text:
Learning styles... again
Clive Shepherd has broached this much visited this subject, and Stephen Downes (among others) has weighed in with his views. My own contribution takes the form of a paper I wrote some time ago, reproduced here verbatim. Apologies - it's a lot longer than my usual offering (it was originally submitted on my MA programme, which required 3000 words give or take 10%):
I am aware that when I state my view on learning styles, I am greeted with consternation that borders on accusations of heresy. Perhaps with this post (an adaptation of a paper I submitted on my MA programme) I can account for myself. I apologise that it is somewhat lengthy, but, if you are at all interested in the topic, I urge you to stick with it to the end. I have also included a list of links and reference in case your curiosity is sufficiently piqued to want to investigate further for yourself (which I hope it is!).
Background - personal stance
I first encountered the Peter Urs Bender personality styles model (original source unknown) in 1990 as a freelance training consultant in South Africa. It had become a popular feature of customer service and management development training programmes, and had been passed from hand to hand so many times that the name and underlying theories had become separated from the model itself. It did not occur to me to question its validity, since it seemed to make sense on an intuitive level. Like many others in my profession, I familiarised myself with the model and its application and jumped on the bandwagon.
I was introduced to the concept of learning styles as a formalised theory when I undertook a City & Guilds Certificate in Further Education Teaching at a further education College in 2000/2001, where it was taught as if it were fact.
The college itself was unswervingly committed to the Dunn and Dunn VAK model (1984), and every new student undertook a test known as QuickScan to identify their preferred learning style. The results were included on every student's file and tutors were expected to show an awareness of the balance of styles represented in each class. Furthermore, lesson plans and schemes of work had to indicate where provision was being made for each learning style. (Note: at the time of writing, this approach was still in place)
Once again, because I found the material logical and easy to understand, it never occurred to me to question the validity of the theories or the research. I embraced it enthusiastically, to the extent that I developed a resource for my students at the IT learning centre, by means of which they could identify their own learning style and adopt some tactics that would enable them to maximise their learning experience at the centre.
In the intervening years, I have encountered an increasing number of anomalies to both the VAK and Kolb-based models (including Myers-Briggs and Urs Bender). I became concerned at the infallibility which appeared to be imputed to these models, when in fact few people seemed to be a perfect fit on anything more than a superficial level.
It should be known from the outset that my current stance is diametrically opposed to that held up to and somewhat beyond 2001 – although I would be hard pressed to name a single date or incident which marked the reversal.
Situation 1: Cert Ed case studies: deaf student
One of the assignments for the second phase of the C&G certificate involved learning style case studies. Of my four chosen case studies, one was deaf with attendant poor oral communication skills. I was surprised at the time that her QuickScan test showed her to be an auditory learner, and discussed this with the staff member responsible for testing. I was categorically assured that it was impossible for a deaf person to be an auditory learner, since they lack an auditory faculty. The test supervisor ascribed the anomaly to the student's poor reading skills. It is true to say that, like many deaf people, her reading age was well below her chronological age (Brown and Adams, 1990), however, I was unsatisfied with this explanation, since she had had a reader for the test, who signed the questions to her.
The following is an excerpt from an email exchange between Dr Gemma Calvert[1], and me during July 2007 (Dr Calvert is the Reader in Cognitive Neuroscience, Department of Psychology, University of Bath):
KR: Do deaf people use the same areas of the brain to process sign language as hearing people do to process spoken language?
GC: The answer to the first question is yes, in part. Deaf signing activates some of the same auditory speech areas that hearing people use when listening to speech.
In research conducted by Mairéad MacSweeney, it was found that "the left posterior perisylvian cortex is of fundamental importance to language processing, regardless of the modality in which it is conveyed." (MacSweeney et al, 2004). If the identification of an individual's preferred learning style as auditory is an indication of brain area activity rather than of dominance of a sensory organ, this would imply to my (admittedly limited) understanding that a deaf learner is as likely to have an auditory preference as any other learner.
Situation 2: inconsistency of style
By 2001, I had identified myself by means of the QuickScan questionnaire as a primarily kinaesthetic learner, and by means of the various models based upon Kolb's learning cycle diagram (DeBello 1990) as an activist (Honey and Mumford model – Honey and Mumford, 2000) and an expressive (Peter Urs Bender's model, year unknown).
Superficially, this would account for my extrovert nature and my tendency to start activities without first taking time to familiarise myself with instructions and constraints. However, this failed to account for the fact that I was able to make perfect sense of the pictorial instructions that came with flatpacks whereas my husband, purportedly a visual learner, was not. Nor did it satisfactorily explain my skill and preference for quietly contemplative, reflective activities such as reading, sudoku and cryptic crossword puzzles.
Niggling doubts
As I see it, the following shortcomings need to be considered:
The very method of test completion immediately disadvantages certain people. For example, is a written test appropriate for a person with severe dyslexia? Even when the services of a scribe are engaged, is there certainty that the introduction of a third party in no way influences the outcome?
The circumstances under which the test is taken may influence the outcome. If the test is taken at the start of what is to be an academic course of study, the learners are likely to be mindful of their approach to classroom based learning as they respond. However, if the test is taken as part of a management development programme, the learners are likely to be mindful of behaviours and habits in the workplace.
A single individual is likely to adopt widely differing approaches to different learning activities – almost certainly within the course of a lifetime, but even possibly within a single day. For example, consider the learning approaches that may be adopted in the following circumstances:
Acquiring fluency in a language
Learning to drive a car
Memorising the highway code
Gaining proficiency in the use of a new software application
Mastering a new piece of piano music
Learning to sing a new song
Recognising "what not to wear" as identified in the popular television series of the same name.
As long ago as 1948, Bertram Forer had begun to conduct experiments that cast doubt over the validity of the concepts of learning and personality styles. The Forer effect "is the observation that individuals will give high accuracy ratings to descriptions of their personality that supposedly are tailored specifically for them, but are in fact vague and general enough to apply to a wide range of people." (Wikipedia, 2007). This is closely related to Marks's theory of subjective validation, which "occurs when two unrelated or even random events are perceived to be related because a belief, expectancy, or hypothesis demands a relationship" (Wikipedia, 2007)
There is not even the convenience of a single ontology when it comes to discussing learning styles. Coffield et al identified no fewer than 71 models (2004), each of which identifies learning styles according to a different set of criteria. Whilst there is commonality and overlap between some models, there is no mapping the VAK model to the MBTI model, for example: a visual learner is no more likely to test as any one of the many possible Myers-Briggs combinations than any other. And again, there is no way of predicting whether an auditory learner is more likely to be an expressive, analytical, driver or amiable on the Urs Bender model.
Into this minefield, the teacher or corporate trainer (referred to collectively as teachers from here on) is often expected to venture by a management totally unaware that their own understanding of the field is not unlike that of the Indian fable about three blind men describing an elephant, each only touching one part of the animal. Teachers appointed to an organisation are presented with the functionality of the organisation's chosen model, and are thereafter expected to comply with this model, conducting tests few are qualified to conduct and basing their teaching approaches on deductions that few are qualified to make.
In the formal education sector, learning style models have been widely adopted as a top down measure from the state. Some schools are still adhering rigorously to the tenets of the VAK model, in spite of the fact that (to my firsthand knowledge) the National Strategies have been instructed by the DCFS to withdraw all their learning materials on the subject. This was as a consequence of a report called About Learning submitted In June 2004 by the Demos think tank to Schools Standards Minister David Milliband. The report declared learning style models to be of "doubtful reliability and validity", pointing to a lack of evidence that teaching practice was in any way improved by their use – even suggesting, in fact, that the converse was true.
They know not that they know not
The level of commitment to the model of choice in various organisations appears, in some cases, to have reached almost mindless proportions. Witness the following accounts:
A recruitment advertisement listed as 'essential' the ability to deliver learning which engaged "all four learning styles". When I enquired about the learning styles model being applied, it became clear that there was an underlying assumption that there was only a handful of models to choose from and that "everyone knew" that MBTI was accepted as the industry standard. It also became clear that the model being referred to as MBTI was, in fact, Honey and Mumford's model.
Holly Lodge Girls' School in Liverpool has introduced a colour coded system which identifies learners' according to their learning styles (DfES website August 2007).
A fellow student on my MA programme indicated that tests had been conducted at his school using one of the Kolb-inspired quadrant models. Results showed that the largest proportion of children in the school belonged to one quadrant, while success within the current assessment system had been identified as being largely the province of children belonging to the diametrically opposed quadrant. The head teacher instructed teachers to find means of converting children from one learning style to the other.
Where teachers are expected to draw up lesson plans that cater to each of the styles of their organisations chosen models, they are at risk of building up expectations of which learners will engage with which activities. It is undeniably useful that teachers are encouraged to plan lessons with a wide range of activities, rather than the monomodal "chalk and talk" approach of years gone by. It is indubitably true that learners are more engaged with the learning in such instances. However, one wonders whether it is it not just as likely that the learners are able to remain interested due to the changing "scenery" in the form of media and delivery mechanisms rather than because a particular learning style is being addressed.
The subject of learning styles crops up in repeated debates in the edublogosphere. In Educause Connect in June 2008, Catherine Howell opines that "what they actually offer is less than a theory of learning than a caricature of learners". Her contention is that "researchers can't agree on "what" learning is (neurophysical? social? psychological?), second because they can't even agree "where" it occurs (in the teacher-student relationship? in the classroom? in the student's head?)."
In his "x28's new blog", Matthias Melcher reflects on his abortive attempts to find recent online resources about cognitive styles, and observes that online aggregator searches are conducted mainly by non-English speaking countries, where the concept still appears to have more currency (5 July 2006). Since his profile includes links to his own results from a variety of such tests, one assumes that he sets enough store by this information to regard it as meaningful to his readers. This is borne out by the opening sentence of a later post on the same blog (the emphasis is his): "C. Quinn and H. Jarche have one word on learning styles: "rubbish". I do not agree." (2 July 2007). Sadly, he has not provided a link to the offending posts by the two authors. In his view the fault lies in that adherents of learning style theories tend to overload the concept with the classification of personality styles in addition to cognitive styles of learning and, moreover, fail to distinguish between styles and abilities. In his view "as long as style is confused with ability, teachers and researchers won't admit to themselves that they also belong to one or another style, or they will take it for granted that they belong to the "superior" one". (Melcher, 2007)
I have not found any evidence of one style being put forward as superior to another in any model.
Donald Clark – admittedly a well-known iconoclast, and something of a sensationalist in the edublogosphere – describes an instance where he "presented the Coffield research on learning styles at a coaching conference" after which he "received an abusive email from Peter Honey (who was in the audience)". Allegedly, at some point during an exchange of emails between the two parties Honey "did admit, however, that there was no scientific evidence to back up his theory – the famous Honey and Mumford model." (Clark, 2007)
I think I could do no better than to end with an (unfortunately lengthy) extract from James Atherton's Heterodoxy blog, in a post unequivocally called Learning Styles Don't Matter (2007) in which he describes the members of a class:
In this class there is a serialist pragmatist kinaesthetic learner (who is also field-dependent, not to mention his MBTI) primarily a convergent thinker, high on logico-mathematical intelligence but low on linguistic intelligence, sitting next to a holist, reflector, primarily visual and field-independent... who is also chronically shy (no-one mentions that). Even assuming that such things can be assessed with some validity and reliability, which is itself far from clear — what are you going to do about it? There are after all thirty other students in the class, each of whom could be described in similar terms. And two-thirds of them are female, and one-third male (two of whom are gay). Five of the class are from ethnic minorities, two are dyslexic, one is visually impaired, and three are clinically depressed (although only one of them knows it). Six are "mature" students — at least, they are chronologically over 25.
In other words, a fairly typical class, composed of people. (One of them has his Yorkshire terrier in a holdall, but perhaps we can ignore that.) You, of course are...
Atherton, J S (2002) Heterodoxy: Learning styles don't matter [On-line] UK; Available: http://doceo.co.uk/heterodoxy/styles.htm Accessed: 2 July 2007
Bender, Peter Urs (1997) Leadership from Within. Stoddart. ISBN 0773759034. Questionnaire originally undertaken (source unknown) 1990 – extract reviewed online at http://www.peterursbender.com/quiz/swtable.html 29 September 2007.
Bishop, D. V. M. and Adams, C. (1990) A Prospective Study of the Relationship between Specific Language Impairment, Phonological Disorders and Reading Retardation Journal of Child Psychology and Psychiatry 31 (7), 1027–1050. doi:10.1111/j.1469-7610.1990.tb00844.x
Clark, Donald (2007) Professor pans 'learning style' teaching in Donald Clark Plan B 12 August 2007. Published online at http://donaldclarkplanb.blogspot.com/2007/08/professor-pans-learning-style-teaching_12.html. Accessed 15 August 2007.
Coffield, F.; Moseley, D.; Hall, E.; Ecclestone, K. (2004) Learning Styles and Pedagogy in Post-16 Learning. Learning and Skills Research Centre.
DeBello, T.C. (1990) Comparisons of Eleven Major Learning Styles Models Journal of Reading, Writing and Learning Disabilities, 6:203-222. Accessed online at www.ldrc.ca/projects/atutor/content/7/debello.htm 4 July 2007.
Demos think tank (2004) About Learning. Published by Demos. June 2004. Accessed online at http://www.demos.co.uk/files/About_learning.pdf on 15 August 2008.
DfES (DCFS) website (2007) Case study: Holly Lodge Girls' School accessed online at http://www.standards.dfes.gov.uk/sie/documents/hollylodge.pdf on 15 August 2007.
Dunn, R., Dunn, K., & Price, G. E. (1984). Learning style inventory. Lawrence, KS, USA: Price Systems in Wikipedia http://en.wikipedia.org/wiki/Learning_styles accessed 29 September 2007 and Learning Styles and Pedagogy in Post-16 Learning (2004) Coffield et al.
Forer, Bertram R. (1949) The fallacy of personal validation: A classroom demonstration of gullibility". Journal of Abnormal and Social Psychology 44: 118-123. In Wikipedia (http://en.wikipedia.org/wiki/Forer_effect) last accessed 29 September 2007
Honey, Peter and Mumford, Alan (2000) Learning Styles Questionnaire (80-Item). ISBN 1 902899 07 5.
Howell, Catherine (2005) Do learner profiles enhance learning? In Educause Connect 8 July 2005. Accessed online at http://connect.educause.edu/blog/catherine/dolearnerprofilesenh/730?time=1191104571 2 July 2007.
MacSweeney, Mairéad et al (2004). Dissociating Linguistic and Nonlinguistic Gestural Communication in the Brain. NueroImage 22 (2004) pp 1605-1618.
Marks, David F. (2000) The Psychology of the Psychic. Prometheus Books ISBN 1573927988. In Wikipedia (http://en.wikipedia.org/wiki/Forer_effect) last accessed 29 September 2007.
Martin, Isabel (date unknown) Helping Students to Learn More Effectively accessed online at http://www.quickscn.com/studyscn/WKCQS1.htm 29 September 2007
Melcher, Mathias (2006) Cognitive Style Theories in x28's new blog. Online at http://x28newblog.blog.uni-heidelberg.de/2006/07/05/cognitive-styles-theories/ Accessed 2 July 2007.
Melcher, Mathias (2007) Learning Styles called Rubbish in x28's new blog. Online at http://x28newblog.blog.uni-heidelberg.de/2007/07/02/learning-styles-called-rubbish/ Accessed 2 July 2007.
[1]My thanks go to Professor John Geake for putting me in touch with Dr Calvert
Posted by The upsycho at 3:12 pm
Labels: Adult learning, Learning styles
Patrick J. Payne said...
I have to agree that the almost sacred place that "learning styles" holds in the universe of Adult Education is undeserved and unsupported by any research I have been able to find. The reasonableness of the idea is a comfortable trap but doesn't hold any more water than the old saw about "people retain 10% of what they hear....yada yada" The Emperor has no clothes.
The upsycho said...
My own view is that at any one moment, there are something over 6 billion 'learning styles' in operation around the world, and that these change from moment to moment as people move from one task to another.
The only 'learning style' model that stood up under scrutiny from Coffield et al was Entwistle's, and I don't really look on that as a description of learning styles - more as a description of learning approaches which may endure for only a moment at a time.
Frances Bell said...
Have you seen this review? http://www.lsda.org.uk/files/PDF/1543.pdf
It's very long but worth a read by those proposing use of research into learning styles. Authors say
"This report has sought to sift the wheat from the chaff among the leading models and inventories of learning styles and among their implications for pedagogy: we have based our conclusions on the evidence, on reasoned argument and on healthy scepticism. For 16 months, we immersed ourselves in the world of learning styles and learned to respect the enthusiasm and the dedication of those theorists, test developers and ractitioners who are working to improve the quality of teaching and learning."
Table 44 (and its surrounding justification) on p139 is definitely worth a look.
@frances That document is listed among my references and was a significant catalyst for the paper. Kathryn Eccelston is one of my profs and she came to talk to us about the paper. I found it very hard not to stand up and cheer. I had thought I was alone in my doubts!
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text:
US Code / 2018 US Code / Title 16. Conservation / Chapter 44. Antarctic Conservation / 16 U.S. Code §2402. Definitions
Chapter 44. Antarctic Conservation
16 U.S. Code §2401. Congressional findings and declaration of purpose
16 U.S. Code §2403. Prohibited acts
16 U.S. Code §2403a. Environmental impact assessment
16 U.S. Code §2404. Permits
16 U.S. Code §2406. Notification of travel to Antarctica
16 U.S. Code §2407. Civil penalties
16 U.S. Code §2408. Criminal offenses
16 U.S. Code §2410. Jurisdiction of district courts
16 U.S. Code §2411. Federal agency cooperation
16 U.S. Code §2412. Relationship to existing treaties
16 U.S. Code §2413. Saving provisions
For purposes of this chapter—
(1) the term "Administrator" means the Administrator of the Environmental Protection Agency;
(2) the term "Antarctica" means the area south of 60 degrees south latitude;
(3) the term "Antarctic Specially Protected Area" means an area identified as such pursuant to Annex V to the Protocol;
(4) the term "Director" means the Director of the National Science Foundation;
(5) the term "harmful interference" means—
(A) flying or landing helicopters or other aircraft in a manner that disturbs concentrations of birds or seals;
(B) using vehicles or vessels, including hovercraft and small boats, in a manner that disturbs concentrations of birds or seals;
(C) using explosives or firearms in a manner that disturbs concentrations of birds or seals;
(D) willfully disturbing breeding or molting birds or concentrations of birds or seals by persons on foot;
(E) significantly damaging concentrations of native terrestrial plants by landing aircraft, driving vehicles, or walking on them, or by other means; and
(F) any activity that results in the significant adverse modification of habitats of any species or population of native mammal, native bird, native plant, or native invertebrate;
(6) the term "historic site or monument" means any site or monument listed as an historic site or monument pursuant to Annex V to the Protocol;
(7) the term "impact" means impact on the Antarctic environment and dependent and associated ecosystems;
(8) the term "import" means to land on, bring into, or introduce into, or attempt to land on, bring into or introduce into, any place subject to the jurisdiction of the United States, including the 12-mile territorial sea of the United States, whether or not such act constitutes an importation within the meaning of the customs laws of the United States;
(9) the term "native bird" means any member, at any stage of its life cycle (including eggs), of any species of the class Aves which is indigenous to Antarctica or occurs there seasonally through natural migrations, and includes any part of such member;
(10) the term "native invertebrate" means any terrestrial or freshwater invertebrate, at any stage of its life cycle, which is indigenous to Antarctica, and includes any part of such invertebrate;
(11) the term "native mammal" means any member, at any stage of its life cycle, of any species of the class Mammalia, which is indigenous to Antarctica or occurs there seasonally through natural migrations, and includes any part of such member;
(12) the term "native plant" means any terrestrial or freshwater vegetation, including bryophytes, lichens, fungi, and algae, at any stage of its life cycle (including seeds and other propagules), which is indigenous to Antarctica, and includes any part of such vegetation;
(13) the term "non-native species" means any species of animal or plant which is not indigenous to Antarctica and does not occur there seasonally through natural migrations;
(14) the term "person" has the meaning given that term in section 1 of title 1 and includes any person subject to the jurisdiction of the United States and any department, agency, or other instrumentality of the Federal Government or of any State or local government;
(15) the term "prohibited product" means any substance banned from introduction onto land or ice shelves or into water in Antarctica pursuant to Annex III to the Protocol;
(16) the term "prohibited waste" means any substance which must be removed from Antarctica pursuant to Annex III to the Protocol, but does not include materials used for balloon envelopes required for scientific research and weather forecasting;
(17) the term "Protocol" means the Protocol on Environmental Protection to the Antarctic Treaty, signed October 4, 1991, in Madrid, and all annexes thereto, including any future amendments thereto to which the United States is a party;
(18) the term "Secretary" means the Secretary of Commerce;
(19) the term "Specially Protected Species" means any native species designated as a Specially Protected Species pursuant to Annex II to the Protocol;
(20) the term "take" means to kill, injure, capture, handle, or molest a native mammal or bird, or to remove or damage such quantities of native plants that their local distribution or abundance would be significantly affected;
(21) the term "Treaty" means the Antarctic Treaty signed in Washington, DC, on December 1, 1959;
(22) the term "United States" means the several States of the Union, the District of Columbia, the Commonwealth of Puerto Rico, American Samoa, the Virgin Islands, Guam, the Commonwealth of the Northern Mariana Islands, and any other commonwealth, territory, or possession of the United States; and
(23) the term "vessel subject to the jurisdiction of the United States" includes any "vessel of the United States" and any "vessel subject to the jurisdiction of the United States" as those terms are defined in section 2432 of this title.
AMENDMENTS 1996—Pub. L. 104–227 reenacted section catchline without change and amended text generally. Prior to amendment, text defined "Agreed Measures", "Antarctica", "collect", "Director", "foreign person", "native bird", "native mammal", "native plant", "pollutant", "site of special scientific interest", "specially protected area", "specially protected species", "take", "Treaty", "United States", and "United States citizen".TERRITORIAL SEA OF UNITED STATES For extension of territorial sea of United States, see Proc. No. 5928, set out as a note under section 1331 of Title 43, Public Lands.

redpajama_set_name: RedPajamaCommonCrawl


With the speed that tech evolves, coding bootcamps need to constantly iterate to keep their curriculum relevant for students. New York Code + Design Academy is working on a big revamp to their curriculum, which includes tweaks to their teaching approach, adding simulations of a real, agile work environment, and expanding the course to Philadelphia. NYCDA has assigned the task to Elyse Kolin, an Instructional Designer with a Master's in Adult Learning and experience developing curriculum at Udacity. Working with Elyse is Orlando Caraballo, an experienced software developer with a traditional computer science degree. We asked Elyse and Orlando to explain the new changes and why they're important for student success.
The length of the course will change from 12 to 14 weeks.
Changes will apply to the Software Engineering Intensive course.
The goal of this revamp is to train NYCDA students to be self-sufficient, critical thinkers who are ready to contribute to their new jobs from day one.
These changes in New York will go live in January 2018.
NYCDA is also launching a new Software Development Intensive in Philadelphia, PA in July 2018.
What made you excited to work at New York Code + Design Academy?
Elyse: I'm passionate about innovative approaches to adult education, so I was excited to work with NYCDA. They're combining technical training with a more holistic education and they're taking a cutting-edge look at a problem that many people are trying to solve. Also, the staff and students are wonderful – I love working with such passionate, solution-oriented and caring individuals.
Orlando: I was a senior developer at my job for about two years when I decided that I needed to transition into a career that's truer to myself, and that's how I found NYCDA. I found that NYCDA as a whole was very passionate about delivering a great student experience and that inspired me to be the best instructor I could be.
What drove these changes to the NYCDA curriculum?
Orlando: After teaching four cohorts at NYCDA since 2015, I noticed some gaps in our current curriculum and I had the opportunity to start filling those in when I became a Subject Matter Expert. When Elyse was hired in 2017, as an Instructional Designer, we were both tasked with revamping the current program. Employers expect developers to graduate from NYCDA as critical thinkers, and to be able to jump into a new language on the job if necessary. All of these changes are meant to transition the current curriculum into a program that produces a software engineer who is a critical thinker, can hit the ground running, and is very passionate about what they're doing.
Elyse: These curriculum changes are also based in research. Before we started redesigning anything, we did a thorough survey of the industry. We looked at what's competitive in the job market, what alumni need, and differentiated buzzwords from data. We learned that students must be able to build finished projects, learn independently, and communicate with others. We're redesigning the curriculum to help them do all of these things more effectively.
Tell us about the major changes to the curriculum.
1) Software Development Core: Programming fundamentals and computer science fundamentals like algorithms, problem-solving, critical thinking.
2) Project-based learning: Group and individual projects including milestone projects. We're employing a method called Scaffolded Independent Learning, which really puts a lot of the ownership and power into the student because they can actually make decisions about how they want to proceed through the course. The whole goal is for our students to guide themselves to become an independent software developer and not somebody who relies on a teacher for all the answers.
3) Integrated workplace simulation: We utilize agile methodology, coding challenges, whiteboarding, midpoint reviews, interview practice, and presentations. We also have students build their own individualized project plan so that after they leave the program they can continue to teach themselves the necessary skills to be successful.
Could you tell us a bit more about that integrated workplace simulation?
Elyse: In the full-time intensive programs, our students are typically career changers. We want to make sure the curriculum is aligned to their new jobs. The existing WDI is 12 weeks long, and it's very heavy on technical skills. We realized that there was an opportunity to create a slightly longer program that also incorporated relevant professional and soft-skill development. So, this new program is 14 weeks long and integrates workplace readiness. We integrate agile principles, standups, coding challenges, communication, and group projects that have students practice SCRUM roles. We're also adding fun simulations of real-world projects.
Will you do these projects for real companies or do you think these will always be simulations in the classroom?
Elyse: The tech industry is always changing and evolving, so our underlying process is iterative. In this version, we're simulating these projects in the classroom, but we would love to work with a company one day. It's all about testing little parts of our program to see how they work and evolving from there.
How do you see the curriculum at a coding bootcamp influencing job placement?
Elyse: The majority of our bootcamp students are career changing, so we think it's important to have feedback from everyone involved in the industry's hiring process. To do so, I conducted a series of interviews and surveys. We found that hiring managers aren't just looking for technical skills, but they are also looking for someone capable of learning new tools quickly and solving tricky problems under pressure. We learned that we get to facilitate the development of a whole new professional identity. It's a fun puzzle to solve!
Do you think this is how coding bootcamps need to evolve in 2018 – into this more soft-skill focused teaching?
Elyse: It likely depends on each bootcamp's student population. Since many of our students are looking to change their career path, we've noticed that many students need more than technical training alone. Since becoming a developer is in many ways a professional "rebranding" or identity transformation, many students also benefit from a curriculum that integrates professional, soft, and problem-solving skills.
Being a programmer really means being a 21st-century problem solver. The problems that you're going to be solving are infinitely complex, your tools are always going to be changing and evolving. So our curriculum has to keep up with that.
Orlando: Speaking generally, I think it makes sense for bootcamps to experiment with a more holistic approach to education. I can't say if every bootcamp for certain should transition into this model, but I do think it is worth exploring the possibility.
When I helped build this new curriculum with Elyse, I wanted to build a program that was designed to teach critical thinkers. It just so happens that we're using technology to teach people how to think critically. In the future, many of our problems are going to be technology-related, so this transition makes sense for what we envision the future to look like. Many people, unfortunately, have not had the luxury of learning how to develop their critical thinking skills in formal education so our intention is to build this skill set using technology as a pathway.
How do you keep the classroom experience uniform across all five NYCDA campuses?
Orlando: We have team members who specifically work on keeping the student experience very similar across campuses, but we also do like to have some uniqueness on each campus. Every city and cohort will be different from each other. For example, our students in the DC campus are culturally different from our students in NYC. Naturally, we have to cater those campuses to them. One way we do this is by hiring instructors who are very technically savvy, but who are also empathic. They have to be able to adapt their teaching style to their audience. We train instructors to be dynamic in the classroom and cater to their current cohort.
Will you roll out formal training for your current instructors when you make these curriculum changes?
Elyse: We realize that this new curriculum involves a lot of new material so we're developing a training program for that. We understand that teaching styles vary and students' learning needs vary; we want instructors to be able to adapt to their learners. We try to support different types of learners by creating well-researched projects that accurately reinforce core programming skills. We also incorporate creativity and space for independent learning in these projects.
How do you measure students' success at NYCDA? Are there tests?
Orlando: We've tried many things over the years. In the past, we've relied on projects, in-class workshops, homework, weekly assessments, and exercises to reflect what the individual student is learning throughout the course. We also find that it is important for the instructor to measure student success by reading the overall sentiment in the room, identifying the general as well as individual blocks preventing the student from succeeding and mentally noting it as they proceed throughout the course. Both styles of student measurement establish a more complete readout of how the student is proceeding.
In the new program, we've kept a similar structure, but the difference is that now a student's final grade is primarily going to be focused on their project submissions. Individual skills that lead you up to a larger, complete project are important, but a complete project is what we feel is most important for their success.
Would a student be asked to leave based on their performance in a project? How do you approach attrition?
Elyse: We really do believe in actively supporting a "growth mindset," which means that if you are putting in effort, learning through your failures, and actively trying new ways to learn a particular skill, then it's possible to achieve your goal. If you are turning your projects in on time, being communicative with your instructor, and being open and reflective about the methods that you've chosen, then we do allow students the opportunity to resubmit a project if it hasn't met the specific requirements.
If you don't get a project right the first time, you have the opportunity to take ownership of that, learn, and resubmit your work.
Orlando: We find it most important that the student grows and understands how to improve, and places less value on establishing hard metrics for them to meet for their own success. Given that our program is primarily focused on simulating a work environment it makes sense we mirror the experience they will likely see when in the workplace. As a software developer, you're probably going to write code that does not function as intended on the first pass. We try to simulate that situation as best we can. The instructor looks at the code you write, gives you advice on what you can do to improve it, and also highlights things that you did right, which very much aligns with the idea of a code review. We encourage students to view this methodology as part of the learning experience as opposed to a hindrance to their learning.
What do you think makes a good instructor at a bootcamp?
Orlando: A really good coding bootcamp instructor is someone who can connect with their students on a relatively intimate level. You need to know what type of students you're teaching and what drives them to be who they are. If you can connect with them, then you can cater the material to the individual.
As an instructor, I ask a lot of clarifying questions and try to really understand what frame of mind a student is operating under. I want to know where the student is coming from so that I can change the conversation a bit to fill in the right missing pieces. That only comes as a result of connecting. Naturally, when we train instructors we encourage them to establish that connection as well. In that back-and-forth process, the instructor can also learn to be a better teacher, and hopefully, that's something that they're passionate about as well.
Elyse: A good instructor at a bootcamp often has real-world experience with programming and working on a team. Many of our students will be looking to work in the tech industry, so being able to share that real-life knowledge is really helpful. It's also extremely important for instructors to remember what it is like to be a learner. You can be the smartest engineer ever, but if you can't empathize with students, teaching will be a challenge. Overall, being kind and willing to learn yourself is key to being a great educator!
What do you predict will be the next future trend in coding bootcamps?
Elyse: In the bootcamp industry, I think some will continue to focus on programming languages alone. Others may start taking a closer look at the methodologies and teaching practices involved in preparing students for long-term success. We've found that preparing someone for a full-throttle career transformation through thoughtful curriculum design is challenging – but ultimately the most impactful for students.
Can you identify an ideal NYCDA student or is there a certain type of student that does well at NYCDA?
Elyse: First of all, I love our students! They are creative, driven and bring so many unique perspectives to their work. Students who excel in these programs are curious and open to learning through failure. In many ways, I think becoming a strong programmer is actually rooted in becoming an active member of a learning community. So students who do well are often interested in learning from and solving problems with others.
Orlando: I think that the ideal NYCDA student is very passionate. Even if they're not initially passionate about tech, as they learn more, we hope for them to grow that passion. There's this "anyone can learn how to code" movement that has been happening for several years, and I agree with a revised version of that statement. Yes, anybody can learn how to code, but it takes an impassioned individual to become a long-term, successful software developer.
When will these curriculum changes go live?
Elyse: We are a licensed institution which means that all of our programs have to go through regulatory approval (which is good – it's there to protect the students). There are multiple phases of regulatory approval in every state that we operate in. We are hoping that we will have the new curriculum ready to go in 2018.
Find out more and read New York Code + Design Academy reviews on Course Report. Check out the New York Code + Design Academy website.


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Global (IE)
About UNHCR in Ireland
Contact Us in Ireland
Frequently asked questions for asylum seekers and refugees in Ireland
Interviews with Irish UNHCR Staff
Non-Governmental Organizations in Ireland
Farming together, refugees and their hosts reap benefits
An agriculture initiative in the Democratic Republic of the Congo is helping South Sudanese refugees and locals alike become self-reliant.
South Sudanese farmers who are part of a cooperative of refugees and hosts get ready to head home after a morning of harvesting at Biringi settlement.
© UNHCR/John Wessels
By Carlinda Lopes in Biringi settlement, Democratic Republic of the Congo | 26 November 2019 | Español | Français
When Neema Amoya first arrived in the Democratic Republic of the Congo, she struggled to make ends meet. Alone with her five children, she fled South Sudan's conflict in 2017, for safety in Biringi settlement, in northern Congo's Ituri province.
"When I arrived, it was hard to survive, especially with the children. Sometimes there wasn't enough food," says Neema who relied solely on a monthly cash handout of US$13 from UNHCR, the UN Refugee Agency, and its sister agency, the World Food Programme.
But today, in a small market in Biringi, Neema can enjoy the fruits of her labour, made possible through a farming initiative she joined in February 2017. The UNHCR-supported project has brought together refugees and Congolese, who till the land together, growing eggplants, spinach, onions, tomatoes and cabbage. The group harvests the fresh produce and sells it at the local market, sharing the profits amongst themselves.
"This project has allowed us to become independent."
Neema used to farm back home in South Sudan and is happy to get back to it.
"This project has allowed us to become independent," she says. "We earn some money, which means we can survive without relying on handouts."
Through the programme, she and her fellow farmers have received agricultural tools, quality seeds and learnt specialized techniques for growing vegetables.
"More importantly, refugees have access to safe, nutritious food and a way to earn a living and better their lives and future," says Marc Barhonyi, a UNHCR field assistant based in Aru.
Neema (centre) sells cabbages on market day, grown on land she works with a farming cooperative comprising both host and refugee farmers. © UNHCR/John Wessels
Neema (centre) harvests okra on the patch of land she works with other members of a farming cooperative made up of host and refugee farmers. © UNHCR/John Wessels
A South Sudanese farmer holds cabbages during a harvest morning at Biringi settlement. © UNHCR/John Wessels
A South Sudanese woman holds a bundle of spring onions in a field of cabbages during a harvest morning at Biringi settlement. © UNHCR/John Wessels
Neema carries a bag of aubergines picked on land she cultivates with refugee and local farmers. © UNHCR/John Wessels
Barhonyi adds that the initiative, which has been welcomed by local authorities, is also enhancing relations between refugees and the local community.
Guillaume Mageu, a local chief, was the first community leader in Biringi to offer land to refugees when the settlement was opened in 2016. The gesture has served as a crucial example for other local leaders to follow.
"I am happy to see refugees cultivate our land to earn a living and to put food on the table," says Guillaume. "So when I come here and see the harvest has been so good, it brings me joy because a refugee should not suffer in this country that hosts them."
To date, over 100 hectares have been cultivated with successful results – nearly 300 families involved in farming activities in Biringi harvested more than seven tonnes of vegetables in the first half of the year.
"If additional funding is available, a lot more land can be put to good use."
However, limited funding means that some 2,300 hectares of farmland available for refugees and their Congolese counterparts remain underutilized.
"If additional funding is available, a lot more land can be put to good use," says UNHCR's Barhonyi, adding that so far, only 20 per cent of South Sudanese refugee families have benefited from such income generating activities. About 100,000 South Sudanese refugees are hosted in DR Congo, many of whom live in areas that have been ravaged by years of conflict and food insecurity.
The initiative is part of UNHCR's strategy to empower South Sudanese refugees in DR Congo, through direct financial support and by maintaining peaceful coexistence in the settlements where refugees live alongside Congolese.
See also: Training refugees and Ethiopians for the job market
Initiatives like the farming project that bring refugees and their host communities together are part of a wider approach to address displacement and enhance the socioeconomic inclusion and self-reliance of refugees. Their involvement in local commerce and how this benefits the host communities will be among the areas of focus at the Global Refugee Forum, a high-level meeting that will be held in Geneva in December.
States, the private sector and other stakeholders will announce high-impact contributions that will give refugees like Neema a chance to use and further develop their skills and contribute to economic growth in their host communities.
"Since I started working in the fields, I live very well. Now I can buy things like salt, spices and soap," says Neema as she arranges her vegetables at the market. "It is important because it means I can complete my family duties. I am very thankful for this opportunity."
UNHCR issues recommendations for EU to make 2020 year of change for refugee protection
North Macedonia accedes to key statelessness treaty
'Hello Mum … It's me, Mohamed'
Global Refugee Forum pledges collective action for better refugee inclusion, education, jobs
Live blog: Global Refugee Forum -- Day 3
Historic forum yields pledges of jobs, education for refugees


Assisting people in Libertyville with their Illinois alternative dispute resolution issues.
Connect with a local Libertyville, IL attorney with proven experience helping clients with Illinois alternative dispute resolution issues.
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Andrew Siddle
A Poem by Andrew Siddle
Books - Distant Ramblings
Books - Rambling Man is Moving on
Books - Further on Up the Road
Books - Towards a Distant Horizon
Siddle Tartan Design
The Arms of Siddle/Sydall
The Western Sahara & Morocco
Memories of Cornwall / A Far Distant Time!
Towards a Distant Horizon (Rambling all the Way!)
This is the fourth book in the series of poetry volumes by Andrew Siddle.The quintessential Andrew Siddle mix of rhyme, prose poem, illustrations, and author's random observations ( or Distant Ramblings as they are!)...:-
Towards a Distant Horizon: (Rambling all the Way!)
Authored by Andrew D Siddle
6" x 9" (15.24 x 22.86 cm)
Black & White on White paper
Towards a Distant Horizon from Amazon Books
He's Going Bodmin
Cairns of stones mirrored the way,
by fields of wild grass, and trees, and hay,
and horses so wild that they scatter on sight,
of all those who approach be it day or night.
Where's our Joe then,
old Jack did shout,
Oh he's gone Bodmin,
he 's gone right out.
With Fowey of the upland high,
silhouetted up against the sky,
and scattered ruins of old tin mines,
the remnants of our oldest times.
Where's our Lucy then,
oh she's gone Bodmin,
she's gone right out.
A tin mine there in the fields,
ruins of all at once reveals,
like some castle in the flowing rain,
a remnant of what was once so plain.
Where's our Pete then,
old Jack did say,
he's gone right out.
The river Tiddy "ogged" it's way,
round by Lynher in it's sway,
and flowing close to Tamar too,
while Camel passed the gentle few.
Where's our Kate then,
So river Warleggan was there as well,
flowing steady and full of swell,
and river Inny crossed beyond,
by the moors of which we are so fond.
Where's old Ned then,
With grey stone walls so dryly laid,
and a little cottage in which we stayed,
the granite Tors that wave to the peak,
as crossing fields wild beauty we seek.
I think I'm away then,
I'm going Bodmin,
but everyone was out
© All rights reserved, Andrew Siddle
Andy Siddle Poetry
==================================================================================================================================================================================================================================================
Poetry is an art form that was invented for the people and was originally by the people. Academics, and cultural pedants, can keep poetry classics from previous centuries on their dusty book shelves for as long as they want. The truth is that a glorious oral cultural tradition, such as poetry, does not belong in a University , or College, or academic journal.
Poetry belongs on the street where it was invented. For every academic spouting prose about the in depth meaning of some classic poem wording, written maybe 300 years ago, there is a little rhyme being formed on the pavement during a walk to work.
So long as poets such as Pam Ayres keep this oral tradition alive poetry will continue as a cultural norm. I developed an interest in publishing some of my poetry having been introduced to allpoetry.com. May people such as Kevin, the owner of Allpoetry.com, continue the good work of websites such as this for as long as can be.
It is all about keeping culture and art where they belong. Where they belong is on the street and with the people.
REVIEW - Andrew Siddle Poetry series - "The Travelling Man" 2018.
The Travelling Man: Mythology, Folklore & New Age Culture Collide – in Eclectic Poetry by Andrew Siddle.
With volumes including 'Distant Ramblings', 'Rambling Man is Moving On', 'Further on Up the Road' and the latest 'Towards a Distant Horizon' – each of Andrew Siddle's compelling and emotive verses blends a unique cocktail of mythology, modern street poetry, nature, travel and ancient traditions. With each volume also containing a series of pictures and introductions to each poem, Siddle's work goes beyond convention to leave readers reconsidering many areas of their lives.
United Kingdom – While many poets shoebox their work into a single genre, mood or style, the UK's Andrew Siddle refuses to conform to convention. In fact, for lack of a better analogy, Siddle threw the literary rulebook out of the window years ago. He has also lived an unconventional life, rising from a career as a property and land specialist, while also working on occasional projects for UK Intelligence Services, for missions abroad, in his earlier years.
His varied life experiences have resulted in four bold, reflective and highly-uplifting volumes of poetry that cover a broad range of ancient mythology, modern street poetry, travel, nature and culture. In short, Siddle's work is timeless.
'Distant Ramblings' - This is a book of poetry by Andrew D Siddle. The poems are all in the form of everyday observations both about life and about aspects of modern culture and mythology.Some of the poems are in rhyme, some in popular prose poem style, and one is in limerick form. Andrew Siddle has been writing poetry since the year 1983. This anthology of his work takes what have been the best of his poems and puts them into a book form called Distant Ramblings. An introduction page is offered for each poem together with a photo book plate illustration. Each poem introduction page outlines why the poem was written, what it means, and any interesting bits of information, or "Distant Ramblings" as they are, about each poem.
'Rambling Man is Moving On' - This is a book of poetry by Andrew Siddle. It is the second in a series of his published books of poetry.All of the poetry is contemporary , New Age, or about mythology and history. Andrew has been writing poetry since the year 1983. Each poem is accompanied by a photo book plate and a description of why the poem was written or what it is about.
'Further On Up the Road' - This is the third book in the series of poetry books written by Andrew Siddle. An inspiration from life and events going back to 1983! Plus interesting interpretations of historical and mythological events converted to poetry....and all in one book! The book consists of author's observations and introductions to each poem, photo illustrative book plates, and interesting comments or "distant ramblings" by the author!
'Towards a Distant Horizon: (Rambling all the Way!)' - Once again here is the quintessential Andy Siddle mix of rhyme, prose poem, illustrations, and author's random observations, or Distant Ramblings, as they are!
"I call this entire series 'The Travelling Man' – written to appeal to a wide audience from teenagers to adults, and each inspired by my life over the past three decades" explains the author. "It all started back in 1983 when my first love, Tina Braybrook, stood up in front of the English literature class at Tresham College of Further Education and dedicated the poem that she recited to the class to me. From that moment on, poetry has been my creative focus and a huge driving force in my life."
Continuing, "Each poem in this series starts with an introduction to give background to its inspiration and structure. But don't expect a book of just conventional verses; there are also cinquains and limericks, making it a diverse and brave collection."
Reviews have been positive. For example, J loved 'Rambling Man is Moving On', writing, "The poetry in this book is mostly contemporary, sometimes of historical interest, sometimes New Age culture and sometimes classical; but always trying to give a little something to please everyone."
All volumes in 'The Travelling Man' are available now: https://amzn.to/2rJEmUz.
For more information, visit the author's website: https://www.sirandrewsiddle.com.
Paper back and ebook versions available from Blackwells Books, in the UK, and Barnes and Noble Books in the USA.
The author is, by profession a property and land specialist. He is a Fellow of the Property Consultants Society and has been a Fellow of the Institute of Paralegals. He researches, and contributes towards, academic matters relating to Property and land in the UK and also deals with land and property technical matters in Practice.
Through both public policy research, within the Centre for Urban & Regional Studies, and his own external research interests he was one of a number of contributors paving the way for the Countryside and Rights of Way Act 2000 back in the 1990's.
PR For Books
www.prforbooks.co.uk
Email: Sales@prforbooks.co.uk
PR FOR LESS, Studio, East Sussex, TN22 4EL United Kingdom
Poetry By Andrew Siddle For Sale - Amazon Books
All written content on this website is Copyright protected to Andrew David Siddle - 2016


1. Start your research using Subject Guides. Subject guides will help you locate the best books, articles, and other information for your assignments. They are organized by field of study.
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6. Book a study room at one of the Libraries or the Wallace McCain Learning Commons if you need a great space to do groupwork.
7. Register your DalCard as your library card. Once your card is registered, use it to check out books, films, reserve materials, and more. You can also use your card to order materials from other libraries using our Document Delivery service.


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Q: Why my if/else statement doesn't work? (shell) I have problem with this shell script:
current_time=$(date +"%T");
current_day_of_week="$(date +'%u')";
if [[ current_day_of_week == 1 ]];
then echo "Setting max time to 03:00:00" && max_time="03:00:00";
else echo "Setting max time to 01:30:00" && max_time="01:30:00"; fi;

I want to set variable max_time to 03:00:00 when it's monday, but the code doesn't work :(

A: The string "current_day_of_week" is not the same as the string "1".  If you want to compare the value of the variable, you need to dereference it.  Replace
if [[ current_day_of_week == 1 ]];

with
if [ "$current_day_of_week" = 1 ];

Since you're not getting a syntax error, we can assume you are using a shell that supports the [[ syntax (you should probably change the tag !) so you can use:
if [[ $current_day_of_week == 1 ]];

Note that although quoting variables is not strictly necessary inside the [[ construct, it is a good idea to use quotes anyway:
if [[ "$current_day_of_week" == 1 ]];

redpajama_set_name: RedPajamaStackExchange


Celebrate a December birthday with this beautiful Claddagh birthstone ring. Cast in sterling silver this lovely ring features a turquoise blue cubic zirconia stone in the centre to represent a blue topaz birthstone. The stone is nestled in the centre of the ring held on each side by the beautifully crafted hands.
If you know someone with a December birthday this Claddagh birthstone ring would make the perfect gift.


The waters surrounding the Great Bear Rainforest offer some of the most productive sport fishing on the coast. There are a variety of full-service fishing lodges for anglers and boaters. Fly-in fishing lodges, often right on the doorstep of prime fishing grounds, are found in Hakai Pass, Rivers Inlet, and Millbanke Sound. Fishing is also bountiful in Bella Coola and Prince Rupert.
Up to 80% of the yearly nitrogen in the ancient trees that grow along salmon rivers is derived from salmon nutrients.
Find details and tour operators at Hello BC.


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Q: double inaccuracy I'm trying to retrieve any digits that come after a decimal point in any given number (below an example number is represented by "in").
double in = 1.2;
double out = in - (int)in;

Here I expect/want "out" to equate to 0.2 but the number comes out as 0.19999999999999996.   Why is this and how can I get the result I want?


text:
Club Tijuana News
Sonora vs. Tijuana - Copa MX: Time, TV schedule and live stream
The early Copa MX matches are a good chance to see players you don't often see against teams you probably don't often see either.
By Eugene Rupinski@GolazodelGringo Jan 17, 2017, 8:00am PST
Share All sharing options for: Sonora vs. Tijuana - Copa MX: Time, TV schedule and live stream
A Xolos player dribbles the ball against Puebla in a Sub-20s match.
Club Tijuana Xoloitzcuintles de Caliente press release
Game: Cimarrones de Sonora Fútbol Club vs. Club Tijuana Xoloitzcuintles de Caliente
Date: Tuesday, January 17th
Time: 6:50 PM Pacific, 8:50 PM Central, 9:50 PM Eastern
Venue: Estadio Héroe de Nacozari (Hermosillo, SON)
Television: United States - WatchESPN, ESPN Deportes+ USA, ESPN Deportes USA ; Mexico - ESPN DOS
Streaming: Sling TV
The Clausura 2017 Copa MX gets underway tonight as Xolos head to Hermosillo to face Cimarrones de Sonora. Xolos are coming off of administering a 6-2 beating to Puebla on Friday night, answering questions about the club's offensive abilities after the departure of striker Dayro Moreno to Atlético Nacional. Expect Miguel Herrera to give a night off to a lot of his starters, instead most likely opting to get a look at Luis Michel, Juan Martín Lucero, and Joe Corona as well as Sub 20s players.
Cimarrones on the other hand are looking for something to build upon, as their season in the Ascenso MX has gotten off to a bad start. Cimarrones have lost all three matches in the Clausura, and were it not for Murciélagos' -6 goal differential, they would be at the bottom of the table. Cimarrones did make the Apertura Liguilla, bowing out in the first round to Zacatecas. The club is made up primarily of players on loan from Querétaro, including Mexican-American Josué Soto
Xolos and Cimarrones were drawn in to Group 1 with Correcaminos UAT. Cimarrones and Correcaminos will face off next Wednesday, and Xolos next Copa MX fixture is a home match against Correcaminos on January 31.


This month's recipes come from members of the National Federation of the Blind of Delaware.
Richard Bennett is the President of the NFB of Delaware.
Method: Chop cabbage and boil until tender. Cook package of noodles according to package directions. Finely chop onion. Melt butter in large frying pan or wok. Saut� onions and cabbage until lightly browned. Add cooked noodles. Serves eight.
Method: Using an electric mixer, beat eggs, milk, and seasonings for five to six minutes. Melt butter in a large, heavy pan or double boiler. Add egg mixture. Cook slowly and stir constantly until mixture is thick and looks like scrambled eggs in cloudy water. This takes about a half hour. When the mixture arrives at this stage, pour into a colander lined with cheesecloth or muslin. Gather edges of cloth together and twist to squeeze excess liquid from egg mixture. Let this bag hang for several hours. Mixture inside will dry and form a ball. When dry, peel away material and refrigerate cheese ball until ready to slice and serve on crackers or bread. Makes a six-inch ball.
Method: Thinly slice cucumber into a bowl and salt lightly. Mix sugar, vinegar, and water. Pour over cucumber slices. Chill at least one hour. Drain before serving. Top with sour cream and chives.
Ada Stokes is the wife of Ed Stokes, a lifetime member of the NFB of Delaware. Cooking is one of her favorite hobbies.
Method: Beat eggs thoroughly. Add flour and sugar, mixing well. Stir in pineapple. Pour into 1-1/2-quart baking dish and place diced bread on top. Drizzle with melted margarine. Bake at 350 degrees for forty-five minutes.
Method: Mix brown sugar and honey in a pan. Pierce the ham with a fork and place in the pan, spooning honey and brown sugar mixture over all surfaces of the ham. Refrigerate for at least twenty-four hours. Preheat oven to 350 degrees. Ham may be studded with whole cloves, and rings of pineapple may be placed on top if desired. Bake uncovered for one hour if three pounds, and one and a half hours for a five-pound ham. Let stand for approximately fifteen minutes before slicing.
Method: Brown beef and add tomatoes, onion, and celery. Stir until well mixed. Place a layer of cabbage on bottom of greased two-quart casserole. Spoon layer of meat mixture over, then add another layer of cabbage. Continue alternating layers, ending with cabbage. Sprinkle bread crumbs over top. Bake uncovered one hour at 350 degrees.
Method: Mix all ingredients except the cabbage; then add it and stir gently to coat it thoroughly. Pour into mold. Chill. Serves twelve.


A recent study by a major New York-based on line evaluation organization on home safety, sought to find the function and location of monitored alarm method in contemporary house safety. And, in that regard, considering the really Prime PRIORITY that Americans place in property security and the security of their houses, a lot more particularly in today's desperate economy, the very Principal question that the reviewers First sought to find out, was simply this: is a great and dependable burglary alarm method (just assuming a consumer can uncover 1) an effective tool that may deter and stop home break-ins or burglaries?
Feeling protected in your property is one of the most significant items for any residence owner. With a Monitronics Alarm Method you are able to rest assured that the fire and police departments or an ambulance is offered to you if you need to have it. Mastering your Monitronics alarm program by following these few and very simple actions. Ahead of you understand it, you'll be a single step closer to possessing the safest environment attainable.
Due to it really is tremendous deterrent effect power or factor. Says Chris E. McGoey, an internationally acclaimed expert and probably one of many foremost authorities on dwelling security management in America who frequently works together with the media on house violence, crime and burglary prevention and is actually a frequent professional witness in court situations on such matters all through America, who was consulted by study's reviewers, among other sources, alarm systems deter burglaries since they boost the potential and [provoke inside the potential burglar the] worry of getting caught and arrested by the police. The deterrent value comes in the alarm company lawn indicators which might be placed in the protected premises, and from the alarm decals around the windows. Home and apartment burglars will ordinarily bypass a house with visible alarm signs and can visit a further property that will not have such a sign.
Alarm systems might be a fantastic addition to any property or business enterprise, and bring peace of mind to individuals who live, function, and personal the building. Being aware of your alarm system will make it that considerably a lot more effective of a deterrent to burglary, even so, if the burglar knows additional about your method than you do, they're able to take advantage of smaller flaws that could end up costing a huge number of dollars of damage and theft, or worse. It turned out, nevertheless, in the researchers' findings, that the answer to that important question is YES, it truly is, and within a Massive Way... BOTTOM LINE:Overwhelmingly, by the overwhelming quantity of data accumulated by the expert researchers of this New York investigative office, the nearly conclusive obtaining from the researchers is that the mere reality of just having a great, professionally installed and monitored ELECTRONIC Household Safety Technique ALONE, DRASTICALLY REDUCES the possibility of getting a BURGLARY in a property, and hugely DETERS BURGLARS from hitting a property. (Just since it does, too, in respect to other vital threat and emergency scenarios).
Get your alarm system. You will choose to initially get a Monitronics alarm program, which might be accomplished by going to their web page and filling out a form or calling to have a representative come out and demonstrate their program. Just after functioning at the largest alarm organization inside the nation, I saw that people who ended up unsatisfied with their protection, or ended up obtaining to recover from a major loss resulting from break in, produced a few of these really uncomplicated, quick to miss errors.
- A recent 2009 Rutgers University study by its School of Criminal Justice, working with five years of data, the most complete of its kind ever conducted, scientifically proved that burglars, by a margin of as much as 30 to 40 %, have a tendency to prevent houses with burglar alarm systems, because the study further identified that an installed burglar alarm tends to make a dwelling significantly less attractive towards the would-be and active intruders and protects the property without the need of displacing burglars to nearby houses. Activate your program. When you might have an Monitronics alarm technique, you may should activate it. You'll be able to do in two methods. Very first, in case you had an installer install the system for you, he will activate your program at that time.
- That, in deed, in an earlier study in 1994 that was based on interviews with burglars, Burglars on the Job, which had been published by Northeastern University Press, researchers had created a related getting, and had concluded that, Most offenders, although, wanted to avoid alarms altogether and, upon encountering such devices abandoned all believed of attacking the dwelling. Just about every single alarm technique owner is conscious that their program runs off of your electricity from the property, it is either plugged into a wall or it is hard-wired in to the developing. There's an issue with that nevertheless: When the electrical energy goes out, a breaker flips, or the plug comes loose, the alarm method loses its major source of power!
- That, based on a Temple University study headed by Professor Simon Hakim, Director on the university's Center for Competitive Government, a monitored alarm system tends to make a dwelling three instances significantly less likely to be burglarized versus a property with no an alarm. Organizations with out alarm systems are 4.5 instances additional likely to be burglarized than the ones with electronic safety system. And, finally, losses because of burglary average 400 significantly less in residences without the need of alarm safety systems. Arm your system, make certain all doors and windows are closed. Press the Doors and Windows button. When arming the program at night, press the button twice. A remote handle may be made use of to arm and disarm your Monitronics alarm too. The controller is readily available in the time of buy.
- That, in accordance with confession created by the burglars, 9 out of ten convicted burglars admitted that they would stay away from producing a burglary try altogether on a residence that's protected by an alarm technique. (U.S. Division of Justice study, 1999). 1 OTHER Critical Obtaining Of those RESEARCHERS, Even though IS THIS: That, what is almost certainly from the most essential importance of all, however, is the fact that you select an electronic program which is with the Right brand from a excellent firm. Like any other industry, there are actually fantastic brands and organizations, and you will discover undesirable brands and businesses. Backup batteries are what your alarm technique certainly is determined by through a energy outage. These are generally situated within the panel or, within the case of enclosed systems, in the keypad itself. What most owners are certainly not aware of, is that these batteries do not possess a pretty long life, and they have to be maintained periodically to work at all. An old, worn out battery, or 1 that just will not be hooked up proper, won't power the technique.
In deed, according to this acquiring, as a homeowner or consumer when you opt for the improper or incorrect property safety method, or, even worse than that, the wrong or unreliable company which offers or installs the system for you, you stand a critical likelihood of sustaining critical break ins, and in some cases threat to life, that is certainly just primarily attributable to that precise issue alone! And, further more, that you just could, in stead, possibly come across yourself in even worse shape than you have been prior to you first went for the property safety technique.
- That, an efficient dwelling safety system (but 1 from a reliable household security firm) makes a property three times Less Probably to become burglarized, based on a National Burglar and Fire Association study (2004). Also, having said that, the 2009 study by Rutgers University, first cited above, found that though possessing a residential burglary alarm system within a residence does, in deed, decrease crime by as a lot as 30-40 %, it does so, even though, not just around the home only that has the alarm technique, but in the Entire surrounding region. Pick and use a pin number. To disarm your method, enter the four-digit PIN quantity which you chose at the time of activation. Press gradually and firmly to become sure the number is entered correctly.
Activate the emergency buttons in your Monitronics alarm by pressing the proper button twice. This measure is place in spot to make sure you are really in an emergency predicament. Monitronics also has a silent alarm feature in case of house invasion. For safety motives, you are able to make contact with the firm to find out a lot more concerning the feature. After your alarm goes off, Monitronics will get in touch with you through the program to ensure that everything is okay.
- That installation of electronic security products by Americans, and use of expert services (and the spending) on them, has been growing at an estimated 4.3 percent per year (STAT Resources, Inc., a Newton, Mass, full service industry investigation organization specialized in such matters).
Years ago, bells were utilised in shops and also other public areas. This was to announce a client or other individual coming in in the event the shopkeeper was in the back from the store. They're still made use of for little retailers and in some people's residences. These may very well be vacation bells as aspect of a decoration, a single cow bell, or any number of other sorts. These bells are available in all variety of sounds and look. The majority of them are very sensitive to motion. They may notify you if the front door, or any door is opened as they sound in the slightest movement if hung properly.
- That 94 % of residence alarm owners are satisfied with their alarm systems (Prof. Simon Hakim's study of Temple University). That 90 percent of the Police believe that alarms deter burglary attempts. (STAT Resources study). This can be one practically everybody knows about, no matter whether they've an alarm system or not. We've got all noticed the films exactly where the burglar sneaks around outdoors the home until he comes across the telephone line entering the residence. He pulls out his snippers, and cuts the line. Then, when he busts open the window or front door, the alarm goes off, but nobody can get the signal.
- According to a Board Resolution passed by the International Association of Chiefs of Police in 1994, alarm systems, delivering, though, they may be professionally installed and monitored, are useful instruments to deter crime and give peace of mind for both residential customers and business owners.
In point of truth, possessing a superb monitored burglary alarm system just isn't only important and productive as a burglary deterring tool. But, according to safety authorities, pound-for-pound, obtaining a monitored dwelling alarm security system, which they strongly emphasize Have to be a superb and dependable brand, is perhaps the most effective and SINGLE MOST Efficient Resolution that a single could institute in having a house that scares away possible burglars and keeps them away out of your house, and your household security. In contrast to most things within the movies, this is one particular that Hollywood got proper. Typical alarm systems make use of the telephone line to send out any signals at all, which includes fire, burglary, and carbon monoxide signals. Without the telephone line, nothing at all is received by the alarm enterprise, and no contact goes out to the authorities. Even numerous telephone line systems are quite straightforward to disable in the outside with the building.


But I'd like to use a number for BLF monitoring and another number to dial when pressing the button. Is it possible? This because I'd like to use random number as username, but still retain the ability to dial the internal number, so for example, mind extension 100 has username 8547363, I want to monitor extension 8547363 but dial 100 when pressing the button.
In the phone configuration we have two fields, one named "value" where I enter the extension to monitor and one "Extension" that seems to be ignored.


text:
Richard Madden says sex scenes 'weren't fun' with Taron Egerton in new movie
By Jessica Napoli | Fox News
Fox News Flash top headlines for May 11
Fox News Flash top headlines for May 11 are here. Check out what's clicking on Foxnews.com
Richard Madden's career is going from strength to strength and his latest role is in the Elton John biopic "Rocketman."
In the film, the Scot plays Elton's former lover and manager John Reid while Taron Egerton plays the music man himself.
Madden revealed in a recent interview that shooting of the film was a wonderful experience except for the sex scenes. He's not a fan of getting almost nude and pretending to do the deed.
'GAME OF THRONES' ACTOR RICHARD MADDEN SHOCKS FANS WITH SEASON 1 THROWBACK OF KIT HARINGTON, ALFIE ALLEN
"Sex scenes are never fun to shoot but I only ever do these things if there's a real justification for them," the 32-year-old actor told The Sun.
"This is the first time Elton ever had sex with anyone so that's why it's a relevant scene, in terms of his progression," he added.
The Golden Globe-winner has never been a fan of sex scenes. He told Elle magazine, "I dread doing these things."
Madden added that he doesn't care if the scene is with a man or a woman because it's all about the importance of "storytelling."
REPLACING TOM HARDY FOR TARON EGERTON AS 'ROCKETMAN' STAR WAS 'NO-BRAINER,' PRODUCER SAYS
The former "Game of Thrones" star is reportedly now single after splitting with his girlfriend this year but he's choosing to focus on the positive.
CLICK HERE FOR THE FOX NEWS APP
"I'm in a very happy, positive place," he admitted. "I made a big effort to focus on that in the past six months, to really find happiness and pursue it and I'm doing that. Touch wood, it's working."
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text:
Kleinhempel ist der Familienname folgender Personen:

 Astrit Kleinhempel (* 1957), deutsche Badmintonspielerin, siehe Astrit Schreiber
 Erich Kleinhempel (1874–1947), Architekt, Designer und Maler
 Ernst Kleinhempel (1862–1934), deutscher nationalliberaler Politiker
 Fritz Kleinhempel (1860–1912), deutscher Designer und Maler
 Gertrud Kleinhempel (1875–1948), deutsche Designerin
 Hermann Kleinhempel (1828–1883), erzgebirgischer Heimatdichter
 Jacob Kleinhempel (1532–1604), deutscher Hammerherr
 Roland Kleinhempel (* 1940), Autor und Filmproduzent

redpajama_set_name: RedPajamaWikipedia


I was going through my hotmail contacts, sending off messages to people to get their postal addresses so I can send them sample packs of my sauces. A few of them bounced back and one of them was my friend Colby who runs Tranquil Soul Massage Therapy. The memories came flooding back to my wedding day. One of the best moments of my day (besides actually marrying my now husband) was the massage I received from Colby. She came all the way to Broken Bay on the Hawksbury River and gave me an hour long massage that could have easily gone forever. She brought her trusty massage table along and set it up in the open air with nothing but peace, serenity, gum trees, the river and a few goannas to keep us company. I was like wobbly jelly and completely relaxed for what was coming up.... my wedding. I encourage everyone (even the blokes) to get a Colby treatment on their big day. She radiates magic!!!
Do the people who have makeshift antennae attached to their bike helmets live without the fear of magpies?
This morning was a similar but different kind of experience. I heard the whoosh whoosh and all my senses went a little bit crazy as I ducked my head away from the dreaded beak onslaught. But it wasn't a stealth maggie hot on my heals this time; it was a lycra clad-I'm late for breakfast-type coming up behind me at the speed of sound. Where am I supposed to put my makeshift antennae to ward off these demons of the bike paths?
My daughters bought me a subscription to The Diggers Club and I always look forward to receiving their catalogues in the mail, even more excited when I receive the packets of heirloom seeds I order. Yesterday there were packets of chilli, cayenne peppers and coriander in the post box! I've been waiting for what seemed like forever but was only a couple of weeks. One of the garden beds was ready to rock'n'roll and the chillies went straight in with a thin blanket of straw on top. These will be the chillies I'll use for next year's sauces.
Every full blown Aussie knows that "dead horse" is slang for tomato sauce right?.....right?
It turns out that I can't call my tomato sauce Dead Horse because it has no horse in it and I can't call my Rainbows with Dolphins on Rollerskates just that, because of the lack of dolphin in the ingredients. Ha! I'm still laughing. But then, if I just call it Rainbow Sweet Sauce, will I have to spend all my time chasing rainbows? Don't get me wrong; sounds like a nice way to spend my days, but I'm way too busy in the garden and the kitchen at the moment to be chasing rainbows. Might have to post an ad "Wanted: Rainbow Chasing Guru, must have connections in high places. You catch 'em, we'll bottle 'em."
Just received my first 2 orders through Pay Pal. So exciting!
The day outside is way too nice to be at the computer so I'm off to potter around in the garden.
I remember as a kid (oh so many years ago) when my Dad had a massive amount of chilli plants in his garden and he offered us 1 cent for every chilli we picked. Well, there were so many chillies that his child labour expenses went up by the truck load. Ha! Pretty sure the final count didn't add up to the final bill but hey, we were all pretty stoked to get his minimal wage of $5 each. I wonder.... is this where my love of chillies began? Love ya Dad.


aLeft, The Namesake cover; right, Jhumpa Lahiri.
In almost every page of his writing,'' the critic Edward Thomas once complained about Walter Pater, ''words are to be seen sticking out, like the raisins that will get burned on an ill-made cake.'' Such is the state of literary prose these days: it is often so fine, so self-conscious, so unappeasably literary that it is awful, a cake baked almost exclusively from burned raisins. But an antidote for all these shticky, overprized Big Fiction doorstops quietly appeared in 1999, the short-story collection ''Interpreter of Maladies,'' by a young writer named Jhumpa Lahiri. Written in an elegant hush—even upon rereading, there isn't a single burned raisin in the mix—Lahiri's stories traced out the lives of various Bengali-Americans suffering through various stages of lovelorn distress.
Lahiri herself was born in London, raised in America and is of Indian descent. With a background similar in outline to that of Zadie Smith, she nonetheless arrived at an entirely different imaginative enterprise. She renounced the writerly flourish, never once played the exotic and—perhaps most astonishing—scaled her characters to actual human existence. (In a typical Lahiri story, we find ourselves milling in and around Harvard Square. Her eye is keenest for that pleasant, humdrum drift of academic life when one is not an eminence.) Self-effacing as it was, ''Interpreter of Maladies'' became a word-of-mouth phenomenon and eventually won a Pulitzer Prize. It was that rare success: remarkable for being so thoroughly deserved.
How like Lahiri to have a name passed down along such a peculiar and delicate chain of accident. Significant as it is for the reader, ''Gogol'' only fills the young American Ganguli with feelings of dissonance and shame. Like Stephen Dedalus, who stared at his signature on the flyleaf of his geography book, most of us slip through childhood's first existential porthole and find our own names profoundly alien. But the feeling infiltrates young Gogol's entire life.
Later, as a New York architect, Gogol will fall in with a circle of friends headed up by a couple named Donald and Astrid. These people haven't been named, we think, so much as branded -- he's supposed to sound like the son of a do-right corporate preppy, she the daughter of a wannabe Beatle girlfriend. Guggenheim-leeching artistes, they form—together with their baby, Esme—a little bobo ensemble we are plainly meant to detest, down to their Florentine sheets and their stainless steel stockpots. Lahiri, however, is not a wit, and her tonal commitment to that trademark hush never wavers. Absent proper kinship ties, she seems to be saying, this is how Americans feel most at home: among their things. Refined as it may be, consumerism has touched these characters to the core; they merit nothing better than such status descriptors.
As Gogol moves into young adulthood, he becomes that classic case: the charmingly spazzy, high-achieving mild depressive who doesn't yet comprehend how alluring he is to women. It is women -- of varying caliber, but pistols one and all—who take him by the lapels, shake him awake to life's charms and inject the chronology of his life with some zest. We get Moushumi, who announces, at 13, ''I detest American television,'' before returning to her ''well-thumbed paperback copy of 'Pride and Prejudice' ''; Kim, who, reeking of nicotine and college, first inspires Gogol to re-dub himself Nikhil; and the elegant and sly Maxine Ratliff, whose parents—old-money culture snobs who have mastered the art of inconspicuous conspicuous consumption -- slowly take over Gogol's life. Here Lahiri's narrative, as it portrays the Ratliffs' stupefying commitment to the good life, takes on a dash of Edith Wharton. How they love their Antonioni double features at the Film Forum and, in New Hampshire, their Adirondack chairs and farmstand corn. They induce in the reader, and in Gogol himself, a pleasant trance, through which aversion heroically fights its way to the surface.
It's as if Lahiri were saying: in America, where so little is suitably customary or ceremonious, there might at least be this. Memory, unaided by even a photograph, lays a claim on us that is so much more exacting for being so perishable. This is my novel, such as it is, Lahiri is also saying: in a world of eroding kinship, the story of one modest, haphazard stay against oblivion, summed up best, of course, by the name Gogol.