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Dr. Helen Barrett
University of Alaska Anchorage, 3211 Providence Drive, Anchorage, Alaska 99504
Tel: 907-786-4423 Fax: 907-786-4444 E-mail: afhcb@uaa.alaska.edu

Abstract: As we move to more standards-based teacher performance assessment, we need new tools to record and organize evidence of successful teaching, for both practicing professionals and student teachers. This session will provide an overview of different electronic portfolio development tools and will introduce a strategy for using Portable Document Format (Adobe Acrobat PDF) files to store and organize Electronic Teaching Portfolios.

1. Introduction

This paper will briefly cover various strategies for authoring electronic portfolios and design for an electronic teaching portfolio, including goals/purpose of the portfolio, evaluation criteria, audience, content, context and multimedia materials to include in the portfolio. One strategy often overlooked in the development of electronic portfolios is the use of Adobe Acrobat 's Portable Document Format (PDF) to gather evidence from a variety of applications. There are other authoring software packages which allow the creation of hypertext links between goals, student work samples in multiple forms of media, rubrics, and assessment. The software used to create the electronic portfolio will control, restrict, or enhance the portfolio development process. Form should follow function as well, and the electronic portfolio software selected should match the vision, style and skills of the portfolio developer, as well as the technology available.

2. Background

A portfolio is a purposeful collection of student work that demonstrates effort, progress and achievement; a portfolio provides a richer picture of student performance than can be gained from more traditional, objective forms of assessment. Most traditional standards-based portfolios are 3-ring notebooks, organized with dividers and sections for paper-based documents demonstrating each standard. An Electronic Portfolio uses multimedia technology allowing students/teachers to collect and organize portfolio artifacts in many media types (audio, video, graphics, text) with hypermedia links connecting that evidence to the appropriate standards. Students/teachers can publish their Electronic Portfolios on CD-Recordable discs, video tape or the Internet. The benefits of Electronic Portfolios over traditional paper-based portfolios are:

  1. Makes student work in many media accessible, portable, examinable, widely distributable
  2. Makes performances replayable and reviewable; it is important to see more than once
  3. Hypertext links allow clear connections between standards and portfolio artifacts
  4. Creating an Electronic Portfolio can develop skills in using multimedia technologies
  5. A teacher with an electronic portfolio will be more likely to have students with electronic portfolios.
  6. It's easier to manage the portfolio process, especially storage, presentation, and duplication

3. Process for Constructing Electronic Portfolios

At the 1997 SITE Conference, Boulware, Bratina, Holt & Johnson described a process for developing Pre-Service Teacher Portfolio Process which was based on a portfolio development manual published by Campbell, Cignetti, Melenyzer, Nettles & Wyman (1997):

In an article that was published in the Proceedings of the National Educational Computing Conference (1997) and updated in the October, 1998 issue of Learning & Leading with Technology, I outlined a process for developing electronic portfolios in contrast to the process normally used to develop multimedia presentations:

3.1. Storing the Working Portfolio

There are many technologies that can be used to store digital portfolio artifacts during the development stages. Some of the most common include:

3.2. Publishing the Presentation (Formal) Portfolio

Many of those same strategies will be used to publish the formal or presentation portfolio, including CD-R, Video Tape, WWW, DVD-RAM . The choice depends on the audience for the portfolio.

3.3. Authoring Tools for Multimedia Portfolios

It is important to choose software tools that allow teachers and students to create hypertext links between goals, outcomes and the various student artifacts (products and projects) displayed in multimedia format that demonstrate their achievement. Although there are some very good commercial electronic portfolio programs on the market, they often reflect the developer's style or are constrained by the limits of the software structure. I have found that many electronic portfolio developers want the freedom to create their own portfolio structure using appropriate off-the-shelf software.

3.3.1. Generic Construction Tools (off-the-shelf software)

There are a number of generic types of software with examples shown of brand name products.

3.3.2. Commercial Portfolio Software Packages

There are several commercial software packages that I think are appropriate for electronic teaching portfolios:

4. Skills for developing Electronic Portfolios

The skills necessary to develop an electronic portfolio are the same for developing multimedia presentations. Below is a list of topics for training sessions that are being offered to students at the University of Alaska Anchorage School of Education, to develop Electronic Portfolios, using Adobe Acrobat and either CD-ROM or video tape as the publishing medium.:

  1. Converting files from any application to PDF using PDFWriter or Acrobat Distiller
  2. Scanning/capturing and editing graphic images
  3. Digitizing and editing sound files
  4. Digitizing and editing video files (VCR -> computer)
  5. Organizing portfolio artifacts with Acrobat Exchange, creating links & buttons
  6. Organizing multimedia files and pre-mastering CD-ROM using Jaz disks
  7. Writing CD-Recordable disc using appropriate CD mastering software
  8. Recording computer images with narration to video tape (computer -> VCR)

5. Electronic Portfolios and Standards

As I attend presentations at national and regional conferences, I see a lot of variations on the technologies used to develop electronic portfolios, but very little linkage to the actual benchmarks that students are supposed to be demonstrating. Too many of the current examples of electronic portfolios, both "classroom-grown" and commercial, focus on the glitz and glamour of high tech multimedia; very few commercial programs provide the capability of directly linking students' digital portfolio artifacts to the standards for which they demonstrate achievement. Most states have adopted standards for both students, practicing teachers, and new teachers. These standards form an ideal framework for organizing an electronic portfolio. I propose that a portfolio without standards is just a multimedia presentation or a fancy electronic resume or a digital scrapbook. Without standards as the organizing basis for a portfolio, the collection becomes just that...a collection, haphazard and without structure; the purpose is lost in the noise, glitz and hype. High technology disconnected from a focus on curriculum standards will only exacerbate the lack of meaningful integration of technology into teaching and learning. (portions of this section were originally published in the Proceedings of the Tel-Ed 98 Conference)

6. Conclusions

Electronic portfolios are a unique way to document student progress, encourage improvement and motivate involvement in learning. There are a variety of tools for constructing electronic teaching portfolios. The choice of software can either restrict or enhance the development process and the quality of the final product. I have posted another web-based article (noted in the Web References below) which outlines in more detail the advantages and disadvantages of each of the "off-the-shelf" development tools. Online research using these tools is now being conducted to determine the best technological strategy to use, based on a variety of human and technological factors. Results will be reported at future SITE conferences and posted on-line at http://transition.alaska.edu/www/portfolios.html.

7. References

Barrett, Helen (1998). Strategic Questions. Learning & Leading with Technology (October, 1998)

Boulware, Bratina, Holt & Johnson (1997). Developing Professional Teaching Portfolios Using CD-ROM Technology as a Teaching-Learning Tool. SITE, 1997. http://www.unf.edu/~tbratina/cdrom.htm

Baron, Cynthia (1996). Creating a Digital Portfolio. Indianapolis: Hayden Books

Brown, Genevieve and Irby, Beverly (1997). The Principal Portfolio. Thousand Oaks: Corwin Press

Burke, Kay (1997). Designing Professional Portfolios for Change. Palatine, Illinois: IRI/SkyLight Training & Publishing

Burke, Kay (ed.) (1996). Professional Portfolios. Palatine, Illinois: IRI/SkyLight Training & Publishing

Campbell, Cignetti, Melenyzer, Nettles & Wyman (1997). How to Develop a Professional Portfolio: A Manual for Teachers. California University of Pennsylvania.

Glatthorn, Allan (1996). The Teacher's Portfolio: Fostering and Documenting Professional Development. Rockport, MA: Pro>Active Publications.

Lyons, Nona (ed.) (1998).With Portfolio in Hand: validating the new teacher professionalism. New York: Teachers College Press.

Martin-Kniep, Giselle (1998). Why Am I Doing This? Purposeful Teaching through Portfolio Assessment. Portsmouth: Heinemann

McLaughlin, Maureen; Vogt, MaryEllen (1996). Portfolios in Teacher Education. Newark: International Reading Association.

McLaughlin, Vogt, Anderson, DuMez, Peter, Hunter (1998). Professional Portfolio Models: Reflections Across the Teaching Profession. Norwood, MA: Christopher-Gordon Publishers.

Paris, Scott; Ayres, Linda R. (1994). Becoming Reflective Students and Teachers with Portfolios and Authentic Assessment Washington, D.C.: American Psychological Association.

Seldin, Peter (1997). The Teaching Portfolio. Bolton: Anker Publishing

Web References

Barrett, Helen (in process) Create Your Own Electronic Portfolio using off-the-shelf software. [Online] Available: http://transition.alaska.edu/www/portfolios/toolsarticle.html [1998, November 16]

Boulware, Bratina, Holt & Johnson (1997) Developing Professional Teaching Portfolios Using CD-ROM Technology as a Teaching-Learning Tool SITE, 1997. [Online] Available: http://www.unf.edu/~tbratina/cdrom.htm [1997, November 22].

Caldwell, Wendy (1996) Creating a Teaching Portfolio [Online] Available: http://www.rom.uga.edu/wcaldwell/presenta.htm [1997, November 22].

Center for Teaching Excellence, Iowa State University (1997) How to Document Your Teaching [Online] Available: http://teach.admin.iastate.edu/CTE/port.html [1997, November 22].

Chang, Paul (1997) Suggested Contents of a Teaching Portfolio [Online] Available: http://www.unc.edu/~edci/portfoli.htm [1997, November 22].

Doolittle, Peter (1994) Teacher Portfolio Assessment ERIC/AE Digest. ERIC Clearinghouse on Assessment and Evaluation, Washington, D.C. ED385608 [Online] Available: http://www.spectra.net/~cfthree/portfolio/DOCS/portfolio2.html [1997, November 22].also [Online] Available: http://ericae.net/db/digs/ed385608.htm [1997, December 12].

Cook, D., & Kessler, J. (1994) "The Professional Teaching Portfolio" http://www.mnsfld.edu/~mlambert/prosem/portfolio.html [1997, November 22].

Johnson, Kaplan & Marsh (1996) Professional Teaching Portfolios: A Catalyst for Rethinking Education [Online] Available: http://educ.queensu.ca/projects/action_research/jjohnson.htm [1997, November 22].

Lankes, Anna Marie D. (1995) Electronic Portfolios: A New Idea in Assessment. ERIC Digest EDO-IR-95-9 [Online] Available: http://ericir.syr.edu/ithome/digests/portfolios.html [1997, November 24].

Los Angeles County Office of Education (1997) Portfolios: Students, Teachers, & Electronic. [Online] Available: http://www.lacoe.edu/pdc/second/portfolio.html [1997, November 22].

Miller, Sandra (1997) Using HyperStudio to Create Electronic Portfolios - A Beginner's Guide to Using HyperStudio 3.0 [Online] Available: http://www2.kpbsd.k12.ak.us/schools/northstar/EP.F/EP.HOW.TO [1997, November 12].

Teachnet (1997) Selling Yourself. Creating the Ultimate Teaching/Interview Portfolio. [Online] Available: http://www.teachnet.com/how-to/portfolios/index.html [1997, November 22].

University of Minnesota (1997) Teaching Portfolio [Online] Available: http://www.umn.edu/ohr/pff/portfolio.html [1997, November 22].

University of Tasmania (1997) Preparing Your Teaching Portfolio [Online] Available: http://www.utas.edu.au/docs/cult/portfolio.html [1997, November 22].

Yannarella, Karen (1997) Electronic Portfolios: A Technology Trend in Authentic Assessment. [Online] Available: http://udel.edu/~66335/assess.htm [1997, November 22].

UNH Future Faculty Program (1996) Planning Your Teaching Portfolio: A Brief Guide. [Online] Available: http://unhinfo.unh.edu/teaching-excellence/guide.html [1997, November 22].

Teaching Portfolio Web Links (1997) [Online] Available: http://www.cll.wayne.edu/fls/teachptf.htm [1997, November 22].

How to Create an Electronic Portfolio (1997) [Online] Available: http://www.sv.k12.ks.us/port/how.html [1997, November 12].

Limited experience with desktop computer - able to use mouse, menus, run simple programs Level 1 PLUS proficiency with a word processor, basic e-mail and Internet browsing; enter data into a pre-designed database Level 2 PLUS able to build a simple hypertext (non-linear) document with hypertext links (using either a hypermedia program like HyperStudio, Adobe Acrobat Exchange, or an HTML WYSIWYG editor) Level 3 PLUS able to record sounds, scan images, output computer screens to a VCR; design an original database Level 4 PLUS multimedia programming or HTML authoring; create QuickTime movies live or from tape; program a relational database

Table 1: Level of Teacher Skill (Relative Ease of Use)

No computer A single computer with 8 MB RAM, 80 MB HD, no AV input/output One or two computers with 16 MB RAM, 250+ MB HD, simple AV input (like QuickCam) Three or four computers, one of which has 32+ MB RAM, 500+ MB HD, AV input and output, scanner, VCR, video camera, high-density storage device (such as Zip drive)

Level 4 PLUS CD-Recorder, at least two computers with 48+ MB RAM

Optional: video editing hardware and software

Table 2: Level of Technology Required

Relational data base

Hypermedia "card" file (including templates)

Multimedia authoring software

WWW Pages in HTML

Acrobat Reader
(PDF files)

Integrated "Office" Software Slide Shows

Proprietary software
Common development tools FileMaker Pro HyperStudio
Digital Chisel
Macromedia Authorware, Director Adobe PageMill, Claris Home Page Adobe Acrobat Exchange 3.01 Microsoft Office, Works, AppleWorks Grady Profile
Persona Plus
Structure & Links Structured fields/records/ files linked together by common fields Electronic cards (screens) linked together by "buttons" Icon-based or time-based multimedia authoring environment WWW pages viewed with a Web Browser (Netscape or Explorer) using links created in HTML Postscript-based pages that can be navigated sequentially, or using bookmarks, links, or buttons Slide Shows (i.e., PowerPoint)for presentation or "Binder" (Office) to link documents together

Varied: Grady Profile has Hypercard base

Persona Plus uses relational database engine

Player available Yes Yes Self-contained Browser (free) Reader (free)

Yes (PowerPoint)

No (AppleWorks)

Yes (Grady)

? (Persona)

Flexible reporting

Web accessible

Widely accessible in classrooms

Construction tools included

Most flexibility in development

Create files from any application

Ideal for CD-R

Widely accessible software. Cross-platform Pre-designed and structured
Dis-advantages Limitation of size of files
Requires player

Not web-accessible

View limited to screen size

Steep learning curve

Multimedia (video) not well integrated

Complex authoring

Size of files

Limited construction tools

Not directly web-accessible Ease of creating hypertext links.

Requires original application to read.

Grady: not Web-accessible, Mac only, inflexible

Persona: highly complex

Ease of Use* (Table 1)

4 to develop

2 to use

3 to develop

2 with editor
4 without

2 (Grady)
? (Persona)
Technology Required
(Table 2)

Cost (with Ed. discounts)

Grady $199

Persona ?

Table 3: Comparison of Portfolio Construction Tools


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Ice Diving

In the last few winters the temperature did not drop below 0°C in Oldenburg (at least not for multiple consecutive days). This year on the other hand the temperature was below freezing point for more than a week reaching -10°C. Perfect opportunity to go ice diving!

Our water rescue unit at the fire brigade trained ice diving at the quarry pond, which we usually use for training. This time a reporter from the local news paper visited our training and made a short report with photos and a video, which are available here:

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Blogs & News

New season of events announced for September to December 2017

Wednesday 20 September 2017 – This Merikay Way: Lancastrian poetic commentary on the American Civil War during the Cotton Famine

Informal lecture given by Dr Simon Rennie from the University of Exeter followed by Q&A. Tickets £8.

 The Home Life of Elizabeth Gaskell

This four week course explores the home life of Elizabeth Gaskell, covering her house, her beloved garden, the Gaskell Family and the servants who kept the house running.

Tickets £8 and each session will run from 1-3pm on Thursdays and includes entrance to the house and tea room.

The House (28/9/2017)

Check out the financial basis of life at 84 Plymouth Grove. Appreciate Victorian taste in interior decoration, and Elizabeth’s own taste. Find out how the bedrooms were arranged.  Follow Elizabeth in her shopping expeditions for the house in Manchester and London.

The Garden (5/10/2017)

Learn how the Gaskells developed their garden, and how it relates to domestic horticulture in Victorian Manchester.  Enjoy a tour of the garden and its plants.

The Gaskell Family (12/10/2017)

Consider the roles of Elizabeth and William as wife and husband, mother and father.  Find out how the four daughters were educated.  Enjoy a dramatic presentation of the dynamics of family life among the Gaskells.

The Servants (19/10/2017)

Discover the daily routines of Victorian servants, and find out who the Gaskells’ servants were.  Focus on Will Preston and his family: a letter to him was recently discovered in the old stable block.  Smile at some jokes about the Victorian ‘servant problem’.

The cost per session is £8 or £30 for all four.

Wednesday 11 October, 6.30-9pm  – Qaisra Shahraz, The Concubine and the Slave Catcher – SOLD OUT
As part of the Manchester Literature Festival Elizabeth Gaskell’s House welcomes prize-winning British-Pakistani author Qaisra Shahraz in an evening hosted by Libby Tempest, Chair of the Gaskell Society. Tickets are free, advance.

Sunday 1 October, 11.30am – Watch North & South / Dress Up Day

Visitors are encouraged to grab a bonnet or a top hat to watch North & South, the 2004 BBC TV adaptation starring Daniela Denby-Ashe and Richard Armitage.

In celebration of Elizabeth Gaskell’s birthday (29 September) Elizabeth Gaskell’s House is showing this well-loved adaption in the house for the first time and to make it even more special they are encouraging all visitors to don a bonnet or dress up in Victorian costume.

Visitors can stay for the whole four hour series or pop in for an episode or two. House admission plus £1 for the screening

Wednesday 1 November – English through Creative Writing course

Intermediate or advanced English learner can practice their English composition and writing skills in a fun and relaxed environment. In this class the tutor Liam Starkey will deliver exercises in creative to writing designed to expand students’ range of expression and stimulate right brain thinking, well-being and relaxation. Feedback and advice on spelling and grammar will be available.

Class cost £7 per class. Book all three classes for only £15.

1, 15, 29 Nov, 2.30 – 4pm

Thursday 2 November – Celebrating Charlotte – A Talk from the Brontë Society

The Brontë Society is delighted to announce the publication of a new book to mark the bicentenary of the birth of Charlotte Brontë. Written by Christine Alexander and Sara L Pearson, Celebrating Charlotte Brontë: Transforming Life into Literature in Jane Eyre is an exploration of how Charlotte took inspiration from the art and objects she encountered in her life and transformed them to great effect in her most famous work. Members of the Brontë Society together with Libby Tempest, Chair of the Gaskell Society will discuss the book and the friendship between Elizabeth and Charlotte.

This event is free and the bar/ tea room will be open from 5.30pm.

Copies of the book will be available to buy priced at £25

Places are limited so please obtain a free ticket in advance

Friday 10 November – Sketching Elizabeth Gaskell’s House
A workshop with a reportage illustrator that shows how to record memories of a visit using sketches and illustrations. This workshop will show the variety of ways in which special places can be captured using pen, pencil, watercolour and other simple materials in a sketchbook. From drawing special items like lamps and furniture, to details and features as well as views, this day workshop will deliver the tools to get started in the delightful historic setting of Elizabeth Gaskell House. From creating line drawings and textures, to adding creative colour, there will be fun as well as some tips and tricks for future sketching.

Liz Ackerley is an urban sketcher and reportage illustrator who loves to convey a sense of place and occasion in her drawings. She runs workshops from her studio and in various venues. She works to commission for a variety of private and commercial clients and recently produced two illustrations of Elizabeth Gaskell House one of which was used on Christmas Cards in 2016. She records events and activities as they happen and loves to record the world around her in sketchbooks.

£55 including lunch.

Wednesday 15 November – Lecture: The comforts of home: domestic well-being in Georgian England
How did Georgian householders think about comfort and what made their houses into homes? In this talk, Jon Stobart will explore the increasing physical comfort of the Georgian house in terms of new technologies and shifting priorities – from fires and lamps to easy chairs and carpets – but also the ways in which the house/home was a place of emotional well-being, which involved both sociability and seclusion.

Jon Stobart is Professor of History at Manchester Metropolitan University. His research centres on retailing, consumption and the materialistic side of domestic life in Georgian England. His recent work has focused on the country house and he is currently working on a project exploring comfort in the English and Swedish country house.

Tickets £8

Sunday 3 December, 12.30pm and 2.30pm  – Kettel & Blacke
Elizabeth Gaskell and her family are on holiday in Silverdale and have asked their ‘observant’ spinster neighbours, Misses Kettel and Blacke to house sit whilst they are away. There will be humorous observations and songs around the piano in the Drawing Room.

Suitable for all ages. Included in House admission

Sunday 10 December – Thrills & Quills – Jane Austen’s life in letters by LipService

Commissioned by Time to Read, this 50 minute performance takes a comic look at Jane Austen’s letters, examine the vagaries of the Georgian postal system and wonders what witty words Jane could have conjured up with a Twitter account.

Sunday 17 December, 1pm – The Muppets Christmas Carol and family craft activities
Elizabeth Gaskell’s House gets in the Christmas spirit with one of the best Christmas films, The Muppets Christmas Carol. There will also be family craft activities in the servants’ hall, plus mince pies and mulled wine on sale in the tea room plus stocking fillers in the shop.

House admission plus £1 for the screening.

Every month

Plymouth Grove Writing Group
An informal, supportive creative writing group every fourth Thursday open to all.

Victoria Book Group
Meets every third Thursday. £1 plus House admission.

Notes to editors

Elizabeth Cleghorn Gaskell (1810-65) was born in London and brought up in Knutsford, Cheshire. In 1832 Elizabeth married William Gaskell, who was assistant minister at Cross Street Unitarian Chapel in Manchester and later lived at 84 Plymouth Grove with her family from 1850 until her death in 1865. The two unmarried Gaskell daughters, Meta and Julia, lived in the house until Meta’s death in 1913.

The House is a Grade II* listed property, was built around 1835-1841 and is a rare surviving example of a suburban villa. It was designed in the fashionable Greek Revival style, probably by Richard Lane, a prominent local architect.

The Manchester Historic Buildings Trust was established in 1998 with the primary aim of saving Elizabeth Gaskell’s House. The restoration was made possible by the support and funding from The Bowland Charitable Trust, Cross Street Chapel, English Heritage, The Foyle Foundation, The Gaskell Society, J Paul Getty Jr Charitable Trust, Heritage Lottery Fund, Manchester City Council, Oglesby Charitable Trust, The Pilgrim Trust, Garfield Weston Foundation, and The Wolfson Foundation.

Contact and Visiting Details

Opening times: Wednesday, Thursday and Sunday 11.00am-4.30pm (last admission 4pm)

Ticket prices: £5, Concessions £4 Tickets valid for re-entry for 12 months

Tours on other days by special arrangement from £10 pp including refreshments.

Elizabeth Gaskell’s House is also available for room hire and special events.

Please contact the Manager, Sally Jastrzebski-Lloyd to discuss your requirements.

For further press enquires, images and interviews, please contact Sally Jastrzebski-Lloyd on 0161 273 2215

04-09-2017 in news

New cooks always want their own peculiar little odds & ends for cookery

Elizabeth Gaskell 1863


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• School of Geography & Sustainable Development

    My research centres on sustainable consumption and theories of change, focusing on everyday life, domestic energy, and higher education institutions. My interest is in exploring how expectations of everyday (home) life evolve and become increasingly resource intensive. How can we steer these practices to be more sustainable? How do low-carbon technologies 'fit' into normal rhythms and systems? How does the understanding of home comfort differ temporally and spatially? I am beginning work on Transition Universities and linking practice with research in higher education institutions, partially informed by the Living Labs agenda.

    I have an undergraduate degree and PhD in Sustainable Development, both from the University of St Andrews. Much of my research is characterised by innovative methodology, whole-household interviews, house tours and online methods to inform socio-technical investigations of practices.

    Previously I worked as Research Facilitator for Transition University of St Andrews (October 2016 - February 2017) on developing a Living Labs programme that links research and teaching with practical sustainability activities in the local community. I was also a Research Fellow at the Centre for Housing Research at the University of St Andrews (October 2015 - February 2017), supporting research on prosumption and the smarter homes? projects using online methods.

    My PhD research centred on domestic energy and low-carbon living; investigating how lifestyle expectations influence, and are influenced, by the physical features of the home. This approach is informed by a growing body of literature on social practice theory and the importance of a socio-technical perspective. Thus, my research moves away from ideas of behaviour change, informed by social-psychology, to thinking more broadly about what energy is for, and in particular asking what comfort means in Scottish homes. Indeed, the meaning of comfort has become an important concept in order to critique the dominant techno-economic approach to meeting demand, yet this is mainly focused on thermal comfort and no research in this context has aimed to empirically study this concept. Thus, my research employed qualitative methods to ask about the meaning of comfort, including the use of household interviews, house tours and drawings. The research was based on speaking to residents of ‘low-carbon’ homes in Fife, Scotland.

    Transition University of St Andrews

    An active community member

    I work with Transition University of St Andrews to better embed sustainability initiatives at the University and ensure greater cross over between action and research, including a stronger link with the School of Geography and Sustainable Development. If you have any ideas for collaborative projects with Transition please get in touch!

    Being active in practical sustainability projects, I helped set up a Transition Initiative in St Andrews in 2011. I was coordinator for two years (Oct 2010- May 2012) and I am still a member of the Steering Group. Through my involvement with this Transition Initiative I have been lead and co-author on numerous successful funding bids as well as a member of multiple interview panels. From 2012-2016 I focused on a local bike project, which I founded and coordinated, to create a rental scheme and offer free classes on bicycle maintenance. My most recent 'pet project' is marketing and distributing flour for Scotland's smallest flour mill (get in touch if you want to try it!)

    I have been active at the University in other capacities beyond research. I was PG representative for my department (2014-2015), a tutor in the Sustainable Development programme (2013-2015) and an Assistant Warden at the University’s largest hall of residence (2013-2016). I have organised a Sustainable Development seminar series (2011) with over 12 presenters and some interactive formats (fish bowl, world cafe) and set up a 'writing group' (following from #AcWriMo and #SUWTuesdays) where we work for two hours regularly writing in the same room as a way to protect writing time and keep up to date on what our colleagues are working on (2014).

  • My Blog

  • Click the orange text to be directed to publications or more details...

  • My Research

  • Energy

    Storage heater, Energy Prosumption

    Sustainable Consumption & Prosumption

    I am interested in theories of transition and change towards sustainable lifestyles, sometimes branded 'low carbon living'. This began with a focus on theories of behaviour change which generally places agency on individuals and their choices to move us towards a more environmental and equitable future. However, the behaviour approach, supported by social-psychological theories, has been widely critiqued (such as Shove's (2010) seminal piece on 'Beyond the ABC') and there has been an increase in scholarship concerned with trying to understand change as the result of socio-technical systems or social practices. The practice approach moves away from the individual as the basic unit of analysis (their values and choices), instead focusing on the 'social organisation of normality' (Shove, 2003) or how everyday practices become established, disappear or evolve. My research is inspired by practice theory (and this leaning was more firmly established by my attendance at the DEMAND Energy Summer School in 2014). Hence, my research asks about what energy is for and how it is embedded in our understanding and expectations of 'normal' everyday life.

    Moving away from thinking about behaviour and choice encourages broader consideration of the energy system and how it shapes our practices and expectations. This has led me to take part in research developing and expanding the concept of prosumption through empirical research on energy prosumers (households or communities that are both producers and consumers of their own energy). Indeed, the processes of production and consumption always interpentrate (Ritzer, 2014). The utility of bringing this conceptualisation to the context of energy research is clear when considering a rapidly increasingly amount of micro-generation which challenges an out-dated distinction between energy producer and consumer.

  • Home & Comfort

    Researching home energy, drawing of ideal room

    Methods & Researching Home Energy

    The housing sector is an important area in energy research, accounting for up to 45% of a nation’s energy consumption. Domestic energy demand is a topical policy issue, with implications for climate change, energy vulnerability and security. Furthermore, to me, the home presents an intriguing locus of analysis. In sustainability research, the household has been praised as a meso level in which 'macro level change can be observed and micro level activity can be contextualised' (Reid et al., 2010). Moreover, the majority of domestic energy research is dominated by a techno-economic approach which focuses on improving design, technologies, or other physical aspects of domestic buildings and the concept of home can be used to challenge this dominance because it is more than simply a physical unit. The home is both a social and physical unit and there is a considerable body of interdisciplinary academic work that could enhance and inform research on domestic energy (see Blunt and Dowling (2006) for a useful review and critical geography of home research). Hence, the motivation for my first publication on 'Home-ing in on Domestic Energy Research: 'home', 'house', and the importance of ontology'.

    Comfort has become a topic of interest in energy and sustainability literature initially sparked by Shove's (2003) book on Comfort, Cleanliness, and Convenience, however the concept has narrowly been defined in terms of thermal comfort. While this is sometimes explicitly explained, generally because space heating is the largest percentage of energy demand in the home so thermal comfort is the focus of investigation, others (implicitly) suggest that comfort is synonymous with temperature and the ‘comfort zone’. Broadly, this has resulted in other aspects or meanings of comfort being largely ignored. Just like my call to move away from domestic energy research focused on the 'house' as only a physical unit, I also argue that our conceptualisation of comfort needs to be expanded away from being narrowly defined.

     Comfort is intuitively linked to the concept of home; furthermore comfort is not universally definable, meaning different understandings are connected to different lifestyle expectations (which is important to consumption). Our expectations of comfort vary historically and geographically, indoor temperatures in the UK have risen and instead of heating one or two rooms in the home we generally expect to heat the whole house. Talking to householders about comfort-making and expectations of home comforts can suggest where increasingly energy-intensive expectations are headed or interventions that are not simply about encouraging low-energy 'choices'.

    Similar to my interest in a greater attention paid to clarifying the locus of analysis for domestic energy researchers, I also wish to see more reflection on appropriate methodologies to research the home (and domestic energy) extremely interesting (and lacking in the academic literature). Housing researchers are not the only ones guilty of limited methodological reflection, this criticism arguably extends to researchers of sustainable practice as well. I hope to write more on methodologies for researching home life and practice, including whole-household interviews, home tours, and drawings of ideal rooms in the home.

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Wednesday, January 11, 2012

Creek in Broadwater Hollow

Creek dropping off a low rock shelf. (Photo by Jo)

(New Year's Day hike in Broadwater Hollow, Buffalo National River.)

annbumbly said...

Midwestern creeks have a beauty that's totally different than the creeks here in the Northeast (which are also beautiful). Great photo by your wife.
Happy New Year - may all the craft fairs be overflowing for you two!

TexWisGirl said...

love the running water!


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written by Martin Mcdonagh

directed by Debra Lee Failla

Friday March 14th 2014 — Saturday April 5th 2014

The Pillowman

A writer of gruesome stories portraying bizarre violence against children is arrested and interrogated because his work mirrors recent child murders.  What responsibility does the writer hold?  Traveling the blurred lines between life and art, the accused tries to save his family, himself, and his life’s work from destruction.  Thoughtful, intelligent but disturbing and dark comedic play is an Olivier, Drama Desk & Tony Award winner.

Production Staff / Crew

Love, Loss, and What I WoreLes Miserables


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A Short Course on Biosemiotics: 3. The origin of mind

Alexei A. Sharov
Laboratory of Genetics
National Institute on Aging (NIA/NIH)
Baltimore, USA
Presented in the Embryo Physics Course, April 25, 2012

In contrast to the human standard for mind established by Turing, I search for a minimal mind, which is present in animals and even lower-level organisms. Mind is a tool for classification and modeling of objects. Its origin marks an evolutionary transition from protosemiotic agents, whose signs directly control actions, to eusemiotic agents, whose signs correspond to ideal objects. The hallmark of mind is a holistic perception of objects, which is not reducible to individual features or signals. Mind can support true intentionality of agents because goals become represented by classes or states of objects. Classification capacity of mind may have originated from the ability of organisms to classify states of their own body. Within primary modeling system, ideal objects are not connected with each other and often tailored for specific functions, whereas in the secondary modeling system, ideal objects are independent from functions and become interconnected via arbitrarily established links. Testing of models can be described by commuting diagrams that integrate measurements, model predictions, object tracking, and actions. Language, which is the tertiary modeling system, supports efficient communication of models between individuals.

3 responses to “A Short Course on Biosemiotics: 3. The origin of mind”

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  1. I will summarize my question during your lecture below.

    You seem to have notion (slide 30) of conscious/unconscious in a sense rational/irrational. It seems to be wrong.

    Let us consider for example visual conscious experience. It is not related to being rational/irrational, it is related to experience that we have. For example, your eyes are constantly moving, but this happens unconsciously and your 3D vision remains stable. This shows that the interaction of electromagnetic waves with the retina is not yet perception/conscious experience. What is on the retina constantly changes but you do not mention it. Your conscious visual experience remains stable.

    Another example that I like is pain. The difference with vision is that pain is not related to our senses, it is our internal feeling that is presumably related to some neuron spikes (for example phantom pain) but not all neuron spikes cause pain. The question is what is the difference. One can say that pain is some sort of classification in the brain but if it would be possible to convince patients that experienced pain is just a representation of pain, this would change the healthcare system drastically.

    Hence in my view, your hierarchy misses the distinction where unconscious process become conscious experience.

    Finally, I would like to be back to the comparison with physicalism. It seems that your system is compatible with it, I would say that you use another basis to represent the same subspace. Yet after all it seems to be possible to jump from the physicalism basis to your description and then back if necessary.

  2. Alexei Sharov says:

    Evgenii, thank you for your comments!
    (1) Consciousness was not my main topic, and I don’t claim that my interpretation is better than others. Consciousness seems to have multiple aspects and I have not seen a clear definition. So rational/irrational is just one of the aspects that I think is relevant, but if you would like to remove it, I will not argue.
    (2) Pain is a classification at the level of neurons, not brain. Thus most people cannot control it. But we also have a conscious representation of pain at the brain level. Thus we can think about pain without feeling it.
    (3) Physicalism includes physics as a language for description and modeling of reality as well as a conservative methodology, which claims that all alternative descriptions of reality are either wrong or can be reduced to physics. Biosemiotics is fully compatible with physics as a language for describing reality. However, it is fully incompatible with the methodology of physicalism.

  3. I agree that there is no standard definition of consciousness. Jeffrey Gray makes a comparison as follows. Imagine that ancient Greeks would need to define electricity scientifically. This definitely would not work. The same happens now with consciousness and modern science, as it cannot define yet what consciousness is.

    On the other hand, if to talk about empirical science, then it starts from researching a phenomenon. In this sense, it is enough to describe what are phenomena of conscious experience by showing on them.

    Pain, according to Jeffrey Gray, is one of such phenomena. After pain we can cognitively classify it but pain as such, in my view, is a separate phenomenon. I agree that pain somehow is related to neuron spikes but I would say that it is more than that.


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The Definitive Guide to willpower

Do you know that erotic images make Adult males a lot more likely to choose economic threats? Ot that fantasizing about winning the lottery helps make persons overeat?

In other words, when you practice a certain habits, you’re strengthening the neural connections for that conduct, which makes it far more accessible and more most likely to occur.

“Men and women with lower willpower use it to obtain them selves away from crises. Men and women with superior willpower utilize it not to receive them selves into crises.”

Reports demonstrate that this Element of the Mind is the final to experienced. Quite simply, its advancement isn't full till around age twenty five. Which is probably going why in any other case intelligent and reasonable teens, engage in superior-threat or too much behaviors, While they recognize the opportunity implications.

Hunter-Reay ran beyond championship situation for the vast majority of race but finally moved in to the best 5 with 21 laps remaining, finally ending fourth. Hunter-Reay's championship resulted in Power ending next from the standings for the 3rd consecutive time. In spite of losing the overall championship, Power received for your 3rd time the Mario Andretti Trophy as the 2012 street class champion.

This system quickly disables Internet connectivity on my notebook, making it unattainable for me to connect to the web for your few hours. Temptation Hence obliterated, I produce. It’s Harmless to say that, without Independence, you wouldn’t be looking through this right this moment.

People today Formerly explained to to sit down or get up straight whenever they remembered later done far better in lab willpower assessments.

The other A part of willpower will be the “saying yes” to the things you know will guide you nearer to the aims. It’s the ability to do what you need to do, even if you don’t feel like it, or simply a Element of you doesn’t doesn’t choose to follow via. She calls this the “I will navigate here power”.

Overriding our instincts can generally make it doable to collect much larger benefits later on—spending is a snap, but saving is not, regardless of whether the latter is much more valuable eventually.

Mark Muraven examined Moi depleted folks and found them persisting lengthier on a self-Command undertaking if they ended up paid for their initiatives or informed their efforts would benefit others. So it seems high commitment might be a powerful ally to beat depleted willpower.

This mantra has to be recited for overall repetitions of a hundred,000 moments,after which you attain Siddhi[mastery] above the mantra. Thereafter when at any time you would like to appeal to anyone you have to recite this mantra eleven periods getting the name of the person you want to entice.

You might want to wake up with determination and do all you potentially can to go to sleep with gratification; it’s the one way to keep on your own in the correct body of head.

Roy Baumeister is really a social psychologist well known for his idea of willpower depletion. Considering that the moment we wake up until we fall asleep, we're continuously applying our willpower.

For most of us, when we expect of willpower, the very first factors to pop to mind are classified as the troubles that call for us to resist temptation, appropriate? Remaining far from the chocolate cake, the department retail store, the cigarette or from A different drink.

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A Review Of salon hair valley

I appreciate looking at the fun reception lady's working there there jobs nuts and they do excellent job cleaning and supporting with purchasers and stylist all when retaining the smile and welcoming manor . Because of all of the thing this salon offers

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You will be recently appointed as being the chief hairdresser for this pet hair saloon that produces great hairstyles for his or her shoppers.

Poki is a web platform with more than thirty million consumers from everywhere in the planet. On it you’ll discover 1000s of hand-selected online games which you can Engage in on the cell, tablet or desktop.

My son always sits in a very race automobile and plays with toys when he will get his haircut and my daughter always leaves with the cutest braids. 5 stars for remarkable services and awesome haircuts!! I would endorse this spot to Absolutely everyone and I wouldn't just take my kids anywhere else!

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March Break Cooking Fun

Looking for some fun food for the March Break? Get the kids in the kitchen and cook up some yummy recipes for the whole day! Breakfast, lunch or dinner and even snacks can fill a day for many and you get to eat your rewards at the end. Happy Cooking!

Whole Wheat Waffles with Frozen Yogurt and Berries

1 cup (250 mL) whole wheat flour
3/4 cup (175 mL) wheat bran
1 tbsp (15 mL) packed brown sugar
1/2 tsp (2 mL) baking powder
1/4 tsp (1 mL) cinnamon
1 1/4 cups (300 mL) milk
2 eggs, separated
1 tsp (5 mL) vanilla
2 1/3 cups (575 mL) Strawberry Frozen Yogurt
2 cups (500 mL) fresh or frozen chopped strawberries, blueberries and raspberries

In bowl whisk together flour, bran, sugar, baking powder and cinnamon; set aside. In another bowl whisk together milk, egg yolks and vanilla. Pour over flour mixture and whisk until combined.

In another bowl, beat egg whites until stiff peaks form. Fold into batter.

Heat waffle iron. Spray lightly with cooking spray and pour in about 1/2 cup (125 mL) of the batter. Close lid and cook for about 4 minutes or until steam stops and waffle is golden. Serve with frozen yogurt and berries.

Makes 7 waffles.

Storage: Waffles can be wrapped individually and frozen for up to 1 month. Reheat in microwave or for a crisper waffle cook in toaster.

Pizza Party!

Preparation Time: 15 minutes
Cook Time: 15 minutes

1 bag (700 g) original or whole wheat pizza dough

1. Roll out dough to about 15 inch (38 cm) round and place on pizza pan or baking sheet.

2. Spread with Sauce. Top with Toppings. Sprinkle Cheese evenly on top.

3. Bake in centre of 425 F (220 C) oven for about 15 minutes or until golden and cheese is melted.

Makes 4 to 6 servings.

Tip: Omit pizza dough and rolling by using prebaked pizza shell, found in the bakery in most stores.

Tex Mex Variation: Use 1 cup (250 mL) chili, 1/4 cup (60 mL) pickled jalapeno peppers, 1/2 cup (125 mL) corn kernels, Half a red pepper, thinly sliced and 1 1/4 cups (300 mL) shredded monterey jack cheese

Mediterranean Variation: 1/2 cup (125 mL) pizza sauce, 1 1/2 cups (375 mL) chopped cooked rapini, 1 cup (250 mL) crumbled feta cheese, 1/4 cup (60 mL) chopped pitted olives, 1 tbsp (15 mL) dried oregano leaves and 1/3 cup (75 mL) hot pepper rings

BBQ Rib Variation: Use 1/2 cup (125 mL) barbecue sauce, 12 barbecue ribs or chicken wings, meat removed, 1/2 cup (125 mL) thinly sliced red onion, 6 mushrooms, sliced and half a mozzarella cheese ball, shredded and 2 tbsp (30 mL) chopped fresh basil

Oatmeal Choco-Cranberry Cookies

Kids have various allergies and sometimes making snacks can be tricky. In these cookies no egg or flour is used. You can find gluten free oats in various health food sections and stores as well as allergen free chocolate and dried fruit. These have a soft texture with an addictive taste.

Prep time: 10 minutes
Cook time: 15 minutes
Serves/Yield: 12 cookies

2 very ripe bananas, peeled
1/2 tsp (2 mL) vanilla extract
1 cup (250 mL) large flake oats
2 tbsp (30 mL) ground flax or chia seed
1/4 tsp (1 mL) ground cinnamon
3 tbsp (45 mL) mini chocolate chips
3 tbsp (45 mL) dried cranberries

In a bowl, mash bananas until smooth. Stir in vanilla.

In another bowl, stir together oats, flax and cinnamon. Stir into banana mixture until well combined. Stir in chocolate chips and cranberries.

Scoop dough into 12 mounds onto parchment paper lined baking sheet. Flatten each slightly and bake in 350 F (180 C) oven for about 12 minutes or until cookies are firm to the touch. Let cool before removing from baking sheet.

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EM TWO STUDIOS has been delivering results since we opened in 2015. Our goal is to provide both a superior customer experience and tremendous value for our customers.

Eric and Elissa Miller have over 25 years of experience in photo and video development and is passionate about exceeding your expectations.

We love our customers and welcome your feedback and suggestions. Use our Contact Us page to tell us what we’re doing right or what we can improve on.


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I grilled Nigel Farage on Trump's travel ban and he was half-baked

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Sunday Mirror columnist Saira Khan provides a fascinating insight into her spat with Farage

Saira Khan and Nigel Farage locked horns on Loose Women this week (Photo: Rex Features)

This week I found myself sitting shoulder-to-shoulder with Nigel Farage on Loose Women. He was on the show to talk about his support for Trump’s travel ban, an Executive Order which bars US entry to passport holders from seven mainly Muslim countries and imposes a 120-day suspension of admissions for all refugees.

It has became known as the Muslim ban and it has sparked mass protests around the world and been branded racist and Islamophobic.

As the show’s only Muslim panellist, I asked this so-called man of the people how HE would feel if someone who subscribed to his views physically attacked someone like me because they didn’t like immigrants, Muslims, or people with brown skin?

I didn’t pluck my question from thin air to be awkwardly, I based it on facts.

FACTS like the murder of MP Jo Cox by extremist Thomas Mair during the EU referendum campaign. Mr Justice Wilkie told Mair: “It is evident your inspiration . . . is not love of country or your fellow citizens, it is an admiration for Nazis and similar anti-democratic white supremacist creeds.”

Saira challenged Farage on Trump's travel ban (Photo: Rex Features)

FACTS like the fatal shooting of six Muslims gunned down in Quebec during evening prayers. The man charged with their murders is reported to have “liked” Donald Trump and other right-wing diehards on his
Facebook page.

With a mind and tongue as sharp as Farage’s, I’d have thought such a question would have been a golden opportunity to show he lives up to that man of the people tag. He could have empathised with my fear, especially as reported hate crime – including assault and arson – soared 41per cent in the UK directly after the Brexit vote.

What I wanted him to say was: “Saira, if someone attacked you in my name, I’d feel ashamed.”

But he didn’t empathise because, I suspect, he’s not capable of it.

Saira based her argument on facts (Photo: Rex Features)

Instead he asked me: “How would you feel if Muslims listening to an extremist preacher planted a bomb on a London Tube?”

There was no condemnation of hate crime, no regret about the climate of fear, just words like “extremist preacher and bomb”  hand- picked to resonate with his supporters.

Then he came out with the old chestnut: “I have Muslim friends who feel they’re looked at in a different way, because they’re scared, but they’re not getting that from us.”

And there it is in a nutshell – he sees British Muslims as “them” and his political allies as “us”.

And there it is in a nutshell – he sees British Muslims as “them” and his political allies as “us”.

He presents himself as a bit like that naughty uncle we all have, who says things like: “I have Muslim friends. How can I be Islamophobic?” And people go along with it – he doesn’t mean any harm, it’s just banter.

Which is how the far right’s dangerous rhetoric, masquerading as common sense, makes even reasonable people say things like: “Saira, you know I’m not a racist, but I can see their point.”

Our society is being spoon-fed so many lies for breakfast, lunch and dinner many of us just lap it up without even questioning it.

And when you are bombarded daily with headline words like “Muslim, border control, migrants, refugees” you start to associate them with negativity. They are problem words and we don’t want problems, do we?

Nigel Farage wants to be the new Piers Morgan. With his chatty persona, I can see him doing well on TV. He should revive the much-loved 1980s quiz show 3-2-1. Especially as no contestant would win Dusty Bin. Because the booby prize would go to Farage every time.

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College of engineering wins global competition awards in Britain

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25/10/2017 12:56 PM

College of engineering wins global competition awards in Britain

College of engineering at University of Baghdad won three awards at the global excellence competition sponsored by Coventry University, Britain that seeks to promote architecture profession in Iraq at the academic and professional levels via the Iraqi elites in this field such as the late well-known architect Zaha Hadid and others. The department of architecture at won the award of excellence for the best architectural school in 2017 where Assistant Prof. Dr. Inaam Amin al-Bazaz, head of department received the award for the best supervision and the engineer Nizar Razak, a graduate of architecture won the award for the best graduation research during the academic year (2016-2017) and the engineer Hala Issa won the 5th rank for the best architectural graduation research supervised by Dr. Inaam al- Bazaz.

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Israel delays vote again on illegal annexation bill

PNN/ Bethlehem/

Voting on the Israeli annexation Bill has been delayed. Israeli Prime Minster, Benjamin Netanyahu said that the US asked for clarifications about its new bill, which would annex West Bank illegal settlements to Jerusalem. He added that Israel must discuss the bill with the United States before moving forward and voting on it. He said that “The Americans turned to us and inquired what the bill was about. As we have been coordinating with them until now, it is worth talking and coordinating with them. We are working to promote and develop the settlement enterprise.”

A senior figure who wished to remain anonymous stated that Israel’s cabinet will not vote on the bill  this week. He said it was in need of “diplomatic preparation”, in a signal Netanyahu will first discuss it with the White House.

The U.S. State Department signaled that it was not worried by the bill because the legislation is a long way from being approved by the Knesset, and could perhaps never even reach that point.

The White House Spokeswoman, Heather Nauert, said during a daily press briefing, “My understanding is that the piece of legislation is in the early stages of development, some of these would be internal matters that I wouldn’t want to comment on. I know that it has to go through several steps before it would even become a law, We continue to encourage both sides to take appropriate actions to ease tensions and build an environment that would support concluding a conflict-ending peace agreement.”

Approval of the bill would have fast tracked it’s progress through parliament. It had received the full support of Netanyahu when it was introduced earlier this week.

The bill has been previously delayed for similar reasons, after its initial introduction in January. This time coincided with the inauguration date of Donald Trump, who has supported Israel’s political agenda.

The mayor of Ma’ale Adumin, the largest  illegal settlement in the West Bank ( the area of the proposed annexation) believes that the legislation will eventually be approved.

According to the bill, the illegal West Bank settlements of Ma’aleh Adumim, Gush Etzion, Efrat, Beitar Illit and Givat Ze’ev will be included under Jerusalem’s municipal jurisdiction, but not officially annexed to Israel. It would incorporate a further 150,000 people living in illegal settlements into Israel’s municipal jurisdiction the bill also take out the three Arab neighborhoods of Jerusalem the  Kafr Akab, Shuafat and Anata and they will have sub municipalities.

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ENRETE Second Meeting – Romania

The second meeting of the Erasmus Plus project ENRETE Enhancing Resilience through Teacher Education, was held at the University Stefan cel Mare in Suceava, Romania on 6th -7th February 2017. Participants from the University of Malta, University of Crete, University of Lisbon, University of Pavia, University of Rijeke (Croatia) and University Stefan cel Mare Suceava (Romania) attended this event.

Participants discussed the developments of the project so far, as well as the next steps of the project.

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From E3 2017: Aquanox: Deep Descent looks like a promising revival

THQ Nordic has been making a habit of reviving old franchises recently. With the announcement of Darksiders 3 in May, the release of older games in the THQ library like de Blob to Steam, and now picking up the Kickstarted revival of Aquanox, the company seems to have an interest in the past. I got a chance to get a look at Aquanox: Deep Descent at E3, and while I’m not usually one for vehicular combat games, Aquanox seems potentially promising.

Aquanox: Deep Descent has no ties to the original series, but its general premise and core principles remain. Aquanox is set in a world where humanity is forced to live underwater due to the declining state of the surface (thanks, climate change). Conflict over limited resources is constant, and is only getting worse as a mysterious force has begun to consume said resources further. The game takes place before the old games, looking to delve into how the human race ended up in its current predicament.

The story follows four protagonists, each with their own strengths. The developers didn’t elaborate on those particular strengths, but they did say that certain characters are necessary per specific story missions, so it sounds like you’ll be able to swap between them. Otherwise you can play through the story mode cooperatively with up to three other players.

The demo I was shown (and got to play) focused more on the multiplayer, however, to give a better sense of how its brand of vehicular combat works. You have three different classes of submarine to choose from: Scout, combat, and siege. Each has its own strengths and weaknesses. For instance, the scout class is fast and evasive, but its close range weapons and weaker armor put you at greater risk. Whereas the strength class is strong and can attack from a distance, but at the cost of mobility.

I got a chance to give both a spin during a game of deathmatch. As nice as the combat ship’s ranged capabilities are – homing missiles and a sniper rifle-like gun – I ended up favoring the scout for its speed. Matches support up to four players, which feels like the right amount given the size of the maps and the pace of the game. I only played against bots, but they provided a good challenge, with both myself and them making use of the winding geography to our advantage.

Despite that the game leans on the simulation side of things, it felt easy to get the hang of. The menus where I chose what submarine to use had a long list of stats that I’m sure will become important in the single-player portion of Aquanox, but I hope it won’t be too impenetrable as to be inaccessible for folks like myself.

Aquanox: Deep Descent will be out later this year on PC, PlayStation 4, and Xbox One.

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Melodrama Queen Back as 10-Year-old Girl

Can melodrama queen Son Ye-jin portray a 10-year-old girl? The answer is “yes,” and you can see for yourself in her upcoming feature film.

She returns to the big screen after last spring’s television mini-series “Alone in Love,” only this time as a voice actor for an animation movie, “Yobi, the Five Tailed.”

“I was so worried, as my character is a teenage girl. But I dubbed while thinking about things for children,” Son said Friday during a new conference at Seoul Plaza Hotel in Seoul.

Son is best known for her pure and innocent image in melodramas on both the big and small screen like movies “Classic” (2003) and television drama “Summer Scent.”

She said voice acting was a challenging job as it was so different from what she had done in the past.

“This is the first animation in which I worked as a voice actor. And I didn’t know how to do it properly. When you shoot a film or TV drama, you can freely express what you feel from a script, but voice acting was so hard because you have to deliver everything through your voice,” Son said.

In the conference, a short promotional clip was shown. Son said that she was happy about the results.

“I tried my best not to make it sound too artificial. I am now happy as my voice in the animation doesn’t sound like mine,” Son said.

Directed by Lee Sung-gan, the animation is about Yobi, a 100 years old fox girl, who visits a human village and experiences various adventures. Although she is 100 years old in her own mysterious world, she is only 10 years old in human age.

“The animation will help children become emotionally rich, and it will also be a heart-warming film for grown-ups as it takes them into the innocent world of children,” Son said.

Other voice actors include Kong Hyung-jin of “Marrying the Mafia 3” (2006) and Ryu Deok-hwan of “Like a Virgin” (2006). And Korean-Japanese New Age pianist Yang Bang-ean also joined the film as the music director.

Director Lee, who won the top prize at the Annecy International Animation Festival in France in 2002 with his first feature animation “Mari Iyagi (My Beautiful Girl, Mari),” said his new animation is about ordinary children around us.

“Characters in the film are children that you can easily see around you. I hope the audience will focus on how the children get to know who they are in the film,” Lee said.

Regarding the film’s similarities to Japanese animations such as “Howl’s Moving Castle” (2004), Lee said that the similarities may exist but in the end it is different from other animations.

“We’ve all grown up watching Japanese or Disney animations. When I was making `Yobi,’ I didn’t think that it should have Korean touches. But in the end, the characters and background contain what we have here in Korea, which makes it different from animations from Japan and United States,” Lee said.

“Yobi, the Five Tailed” opens nationwide on Jan. 25.

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Entomology Collection TitleImage Bugs Pinned
Species Page - Pterocormus
browse search results ->Pterocormus ->species page

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scientific name    Pterocormus

Species have between 30 and 50 antennal segments, usually 36. Mandibles are bi-dentate. All have a dorsal spot on the scutellum, yellow to red in colour, though a few extra-generic species share this trait. They all have the basic Ichneumonid body shape and wing venation, and range in size from 12mm to nearly 30mm. Males seem to be the more colourful sex in this genus, and usually exhibit more striking banding patterns (usualy yellow/orange and black) on the abdomen than the females, which tend to be uniform in colour (usually reddish). Females in this genus do not have the charismatically large ovipositor seen in some other genera of this family, such as Megarhyssa, and specimens may require examination under a hand lens or microscope to assign a sex. A good secondary character for sexing specimens missing the genetalia, or entire abdomen for that matter, is the presence of a single tibial spur on each of the prolegs of the females only. Both males and females of the genus have two tibial spurs on both the meso and metalegs. All have two tarsal claws at the end of each leg.

life history
All Pterocormus species are parasititoids. Though most species in this genus have not been studied, those that have been tend to prefer Lepidopteran hosts, especially those of the families Cossidae, Hepialidae, Arctiidae, and Noctuidae.

Pterocormus species have been discovered on all continents except Antarctica. There are approximately fifty species in Canada and the United States.

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Cincinnati Replacing Beech Avenue Water Main; Receiving Financing from Ohio EPA

With help from a low-interest Ohio EPA loan, Greater Cincinnati Water Works is replacing the Beech Avenue water main, eliminating deteriorated pipes and reducing water loss in the distribution system.

The project replacing more than 9,000 feet of 6-inch diameter pipe is underway and expected to be completed in March 2018. The project will reduce service disruption and labor costs caused by frequent repairs to the old waterline.

Created in 1998, the Water Supply Revolving Loan Account (WSRLA) provides below-market interest rate loans for compliance-related improvements for community water systems and nonprofit, non-community public water systems. The project is being funded through a $1.86 million WSRLA loan to the city. The reduced interest rate will save Cincinnati an estimated $381,000 over the life of the loan.

Projects eligible for WSRLA funding include planning, design and construction loans for new, replaced, rehabilitated, upgraded or expanded water treatment plants and their components. In addition, the WSRLA can provide technical assistance to public drinking water systems to improve and enhance the technical, managerial and financial capacity of these systems.

Ohio EPA’s revolving loan funds are partially supported by federal grants and designed to last indefinitely through repayment of loans and investments in bonds. The WSRLA is managed by Ohio EPA’s Division of Environmental and Financial Assistance with assistance from the Ohio Water Development Authority. Ohio EPA is responsible for program development and implementation, individual project coordination, and environmental and other technical reviews/approvals of projects seeking funds. The Ohio Water Development Authority provides financial management of the fund.

More information about the WSRLA is available at: epa.ohio.gov/defa/EnvironmentalandFinancialAssistance.aspx.

The Ohio Environmental Protection Agency was created in 1972 to consolidate efforts to protect and improve air quality, water quality and waste management in Ohio. Since then, air pollutants dropped by as much as 90 percent; large rivers meeting standards improved from 21 percent to 89 percent; and hundreds of polluting, open dumps were replaced with engineered landfills and an increased emphasis on waste reduction and recycling.


text:
Wednesday, March 6, 2013

Guiding a Camera on GM-8

The images below show how I have configured a guider for my DSLR on my Losmandy GM-8 equatorial mount.  Starting with a short Losmandy-D dove-tail plate, I mounted two Orion-style finder mounting shoes on one end of the plate.  I had to saw off part of one of the shoes that extends down so that it would sit flush on the plate since the available mounting hole was too close to the edge.  On the other end of the plate, I mounted a Manfrotto 496RC2  ball mount with quick-release plate.  I mounted a red-dot finder on the inner shoe to help align the mount and find targets.  I installed an Orion Magnificent Mini AutoGuider package on the other shoe.   This is the same finder and guider that I normally mount on my 80mm refractor so that much less stuff to carry around.

One of the problems I had mounting a simple camera on this mount was that there is not enough weight to counter-balance.  To solve this problem, I inserted a 1 lb counter-weight with 3/8"-16 threads. between the plate and the ball mount.  These weights are intended to be screwed onto the end of the counter-weight shaft.  One weight under the ball mount and two weights on the end of the shaft balanced each other almost perfectly - without, of course, the 7lb weight normally used to balance a telescope.  The plate is also offset from center by about an inch to balance side to side.

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Monday, June 19, 2017

Cards in Envy - White on White

Welcome to a new card challenge from Cards in Envy. The theme is White on White. We want to see cards with only white on them. Although it's okay to use black or colored ink for stamping a sentiment or image.

I decided to really challenge myself and didn't use any inks or stamps at all. I used only white card stock, but added texture to it with some fun faux stitch die cuts. I finished off the card with the addition of a few white sequins.

Background stitched die cut - Lil Inker Designs
Sentiment die cut - My Favorite Things
Flower die cut - My Favorite Things
Sequins - from stash
Wink of Stella glitter pen

Be sure to check out the rest of the Cards in Envy design team's cards. I'd love for you to play along with our card challenge. Just remember to keep your card fairly flat so it fits nicely in an envelope.

Thanks for visiting my blog today!

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On the origin of recent intraplate volcanism in Australia

Davies, D.R. and Rawlinson, N. (2014) On the origin of recent intraplate volcanism in Australia. Geology, 42 (12). pp. 1031-1034. ISSN 0091-7613, 1943-2682 DOI 10.1130/G36093.1

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Many intraplate volcanic provinces do not appear to originate from plate-boundary processes or upwelling mantle plumes. Edge-driven convection (EDC), where a small-scale convective instability (induced by local variations in lithospheric thickness) displaces hot mantle material upward, provides an alternative hypothesis for such volcanism. Recently, EDC has been postulated as the trigger for Quaternary intraplate volcanism in Australia, due to the proximity of a craton edge. However, the Precambrian shield region of the Australian continent has a boundary that is at least 10,000 km long, yet the Newer Volcanics Province (NVP) is contained within a 400 Ã� 100 km region. This brings into question EDC as a causal mechanism, unless nucleation at a single location can be explained. Here, we use a combination of seismic tomography and geodynamic modeling to show, for the first time, that (1) the source of the NVP is restricted to the upper mantle, and (2) mantle upwelling triggered by EDC is localized and intensified beneath the NVP as a result of three-dimensional variations in lithospheric thickness and plate motion-induced shear flow. This study helps to solve the global puzzle of why step changes in lithospheric thickness, which occur along craton edges and at passive margins, produce volcanism only at isolated locations. Â© 2014 Geological Society of America.

Item Type: Article
Uncontrolled Keywords: NILAREP
Subjects: 02 - Geodynamics, Geophysics and Tectonics
Divisions: 02 - Geodynamics, Geophysics and Tectonics
Journal or Publication Title: Geology
Volume: 42
Page Range: pp. 1031-1034
Identification Number: 10.1130/G36093.1
Depositing User: Sarah Humbert
Date Deposited: 04 Apr 2017 17:28
Last Modified: 04 Apr 2017 17:28
URI: http://eprints.esc.cam.ac.uk/id/eprint/3876

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Erectile Dysfunction Channel
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