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75 Matching Annotations
  1. May 2016
    1. hey named themselves "The Posse," and became a "brotherhood" of read- ers gathering information from their worlds and the world around them, constructing meanings that extended their understandings, responses, and par- ticipation

      This is such creative idea for a teacher to allow happen. If a group of students do not wholly care about what they are learning or do not find the meaning in it, allow that group to take on a different perspective and find their own meaning.

    2. Literature has the potential to make a differ- ence in the lives of African American males; that is, reading, writing, and discussing literature can help them to make sense of and negotiate their life experience

      Literature as a whole provides a sort of third party view of experiences and events. In class the other day, Dr. Marx said, "reading is like magic, you get to read the words of somebody you may never meet". This really struck me and I instantly thought of it when I read this sentence. When you read something by someone you don't know, it shows how there is a world around you in which people do see the struggles and tribulations you are going through in your world. It brings to light for people that their trials are not only theirs, but instead shared by others, and there is something really powerful in that because people begin to see that they are not alone.

    3. I know that a mind "turned off' to literature is a mind often ignored in traditional classrooms, and therefore a mind that will have fewer venues for expression

      This is very true, especially at the college level. As an English minor, I know from my higher level classes that when I admitted that I had not read some classics, I was often met with the response, "How could you NOT have read that!" This made me more hesitant to share my opinions because I did not feel that my reading portfolio was comparable to my peers, and therefore my opinion was less important.

    4. African American educator

      The fact that the author of this article included this detail about themselves really struck me and I couldn't pass by without annotating it. This may be because I just completed Dr. Marx's class in which we discussed how the vast majority of educators are white females, reading from the point of view of someone who is considered a minority in the field of education really piques my interest.

    5. Therefore the student's lack of engagement could lead to boredom at the very least, and aca- demic failure at worst

      This is one of my greatest fears as a teacher. I know it is inevitable that students are not going to enjoy every single aspect that they are taught, but I am concerned that students will become so out of touch with the material that they will cause themselves to fail.

  2. Apr 2016
  3. edu307class.networkedlearningcollaborative.com edu307class.networkedlearningcollaborative.com
    1. iss Peregrine’s Home for Peculiar Children by Ransom Riggs (2011

      The movie for this book is coming out soon! This could be interesting to incorporate in a classroom! (Also, its great book!)

    2. always allow alternatives for students who are not comfortable with the text choices

      Above all the other modifications suggested, this is the most important. Just last semester, in my comics class, we read a book with a clear depiction of violence with gore and all. The image made me very uncomfortable, and when I vocalized this to my professor, his response was, "Good. It is supposed to elicit some reaction from its readers". Although I understood his point, I did not enjoy the following two classes we spent examining the page. I felt very uncomfortable and did not want to participate.

    3. Perhaps that is one of the greatest roots of the misunderstandings around fantasy works: out of context, a book that creates space for examining a social issue may appear to overtly celebrate one point of view at a glance. Great science fi ction or fantasy, however, calls the reader to think critically for him or herself about the issue at hand.

      It is interesting that a genre that is so complex in its understanding gives such opportunities for children. As I said before, it presents a topic and then opens up the space to talk about it in context of the book which leads to a more open discussion.

    4. The Harry Potter series, perhaps the most demonized work of fantasy to date, is a story of good’s triumph over evil, perseverance in diffi cult times, and the importance of loyalty and friendship.

      I laughed when I read this because I had mentioned it in my annotation a paragraph ago. Although I personally do not see the harm in Harry Potter and was in fact encouraged to read the books as a child, it is important for myself as a future educator, to see that fantasy can be viewed differently by so many people.

    5. Some people have a clear religious objection to fantasy and science fi ction as genres

      cough Harry Potter cough

    6. My students’ stories surface of gay, lesbian, bisexual, transgendered, and questioning (GLBTQ) youth at their own high schools wanting to go to prom only to fi nd that the rules have suddenly changed (“No friends allowed”) when a student wants to bring a same-sex date. A scene about peer violence in the text calls another student to recount the way a senior boy was beaten after school because he was gay. Another student notices a strong connection to the Jim Crow era and the fear of the “living impaired” in the text’s Oakvale High.

      It would be interesting for students to read literature that they can connect to real life on this level because they see that these types of situations occur in other places and brings about an open forum for them to discuss.

    7. adolescents who might be otherwise reluctant to discuss historical and contemporary discrimination fi nd themselves able to more comfortably look at this issue and draw parallels between the text and their own world when reading

      The first book that comes to mind when reading this sentence is Uglies by Scott Westerfeld. Although I have not read this, as it is not something that appeals to me, I do have a basic understanding of the premise. This is that when people turn 16, they have a surgery to "turn them pretty". I feel as though this would be such an interesting way to approach differences and get kids talking without creating an awkward situation.

    8. As a highly feminized profession, however, many elementary teachers were taught as young people to avoid fantasy and science fi ction

      This is such an interesting point that they are making. We see modern culture is trying to break away from these gender specific ideas and concepts, but it is true that women are generally steered away from fantasy and science fiction. Even in Beauty and the Beast, Belle is an avid reader, but the book that seems to be her favorite is a romance novel.

    9. Since we fi rst read the words E.B. White penned, “Where’s Papa going with that ax?” most of us understood the power of a great fantasy story. Instead of the terrible fate our small pink hero might have faced, he becomes recognized instead as “some pig” in the words of his dear friend Charlotte. Perhaps as a child you visited the Hundred Acre Wood and learned something about being a loyal friend from “a bear of little brain” named Pooh? Or maybe you have delighted with a child in your own life in Max’s “wild rumpus” that begins “where the wild things are.”

      I am already intrigued by this concept of fantasy literature. I never really put much thought into children's books' genre, but after reading this paragraph, and realizing that some of my childhood favorites are considered fantasy literature, I am struggling to come up with a book I read as a child that doesn't fall under the fantasy genre.

    1. Discussion and review of the categories always brings up modern parallels so that students al- ready begin to see how heroes, quests, and other archetypes are a part of their contemporary world.

      It is very important to connect literature to student's lives. Many times during school, I, personally, have found myself asking why and asking what the point is. If there are connections made to real life, it adds that much more meaning to the student's learning.

    2. This would consist of two phases: (1) an introductory unit on the ninth- or tenth-grade level illustrating promi- nent archetypes or themes through stories drawn from around the world; and (2) reacquaintance with these archetypes/themes on later levels by showing their appearance in varied works of liter- ature

      I like how the author illustrates that mythology is not being taught, and then instead of just saying, "this is a problem", they provide a solution.

    3. By noting how the trickster behavior of Odysseus in his confrontation with Polyphemus is echoed in Chaucer's "Miller's Tale," Shake- speare's fools, and R. P. McMurphy,

      I just laughed to myself a bit after reading this. This is because throughout the beginning of the article I was thinking to myself, "I think I have learned quite a bit of mythology over the years", and now reading this sentence, I have no idea what the majority of the references being made are.

    4. more aware of cultures that have often been better educated about us than we have about them. Knowledge of other people's cultural bases increases both respect for others and an apprecia- tion of our own place in the world

      This is important no matter what the situation. When making decisions, no matter the severity, it is always good practice to look back on what others have done and see how different decisions have worked out. From this, a person can adequately make a decision.

    5. Because few un- dergraduate degrees require instruction in my- thology and its related fields, most teachers ac- quire a BA without coming near them. Conse- quently, few high-school curricula require myth instruction because (in a tautological stance) few colleges require undergraduate coursework in it.

      This is very interesting. This means that it is just a cycle at this point because we are not learning about mythology in college, so we cannot teach mythology to those in grade school.

    6. An effective ap- proach to mythology should illustrate the connec- tion among international myths, folktales, and leg- ends that continue to be told in current literature and media, including films, songs, television, and cultural icons.

      The definition given for mythology is interesting because just after implying that it is not taught, the author gives a definition that says that mythology is in nearly everything, including things that students experience in their everyday life. Does this mean that students are inadvertently learning mythology?

    1. "What if" questions force an analysis and evaluation from a completely different point of view.

      I never really thought about how something so simple as asking someone "what if?" forces them to look at the situation from a new perspective. It is true though, because asking "what if" means looking at what we know actually happens and applying it to a made up scenario.

    2. "The Boy Who Cried Wolf" is one of the most well known of Aesop's fables. Children can easily relate to the shepherd boy who is bored and is looking for attention

      This is definitely a good example of a fable because it is something that can be directly related to the child's life. In a sense, the student can see themselves as the boy and see what they would do in his situation. If they would choose to act as the boy does, then they can see the repercussions.

    3. Introducing the concept is as simple as asking a question that causes the child to view the story from another perspective.

      We do this a lot in the 1st grade classroom I am placed in, every time we read a story we ask the students, "how do you think this character feels?" I like to ask the students to explain how they know that the character is feeling certain way because it allows me to gauge how well the student can read other people.

    4. they present a typical problem that children readily understand and can relate to. One or more characters, often animals, resolve the problem, thereby presenting the evaluation and analysis from a singular point of view

      It is interesting that fables seem to be so basic in structure, but carry such great meaning in our society. For example, The Tortoise and the Hare is a fable that teaches children to take their time with things and not to rush, and it something that is read to most (if not all) kids, but it really is so basic.

    5. As we all know, young children are most comfortable with clear rules and "black and white" thinking. The idea that a situation may have multiple answers that depend upon variables and context is a foreign and complex notion to children (and even many adults). Critical thinking begins with the recognition that there are multiple points of view

      As we know, the younger children are the more egocentric they are. Im not sure if this is the correct term, but I mean this in the sense that they only see the world from their own points of view. As children grow older, they become more aware of the idea that other people have different points of view.

    6. I am however, suggesting that children must first understand the concept of "it depends" and how it relates to their daily lives, if they are to think critically.

      This is very true. In order to make informed decisions, people much be able to weigh the pros and cons and see how it fits into the scheme of things. This is much easier to do when a person has an idea of how something would apply to their own lives.

    1. The fun of word plays, the cadence of language, and the literary effects of many of the books would be lost to a child busily involved in the mechanics of de coding.

      The students in the classroom I am doing my placement in are currently learning how to read so that they don't sound like robots. The teacher is trying to get the kids to read "like they would talk". I think for the time being, while students are learning how to read they are not going to entirely grasp every aspect of a story because they are still learning to be fluent readers.

    2. "that group of books in which pictures and text are con sidered to be of equal importance

      This directly correlates with what I am learning in my EDU305 class. We talked about how when children are learning to read, they use pictures to facilitate their reading. This can also be a detriment however, because the child may be reading and they come across a word they don't know that starts with the letter 'o'. They can look at the picture that has an owl in it and they recognize that owl starts with an "o" and they just guess that the word is owl. The child never learns to read the word.

    3. Most picture storybooks re quire a reading ability level of at least third grade and are generally read t

      I am struggling to annotate this; I wanted to comment on the entire quote. I would never think that children's books would be written at a 3rd grade reading level but to the interest of younger children. That seems to defeat the purpose of a children's book in some sense. If a child is learning to read and is at a first grade level, there should be options for them that are appropriately challenging but not two grade levels above where they currently are.

    4. Do the adults concerned assume that the children will be able to read and enjoy the books inde pendently, simply because they are children's books, or do they under stand that picture books are meant to be read to children by adults?

      This is very interesting. I would not say that picture books are meant to be read to children by adults. I would agree that this is their initial reason, but ultimately, the goal is to have the children reading the picture books on their own and developing their reading skills, not having a book read to them.

  4. Mar 2016
    1. what inspires kids to write is their teacher's dedication and attitude to ward the process"

      This is something I have been taught in almost all of my education classes. If the teacher is not interested or does not like the subject, the students pick up on it and then they will not be as excited about the topic either.

    2. Do you notice anything about the way the poet writes? Can you see any particular patterns?"

      This is a great way to avoid having to become a master at poetry and also have the students figure out the information on their own.

    3. stioning the Author approach attempts to give teachers questioning techniques that help the stu dent to find deeper meaning through modeling what excellent readers do when they read silently

      I feel like this is a great strategy that would work with most literature concepts. When students are learning to analyze texts, questioning things causes them to dig deeper into the meaning.

    4. have found through trial and error that even a first grader can write poetry in the style of a favorite author, and that modern, unrhymed poetry gener ally works best.

      If only all teachers could see this. One of the arguments pointed out above was that children would struggle to write poetry on their own. However, this teacher is saying the complete opposite.

    5. owever, reading poetry is simply not enough. What happens all too often when teachers choose to only read poems with students is that the students become confused by the complexity of the poetry, which often makes them reluctant to try writing their own poems.

      Everything needs to be taught in writing. A student isn't one day just going to be able to write a persuasive essay. The same applies to poetry. If teachers do not teach students how to write poetry, but instead just to read it, that does not mean they will understand it.

    6. erfect (1999) noted that these fears may include a teacher's perceived need to have skill in the teaching of poetry methods and conventions, as well as an understanding of how to analyze and interpret poetry.

      This makes complete sense. When thinking about future lessons I am going to teach, I worry because I know already that I am not proficient or completely knowledgeable in all of the subjects. This is why I have asked my cooperating teacher for my field work to work on a math lesson plan with me.

    7. large and ominous-looking anthology of long-dead poets. I can clearly remember the fear I felt when one such instructor asked me to voice my opinion about the meaning of a particular poem. E

      English 307. We had a huge book of them and nearly no one understood what they meant and our final was just three long poems that we had to answer questions about.

    8. It nurtures a love and appreciation for the sound and power of language. Poetry can help us see differently, understand ourselves and others, and validate our hu man experience. It...enhances thinking skills, and pro motes personal connections.... Such attributes deserve a closer look.

      I agree with this quote. Writing poetry is entirely different than writing short stories or papers. People need to think about how they are going to say something very carefully because more so than in any other type of writing, every single word matters in a poem.

    1. "use com mon sense and experience to create a combi nation program

      This is interesting. Ever since my admittance to the education program I have been told what I need to teach but not necessarily how or when to teach it. This quote breaks it down plain and simply. Use common sense when teaching.

    2. if we wish to stimulate the imagination, provide strong language models, expose students to lucid discourse, and expand their cultural awareness, we need quality, memorable litera ture in the reading program

      Looking back on my childhood, the most memorable books I read were the ones that I feel I learned the most from, meaning the teacher actually spent time going over the vocabulary and what things meant and the parts of the book etc.

    3. 972; Chomsky, 1972; White, 1984). Hence, "the richer the language environment, the richer the lan guage learning

      I like this quote a lot. I feel it holds a lot of truth to it. This is why when a person gets higher in a language class the teacher or professor requires that the class only speak in the language being learned. If a person is immersed in a language they learn it faster. This is also why people from different parts of the world speak differently as well. Just taking English for example. Multiple countries and places have people who speak English, but there are so many different dialects and ways in which people speak it. Everyone is speaking the same language, but they all were immersed in a different type and therefore they learned it that way. Literature is ultimately the same way. The more a child is exposed to literature and taught how to use it and understand it, the more proficient they become.

    4. he authors of Becoming a Nation of Readers: "On the average, children who are taught phonics get off to a better start in learn ing to read than children who are not taught phonic

      To me, this just further emphasizes the importance of phonics education.

    5. This is why phonics instruction is so important. It is proven that it is needed to decode, recognize words and comprehend them. These are all vital skills for children to learn and if they are all connected to phonics instruction then it it proof that phonics are essential to education.

    6. This approach can be achieved when phonics instruction is provided within the con text of real reading tasks and texts, especially through the use of quality children's literature

      As most of my peers have already said, phonics instruction is so fundamentally important. The skills that are learned during this type of instruction are critical to reading all lifelong. When combining phonics instruction and literature it can help the children's learning to be more effective.

    1. I would also like an embed so I could share finished stories on my blog or your classroom website.

      I agree, all of these modifications would be nothing but useful not only for a teacher, but for the promotion of their cite. If a person cannot share what they have created, then what is the point?

    2. Character Traits-Develop two characters with flat (very predictable) traits such as good and bad. Static/Dynamic characters-Do characters change because of the conflict? Problem and Solution-Conflict is at the center of plot.

      At the beginning of the article, I was only thinking of ways that teachers could use the site, not students. But this is a very good point. If students can make their own projects to illustrate the points then that is a fun assessment that shows the kids have learned.

    3. Since so much is done on the phone now a days it would be very convenient to have a phone app that allows a person to work on their story scape while out of the classroom as well.

    4. You can select backgrounds and between characters. Add text to each page. The amount of editing tools are perfect for schools. A

      The amount of modifications this site allows is amazing. Being able to manipulate a story in a way you need in order to teach a lesson can be very useful to teachers and it seems like this website would be very useful for that.

    5. Next you draft your story (after careful pre-writing of course)

      This is such an interesting concept. It would really help in a classroom setting because you can create a story based on whatever concept it is that you are working on with your students.

  5. Feb 2016
    1. haring follows the writing time. About one fifth of the class shares a piece each day. That enables me to con fer one-on-one with each child each week.

      This is a good idea, especially if it is random who is going to be called on when. This makes the students actually try when they are writing, rather than just putting words on a paper for the sake of getting the assignment done.

    2. use a kitchen timer set for 10 minutes, and the children know that they should be ready to begin their writ ing by the time the bell rings. They may start writing sooner if they are ready.

      This is SO SO important. So often I am told to plan out my writing before I do it, but I was never taught it that way. I was just told to, never taught how or have practiced it in a classroom setting. The closest I have ever come to this would be writing a first draft of a paper. I think this is such a valuable and important skill to learn.

    3. earn a great deal from one another. I frequently observe children using wri

      The teacher I am doing my fieldwork with strongly believes this as well. She tends to air her kids up by putting a strong reader with an under grade level reader. She says that the higher level readers will help the lower ones, and even if it does not necessarily benefit the higher level readers, at least they are reading.

    4. I believe several children could profit from a given mini lesson, it is time to teach it to the class. I repeat the content of most minilessons several times throughout the year, so if a child does not pick up on what is taught initially, there will be other op portunities to learn. F

      This is just plain good teaching. I don't think much else needs to be said about it.

    5. also include minilessons on illus tration in this group as a means of re hearsal for writing as well as for its contribution to the final product. Drawing people engaged in action and showing details in the environment helps children elaborate in their writing.

      I feel this is quite an interesting thought. I participated in a program called Jumpstart, in which we worked with preschoolers. When we just asked students how someone was feeling when they were at a playground for example, the answers were much different from when they are asked how someone is feeling based on a picture of someone at a playground. So images can very much change the way a person sees and interprets ideas and concepts.

    6. trategies and skills make up the largest category of minilessons.

      I think this is a good idea to make it take up more time than the other two sections. This is because the students will be learning specific skills during this time, and the less time they are taught it, the less practice they have and the less proficient they will be.

    7. arly in the school year, procedural minilessons predominate as I explain and demon strate behaviors for participating in writing and sharing time.

      This is very important. Teacher's sometimes just expect their students to know what to do when they are given an assignment. Everything needs to be explained when it is new or even just a new teacher so students know exactly what can be expected of them.

    8. st of my direct writing instruc tion takes place during these brief ses sions, which may last up to 15 minutes.

      This is a good idea because I have noticed, especially for younger grades, students will pay more attention and retain more if the instruction only lasts for a little while. If the teacher goes on and on, the students will tend to lose focus and get distracted and not care so much about what they are being taught.

    9. his article is the result of a col laboration of three experienced teachers. W

      I am already interested in this article right off the bat. Knowing that the authors of it are teachers themselves makes what they say in their article more validated for me. The things they will say and suggest will be tried and true, not just based off research done by someone else.

    1. here must be opportunities for regular demonstra tions of reading strategies, for sharing in the reading process including responding to books, and for evaluating individual reading progress. Atw

      I think this is would accomplish the same thing as a worksheet. If a child is able to share what they read and give a presentation on it, then they clearly need to have read the text and have understood it. Worksheets tend to check these concepts, so a presentation or discussion post reading could replace the worksheet idea.

    2. econd, the classroom environment and daily routine must encourage reading as a pri mary activity integrated with other language modes, i.

      I like this concept. I have noticed through my education and field work that there is much more emphasis placed on being able to speak effectively with others, but not so much emphasis placed on reading and writing.

    3. us, organizing for successful reading instruction should provide a way to spend much less time completing worksheets while maintaining

      I agree with this. I have always found that when I know I need to fill out a worksheet or answer questions or take notes while reading a text, it detracts from what I am doing. For example, I find myself rereading the same paragraph multiple times over, not because I did not understand it the first time, but because I lose my place and need to find it again.

    4. ypical primary grade classrooms read independently only 7 to 8 minutes per day; an

      I am currently doing fieldwork hours in a 1st grade classroom, and I don't know if I can attest to this claim, but I can say that more often than not, the children are reading with a partner. That being said, this is because there are several kids who cannot read at grade level and there are several kids who are above grade level. The teacher uses the kids who are above grade level to help the kids who are under.

    5. e know that children's reading fluency and consequent enjoyment of reading are re lated to sustained encounters with interesting texts

      I find this to be very interesting. The article is claiming that the more engaging the material is for the students, the easier it is for them to read and the more they enjoy it. I easily buy into the premise that they enjoy it more, but I do not understand the claim that it is easier for them to read. Just because a child likes the text they are reading, does that make them a more fluent reader?

    1. It is important—even necessary—to support learners in deconstructing socially accepted norms about gender and, indeed, the ability to engage critically with gender is for many children no less than a question of survival.

      I agree with this concept and this is why I respect Target so much. They took a huge step toward this when they got rid of the "boy" and "girl" sections in their stores and just made it one giant toy section.

    2. “begin with the hypothesis that any subject can be taught effectively in some intellectually honest form to any child at any stage of development’. (p. 33)

      I agree that children can be taught most subjects. Children are naturally curious and tend to repeat what they hear, so whatever they are told becomes engrained in their minds. This means that, building off of a previous statement made, children need to be taught that there are more options when it comes to gender identity other than just "boy and girl"from a very early age.

    3. Yet a growing body of research makes it clear that children begin to internalize dominant beliefs about gender as early as preschool

      This is why it is important to teach children from an early age about acceptance and gender. I agree with rogerskali in that children need to know that there are more options than just "male and female" and that they do not need to be "boxed into" society's standards.

    4. The project of this dissertation is to transform the social order with the aim of achieving increased support for those who identify as lesbian, gay, bisexual, transgender, queer/questioning, intersex, and asexual (LGBTQIA), but it is equally about dismantling misogyny, homophobia, and transphobia so that all people, regardless of their sexual or gender identity, can be free. Cultural expectations about gender are folded into, for example, the spoken and tacit rules for how women and men, girls and boys, should dress and carry their bodies and engage with others and make decisions about relationships, family, and careers.

      I took a class last semester called Young Adult literature in which we read young adult books about different topics. One of the ones that had the most discussion was when we read Boy Meets Boy by David Levithan because it took place in a world where there is very little homophobia and the concepts about it were generally the opposite from what we hear in the real world. The vast amount of the discussion at the end of this novel was about how this was not a realistic setting because it was so difficult to buy into the premise. I found this to be extremely aggravating because it made me realize we live in a society that has programmed us to believe that it is nearly impossible for people to be accepted. This is why this topic was so interesting to me.

    1. These practices have created an oppositional identity in students, a resistance to school-related tasks, and a diminished sense of self as an academic being

      I would like to see the data that relates what students read to their lack of academic motivation. It would be interesting to see how the data relates.

    2. These instruments, the use and misuse of the data resulting from these instruments, and the associated education practices that these instruments influence—such as academic tracking, retention in grade, and remedial curriculums—have had dire effects on African American adolescents

      It is interesting to see that so much is impacted by these tests, straight down to texts that students read.

    3. History is laden with these kinds of enabling texts for African American males. An enabling text is one that moves beyond a sole cognitive focus—such as skill and strategy development—to include a social, cultural, political, spiritual, or economic focus

      I think it is very interesting that educational systems have incorporated this type of literature into their curriculums. I think all literature read in schools should move beyond just a cognitive focused mean something greater to the student reading it. I feel the greater the meaning of the text impacts the student, the more they will remember and incorporate it into their daily life.

    4. Modifying curriculum on the basis of such texts and creating a responsive environment can foster meaningful discussions among students against an education backdrop of standards and accountability

      This is an interesting concept that had not occurred to me before reading this. Though it is blatant and obvious, now that it has been brought to my attention I am very interested. When students are given literature and have lessons that are based around something of meaning to them then the discussion becomes much more meaningful. When students are able to relate school work to the real world and issues they face on a daily basis they have more to say, and what they say tends to be more important (instead of just silence fillers).

    5. I took a Psychology class that discussed the concept of priming (I can not remember the exact term, but I think priming was it). It essentially claims that, for example, if a group of women are told (or it is implied) that women are inferior to men, then they take a test shortly after, the women tend to do worse on the test than if they are not "primed" at all. The reason I mention this is because there was a second example when it came to sports that showed white males and black males going into a study. When they were "primed" to believe that black males were better at sports than white males, the results proved to follow this. Then when they were told "white males are better" the white males performed better. Since we live in a society that tends to favor white males over any other race or gender it can be seen why what the article is discussing is true. It is interesting to see something I learned in a psychology class translating into an education class.

    1. With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).

      I think Pezzettino by Leo Lionni would be a good text for this standard because the characters in this book are more abstract and the text is very basic, so it provides students with an opportunity to give a variety of answers.

    2. describe the relationship

      Students need to be able to convey what they are seeing in an illustration and compare it to the text that was read.

    3. illustrations

      A kindergarten student must know the definition of a illustration.


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first_img KCS-content AUTO-ENROLMENT Show Comments ▼ Wednesday 27 October 2010 8:46 pm More From Our Partners Native American Tribe Gets Back Sacred Island Taken 160 Years Agogoodnewsnetwork.org980-foot skyscraper sways in China, prompting panic and evacuationsnypost.comAstounding Fossil Discovery in California After Man Looks Closelygoodnewsnetwork.orgA ProPublica investigation has caused outrage in the U.S. this weekvaluewalk.comBrave 7-Year-old Boy Swims an Hour to Rescue His Dad and Little Sistergoodnewsnetwork.orgKiller drone ‘hunted down a human target’ without being told tonypost.comPolice Capture Elusive Tiger Poacher After 20 Years of Pursuing the Huntergoodnewsnetwork.orgRussell Wilson, AOC among many voicing support for Naomi Osakacbsnews.comFlorida woman allegedly crashes children’s birthday party, rapes teennypost.comMark Eaton, former NBA All-Star, dead at 64nypost.comMatt Gaetz swindled by ‘malicious actors’ in $155K boat sale boondogglenypost.comFeds seized 18 devices from Rudy Giuliani and his employees in April raidnypost.comInside Ashton Kutcher and Mila Kunis’ not-so-average farmhouse estatenypost.comUK teen died on school trip after teachers allegedly refused her pleasnypost.comI blew off Adam Sandler 22 years ago — and it’s my biggest regretnypost.comSupermodel Anne Vyalitsyna claims income drop, pushes for child supportnypost.comSidney Crosby, Alex Ovechkin are graying and frayingnypost.comBiden received funds from top Russia lobbyist before Nord Stream 2 giveawaynypost.com Q.HOW MUCH DOES SOMEONE HAVE TO EARN TO BE ENROLED?A.The earnings threshold for auto-enrolment into the National Employment Savings Trust (NEST) will be the same as the income tax threshold, currently £7,475 (much higher than the £5,035 level mooted by the last government). But Peter Woods, pensions partner at PwC, points out the coalition government has said it wants to raise the income tax threshold closer to £10,000 by the end of the parliament. That’s good for smaller employers: by the time they have to adhere to the new rules, the threshold will be much higher, meaning lots of part-time staff will not be auto-enroled into NEST. Q.WHEN DO EMPLOYERS HAVE TO ADHERE TO THE NEW RULES?A.The largest employers, such as Tesco and Royal Mail, will start auto-enrolling staff from October 2012. Other employers will then have to comply in stages, until the smallest (e.g. market stalls with one employee) auto-enrol staff by 2016.Q.HOW MUCH WILL EMPLOYERS AND EMPLOYEES CONTRIBUTE?A.Eventually, employers will have to contribute three per cent of earnings over £5,000, while employees must contribute five per cent of earnings (one per cent of this will be refunded via tax relief). Q.WHAT ABOUT EMPLOYERS THAT ALREADY HAVE A SCHEME?A.Employers that already have a scheme will have to show that it is broadly as good as NEST. But they will not have to show that it is exactly the same: employer contributions could be five per cent of base pay, rather than three per cent of earnings, for example. center_img whatsapp by Taboolaby TaboolaSponsored LinksSponsored LinksPromoted LinksPromoted LinksYou May LikeMisterStoryWoman Files For Divorce After Seeing This Photo – Can You See Why?MisterStoryTotal PastThe Ingenious Reason There Are No Mosquitoes At Disney WorldTotal PastMoneyPailShe Was A Star, Now She Works In ScottsdaleMoneyPailNoteabley25 Funny Notes Written By StrangersNoteableySerendipity TimesInside Coco Chanel’s Eerily Abandoned Mansion Frozen In TimeSerendipity TimesMagellan TimesThis Is Why The Roy Rogers Museum Has Been Closed For GoodMagellan TimesElite HeraldExperts Discover Girl Born From Two Different SpeciesElite HeraldZen HeraldThe Truth About Why ’40s Actor John Wayne Didn’t Serve In WWII Has Come To LightZen Heraldmoneycougar.comThis Proves The Osmonds Weren’t So Innocentmoneycougar.com Share whatsapp Tags: NULLlast_img read more

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30 minutes or less/dinner/noodles/quickie/recipes

Chicken Yakisoba

Posted March 13, 2016 by Stephanie
chicken yakisoba recipe - www.iamafoodblog.com

chicken yakisoba recipe - www.iamafoodblog.com

I have a thing for Japanese drinks. I love how the Japanese market puts out drinks for every occasion, most probably due to the fact that there are one or five vending machines on each street corner. The prolific nature of vending machines and the Japanese penchant for celebrating the little things means that drink companies can and do make drinks for every occasion under the sun (and moon). Sakura are blooming – there are several limited edition drinks to celebrate. First leaves of the fall changing color? There are drinks to celebrate that too! Fresh snow falling? Well, you get the idea.

chicken yakisoba recipe - www.iamafoodblog.com

chicken yakisoba recipe - www.iamafoodblog.com

There are so many quirky drinks out there but one of my favorites is the classic ramune. Ramune is a lemonade-ish soda that is sweet, refreshing, and incredibly fun because of its unique bottle design. They come in codd-neck bottles: glass bottles sealed with a marble to keep the fizziness in. To open them, there’s a little piece of plastic that you use to push the marble down. It’s kind of like an experience drink. You don’t just drink it – you need to open it in a fancy kind of way, which makes it just that much more out of the ordinary.

chicken yakisoba recipe - www.iamafoodblog.com

The first time I had ramune wasn’t in Japan. I ordered it at a Japanese izakaya because it seemed like it was the thing to do. I saw a bunch of other tables popping open their bottles and I had to have one too. Luckily the server opened my bottle for me because, to be honest, I had no idea how to do it. I’ve had a lot of practice since then though – I am now an expert ramune bottle opener!

chicken yakisoba recipe - www.iamafoodblog.com chicken yakisoba recipe - www.iamafoodblog.com

In Japan, ramune is found everywhere, but it’s also a classically nostalgic summertime drink. If you go to any summer festival you’ll find ramune in icy buckets. And if you’re at a festival, you know there’s going to be festival food. Summer isn’t here yet, but I’m getting into those summer festival feels with a little ramune and yakisoba action. Ramune and yakisoba together remind me of long summer nights, festivals, good food, and good times. I absolutely cannot wait until summer arrives. Until then, I’ll be stuffing my face with chicken yakisoba and washing it down with ice cold bottles of ramune.

chicken yakisoba recipe - www.iamafoodblog.com

Chicken Yakisoba Recipe
serves 2-4

Contrary to the name, yakisoba is not actually made with soba noodles. Yakisoba literally means fried noodles, with yaki meaning fried and soba meaning noodles. It’s a Japanese take on Chinese chow mein and is typically made with fresh ramen noodles. Sometimes you can find noodles labeled “yakisoba” at the store. You can also use fresh ramen noodles or fresh Chinese egg noodles.

  • 2 tablespoons worcester sauce*
  • 1 tablespoon oyster sauce
  • 1 tablespoon ketchup
  • 1/2 tablespoon soy sauce
  • 1/2 tablespoon mirin
  • white pepper, to taste
  • 2 packages fresh ramen noodles
  • oil
  • 2 small boneless, skinless chicken thighs, cut into 1 inch pieces
  • 1/2 small onion, sliced
  • 1 small carrot, julienned
  • 2-3 brussel sprouts, thinly sliced
  • 2-3 green onions, sliced
  • handful katsuobushi
  • aonori, to sprinkle
  • beni shoga, to garnish

Mix together the worcester, oyster sauce, ketchup, soy sauce, mirin, and white pepper in a small bowl. Set aside.

Loosen the noodles, placing in a bowl of hot tap water and swishing back and forth, if needed.

Heat up a touch of oil over medium-high heat in a large frying skillet or wok. Add the chicken pieces and cook, stirring occasionally, until browned and cooked through, 5-7 minutes. Remove from the pan and set aside. If the pan is dry add a bit more oil. Turn the heat to medium and add the onions and cook, stirring, until soft, but not brown. Add the carrot and sliced brussel sprouts, stir, and cook for 1-2 minutes.

Add the chicken and loosened noodles into the pan and toss to mix. Pour in the sauce, stir and fry for 1-2 minutes making sure everything is evenly coated. Enjoy hot with katsuobushi, aonori, and beni shoga!

Notes: The worcester sauce used in this recipe is Japanese worcester, which is thicker and sweeter. Katsuobushi is dried bonito flakes, aonori are seaweed flakes, and beni shoga is pickled ginger.

chicken yakisoba recipe - www.iamafoodblog.com
This post was sponsored by Sangaria. Hope you try some ramune! Thanks for supporting I am a Food Blog!

  1. Synnøve says:

    Ah, yakisoba! this looks delicious!

    I totally agree, all the special edition stuff (especially the drinks) is one of my favorite things about Japan! they are really good at celebrating the different seasons. :)

  2. I can’t wait to make this! Looks delicious and healthy.

  3. Kate says:

    My friend just sent my kids 2 bottles of Ramune just for fun and they LOVED it. Mostly they loved opening it, but they downed the soda too. This yakisoba looks awesome BTW.

  4. Jen says:

    So my fresh ramen noodles totally clumped up as soon as I drained them from the hot water and turned into a slimy inedible mess. What did I do wrong?

    1. Stephanie Le says:

      how long did you cook the noodles for? it could be the kind of ramen noodles you used – which brand was it? there are actually noodles labeled “yakisoba” at asian grocery stores that you can purchase, which would work perfectly. you can also sub in any sort of fresh asian noodle that you have tried and liked. i can let you know some brands that work well if you like. let me know!

  5. Stephanie says:

    Any thoughts on how to use frozen yakisoba noodles for making this? Looks like they’ve been cooked already, and frozen.

  6. Jean Mhell M Belarmino says:

    5 stars
    This Yakisoba recipe is just absolutely great, thank you! Been looking for one to serve my gf haha.

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Are You An Orchid Or A Dandelion?

“Why are children from the same family so different from each other?” – comes from actual differences in their experiences of the same family environment.” Quote from “The Orchid and the Dandelion…”

I just finished this book, “The Orchid and the Dandelion Why Some Children Struggle and How All Can Thrive” by W. Thomas Boyce, M.D. I was intrigued by the title, since I have seven siblings and we definitely are not clones of one another! I work in a school where I interact with students throughout their school day. I wanted to know more about why one child can be sensitive and another one able to let things “roll off them.” Orchid children can have health & mental issues in addition to being very sensitive to their environment. Dandelion children demonstrate a resilience even in adverse circumstances. Why?

“How do genes and environments, especially environments of adversity and inequality, work together to produce known individual difference in susceptibility, behavior, health, and disease?” Quote from “The Orchid and the Dandelion…”

The book is clinical and does a great job delivering on the scientific studies that were done with kindergarten students. The results about their tests are fascinating. Thirty years later eight subjects were contacted to further their study. Read the book to discover how those eight adults have navigated into adulthood.

Interesting to note the author describes himself as a Dandelion and his sister an Orchid. Dr. Boyce sites various examples growing up, as well as into adulthood family experiences that started him on this path in search of “the Orchid and the Dandelion.”

There is a chapter devoted to intergenerational impact that can affect children. How my parents were raised will affect how they will raise me, which will in turn affect how I raise my children. That part of the book was very interesting. It is a good read to gain insight into the frailties and resilience of children who are going to grow up and carry those traits into adulthood.

2 thoughts on “Are You An Orchid Or A Dandelion?

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Surly’s Guide to Valentine’s Day Gifts

February 13, 2011

Well looky here, it’s already Valentine’s day. Could have poked my eye out with a stick before I’d have noticed, except for the fact that there’s been all that pink and red wrapped candy and over-sized gift cards at the front of every store I’ve entered since all the Christmas decorations were confined to the clearance rack.

Who buys these damn things anyway?

Now, in case it’s not dawned on you, I’m not a mushy romantic type girl. While I won’t say no to a 3lb box of See’s Candies Dark Chocolate Nuts and Chews on Valentine’s day, you don’t need to buy me a present to get me to sleep with you one day a year. I’m good like that. However, gifts are always welcome, don’t get me wrong.

Oh, yeah. Surly knows how to party.

The issue really is figuring out what is the best and most appropriate gift to give on the big day. Five years back Dave gave me what he thought was a great gag gift and the poor bastard wound up engaged before we finished off the first bottle of Cold Duck. Keep in mind gentlemen, you bring a ring to the party – even a cheap ass Mystic Fire Topaz one from Target – you’re committed. It’s very important to shop wisely, and I’m here to help.
Image Courtesy of Vermont Teddy Bear Company

Now, I don’t know what it is with people giving stuffed animals to grown adults as a token of love and affection. Great idea for your 8 year old niece, but give that to a woman old enough to buy her own liquor and cigarettes and you’re just asking to be thought of as a total pussy, and odds are you’ll be getting pity sex. Anything involving clowns or mimes is out too. You go down that path, and all she’s going to be thinking is “How much will I get for the movie rights for my story about surviving a relationship with a serial killer? Will I get to be on Oprah?”

Image Courtesy of Hanky Panky
Now there’s a whole passel of TV shows, websites, and spam emails that have a number of suggestions to help you make the perfect holiday purchase for your loved one. Don’t listen to them. They are all wrong. Like Hoda and Kathie Lee (yeah I don’t know why I watch them either) who suggested buying your sweetie a vacuum cleaner. Yeah, no. They also suggested buying a bouquet of underwear. You drop $250 on flowers, they better not smell like Lycra.

handmade lingerie from Veea

If you're really dating a 20 year old supermodel, more power to you, and shop here.

Speaking of underwear… Let’s be clear, most women do not enjoy being trussed up in some of those ridiculous outfits men seem to find so alluring. First off, unless you’re dating a barely legal supermodel (and we all know you’re not), consider whether your partner is really well suited for the lingerie you’re so desperate to see her don. For example, most women want a crotch in their panties, and a good number of us don’t look good with nor want a string wedged up our ass. You want to see my nethers unclad? Then just ask me to take off my knickers. I’m good like that. I can tell you right here, no one wants to see a middle aged woman with her stretch marks and sagging breasts in an outfit better suited to a porn star with a meth habit. To be sure, neither Dave nor I wants to have the kind of sex that would result from me donning the outfit pictured above.

Paint me at your own risk

Novelty gifts aren’t going to get it done either my friend. Nothing says “yeast infection” like slathering dessert foods on my private parts. Nor do I want cheezy fuzzy handcuffs as a subtle hint that you’d like to chain me to the radiator for fun. Don’t make me call 911.

As a rule, if it itches, don't scratch it.

Now, I’m not against the odd suggestion and quick peek in the Kama Sutra or The Joy of Sex. I may be old and not quite as limber as I once was, but I like the occasional non-Missionary position romp in the boudoir. However, if you’re gonna buy Mama some lottery tickets, I’d prefer they produce a cash prize. I can get an orgasm on my own anytime, but $100 million bucks is a lot harder to come by.

So now I can tell you’re all thinkin’ “Gee Surly, this sure is a helpful list of things not to get my gal for Valentine’s Day, and I’m a might bit appreciative for it. But, what would you suggest I do get the little woman?” Seriously? I may be here to help, but I’m not here to do the heavy lifting. Figure it out for yourself you lazy bastard.

5 Comments leave one →
  1. February 13, 2011 8:01 pm

    And remember: if you insist on getting her lingerie, choose her size, then buy two sizes smaller. At least.

    Ah, Surly. I warm my hands on the heat of your Valentine fury. Lovely stuff, as always.

  2. luluandphoebe permalink
    February 13, 2011 8:11 pm

    I can always count on you to make sure I see things my eyes should not in my old age. What Lorraine said since I have no imagination.

  3. February 13, 2011 8:22 pm

    I had forgotten all about the Mystic Fire Topaz!!! Someone gave us that chocolate body paint for a wedding gift – the brush was the cheapy disposable kind that left bristle in it’s wake, not really what I’d call sexy.

  4. February 13, 2011 11:49 pm

    120 scratcher tickets? Who needs that many? Maybe you get one, scratch it off, get two lemons and an STD and try again?

    “What did you get, honey?”

    “BJ, Cuddle, Take Out the Trash. Gimme another one.”

  5. Chris Brown (not that one) permalink
    February 18, 2011 3:22 pm

    So sorry I missed this for Valentine’s. Now I know why that model never showed up.

    Oh wait… what model?

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Internationales Bildungs- und Begegnungswerk in Dortmund

Qualification programme „DoKuMente“ commences its second phase

Dokumente_logoA comprehensive qualification for volunteers in supporting refugees and EU-migrants is offered by the programme „DoKuMente“. In January, the second phase will commence. At an informational evening on Monday, 28th of November 2016, from 18:00 at Reinoldinum, Schwanenwall 34, in Dortmund, IBB e.V. presents the seminar programme and will answer all questions.

„DoKuMente“ is aimed at people of all ages, who can spend at least two hours each week for volunteer work. The future Intercultural mentors in Dortmund should be able to support newly arrived refugees and working migrants in the everyday lives: Support in administrative matters, in searching for a job or an apartment, in leisure activities, and questions regarding education and further training.

For immigrants much has changed and much is new in Germany. Especially after the first euphoria of arrival, soon a phase of disillusionment follows. Especially in the first year of their stay with a perspective to stay, stable social networks are important.

The project „DoKuMente – Dortmund intercultural mentors“ conveys background knowledge and creates networks between institutions and volunteers. Through evening seminars and compact seminars on three Saturdays, the further education programme is also suitable for those employed.

The qualification programme „DoKuMente“ is supported by the Federal Ministry of the Interior. Participation is free of charge.

Please register your participation in the informational evening until the 24th of November 2016 at IBB e.V. via telephone 0049-231-952096-0 or via email at

Further information about the project „DoKuMente“ can be found here.


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Week of Monday, September 24th

Posted by jedrzem on September 24, 2018 in Class News |

6th grade classes: B Day will meet on Tuesday and Thursday of this week. They will be playing Jeopardy on Tuesday to prepare for the Spanish test on Thursday. They must know Spanish greetings, numbers 1-10, days & months, colors, culture and how to ask about family. Students should study the questions on each page. I […]

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7542 - Spatial Modeling of Early Holocene Mangrove Formation in the Santa Elena Peninsula, South Western Ecuador

Human occupations during the late Pleistocene and early Holocene need to be considered from a hemispheric perspective. It is also important to recognize the uniqueness and variety of environmental ecotones found in Northwestern South America. Within the context of the Santa Elena Peninsula in Ecuador, the most complete and earliest record of human occupation comes from the Las Vegas' sites dated between 10,800 and 6,600 B.P. The marine faunal record from Early and Late Las Vegas phases reflects a change in the configuration of the littoral caused by tectonic uplift and eustasy, along with other ecological changes. The use of Geographic Information Systems can be effectively implemented in the modeling of ancient coastal configurations. However, the recovery of finer remote sensing and paleoenvironmental data holds the prospect of providing a better understanding of the geophysical changes and archaeology of the peninsula.

Keywords: Holocene, Ecuador, Geomorphology, GIS, Las Vegas, Santa Elena Peninsula

Author: Domínguez, Miriam (University of Florida, Ud States of Am / USA)

University of Vienna | Dr.-Karl-Lueger-Ring 1 | 1010 Vienna | T +43 1 4277 17575


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ICAN - Institute for Career Advancement Needs

Inspiring leaders. Transforming organizations.

Companies turn to ICAN to invest in their most valuable resource: their employees. At the same time, individuals need to invest in their own careers, too. When people succeed, their companies succeed. We help people like you navigate their careers, elevate their work and motivate each other to be their best.

Learn About Authentic Leadership
The most inspiring, insightful day of the year.

ICAN Women’s Leadership Conference

The most inspiring, insightful day of the year.

We’re fostering equity and creating inclusive workplaces.

Examining Unconscious Bias

We’re fostering equity and creating inclusive workplaces.

1,500+ Graduates Strong

Our proven leadership development programs can help you find your true purpose and engage with your work like never before.

Years of excellence
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Leadership Your Way

Custom programming offers the opportunity for our incredible faculty to lead personalized sessions at your company. We work closely with you to determine your unique needs and build a program that will accomplish your specific goals. This is an opportunity to delve into your organization’s culture, build off its strengths and take your leaders to the next level by choosing the programming that is right for you and your company.

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Defining Leadership

Ignited Purpose

During eight immersive, day-long group sessions, we’ll expound on all facets of leadership and how you can enhance your career now. Your leadership style and how you represent yourself to people plays a big role in your individual path. You’ll learn more about yourself, you’ll expand your network and you’ll design intentional plans to accomplish your goals.

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Examining Unconscious Bias

See the World in a New Light

Everyone has biases. When we know about these tendencies, we can be more self-aware and sensitive to people around us. Collective conscious awareness can lead to more inclusive and equitable workplaces, higher productivity and more meaningful dialogue and experiences. If you’re ready to facilitate change in your company (and in your community), the ICAN team has the tools and strategies for you at our Examining Unconscious Bias program.

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ICAN’s Women’s Leadership Conference

August 11

Now in its 28th year, join thousands of fellow leaders for an unforgettable and inspiration-filled day of listening, learning and leading. We’ll identify leadership strategies you can employ to increase your visibility and supplement your on-going leadership development to stand out. When we stand together in these efforts, it creates a long-term impact on the pipeline of future women leaders.

Register Today

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We offer a variety of leadership programs that are suited for all career experience levels, all organization types and sizes, and all industries.

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Elite athletes have coaches to help them refine their techniques, elevate their skills and motivate them to win. Having a coach in your corner can help you stay at the top of your game — or help you get there. The individuals we coach are paired with one of our faculty members who advises them on their career, leadership development and more.

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Tag Archives: craft beer

Brewhouse, in the middle of our street

We get it ripped out of us here in Islington. People make fun of our biodegradable yoga mats, our bespoke tofu and our eco-friendly soap nuts. Yes, we love our green initiatives as much as we love our hummus. So where better to open up a pub where the booze travels beer-millimetres, instead of beer miles, from tank to tankard?

In fact – why not open two?

That’s exactly what Simon Bunn and Kris Gumbrell, the team who pioneered street-level brewing at The Lamb in Chiswick and The Botanist in Kew, intend to do. They opened London’s first Brewhouse pub at the Angel this week, with a second planned for Upper Street, about a ten minute walk away, in 2015.

ICIP is used to our craft bars being stuffed into tiny converted local boozers, so we were blown away, when we visited Brew House in Angel on its pre-opening opening night, by the sheer size of the joint. So blown away, in fact, that the magnificently conceived interior gave us pause: was there something of the chain about this enormous craft bar? Don’t get us wrong, we loved the atmosphere, but was it a bit too themed? Quaint, reclaimed and bespoke: diners and drinkers can huddle into street-level wooden booths or perch around enormous tables. “Tables” doesn’t do them justice: the enormous, circular tabletops are actually glass-topped wedges of hops and barley. Staring down at them through your crystal-clear pint, you could hardly get closer to the roots of your drink.

Except you can: because look up, and you’re seated in the middle of the magic. Right in the brewery. Like its predecessors in Portsmouth and Dorchester, the Brew House’s core range of original beers are all brewed in open view – and this is what takes it above and beyond your average well-funded craft initiative.

Having your kit bang in the middle of the bar is a lovely concept  – and, as we found out in conversation with head brewer Pete Hughes, it’s much more than just decoration. Here, Pete brews Brew House Islington’s core beers on site, often at night, three times a week.

And what a core range.

Arc Angel, a 3.6% English bitter, poured a mouth-puckering pint that mellowed into a British classic. Dominated by (we think!) Goldings and Fuggle hops, it would sit well alongside anything from the Fullers range. “A nice dad beer”, ICIP decided.

Myddleton, a 4.5% blonde IMG_20141002_211739ale, with its bright white, lasting head and sweet, banana-and-clove aroma, was a lovely Belgian-style brew.

Spandau B, the pub’s 4% session IPA, was so popular it ran out by 9’o’clock. One of our favourites, its floral, Mosaic and Amarillo dry-hop packed more punch than we expected from its (relatively) low ABV.

Watchmaker‘s deep caramel colour gave it away as a deliciously easy-drinking amber ale; this strong, 5.5% bitter was smooth, well-balanced and surprisingly sweet.

Finally ICIP was a huge fan of Black Swan, a black IPA, with mouthfuls of roasted nuts and enough fizz not to taste overwhelmingly chocolate-y or smooth.

(The menu promises a couple more that we didn’t get to try – Britton, a 5% American brown, and Chaplin, a 6% IPA.)

These were early days for Brew House: while this, the core range, will remain mostly the same, two of the pub’s eight taps will be dedicated to seasonal and special beers when it opens to the public. At the moment these include Suffragette Ninja (this could become ICIP’s signature beer), a 4% milk stout, a spicy winter beer called Vlad and a smoked porter. The Angel pub will continue to be dedicated to cask beers – its sister on Upper Street will handle the kegged side of business.

“They gave me complete freedom,” says brewer Pete Hughes, of the core range. A man who has literally just landed his dream job, he dreams big: of pressurised vats to brew lager in, of specialised and novelty brews. Which is what you want in a head-brewer, really. Chairman of the London Home Brewers, Pete worked in construction and brewed at home before a friend suggested he apply for the Brew House gig.

IMG_20141002_204003“Really I’m just a home-brewer who’s been allowed an outlet for my hobby,” he tells us.

And what an outlet: “If we wanted to brew something crazy we’d do it,” he promises, when I wonder if the range might include some riskier numbers. “They’re [owners Simon and Kris] more adventurous than I am. I’ve had some impractical requests!”

The beers are totally handmade, he explains, making the set up much closer to homebrewing. This is something Brew House looks set to capitalise on: for £99 you can buy a Brewing Experience Day, which includes a crack at the various pieces of kit, a tasting, lunch and a 5litre keg to take home, and for an undisclosed sum you can commission your very own beer.

“This can be as diverse and darlingly difference as chamomile flowers, lavender or even horseradish,” the press release promises. But don’t get too nuts because the minimum buy is 750 pints, and even ICIP isn’t sure it could get through 750 pints of horseradish beer.

ICIP walked in ever-so-slightly worried and walked out converted. Our corner of north London is stuffed with great craft beer pubs, and normal pubs, and we wondered where this would fit in.

Lovely beer-loving Brew House spokeswoman Su-Lin Ong painted us an attractive picture of an Islington crawl, taking in the Hops and Glory, the Earl of Essex, the two Brew Houses and the local branch of Craft.

Even the ladies' loos were a beery work of art.

Even the ladies’ loos were a beery work of art

We might not survive that, but we’ll certainly be back to the Angel brewpub. Yes, it has all the trimmings: good food (high on the manifesto), acres of space and a well-thought out theme. But more importantly, at its heart is a passionate home brewer. And he won’t even be working behind the scenes – he, his brew kit and his beers, take centre stage.

Brew House Islington opened on Monday 6 October. You can find it next to Angel tube, on the corner of City Road and Torrens Street.

– ED

What the right hand is doing: Left Hand re-launches in the UK

Between Brits brewing American-style beer and Americans brewing British-style beer, it was only a matter of time before Americans started brewing British-style American beer and selling it to Brits and the whole system collapsed in on itself in a multidimensional paradox.

Responsible for this rupture in the beer time continuum is Left Hand, a 25-year-old Colorado-based brewer whose broad range (which includes stouts and “English-style” IPAs and PAs) has gone down a storm in the US. Now, thanks to some ambitious expansion plans, it plans to renew its presence here in the UK.

Interested to see what the other side of the Atlantic thought our brewing-style looked like and determined to write a review that didn’t put “coals” “to” and “Newcastle” in the sentence you might expect, ICIP headed over to LH’s UK launch, at Mother Kelly’s in Bethnal Green, London.

IMG_20140904_192424Surely, we thought as we studied the menu and carefully DID NOT LOOK DOWN AT THE OTHER NON-LH BEERS BECAUSE WE ARE WEAK AND WOULD HAVE ORDERED THEM, having TWO milk stouts called basically the same thing is a bit excessive.

But oh, my beery friends, they were not the same thing at all. For here, at MK’s, ICIP discovered the power of “nitro”.

I have little-to-no grasp of the scientific theory, but in a weird and misshapen nutshell: when you “carbonate” beer with nitrogen, you make it taste creamier, like Guinness. Because nitrogen is largely insoluble in liquid, a higher proportion of nitrogen in beer means you can keep it at high pressure but with less CO2 absorbed, making it feel less fizzy and more creamy and giving it that all-important creamy head. A piece of tap equipment in bars called a restrictor plate forces the beer through tiny holes as its poured to give it a bubbly, carbonated effect and head, with a much smoother mouth feel. Nitro is a big thing in the US – bars and brewers quibble over the proportion of nitrogen to CO2 – although, arguably, it’s something Stout brewers like Guinness have been on top of for years. Making it even more ironic that Guinness was launching its craft-beer style beer on the same night LH launched it’s, er, Guinness-style craft beer.

Anyway! As a loather of excessive carbonation (like, any carbonation, really, because I don’t want nasty stinging bubbles popping all over my lovely hoppy mouth), I think this is brilliant and we should all be early adopters. Left Hand – and this sounds like black freakin’ magic to me – has even invented nitro-bottles, with the added power of something to do with widgets. The whole process (tap and bottled) is shrouded in secrecy. In addition, the beers are truly described as being ON NITRO!, which makes drinking them sound like some kind of exciting new technology for Formula One.

IMG_20140904_192944Crucially, exacting science (a side-by-side comparison facilitated by MK’s lovely staff) revealed an astonishing difference between the nitro- and non-nitro- Milk Stout on offer. Hand on heart, the Nitro tasted like Guinness straight out of a Dublin tap. It was well-balanced, with strong notes of mocha, chocolate and coffee that tasted so natural in the smoother pour. While the non-nitro Milk Stout had nothing to be ashamed of, you’d need some good reasons to opt for it in a market already saturated by chocolate stout, chilli stout, stout-y stout, stoat-y stout, etc.

Meanwhile we had it on good authority from those that know (London’s bestest beeriest Twitterati) that awesome results could be achieved by mixing a half of nitro and a half of non-nitro. Punks.

IMG_20140904_195811While disappointed that we couldn’t get it (or indeed everything else in our lives) “on nitro”, we consoled ourselves with our regular favourite, IPA. LH’s 400 Pound Monkey (an English style IPA!) was totally session-able, a gentle backdrop of US hops giving way to a smooth, easy drink. We were quite surprised to discover the beer was 6.8 per cent – it tasted about 5, and lacked the big, sweet mouthfeel you associate with IPA at that stronger end of the scale.

It’ll be interesting to see how this works out: everything about this IPA is approachable. You could easily drink a pint or three, and it could be a great way into IPA for someone not so keen on hop bombs. But at 7% it might prove a more difficult way out of eg. the pub door after a few pints. LH risk losing the 7%-craft-drinkers market over flavour, and the ale-happy session drinker on strength.

IMG_20140904_194314Stranger Pale Ale was another approachable, quaffable pint. A bit too fizzy for us – but then everything for the rest of our lives will be unless it comes ON NITRO! – it had a British, biscuit-y base that could have come straight from Fullers’ cook books.

Black Jack Porter (6.8%), described as an English style Porter, was a solid, coffee-ish porter, stronger than it tasted but full-bodied and chocolate-y.

Left Hand deserves to do well here, their range a friendly and diverse lot that could slip as easily into your village local as a branch of Craft. It’s really interesting to taste an American take on an English take on an American beer (wait, what?!), and the brewery has done a great job of taking the best of the US and packaging it for a classic British palate.

IMG_20140904_201405But – LH needs to know that British tastes have changed, and beer-fans are as keen as their American cousins for big flavours and innovation. A quick glance at LH’s website reveals some one-offs – like Beer Week Sauce, a kegged Porter brewed with Ethiopian coffee, a Tripel and a limited edition double IPA – that ICIP would love to get our hands on. We hope LH’s expansion will, in time, extend to these special editions.

Meanwhile, ICIP would like to throw our weight behind a new campaign for a nitro pump absolutely everywhere for everything. Our favourite smoked porters and IPAs, sure, but also perhaps sandwiches and lasagnes. If you need us, we’ll be ON NITRO!

Left Hand will be available at Beer Hawk, Whole Foods, Barworks craft bars and more.


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McLean: No free ponies, but priorities that are detached from reality

McLean: No free ponies, but priorities that are detached from reality

Wayne Hoffman
July 31, 2020
Wayne Hoffman
July 31, 2020

When I was a sixth-grader, my teacher instructed the class to design an ideal city, with our only limitation being the power of our imaginations and the availability of color pencils. Untethered by reality or any regard for who would pay for it, the class of preteens proceeded to color their blank construction paper with implausibly permanent rainbows and blue skies, as well as realistic, practical features such as roads, trees and lakes, houses, hospitals, stores, restaurants, and schools.

The only thing I vividly recall about my “perfect” city: My young brain struggled to decide whether my fictional town’s pièce de résistance, a bridge at the center of the map, should ascend a mile in the air or some lesser, more realistic height.

I mention this because, some days, it looks like Mayor Lauren McLean’s Boise is being run by a class of imaginative middle schoolers. The mayor’s newly-released “Strategic Priorities for the City of Boise” validates that concern. McLean’s priorities, not shockingly, parallel her transition team’s recently-released socialist manifesto, which the mayor, under pressure from critics, previously disavowed, claiming that the reports are “not policy documents.”

Clearly, the mayor was lying.

McLean’s strategic plan does not include free ponies for everyone, because, well, that would be crazy. But her strategic plan uses the exact childlike head-in-the-clouds headers her transition team used for their reports: “A Safe and Healthy City for Everyone,” “A Home for Everyone,” “Movement for Everyone,” “A Clean City for Everyone,” “Opportunity for Everyone,” and “Engaging Everyone.” Missing in her policy prioritization is her transition team’s most controversial report calling for a “More Equitable City for Everyone,” which proposed sex education for pre-kindergartners and “free” abortions.

Her strategic plan drips with the same Marxist ideology that emanated from the transition team. The mayor’s strategic priorities propose a host of new programs with nary a mention of how to pay for them. Her pie-in-the-stratosphere plan celebrates the devaluation of private property rights, seeks to make good on promises to redistribute wealth, and would impose government in every facet of life for Boiseans. The plan includes an already-in-the-works slum-to-be city-owned housing project and promises the addition of more government housing.

The mayor would impose restrictions on future developments, all in the interest of what the city dubs “affordable housing.” She wants the city to enact new programs to make taxpayers support people who cannot pay their housing bill. (Here’s a sensible alternative: Lower property taxes so people can afford their rent or to stay in their homes? But, I digress.)

The mayor, who is moving taxpayer money around to finance the creation of a “Climate Action Division” agency within City Hall, said she wants to “put a singular focus on climate change.” The mayor says she wants to “create a database to track tree planting throughout the city” and she wants the city to be about “finding and supporting new business opportunities that address climate issues.”

McLean also proudly declares she would make sure the city “attracts employers that reflect Boise’s character,” whatever that means.

Her priorities also include a government-funded daycare center for the children of city employees, as well as a city daycare (unclear if it is to be owned, managed, or paid for by taxpayers) for residents to participate in city meetings and events. McLean also proposes Portland-esqe “translation for core documents in the most common language spoken by users.”

I could go on. Suffice it to say, the mayor’s priorities don’t reflect the priorities of Boiseans. The vast majority doesn’t want City Hall to be someone’s mini-social justice experiment. They just want the cops to come when called, trash collected, fires put out, water to come when the tap is turned. That’s pretty much it.

Boiseans love their city when it only does what a city is supposed to do, not when it leans to the right or to the left. What McLean proposes to do is inundate Boise residents with costly, lefty, inappropriate nonsense that’s as useless as a child’s imaginary mile-high bridge.

Idaho Freedom Foundation
802 W. Bannock Street, Suite 405, Boise, Idaho 83702
p 208.258.2280 | e [email protected]
COPYRIGHT © 2021 Idaho freedom Foundation
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