco Poetry
How Can Poetry Protect the Environment? Students create movies to teach their audience about endangered species through poetics: sound, form, delivery, and visualization with the goal of identifying each of the major genres of poetic form: lyrical poetry, narrative poetry, and elegiac poetry and to deliver a poetic recitation with modulation and tone while combining the elements of sound, form, delivery, and visualization into a cohesive group project.
Corey Bess, Valley Middle Schools (Carlsbad, CA)
Project: Teacher Tweets improve student performance
The objective of this research project was to determine whether the use of Twitter in an 8th grade science class would improve student performance. The data suggests the sample population who used Twitter performed significantly better on standardized tests and overall grades compared to the sample that did not use Twitter. This research provides evidence of the power of social media and its effects on student performance. The implications of this research suggest the use of such tools can enhance the learning process and engage students. The author hopes that this research will allow school districts to realize the power of free social media, and its ability to truly speak to the generation of students sitting in today's classrooms.
Daphne Bradford, Crenshaw High School (Los Angeles, CA)
Project: Developing Digital Media Geniuses @ Cal State Dominguez Hills Osher Lifelong Learning Institute (OLLI) Center
Crenshaw High School Digital Media Team students use the skills they've learned in digital photography and video production to teach California State Dominguez Hills Osher Lifelong Learning Institute students (age 55+) how to make digital photo albums and movies.
Corinne Takara, Horace Cureton Elementary (San Jose, CA)
Project: You are here: Street Banner Project
The You Are Here Street Banner Project engages all 5th grade students at Cureton Elementary and one 4th grade class at Hawaii Preparatory Academy in Waimea in a workshop series exploring community identity and geometry through photography and digital pattern design. The resulting patterns were printed as digital textiles used as both furoshiki (Japanese eco-friendly wrapping cloths) and as textiles for art installations. Students of both schools learned about a different community and peer critiqued each other's work using VoiceThread. For the San Jose students, the project will culminate in: 1) A student-led public workshop teaching radial pattern design at Montalvo Art Splash Student Showcase and a textile installation of their fabrics at the Montalvo Arts Center, 2) Digital printed furoshiki wrapping fabrics (San Jose is banning plastic bags from grocery stores in 2012 and this Japanese wrap is a way to introduce an eco-friendly alternative to plastic bags), 3) Collaboratively designed street banners reflecting student ideas of community and, 4) the project web site sharing the various steps of the project and student explanations of designs. In this project students experienced the synergy of art and technology which drives Silicon Valley and they will actively experience the civic workings of their city as they create and submit public banner concepts.
Meg Omainsky, Henry M. Gunn High School (Palo Alto, CA)
Project: STEM Slam
STEM Slam is an online video competition where students make zany and unexpected video demonstrations documenting how they use STEM skills in their lives. This project encourages students to engage with their learning in a manner that is personally engaging and creative. People across the globe can vote online for their favorite videos. This project is a global celebration of STEM learning.
Misty Jones, Sunset Elementary School (Craig, CO)
Project: 3 Scoops
Personal Financial Literacy (PFL) is new to the Colorado state standards. There is currently no curriculum material available for teaching it in the elementary grades, so this teacher created her own. The objective of project is to engage 5th grade students in the creation of an ice cream shop within the classroom to practice and learn about investments, profits and losses, and the management of money. Students used technology to research, survey, create advertising and price sheets, summarize profits and losses, and teach the basics of spending money to their kindergarten buddies.
Laura Voorhees, Hayden Valley Elementary (Hayden, CO)
Project: Diving into the Ocean
In a small community in a rural Colorado mountain town kindergarteners develop a fascination for the underwater world. Sparking their curiosity and interest in sea animals provides them with a sparkle and a love for learning. Ms. Voorhees provides them with multiple opportunities to learn about sea creatures, and become experts, while they learn about an unfamiliar ecosystem. In the unit "Diving into the Ocean," students enhance their reading, writing, and technology skills utilizing their creativity and knowledge. This project combines a grade-level appropriate use of Microsoft Word, while also introducing Skype as the students collaborate and share information with students from different grade levels about these amazing sea creatures!
Shelley Stetler, Adams 12 Five Star Schools (Thornton, CO)
Project: Inquiry Quest: An Inquiry – Based Technology Assessment
Inquiry Quest is a six step, inquiry-based assessment which harnesses the power of the district's eighth grade students' ability to problem-solve, create, and communicate a persuasive message of their choosing through the production of a digital product. Though the initial reason for creating this project-based assessment was to fulfill the NCLB mandate that all 8th graders be assessed for their technology literacy, teachers realized that this project had so much more to offer our students - a chance to take control of their learning and be proud producers of knowledge which is shared with an authentic audience. Being able to choose their own topic has a positive impact on the quality of student projects. Eighth graders have shown passion for topics such as obesity, domestic abuse, global warming and how disrespect is a main cause for so many of world issues. Thanks to tools such as Microsoft's Office suite, Photo Story and Movie Maker, students go from being passive consumers of knowledge to active and excited producers of knowledge.
Lisa Fenn and Laura McDonnell, Roaring Brook Elementary (Avon, CT)
Project: Leap into Learning
Using a multimedia approach to examine and better understand the life cycle of a frog, Ms. Fenn and Ms. McDonnell introduce 1st graders to a Life Cycle web quest designed through PowerPoint, while tracking the tadpoles life cycle in Excel, completing Life Cycle Centers, and a Multiple Intelligence Day focusing on learning the life cycle through a variety of intellectual modes. The students experience the life cycle first hand as live tadpoles will be raised and observed as they metamorphose into frogs. To conclude the unit the class creates a movie in Movie Maker as reporters creating a news show about what they have learned in the unit, and of course, blogging too.
Denise Spence, Dunbar High School (Fort Meyers, FL)
Project: Empowering Today's 21st Century Student for Tomorrow's Global IT Workforce
Dunbar High School's Academy for Technology Excellence program is engaging 9th-12th grade students in developing the essential IT skills needed for today's 21st century workforce. Students in this program are being inspired to think beyond high school and to investigate creative ways to utilize technology in the field of Information Technology. Dunbar's IT program offers students hands-on IT experiences taught by IT certified instructors with an intense 4-year track that leads to industry certification. Students enrolled in the Academy program have the opportunity to earn over 18 industry standard (e.g., Microsoft, CompTIA, and Cisco) IT computer certifications by the time they graduate high school. Students have the ability to directly enter the workforce from high school or advance to the next level of formal education.
Louis Zulli Jr., Center for Advanced Technologies at Lakewood High School (Saint Petersburg, FL)
Project: Center for Advanced Technologies News and Information Portal (CATNIP)
CATNIP is an ongoing project to create a school intranet that integrates campus communication, curriculum planning and facilities management into one site with students working in collaborative teams to develop this school-wide resource.
Sean O'Brady, Sunrise Elementary School, and Michael Winston, Hobbs Middle School (Shelley, ID)
Project: Drama in the Classroom
Drama in the Classroom is the fulfillment of a vision to have children create teaching material. Students are outstanding teachers. They also learn material better if they are teaching or creating content specific teaching material. Drama in the Classroom is an attempt to actively engage students in the learning process. They motivate students through active project based-learning and build a library of materials to visually engage students in a variety of topics. Students work higher level thinking skills as they create PowerPoint presentations, animations, or movies to teach concepts. Curriculum can be tied to the local environment so learning happens in and out of the classroom. A simple movie will address content standards including reading (fiction and expository), writing and editing, the content that is the subject (so far including earth science, life science, literature, and mathematics). The project based approach is effective and efficient. Last, a quality product pays dividends into the future and they are used to teach subsequent classes.
Aaron Fay, Highland Park High School (Highland Park, IL)
Project: The Flipped Classroom
The "flipped" classroom acknowledges that assignments traditionally assigned as homework are usually completed in isolation, and lectures are held in situations which student's peers are all around them. "Homework" will be completed in class with peer and teacher present to assist, but lectures that require focus are to be done as homework. Lectures are videotaped and edited to be less than 15 minutes and posted to a school focused video website (SchoolTube). Students can access lectures through a homework portal as often as needed. Students unable to attend class can still be held accountable for course material but loose the benefit of completing work with peers.
Emily Richardson, Naperville North High School (Naperville, Illinois) and Aubrey Ludwig, Langley High School (McLean, Virginia)
Project: Condense, Synthesize, and Apply: Using Social Media and 21st Century Technologies to Engage the 21st Century Learner
Two educators working across the country to educate and challenge students merging two important academic worlds: critical writing and reading with social media. Addressing the challenge of engaging students to develop and apply their knowledge critically and innovatively. Ms. Richardson and Ms. Ludwig ask students to explore how redefining social media as an application for skill practice allows developing writers to adopt concise writing, eloquently concede opposing points of view, and analytically deconstruct video as well as text. Students develop a working knowledge of relatively new social media forms, including Twitter, Edmodo, Schoology, while using Movie Maker, PowerPoint, Prezi, and student-created podcasts in order to design lessons that engage other students in the process of synthesizing texts and knowledge into thoughtful application.
Don Wettrick, Franklin Community High School (Franklin, IN)
Project: Franklin Film Festival
As part of the broadcast journalism (FCTV) at Franklin High School, the seniors are responsible for the Franklin Film Festival. To more fully engage the students, they produced documentaries involving local stories and used a classic movie theater in town called the "Artcraft Theatre" to showcase the students' talent. The kids are inspired by talking with real movie producers and other documentary film makers and they learn the basics of documentary writing structure. Lastly, and most importantly, we prepare them for the future by providing opportunities and equipment that will be an asset both now as an experience, but also in the future when they make the real world connections. A few examples of films from the past two years include: A film about the national health care crisis, homelessness in Indianapolis, a child with severe disabilities and the impact on the family, a semi-professional baseball players climb to the major leagues, and a designer of prosthetics for war vets injured in Iraq and Afghanistan.
Margaret Simon, Jefferson Island Rd. and Center St. Elementary (New Iberia, LA)
Project: Voices on the Gulf: Using Multimedia to Respond to the Deepwater Horizon Oil Spill
Encouraging students to engage in work that has an authentic audience certainly increases engagement levels and commitment. Ms. Simon asked students to research and apply problem-solving skills to explore the statistics and results the Deepwater Horizon Gulf oil spill given its impact on their state. Elementary students were asked to convert statistics from the disaster into everyday measurements (e.g., the oil spilled equals how many cans of soda?). They used PowerPoint to create original pictures depicting the results of their research and to format a storyboard that would ultimately become a Movie Maker project uploaded to the Voices on the Gulf web project, a site dedicated "…to amplify the voices of those of us who find ourselves on the front lines of the largest oil spill in U.S. history."
Donna Thomas, Sherwood High School (Sandy Spring, MD)
Project: Solving a Real World Problem with Game Design & Development
Sherwood's Transition Academy for Reaching Success (STARS) is an educational, confidence-building venue provided by Sherwood's teaching staff to assist the rising 9th graders in learning more about Sherwood and preparing them for their first year at Sherwood. The curriculum was developed and delivered by Mrs. Christine McKeldin. With the current situation of Sherwood's roof needing replacement, the school is closed during the summer so a group of Computer Science students at Sherwood developed a game to support Mrs. McKeldin's course with the intent of providing incoming freshman with an orientation to their new school complete with virtual school tour and sample classes. Students used Microsoft's XNA Game Studio to develop this interactive school tour.
Saba Ghole, NuVu Studio (Cambridge, MA)
Project: NuVu Studio: Winter 2010‐2011 "Storytelling" Term
Through the theme of "Storytelling," high school students work in teams to investigate topics such as documentary filmmaking, dancing robotics, song production, do‐it‐yourself devices, interactive art, narrative photography, and mobile learning applications. Combining various technologies such as Microsoft Office, Movie Maker, Xbox, Bing, Skype, microcontrollers, sensors, video cameras, 3D modeling software, 3D printers, and social media, students create stories to explore issues affecting people and communities globally, incorporating social, political, technological, and artistic perspectives. Working collaboratively on multi-disciplinary projects, students develop their creative process and strengthen skills such as critical thinking, problem-solving, innovating, iterating, decision-making, negotiating in a team, remaining flexible, and communication skills.
Colleen Werner, Ipswich High School (Ipswich, MA)
Project: Modeling with Microsoft Mathematics
Students produce an image of a structure or scenario that can be modeled using a quadratic function. Using Microsoft Mathematics 4.0 and free geometry software, they find the equation of the quadratic function that fits the image and superimpose the graph of this function onto the original image.
Roni Gold, Rebecca M. Johnson School (Springfield, MA)
Project: The Rise-Up Project: A 21st Century Study Buddy at Your Finger Tips
A 5th grade classroom uses Windows mobile devices (aka "Study Buddy") to transform teaching and learning by supporting student learning in all content areas with Microsoft Office Mobile and receiving reading support through a web-based teaching residency which helps train tomorrow's teachers.
John Prepolec, Bloomfield Hills Middle School (Bloomfield Hills, MI)
Project: Quality for Kids
Quality for Kids is designed to teach teachers and students the science, methods, and culture of quality for the enhancement of STEM education and college preparation. This project focuses on honing the skills to effectively apply the scientific method including detailed data analysis in Microsoft Excel. The students learn how cause and effect is the primary study in science and engineering and they experience the Scientific Method live. This project was a 2011 U.S. IEF People's Choice Winner video here.
Pauline Roberts, Birmingham Covington School (Bloomfield Hills, MI)
Project: Engage – BCS!
Engage is a school-wide 3rd to 8th grade program unique to Birmingham Covington School (BCS). Engage was conceived as BCS sought to reinvent itself to keep pace with the real-world skills that will be demanded of its students when they leave their school system. The overarching goal of Engage was to engage students in problem-based and project-based activities that integrated the four main elements of the enGauge 21st Century Skills: Digital Age Literacy, Inventive Thinking, Effective Communication, and High Productivity. It naturally embraces elements of science, educational technology, technology education, mathematics, and language arts.
Mike Fitzgerald, Mary Institute and St. Louis Country Day School (St. Louis, MO)
Project: MICDS Green Campus Project
The objective of this Geography project was to have students explore, "How do our lives impact our geography." Students were asked to form and present an original, creative, practical, and measurable solution to an environmental problem that they identified on our campus in the form of a 2-minute video. A call also went out to many partner schools around the world to send in "Green" contributions of all sorts, as well as teaming up with our MICDS 2nd grade, numerous international schools, and the McDonnell Academy for Global Energy and Environment Partnerships (MAGEEP) at Washington University in St. Louis.
New Jersey
Kim Leegan, Union Catholic Regional High School (Scotch Plains, NJ)
Project: Adopt a Country
The Adopt a Country project is a year-long World Studies project. Students select a country which they independently research throughout the year. In connection with the year-long project students keep a weekly journal about the country, as well as responses to guided questions. Students are encouraged to take global service action for certain country projects. A diverse set of technologies and skills are applied throughout the project including desktop publishing with Microsoft Publisher, PowerPoint, Word and Bing.
New York
Barbara Bonnani and Marcia Sterenbuch, Old Bethpage Elementary School (Old Bethpage, NY)
Project: Celebrate the U.S.A. – RAPPING TO THE CENSUS
This is a highly collaborative effort to get 2nd grade kids learning about the Census by pulling in music, technology and social studies. Students learn about the U.S. Census by studying questionnaires, gather, graphing and interpreting data (from community and individual family responses), and creating written responses that will be used to address listening and speaking standards. Culminating activities will include a rap song containing all of the new information students acquire throughout the unit.
Vincent Interrante, Mineola Middle School (Mineola, NY)
Project: Weather Investigation: A 21st Century Learning Approach
Mr. Interrante takes 6th grade students through a guided weather study. As a part of a 1:1 computer pilot project his class is able to use of combination of Microsoft Office 2010 with OneNote to collaborate and communicate with peers and adults in this project-based learning activity. The objective of this project is to have the students become adept at using 21st century learning technologies that will produce learners that are engaged while developing individuals that take ownership of their own learning. Consequently, the role of the teacher naturally shifts to the facilitator of learning from the more traditional stand and deliver model.
North Carolina
Matthew Kelly, The Academy for International Studies at Independence High School (Charlotte, NC)
Project: Espero [I hope}: presentational communication in Spanish through digital storytelling
Advanced and intermediate students of Spanish explore digital storytelling as a medium for self- expression using the Spanish version of Microsoft Photo Story 3 and Microsoft Movie Maker. The assignment required students to speak, listen, read and write in the target language and introduced concepts of media literacy based on autobiographical narrative.
Shea Grisham, A.B. Combs Leadership Magnet Elementary (Raleigh, NC)
Project: Earth's Changing Surface: Human Impact
In this project 5th grade students research how dams and levees help humans in land development, but also impact the natural processes of erosion and deposition as well as the surrounding ecosystems. Students create their own dams and levees to solve the following scenario: You have found an amazing house to buy for a great price. The house sits in a low field in a great neighborhood. However, the house does have known water problems. Since you have moved in, you have noticed some flooding in the front yard. The house sits next to a large stream. How can you control the flooding before your house has any major damage?
Robert Baker and Dr. Greg Martin, Cincinnati Country Day School (Cincinnati, OH)
Project: Shared Microsoft OneNote Applications: A Teaching and Learning Utopia
Our goal was to create a digital environment in which teachers and students could share a wide variety of information. Using Microsoft OneNote in a shared environment allows teachers to do more and better formative assessment by having a window into student work anytime and anywhere. Students in courses as far ranging as 5th grade French and Upper School Physics are able to continue to work within the paper paradigm, placing everything from handwritten notes to audio/video clips they create in a notebook that can be shared with the classroom teacher and/or other students in the class, thus leading to more effective collaboration. The major goal was to create a school-wide environment in which the sharing of information was simple, effective, and flexible and enabled both creativity and productivity.
Milton Turner, Saint Ignatius High School (Cleveland, OH)
Project: French IV Video Projects: Les Téléjournaux (TV News Shows) et les Causeries (TV Talk Shows)
The students' research topics using authentic resources to produce television news videos, talk shows, and newspapers in French offering students and opportunity to direct their learning and the technology tools they wish to employ throughout the project.
Kacy Carter, Jackson Memorial Middle School (Massillon, OH)
Project: STOP – REVIEW
Lock thirty kids in a room and have them create a dynamic project that reviews critical content they have learned about our nation's history. That is the basic premise behind Kacy Carter's "Stop-Review" project. Students are charged with the task of creating a stop-motion video that both informs and entertains the viewer while demonstrating the class's understanding of the content learned. Students create storyboards, organize themselves into groups, decide on music and sound effects, and film the video. While working both independently and collaboratively, the kids review key historical moments while creating an easy-to-understand stop-motion video. This project helps to develop teamwork, critical thinking skills and creativity. In the end, the students have a finished product that is a result of a large number of people working together toward a singular goal. This project was a 2011 U.S. IEF People's Choice Winner video here.
Frank Machos, School of the Future (Philadelphia, PA)
Project: Music and Marketing as a Cultural and Consumer Influence
Music educator Frank Machos encourages students to explore the impact music has on their everyday life, surrounding them both consciously and subconsciously throughout their daily activities. Students discuss the vast roles of music in marketing including jingles, commercial scores, retail environments, and celebrity endorsements. They will also explore the entertainment industry's influence and impact on marketing and mass media, while observing marketing behaviors and trends, and dissecting retail environments. The students demonstrate their knowledge of these concepts and media literacy by creating marketing campaigns for print, radio, or television to promote products to specific target audiences, and by constructing a retail environment to sell their product. Students utilize digital tools such as Movie Maker, Songsmith, Paint, Audacity and PowerPoint to create a professional quality advertisement, and business proposal presenting their ad campaign in the form of an advertising pitch to a potential client, and their retail store in the form of a business proposal to potential funders.
Melanie B. Wiscount, Palmyra Area High School (Palmyra, PA)
Project: History Video Podcasts & QR Codes
Students create a video podcast about an attraction, business, or organization of their choice within a 15-mile radius of the school. They research the history of their choice, plan the podcast (including media, prose and narration) develop a storyboard in Microsoft Word and then create their podcast using Movie Maker. The students then put on their marketing hats and generate a QR code for the "customers" of their chosen establishment so people are able to access their video podcast on-demand for their PC or mobile device, while also including the podcasts in their class wiki.
Thomas Gaffey and Elizabeth Harvey, School of the Future (Philadelphia, PA)
Project: Slope and Stairs
Project 100 is a problem-based, supplemental math class for 9th graders. In one of the units, learners investigate slope by building stairs for an actual basement in a house with close proximity to the School of the Future. Learners were given nine activities which mandated that they submit an artifact as evidence of learning the skills in that activity. The purpose of each activity was to build the skills needed to create a scale model of stairs out of foam core poster board. Learners were then given the opportunity to apply what they learned in a real situation—to rebuild the basement stairs for a neighbor of their school.
Kelly Huddleston, Franklin Road Academy (Nashville, TN)
Project: Create a Business
Working with a partner, students create a business, beginning with creating a business plan, writing a mission statement and tag line, and then creating business cards and letterhead. Students also complete a series of spreadsheets to track their income and expenses, as well as produce a commercial and design a web site. Finally, students showcase everything to the rest of the class in a Power Point presentation.
Elsa Holm and Erika Timmons, Ginnings Elementary (Denton, TX)
Project: Broadcasting Our Future
This project meets the requirements of Achieve Texas through the integrated use of technology. Achieve Texas' standards require that all elementary students in Texas be made aware of career opportunities. Students explore career clusters identified by Achieve Texas through interviews and classroom discussions. Skype is used to interview Manuel Teodoro, a former editorial assistant for CBS News and a correspondent for the Cable News Network (CNN). The students filmed and produced additional interviews within the school using Flip Video cameras.
Robyn Hrivnatz and Sarah Bauguss, Katy ISD (Katy, TX)
Project: Growing Knowledge in Math and Science
Middle school students integrate math and science in a real-world setting to plan, design and plant a garden bed using Excel and OneNote for measurement calculations and design, while tracking the status of their seedlings in an OneNote Notebook on their laptop or mobile device. Students then document their observations in the tool of their choice including Movie Maker, Photo Story or Animoto, ultimately sharing their artifacts on the class Edmodo sites enabling classmates to comment, collaborate and learn from each other.
Joli Brock, Slaughter Elementary (McKinney, TX)
Project: A Global Ecological Journey with the Smithsonian and SHOUTlearning.org
This unit aims to teach 2nd graders about the importance of educating themselves about a global environmental awareness and responsibility. Students extend their learning online through ideas provided by the Smithsonian and SHOUTlearning.org, using technology to reach classrooms around the world and create a dialogue about conservation and preservation of our natural world.
Johnny Kissko, Frenship High School (Wolfforth, TX)
Project: Xbox 360 Kinect in Education: Same Classroom, New Identity
Mr. Kissko explores the integration of Kinect with Xbox 360 and gesture-based learning in a variety of educational settings. Kinect integration fits within the parameters required to operate public schools making active learning within enclosed walls now a tangible possibility. Students learn how to effectively integrate gesture-based learning and use a bank of resources to consult for future exploration as the Kinect education community develops and evolves.
Cynthia Feist and Tara Jeffs, Loudoun County Public Schools (Ashburn, VA)
Project: Mathem(AT)ics: Integrating AT in Mathematics
Using Microsoft Office tools, educators responsible for teaching mathematical concepts awaken their students' natural curiosity and problem solving skills by providing a variety of strategies and techniques that promote motivation and support active engagement in mathematical thinking.
Ashley Hickcox and Amanda Arman, Fairhill Elementary School (Fairfax, VA)
Project: When I Grow Up: Parallel Model Career Search
When I Grow Up is intended to motivate and guide students as they leave elementary school and prepare for middle school through a meta-cognitive process. Students learn about different careers and match their strengths and interests to choose a future career to investigate and share about. Students take one or more surveys, interview professionals in the field, research online and in the library, and create a project like one in the field of their choice. The big idea of this project is meta-cognition – students need to understand their strengths, interests, weaknesses, and motivations. Students focus on their identity – both in the present and what they would like to see for the future.
Nancy Morris, George H. Moody Middle School (Henrico, VA)
Project: Finding the Balance
Using a combination of 21st century skills and technologies to collaborate, research, analyze and create a multimedia presentation to educate their classmates on the structure of the United States government. Students research the powers of a branch of government using sources evaluated by students for relevancy. Using this research they are asked to think critically about the importance of the branch of government and explain what our country would be like if we did not have that branch of government. Students then research a current event related to the government of another country and analyze and explain if the current event could or could not happen in our country. Once the research is complete, students collaborate in groups to create a unique digital presentation to convey their research and conclusions to the class using any type of digital platform that was available to them in school including Movie Maker, OneNote, Glogster, school LMS, or other tools.
Aubrey Ludwig, Langley High School (McLean, Virginia) – *see project details under Illinois with partnering educator Emily Richardson, Naperville North High School (Naperville, Illinois)
Cheryl McClure, Meridian Middle School (Kent, WA)
Project: Warm up to OneNote
Students use Microsoft OneNote to respond to daily warm-up (entry task) questions in an 8th grade science class. Too often middle school students are masters at writing only brief reflected responses, not always demonstrating their true understanding of core concepts. The use of 1:1 synced OneNote notebooks allows teacher visibility and understanding of individual student learning, enables an easy method for providing feedback and to check student assignments. The teacher has access to student work through synced 1:1 OneNote notebooks on the school server. Students utilize technology as a fluid part of daily classroom instruction. Using OneNote warm-up questions has enabled students to be engaged and feel more free to write complete details of their understanding and any questions or concerns they have regarding the given science topic.
Robin Hoover, Finn Hill Junior High (Kirkland, WA)
Project: Voices of Injustice
In this high school English project, students research and create three unique voices from one global situation of social injustice – historical or contemporary. Students are expected to showcase all perspectives of the social injustice, including the human rights' violations, by creating a fictional story for a victim, a persecutor and a neutral bystander. Students will be expected to showcase one voice in a written narrative (linguistic), another in an oral presentation (auditory/kinesthetic), and the last in a digital presentation (visual/auditory). Each voice will need to address the universal human experiences associated with the social injustice.
Matt Palmer and Kim West, Lake Washington School District (Redmond, WA)
Project: Lake Washington School District Instructional Technology Integration Training Program: "Changing Technology PD: It's About Students Not Seat Time"
This is a three year technology integration project to prepare district educators to infuse technology into the classroom with the purpose of ensuring a common level of proficiency in identified technology skills that integrate into everyday teaching in the classroom. This scalable approach focus is student-centered, using best practices that align to state standards.
Bret Crane, Redmond Jr. High (Redmond, WA)
Project: Fairy Tale PowerPoint
Students use Microsoft Ribbon Hero as a learning tool to be introduced to PowerPoint. Student understanding is supplemented by mini-lessons depending on student understanding and difficulties. Students are guided by an instructional Word document which includes a rubric for aiding student understanding. Students utilize PowerPoint to retell a Grimm Brothers Fairy Tale. Students create a summary of the story which acts as an outline for the slides (scenes) they will use in their presentation. Once students formulate an outline they choose Clip Art (or create their own) for backgrounds, story characters, and props. Students then manipulate Clip Art to fit their theme and animation needs, citing sources used, and rewriting the story in their own words. As a final step, students present their stories to the class.
Carrie Calonzo and Rebecca Winbauer, Glenridge Elementary School (Kent, WA)
Project: Third Graders + Math Problems = Problem Solving Experts
In this student-driven project, third graders showcase their problem solving abilities with Photo Story presentations and filmed videos explaining their mathematical thought process. You can see more in their video here.
Jamie Ewing, Mount View Elementary (Seattle, WA)
Project: bing'edu: bing Education
Every year Google does a 'Doodle for Google' competition where students redesign the Google logo. Since Mr. Ewing's school is in Seattle he wanted to do something that was more locally based. He created his own competition using the engaging Bing home page as a vehicle to allow students to express what education means to them. Students combined writing, photography, GiMP design software, and Bing.
Michelle Zimmerman, Amazing Grace Christian School (Seattle, WA)
Project: From the face in the webcam to the face of humanity: Pre-teen researchers influencing little lives
Using technology for society's good is a skill that needs to be modeled, instructed, and practiced with an authentic purpose as young students prepare for the future. This project was studied using participatory action research. The primary objective of the research was to locate the emergence of skill development through an intersection of human connection and laptop use in a cross-age mentoring model with middle school and preschool students. To increase understanding of new forms of learning within a non-traditional grouping of sixth- and seventh-graders in a 1:1 laptop environment, the teacher drew on their perspective and creativity as they utilized production and internet tools to facilitate their own data collection: they ―researched and tracked learning of a little buddy they mentored in literacy projects.
Betsy Weigle, Adams Elementary School (Spokane, WA)
Project: Connecting Classrooms with Skype and PowerPoint
The objective of this project was to open the classroom to the world by bringing children from Washington state and North Carolina together virtually to share insights on Native American cultures. Students used presentation and interactive conferencing technology, which allowed in-depth, real-time interaction on shared content. Students prepared short PowerPoint slide shows or posters, verbal presentations and question/answer sessions.
Kenneth Ryan Olden, White Swan High School (Yakima, WA)
Project: The Shield of Achilles / Project Symbolic
At the time of this project, students were reading The Iliad, specifically portions of Book 18: The Shield of Achilles. This text portion details the shield that Achilles carries into battle against Hector. The shield is constructed of various scenes depicting elements of ancient Greek life, specifically elements that the soldiers valued and fought for but were unable to attain for themselves due to their chosen profession. Students used the idea of the shield to create their own non-linguistic representations that mixed music, video, and still images to create short films that depicted the elements of their life that they personally valued. The students then showed these videos to an audience of peers, community members, and family members and posted them to personal websites.
Washington, D.C.
Gideon Sanders and David Pinder, McKinley Technology High School (Washington, D.C.)
Project: 24/7 Urban Learning Space
The objective of the 24/7 Urban Learning Space project is to identify the modalities by which students could access their learning beyond the regular school hours and the traditional methods of continued studies as they have become accustomed to in their education.
There have been some fascinating themes emerging over the course of reviewing the applications for Round 1 and 2, including blended learning, service learning and civic engagement, working with social media in education, creating entrepreneurship opportunities, assistive technologies, and the application of gaming as it relates to learning. One important anti-bullying theme has also emerged across a handful of projects and a colleague has posted on these compelling projects separately. It is inspiring to see how creatively educators are tackling these important subjects and engaging students in unique ways, while also demonstrating the positive impacts they are having on student learning.
This is an incredible line-up of projects for the 2011 U.S. IEF and I look forward to meeting each of these educators this summer!
(for 2011 U.S. IEF updates follow me @TeachTec)


text:
Sahel needs support to tackle security - Minister
Sahel/fight against terrorism/Libya – Interview given by M. Jean-Marc Ayrault, Minister of Foreign Affairs and International Development, to RFI
Niamey, 3 May 2016
Q. – This is your third joint visit with your German counterpart. Does it mean that you have the same interests here in the Sahel, or that you have complementary interests?
THE MINISTER – I wouldn't say it's a matter of interests above all, but if we're thinking in terms of interests, we must think from the point of view of all Europeans. My strong belief is that Europeans must be conscious of the challenges facing them and the Africans, which are shared challenges. Among others there's the demographic challenge: in 2016 Africa has just over a billion inhabitants, this figure will double by 2050 and in certain countries the population will triple. So they're countries which are already facing huge problems, and if nothing is done to help them the problems will increase.
Security problems are arising now. There's no future for those countries without support for both development projects and security policies.
Q. – Can Europe do better when it comes to military equipment? The Malian Defence Minister said this yesterday. For the moment, Europe can't equip an army such as the Malian army; can things get moving?
THE MINISTER – Europe is doing a lot in terms of development, but it may be able to allocate its funds better. Certain countries in particular have acquired an army, Europe has made a very strong contribution in terms of training, but where things are increasingly difficult is in equipment. I actually think it would be in our interests to step up our assistance to ensure that African countries have stronger and greater autonomy.
Q. – You were in Gao; Operation Barkhane is costly. Does France have the means to keep Barkhane going for as long as the fight against terrorism in the region demands it?
THE MINISTER – We must set ourselves priorities. France can't be everywhere and finance everything. In this respect, we're in line with the decision the French President took in January 2013. We must continue in the framework of what's being done with the European Union to train the Malian army, and we must continue the United Nations' international peace mission. As for Barkhane, it's deployed in several countries and it's supporting the considerable efforts being made, particularly by the countries. So it's essential to continue, and if we want to set ourselves long-term goals where we'll end up disengaging, we must also deal with the other problems, and there's another one which is considerable, namely Libya.
Q. – You've said a solution in Mali must involve Mali, but isn't Libya the key?
THE MINISTER – Libya's been discussed by everyone we talk to, in Mali as much as in Niger, but everywhere we go we talk about it. The current situation in Libya reflects the consequences of the 2011 intervention. Today everything has to be rebuilt, and this must involve a political stage. There's an initial phase that is providing hope, namely the establishment of a government with Mr Sarraj, who has taken office in Tripoli, but we must absolutely support that government so that it takes control of the country. But we must also – as we've started doing at European level with a mission codenamed Sophia to fight people-smugglers – extend this action by giving it the means to intervene to combat the arms trafficking that fuels Daesh [so-called ISIL] in the central Mediterranean.
We must give ourselves the means to ensure political stability in Libya: the more stability there is, the more economic development there will be and the more we'll ultimately be able to restore the prospect of the French military engagement not being forever but finishing when the security conditions are met.
We can do this provided there's very strong political will, and at any rate we, France and Germany, are determined to play our role in that./.


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This post was sponsored on behalf of K'NEX. All opinions stated are my own.
As you might have known, living here in Central Florida comes with many perks. -And those perks are living so close to our theme parks. We love it and for the most part, we're fascinated with their attractions. Especially, roller coasters. We just can't get enough of them. There has not been one that we haven't tested or disliked yet. They're so much fun! But I guess you can say, we're total thrill seekers in this household and love that rush.
So needless to say, when I heard that I would be partnering with K'NEX to bring you a Walmart exclusive K'NEX Wild Whiplash Roller Coaster review, I was pretty excited to tell my son Eric. He loves to build toys so I knew that he would be ecstatic about building it.
Do have a child that also loves to build their toys? K'NEX is the master when it comes to hands-on building sets. Have you ever watched K'NEX videos on Youtube before? Omg, you really should. Most of these coasters seen on Youtube are completely amazing! Seriously, they're so talented!
We have owned K'NEX building sets before but never one that was a roller coaster and has a motorized chain lift. So we couldn't wait to start building.
Luckily, my husband had the day off from work so he began helping my son build the K'NEX Wild Whiplash Roller Coaster right away.
Being a total newbie when it comes to this type of building, it took my husband and son less than five hours to put together. Even although the directions were easy to follow, and it was their first set to build together, they took their time building it.
With being over 2 1/2 feet high, this creepy carnival themed coaster has 14 feet of twists, turns, and even loops. Being that my son is 10 years old, it's totally appropriate for this age group.
Once your Wild Whiplash is put together, you can also add stickers to your coaster car and feature a special graphic panel. How pretty cool is that?
Since this set requires a motorized chain lift for your coaster car to move, you will need two AA batteries (not included). On the motorized controller motor, you will find an on and off switch. It's located near the bottom. Once your car is attached to the motorized chain, turn on the control motor. Your car will begin to climb and the fun is about to begin.
Can I just say, watching the coaster car go up the track then come flying down is so awesome! It's so much fun to watch. Both my children were so amazed by how fast the coaster car actually moves. Now, I can see why K'NEX has called this building set, Wild Whiplash. It's one crazy ride.
K'NEX building sets allow your children to build massive, moving and motorized roller coaster toys. They're an interactive toy that has no boundaries or limits. If you can think of it, you can build it. Just let your imagination run.
With over 380 awards and recognitions, K'NEX has become more than a toy company. For kids and adults, K'NEX is a fun way to connect science, technology, math, engineering, and arts all wrapped up in one.
For more information about K'NEX and other building sets like Wild Whiplash, visit them on their website.
Stay connected with K'NEX on Facebook, Twitter, Instagram, and Pinterest
So tell me, has your children asked for a K'NEX building set this year for Christmas?
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|By Peter Silva
Article Rating:
|February 27, 2012 03:00 AM EST
Our colleague, Lori MacVittie, has been honored with the CloudNOWTop Ten Women in Cloud Award for her contributions, accomplishments, and thought leadership. Now you might think it would be cool working with such a cloud know-it-all: she writes the best blogs/articles, she corrects you when you're mistaken, she knows network/infrastructure/security/applications inside out, she's not too fond of Mondays, she's gluten-free, has a wicked sense of humor and she's fairly feisty. Yeah, it's fun.
I first met Lori a few years back when she started at F5 and joined the Technical Marketing Team. Prior to F5, Lori was an award-winning Senior Technology Editor at Network Computing Magazine. She conducted product research and evaluations focusing on the integration between application and network architectures. She has extensive programming experience as an application architect, as well as network and systems development and administration expertise. While many of us on the Technical Marketing Team have real world technical experience within our areas of focus, Lori crosses all disciplines. She has an amazing grasp of everything application delivery. But she does not gloat about it or make you feel silly if you didn't know something. She has a way of teaching while correcting.
Lori has been actively involved in the cloud community, participating in a variety of both active and now- defunct standards working groups. She has been a prolific voice on the topic through a variety of publications and her blog on F5's DevCentral, which is syndicated throughout the cloud community. Additionally, Lori has been recognized as one of the 100 top bloggers on Cloud Computing and one of the ten most powerful voices in Cloud Security by SYS-CON Media. "It is an honor to be recognized by CloudNOW with this award," she said. "It is extremely gratifying to be recognized by an organization whose mission I respect and support."
Not only has Lori been recognized by the industry, but it's also awesome to work with her and F5 is better for having her influence across the market. We're proud of her accomplishments and honored to be working alongside such a knowledgeable person. [Collective 'awwwwwwwww'] Not to mention that I know having her name so many times in this blog will be good SEO!
Here is an interview I did with Lori a couple years back at Cloud Connect: Interview with Lori MacVittie at Cloud Connect
So, how do we build a cloud again, Lor?
Read the original blog entry...
- The i-Technology Right Stuff
- The Top 150 Players in Cloud Computing
- The Top 250 Players in the Cloud Computing Ecosystem
- "Virtualization Is Now a Key Strategic Theme," Says Citrix CTO
- Cloud People: A Who's Who of Cloud Computing
- As IBM Jumps On Board, There's Just No Stopping AJAX Now
- Cloud Computing Expo 2009 West: Call for Papers Now Closed
- Cloud Expo New York Call for Papers Now Open
- Cloud Expo Europe 2009 in Prague: Themes & Topics
- Bill Scott: Real-World AJAX Was a Blast


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Our products are all grown with the utmost care and to high standards of quality. We regularly check our nursery stock to determine exactly when they will be at the optimum time for despatch.
We despatch our fresh, nursery-grown live plants (including vegetables, trees and flowers) when they are at a stage of growth ready for you, the customer, to plant on at home.
The delivery period shown on your order confirmation indicates when you can expect to receive your order and we will endeavour to despatch your plants in this period within 7-14 days
Customer Reviews
good quality products to go with my propagator
24 Cell Seed Trays x4
£2.79 each
The ideal tray for sowing small to medium seed and for softwood cuttings. Black 24 cell tray designed to fit in an Unwins windowsill propagator- which helps your seed germinate faster and into strong young plants.
6 trays will fit on our water tray. Trays have letters and numbers down the side to help identify the cell. UV resistant and re-usable year after year.
Tray size L 18cm x W 15cm x H 3cm. Cell size 3cm x 2.5cmSee Full Description +
- Quantity 4x 24 cell seed trays
Delivery: 5-7 working days
Stock Status: In stock


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Thursday, 23 February 2012
50 Reasons Why 'Time Crash' Is The Most Perfect 8 Minutes of 'Doctor Who' Ever
#3 Peter Davison IS the Doctor! We've had companions and monsters from 'Doctor Who's past returning left, right and centre, but to date, Davison is the only former Doctor to make a physcical appearance in the show. Seeing him, in the TARDIS, in that outfit, just feels right. And he doesn't take any nonsense from Tennant!
Eddie Is Awesome
So, 'The Rocky Horror Picture Show'. The ultimate freak-musical, full of crazy and disturbed lunatics and perverts. We have Frank-N-furter, the transexual mad scientist; Riff Raff and Magenta, incestuous aliens; and the accented Dr. Scott, with his high-speed wheelchair and big glasses.
But none of these hold a candle to Eddie, portrayed in the original stage play and movie by Meat Loaf. He crashes through a wall on a motorbike, sings a kick-ass rock'n'roll song, then gets his head smashed in with a hammer. And he has an awesome jacket to boot.
But none of these hold a candle to Eddie, portrayed in the original stage play and movie by Meat Loaf. He crashes through a wall on a motorbike, sings a kick-ass rock'n'roll song, then gets his head smashed in with a hammer. And he has an awesome jacket to boot.
'Living Dead Girl' (1982) - A Review
'The Living Dead Girl', or 'La Mort Vivante', is a French film by Jean Rollin, about a reanimated corpse who returns to her old house, and finds her living childhood friend, Hélène. Catherine Valmont is the corpse in question, and is played with a sort of innocent menace by Marina Pierro. In fact, all of the performances in this film are strong, and uniformly subtle. The problem is, they're also rather subdued, and along with the beautiful but quaint direction, the film feels a bit lacksture.
Scipt-wise, too, the movie is a bit of an odd combination. Moments of extreme (if fake-looking) gore, and harsh violence, are counterbalanced by a sort of ghost-story quality that wouldn't seem out of place in a Sunday afternoon drama. It's also very slow. The first hour essentially involves Catherine wandering around, occassionally killing people, sometimes switching to a pair of holidaying Americans (for their scenes, the language is English with no subtitles), Barbara and Greg, who do inject some humour to the otherwise lazy pace of the movie.
Despite these criticisms, though, 'The Living Dead Girl' is a fun curiosity. Marina Pierro is fantastic as Catherine, and looks bloody good naked and blood-spattered. There's also some lovely location work, and a few delightfully gory moments to chortle at. 'The Living Dead Girl' is not a perfect movie, but it's an entertaining if slow romp. Recommended for fans of cult, Foreign horror flicks, or zombie films with a difference.
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Groups, its our Speciality!
AbreakAway specialise in budget accommodation for groups in Newquay, UK's premier party hotspot. Whether you and your mates are coming to Newquay for a week to learn to surf or hit the town for the weekend, you need look no further. Choose to stay in either our fully equipped lodge or if you prefer to be more private, our apartments are just perfect for groups. Both are in great locations, low cost, no curfews, no shared bathrooms, flexible checkin/out and much more.
Stay at Our Lodge or Stay in our Apartments
Stag & Hen Party Weekends
Amazing beaches, awesome surf, wild nightlife and some of the best fun activities the UK can offer combine to make Newquay one of the best hotspots for Stag & Hen Party Weekends. AbreakAway can help you organise that special weekend, with awesome activities and a great place to stay click here to find our more…
Post GCSE Party
Newquay is the place to be post GCSE, come and hang out with friends and experience what Newquay has to offer! If you are under 18, you are limited when looking for a place to stay, AbreakAway Lodge can provide great rooms for you and your mates (2 to 11 per room). Our rooms are specially designed for young groups and are clean, comfortable, safe & secure with full CCTV and keycode room safes so your parents will be happy! Come and join us for the best summer ever! More info on Post GCSE groups
Party Weekends
With Newquay airport just around the corner and daily train and coaches form all around the UK, it's never been this easy to visit Newquay. If you can't spare the time for a week then come and party for the weekend! AbreakAway offer great party weekend Accommodation packages from Friday to Sunday with flexible check ins and outs at both our Lodge and Apartments. Summer prices start from only £79 – See our Prices page or our Specials Offers & Deals for more info
Awesome Activities & Surfing
Newquay in is the place to be if you want to get active on your holiday. There is so much for you to do here, surfing, karting, coasteering, golf, kite-boarding, spa days, the list goes on, you just wont have enough time!
If you and your mates are organising a trip and want to experience some of the best, fun activities in the country, or you are just visiting to try your hand at surfing Newquays' top surf spots, AbreakAway can help! We have teamed up with the English Surf School and Newquay Activity Centre to bring you the best activities & surfing for your stay, Find out more
or phone us on 07973 823083 for our special group rates!


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Mr. Speaker, how could any former cabinet minister stand in the House and ask a question about something he clearly knows so little about? The torch relay route was designed 100% by VANOC, not the government. Today, John Furlong said, "At no time did anybody in any government or any political party offer one iota of counsel or influence about" the torch relay.
Shame on the member for playing games with the Olympics.


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The Prophesy Regarding The Seed
by Rev. Vince Finnegan on December 21, 2008
Subscribe to our podcast to automatically download the weekly Bible teaching.
Genesis 3:15 The fall was the most cataclysmic event of all time.
- Both heaven and earth were greatly ill affected by the fall.
- Enmity (hatred) between Satan and humans--especially the Christ.
- Her seed represents humanity; and his, demons and children of disobedience.
- "He" brings attention to one human, the Messiah.
- Head is most vital, and heel the least.
Genesis 1:14 Just as the sun and moon in their courses mark out the days, months, and years; likewise the stars and planets in their courses mark out the signs concerning God's plan of redemption which culminates in Jesus Christ, the seed of the woman, the Messiah.
The heavens contain 12 conspicuous grouping of stars. Through the ancient world, these 12 groupings, called constellations or signs of the Zodiac, were known and respected as depicting eternal truths.
Genesis 49:9 Judah is symbolized by the lion which is Leo in the Zodiac. The lion lying down is in total control of his domain.
Verse 10 Scepter represents king and rule. "Until Shiloh comes" could be translated until he comes to Shiloh.
Verse 11 First part is abundance, but first must come the day of vengeance (Isaiah 63:1-6).
Numbers 23:21; 24:7-9, 16-19
Revelation 5:5 Lion, tribe of Judah, is Jesus Christ.
Revelation 12:1-17 The whole story is about the birth of Jesus.
Revelation 20:1-10 The victory of the child is complete.
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Als' Bowman believes in the gift of giving
A Montreal homeless man – unidentified for now – is $300 richer, thanks to the magnanimity of John Bowman.
The Alouettes' veteran rush-end lost his wallet on Ste. Catherine St. over the weekend – while giving some spare change to a homeless person. He believed he was putting his wallet back into his pocket only to discover, upon his return home, he actually had dropped it on the street.
Bowman was understandably frantic over the weekend and couldn't eat. Although the wallet had little, if any, cash, it contained credit cards, his passport, driver's license and identification. Bowman spent most of Sunday desperately attempting to cancel all his credit cards.
"It's my wallet – my identification, everything I need … credit cards," Bowman told montrealgazette.com on Tuesday, following practice. "I cancelled them but there's always (the risk of) identity fraud.
"Of course I was concerned," Bowman added. "I didn't want there to be another fake John Bowman out there. I couldn't eat all of Sunday. I called back home, looked for all my bills and made sure I cancelled every credit card. I cancelled everything."
But the wallet was found by a homeless man, who discovered Bowman's identification and prudently notified the Canadian Football League's players' association. The CFLPA called Bowman, gave the man the player's number and a rendez-vous was arranged Monday afternoon, following practice.
Bowman had no reservations about giving the man a hefty reward. Everything in his wallet was returned, except his Metro pass.
"It depends what your wallet's worth to you," Bowman explained. "It's got my license in there. My passport. It depends what it means to you."
Meanwhile, slotback S.J. Green didn't practice on Tuesday for a second consecutive day. He's recovering from a rib injury. If he can't play Friday, against Toronto, he'll be replaced by Mardy Gilyard.
Finally, the Als have an import to play with following the release of defensive-end Chris Wilson. The team expects to activate DE Brian Brikowski from their practice roster.


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A huge thank you to Abby and Lily for nominating me for this award! Check out Abby's post here but also the rest of her blog as well. She's absolutely KILLING Blogmas right now so you should definitely have a little browse through her posts! And of course don't forget to check out Lily's post here as well as all the other amazing posts on her stunning blog.
What is the Versatile Blogger Award?
It is an award given to bloggers, by bloggers. To recognise the individuality and uniqueness of not only blogs but the people behind them too. It's a lovely way to let people know you appreciate their work and learn new things about the bloggers you nominate. To accept the award there are some rules to do so…
The rules:
- Thank the person who nominated you and link their blog in your post,
- Nominate 15 bloggers for the award,
- Share 7 facts about yourself.
My facts:
- I have two different coloured eyes; one dark blue and one dark green (they vary in colour from day to day as well – weird right?)
- I love cooking and trying out new recipes. Most of the food that I make is vegetarian, which you might have noticed from looking through some of the recipes on my blog!
- I play the piano and have done for around 7 years now. Being away from home at university means that I don't get to play piano that much which is a shame, but I love playing whenever I'm home for the holidays and get a chance to.
- I've never travelled outside of Europe but I'd love to visit Australia someday (and as many other places as I can!)
- I'm in my second year of university where I study Fine Art.
- I'm definitely more of a film lover than TV show binge-watcher.
- I'm a cat person more than a dog person. I'm actually scared of dogs! (I haven't even had a bad experience with dogs before so I have absolutely no idea why I'm scared of them)
My Nominees:
- http://www.ivefoundwaldo.com/
- https://fashionbeautyamyblog.wordpress.com/
- http://www.withloveali.co.uk/
- http://www.girlgonedreamer.co.uk/
- https://adailydoseofholly.com/
- https://theessenceofred.co.uk/
Sorry if any of you have already been nominated and of course don't feel like you have to post a reply to your award nomination if you don't want to!
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