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File-Sharing: Web sites that host directories of music, movies, games and other software. Users upload content to file-hosting sites and then post descriptions of the material and their download links on directory sites. Uploaders are paid by the file-hosting sites based on the number of times their files are downloaded. The file-hosting sites sell premium download access to the files to the general public. The websites that host the directory services sell advertising and do not host the files themselves.
Unfortunately, the 2Checkout dashboard is a bit limited in scope, making it difficult to get any metrics on conversion rates or even sorting by commission payouts. The workaround is to go to the Avangate store, which does list their best-selling products, and then search for these on the affiliate dashboard. That being said, 2Checkout does offer products from more than 4,000 different vendors, making it the leading affiliate network for software and digital products.
Strong copy and clear call to actions: If they have a written sales page you'll likely find that it's very convincing and keeps pulling you in to read more. They're often story-driven as well. The buy now button will be unmissable and the whole page will be directing your attention to it to complete the purchase. It leaves no doubt in the visitor's mind on what should be done next.
The job: If you're looking for a flexible, independent way to earn money — and you love hanging out with dogs — Rover might be your perfect gig. The online network connects dog walkers and sitters to local dog owners through its 4.9-star-rated app, so you don't have to staple flyers on every utility pole across town. You can choose to offer a variety of services, including dog walking, overnight boarding at your home or theirs, and daycare.
Flexoffers is another huge affiliate marketing network. They pay you (the affiliate) a lot faster than others in the industry. It has more than 10 years of experience in the field. While they do not offer anything that is neither groundbreaking nor revolutionary, they do provide a solid array of tools and features that will surely aid you in your campaigns. In addition to the fast payouts, Flexoffers lets you choose from thousands of affiliate programs to promote, offers various content delivery formats, and more.


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our mailing list. It's so wizard.
by Pizzo
2 October, 2014@6:38 pm
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2 October, 2014@6:38 pm
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Mass Appeal: "On this episode of Rhythm Roulette we have Mac Miller aka Larry Fisherman. Traveling out to LA, we headed over to Record Surplus where Mac went into the Jazz selection and got his fingers dusty.
Heading back to his studio, Mac quickly sifted through the three records and began crafting the skeleton of the beat before finishing the production by playing keys and guitar over the track. If you're still sleeping on Mac as a producer, check out his beat tape Run on Sentences Vol.1."
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Because CBD currently operates on the boundaries of legality, it's tricky to figure out how big the industry is and how much bigger it could get. Brightfield pegs the market for hemp-derived CBD products at about $591 million in 2018, growing to $22 billion by 2022. Other analysts, while nowhere near as bullish, are still very positive on the sector. Hemp Business Journal says the market for hemp-derived CBD was about $190 million in 2017, and will grow to $646 million by 2022.
Affiliate Disclosure: On this site, we may include links to products and services that we may earn an affiliate commission from if you make a purchase. We've created this blog to help educate you on the possibilities that exist for improving your quality of life with HempWorx and My Daily Choice, and these commissions help fund the blog so we can continue on this mission.
This is verifiable thanks to third-party lab reports. The reports are posted directly on the HempWorx website, showing you that they have nothing to hide. Every batch is tested by a third-party laboratory, which conducts a gas chromatography test, antimicrobial tests, potency tests, and provides certificates of analysis. You can see all of these on the website.
There are two main compounds found in cannabis: THC and CBD. Both are very effective in managing pain. THC gives us that familiar "high," while CBD does not. For instance, medicinal CBD oil contains small amounts of THC, so users get all of the benefits of cannabis without altering their state of mind. A Canadian study found no serious side effects of medical cannabis after one year of pain treatment.
Your results might not be as good as mine, or they might be better! Everyone reacts differently to Hempworx CBD Hemp Oil Drops just as our bodies all react differently to anything we ingest. It is recommended that you take five drops, twice a day for the first few days to start, increase to 10 drops, twice a day for a few days, working your way to 20 drops, twice a day. At my low dosage I do take a few drops in the afternoon if I need it. If your symptoms return at a higher dosage it means you are taking too many and to reduce the amount back to where you felt best. I pray that your experience will be as good as mine. i love this product so much that now I sell it too! Just because people HAVE to know this!!! Godspeed. <3
There are other, unexpected, costs. Green Roads lost four banks when their risk-management teams decided that Green Roads wasn't a business they wanted to be supporting. The company's Instagram account has likewise been shut down four times, because of legal restrictions on marketing CBD products. Instead of paying standard credit card processing fees of less than 3 percent, Green Roads pays closer to 6 percent.
I bought the 500 mg bottle from reps Paul and Tara. They said it was the best thing since sliced bread and that it was perfectly legal. So I started taking it daily. But saw no results. I told Tara that it is was not working. Upon her recommendation, I then bought stronger 750 mg. Still nothing. I was told to keep taking it. It will work eventually.
CBD's meteoric rise in popularity has hemp growers finding all kinds of market opportunities that don't exist for THC products, including yoga studios, pet boutiques, gyms and coffee shops – all foreign territory for marijuana-derived products. One Kentucky hemp producer even has CBD products being sold in tractor supply stores; a North Carolina CBD company has […]
Our bodies make natural chemical receptors called endocannabinoids. They are part of the Endocannabinoid System (ECS), a harm reduction system found in the brain, nervous system, and elsewhere. They keep everything from our sleep to our appetites running smoothly. It is a common misconception that these receptors only live in the brain and nervous system. They can also be found in the skin, gut, and reproductive organs. They are even found in break milk!
After joining HempWorx, I tested the products myself and I was pleasantly surprised. I bought the HempWorx CBD oil 500mg and the HempWorx pain rub and each has worked very well for my chronic back pain while also providing a calming effect which I like. Great results, but would these products work for my customers? Here's an example - my very first customer bought the 750mg CBD oil for her arthritis pain. She had tried other products that had THC in them that did not work for her. After a week or so after she bought the CBD oil, I called her to get feedback on how it was going and she said she really didn't notice a difference so I suggested that she take the oil topically on her pain areas rather than sublingually. A week later she was ecstatic because she was now getting relief from her arthritis pain and this was the only thing that was helping her. She reordered a few weeks later. So now I knew I could check off that main concern of whether the products were for real.
Perhaps in the future when laws allow for full marijuana use, or at least full medical marijuana use in all areas, this company would be one to return to and have another look at. However, with the present state of affairs regarding the use and possession of marijuana as well as marijuana products like CBD oils, I can't recommend joining any program that promotes the sale of these products.
Hemp products sold in stores are most often made with hemp seed oil, which can contain only trace amounts of CBD. While it has been noted that hemp seed oil can be a great source of nutrition, its marginal quantity of CBD per weight makes it unfeasible as a CBD supplement. Our CBD hemp oil, however, is extracted from the stalk of specifically selected hemp cultivars, offering higher percentages of CBD by weight and additional nutritional benefits from the contents of our oil.
In good faith we must say that we are part of a few select affiliate programs but only for products we try ourselves. We do not participate in any type of MLM schemes that creates a false narrative to hustle customers and focuses more on marketing than the quality of the product. If we recommend it, it has been 3rd party tested and we paid for it.
In 1937, federal prohibition of cannabis as we know it today began with the Marihuana Tax Act. Some believe that the anti-cannabis campaign was a joint effort by Andrew Mellon, William Randolph Hearst and Pierre Du Pont to protect their business interests in petrochemicals, paper, cotton and nylon, all of which faced serious competition from hemp alternatives. Others believe that the crusade against cannabis was fueled by racism and the desire to demonize Mexican immigrants. In either case, the plant should never have been outlawed.
It is important that CBD is actually dry during processing and added to hemp oil as a natural carrier. This process allows us to maintain the FDA and legal standard guidelines. Our competitors typically will use coconut oil, palm oil or a non-relative carrier for dried CBD. Do not be confused by the carrier of hemp oil. Other competitors disregard the legal standard and you get unregulated, high amounts of THC in your product. With Hemp Worx you get the benefits of CBD without the downside of THC and remain compliant. All of our CBD is grown in Kentucky and tested in an FDA approved facility
Although it's constantly mistaken for cannabis, and it comes from the same plant, hemp is not the same product. While marijuana is bred to include potent amounts of THC, hemp has only trace amounts—it contains less than 0.3 percent of the hallucinogen. "You could smoke a football field of hemp and you wouldn't get high, you'd get a headache," is how Dolgin describes it. Still, when it planted its first seeds, JD Farms had to install an armed guard. (Until they're planted in the ground, hemp seeds are considered a Schedule I narcotic, according to Dolgin.)
Hemp has the potential to bring prosperity to many segments of our society. Not only will it be a new cash and rotational crop for farmers, the possibilities for manufacturing are virtuously endless. Not only can hemp make thousands of products, hemp can be used to makes thousands of products, better, stronger and more sustainable. Now is the time to start think about how hemp can be incorporated into your business plan. If you have an existing hemp business, an NHA business level membership is a great way to not only support our efforts but to promote your business tp thousands of hemp enthusiasts!
Our CBD Oil is trusted by health professionals and doctors worldwide. These products are not only made and sold in USA, they have also picked up quite a following HempWorx CBD Oil products are backed by strict testing standards of every batch. We maintains a standard of Non-GMO, natural, organic and pure, safe and effective to use. We post our batch testing right on the main website. Click the Order Here to go to place orders for HempWorx 500 and find out more!
4. Is Hempworx CBD oil the "world's purest CBD oil" or the "best CBD oil on the market?" No. This is a claim that we often hear made by brand ambassadors selling Hempworx. Some of them also criticize the ingredients of other brands and claim they are inferior to Hempworx. In reality, there is no evidence we've seen that supports these claims. Hempworx is not fundamentally different in any way from most of the other products on the market. Claims to the contrary are just hype to manipulate uneducated consumers to buy Hempworx so they make their commission.
So if you want a product that probably has a little THC but not so much to get you high, look for one made from hemp. Such products have the added benefit of being widely available, including online and in retail stores. (Note that while Boyar and other experts say that CBD products should also include THC levels on their labels, many made from hemp don't. For that, you need to check a product's test results, if they are available; see number 4, below.)
Although it's constantly mistaken for cannabis, and it comes from the same plant, hemp is not the same product. While marijuana is bred to include potent amounts of THC, hemp has only trace amounts—it contains less than 0.3 percent of the hallucinogen. "You could smoke a football field of hemp and you wouldn't get high, you'd get a headache," is how Dolgin describes it. Still, when it planted its first seeds, JD Farms had to install an armed guard. (Until they're planted in the ground, hemp seeds are considered a Schedule I narcotic, according to Dolgin.)
A lot of people like to infuse their CBD oil into drinks or food to get rid of the earthy CBD taste. The fact that HempWorx sells a pre-infused coffee is great for any caffeine-lovers out their. One box contains 150mg of CBD, equating to roughly 5mg of CBD per cup. The cannabidiol is infused into coffee made with Arabica beans; it is non-GMO, gluten free, and vegan friendly. This product contains zero THC, so you don't have to worry about any unwanted effects.
Despite the strange wording on the website, this certificate of analysis appears to show that this product does indeed have the stated level of cbd, about 10 mg per dropper. It is confounding therefore, why they have tried to conflate cbd oil and hemp oil, even using 'phytocannabinoid hemp oil' on the ingredients label rather than just saying, cbd content.
If you'd prefer to add a CBD creamer into your coffee rather than use CBD-infused beans, then these are for you. Containing 5mg of hemp oil extract per creamer stick, you can purchase these CBD Keto Coffee Creamers in Hazelnut, Vanilla or Mocha flavour. As well as containing zero THC, these creamers are also sugar free for more health benefits. Just like the coffee, they are non-GMO, gluten free, and vegan friendly.
Online business opportunities come and go every day with the most popular ones following trends in society. One example of this, is a company that has recently come into light called HempWorx. Is HempWorx a legitimate company to do business with, can you really make money with their products and services or is this one that you should be avoiding for better opportunities?
With our company, we eliminate all restrictions. What happens when you combine the HOTTEST break through products with the MOST lucrative compensation plan POWERED by a revolutionary online marketing system, and people who are dedicated to helping you WIN? A powerful story you have to hear! We invite you to join our team of affiliates who are sharing our powerful products in over 150+ countries worldwide to create financial freedom.
I'm not saying that HempWorx doesn't offer quality products. But you should be aware of the cost and the fact that the company has an affiliate program so that you know what you're getting into. We hope they change their marketing approach in the future. If you are using their products and happy with the program, that is great and we hope you stick with it.
So I went about doing my own due diligence on each of these 7 concerns and here's what I learned: I learned about the products and that they were advertised as very high quality - organic, non-gmo, made with hemp grown in Kentucky USA and came with a 30 day empty bottle guarantee. So far so good. Then I looked for HempWorx Reviews for people that have tried the product so I could see direct feedback. I was frankly astounded by how many positive reviews there were for people getting serious results from anything from chronic pain, anxiety, diabetes, poor sleep and more. But were these reviews legit? Well, they were all from Facebook where there is an actual photo of the reviewer and an unsolicited post in their own words. So, as far as testimonials go, it is probably as solid as it gets because the reviewer can be contacted directly to confirm the results. I ended up compiling my own group of HempWorx reviews from Facebook users and posted them on 5 separate pages -here is one of those pages you can view at CBD Oil for Pain.
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Bast is the outer fiber of the hemp stalk, and just about anything can be made from it -- clothing, rope, rugs or plastic. It also blends well with cotton, silk, rayon, linen, wool and other fibers, which makes it both versatile and recyclable. Henry Ford once constructed a hemp plastic car that ran on hemp fuel. It was lighter than steel, but 10 times as resistant to breaking. Hemp fibers can also be used to make paper that is stronger than most of today's paper while using a method that is more environmentally friendly than the traditional chemical-intensive process of taking wood and turning it into pulp.
Like with many MLMs, they normally charge higher for products which you can find at a cheaper price somewhere else. Hempworx is no different. For instance, a 500 mg bottle of hemp oil will cost $69.99, excluding shipping. Customers can just buy this directly from Amazon.com which will be a lot less in terms of cost. Overpriced products are going to make selling very difficult for the distributors.
Some research suggests that in some people, CBD may work better when it's combined with at least a little THC, says Martin Lee, director of Project CBD, an advocacy group that supports CBD research and the author of "Smoke Signals: A Social History of Marijuana—Medical, Recreational, and Scientific" (Scribner, 2012). This is called the "entourage effect," Lee says, the idea that the sum of the two chemicals, plus other related compounds in the plant, is greater than their individual parts.
Barroso, 48, became interested in CBD after being introduced to it by a friend in Colorado. He had long taken painkillers for a crushing football injury he sustained when he was 23. When his real estate business collapsed during the financial crisis, he invested in a pain-management clinic. Barroso describes that decision as "the worst thing ever," as he soon became addicted to opiates. Then his friend suggested he try CBD gummies, which helped him stay clean.
Yes. All our hemp crops are grown free of chemical fertilizers, herbicides, and pesticides, so our quality starts with our hemp plants. From the time our hemp oil is harvested to the manufacturing and shipping of our products, we test our hemp oil multiple times to ensure accuracy in potency information and to check for contaminants like pesticides, herbicides, heavy metals, and mold, as well as cannabinoid content. We also use a supercritical CO2 extraction method when we extract our hemp oil, instead of harsh solvents. CO2 is a much healthier choice than other potential solvents
I DID go off my opioids! Next week I am halving my Cymbalta with the aim of going off it as well! I simply cannot believe how I feel! My depression is relieved, my anxiety lessened. I did have tension headaches when I started the drops but I was SO nervous about withdrawal symptoms I was making myself anxious! The headaches are now gone. I have energy! Water retention gone! Slight decrease in appetite! Very little pain! No morning stiffness! I am happy! I am content! I am so blessed to have found this company! I can't say enough about how good I feel. I know I sound like a cheesy ad for this company but quite sincerely? I never thought I would feel this good again. I am both speechless and yelling from the rooftops at the same time! I actually knelt down for the first time in 15 years without a knife in my right knee! I have an ACL injury (1990s) and water on the knee, and I knelt down and vacuumed under the bed! Heck, I changed the sheets AND vacuumed in the SAME DAY! If you have pain, you know how special THAT is!!
Hi, I'm Shane and welcome to HempCaptain.com. Here you will find honest and accurate information about CBDs, medical marijuana, hemp, and much more. I am passionate about using CBDs to enhance and improve life, and it is my goal to share the most up-to-date information and research with our readers. Visit our about page to learn more about me and the HempCaptain mission. Thanks for visiting!
CBD(Cannabidiol) is a cannabis compound that has significant medical benefits, but does not make people feel "high". The fact that CBD-rich cannabis is non-psychoactive (as opposed to a THC dominant strain) makes it an appealing option for patients looking for relief from inflammation, pain, psychosis, seizures, spasms, and many other conditions without feelings of lethargy or dysphoria. Hemp Worx 750 is CBD dominant oil!
You can get started for as little as $59 for the "Entry Pack of Pet Products at $39 + $20 Affiliate Fee," but as you can see in the image below, you could end up investing as much as $619 for the "Executive Pack at $599 and $20 Affiliate Fee". Just like many other MLM's, you must continue buying a pack every single month regardless of if you use it or not.
****Please read****I enjoy some of the benefits I am receiving from there 750 bottle. I do not smoke marijuana or anything like it. I have tested myself twice with two different brands of test kits and have showed positive for THC each time. so please be aware if your drug tested you will show positive. bBut to me right now with my fibromyalgia it is worth it as long as it help's.


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FP2: Vettel quickest in rain-hit session
Sebastian Vettel topped a rather drab and dreary FP2 session in Hungary as the rain limited Friday afternoon running in Budapest. Vettel was quickest with a 1:40.464 which was two tenths quicker than Valtteri Bottas, but the timesheet just had 12 drivers with timed laps on the board as the likes of Lewis Hamilton and Daniel Ricciardo stayed largely in the dry and comfort of their garages. The heavens opened during the break between FP1 and FP2 at the Hungaroring, […]Read more


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We continue to develop resources related to the COVID-19 pandemic. See COVID-19 initiatives on Appropedia for more information.
International Center for Creativity and Sustainable Development
Jump to navigation Jump to search
The International Center for Creativity and Sustainable Development (ICSSD) is a centre created under UNESCO.[1] It was launched at a meeting in Beijing on 13 December 2015.[1]
The Center is located in Beijing. Its activities are to further the objectives of the UNESCO Creative Cities Network (UCCN).[1] It will also identify collaboration opportunities to implement the 2030 Sustainable Development Agenda.


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'Freaks' Official Trailer
Sep 10, 2019 - Kept locked inside the house by her father, 7-year-old Chloe lives in fear and fascination of the outside world, where Abnormals create a constant threat – or so she believes. When a mysterious stranger offers her a glimpse of what's really happening outside, Chloe soon finds that while the truth isn't so simple, the danger is very real.
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That's Just Brilliant - April 22, 2020
High Contrast Lighting
While amateur photographers like to shoot outdoors with even light, top photographers like to play with any light that's available. By taking advantage of bright directional light illuminating dark places, they create photos filled with ambiance and style. When you're choosing a photographer for your wedding, be sure they know how to make the most of lighting in every situation. That way you'll get photos that will surprise you and leave you breathless like the ones below from Look Fotografia, Dan O'Day, Davina and Daniel, Victor Lax, Fer Juaristi, and Jos & Tree.
View our blogs in our That's Just Brilliant section to see more examples of creative, compelling photography.


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Monthly Archives: October 2016
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I am Ashleyy Sakrani author, sculptor, poet and Yoga Maestro. I've written my story a hundred times and re-lived it too, Sometimes...
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Redressing Marginalisation
A Study of Pedagogies for Teaching Mathematics in a Remote Australian Indigenous Community
Monash University
Griffith University
Community School
The discussion in this chapter draws on a series of teaching explorations at an Indigenous community school in a remote region of Western Australia. The school was one of the sites in the Maths in the Kimberleys research project led by Robyn Jorgensen and conducted on the invitation of the Association of Independent Schools of Western Australia. The ongoing project is seeking ways to support the teaching of mathematics in small community-run schools. We see the learning of mathematics as directly connected to modernisation of communities, and that an important focus of support is to enhance the capacity of teachers to engage all students in effective mathematics learning.
The project design recognises the complexity of the educational challenges in such small communities, acknowledges those who have addressed these issues previously, and emphasises collaboration with the respective communities at each stage. This chapter outlines the context of the research, some challenges with teaching and learning mathematics for Indigenous students, the pedagogical model that we are researching, some classroom explorations that exemplify aspects of the pedagogical model, and some reflections on the opportunities and challenges with the model.
The research context
The schools serve communities that are focused on modernisation, they foster commitment to the community and there is active involvement in most schools. Most of the communities served by these schools are alcohol free, there is a mix of traditional activities such as hunting and fishing, and some access to aspects of modern living such as sporting opportunities and health care. School attendance is very good. It appears that the basic conditions for effective schools with high proportions of Indigenous students, as described by Frigo et al. (2003), are being met. In particular, Frigo et al. noted that key features of schools that supported positive outcomes were strong school leadership in partnership with local Indigenous leaders, specific actions to support regular attendance and active engagement, good teaching and Indigenous presence in the school.
The schools conduct a well-supported and highly structured program, Accelerated Literacy, which aims to set high standards for students. It revolves around allocating significant time for literacy and structured, even scripted, actions by teachers. This support for literacy is clearly a prerequisite for educational and community development, although we note that this program, given the allocated resources, has had only mixed success. While both the school leadership and the teachers are active and committed, they are inexperienced, there is a high attrition rate (although substantially less than in similar communities elsewhere) and there is limited induction to the schools, the communities and the challenges the teachers encounter.
Challenges in and approaches to teaching mathematics
Our project is exploring ways to teach the mathematics that is needed for participation in modern societies. We endorse the call by Sarra (2008) that 'Aborigines… be afforded the capacity and freedom to engage in whatever economies in whatever part of the world they choose'. We argue that success at mathematics is a prerequisite to access to opportunities for this engagement.
Yet it seems that performance overall of Indigenous students is not preparing them for these opportunities. Lokan et al. (2001) note that, while some Indigenous students are performing at the highest levels (indeed, the recent Programme for International Student Assessment (PISA) results reported that the proportion of Indigenous students at the highest level was the international average), most are well below the overall means on most aspects of numeracy. Frigo et al. (2003) noted that, while Indigenous students performed well in assessments when commencing school, by the third year of school growth had 'slowed considerably' (xi) and that much of the variation in students' scores was a function of the school. In other words, the challenges of improving access to opportunities include finding ways to improve the overall performance of Indigenous students and arresting the apparent decline in comparison with non-Indigenous students over time.
A number of studies have sought to address this decline. The theme in all of them, as articulated by Perso (2006), is that students improve when teachers recognise differences in background and learning styles, and that failing to do so can lead to teachers adopting a deficit approach, perpetuating marginalisation of these students. Frigo et al. (2003) list key elements of effective numeracy teaching – from across schools serving high proportions of Indigenous students – as teaching skills in real-life contexts, developing sound number skills, reinforcing concepts through structured activities and semi-structured play, offering low-risk opportunities to develop confidence, exploring the language of mathematics, and building on what the students know.
Several studies have attempted to explain why policies and initiatives aimed at improving Aboriginal students' mathematics achievement have often failed (eg Baturo et al. 2004). Howard (1997) argues that the imposition of a 'western' curriculum has meant that 'for many Aboriginal children… the mathematics classroom becomes an alien place characterised by tensions and conflicts about relationships and the value of what they are being taught' (17).
There have been attempts to adapt conventional western pedagogies to Indigenous contexts. For example, the Garma Living Maths program (Perso 2006) describes an approach termed 'two-way learning', indicating acceptance of a mixing of western and Indigenous knowledge, and likens the meeting of these knowledge systems to the meeting of two bodies of water in a lagoon where salt and fresh water come together. A key element in this approach is the notion of not only incorporating community values into teaching approaches, but actively engaging the community in all aspects of the curriculum and pedagogies that are adopted.
An alternative approach, QuickSmart (Pegg et al. 2005), is a four-phase process for addressing the needs of low-achieving students. The approach involves initial teaching, subsequent attempts to address difficulties experienced by some students, collaborative support for teaching by a specialist and, ultimately, withdrawal from class. The approach emphasises automaticity of skills in both reading and computation, and the measures were of the extent to which the improved automaticity enhanced higher-order processing.
Our pedagogical model draws on these various approaches, and also on our understandings of mathematics learning generally. For example, we see mathematics learning as more than the development of low-level skills, and that the strategies that have been successful for learning mathematics elsewhere in the world should also be utilised in our community schools. These include creating opportunities for students to investigate mathematically rich situations, to identify patterns and seek commonalities, and to explain reasoning and justify choices. Our approach seeks to create such opportunities.
Interactive pedagogies
Our approach, termed 'interactive pedagogies', draws on Boaler's (2008) extensive work and has also been informed by Burton's research (2004) on working mathematically and productive pedagogies (Gore et al. 2004).
This approach challenges deficit models of teaching Indigenous students and seeks to promote a rich and deep mathematical learning. The approach is founded on a strong belief that all students can learn mathematics when the pedagogy is appropriate (see Grootenboer 2009; Jorgensen 2009; Sullivan 2009). The key elements of the interactive pedagogies are:
Group work: We see group work as foundational to processes of social learning. By incorporating group work with which students are familiar in out-of-school learning, it becomes possible to draw on the skills and knowledge within a group to solve problems. The roles of the group members create interdependent learning opportunities that are not possible within parallel learning.
Home language: Students are allowed to draw on their home language (in this case, Kriol) to negotiate meanings. When reporting back, they are encouraged to use standard Australian English.
High interactivity: There is a strong focus on quality interactions – within the group work and the reporting-back stage. Good questioning is critical to this approach. Teachers develop good questions to promote learning opportunities for the students as well as students learning to pose good questions to each other.
Multi-representational: Recognising the diversity among learners, we encourage use of tasks that foster, and allow for, various methods of representation that cater for the different skills and dispositions that learners bring to the task. Provided that the result is reasonable, the pathway and mode of representation is valued.
Reporting back: This is a critical part of the lesson, where students report to the class on their approach to solving the task and the responses they have developed. Ideally, students within the classroom pose questions to the reporting group so that there is quality dialogue among peers, which ultimately promotes aspects of working mathematically, such as justifying, clarifying, generalising, conjecturing and so on. The purpose is to encourage dialogue among peers that promotes rich mathematical learning.
Tasks and activities: Our focus in this chapter is on the choice of the task, for which there are three complementary elements:
These aspects are elaborated in the following discussion of the explorations in Rebecca's classroom.
The classroom explorations
The project overall involved regular professional learning sessions with teachers on aspects of the interactive pedagogies, supported by occasional school visits by the research team, data collection via the video-recording of lessons by the teachers, and telephone interviews with the principals and teachers. The following discussion focuses on just one aspect of the interactive pedagogies and elaborates considerations about the selection and use of tasks and activities. It draws on observations from a set of 10 lessons, spread over three separate research visits. The lessons were planned collaboratively with Peter and taught by Rebecca.
The purpose of the observations was to examine the implementation of the interactive pedagogies in real time in a classroom. Rebecca was willing to explore all aspects of the pedagogies and these observations provide a realistic indication of what is possible. Peter observed the lessons, made video and audio recordings of key moments, gathered student work samples and interviewed Rebecca before and after the lessons. The following is a discussion of the three elements of the tasks and activities aspect of the interactive pedagogies: the importance of having clear goals; building on what students know; and mathematical richness.
The importance of having clear goals
The importance of teacher clarity is supported by Hattie and Timperley (2007), who reviewed a range of studies on the characteristics of effective classrooms. They found that feedback was among the main influences on student achievement, the key elements of which are 'Where am I going?', 'How am I going?', and 'Where am I going to next?' The implication is that it is best if the teacher formulates specific goals for student learning, can make decisions on expectations for performance, and has some sense of where the experiences are leading subsequently. It is therefore important that the teacher establishes clear goals, so that the many interactive classroom decisions, questions and comments are made with a clear purpose in mind.
To help make the focus of teaching plain, in each of the three sets of lessons some key ideas were extracted and elaborated at the first stage of planning. The planning was iterative and took place by email some weeks prior to the teaching. To illustrate what is meant by identifying key ideas, the following were the ideas suggested after Rebecca had proposed the topic and level (Grades 3 and 4, student ages eight or nine) that were the focus of instruction.
The first sequence of lessons was on subtraction. It was proposed that the key ideas were: stating the numbers 1 and 2 before a given number; modelling numbers in terms of their parts; mental strategies that are useful for subtraction; and connecting different representations of subtraction (see Sullivan et al. 2009a). As an indication of the success of the planning and teaching, all students were individually interviewed at the end of the lesson sequence. Nearly all Grade 4 students and most Grade 3 students were able to answer the questions: 'I have eight biscuits and I eat three. How many do I have left?' and 'What is 10 take away seven?' While these are not complex tasks, the results indicate that the lesson sequence included the weaker students effectively.
Rebecca suggested that the second sequence of lessons focus on partitioning numbers, the key stages of which were proposed to be: patterns in numbers to 10 and 100; breaking numbers into parts (eg 65 is 60 + 5 as well as 50 + 10 + 5 etc); and regrouping numbers (eg 98 + 35 = 100 + ?) (see Sullivan et al. 2009b). Students were interviewed again to obtain a sense of their learning. Nearly all of the 15 students were able to count by 10s past 100; count by fives to 90; calculate 9 + 4, where the nine objects were covered, requiring counting; state the answer to 2 + 19, and most were able to answer 27 + 10. This is evidence of learning and growth.
The third sequence was about division. The key ideas suggested were: using models to represent multiplicative situations; working multiplicatively with numbers; solving problems without using models; and moving to larger numbers.
It is argued that these represent key ideas within each of these topics, and that having a clear idea of the focus of instruction is better than merely working on a collection of loosely related activities that vaguely address the topic for instruction. This clarity is helpful for choosing tasks, for explanations, for emphasising the purpose to students, for interacting with students, for interpreting their responses and for assessing their achievements. The interview assessments were not intended to measure the ceiling of learning but the extent to which students generally had learned the desired content. In this, the lesson sequences were successful.
Building on what they know
The second element also draws on Hattie and Timperley, who argue that learning is more effective when teachers identify what the students already know, so that both the activity of the task and the feedback to students can build on their prior knowledge. The confidence that students derive from working on familiar concepts can then be used as the springboard for the subsequent challenges that teachers set that lead to real learning. Perhaps paradoxically, this is an aspect that many educators find difficult.
As part of teacher learning sessions we proposed the use of contexts with which the students are familiar. These might include linking to modern ideas such as sports, or traditional ideas such as time-marking systems or the language of directions and location.
Since the development of understanding and fluency with numbers is an essential element in education for participation in modern society, a particular challenge is to identify aspects of numbers with which students are familiar. After observing students at a school fete, Rebecca commented that the students seemed to be familiar with money. The second and third sequences were developed to build on this familiarity. The following two activities show how this was enacted.
The first activity sought to build on perceptual (as distinct from conceptual) recognition of money amounts. Various combinations of $1, $2 and $5 amounts were shown for a short time and then covered. Students first whispered their answer to the person sitting next to them and then declared their answer. The observer (Peter) noted:
The students seemed to be extraordinarily adept at doing this accurately. Given that this involves a number of key skills in combining and partitioning numbers, it created the sense of the strong foundation on which the lesson sequence could build.
This was repeated using ten 20–cent pieces first and then adding 50–cent pieces. Many of the students seemed to do this readily and it created the excitement that goes with successful completion and with challenging questions. We have video records of eight-year-old students accurately identifying money amounts as quickly as adults who have been familiar with money all their lives.
Another activity, indicating the move away from using the actual coins, was based on a well-known game, Race to $10, where students, starting at 0, in turn add $1 or $2, and the one who makes the total $10 is the winner. There is a winning strategy. This was then played as Race to $1, adding on 10 cents or 20 cents. The observer noted:
The students were able to play the game easily, and were energetically engaged. As a review of the activity, Rebecca played this for some time with individuals to see whether they would see the pattern, and recognise a winning strategy. Only one student did, and he was asked to report on this, but there was an emerging awareness in the others. Again, the success at the game, presumably derived from the familiarity with the money amounts, created an opportunity for engaging with the mathematical ideas. The money provided the springboard.
Using the money tasks, with which many students were familiar, created a sense of enthusiasm and success, and seemed to allow extension to straight number tasks, which was Rebecca's intent in the first place. In individual interviews after the lessons, nearly all students could recognise the total of two $2 coins and two $1 coins, shown for two seconds, and over half of the students could recognise the total of three 20-cent coins and one 10-cent coin, shown for two seconds. This both confirms the initial observations that some students were fluent with these tasks and also indicates that the lessons allowed other students to attain this fluency.
Choosing rich tasks
The third element is the choice of tasks that are mathematically rich and challenging. The nature of the tasks and associated teachers' actions are summarised in a set of recommendations for teachers (see Jorgensen and Sullivan, Chapter 4 this volume). To illustrate the nature of these tasks, the following are three examples that were used as part of the observed teaching. The first task was posed as follows:
I am thinking of two numbers. The difference between the numbers is 2. What might be the numbers?
This can be recorded symbolically as
– = 2
The point is that students can explore aspects of 2 difference and even recognise the patterns of differences that appear. We want students, for example, to be able to calculate 19 – 17 as readily as they calculate 19 – 2. This type of task gives students the opportunity to make active decisions on the numbers they use and the way they record their results. It is important to emphasise that there is more than one possible answer and that it helps if the answers are written systematically. The observer noted:
The pupils worked productively on the task, and most groups were willing and able to produce multiple solutions, some of which were systematically organised. Making choices seemed to be engaging. In this case there was a need for extended explanations of how this would work. Perhaps in the future it will be easier to pose such tasks. The students worked in groups with particular roles. Rebecca encouraged the reporter from each group to explain the process whereby the group found their particular set of answers. Again, this reflects the focus on students explaining their strategies, supported by the teacher.
The success of the groups is indicated in the diversity of responses given by the groups. Many groups developed a range of possible solutions, indicating that they had identified patterns in the solutions and laying the groundwork for knowing the answer readily to questions such as 19 – 17.
The pedagogies associated with this task are illustrative of the approach we are advocating. The task had a variety of entry levels, it could be answered in different ways, it involved group work with roles, and it allowed a detailed and focused class discussion of strategies and patterns. The concluding review allowed the teacher to highlight particular student insights.
Another task was posed, using $1, $2 and $5. In Rebecca's words, 'Your job is to work out as many ways as you can to make $10'. The observer noted:
This seems to be an example of the type of task that can be successful. It is complex enough to allow for multiple answers; some reasoning and problem solving is required; and it is practising a core skill toward the goal, that of ways of building to 10.
The students wrote their answers on small whiteboards. They seemed to understand the task and worked productively, with many producing multiple correct answers.
The purpose of including discussion of the third task here is slightly different. This task was presented as: 'I have three silver coins, how much money might I have?' It allows a similar diversity of responses to those of the previous tasks, but there was an interesting twist. The observer noted:
This again is the sort of task that should work. It has a range of answers, it prompts communication, it is challenging mathematics, and it is addressing the overall theme. It did not work as intended, with many students including $1 and $2 coins in their total, making it more complex. Yet Rebecca had explained the task well. The reason for not mixing the dollars and cents is that it makes the calculation more difficult.
Only later did it emerge that the local word for coins or change is 'silver' (in Australia, there are coins for $2 and $1 and these are gold), which highlights the need to consider alternative interpretations of events and language at all times. This illustrates the importance of the interactivity implied by the pedagogical model, as well as sensitivity by the teacher to the interpretations of the students.
These three tasks illustrate that the students are willing and able to engage with such number and money investigations. They are able to identify a range of possible responses and record them systematically, which presumably lays the groundwork for developing mathematical connections.
Reflecting on opportunities and challenges with the interactive pedagogies approach
The goal of the research is to investigate the challenges and opportunities afforded by this pedagogical approach. From the lesson observations overall, it can be concluded that being clear about the goals of teaching is helpful both to the teacher and to the students. In the lessons observed, the clarity meant that the activities could be thoughtfully sequenced, each activity could build on a previous experience, and the students were clear about the teacher's goals and her expectations for them. It also appears that 'building on what the students know' was an effective strategy. In the sequence of activities that drew on the apparent familiarity and fluency of students with money, the class was extraordinarily energised and engaged; they participated actively and the experience seemed to lead to other learning. Rebecca was able to extend some of the students toward formulating some potentially powerful generalisations.
In these observations it also appeared that the students were both willing and able to engage with rich tasks that required decision making by them and allowed the construction of mathematical ideas. It seems useful to use such rich tasks with the students and to encourage them to create mathematical ideas based on those tasks.
In these examples, and the other lessons observed, there were many instances that would be judged outstanding teaching and learning in any school, and certainly demonstrated that students in remote schools can learn as well as their metropolitan counterparts. Three challenges emerged from these observations. The first is that care needs to be taken when making inferences about the extent of student engagement. In the sequence of activities based on the money questions the class seemed highly engaged. Yet in subsequent interviews, in the class observed, while most students were highly fluent with the money and equivalent number questions, there were two students who were not able to identify the value of any coins. This emphasises that there is a diversity of achievement within each class – and a diversity of readiness – and specific actions must be taken to accommodate this diversity. While we have not researched the potential in this, it seems that the Aboriginal Education Workers who are available in some schools could be better utilised. It also seems that there would be advantages in exploring ways of grouping students for instruction that maximise students' opportunity to contribute meaningfully.
A second issue relates to the conduct of class reviews after rich explorations. Rebecca patiently probed the students' thinking and invited them to explain their reasoning. Yet this was not often successful from a whole-class perspective. One example was the student who explained his strategy for winning the Race to $10 game. He gave an extended explanation and, if you knew what he was trying to say, his explanation was insightful and illustrated clear conditional thinking and argument. Yet his explanation would not have informed other listeners. There were a number of other instances where an individual gave an excellent explanation that elaborated on the desired type of thinking, but not in a way that would engage the other children. The other students were not interested in such explanations, which may be partly a function of a lack of clarity. Rebecca was energetic and committed to the approach and had worked with the class on her expectations for participation. It is suspected that specific actions will be necessary for this aspect of the approach to realise its potential. One strategy that seemed to work was for the teacher to restate the explanations given by students and to provide additional diagrammatic support for their explanations.
A further issue is the intensity of the interactivity. In many of the observations the students became tired. Noting that these classes are quite small, students are constantly under scrutiny. Clearly, in the above, there were mathematically rich and challenging experiences in which the students participated well, even beyond expectations. But it is perhaps unreasonable to expect the students to do this for the full 90 minutes of each mathematics class. It is suggested that teachers could plan some experiences that are less intensive and less interactive and these could be used to buffer shorter and more intensive parts of the lessons. These less intensive experiences could include competitive games such as card games, some aspect of physical activity combined with a mathematical experience, drawing or storytelling.
The interactive pedagogies model clearly has potential to engage students in doing significant mathematics. Our project is now seeking to elaborate on the aspects that worked well and to revise those that did not.
Baturo, A; Cooper, T; Dietzmann, C; Heirdsfield, A; Kidman, G; Shield, P; Warren, E; Nisbet, S; Klein, M; Putt, I. 2004. Teachers Enhancing Numeracy. Canberra: Commonwealth of Australia.
Boaler, J. 2008. 'Promoting "relational equity" and high mathematics achievement through an innovative mixed ability approach'. British Educational Research Journal 34 (2): 167–194.
Burton, L. 2004. Mathematicians as Enquirers. Dordrecht, The Netherlands: Springer.
Frigo, T; Corrigan, M; Adams, I; Hughes, C; Stephens, M; Woods, D. 2003. 'Supporting English literacy and numeracy learning for indigenous students in the early years'. ACER Monograph 57. Camberwell, Victoria: Australian Council for Educational Research.
Gore, J; Griffiths, T; Ladwig, J G. 2004. 'Towards better teaching: Productive pedagogy as a framework for teacher education'. Teaching and Teacher Education 20: 375–387.
Grootenboer, P. 2009. 'Rich mathematical tasks in the Maths in the Kimberley Project'. In Crossing Divides, edited by Hunter, R; Bicknell, B; Burgess, T. Proceedings of the 32nd Conference of the Mathematics Education Research Group of Australasia. Vol. 1. Sydney: MERGA: 696–699.
Hattie, J; Timperley, H. 2007. 'The power of feedback'. Review of Educational Research 77 (1): 81–112.
Howard, P. 1997. 'Aboriginal voices in our schools'. Paper presented at the Annual Conference of the Australian Association for Research in Education (AARE), 30 November – 4 December 1997, Brisbane.
Jorgensen, R. 2009. 'Cooperative learning environments'. In Crossing Divides, edited by Hunter, R; Bicknell, B;& Burgess, T. Proceedings of the 32nd Conference of the Mathematics Education Research Group of Australasia. Vol. 1. Sydney: MERGA: 700–703.
Lokan, J; Greenwood, L; Cresswell, J. 2001. '15-up and counting, reading, writing, reasoning'. Camberwell, Victoria: Australian Council for Educational Research.
Pegg, J; Graham, L; Bellert, A. 2005. 'The effect of improved automaticity on basic number skills on persistently low-achieving pupils'. In Proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education, edited by Chick, H; Vincent, J. Vol. 4. Melbourne: IGPME: 49–56.
Perso, T. 2006. 'Issues concerning the teaching and learning of mathematics and numeracy in Australian schools'. Australian Mathematics Teacher 62 (1): 20–27.
Sarra, C. 2008. 'New narrative tells of brighter future together'. Australian 8 August. Accessed 20 October 2009. Available from: http://www.theaustralian.com.au/news/features/new-narrative-tells-of-brighter-future-together/story-e6frg6z6-1225759141388.
Sullivan, P. 2009. 'Describing teacher actions after student learning from rich experiences'. In Crossing Divides, edited by Hunter, R; Bicknell, B; Burgess, T. Proceedings of the 32nd Conference of the Mathematics Education Research Group of Australasia. Vol. 1. Sydney: MERGA: 726–732.
Sullivan, P; Youdale, R; Jorgensen, R. 2009a. 'The link between planning and teaching mathematics: An exploration in an Indigenous community school'. In Proceedings of the Biennial Conference of the Australian Association of Mathematics Teachers, edited by Kissane, B. Fremantle, Western Australia: MERGA: 247–256.
Sullivan, P; Youdale, R; Jorgensen, R. 2009b. 'Knowing where you are going helps you know how to get there'. Australian Primary Mathematics Classroom 14 (4): 4–19.


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Publisher: Bluesource And Friends
Publication Date: April 17, 2019
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ASGA events and fundraisers bring the Greater Akron autism community together for education, networking, and fun. Events range from the Annual Autism Summit Conference to sensory-friendly days with community partners to our largest annual fundraiser, the Autism 5k Run & Walk. Events and fundraisers offer families, caregivers, educators, other professionals, and individuals with autism a safe, comfortable place to be a part of the community and support ASGA's programs and services. Money raised for ASGA stays local to support those affected by autism in Medina, Portage, Stark, Summit and Wayne counties.
Virtual webinar aimed at helping families navigate school, family and health as we transition into the new normal with COVID-19.
Informal support group in Kent/Stow providing time for discussion and information sharing among anyone impacted by autism.
Informal support group in Ravenna that provides a time for discussion and information sharing among anyone impacted by autism. This support group is currently being held via Zoom meetups. Contact the Wendy Cline HERE to receive link.
ONGOING - 24/7: Closed Facebook group for families living with a disability to connect with other families to share successes, needs, information and resources. All disabilities, ages and abilities are welcome! This is a constant conversation and we can all support each other by sharing the barriers we find and how we can overcome them. You are not alone on this journey!
JOIN through the REGISTER button below.
"Swimming with Autism", a water safety program created by the Autism Society of Greater Akron in partnership with the Greater Akron YMCA that launched in September of 2017. Participants are taught one on one by a qualified instructor with the focus being water safety along with adapted, appropriate swimming skills specific to the participant.
A fun Social Club for Adults with ASD for ages 18 and over! Meets the 1st and 3rd Wednesday of each month at 8:00 pm via virtual Zoom meeting. A great way to meet new friends!
5-day camp teaching individuals age 8 and older of all different abilities how to ride a bicycle independently!
BIKE CAMP for 2020 has been CANCELLED. Look for a new date in 2021.


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Equinor, Vår Energi, and Aker BP biggest winners in Norway's latest offshore round
Three Norwegian oil and gas majors – Equinor, Vår Energi, and Aker BP – have been awarded the largest number of new offshore production licenses as part of Norway's latest licensing round, the APA 2019.
Equinor, Vår Energi, and Aker BP were awarded 23, 17, and 15 licenses, respectively, during the APA 2019 announced on Tuesday. Equinor will operate 14 of the licenses, Vår Energi 7, and Aker BP 9.
Nick Ashton, Equinor's senior vice president for exploration in Norway and the UK, said: "The award enables us to mature new prospects and prove profitable resources that can be developed within the scope of our new climate roadmap for the Norwegian continental shelf (NCS).
Ashton added: "Our infrastructure-led exploration on the NCS has been successful for many years. This provides a good basis for high profitability and a low carbon footprint. In addition, we are actively pursuing new ideas in selected areas that meet the same criteria. This applies to the North Sea, as well as the Norwegian Sea and the Barents Sea, where we see potentials in the Castberg, Wisting, Goliat and Snøhvit areas. We are pleased with the opportunities that today's award by the Ministry of Petroleum and Energy provides."
Vår Energi CEO, Kristin F. Kragseth, said: "The new licenses are located in promising areas of the NCS, and are of strategic significance to us. The positive results reinforce our position as one of the majors on the Norwegian continental shelf."
"The result will provide us with many exciting new opportunities," said Vår Energi VP Exploration, Denis Palermo.
Evy Glørstad, Senior Vice President Exploration in Aker BP, said: "There are several interesting growth opportunities in the licenses awarded to Aker BP today."
Offshore Energy Today Staff
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List of related news articles
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Holiday greetings!
I hope you are enjoying time with those you love these holidays. Warmest wishes to you and yours.
Cedar bark abstract
I'm in Seattle for a dear friend's photography workshop on the Olympic Peninsula this weekend. I was lucky enough to wander the gardens and forest around his wonderful home yesterday. Coming from Alberta, the blossoms, warmth and greenery was almost a shock to me. Certainly a glimpse of a future we will hopefully see within a couple of weeks. The light on the bark of this cedar danced well with the abstracted shapes in the background. Those were thrown out of focus by the a shallow depth of field using a 24mm lens at f/2.0.
Autumn abstract
On the first day of October, I was in Banff National Park and found great fall colors across the Bow Valley. I returned to Hillsdale Meadow along the Bow Valley Parkway where I expected the larch would be showing their best golds and yellows. I wasn't disappointed! For this image, I used a slow shutter to abstract the landscape similar to how I had done with the same stand of trees in July. I moved the camera downwards during the 1/40th of a second exposure to exaggerate the vertical lines present in the golden trees and echoed in the evergreens in the mountainside behind.
A forest for all of its trees
There is a beautiful stand of aspen trees on the eastern edge of the Hillsdale Meadows which I have photographed for years throughout the seasons. Last weekend I stopped for another visit with them. This time around I was drawn to the contrast of the slender, white trunks and the dark spaces between them.
I worked a few different ideas before I found what an approach that allowed me to illustrate that contrast. Using longer shutter speeds (1/8th of a second – 1/4th of a second) and moving the camera vertically during the exposure, the blurs created illustrated the contrast in a way I really like.
Hoar frost abstract
It was -26°C as I stood with my tripod watching the sun climb off the horizon to start the day. Hoar frost enveloped these branches creating a beautifully tangled, chaotic pattern. The sunlight streamed in, reflecting off of the ice and snow.
In the world Raven made
The many are the one
Fly over the world you have made
Share your vision with those who will see
Fly where you will and we will know you are
In time we will understand more of what is
And we will change as you change
We will fly in our way as you fly in yours
You are and we will be
A different tree of life
I found this abstract tree form in the exposed bed of Medicine Lake east of Jasper. I liked how water was running down the branches that led into the dry ground.
On a cold clear morning…
This strange cloud and a few stragglers lit up brilliantly ahead of the rising sun. I was driving east towards Calgary and stopped for a few minutes to watch what looked more like a stack of cotton candy than a regular cloud. Mind you, whenever I think a cloud is just a normal one, watching it morph unpredictably as it crosses the sky reminds they are magical creations.
Ice and Snow: lines and shadows
The waves of mild temperatures then bitter cold that have been winter's pattern this year have played havoc with the ice.
Along the Elbow River the once smooth sheets of water frozen layer on layer, have buckled and split along the channel.
The temperature went into free fall yesterday but the blue skies pulled me outside this morning. Near the edge of the ice down the Elbow I spent some time photographing the forms created by the blanket of snow, broken ice cover, and the long shadows of winter.
A gallery of abstract images
I have been working on updating all of my portfolios to include work from 2013. It's been weighing on my mind and more than a few clients have requested an update. I made some good progress over the past week and will be posting the new galleries as I complete them.
First up is my abstract portfolio. These are a collection of images where the subject caught my eye and I let my imagination have the reigns.
Please click the image above or this link to have a look.
Aurora Dance
Canon 5DIII camera with a Canon 24mm f/1.4 lens: 2 seconds at f/2 on ISO 1600
One more from the Northern Lights that I watched from my backyard last month. There was a pile of photographs from that night which I had not yet looked at. A few days ago, I worked through them and this one stood out for me.
A walk around Granville Island
Granville Island is a favourite place of mine to stroll around on a rainy day in Vancouver. To be clear, it is great in good weather too but when it is wet the industrial-artistic buildings, galleries and walkways reveal beautiful details. The wood gleams, the rusty browns and reds in weathered metal become deeply saturated and the blooming flowers of mid-March glow despite the grey skies.
When I used to live in Vancouver I would head down to the market on the island regularly. When dark clouds greeted us one morning during a visit my friend Jack and I made to Vancouver in March, my memories of Granville in the rain came back and it was fun to wander around there once more.
Eventually we did head into the market for a little while. The food was, as usual, incredible and we walked out with several bags of fruit as a temporary keepsake from the morning.
I didn't buy any fish but I did ask the gentlemen presiding over the chilly group below if I could photograph. The rough, inconsistent pattern caught my eye.
All of the morning's hard work built up a thirst so we stopped by the Granville Island Brewery's Taproom. These lightbulbs looked like they were from someone's Steampunk dream and I was compelled to ask a couple if I could lean over next to them in order to grab a quick shot.
On the way out of the maze of buildings, this metal rail contraption drew my attention. It wasn't in motion, I'm not even sure that there was anything that did move, but it was really cool.
A little earlier, I had really enjoyed the metal construction art at the entrance to the Ocean Concrete yard along the island's waterfront facing the inlet. The two pieces seemed like distant cousins with the house suggesting a slightly more inviting alternate reality. It is a very cool place where even a concrete company gets into the artistic vibe.
Another great tour through Granville Island. I'm looking forward to the next one, rain or shine.
Light painting: Experimenting with sparklers, steel wool and a glowing ball
My friend Jeff and I spent some time experimenting with different light sources last night. Generally referred to as light painting, this is an area of photography that is drawing a lot of people's creative energy right now. We confirmed how much fun this can be both to photograph and to play with the light. We wanted to play around with some of the common tools and see how they worked in practice. We took turns being the subject (and consequently light-wielder) – Jeff presented great symmetry in his movements which created interesting imagery. By the end, we had learned some things, definitely had fun and now we're scheming about the images we really want to create.
Note: If you want to see this images larger you can visit this web gallery on my website.
A chaotic globe traced out by a sparkler
This suggested one of the dark creatures from the fantasy genre. For those who may have played Dungeons & Dragons, this seemed like a Nightshade to me.
Gloves with green, red and blue lights on the fingertips allowed Jeff to trace out arcs that reminded me a little bit of Leonardo da Vinci's Vitruvian Man drawing .
The photographs are presented in reverse chronological order (because the fiery ones look so cool so I wanted to put them up first). However, we approached this session with a measure of sanity and worked up from this glowing ball (one of the many balls in my children's collective inventory) to the more exciting (read: burning) props. The image above is one of the first in the shoot where I was looking at ambient light in the area, the brightness of the ball and what flash added to (or detracted from) the scene.
The ball illuminates with red and blue LEDs that alternate creating purple tones in a long exposure. When Jeff was looking at the ball here it was hard not to be reminded of Gollum and "My Precious" from The Hobbit and The Lord Of The Rings.
Definitely my favourite photograph of the evening was with the sparks carving out lines of light. I converted it to black and white below and that changes the image in a different but, to me, equally interesting manner.
Hawaiian Abstracts: Leaves
Kauai is also called the Garden Island. The lush vegetation that blankets the land from the edge of the beaches and up to the peaks of the mountains makes the name an obvious choice. I've spent a couple of mornings on the grounds photographing the leaves of the plants that line the walkways and the paths. The patterns and colors are amazing and I will definitely spend more time with them over the next couple of weeks.
I haven't learned their names yet so my apologies for not being able to provide a little more detail about the species. I have a book of Hawaiian trees and shrubs so, if there are quiet moments, I will endeavour to shore up that gap.
Patterns in Nature: Abstracted Landscapes
My post yesterday, Downward Spiral, had me thinking about patterns and prompted me to dive through my image library for patterns in nature. As I looked at these images, I assembled a loosely connected collection under this theme.
Pulling together this short set, really fired me up to go find new patterns in the forests, fields, rivers and mountains where I get to spend my time.
Abstract Flow
Just a couple of nice abstracts from a stretch of water near my home. It was well after sunset so I was able to get a very slow shutter speed to really stretch out the lines traced out by the moving water. These are two of the long exposures both were 30 seconds at f/16, creating smooth edges to the small rapids in this creek.
Quartering a Window Taxi
Along 9th Avenue in downtown Calgary, Gulf Canada Square's dark panes of glass often provide a large mirror that abstracts the traffic heading east on the one way road.
I watched traffic for a while, looking down from the 12th floor of Banker's Hall, until this taxicab drove by distinctive and separated from the other vehicles in that moment. The slight curvatures of the glass did the real work to create this warp of a simple scene.
Watery Reflections of South Carolina
Ran across some beautiful, warm evening light when I was in North Myrtle Beach a few days ago. I was walking on the boardwalk around Prices Swamp Run and the reflections in the rippling water were beautiful.
Abstract Zebra
I found this great faux zebra print and enjoyed creating this image out of the pattern.
Glass: My fascination with photographing windows
As part of my ongoing fascination with glass, I am working on a collection of abstract images involving windows. Here are three photographs that have made it into the series so far.
I love these thick blocks of glass that are often found in homes. They are great for allowing light in while keeping the interior private. For me, they warp scenes on both sides of the glass and I love the effect. The crazy pattern in this pane is actually a plain window in the brown brick building about ten feet away.
These windows belong to an apartment building in Vancouver's West End. I love the curves introduced into the reflections by these big sheets of glass.
This one strays a bit from the glass theme but I was drawn to the strange pattern created by the window frames from this angle at ground level in and alley in downtown Calgary.
I had the opportunity to work with glass (blown glass) for fun a few years ago and really enjoyed it. I love working it into my photography whether as the subject or as part of the supporting cast – it really is wonderful.
Graffiti Photographs
I don't actively hunt graffiti out but occasionally there is a piece that demands a second look when I see it. Whether because of the color, the shapes, the location or something less tangible, I have to photograph the occasional piece. Here are four pieces where I like the art and the way I captured them in a photograph.
An incongruous drawing in the bedroom of a long abandoned farmhouse near Gull Lake, Saskatchewan.
Railroad cars have no shortage of graffiti on them. This little bird and the weathered paint attracted me more than the larger canvases nearby.
This van's delivery days are long past but it is doing great brightening up a back alley in an industrial section of Calgary.


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Managing technology
This chapter describes the key features of innovation management in the framework and the implications for organization and strategy. It discusses organizational types appropriate for technology management using the contracts approach. The chapter presents an overview of the case studies, including remarks on methodology, and collects some of the findings. Managing organizational change is a well-known problem for firms as they grow or are challenged by new technology. The integration of technology into the firm's business operations is crucial to its successful management and hence its competitive advantage. The chapter provides an overview of the research programme. Having begun with the management framework it was found that the value of cases was as great in suggesting new hypotheses within this as in verifying the original ideas. Technology management includes questions of strategic management and its contribution to performance. Strategy steers activity towards areas of greatest competitive advantage via general objectives reflected in the architecture and project selection.


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Houses: Kitchens + Bathrooms, June 2019Houses: Kitchens + Bathrooms
Presenting the best contemporary kitchen and bathroom designs and products.
Presenting the best contemporary kitchen and bathroom designs and products.
A 1950s bungalow is thoughtfully replanned with a utilitarian yet welcoming design that follows the philosophy of "less but better."
A reductive aesthetic and plentiful natural light interlace in Benn and Penna's elemental extension to a cottage in the Sydney suburb of Leichhardt.
A compact apartment in inner-city Sydney is transformed into a bijou home distinguished by rich colour and decadent materiality: 1906 by Amber Road.
Distinctive for the "cat's ears" roof profile, this addition to a double-fronted cottage in Adelaide is the result of a three-year labour of love for its architects.


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Yes, you read that line right, in Canada we can now access Hotmail or WIndows Live mail messages using an email program such as Outlook, OS X Mail, Thunderbird, Eudora, Evolution, etc.
Previously a paid subscription was required to access your Hotmail from anything other than a web browser, and anything other than MS Outlook would not work.
The announcement on the Windows Live blog can be found here.
I have just set up my Thunderbird mail client with my Hotmail account, and the settings I used were as follows:
Incoming Mail server: pop3.live.com
Incoming Mail server port: 995
SSL (Secure Sockets Layer) for incoming is enabled
Username is your full Hotmail/Windows Live email ("[email protected]")
Outgoing Mail server: smtp.live.com
Outgoing Mail server port: 587
TLS, and not SSL, is enabled
Username is as above for incoming
The settings given by Microsoft did not work for me as they were set out. In particular, I had to troubleshoot my outgoing server settings. Because many ISP's (Internet Service Providers) block the default port of 25 for outgoing mail as an anti-spam measure, some of you might find that using port 25 will not work. So try either 587 or 465 instead, and if you can, try changing your SSL to TLS.
And remember, accessing your hotmail account this way will not remove the original messages from the webmail server unless you set your mail program to delete them when you retrieve them.. Also, any custom folders or mail rules will not appear in your mail program using POP access like this. You will have to make them manually and sort your messages initially. You will still have to sign in to your account manually and clean up once in a while.
Good luck, and enjoy your mail access!This thread is currently associated with: Microsoft
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