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Thursday, 2 July 2015

#mathsconf4 took place on Saturday 20th June in London and I was lucky enough to attend my second #mathsconf having been to the previous one in Birmingham. Check out my previous blog post on #mathsconf3 here.

At #mathsconf4 I took part in 4 different sessions, each of which had their own things to share and I learnt a lot from each. I'll outline each of these below. However, before the first session we had the traditional 'speed dating' event. The event came with a lot more pressure this year - the final 'date' being the potential future wife according to @LaSalleEd! No such luck. However...I did pick up some great ideas that included:

1) from Chloe - a healthy reminder of open questioning and how she'd taken one of her school's units of work and created open questions from their previous statements. For example, rather than showing a triangle and asking what the shape was she'd ask 'what facts/statements do you know about this shape'?

2) from Miguel - - I love the look of this website. Students get given a blank graph and then are shown a small video clip (one of Dan Meyer's) and are then asked to graph the story that is being shown in the video. For example, Miguel showed me one of the videos where students had to record the distance an object was from the camera over the time the video was recorded. The video clip is shown 3 times, once in normal speed, once in slow-mo and again with the iterations of time included. I'll definitely be including this in my teaching of real-life graphs next year - it's going in our SoW too as a suggested resource.

3) from Chris - I really like this idea...when teaching rotations or transformations: give students a set of axes with a shape in one quadrant and just ask them to rotate/reflect the shape - no other information than that and then just see what they come up with. Don't ask them questions, don't hint at anything and then get volunteering students to come to the IWB to draw on where they reflected/rotated their shape. Loads of discussion can then be had as to the direction, centre, number of degrees, line of reflection, etc.

After the 'speed dating' session I went straight to the first of my 4 sessions...

The first session I chose to go to was @MissBResources' 'Inspiring Independence and Progress'.
I'll say at this point that I recorded loads of notes on my iDoceo app as a separate 'lesson' on my planner - this made it very easy to refer to as it's stored under the right date, etc and is just another wonderful use of the app - I will be writing a post about this soon as I've used it all year for the first time instead of a traditional 'school planner'!
Referring back to my notes I took away lots from Danielle's session...
Danielle reminded me of @c0mplexnumber's growth mindset displays that would be great for our Mathematics corridors. This also reminded me of an idea @mathsjem spoke about at the last conference about having students 'success stories' on display when they had overcome something in their learning to succeed in their Mathematics.
Here are @c0mplexnumber's displays from the TES:
The next thing Danielle spoke about that I'd jotted down was having whiteboards on tables in your classroom at all times. Danielle spoke about the need to 'train' kids into using these responsibly, but the main purpose of this being that they could use them at any point to do workings, etc and not be afraid to make mistakes as with a whiteboard they can easily rub them off and start again, whereas some students don't like writing something in their exercise book in case they get it wrong - especially at the start of a new year when they've got a nice shiny new exercise book and want to make it all nice and neat and tidy (usually the girls)!
I love's new Mathematics Notebooks and my department will be using these next year in a similar way with our Y7s at least and then see how things develop. More about these soon...but take a look at them here.
A reminder of the book 'Manglish'.
Learning Objectives should say ' be able that...'. The key part of this being the 'so that' to give students a purpose behind what is being learnt.
I totally agreed when Danielle said about the need to go broader with topics in terms of the contextualisation and links to other subjects/problem solving.
Oh on that note...I found in my #mathsconf4 goodie bag a very good poster on problem solving from AQA. Here it is...(this will be going up in my classroom next year, and my colleagues' if I can get it photocopied/can get more from AQA)?!

We then got introduced to a website similar to Socrative to get students to do a quiz on their mobile devices called 'Kahoot' - this website is free and looked really good. Worth a look.
Finally, I remember Danielle talking about getting students to convert between/from/to cumulative frequency graphs, box plots and histograms and getting students to think about how they would go from one to the others. This then linked in really nicely to my next session as this came up again there...

Second Session: Douglas Butler's (@douglasbutler1) 'Putting the Web to Work in the Classroom'
I must say before I start noting down the things I took away from this session that I found Douglas hilarious! He could definitely be a stand-up comedian if he ever gets bored of Mathematics and all things TSM. I could have quite easily listened to him all day.
In other news...I sat, like, 2 seats away from @ColleenYoung and only found this out right at the very end of the session - was a bit of a Twitter Maths Celeb moment for me having not met her before!
There is so much on Douglas' website that (ashamedly) I knew little of prior to this session. All of the things I will mention here can be found on there...
The most impressive thing about Douglas' talk was the ease at which he took us all through Google Earth and Autograph to show us how you would use these resources to explain/show to students all about gradients, bearings, data and graphs/charts you can create, etc.
I love the idea of using images at the start of lessons on gradient and then using Google Earth to explore these further. I now know how to create paths in Google Earth and analyse the routes. It reminded me of a cycle app I have that maps out my routes for me and shows me the gradients at each point.
I like the real-life versions of hexagons and pentagons using Google Earth.
Jing is a great tool for screen capture and for creating movies. These can be used in a 'flipped learning' style where students can watch them prior to a lesson, or even as the 'Eastenders' moment at the end of a lesson to set up the next!
I need to look at Douglas' recommended apps for iPads on his site and I also need to use the linear clock he showed us - that looked really nice!
Then came the ease at which Douglas used a spreadsheet of data from his website and imported it into Autograph to then create histograms and box plots from, which I thought I could use when doing Danielle's task of getting students to consider how they could go between each one. I now know how to import a column of data from Excel into Autograph and will use this so much next year, where possible. I know I have Google Earth on my school PC, but need to check Autograph!
There was so much more here that Douglas spoke about from his website that I need to really check that out when I next have some free-time and I'll definitely be exploring over the Summer ready for September.

Session Three: Sarah Flynn's 'What I've learned from teaching new GCSE content to year 10 and 11 students'

This session was really interesting to see the difference in preparation teachers have had if they did the 'linked pair pilot' specification over the 'normal' GCSE when looking to the new GCSE spec. A lot of the topics that are 'new' to the new 1-9 GCSE have already been taught and covered in the linked pair pilot and so there are already resources out there that we, as Mathematics teachers, can use when teaching these 'new' topics. Sarah gave us a selection of these past paper questions to look through to see the difficulty of them/what students are expected. We were given questions on Venn Diagrams and on Graphs and finding areas under curves.

The main points I took away from this session were the emphasis on making links in Mathematics and students being able to form and solve linear equations from any context. Also, there is a stronger emphasis on ratio, proportion and fractions and these skills are combined in other questions meaning students need to be proficient with these skills.

Session Four: Amir Arezoo's (@WorkEdgeChaos) 'The Art of Leading a Mathematics Department'

I was looking forward to this session the most I think as it was the one session, when making my choices prior to the conference, that I really felt was relevant to what I needed at this stage of my career; I'm going to be Head of Mathematics at my school from September and so any advice I can get now is greatly received! I have a whole list of questions that Amir gave us to consider at the start and throughout next year - these will be really helpful and I will refer to these regularly. Amir went through each point throughout his session and in addition to these 'prompts' I also took away the following from this session...

A few books to look out for/get for 'Summer reading': 'Nix the Tricks' and 'Teach Like A Champion'.
Having a 'Common Calculation' policy across the school/our local feeder schools. I like this idea and it could tie in with our numeracy across the curriculum on a more formal scale. However, we have been used to saying 'let the students decide what works for them and allow them to use that method', rather than prescribing a single method?
We have a very old 'Mathematics' sign above our staircase at one end of our Mathematics corridor - Amir said about having a 'Welcome to Mathematics' sign and this will be one of the things I 'update' over the Summer at both ends of our corridor and above each staircase.
Interestingly, Amir spoke about departmental observations and how best to record these, who should observe whom and getting everyone in the department to observe one another. He then also spoke about what data to record on each teacher within the department and how that data should/would be used. I have no right or wrong ways to do any of the above - just ideas/questions to consider in line with my school and department and what currently works for us. The main thing I took from this session is that whatever I do has to be in the best interest for our students learning and our department - there is no 'one size fits all' approach to leading a department, but finding what is needed and what works already and going from there seems sensible. Our department is in a very good position and I don't plan on changing that! :)

So that was #mathsconf4 - another thoroughly enjoyable day spent. I took away so many ideas from so many different people. I haven't even mentioned the 'Tweet Up', which was another highlight. I even met up with my old NQT mentor from my previous school and another of my previous colleagues - it was great to see them and catch up. One of the best things about the events is knowing others, and, in turn, knowing that I do have lots of contacts with other Mathematics teachers in other schools that are all trying to be better. I have no idea if other subjects have a similar conference, but can safely say that being a Mathematics teacher at present is both exciting and inspiring.
I do like that about @LaSalleEd - they have the aim of all Mathematics teachers working together and these conferences go a long way to making that possible. So a massive thank you to La Salle for putting on such a fantastic event again. Thank you.

Monday, 29 June 2015

Simplifying Surds Task/Resource

A couple of weeks ago I was teaching Surds to my Y9 class (doing the new Edexcel 1-9 GCSE Spec). I was looking for a resource to use with them, having covered simplifying surds. I looked on the TES and found the below resource by Sharon Derbyshire (@numberloving).

The resource is differentiated into 3 different treasure hunt style tasks. There's a green, amber and red set. I just used the green and amber sets with my class. I gave them the worksheet, printed on both sides of A4 paper. They then chose which set of questions they attempted, the green or the amber. However, instead of running the task like a traditional treasure hunt where they move around the room answering a question then find the answer on another, I decided to just scatter the cards onto my whiteboard (as shown below). My students then answered the questions on the sheet and then, when ready, came to the board to write the lines of the joke in the space on their sheet. Some students chose to do all the questions first and then piece together the joke. Others did a question at a time, found the answer on the board (according to the colour route they chose) and then wrote a line at a time of the joke.

What I really liked about this task is that the joke is the same regardless of the route they chose and so students are working towards the same 'end game', just on differently difficult/paced questions. The scattered effect of the cards on the board worked well as some could see from their desks and others got up as they needed to. The different colours on the board made it easy for them to see which set they were looking for and there were a few cards that had the same answer, which got them thinking about whether the joke was actually making sense as they went through it.

The cards scattered on my board:

You can download the resource free by clicking on the below link...

A massive thanks to Sharon for sharing and uploading.

Intro to Indices (Starter task/ideau)

After the May half term we set our Y9s according to Edexcel's 'Baseline Tests' for their new 1-9 GCSE Spec. Since then we have started teaching them through the Edexcel new 2 year GCSE course. The first 'unit' of this is 'number' and includes topics such as HCF/LCM/Surds/Indices/Standard Form/Calculations/Estimation, etc.
When introducing the topic of indices I thought about how I wanted to do this as it's always been a topic I've found a bit 'dry' teaching as in the past I've kind of just gone down the route of giving classes the rules and then applying them to questions once explained. But, I wasn't sure where their current understanding of these would be and so I decided to write a bunch of indices related questions on the board (these progressed in order of difficulty from the top left of the board to the bottom right) and then, as students came in, gave them a post-it note to write their name on. I then told students to have a look at the questions on the board and then stick their post-it note on the board next to the question they felt was the 'trickiest' that they could do.

What I liked about this was that they were all, on entry, looking at the board to see the questions and immediately thinking about what they could do, what they had learnt in the past and what they didn't know/understand. They were asking each other questions, they were asking me questions, which I avoided answering at this point, and tried to place their post-it note on the 'trickiest' question they could!

After a 5-10 minute go at this, and once they had settled down, found their seats and done the usual title, date and margins I delved into the discussion part of this 'starter'.

I referred to the post-it notes and asked students to explain how they thought they'd 'evaluate' the expression on the board. This was the best bit as there were a lot of 'laws' that came from this discussion alone. I was able to do a bit of 'Pose, Pause, Pounce, Bounce'ing with the class as I already had post-it notes with different names on for the same questions. So, I was able to ask a whole bunch of ' you agree with've placed your post-it note on the same question' type questions.

I rewarded those students that were questioned and then, as the lesson progressed, those questions that weren't answered from the initial phase of the lesson were answered. Rather brilliantly, students suggested answers to the unanswered questions as they were learning the new 'laws' and we managed to fill in all but two of the questions on the board. This, for me, was great as my AfL was partially done by this alone as I could see which type of questions (negative indices) that we hadn't covered and needed to progress onto.

Y2 Problem Solving Day 2015

Last week, on Wednesday, I hosted my school's Y2 Problem Solving Day event for 7 of our local primary schools. In all we had around 40 students from our primaries in for a carousel of Mathematical activities. I planned the day based on the success of last year's event and here's how the day went...

To see last year's Y2 Problem Solving blog post, click here.

Like last year there were a number of 'bases' with tasks for students to move around in ascending order. Now, as we had more schools attend this year I had to add in a few 'bases'. This meant that the 7 schools all had something to be doing for each of the 5 sessions scheduled during the day. Each school completed 5 of the 7 'bases' throughout the day and then there was a 'Team Challenge' right at the end.

Base 1:

Same as last year - a 4 operations tarsia puzzle. The schools found this generally quite challenging and didn't have enough time to piece the jigsaw together. Once completed the numbers around the outside added to..guess what...27!

Base 2:

 Same as last year - the magic square task. students had two sets of 9 numbered tiles; an 'easier' set and a 'harder' set. Their task was to put the 9 tiles into a 3 by 3 square so that each row, column and diagonal added to the same amount. The 'easier' set's answer was 16 and the 'harder' 99.
The accompanying teachers from our primaries enjoyed this one as at first they struggled to do the 'easier' set. Strangely the 'harder' set was completed more so than the 'easier' one.

Base 3:

 Return of my awesome Frogs! Thanks to Carol (Mrs Murphy) for these once again.
Students had to find the minimum number of moves needed to swap over the differently coloured frogs. One of my extremely enthusiastic Y8 helpers was bound to this 'base' and asked the students to then see how many moves only 2 frogs on each side would need and then got them to estimate how many 4 frogs would need. She was great at engaging the Y2 kids in this and made it into a competition within the schools that visited this task.

Base 4:

New for 2015!
The Mathematical Egg Hunt! Thanks to some last minute help from my HLTA (Thanks Jane) I managed to scatter around 50 plastic eggs around the two rooms I used for the Problem Solving Day. Each egg had a question in it for students to answer. All they had to do was find 7 eggs and then answer the question inside on their answer sheet. Their answer sheet was given to them on arrival to our school. For this task they had to write the question and answer on the sheet so I knew which question had been attempted when marking answers.

Base 5:

 Same as last year - pentominoes
Students had to arrange the 12 pentominoes into a 6 by 10 rectangle. A tricky one this one. Another of my Y8 helpers was really good here at providing hints to schools as they worked on the task. At times, he would show them a correctly placed pentominoe and get them to carry on from there. Side note: I gave all my Y8 helpers (of which there were 10) an answer pack so they were all able to prompt/help out the Y2 students on the tasks.

Base 6:

 Stolen from my Y6 Problem Solving Day...The Marshmallow Challenge!
As it goes down so well at the Y6 day I decided to include it here. I had 2 of my Y8 helpers here to help provide the necessary resources to the schools as they began the task. I roamed around the two rooms but would always see how this one was progressing as they all found it tricky as the spaghetti breaks so easily - I hinted at backing a triangular base (stuck to the table) and going from here to make a pyramid (tetrahedron). One school did similarly with a square...

This school also won the whole day!

Base 7:

Also NEW for 2015:
Mathematical Balloons. Hidden around the two rooms we used were 5 sets of 5 differently coloured balloons. On each balloon I had written a question for students to answer. However, you couldn't answer the question without blowing the balloon up first. So students found the balloons on a little 'treasure hunt' around the rooms, blew up the balloons, read the question, answered it and then put this on their answer sheet.

The Team Challenge:

This was the same as last year too...The Cocktail Stick/Midget Gem Bridge challenge (for want of a better name).
The schools all took part in this challenge at the same time. They had a pack of 100 cocktail sticks and a bag of midget gems and had to create the best bridge they could that would allow a 10 stack of multilink cubes to pass underneath. I got our Resource Manager to judge the bridges based on: structure, stability, design and adherence to the given criteria (free standing, multilink stack has to pass under).
Here are some of the bridges that were made...

 The winning bridge!! With a little help from my Y8 helpers!

The day ran very well with all schools seemingly enjoying their day at 'big school'. It was a hot day and so the students were given a couple of breaks in the day (at different times to our usual school day: I was off timetable and covered). They went outside at one point and played on our flagpole area at the front of the school, which they enjoyed.
The day came to a close when I had totalled up the scores and announced the winners. Every student that participated received a certificate and chose between a pen with our school's logo/name on it or a little 'book bug' to take back with them as a memento (hopefully they'll remember us when it comes to them choosing their secondary school)! The winners each received a small gift, which was a 'Minions' wristband and lolly - these went down very well!

These days are a lot of hard work to organise and run, but are so worth it. The links we have with our local feeder schools are stronger as a result of it and I've heard lovely comments already from our community by friends of colleagues, etc. I wasn't without help when organising the day either and have to thank Jo, our faculty assistant for liaising with our primaries throughout, getting names and details. She printed and made all the certificates and name badges, contacted the office etc at our school to inform them all of the day taking place, arranged the refreshments and so so much more that I'm probably not aware of. So...THANK YOU JO!! I also need to comment on how fantastic and enthusiastic our Y8 helpers were too. They were brilliant. We chose the students that were our Maths prefects and also some others from one of my colleagues' tutor groups. They did our school proud and the Y2 kids really appreciated their help throughout the day.

If you're planning a similar day at your school it would be great to hear from you. What sort of tasks do you do at your days? How to you organise the days, etc. Get in touch my commenting below or find me on Twittter @mrprcollins

Here's to another fantastic Y2 Problem Solving Day in 2016!

Monday, 25 May 2015

GCSE Data Handling Revision

It's half term, which means I'll be heading to school on Wednesday to do a revision session with my Y11 classes, well those who have been 'invited' in; we've picked those students who still need a bit of help and/or are below their target grade.
I'm also doing a bit of private tutoring at the moment and so have plenty to do tomorrow.

As a result, I've created a presentation which goes through the main data handling topics and highlights key bits of information students need to remember for their exams. Things like where to plot points and what to plot, how to arrange a stem and leaf diagram, how to set up a two way table, etc.

I have added the presentation to my TES resources (free), which is available here.

I plan on showing the presentation to my Y11s/private tutees this week and at the same time have them annotate an A3 poster(s) that I will create at school tomorrow when I can get some paper and print off the particular questions/graphs/charts. I will add this poster to my resource on the TES when it is completed (NOW UPLOADED! [26/05]). I will use the same questions that are on the slides, but just leave them as that on the A3 sheet(s) so my students can annotate over them, make their own notes, etc. This, they can then keep for their own revision.

Here are the sheets (before completion):

 Higher and Foundation Topics

Higher Topics (at present) only

I will post a picture on here tomorrow once one of my tutees has tried out the resource to show you what the finished article looks like.
Update 26/06 - - > Here's the finished version:

I hope this is useful for others and...happy revising!

Mr Collins

Monday, 4 May 2015

GCSE Trigonometry Revision

On arriving back at school after Easter I got my Y11s to write down, on a cue card, all the topics that they still felt they needed to go over or wanted to revise in class.
It was the perfect time to do this as they had sat a 2nd mock set of papers before Easter and were able to go through these papers, and all previous papers given to them over the course of the year, to pick out the topics that they were still getting wrong or needed support with.
I then told them that I would look over their topics and choose those that came up more often than others to cover in class in the run-in to their GCSEs. I also said that I would keep all of their cards bound together so that if/when they should seek support after school at our 'Maths Club' I have their personal list of topics to hand to go over with them. Here are there cards...(I keep them in my folder for their class so they're always at hand/easy to locate)...

One of the topics that came up on almost all of their cards was some form of Trigonometry, whether it be 'basic trig (SOHCAHTOA)', or using the Sine and Cosine rule, or Pythagoras' theorem. So, I decided to put together a revision sheet for them to use when deciding how to answer exam questions on these topics. I created the sheet in ppt and then saved it as a pdf to print off onto A3 paper - making the revision sheet large enough for them to see all the different Trig examples and write their own answers to the questions on the sheets along with any of their own personal notes/mnemonics etc.
On the sheet I included a series of sections, some for right-angled triangles and some for non-right angled triangles, with questions for each type (finding a length/angle, etc). I then added in when they would need to use each formula/type of Trig.
The only thing I didn't put on the sheet was finding the area of a triangle using 1/2abSinC as we had gone over this in the week or so before Easter.

I gave these out in class and then got students to answer each question on the sheet adding in any notes. I got them to put all their answers to 3 significant figures to also practise this skill.
Here's one of my students' completed sheets...

This is available to download from my TES resources if you think it'd be useful for your students too.
Click here.

After my students completed their Trigonometry revision sheet they then used it to answer questions from our text books/past exam paper questions I printed off for them.They found it really useful having the notes/examples that they had completed themselves when doing this and later took their sheets home to use when revising.
I plan to also do one of these sheets for coordinate geometry and have previously done a similar activity for the Circle Theorems. I'll upload these to the TES too in due course...

Monday, 16 March 2015

Pi Day and the National Mathematics Teacher Conference III

3/14/15 9:26:53
Pi Day!
Aston University
La Salle Education's 3rd National Mathematics Teacher Conference

This was the first of @LaSalleEd's Mathematics Teacher Conferences I had been to and it was a fantastic day of meeting with colleagues (in the wider sense), learning, doing Mathematics and listening to some great teachers speak about what they've been doing in their schools.

On arrival I was presented with my goodie bag for the day and my name tag.

The event was held, weirdly (for me) at my previous University where I studied Information Mathematics for 2 years before deciding Uni wasn't for me (that's another story [I eventually did my degree part-time, whilst working, via the University of East London and ICS]).
Aston Uni was our host and the Aston Conference centre was where I parked for the day and stayed overnight - all of which I was extremely impressed by.

Aston Uni entrance, the only part of the University that hadn't seemed to have changed since 2004 when I left (I was shocked to see that Lawrence Tower, and the other residential buildings, had been knocked down and in there place other facilities built)

The day started by us all gathering in the main lecture hall where we heard key personnel from La Salle Ed, AQA and the DfE talk, all, of course, kicked off at 9:26:53!
After these talks we had a brief 'Speed Dating' session where I picked up a few ideas from my colleagues around me. The ideas were:

1 - from a starter task that students had stuck in the front of their exercise books at the start of the year. The teacher gave students a number of the day and then 3-4 letters to attempt

2 - 'Dicey Algebra'  starter task - students get a dice in pairs to roll random numbers (not just a 6-sided-dice either) and then choose one of the 8 expressions on the sheet given them a value for that expression, they played until all expressions were chosen and valued, the person with the highest total for all their chosen expressions wins! I'll be using this one tomorrow with my Y10s prior to plotting quadratic graphs!

The idea I shared was the 'My Favourite No' starter task, which you can read more about in my previous blog post earlier this school year when setting up my classroom. Click here.

A massive thank you to the colleagues who shared these ideas with me during the 'Speed Dating'. If they were you...let me know by commenting below or via Twitter @mrprcollins so I can give you a shout out here!

Then, the first of the three sessions I signed up to started.

My first session was with @HelenHindle1 and was all about 'Growth Mindset Maths'. This was something that I have been reading about and interested in since a year or so ago when I was reading Jo Boaler's books and subsequently took part in her Stanford University online course, which drew on Carol Dweck's work on the 'Growth Mindset'. So I was looking forward to hearing about how other teachers were trying to implement this approach in their schools.

 Our starter task on arriving to the session.

I enjoyed this session a lot and particularly liked the idea of having students' personal stories of how they had changed their mindset towards their Mathematics lessons and having these on display in the corridors, rather than having David Beckham's story on the wall - no offence Dave! Something that would highlight students perseverance, improvement and attitude in the subject for their peers to see. I can imagine if you got the right students pictures/stories up on the wall it'd have a good impact.
I also liked the fact Helen's school gave all students a 'mindset' questionnaire to complete at the start of the year, all the resources she pointed out that are available on her fantastic blog and the learning journeys whereby their school had come away from levels/grades and to where students were along a series of tasks/objectives.
See all of Helen's resources and more on her session via her blog here.

Next was lunch, time for the exhibition/networking and the #TweetUp

I spent some time in the exhibition speaking to various companies/organisations, mainly AQA to learn more about their new qualifications, the 'Core Maths' and their '90 maths problems'! Also, during this time there was a few Maths questions to answer as part of the 'treasure hunt' competition...

I nailed this one! :-p

During the #TweetUp I met with some of my South East colleagues, namely...
We were working on the Bingo cards that @MrReddyMaths et al had organised for the event as well as trying to answer @solvemymaths' puzzles! It was great to put names to some famous Twitter folk!

That South-East selfie!
I'm at the back-right *waves*!

Following the lunch break I then went along to my 2nd of the 3 sessions. This session was with Robert Wilne (@NCETMsecondary) and was all about developing reasoning across KS3, 4 and 5. The session was as inspiring as it was fast-paced. I got loads of ideas from this session as to how we can be deepening students' understanding rather than just getting through a scheme of work. I totally agree with the depth rather than breadth argument and feel students in Y7/8 should only be focusing on developing their basic Mathematics/Numeracy and then in Y9-11 that's when they start building on their learning and preparing for their GCSEs and Mathematics after secondary school.

Here's what Robert found having visited Singapore...

Lots to think about here as to how we teach Mathematics

The third and final session was with the fantastic @mathsjem (Jo Morgan). Jo's session was all about the different methods and approaches to tackling certain topics. We were given a workbook on arrival and I liked that we did some Mathematics at the same time as learning of different methods that existed to teach certain topics - some of which I had used myself in the session, had taught before and others that I had never even heard of. It was good talking to those around me about what methods they used/taught and why they found that to be the best way for their students. I also got to meet @solvemymaths (Ed Southall) here.

Jo, obviously, has already written a blog post about the Mathematics Conference and you can see her presentation & more here!

Finally, we gathered back in the main lecture theatre and had the winners of competitions announced and the day ended formally by Mark from @LaSalleEd.

I had a fantastic day/weekend up in Birmingham and will look to attend all future events where possible. Back at school...on the Friday before Pi Day I got all my current students to sign my Pi Day t-shirt. I thought it'd be a nice idea to get them all to sign it so that in years to come I can look back and remember who I was teaching on the only Pi Day in our lifetimes where the date and time will sync up with the digits of Pi!
Here's my keepsake...

I'm planning on displaying this in my classroom when I can steal a mannequin/bust from Art/Textiles! :)

Thanks to all involved at the weekend to make the conference as beneficial as it was and hello to all/any new followers!


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Home » Tag Archives: Diana Phillips

Tag Archives: Diana Phillips

GodwinGroup adds to staff

GodwinGroup recently added three team members to its Gulf Coast office. Diana Phillips joined as senior copywriter. Phillips brings valuable experience from her work in the hospitality, gaming, retail and Internet sectors. In 2007, she received the American Advertising Federation Mississippi Gulf Coast ADDY Award for Copywriter of the Year. Phillips is the former advertising copywriter for Beau Rivage Resort ...

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Home » Tag Archives: Drew St. John II

Tag Archives: Drew St. John II

Q&A: Drew St. John, CEO, New South Equipment Mats

Mississippi company nearly has more business than can handle Drew St. John II is the CEO of Madison-based New South Equipment Mats, which has made Inc. magazine’s annual list of the top 500 fastest-growing privately held companies in the United States. St. John studied landscape architecture at Mississippi State University and worked in commercial landscaping for 27 years before beginning ...

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Marquette University Department of Biology

Apr. 24, 2013 | Volume 2, Issue 2

News From The Chair

Dr. Robert FittsAs the 2012-13 year draws to a close, I am happy to report that the University was successful in attracting a new dean to serve the college. Dr. Rick Holz, currently the associate dean at Loyola University Chicago, will become our dean July 1st. To position ourselves for the future, the department held a retreat in early January, and outcomes included identifying our strengths and weaknesses, and the development of a strategic planning committee (more on this topic in the fall 2013 newsletter). In this issue, we are excited to share with you notable accomplishments for the year as well as our featured stories on departmental history, and faculty profiles. In this issue, we feature Dr. James Barrett who taught at Marquette from 1951 to 1986, and during that time inspired many students through his teaching of first year biology. Outside the classroom, Dr. Barrett was an important leader in the Milwaukee community particularly in the promotion of justice and peace. The current faculty feature is my story at Marquette. I thought it appropriate to include it in this issue as this is my final semester as department chair. Next August, Dr. Dale Noel will assume the duties of department chair. As always, we want to hear from you, so please feel free to email our newsletter editor, Kirsten Boeh, or visit us on Facebook.

News from the Chair

Department News

Our History

Faculty Profiles

Faculty Highlights

Undergraduate Student Highlights

Graduate Student Highlights

Biological Sciences Alumni

Facebook iconMarquette Biology on Facebook

Faculty participate in first ever departmental strategic planning retreat

Noted Harvard microbiologist, Dr. Roberto Kolter, presents the Oliver Smith Lecture

The department welcomes Dr. Anita Manogaran as adjunct faculty

A new facility is clearly needed as the Biology Department modernizes in the 1950's

Faculty Profiles: Past and Current

Past faculty member Dr. James Barrett dedicated his life to social justice

Dr. Robert Fitts celebrates a career spanning nearly 50 years in exercise physiology

Faculty Highlights

Biological Sciences faculty receive awards and publish research

Undergraduate Student Highlights

The Biological Undergraduate Society brings students on "Lab Tours" event

"Bio Lab Snapshots" features introductory lab class on Facebook

Neurobiology course writes Wikipedia articles

New course teaches the "Biology of Human Disease"

Graduate Student Highlights

Cassie Nelson and Adam Lietzan find time to mentor high school students

Recent graduates, and award winners are recognized

Biological Sciences Alumni

Frank Rigo, Ph.D., a 2002 Biochemistry and Molecular Biology graduate, researches new antisense drug technology at Isis Pharmaceuticals.

Benita Brink, Ph.D., earned her Ph.D. in 1989 at Marquette working in Dr. Dale Noel's lab. Dr. Brink inspires students in her current role as chair of the Biology and Earth Sciences Department at Adams State University.

Want to read more? Find past issues here.

We want to stay in touch! Please send any updates, personal or professional, to the newsletter editor: kirsten.boeh@marquette.edu

Marquette University
Department of Biology
Wehr Life Sciences, 109
P.O. Box 1881
Milwaukee, WI 53201-1881
(414) 288-7355

Biology website


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Monday, 10 October 2011

And the winner is...

And the five winners of a Green People toothpaste of their choice are

Joan Sawka - @joanna_kow
Maya Russell  - @maisietoo
Claire Butler - @BBDIVA1977
Clare Leahy - @clareandtribe
Helen Harris - @picklepie35

Congratulations - please get in touch via the contact form and let me know which flavour you would like to receive!

  1. Hurrah thank you so much! will fill out contact form now x

  2. I tried to fill that form for the last three days, but it seem does not work for me :( Can I just send you an email?

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Browse Book and Journal Content on Project MUSE

Indigenous Landscapes and Spanish Missions

New Perspectives from Archaeology and Ethnohistory

Edited by Lee M. Panich and Tsim D. Schneider

Publication Year: 2014

Spanish missions in North America were once viewed as confining and stagnant communities, with native peoples on the margins of the colonial enterprise. Recent archaeological and ethnohistorical research challenges that notion. Indigenous Landscapes and Spanish Missions considers how native peoples actively incorporated the mission system into their own dynamic existence. The book, written by diverse scholars and edited by Lee M. Panich and Tsim D. Schneider, covers missions in the Spanish borderlands from California to Texas to Georgia.

Offering thoughtful arguments and innovative perspectives, the editors organized the book around three interrelated themes. The first section explores power, politics, and belief, recognizing that Spanish missions were established within indigenous landscapes with preexisting tensions, alliances, and belief systems. The second part, addressing missions from the perspective of indigenous inhabitants, focuses on their social, economic, and historical connections to the surrounding landscapes. The final section considers the varied connections between mission communities and the world beyond the mission walls, including examinations of how mission neophytes, missionaries, and colonial elites vied for land and natural resources.

Indigenous Landscapes and Spanish Missions offers a holistic view on the consequences of missionization and the active negotiation of missions by indigenous peoples, revealing cross-cutting perspectives into the complex and contested histories of the Spanish borderlands. This volume challenges readers to examine deeply the ways in which native peoples negotiated colonialism not just inside the missions themselves but also within broader indigenous landscapes. This book will be of interest to archaeologists, historians, tribal scholars, and anyone interested in indigenous encounters with colonial institutions.

Published by: University of Arizona Press

Title Page, Copyright Page

pdf iconDownload PDF (193.1 KB)
pp. i-iv

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pp. v-vi

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pp. vii-2

This volume began as a symposium titled “New Perspectives on Spanish Missions in the Indigenous Landscape” that we organized for the 44th annual conference on Historical and Underwater Archaeology held in Austin, Texas, in January 2011. Many of the chapters are the extensions and...

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pp. 3-4

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1. Native Agency at the Margins of Empire: Indigenous Landscapes, Spanish Missions, and Contested Histories

Tsim D. Schneider and Lee M. Panich

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pp. 5-22

Between the late sixteenth and mid- nineteenth centuries, Catholic missionaries from Jesuit, Franciscan, and Dominican orders established and operated missions in what has come to be known as the Spanish Borderlands— extending from the Florida and Georgia coasts west to the...

Part I. Power, Politics, and Belief

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2. The Guale Uprising of 1597: An Archaeological Perspective from Mission Santa Catalina de Guale (Georgia)

Elliot H. Blair and David Hurst Thomas

pdf iconDownload PDF (214.5 KB)
pp. 25-40

Franciscan missions provided a primary instrument for territorial conquest and stability across the Spanish Borderlands, which stretched from St. Augustine (Florida) westward to San Francisco (California). But the mission effort across the Borderlands in America has received decidedly mixed...

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3. Missionization, Negotiation, and Belief: The Role of the Acuera Chiefdom in Colonial Seventeenth-Century Florida

Willet A. Boyer III

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pp. 41-56

The editors’ introduction to this volume notes that “the overarching goal . . . is to highlight the agency of Native peoples living in the Spanish Borderlands of North America, where missions were the primary institution of colonization.” I consider this approach to mission studies to be an...

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4. Missions Untenable: Experiences of the Hasinai Caddo and the Spanish in East Texas

Paul Shawn Marceaux and Mariah F. Wade

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pp. 57-76

The establishment of Spanish colonial missions among the Hasinai Caddo of East Texas in the late seventeenth century marked a political and religious commitment to the territory east of Coahuila (for a discussion of Coahuila and the Texas- Mexico border, see chapter 6, this volume)...

Part II. External Connections

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5. Who Were the Guale?: Reevaluating Interaction in the Mission Town of San Joseph de Sapala

Christopher R. Moore and Richard W. Jefferies

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pp. 79-92

The discovery, identification, and excavation of Spanish towns, mission sites, and forts have long been emphases of early colonial historical and archaeological research on the Georgia and Florida coasts (Lanning 1935). Although this emphasis has started to shift in the last several de cades...

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6. “Countless Heathens”: Native Americans and the Spanish Missions of Southern Texas and Northeastern Coahuila

Tamra L. Walter and Thomas R. Hester

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pp. 93-113

As the Spanish frontier advanced into the region of South Texas and northeastern Mexico, Franciscan missionaries encountered nomadic hunter and gatherer bands that they were eager to convert. Already feeling the effects of European- introduced diseases, Native groups were also coping with...

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7. Indigenous Landscapes: Mexicanized Indians and the Archaeology of Social Networks in Alta California

Rubén G. Mendoza

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pp. 114-132

The indigenous landscapes of precontact California were decidedly diverse— both ecologically and culturally— and these were in turn cross- cut by an amazing array of language groups, traditional technologies, and economic, political, and social networks (Davis 1963; Farnsworth 1989...

Part III. Outside the Mission Walls

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8. Depriving God and the King of the Means of Charity: Early Nineteenth-Century Missionaries’ Views of Cattle Ranchers near Mission La Purísima, California

Glenn J. Farris

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pp. 135-153

This chapter focuses on the importance of the mission hinterlands as a source of foodstuffs for both the Indians who remained in their villages (rancherias) and those who actually took up residence in the missions. The subject matter resonates with the case study provided in chapter 6 of this...

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9. Points of Refuge in the South Central California Colonial Hinterlands

Julienne Bernard, David Robinson, and Fraser Sturt

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pp. 154-171

Colonial- era research, especially in the past two decades, has revealed the complexity and diversity of indigenous– Spanish interactions and the range of active, resistive, and dynamic responses to this period of enormous cultural and sociopolitical upheaval. As several papers in this collection...

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10. Toward a Historical Ecology of the Mission in Seventeenth-Century New Mexico

Mark T. Lycett

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pp. 172-188

During the seventeenth century, Pueblo people were subject to the active manipulation of a variety of colonial strategies. Through these, the Pueblo first became part of what Rodríguez (2006) has called “acequization,” or the proliferation of irrigation technologies linking Hispano and Pueblo...

Conclusion: Reflections on Spanish Missions in the Native Landscape

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11. A Cubist Perspective of Indigenous Landscapes and Spanish Missions

Kent G. Lightfoot

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pp. 191-208

The goal of this concluding chapter of Indigenous Landscapes and Spanish Missions: New Perspectives from Archaeology and Ethnohistory is to underscore how the contributors of this volume are breaking new ground in mission archaeology across the Spanish Borderlands of North America. This...

References Cited

pdf iconDownload PDF (272.7 KB)
pp. 209-243

pdf iconDownload PDF (123.2 KB)
pp. 244-249

pdf iconDownload PDF (127.5 KB)
pp. 250-256

E-ISBN-13: 9780816598892
E-ISBN-10: 0816598894
Print-ISBN-13: 9780816530519
Print-ISBN-10: 0816530513

Page Count: 264
Illustrations: 7 photos, 12 illust, 6 tables
Publication Year: 2014


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Browse Book and Journal Content on Project MUSE

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About the contributors
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Sarah Artt is Programme Leader for the BA English and Film at Edinburgh Napier University. Her research interests include screen adaptation in a variety of forms, the image of nineteenth-century prostitution in cinema and television, the use of silence in the cinema and feminist theory. Her teaching interests centre on contemporary sf literature and film, contemporary Hollywood, women's writing and filmmaking, and narrative structure in literature and film. Her work has appeared in Scope and various edited collections.

Leo Enticknap is a lecturer in cinema at the Institute of Communications Studies at the University of Leeds. Formerly a projectionist and film archive curator, his research focuses principally on archival film preservation and restoration, moving-image technologies more generally and British non-fiction film before 1950. His latest book is Film Restoration:The Culture and Science of Audiovisual Heritage (2013).

Ann F. Howey is an associate professor at Brock University, Canada. She researches and teaches in the areas of post-Victorian Arthurian literature, fantasy fiction and literature for young people. Her publications include A Bibliography of Modern Arthuriana 1500-2000 (with Stephen R. Reimer, 2006), Rewriting the Women of Camelot: Arthurian Popular Fiction and Feminism (2001) and articles in Journal of the Fantastic in the Arts, Children's Literature Association Quarterly and Extrapolation . Her current project is a book-length study of the Lady of Shalott/Elaine of Astolat figures in art, music and literature since the Victorian era.

Mary Irwin is currently a postdoctoral research fellow on a three-year AHRC research project, 'A History of Television for Women in Britain 1947-89', run jointly by Warwick and De Montfort universities. She has written on early women's television and is currently researching women's relationships with television romantic situation comedy. She also has research interests in television documentary and television drama. Most recently she contributed to the first extended account of the BBC series, Life on Mars: From Manchester to New York (2012).

Ewan Kirkland teaches film and screen studies at the University of Brighton. As well as co-organising the Memory, Identity and New Fantasy Cultures conference, he has contributed to organising events exploring Battlestar Galactica , racial whiteness, and technology and identity. In the field of videogame scholarship, he has written extensively on the Silent Hill survival horror series, as well as publishing papers on The Powerpuff Girls, Dexter , romantic comedy cinema, the Twilight film series, Haunting Ground, Little Big Planet , zombies, vampires and women in sf television.

Malisa Kurtz is a PhD student in the Interdisciplinary Humanities programme at Brock University. Her dissertation examines the intersections of postcoloniality, globalisation and technoculture in twentieth-century sf.

Aris Mousoutzanis teaches film and screen studies at the University of Brighton. His main area of research is trauma in fiction, film and television, with specific focus on apocalyptic sf and the Gothic, but he has also published on new media and globalisation. He is the co-editor of Apocalyptic Discourse in Contemporary Culture (2014), The Science Fiction Handbook (2013) and New Media and the Politics of Online Communities (2010). His Fin-de-Siècle Fictions, 1890s-1990s: Apocalypse, Technoscience, Empire is forthcoming.

Daniel O'Brien is a part-time lecturer and tutor in film studies. Since 1989, he has worked as a freelance writer, contributing to encyclopaedias, dictionaries and other reference works, and producing articles and reviews for journals such as Film International . He has written books on such subjects as Clint Eastwood, Frank Sinatra, British sf, Hong Kong horror movies, the Hannibal Lecter books and films, Paul Newman and Daniel Craig. He recently completed a PhD on sword and sandal films at the University of Southampton.

Danny Sagal is an Israeli critic and blogger. He has written film, literature, music and television reviews for Time Out Tel Aviv and NANA10 , and the influential horror blog Spoiler . Danny has a BA in film studies from Tel Aviv University.

Yugin Teo teaches film and literature at the University of Sussex, where he completed his PhD. His research interests are in the representation of memory in literature and film, literature and philosophy, contemporary fiction, sf and the work of Paul Ricoeur. His forthcoming publications include Kazuo Ishiguro and Memory (2014) and...

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Music: Practice & Theory Stack Exchange is a question and answer site for musicians, students, and enthusiasts. It's 100% free, no registration required.

It may be just out of habit, what with the 12-edo temperament all around us, but anyway: I find the dominant-seventh rendition 20:25:30:36 sounds extremely harsh. In particular, the tritone from the third to the seventh is so wide that it raises suspicions about being just an extremely detuned perfect fifth. Sure, the chord is meant to be dissonant, but like that?

The alternative with a Pythagorean minor seventh 16:9, on the other hand (though requiring higher ratio numbers 36:45:54:64), comes out less jarring. Its tritone is closer to the √2 : 2 we know from 12-edo, which at least makes it much more suitable for tritone-subtitution techniques. Those were after all used a lot in music – not just in Jazz!

What arguments (historical, musical, practical or otherwise) are there, in favour of either of these possibilities? I'd figure there are a lot of considerations about the leading tones etc..

While there are no answers, I tried my best (which isn't very much I'm afraid... overall intonation does not exactly deserve the name "just", but I hope it's good enough to make the issue clear. Anyway...) to contrast the different possibilities.

Here's a simple cadence for string quartet, played six times in a row. Each iteration is identical, except for the V7 chord, which has each time a different ratio of frequencies. It's all the possible ways to do it in random order, with both just and Pythagorean and, for fun, even harmonic seventh (7:4). Each of these was combined both with a just third 5:4, and also with a Pythagorean third 81:64, to make it complete.

Well, for me that has settled the question of what I like best: (Hover cursor to see)

Surprise, surprise! The all-just intonation wins, after all. Within a proper context, it doesn't sound harsh at all but rather "sparkling" and adds the right amount of tension the dominant needs.
The harmonic seventh, as I expected, is right out: it completely undermines the leading melody. The Pythagorean seventh sounds quite ok actually (albeit only together with a just third, otherwise it's much too low in comparison), but it's rather dull compared to the all-just chord 20:25:30:36.

Can you spot which one it is, in the audio file?

1. Pythagorean third, just seventh.
2. Pythagorean third, Pythagorean seventh.
3. Just third, Pythagorean seventh.
4. Pythagorean third, harmonic seventh.
5. Just third, just seventh.
6. Just third, harmonic seventh.

...Of course, that doesn't answer the question though, it's just a personal impression. What I'd like to know is if that's really the generally accepted way to do it.

share|improve this question
To clarify, if one were to edit just the seventh of one particular dominant seventh but leave other pitch relationships intact, then one is screwing up the fifth, third and root of 3 more chords. If you want to "fix" even one other dominant 7th chord, then that's three more chords out the window, not to mention plenty of increasingly sour melodic intervals. Are you talking about some sort of adaptive situation that tunes differently depending on the harmony? –  Pat Muchmore Mar 22 '14 at 23:12
@PatMuchmore: Sure I am talking about an adaptive situation that tunes differently depending on harmony. It's not something unusual; at least singers, string instrument players, probably double-reed players and trombonists do this all the time, don't they? It's inherent to just-intonation practise. –  leftaroundabout Mar 23 '14 at 0:14
Ok, cool. The question seemed like it was asking about a new temperament to me for some reason. I've played in several brass choirs and string quartets (tbone/cello) but we always did this sort of tuning by ear without discussing specific frequencies. Are you proposing a different sort of correction than is normally sought in these situations? –  Pat Muchmore Mar 23 '14 at 22:57
It's rather that I'm wondering which sort of correction it is that players will normally seek to use when playing the V7's minor seventh. I suppose most won't think much about it. The thing is, unlike with the third (where Pythagorean 81:64 is really not nice, but 5:4 is extremely smooth – so it's obvious what to do) the options 9:5 and 16:9 sound really similar on their own so it's hard to analyse what's going on, but the full chord comes out really different. –  leftaroundabout Mar 24 '14 at 1:18
Definitely an interesting question, and I wish I had an answer. My groups have always just done it by ear so I'm not sure what we end up with, I suspect it varies pretty substantially. –  Pat Muchmore Mar 24 '14 at 23:53

1 Answer 1

What I have learned from composition and music history, is that regardless of the intellectual aesthetic, what matters when you get to the double bar is what sounds the best.

Composers do not write squiggles down and figure out sounds to fit those squiggles, patting themselves on the back about how clever they are.

Neither should you either fuss with ratios on paper - notation reflects the sounds you hear. Unless you are performing in a period ensemble with period instruments, different music from around the world, or music in which the performative tradition dictates the temperament, or music written in a specific temperament, the best, simplest advice is to follow your ear. If it sounds appropriate to you, chances are it will sound appropriate to someone else.

Besides, there are perhaps only a small handful of musicians in the world who would be upset with your chosen ratio upon initial hearing.

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4/1 Cubs 8, Angels 1

What went right:

Jeff Baker belted a three-run homer to spark a five-run eighth, and Darwin Barney tripled and scored on Starlin Castro’s sacrifice fly in the sixth. Chris Rusin, the Cubs’ fourth-round pick in 2009, started and gave up two hits over 5 1/3 scoreless innings, striking out three.

What went wrong:

Ian Stewart, Blake DeWitt and Starlin Castro were each charged with an error, but none of the miscues cost them. The only Angels run was on a solo homer by Maicer Izturis in eighth off Frank Batista.

“People forget that home runs come in bunches and you need 600 at-bats to hit 25 to 35 home runs. He’s hitting plenty of balls off the wall. The day he went down [to the Minor League camp] and got seven at-bats, he hit three balls off the wall. Home runs aren’t as important to drive runs in as slugging percentage is. Slugging percentage is the key.” — Dale Sveum on Bryan LaHair, who has yet to hit a home run this spring.

Injury report:

* Bryan LaHair was in Sunday’s early lineup then scratched because of tightness in his back. LaHair blamed his one-hour commute from Surprise. He could play Monday or Tuesday.

* Marcos Mateo continues to rehab from right elbow soreness. He will not be ready for Opening Day.

This and that:

* Matt Garza tuned up for the regular season by throwing 51 pitches over four innings in a Minor League game at Fitch Park on Sunday. Garza gave up two hits and struck out six, then got some more work in the bullpen. He’s scheduled to start April 7 against the Nationals.

* Looking ahead, Travis Wood will close the Cactus League season on Tuesday against the Brewers. Tuesday’s game will start one hour earlier at 12:05 p.m. Arizona time and be broadcast on WGN Radio.

* The Cubs have eight relievers vying for seven spots. Three of them are set: Carlos Marmol, Kerry Wood and James Russell. Rodrigo Lopez appears to be the long man. Others to be considered include Rafael Dolis, Lendy Castillo, Manuel Corpas and Shawn Camp. Camp struck out three and gave up one hit over 1 2/3 innings on Sunday.

* Bobby Scales has reportedly signed a Minor League contract with the Mets.

Up next:

Jay Jackson will start Monday against the Diamondbacks in Scottsdale in the Cubs penultimate Cactus League game. This will be Jackson’s fifth spring appearance and second start. The right-hander, who will open at Triple-A Iowa, had an impressive outing March 19 agains the Mariners when he gave up four hits over four scoreless innings. Jeff Samardzija will start in a Minor League game at Fitch Park. The game against the D-backs will be broadcast on Cubs.com.

— Carrie Muskat

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garrah’s Activity

Fri Sep 27

Watercooler Post

garrah wrote 4:46 PM

Been trading for YEARS, it's taken me TOO long to almost know what I'm doing

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Gerbil on The Wheel

Gerbil on The Wheel

Writing Myco Portal’s first blog post is a whole new experience for me! Still, I am excited about starting a forum that explores small business options for managing employees, improving efficiency and increasing the bottom line.

This blog is intended to engage your mind and to learn your ideas. We want your feedback on specific needs that you see each day in your workplace.

Have you ever felt like a helpless gerbil on the wheel, because there is always someone or some issue consuming your time? You are running hard and fast and not getting anywhere.

Do you need help with automating your employee personnel records? So everyone has the same information as you do and can retrieve it without asking you?

  • Do you need help setting up a vacation policy, sick policy, personal time off policy or a PTO policy? We find that creating the policies is the easy part. Establishing the systems to keep up with each employee’s use of the policies is another matter. Our automated system for tracking employee’s time off is quickly becoming one of our client’s favorite features
  • Do you need an employee handbook, policy manual or procedure manual? We’ve got one!
  • Do you need help with performance evaluations, specifically with deciding what evaluation tools to use for measuring job performance? We’ve got that, too!
  • How about keeping track of Delegated tasks? When you assign a task to an employee how do you monitor your employee’s progress?
  • Would you benefit from creating approval processes that are quick and paperless, yet well documented and easily accessible?
  • Do you need to decrease the amount of paper you use in your business?
  • Can you image having just one master file for your entire business? Do you realize how powerful it would be to have all of the information you need right at your fingertips?
  • How much liability exposure could you reduce, not even considering time and money with electronic signatures?
  • When was the last time you were asked for a piece of information and could not locate it? How are your audit trails?

Myco Portal’s primary goal is to make managing people easy by providing simple solutions to these everyday problems. You can start today by clicking here. This process is easy to learn, decreases human error and cuts your costs of doing business. We all recognize that cutting costs generates a corresponding increase in revenue. A good thing!

What are some specific needs that you see each day in your workplace?

Can tell me the one thing in your business that eats up the most of your time? I know for me, it is people asking how much time off they have.

Please share your thoughts and leave a comment.

President and CEO at Myco Portal
Marc Martin, Founder and CEO of Myco Portal, started as a small business owner in the residential construction industry. He started with one employee, himself, and peaked at 40 employees. Essentially he went from building homes and communities to managing people and managing projects. He began intensive study into how to better manage, educate and motivate his staff. Life with its twists and turns is full of surprises and more importantly opportunities. Marc realized the struggles he was experiencing were not uncommon. Other companies were encountering similar challenges in managing and motivating their employees. This realization resulted in his founding Myco Portal and its internet based people management software. Our success will be based on our ability to listen to and provide the tools our customers need to work smarter, faster and better maximize their resources by helping improve efficiency and cut operational costs.

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New Target Baby Mobile Coupons

Target just released new baby mobile coupons for those of you with a smart phone. If you are not signed up for these you can text BABY to 827-438 and standard text rates will apply.

Here are the new coupons and they expire 10/27:

  • $3/2 Enfamil 6-pk, 8 oz Enfamil ready-to-feed liquid bottles
  • $1 off 1 or 2 pk Munchkin training cup
  • $3 off 3-pk Tommee Tipee bottles
  • $2 off MAM Teething and brushing set or 2 pk pacifiers
  • Buy four, Get One Free Gerber 2nd Foods Baby Food Items
  • $1.50/1 Pull-Ups Training Pants

You can use each coupon a total of once and the cashier simply scans the coupon as shown in the picture! If the coupon does not scan (usually the scanner needs to be cleaned) and they can manually enter the numbers of the coupon in.

  1. Charlene says

    Corey just text Baby to 827-438 and they will send them again. Actually the last set expire today so you should get new ones tomorrow.

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Thursday, 9 January 2014

Oranges and pairs

Marmalade making season seems to have come round early this year but when I spotted Seville oranges in the shops this week I bought them straight away. However, I got mixed up between pounds and kilos, so I have twice as much fruit as I intended.  No problem I'll make twice as much marmalade this year, plenty for us plenty to give away.

The recipe I use is a two day process so having made 11 jars over the last couple of days I'll be doing it all again before the end of the week.  Not unlike knitting socks, you make one and then do the same again, so when I'm not busy boiling I'm making these orange and lemon ones to continue the fruity theme.  The pattern is Cherry Swirl from Fleece Artist the yarn Fortissima Mexiko.
As a bonus the house smells delicious, no need for scented candles for a while.

josiekitten said...

Oooh thanks for the heads up about the Seville oranges, that's really early! We just finished our last jar of marmalade. Love the colours in your yarn and the pattern goes with it perfectly!

butlersabroad said...

Mmm, marmalade, can't find Seville oranges in this neck of the woods, so we often make a lime one instead. I've advise you to try it but I think you're going to have enough to contend with eating the orange one! The cowl is finished, just needs ends weaving in and blocking, and I now have three pairs of socks on the go and not two. Finally, I've got wip's, must be a real knitter now!

It's actually above freezing today, slightly, and will rain tomorrow before getting cold again next week. I plan to stay in this weekend and work on socks.

PinkCatJo said...

I still have jars of marmalade in the cupboard from last year (as well as lots of jams that were Christmas presents) but I don't want to miss out on making marmalade. I think I may just have to find lots of people to gift it to! x

amelia said...

I have never seen Seville oranges here but would kill to get some. Marmalade is a huge favourite in our house!
Love the yarn!

snoopydog said...

Oh I just love homemade marmalade!!! I can smell that fabulous citrus smell from here! Those socks are rather lovely too. The yarn fits the pattern beautifully. Ros


text:
Lubbock Weather
Fair 71°F

All dates and events are subject to change and /or cancellation without prior notice.
For Ticket Information please call (806) 770-2000 or 1-800-735-1288 or visit Select-A-Seat for more information.

Home & Garden Show

Start Date: February 28, 2014, 4:00 PM
End Date: March 02, 2014, 6:00 PM
Open to the Public


text:
The Luke Burbank Show - 10am on KIRO Radio
Luke Burbank

Man's retirement property standing in way of $200 million project

Robert Zornes, an RV park owner in Forks, got a little more than he bargained for when he purchased a 100-acre riverfront property on the Columbia River where he dreamed of one day retiring with his wife.

"We actually really just wanted a retirement place where we could walk and kind of get out of the mainstream of life," Zornes told KIRO Radio's Ross and Burbank Show.

Looking to cash in on the buyer's market during the recession, Zornes couldn't pass up the big property on the Columbia River and actually bought it for $100,000 sight unseen.

"We felt like we had to move pretty fast on this property. It had been lowered from a quarter million dollars," Zornes says.

At first it was a process of discovery, he says, exploring their new land. It was actually some passing travelers that turned him onto some of the historical significance of the place.

"It was actually two hobos that hopped off the train and said 'Where's the cave at?' Then I realized that there must be a cave here and there must be some knowledge of it."

The cave the "hobos" were looking for was a small cave on the property known for old Native American art drawings on its walls. This was only the first site of historical significance Zornes found of on his property. He later discovered Lewis and Clarke had passed through, and it also had been a huge Native American fishing ground.

He soon also learned, as he put it, "Everything is in jeopardy." A Bonneville Power Administration transmission-tower construction product is threatening the historically significant area, Zornes believes.

He thinks the new tower, which is actually replacing an old tower, but is larger, will threaten the integrity of the cave and could diminish an area that is very unique in its beauty and historical significance.

"Just to install it, a tower requires a crater 38 foot deep and probably 100 foot plus wide, and it's in the proximity of the cave, which is what you would call a fracture cave, so it's subject to collapse."

For those interested in viewing the Native American cave drawings and the areas Lewis and Clarke traveled, Zornes thinks a huge tower might negatively impact the experience.

"What would you think of if you went to Egypt and saw a transmission tower on top of a pyramid?"

In order to deal with Zornes' concerns and other interested parties, including the Yakama Indian Nation and Lewis and Clark National Historic Trail preservationists, BPA has put the $200 million project on hold.

Zornes says he doesn't want to stand in the way of progress, but progress has to take history into account.

"We're not opposed to progress, but progress has to be tempered by not only the environment, it has to be also tempered by historical structures or historical locations."

BPA tells The Seattle Times they will continue with the project, but want to listen to all sides and reach an agreement.

Jamie Skorheim, Editor
Whether it's floating on Green Lake, eating shrimp tacos at Agua Verde, or taking weekend drives out to the Cascades, she loves to enjoy the Pacific Northwest lifestyle as much as humanly possible.
Tune in
Tune in to KIRO Radio weekdays at 10am for The Luke Burbank Show.


text:
Changing values and changing morality

Not too long ago there was this brilliant businessman with an equally brilliant idea to profit from his trading business. Oh, they don’t called businessmen brilliant then, but astute. Today they will probably tagged them as super talents if they can come up with devious schemes to max profits, even if it means fleecing their customers. What the businessman did was to simply corner the rice market, a monopoly or a cartel, and then control the demand and supply of rice. He could then determine whatever price he wanted. Nothing spectacular, and no need a Ph D to come up with such a scheme. But making huge indecent profits at the expense of the customers was not an acceptable thing to do, then. The govt immediately swung into action. It needed to protect the interest of the people. That was the morality and value of the day. A govt importing agency was set up to counter this move. The businessman was outsmarted and lost, his scheme was not allowed to become a reality. And the people’s interest was safe guarded. Morality and values have changed. Today, anyone with any idea or scheme to fleece their customers and max profits for the organization will be treated like a hero. They will ascend the ladder to super talent status. Take the staple rice as an example again. This time round, if someone is to come out with an idea on how to profit from this item, I think he would be patted on the back and say ‘Good work’. The idea could be something like this. Ok, first the moral justification. This must be put right first, even if it is rubbish. But must still make it sounds right. Rice is a staple food, and a scarce resource. People should not waste rice. Importing rice is also a drain on our foreign exchange. With such reasons in place, now the brilliant scheme can be enforced. Because rice is so important and cannot be wasted, people must be encouraged to eat less rice and waste less rice. How to do it? Hit the people where it hurts, their pockets. The price of rice shall now be double. Profit immediately doubles. But this is not enough. Each household is rationed at 2 kg of rice per month. Household consuming more than 2 kg shall pay a surtax of 30%. What is this for? How to justify this? Elementary, this is to educate the people on the importance of rice and not to waste rice or eat too much rice. See, more profits coming in. Wow, with such a brilliant idea, I am even thinking betterer than the professors from the best universities in the USA. I think I shall award myself the title of Eminent Professor of Economics. And Wally will say, hehe : ) And Matilah will say don't talk cock, so and so has written this in his book in year 1955.

Wally Buffet said...

Reading the front page of the Straight Times today gave me another idea how opportunistic merchants may cast away their morality and make money from a false food scarcity.

"Record food prices raise global alarm"!

See? such news will surely send people scrambling for food and especially since Chinese New Year is coming, all the Ah Sohs will be stampeding to the supermarkets and wet markets to get the goodies before others grab all of it. I don't know about others but my wife just took the maid to start shopping for Chinese New Year. She must have read the news and panicked!

There is actually no food shortages in the world. Commodity prices are manipulated by speculators for profit and nothing else. Immense swaths of the Earth's land are still uncultivated. If it is, supply will outstrip demand and prices will fall as fast as you can say, "Where is the shortage?".

This food shortage scam is about the same as the global warming scam.

It is man made and all of us are idiots following the pipers' tune.

Matilah_Singapura said...
This comment has been removed by the author.
Anonymous said...

Whatever shits that are writtened today were writtened more than 2500years ago lah. Since then, there was never a need for any academic theory. It is just that they were writtened in languages that the English Speaking World can hardly understand.
of course the inability of humans to make use of the brains nature endows them.
There's nothing new under the sky, except the boasts and conceits of mankind.
However, dont worry too much, everyone comes to Earth for just a while and while here, eat, work, mate, sleep and repeat the cycle. Forget about power, money and luxury; they last, You dont!

Anonymous said...

The problem nowadays is that the Government is itself in the business of making lots of money doing business in competition with the private sector.

You can't expect the Government to tell itself to prevent monopolies or cartels from being formed, when it is doing exactly that itself. Just look around.

Morality? That has long gone to the dogs.

I agree to just bear with it when we are here only for a short while. Just eat, shit, procreate, sleep and wait for the cycle to end.

How well you live or how luxurious your lifestyle does not last.

Matilah_Singapura said...

Climate Change is not a "scam". It is solid science.

The proposed government-centered "solutions" to global warming -- now those are scams of unbelievable proportions.

There is definitely going to be food scarcities. This is objective -- i.e. backed up by empirical evidence.

Whatever is now scarce is probably going to get worse.

There are many reasons for this -- from climate change, to water becoming a scarcer resource, to distortions in the capital and production structure of agri business (thanks to US, Japan etc farm "subsidies") e.g. the over-production of corn (subsidised heavily by US farm lobby pressure).

Wikipedia: "Corn is the top crop for subsidy payments. The Energy Policy Act of 2005 mandates that billions of gallons of ethanol be blended into vehicle fuel each year, guaranteeing demand, but US corn ethanol subsidies are between $5.5 billion and $7.3 billion per year.

Producers also benefit from a federal subsidy of 51 cents per gallon, additional state subsidies, and federal crop subsidies that can bring the total to 85 cents per gallon or more.

(US corn-ethanol producers are also shielded from competition from cheaper Brazilian sugarcane-ethanol by a 54-cent-per-gallon tariff"

When you subsidise one crop you get LESS of other crops because farmers, like all business folks will go for the crop which guarantees them the BEST RETURN. Therefore you have shortages in other crops and prices rise.

Other countries try to make up the shortfall, but as far as the capital requirements are concerned, why should investors invest in your stupid rice farm when they can invest in huge US subsidised corn agri business.

Result: undercapitlaised food production in other markets ==> lowered supply to meet GROWING demand ==> higher food prices and shortages.

As a result of corn subsidies, "war" in the subsidy lobby has broken out. Soybeans -- subsidised. Cotton -- subsidised . US GROWN RICE IS SUBSIDISED.

Try and compete with that you bullock-cart padi-field Asian!

Pay those high prices! Pay Big White Daddy, starving Asians!


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Myths and Legends

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Night-time Magic

A myth submitted to the site by Christina C

It was a freezing cold night, and Kelly was out for an evening stroll.

She tugged her scarf tighter around her neck, wishing she hadn't decided to come outside. The problem was, she hadn't been able to sleep. Just before she had gone to bed, she had been watching the news with her parents. There had been a girl murdered in Kelly' own town, and it left her very afraid. Thinking that fresh air may do her some good, she had sneaked out of the house.

As she walked down the alleyway, a trash can tipped over out of nowhere, sending smelly junk all across the path. Kelly jumped in fright, then relaxed, picking her way across the rubbish. She stepped on something, and suddenly it started glowing from under her foot, so she picked it up. It was an amulet, with a mysterious moonstone set right in the middle. Kelly shivered, slipping the amulet into her pocket. Why would someone throw something so precious away? Unless...

"How dare you step on me!" Kelly was scared speechless when the amulet seemed to start talking in a deep, firm voice. "I am the Amulet of Aniya, and my powerful magic knows no bounds!" The amulet started steaming, as if it was extremely angry. Kelly dropped it, for it was about to burn her hand.

"I - I'm... I'm so sorry!" She stuttered, reaching down to pick it back up.

"And so you should be!" The amulet boomed. "Now I shall release my demons into your soul!"

Kelly screamed, and threw the amulet onto the concrete. It shattered into a million tiny pieces, and she watched, horrified, as ghost-like wisps emerged from the shards and faded into the night sky.

She ran down the rest of the lane until she got to the park. It looked desolate and uncared for, dark shadows looming on the dewy grass. Kelly gulped as the swings creaked, as if there were more ghosts playing on them.

She started to back away, to go home, but then an image of a dead girl flashed in her mind. She laughed hysterically. What was the point of coming outside, when if anything, she was more at risk here?

Fueled by this thought, and still laughing like a madman, she ran onto the swings, kicking off strongly, laughing even more when she imagined her outburst scaring all the ghosts away. As she swung, she saw a small gate at the back of the park that she hadn't seen before in daylight. Her laughter fading away like the amulet demons, she ran over to investigate.

The gate was so tall that she couldn't see over it, so she knelt down and peered below. She screamed again, because looking back at her was...

Kelly smiled at the kitten, which had squeezed through to her side of the fence. It was a fluffy black one, completely the opposite of the murderer she had expected to meet eyes with. She scooped it up, looked into its bright green eyes and said, "I'll call you Ebony."

She unlatched the gate and peered around the side.

"And who are you?" Kelly was confronted by a tall witch on a broomstick.

"Oh, I'm, I'm Kelly." She looked down at the kitten. "Is this yours?" She enquired.

"Hmm, yes, I should think so." The witch glared at Kelly. "You are a very curious girl. You know, curiosity killed the cat."

Ebony mewed in surprise.

"So," Continued the witch, "I have a deal for you. Either, you go back home and fall asleep. You will have no recollection of what happened here on this night. Or, I kill you. Simple, is it not?"

Kelly nodded, handed Ebony over to the witch, and ran home.

The next morning, as promised, she couldn't remember anything about last night. Although, she was left wondering why a fluffy black kitten was snuggled up next to her on her pillow.

By Christina C
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Submitted by sonyrumors 961d ago | news

Deals: PlayStation All-Stars & LBP for Vita $20 Each

At SRN, we've found another round of savings on PlayStation All-Stars: Battle Royale and LittleBigPlanet. This time, mega online retailer Amazon has the PlayStation Vita games marked down to $19.99 each for a limited time. (LittleBigPlanet 2, PlayStation All-Stars Battle Royale, PS Vita)

bebitech  +   961d ago
Already have LBP but PS All-Stars for $20? Yes please.
ABizzel1  +   961d ago
Tempting for All-Stars, but it's better to just pick it up for PS3. Vita only users have a nice price.

LBP is a must.
MizTv  +   961d ago
Yes!!!!!! It's fn awesome
fantasygamer  +   961d ago
LBP Vita is in my opinion a MUST OWN for any Vita owner it's a fantastic game.
guitarded77  +   961d ago
Agreed... it is the best LBP game IMO. The Vita features feel natural and immerse you in the LBP world.
BigStef71  +   961d ago
I just got it:). By the way if anyone hasn't picked up mgs hd collection for ps3 its $30 at best buy with free shipping which I just picked up as well
MizTv  +   961d ago
Yes!!!! Sooo good!!
I fn love mgs2
But doesn't the vita have no games?
BigStef71  +   961d ago
I've only played mgs1 and a little bit of 2 on the original xbox so im excited to give the series a go:).The games are coming my friend;). There are quite a few already out. I just got my vita and I'm excited to play all the great games on the system:D. Plus we recently got Golden Abyss Gravity Rush and wipeout 2048 for free with ps+
refocusedman  +   961d ago
Gamestop has the same sale going on for these 2 titles ( although you should probably purchase them from amazon because gamestop sucks).
illegalprelude  +   961d ago
Yea, I don't really like shopping there. All the employees feel like they have some superior knowledge and always try to persuade you to buy another game based on their opinion.
Capt-FuzzyPants  +   961d ago
Yeah a little while back I asked if they had FF14 in stock and the lady told me it wasn't out yet. She said arrogantly and condescendingly. When I told her it's been out for two years she looked confused. I'll just stick to Best Buy and online for now on.
Qrphe  +   961d ago
I stopped supporting Gamestop a long time ago.
Rynocirator  +   961d ago
I work at gamestop and I don't support it...
Y_5150  +   961d ago
@Rynocirator in some way you are still supporting Gamestop. How the irony! XD
ABizzel1  +   961d ago
I've only found 1 good Gamestop out of all the places I've been, and that's in Belmont, CA by the Safeway. THE BEST EVER. Every other one sucks.
Haha123  +   961d ago
Didnt it just come out?
Hicken  +   961d ago
It's the holidays; everything's getting discounts.
KenKaz  +   961d ago
Mega flops! That's a major bomb! These games are barely a week old!
longcat  +   961d ago
thanks to PSN plus i havent bought anything at retail in months. I think that plus is going to screw with retails sales a bit
Qrphe  +   961d ago
A bit but not significantly, specially since one probably wouldn't have bought the most of those free games anyway.
Godchild1020  +   961d ago
What do you call Hitman: Absolution, That was 20 dollars off the week after or so after release. Among others this holiday that didn't go on sale the day of Black Friday or that Cyber Monday.
brettyd  +   961d ago
Holding off because I got a feeling one or both of those games will be Free for Ps+ fairly soon.
DomceM  +   961d ago
i want the lbp.... i also got +. what if it doesnt come to PS + ? then we are screwed...
Godchild1020  +   961d ago
I don't see PSASBR or LBP coming to PSN+ anytime soon. They will prolong the release of those two games, because they will sell. Either Via Download or by bundling the games with the Vita. I'm sure the closest we will see them on Plus, will be a digital discount for plus members.

I'm sure we will see some PSN, PS1 or PSP games before we see either of those two games free on plus. It will be a good 6 months to a year before those games are even on Plus. Maybe even longer.
3-4-5  +   961d ago
If I had a Vita I would get PS Allstars for sure.
tachy0n  +   960d ago
i have a psvita and it was an instant buy :)
DivineAssault  +   961d ago
i only paid $50 for my PS3 copy w cross buy for vita at target.. i want it on both but thats just me
Qrphe  +   961d ago
I know a friend who only paid $30 for both, lucky bastard!

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text:
Submitted by gamer42 715d ago | video

Sonic Lost World video shows English cutscene

An exclusive Sonic Boom look at the full sonic lost world cutscene in english. (3DS, Sonic: Lost World, Wii U)

Attached Video
Alternative Sources
Misaka_x_Touma  +   715d ago
3-4-5  +   715d ago
Is Urkel still voicing Sonic ?
ZeekQuattro  +   715d ago
SegaGamer  +   715d ago
I hope Knuckles and some other characters makes an appearance, it's been too long since they were properly involved.
Misaka_x_Touma  +   714d ago
it has already been confirmed that Knuckles and Amy gonna be in.

It more than likely this is a sequel to Sonic Colors.
SegaGamer  +   714d ago
Ah ok, that's cool then :)

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text:
Submitted by gametipcenter 611d ago | opinion piece

Top 5 Wii U Games Your Kids and Grand Kids Want for Christmas (2013)

If your kids or grand kids have a Wii U and you’re having a hard time figuring out what games to get them for Christmas this year, then we at GameTipCenter are here to help you out. (LEGO Marvel Super Heroes, New Super Luigi U, Sonic: Lost World, Super Mario 3D World, The Legend of Zelda: The Wind Waker HD, Wii U)

Hifist1  +   611d ago
Im 22 year old kiddo and i'd want:

- Super Mario 3D World ( for awshum co op play)
- Wind Waker HD ( missed this on gc)
- Pikmin 3 ( looks magical)
- W101 ( colorful slasher)
- Rayman Legends( definitive version)

Planning to get Wii U next year though, gotta buy 3DS first solely for awesome selection of exclusive games.
JohnnyTower  +   611d ago
Do yourself a favor and get a supercard for your 3ds. It's the greatest invention yet.
CandyFace  +   610d ago
I'm 21 year old and next on my list is
- Super Mario 3D World
- Wind Waker HD
- W101
- Rayman Legends
WeAreLegion  +   611d ago
No. Just get them Super Mario 3D World and Lego City: Undercover.
Billybobjoey  +   610d ago
Lego Marvel is pretty good as well.
Fanboyssuck27  +   611d ago
Super Mario world 3d is the one.
#3 (Edited 611d ago ) | Agree(0) | Disagree(0) | Report | Reply
Dogswithguns  +   610d ago
I want a WiiU, and all of the games they have.. but somebody has to buy them for me, I don't have any money.
AlexFili  +   610d ago
Assassin's Creed IV Black Flag all the way. Such a great game. Nintendo Land is great for local multiplayer
deafdani  +   610d ago
31 years old here, and already got Wind Waker HD (finished), Wonderful 101 (finished), Zombi U, Mario Bros U (both finished), and got Mario 3D World this last friday (halfway through, more or less).

Pikmin 3 remains on my "to get" list, sadly. :(

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