text:
Skip to main content

Engaging with Literature: A Video Library, Grades 3-5

Responding to Literature

Rich Thompson works with a small student group as they explore the text Because of Winn-Dixie by Kate DiCamillo. Mr. Thompson becomes an active participant in their discussion, modeling ways in which students can take more active roles in classroom discussion through preparation, turn-taking, receptiveness to alternate views, posing (and trying to answer) authentic questions, and a willingness to accept ambiguity.

“I see my role in two ways. One is as a reader, responding just like the kids while having a watchful ear on how their reading and thinking are going and how they are growing through the story and learning. [While] I’m helping kids make connections, at the same time I want to be involved in that reading and thinking process myself in a natural way. I don’t want to come up with a ‘teacher question’… I want to show my own reactions and my own responses as a reader…”

Rich Thompson, 4th-Grade Teacher
Canyon Elementary School
Hungry Horse, Montana

Not every class is ready for independent participation in literature discussion groups. Assessing the needs of their particular student populations, some teachers find that taking a role as an active participant in literature discussions can help students learn some of the important components of good discussions: preparation, turn-taking, receptiveness to alternate views, posing (and trying to answer) authentic questions, and a willingness to accept ambiguity.

About This Video

In this video, you will see Rich Thompson working with a small group in this fashion. The discussion you see is only one small aspect of literature study in Mr. Thompson’s classroom. Typically such discussions are prefaced by a full-class read-aloud of a book other than the ones students are working on in their individual groups. Mr. Thompson customarily uses the whole-class meeting to introduce a focus lesson that has to do with the development of what he labels “Critical Reader Thoughts” — in-depth or alternative ways to think about their reading. Students are encouraged to apply these lessons to the independent reading they discuss in small groups.

As students discuss the text in their literature groups, Mr. Thompson poses questions and helps them expand their answers. He reminds them of comments they made during previous discussions, and helps them connect those observations to their developing envisionments of the text. At the end of the session, he helps them reflect on their discussion processes, praising the thoughtfulness of their readings and their response logs and pointing out the effective discussion strategies they employed. Literature discussion group time is customarily followed by half an hour of independent reading. Mr. Thompson uses this time to meet with individual students.

As you watch the video, note how Mr. Thompson assumes the role of engaged reader, and how he uses the discussion not only to support student contributions, but to model additional ways they might approach the literature.

For resources that can help you use this clip for teacher professional development, preservice education, administrative and English/language arts content meetings, parent conferences, and back-to-school events, visit our Support Materials page. There you will find PDF files of our library guide, classroom lesson plan, student activity sheets, and other Teacher Tools.

Featured Texts

Rich Thompson tries to find books for his students that will engage them as readers while offering them windows into the lives and experiences of people different from themselves. Because his students come to him with a wide range of abilities as readers, he also needs to find a variety of books that are accessible to weaker readers and challenging to stronger readers. While this particular group discussion focuses on Because of Winn-Dixie, the following selections were those from which students could have chosen for literature discussion.

Sounder by William Howard Armstrong

This Newbery Award-winning novel portrays the lives of a family of poor southern sharecroppers. To feed his family, the father resorts to stealing food and is hauled off to jail for stealing a hog. During his capture, Sounder, a coon dog that the man has raised since he was a pup, is shot and disappears, reappearing later tattered and emaciated. The son is forced to take on a man’s work to help support the family. He searches for his father who has been sent to do hard labor, eventually finding him. After being maimed in an accident, the father eventually returns before he dies.

Midnight Fox by Betsy Byars

Tom is unhappy when he is sent to spend the summer with his Uncle Fred and Aunt Millie on their farm. After his arrival, a fox begins eating the chickens. Instead of killing the young animal after its capture, they lock it in the shed, raising it as a pet. By the end of the summer, Tom has acclimated to life on the farm, and finds himself sorry when he has to leave.

Because of Winn-Dixie by Kate DiCamillo

Ten-year-old India Opal Buloni has recently moved to Naomi, Florida with her father, a preacher. Because of Winn-Dixie, the big, ugly, friendly dog she adopts at the grocery store, she makes new friends among the unusual residents of her new hometown and learns about the mother who left the family when she was only three.

Just Juice by Karen Hesse

School lessons are a mystery to nine-year-old Juice who simply cannot manage to understand letters and reading although she likes to explore and learn and has a talent as an apprentice metalworker in her Pa’s makeshift shop. In spite of her family’s persuasions, Juice avoids school as often as possible, choosing instead to work with her father who has been laid off from his work at the mine. Pa keeps it a secret that he can’t read either, and because he can’t deal with the official papers regarding past-due taxes, the family could lose their house. When her diabetic mother gives birth, Juice is the only one home. She forces herself to read the sugar monitor, does so properly, and saves her mother’s life.

Pigs Might Fly by Dick King-Smith

Daggie Dogfoot is in danger because he is the runt of the litter and the Pigman is coming to get him. He runs away and decides to learn how to fly. Instead, he learns how to swim when he leaps off a cliff-a talent he uses to save the entire farm.

You can access additional resources related to this video clip’s text in the Additional Resources section.

Classroom Snapshot

School: Canyon Elementary School
Location: Hungry Horse, Montana
No. of Students in School: 250
Teacher: Rich Thompson
No. of Years Teaching: 27
Grade: 4th Grade
Subject: Language Arts
No. of Students in the Classroom: 17

Canyon Elementary is part of the Columbia Falls School District in northwestern Montana and serves the rural towns of Hungry Horse, Martin City, and Coram in grades K-5. Nestled in a wooded area on the perimeter of the town, the 14-year-old school complex is comprised of 12 classrooms wrapped around a central open library. The multipurpose gymnasium is attached to the east end, and serves as a center where community members join in school presentations and activities promoted and supported by a strong PTO. An up-to-date computer lab helps the students reach and research locations far from their rural community.

Because Canyon Elementary School is close to the Bob Marshall and Great Bear Wilderness regions to the east and south, and only 10 miles from Glacier National Park, connections to the history, habitat, and natural resources of the area are central to the curriculum. Local community members as well as agency employees and researchers from the United States Forest Service, the National Park Service, and Montana Fish Wildlife & Parks offer their expertise and guidance in these areas. Studies in social and natural sciences, math, and language arts are woven into the lesson plans and units of study for each grade level. Students learn about careers in these areas, as well as how to become good stewards of the territory in which they live.

Students gain in many ways from Canyon Elementary’s relatively small school community. Staff and students on all grade levels get to know each other through inter-grade level teaching and learning and extracurricular interactions. A hands-on supportive administration, teachers, counselors, and special service staff, as well as a PTO parent support group combine their efforts to serve the students’ educational, emotional, social, and family needs.

Teachers are involved in in-service and staff development studies, gaining expertise from specialists, professional literature, professional organizations in their subject areas, and collegial sharing and inquiry. Rich Thompson works as part of the language arts committee and is a facilitator in the language arts staff development program. Curriculum studies are developed from state and local standards, the results of district standardized testing, and use an integrated, personalized portfolio system to track the growth and development of each student.

Classroom Lesson Plan

Literature Discussion Groups

Rich Thompson’s lesson plan is also available as a PDF file. See Materials Needed, below, for links to student activity sheets related to the lesson.

Teacher: Rich Thompson, Canyon Elementary School, Hungry Horse, Montana
Grade Level: Fourth
Topic: Because of Winn-Dixie by Kate DiCamillo

Materials Needed:

Background Information:

Small-group discussions, where students choose their texts from several possibilities, form a core component of Rich Thompson’s envisionment-building classroom. In addition, during regular read-alouds, Mr. Thompson chooses high-interest literature that may be beyond the independent reading level of many of his students. He uses these literature experiences to frame discussion and sharing activities that help students expand their repertoire of textual responses. Student Response Logs and the formulation of what Mr. Thompson calls Critical Reader Thoughts, expand the range of possibilities students have available for individual response. One-on-one reading conferences allow Mr. Thompson to check individual student progress on a regular basis.

In preparation for the literature discussion groups, Mr. Thompson begins with book talks about the texts available. Students then list their first, second, and third choices. From these Mr. Thompson makes assignments, considering the number of students in each group while trying to give as many as possible their first or second choice. Once the groups are complete, he schedules the meeting dates and times for each group.

Students each receive a copy of their chosen book as well as copies of Critical Reader Thoughts for that book and Using Response Logs if they have not received it earlier.

During the discussion group meetings, Response Log sharing often begins discussion. Students discuss their responses, reflections, and materials from Critical Reader Thoughts, referring to the text as appropriate. Literature discussion groups end with the members determining a way of sharing their book with the rest of the class.

Lesson Objectives:

Students will:

  • Read and enjoy literature.
  • Read the assigned pages from the literature before each meeting.
  • Prepare for discussion by writing in their Response Logs and preparing Critical Reader Thoughts.
  • Participate in group discussions of the literature by sharing their thoughts and connections.
  • Participate in planning and presenting the book-sharing activity at the end of the reading.

Expected Products From Lesson:

  • Regular entries in Student Response Logs
  • Regular formulation of Critical Reader Thoughts
  • Presentation of a book-sharing activity to the class

Instructional Strategies Implemented:

  • Regular read-alouds
  • Modeling of response and discussion strategies
  • Small group discussions of shared texts
  • On-going assessment of student response and discussion strategies

Collaborative Structure of Class:

Students in this class chose a text from a selected list, and read them independently. Every other day they gather at a meeting table at the back of the classroom with Mr. Thompson for their literature discussion groups. Full-group activities often find the class seated on the floor in a carpeted area of the classroom. Independent reading and Response Log writing typically happen at individual student desks.

Lesson Procedures/Activities:

  • Independent reading of a shared text
  • Writing in Response Logs
  • Formulating Critical Reader Thoughts
  • Discussing shared texts

Follow-Up or Culminating Activities:

  • Discussion of readings and interpretive processes
  • Sharing text with classmates through a group presentation

Students may be assessed on a daily basis through:

  • Completion of assigned reading for discussion.
  • Response Log entries.
  • Preparation of Critical Reader Thoughts.
  • Discussion participation.
  • Individual and small-group meetings with the teacher.

The following activities might receive holistic or scaled evaluation (see Assessment and Evaluation: Some Useful Principles for a detailed explanation of holistic and scaled evaluation).

  • Quality of Response Logs
  • Quality of Critical Reader Thoughts
  • Book-Sharing Activity

Professional Reflection

Take a step back from your classroom and examine the video clip in relation to your own instructional practices. Use the questions below to spark discussion about instructional practices in department meetings, team meetings, or as a prompt in your own professional journal.

  • How independent are your students during small-group discussions?
  • How do you support growing student independence?
  • What else might you do to help them be more independent?
  • What role(s) do you assume in small-group discussions?
  • What else might you do to help them become better readers and discussants?

Teacher Tools

Whether you are a classroom or preservice teacher, teacher educator, content leader, department chair, or administrator, the materials below can assist you in implementing the practices presented in the video clip.

Assessment and Evaluation: Some Useful Principles
The terms assessment and evaluation are often used as synonyms. Distinguishing between them can be helpful as you plan instruction. Assessment means looking at what students can do in order to determine what they need to learn to do next. That is, assessment, whether of individual students or an entire group, is done in order to inform instruction and is a critical teaching tool. Typically assessment is holistic, often recorded simply as “credit” or “no credit.”

Evaluation occurs after a concept or skill has been taught and practiced and is typically scaled, indicating the level of achievement or degree of competence a student has attained.

Choosing Good Books for Literature Discussion Groups
Books that provide for successful discussion are those that are meaty enough to provide students with plenty to talk about. While students may enjoy reading a number of the series books, many teachers have found it difficult to initiate and sustain conversations about such titles. Here are some things to think about as you select books for your students to choose:

  • Is the reading level appropriate? Teach students the “three finger rule” to help you identify those books which are too challenging for your readers.
  • Does the book arouse an emotional response?
  • Does the book offer insights into individuals, time periods, or cultures different from those your students have experienced personally?
  • Are the characters believable and worth knowing?
  • Is the content compelling? Is there action, suspense, good dialogue, humor, or controversy?

If you are unsure where to begin, consult the many booklists published by professional organizations such as the National Council of Teachers of English. Begin with award winners such as the Newbery Award books. Another useful starting point might be the Librarians Index to the Internet ( which has useful sections on children’s and young adult literature.

The Three-Finger Rule
Teach students the “three-finger rule” for determining if a book is too hard: Ask them to choose a page in the middle of the book to read. When they encounter a word they don’t know, instruct them to raise a finger. If they have raised three fingers by the end of the page, the book may be too difficult for easy reading. They can then decide if they are willing to continue.

Sharing Instruction With Other Teachers
Mr. Thompson and a colleague who also teaches fourth grade share their literature discussion groups. Students from the two classes are offered choices of the same books. Each teacher then assumes responsibility for leading two or three discussion groups, comprised of students from the two classes. Not only does this help the two teachers target their instructional efforts, but both students and their parents appreciate the value and flexibility of such exchanges.

Text Pairings
As you plan literature experiences for your students, consider offering text pairings. Some teachers like to introduce students to a number of books by the same author. Others try to find books with similarities in theme or content. Books that have received awards and appear to be developing into contemporary classics are also favored choices. No list of suggestions can be complete or can address every criterion. However, the following list of texts may help you choose titles to complement the ones used in this lesson plan:

For Because of Winn-Dixie
When Zachary Beaver Came to Town by Kimberly Willis Hold
A Year Down Yonder by Richard Peck

For Just Juice
Nory Ryan’s Song by Patricia Reilly Giff
Letters from Rifka by Karen Hesse
The Music of Dolphins by Karen Hesse
Out of the Dust by Karen Hesse
Witness by Karen Hesse

For Midnight Fox
The Summer of the Swans by Betsy Byars
Julie of the Wolves by Jean Craighead George
Gentle Ben by Walt Morey
Kavik the Wolf Dog by Walt Morey
Rascal by Sterling North
The Cricket in Times Square by George Selden

For Pigs Might Fly
Racso and the Rats of NIMH by Jane Leslie Conly
Love That Dog by Sharon Creech
Mrs. Frisby and the Rats of NIMH by Robert C. O’Brien
The Cricket in Times Square by George Selden
Harry Kitten and Tucker Mouse by George Selden

For Sounder
Old Yeller by Fred Gipson
Savage Sam by Fred Gipson
Star in the Storm by Joan Hiatt Harlow
Gentle Ben by Walt Morey
Kavik the Wolf Dog by Walt Morey
Shiloh by Phyllis Reynolds Naylor
Rascal by Sterling North
Where the Red Fern Grows by Wilson Rawls

Additional Resources

Online resources related to the texts used in Rich Thompson’s classroom:

Midnight Fox by Betsy Byars

Because of Winn-Dixie by Kate DiCamillo

Just Juice by Karen Hesse

Pigs Might Fly by Dick King-Smith

Additional resources related to the tenets of this series:

Carol Hurst’s Children’s Literature Site

This site provides lists of children’s books and ideas of ways to use them in the classroom as well as activities and topics of professional interest.

Children’s’ Book Council

The Children’s Book Council is a non-profit trade organization dedicated to encouraging literacy and the use and enjoyment of children’s books.

Children’s Literature

This site provides a wealth of reviews designed to help teachers, librarians, childcare providers, and parents make appropriate literary choices for children.

Children’s Literature Web Guide

This Web site categorizes the growing number of Internet resources related to books for children and young adults. Much of the information found on this Web site is provided by schools, libraries, teachers, parents, and book professionals (such as authors, editors, and booksellers). It includes quick references to lists of award-winning and bestseller children’s books, teaching resources, links to parent resources, and journal and book reviews.

deGrummond’s Children’s Literature Collection

From the University of Southern Mississippi Libraries, the deGrummond Children’s Literature Collection is one of North America’s leading research centers in the field of children’s literature. Although the Collection has many strengths, the main focus is on American and British children’s literature, historical and contemporary. Their What’s New section details upcoming exhibits, many of which are available online.

The Doucette Index

The Doucette Index provides access to books and Web sites that contain useful teaching suggestions related to books for children and young adults, and the creators of those books. The searchable database enables teachers to search by author and/or title of the book, leading to lesson plans and curriculum ideas.

The Institute for Learning

A liaison between its parent institution, the Learning Research and Development Center of the University of Pittsburgh, and working educators in school systems nationwide, The Institute for Learning brings to educators the best current knowledge and research about learning processes and principles of instruction. Its mission is to provide educators with the resources and training they need to enhance learning opportunities for all students. The Institute serves as a think tank, a design center for innovative professional development systems in the schools, and an educator of core groups of school professionals.

KidSpace @ The Internet Public Library

The Reading Zone at KidSpace provides a number of online texts for children, including works in French and Spanish. A number of the links provide activities connected to the literature as well.

Planet Book Club

This Web site is devoted to book clubs and provides and overview, management suggestions, and a teacher forum. Guides to a number of popular novels are available for purchase at the Planet Book Club store.

Reading Online

This Web site is an online journal of K-12 practice and research published by the International Reading Association. It includes helpful links to book reviews, peer-reviewed articles, discussions about literacy, and ideas and information about applying technology in literacy instruction.

SCORE [the Schools of California Online Resources for Educators (SCORE) Project]

This Web site provides teachers with online resources connected to a number of literary titles commonly used in language arts classrooms as well as CyberGuides, supplementary lesson plans centered on core works of literature. Each CyberGuide contains a student and teacher edition, standards, a task and a process by which it may be completed, teacher-selected Web sites, and a rubric (based on California Language Arts Content Standards).

Articles related to effective literature instruction from the National Research Center on English Learning and Achievement:

“Classroom Discussion: Teachers’ Perspectives on Obstacles and Strategies” by Samantha Caughlan

“Engaging Students in Meaningful Conversation Leads to Higher Achievement” by Arthur Applebee

“How Classroom Conversation Can Support Student Achievement”

“Supporting the Process of Literary Understanding: Analysis of a Classroom Discussion” by Doralyn R. Roberts and Judith A. Langer

“Taking Risks, Negotiating Relationships: One Teacher’s Transition Towards a Dialogic Classroom” by Julie Nelson Christoph and Martin Nystrand

“What Do We Know about Effective Fourth-Grade Teachers and Their Classrooms?” by Richard L. Allington and Peter H. Johnson.

Professional Organizations:

American Educational Research Association
Association for Supervision and Curriculum Development
International Reading Association
National Council of Teachers of English
National Writing Project


Content-Type: application/http; msgtype=response

WARC-Identified-Payload-Type: text/html

WARC-Type: response

text:
Bon Jovi has posted the lyric video to "Do What You Can" — Jon Bon Jovi's Covid-19 anthem that he initially composed with the help of fans online. The tune which has gotten several airings so far, and has been added to the revamped and rescheduled Bon Jovi 2020 album, which is now set for release on October 2nd.

The set, which marks the band's 15th album, was originally scheduled for last May, before being pushed due to the ongoing pandemic, and is now available for pre-order. The updated tracklist also features the new song, "American Reckoning," which addresses the George Floyd killing at the hands of Minneapolis police officers.

Back in March, when Jon Bon Jovi was calling on fans to help him wrote "Do What You Can" he posted a message on social media about what the song needed to convey: ["There are trying times we're going through; uncharted territory — the great unknown. But, one thing's for sure, we're gonna make it through. I did what I do best, which is to sit down with my guitar and try to put something to words — for you. Maybe to brighten up your day. Here's my idea — we write this one together. I'm gonna give you the chorus, I'm gonna give you the first verse. I'm gonna play the second verse, but you, tell me your story. Tell me what you’re goin' through. Tell me how you’re feelin'. Tell me if you’re hurtin'. Talk about that high school graduation that’s gonna be canceled. Talk about the paycheck you’re losin'. So sing your song, you and me, together. And remember when you can't do what you do, you do what you can."] SOUNDCUE (:37 OC: . . . what you can)

Jon Bon Jovi On ‘Do What You Can’ :

warcinfo:
isPartOf: CC-MAIN-2020-34
publisher: Common Crawl
description: Wide crawl of the web for August 2020
operator: Common Crawl Admin (info@commoncrawl.org)
hostname: ip-10-67-67-213.ec2.internal
software: Apache Nutch 1.17 (modified, https://github.com/commoncrawl/nutch/)
robots: checked via crawler-commons 1.2-SNAPSHOT (https://github.com/crawler-commons/crawler-commons)
format: WARC File Format 1.1
conformsTo: http://iipc.github.io/warc-specifications/specifications/warc-format/warc-1.1/


WARC-Truncated: length

text:
Dogs Have Colonized Our Unconscious

Our Brains Are Hard-Wired to Pay Attention to Animals. Does It Work Both Ways?

Originally published in slightly different form on September 23, 2011 at

The Human-Dog Connection

I’ve written on numerous occasions about how dogs get under our skin, and seem to hi-jack our brains. In this article I’ll present three ideas. 1) That there’s a part of the human brain designed to make us pay attention to all animals. 2) That dogs may have a similar cognitive function hard-wired into their brains that makes them pay attention to us. And 3) that a new tool, now available to cognitive researchers, may be able to show us ways that the human and dog brain sometimes act in concert.

One of the many wonderful things about life in New York—at least for me—is the looks I see on people’s faces when they catch sight of one of the dogs I’m either training or boarding. In many cases these people don’t own a dog themselves, but just seeing one still lights up their day.

New research shows that there’s actually a part of the human brain that has been hard-wired by evolution to create just such a response.

Some readers may have figured out that I’m a fan of Pat Shipman, an adjunct professor of biological anthropology at Penn State, who has written at length about the domestication of dogs from an anthropological point of view. (See my articles: “Oxytocin, and the Domestication of Dogs,” and “Pack Parents—Alpha Wolves in Sheep’s Clothing?”)

In a recent article published here at, Dr. Shipman discusses an interesting new study about the human brain: “New findings by a team of neurobiologists provide strong support for the idea that the connection between humans and animals is very fundamental, very important, and very heritable.” She then discusses the outcome from this study showing that there is a specific part of the human brain—the right amygdala—which is dedicated specifically to recognizing the shapes and movements of animals, and nothing else.

The researchers say “this function is localized to the right side because the entire right hemisphere of the brain has is specialized for responding to unexpected and biologically important stimuli.” (This is a form of pattern recognition, which tends to release dopamine, making us feel good.)

Dr. Shipman suggests that this wiring exists because it “helped our early ancestors survive their anomalous position as predators-without-bodily-equipment long before the invention of language. Unlike other mammalian predators, our ancestors did not evolve strong forelimbs, grasping claws, slicing teeth, speed, or an enhanced sense of smell ... [They] took an evolutionary short-cut 2.6 million years ago and invented stone tools.”

The Dog-Human Connection
It’s also possible that there was another short-cut: the hunting partnership we formed with another predator-without-bodily-equipment, ancestors of the gray wolf. (The one exception to the predatory attributes that both wolves and humans lack is that wolves have a highly-developed sense of smell.)

In an article in the August 2010 issue of Current Anthropology, Dr. Shipman proposed three distinct phases to what eventually became the domestication process, and offers a testable hypothesis that “human adaptive changes were causally linked to the animal connection.” She says the first phase took place over 2½ million years ago, and was probably based on shared hunting patterns between our ancestors and a wolf's.

If canines and humans share such a long history, and if the right amygdala in the human brain is designed to pay attention to the shapes, movements, and behaviors of animals, it would be logical to assume that dogoid shapes—to borrow a phrase from dog trainer and natural philosopher Kevin Behan [1]—would rank number one. This would be especially true since dogs are arguably both the most social animal on the planet, and also the most aggressive, i.e., the most dangerous. [2]

This would also explain why the faces of so many New Yorkers that I see on a daily basis light up with joy (and dopamine) whenever they see a dog.

It might also be discovered that dogs have a humanoid template hardwired into their brains—specifically the right amygdala—that makes them pay close attention to us. After all, we share a long evolutionary history, and we’re the one species that has the greatest potential to benefit and do harm to domestic dogs.

When Two Brains Light Up as One
I recently discussed the new, portable PET scan developed by scientists at Brookhaven/Stonybrook for use on rats while they’re awake and behaving normally (or at least as normally as they can while wearing the miniaturized device).This means it’s now possible—or will be in the not-too-distant future—to do the kind of studies that could potentially show if dogs have “humanoid-detecting” neurons in their right amygdalae that would fire up whenever they pay attention to the behaviors of human beings.

We could do studies where a dog and its owner are both outfitted with futuristic versions of similar scanning devices, and observe the normal behaviors of both species while also getting readings on which parts of the brain light up when they’re interacting.

We could even test English biologist Rupert Sheldrake‘s theory that dogs communicate telepathically, through visual images, repeating the work he did on dogs who know when their owners are coming home, with PET scans showing the exact moment that the minds of both dog and owner begin to operate in synch.

A Far Out Conclusion (Or Is It?)
This brings us back to Pat Shipman’s latest blog article. In it she talks about the development of human language, saying that it has three attributes, 1) a topic, 2) information about that topic conveyed through symbols, and 3) a shared vocabulary.

According to Dr. Shipman, the first symbolic images left by our ancestors—at least those that we can interpret—are found in cave art. “These figurative images are overwhelmingly of animals; the representations are intensely detailed and realistic. I find it significant that these images do not depict landscapes, give directions for making tools or shelters or fires, or indicate where water or outcrops of useful rock can be found.”

I don’t think it’s an accident that our ancestors communicated through visual images, and that those images were primarily of animals. I think that’s at least partially because animals themselves were communicating with us (and still are) through visual images, not language.

As Lord Morgan—famous for Morgan’s canon—wrote in The Limits of Animal Intelligence (1892), when describing a dog coming home from a walk, tired and hungry, “I for one, would not feel disposed to question that he has in his mind’s eye a more or less definite idea of a bone.” Morgan goes on to define an “idea”—at least in this case—as a visual image.

Interesting, huh?

Now think of the times your dog has let you know he wants something, but does so without any overt behaviors on his part. He just plants an image—of a bone or his dinner or a walk—in your mind. And you stop and say, “You want to go for a walk?” as if it were your idea.

Guess what? It may not have been your idea after all.

“Life Is an Adventure—Where Will Your Dog Take You?”
Join Me on Facebook!
Follow Me on Twitter!
Link With Me on Linked In!

Share on Facebook
Share on Twitter
Please reload

Featured Posts

Deconstructing the Concept of Dominance

August 4, 2020

Please reload

Recent Posts
Please reload


text:
Legislation Quick Search
08/07/2020 09:11 AM
Pennsylvania General Assembly
Home / Bill and Amendments / Bill Information

Bill Information - History

Senate Bill 705; Regular Session 2015-2016

Printer's No.(PN):
Short Title:
An Act amending Title 75 (Vehicles) of the Pennsylvania Consolidated Statutes, in other required equipment, further providing for prohibitions relating to sun screening and other materials.
PN 0696
Referred to TRANSPORTATION, April 7, 2015
* denotes current Printer's Number


text:
Legislation Quick Search
08/07/2020 08:39 AM
Pennsylvania General Assembly
Home / Bill and Amendments / Bill Information

Bill Information

Regular Session 2007-2008
Senate Bill 530

Short Title:
An Act amending Title 18 (Crimes and Offenses) of the Pennsylvania Consolidated Statutes, further providing for missing children; providing for a clearinghouse for missing children; and imposing powers and duties on the Pennsylvania State Police, local school districts and parents.
Prime Sponsor:
Last Action:
Referred to AGING AND YOUTH, March 19, 2007 [Senate]
Printer's No.:
Printer's No. Text (H) Amendments (S) Amendments (H) Fiscal Note (S) Fiscal Note Actuarial Note
* denotes current Printer's Number


text:
Secure on line payment

Whether you prefer to pay by credit or debit card or Paypal, security is ensured by Paypal online services.
You do not need to have a Paypal account to pay with your credit or debit card.
When you check out, click on your card logo (Visa, Mastercard, etc.. ) or choose to pay via your Paypal account.
Your confidential card information will only be known to Paypal.
Paypal ensures the whole process of payment by using strict anti-fraud controls and encrypting all your personal and bank details.
We do not have access to your card details.
Belgium customers can pay by bank transfer. In this case, the shipping lead time will be 8 working days after receipt of payment.

Agence 907PROD © 2018


text:
Book online

The Private Spa

Our guests’ “wellbeing” facilities comprise a spa, a sauna and a Jacuzzi-brand hammam shower.

There is also a massage table where a professional masseur will come by appointment to give you any treatment that you have chosen from the priced list of therapies on offer.

The area containing the rest-beds, and a changing room with WC and shower, is ideally designed for two people – or at the most three – to relax in comfort.

The Private Spa can be rented by the hour.

For a booking, telephone 05 55 67 72 22.


text:
ku klux klan

  1. U.S. History. a secret hate group in the southern U.S., active for several years after the Civil War, which aimed to suppress the newly acquired rights of black people and to oppose carpetbaggers from the North, and which was responsible for many lawless and violent proceedings.
  2. Official name Knights of the Ku Klux Klan. a secret hate group inspired by the former, founded in 1915 and currently active across the U.S., especially in the South, directed against black people, Muslims, Jews, Catholics, foreign-born individuals, and other groups.

  1. a secret organization of White Southerners formed after the US Civil War to fight Black emancipation and Northern domination
  2. a secret organization of White Protestant Americans, mainly in the South, who use violence against Black people, Jewish people, and other minority groups

1867, American English, Kuklux Klan, a made-up name, supposedly from Greek kyklos “circle” (see cycle (n.)) + English clan. Originally an organization of former Confederate officers and soldiers, it was put down by the U.S. military, 1870s. Revived 1915 as a national racist Protestant fraternal organization, it grew to prominence but fractured in the 1930s. It had a smaller national revival 1950s as an anti-civil rights group, later with anti-government leanings.

A secret society dedicated to the supremacy of white people in the United States. It began in the South during the time of Reconstruction and attempted to terrorize the many southern blacks and carpetbaggers who had replaced white southerners in positions of power. The Klan gained renewed strength in the 1920s and again in the 1960s but is now very diminished. It has stated that it aims to preserve “pure Americanism.” It has attacked Jews (see also Jews) and Roman Catholics, along with immigrants and communists but is still primarily opposed to equal rights for black people and has often engaged in violence against them. Klansmen wear white hoods and robes. Klan leaders have titles such as Grand Dragon, Grand Cyclops, and Imperial Wizard.

Leave a Reply

Your email address will not be published. Required fields are marked *

49 queries 1.412


text:
mobile menu decorative search icon decorativeSearch the site

Marmorstein Collection

Date range: 16th-20th centuries

Number of items: 4,500 items

A collection of Judaic literature, formerly the working library of Dr Arthur (Avraham) Marmorstein (1882-1946), a noted European rabbinic scholar of Hungarian origin who taught at Jews’ College, London, from 1912 to 1946.

The collection, purchased by the Library in 1977, contains Hebraica and Talmudic literature from the 16th century onwards, but mainly from the 19th century. It includes over 250 pre-1800 titles.

It is especially rich in classical rabbinic texts and in East European responsa. Some 40 per cent of the collection is in Hebrew, 25 per cent in English and 25 per cent in German, with a significant minority in Hungarian. The remainder of the collection includes works in French, Italian, Latin, Aramaic, Yiddish and Judaeo-Arabic.

The collection also contains a small quantity of Marmorstein’s own research papers, and a handful of manuscripts collected by him.

See also:

Further Information:

Catalogue available online via Library Search.

The Marmorstein Collection by Brad Sabin Hill (2017) unpublished report available via Special Collections reading rooms.


text:
mobile menu decorative search icon decorativeSearch the site

Sun Mill Archive

Date range: 1860-1960

Number of items:

Sun Mill, at Chadderton near Oldham, was built between 1860 and 1862 by members of the Oldham Industrial Co-operative Society. The Sun Mill Company, as it was renamed in 1867, was the first of the so-called 'Oldham Limiteds', the limited-liability companies which proliferated during the joint-stock boom of 1873–5.

The mill was originally built to accommodate 60,000 spindles, three times the average number then found in local mills. It was enlarged in 1875 to house 142,000 spindles, becoming the largest mill in Oldham. The company, which had many local shareholders, was successful for most of its existence, but it fell into decline in the 1950s and went into voluntary liquidation in 1960.

The records are incomplete, but include a complete set of minute books for the board of directors during the entire life of the company, shareholders’ ledgers and registers, annual reports and accounts from 1862 to 1960, a visitors’ book and a volume of newspaper cuttings relating to the mill.

See also:

Oldham Textile Employers' Association Archive

Further Information:

Catalogue available online via ELGAR.


WARC-Identified-Payload-Type: application/xhtml+xml

text:
Brimhall, Traci

3 Articles

Last 30 days
Last 6 months
Last 12 months
Last 24 months
Specific Dates

Come the Slumberless to the Land of Nod

One of the poet’s great strengths is her ability to forge striking metaphors even if several veer far from the sensate world: “white petals disappear into his shadow like a conclusion.” But that’s a quibble, as most poems impart a passionate fierceness while revealing a shared humanity. Highly recommended for most collections.

Some may crave back matter for context, but Brimhall's work is an unexpected and refreshing, though not essential, addition to contemporary poetry collections.

Our Lady of the Ruins

Chosen by Carolyn Forché for the 2011 Barnard Women Poets Prize, this book gathers the voices of women traveling together as pilgrims in a world enduring apocalypse...

Get connected. Join our global community of more than 200,000 librarians and educators.

Get access to 8000+ annual reviews of books, ebooks, and more

As low as $13.50/month


text:
Brenda Gonzalez

Brenda Gonzalez, LCSW
Licensed Clinical Social Worker

Phone: 941-916-2222

Brenda Gonzalez is a Licensed Clinical Social Worker and graduate of Florida Gulf Coast University.  She has over 10 years of experience providing counseling and psychotherapy services in both Charlotte and Sarasota Counties.  Ms. Gonzalez received a Bachelor of Science degree with a specialization in Medical Technology from the Medical Sciences Campus at the University of Puerto Rico.  She also received her Masters of Social Work from Florida Gulf Coast University in 2003.  Since then Brenda has diligently worked in the medical field with patients suffering from chronic illness such as Parkinson´s and Cancer.  She organizes and facilitates monthly cancer support groups in both Charlotte and Sarasota Counties.  Brenda has been an active member of the Lymphoma/ Leukemia Society and Cancer support and Wellness Program since 2008. She uses an eclectic approach to treat patients, yet she focuses on Cognitive and Dialectical Therapy, Rapid Trauma Resolution, and also uses the Christian counseling approach to help provide strength, guidance and healing to her clients.

Brenda worked extensively with trauma, PTSD, anxiety,

women´s issues (divorce, codependency), bipolar disorders,

panic attacks, depression, couples issues, grief issues, and

with the geriatric population. Mrs. Gonzalez is Certified as

a Rapid Trauma Resolution Therapist and also has obtained a

3rd level of training in Gottman's couples therapy.

"My goal as a counselor is to help individuals and families to

reach their potential and satisfaction in life and also learn ways

to cope with daily stressors and unexpected circumstances in life

through professional counseling and therapy skills.  I would like

the opportunity to help you work through the issues that are

causing pain. I believe that it is possible to find solutions to your

problems and move on in life."

Philosophy of Christian Counseling:

I offer a safe, non-judgmental approach that can help you understand how events in life shape and enable you to take the important steps necessary to meet your goals.  As a Christian counselor I believe that all of us have a chance to restore our lives again. And if we use the right tools and proper guidance we are able to find peace, healing and restoration in our lives.  Whether you are facing an immediate crisis, or dealing with the effects of long standing issues, let’s work together to find possible solutions and healing.

Conditions Treated:

Depression/Mood, Divorce, Grief/Loss, Anxiety/Phobia, Addictions/Substance Abuse, Child/Adolescent, Education Problems, Thought Disorders, Impulse Control, Physical/Emotional Abuse, Adjustment Disorders, Elderly Problems, Relationship Problems, Recovery from Co-Dependency.

Issues Treated:

Emotional: Anxiety, Fear, Depression, Anger.

Relational: Partner, Family, Child, Employer/Employee.

Situational: Health, Occupational, Financial, Role or Age Changes.

Ages Treated:

Child, Adolescent, Adult, Elderly.

Need more details? Contact us

We are here to assist. Contact us by phone or email.

3400 Tamiami Trail, Suite 204

Port Charlotte, FL 33952

Main: 941-916-2222

© 2020 by Life Coaching and Counseling Centers

"That all may have life, life in all its fullness." - John 10:10


text:
Enough about Me: Find Lasting Joy in the Age of Self – Jen Oshman

Enough about Me: Find Lasting Joy in the Age of Self by Jen Oshman
Published by Crossway Books on March 3, 2020
Genres: Non-Fiction, Christian Life, Theology
Buy on Amazon

Women today feel a constant pressure to improve themselves and just never feel like they're "enough." All too often, they live their daily lives disheartened, disillusioned, and disappointed. That's because joy doesn't come from a new self-improvement strategy; it comes from rooting their identity in who God says they are and what he has done on their behalf.

This book calls women to look away from themselves in order to find the abundant life God offers them--contrasting the cultural emphasis on personal improvement and empowerment with what the Scriptures say about a life rooted, built up, and established in the gospel.

In Enough About Me: Find Lasting Joy in the Age of Self, Jen Oshman dismantles the false promises and burdensome demands of the self-help movement, encouraging women to find joy and rest in Christ. At the beginning, she charts the history of ideas, showing how cultural movements over time led to the contemporary belief that women can do it all, have it all, and manage everything themselves. She then challenges these messages with the gospel story, explaining that God designed us to glorify Him, not ourselves, and that when we root ourselves in Christ, we can live out our callings with peace and joy, instead of experiencing the angst, disappointment, and panic of believing that everything depends on us.

Jen Oshman also addresses problematic distortions of Scripture, explaining that salvation is not a project that we have to manage by our own power and determination. She writes in detail about the gospel’s implications for different areas of life, drawing on Scripture, personal stories, and other people’s testimonies to provide tangible, concrete images of what it looks like to fix our eyes on Christ and live in His power. These teachings were all familiar to me, but Oshman reinforces them well and will open the eyes of women used to shallow theology.

Enough About Me is great for personal reading, but it is also an excellent choice for a church reading group. Unlike many books for women, this one speaks to a variety of different ages and life stages, and Jen Oshman never assumes that all of her readers are mothers, or that everyone has the same background and life experiences. This book can be an encouraging resource and relationship-building opportunity for women in reading groups, since the thoughtful, open-ended discussion questions give everyone an equal opportunity to connect and share.

Powered by Facebook Comments


text:
How do we ride?

We keep our group sizes down to a maximum of ten riders plus the guide. This keeps it personal and friendly, and is more manageable on public roads. The primary language for our tours is English, however we also speak German, Norwegian and Spanish.

Whether you are a natural born mountain goat- small and rocket fast in the climbs- or bigger, more muscular- advantageous in the winds- everyone profits from riding in a group. The social aspect is key, and a smile or a shared laugh can flatten any gradient. Share the experience and form bonds that unite.

We know the terrain and the routes, so we ensure the pacing is appropriate to everyone's individual level. Similarly, we know each descent and can guide you safely home, while letting you make the most of the lines that spread out before you.

For those wishing to push ahead on selected longer climbs, we may co-ordinate clear meeting points to best harmonise the group, allowing each rider find their own rhythm. These mountains can be challenging and you can easily overdo it, so be conservative, consistent and communicative!

Book now


text:
Favoured by the likes of legendary screen icon Elizabeth Taylor, Italian jeweller Bulgari has long been associated with glamorous jewels embellished with vibrantly hued gemstones. And its recently launched Magnificent Inspirations haute joaillerie range stays true to those roots. The opulent new collection is inspired by the brand’s heritage and culture, and is split into three categories: Mediterranean Eden, Roman Heritage and Italian Extravaganza.

A standout piece is the Divas’ Dream Gioco e Vanità High Jewellery necklace, which is part of the Italian Extravaganza line. Fashioned in white gold, the bib-like necklace is a captivating assortment of emeralds, sapphires and diamonds.

If diamonds aren’t enough for you, this necklace also comes with sapphires and emeralds. (Photo: Bulgari)

Its entire length is adorned with fourteen round brilliant-cut diamonds and pavé diamonds, and is interspersed with 13 round emerald beads (20.20 carats), 16 round sapphire beads (43.40 carats), nine buff top cut emeralds (0.69 carats), 105 buff top cut sapphires (9.04 carats) — which provide vivid pops of colour.

Named after the Italian words for “play” and “vanity”, the necklace is also inspired by the peacock — a symbol of beauty and confidence. Its striking colours call to mind the bird’s glorious tail feathers, while its sleek, sexy curves are based on the ancient mosaic patterns of the imperial Baths of Diocletian.

Check out those curves.

With its bold, contemporary design and striking hues, the Divas’ Dream Gioco e Vanità necklace is the perfect statement accessory for all occasions.

Sara Yap
Deputy Director, Digital Operations (Asia)
Sara Yap is the Deputy Director of Digital Operations at BurdaLuxury, and a contributing writer to Lifestyle Asia’s dining and jewellery beats. When she’s not on the lookout for exciting new restaurants or bejewelled trinkets, she’s probably buried in a riveting read, or reminiscing the good ol’ days with her favourite playlist of ’90s boyband hits.


text:
Why Your iPhone Icons Are Shaking and How to Stop It

iPhone icons shaking screenshot

If all of the icons on your iPhone's screen are shaking and wriggling, it may seem like something's wrong. After all, you can't open any apps when this is happening. Rest assured: everything's fine. Your iPhone is supposed to do this. The question is: why are your iPhone icons shaking and how do you make them stop?

What Causes Icons to Shake: Tap and Hold

Understanding what causes icons to start wriggling in the first place will help you learn a lot about your iPhone and its features.

It's very simple: tapping and holding for a few seconds on any app icon will start all of your icons shaking. Actually, depending on what version of the iOS you're running, the trigger for shaking icons can be slightly different.

  • On iOS 1.1.3 to iOS 12, a tap and hold on an app icon causes icons to shake.
    • If you've got an iPhone 6S, 7, 8, X, XS, or XR, the 3D Touch screens on these models cause things to work slightly differently. On iPhones those, icons start shaking from a very light touch-and-hold. A harder press will pop out a shortcuts menu or trigger features.
  • On iOS 13 and up, a tap and hold on an icon triggers a pop-out menu like on the models with 3D Touch screens. The difference here is that this works on all phones, not just 3D Touch models. On this version of the iOS, tap Edit Home Screen to start the apps shaking.

Why Your iPhone Icons Shake: To Delete and Rearrange

If you've ever rearranged the apps on your screen or deleted an app from your phone, you've seen icons shaking. That's because shaking icons mean that the iPhone is in the mode that lets you move or delete apps (in iOS 10 and up, you can even delete some of the apps that come built in to the iPhone).

For instance, notice the little X icon in the top left corner of the app icon? If you tapped that, you'd delete that app and its data from your phone (if you just did that, don't worry; you can re-download the app from the App Store for free).

Instead of tapping the X, if you were to tap and hold a shaking icon, it would get slightly larger. You could then drag the app to a new location on your home screen dropping it there will move the app) or create a folder of apps (or remove the app from a folder).

How to Stop Icons From Shaking

Getting icons to stop moving and returning your iPhone to its normal state is easy. Just press the Home button on the front of your phone and everything will stop moving. If you deleted or moved apps, or created folders, pressing the Home button will save the changes you've made.

Stopping your icons shaking is a little different on the iPhone X, XS, XR, and 11, since those models don't have a Home button. If you have one of those models, tap the Done button in the top right corner of the screen instead.

Icons Shake on Other Apple Devices, Too

The iPhone isn't the only Apple device whose icons move. The iPod touch and iPad work the same way since they both run the iOS, the same operating system as the iPhone (technically the iPad runs iPadOS, but it's based on iOS).

The 4th Generation Apple TV and the Apple TV 4K also have the same feature (they run software called tvOS). Highlight an app and click and hold the remote control's main button to start all of your TV apps shaking. From there, you can move apps, delete them, create folders, and more. Clicking the main button on the remote again will make them stop shaking.

Learn more about controlling and deleting apps on the Apple TV in our article on that topic.


text:
What Is Android TV?

Use the OS on your TV for easier password input, voice search, gaming, etc

Whether you want to kick the cable company to the curb or want to stream Netflix, Amazon, Spotify and other services on your TV, Android TV is a solution you should consider. Android TV takes the eponymous operating system to the big(ger) screen. It's not a television but, instead, an operating system for your TV, gaming console or set-top box.

Think of it like having a smart TV with built-in streaming and gaming apps, or like using a device such as the Roku or Apple TV. You can find Android TV in some Sharp and Sony TVs, but you don't have to buy a brand new set. There are also a handful of set-top boxes from NVidia and others that can smarten up your TV.

Person running Android TV
Lifewire / Evan Polenghi

In addition to streaming videos and music, you can also play games on Android TV. The platform supports multiplayer gaming for up to four, and when playing on your own, you can resume game progress from smartphone to tablet to the TV. A handful of compatible gaming accessories are available from NVidia and Razor.

Android TV also includes access to the Google Play Store, where you can download streaming apps, such as Netflix, Hulu, and HBO GO, as well as gaming apps, such as Grand Theft Auto and Crossy Road, and publications, such as CNET and The Economist. Be sure to select auto-update apps in settings, so your apps are never out of date.

Android TV also supports video chats, such as Google Hangouts. Finally, you can use the Google Cast mobile app to send content, including movies, TV shows, music, games, and sports, from your Android, iOS, Mac, Windows or Chromebook device to your TV. Google Cast works similarly to the Chromecast, which is a subscription service that enables you to send content from your smartphone to your TV for $35 per month.

Google Assistant Voice Search

Searching for content on smart TVs and set-top boxes can also be tedious. It's hard to keep track of which TV show is streaming where or which movies Netflix has on offer. Luckily, Google Assistant integrates with the Android TV platform. If your device doesn't have Google Assistant integration, check for a system update by going into Settings. Press the microphone on your remote to set up the Assistant.

Once you've installed the Assistant, you can talk directly to your TV or device by saying "OK Google" or pressing the mic on your remote: you can search by name (such as Ghostbusters) or description (documentaries about national parks; movies starring Matt Damon, etc.). You can also use it to get weather information or search for anything on the web, such as sports scores or whether an actor has won an Oscar.

Password Help

If you've tried to log into apps on your TV, then you know the frustrating of typing with your remote control. It's torture. Google's Smart Lock can act as a password manager for supported apps, including Netflix, and many of Google's own.

To use it, go to your smartphone or tablet's Chrome app settings and enable "offer to save your web passwords" and "auto sign-in."

You can also opt-out of this feature by clicking "never" when the browser offers to save a password. To undo this, you can visit Chrome settings and view all of your saved passwords and the "never saved" section.

Use Your Smartphone as a Remote

While Android compatible televisions and set-top boxes come with remotes, you can also use your smartphone to navigate and play games. Just download the Android TV Remote Control app in the Google Play store. You can choose between a d-pad (four-way control) or touchpad (swipe) interface. From each, you can easily access voice search. The Wear OS (formerly Android Wear) version of the app lets you swipe between screens using your wearable's watch face.

Enable Multitasking

Some streaming apps allow what's called background listening, which lets you listen to audio from a news or other type of broadcast or music while browsing titles or deciding what to watch next.

Save Your Screen

Android TV has a feature called Daydream, which is a screensaver that, by default, turns on after five minutes of inactivity. Daydream displays vibrant photo slideshows to prevent static screen images from burning into your TV screen.

You can go into the Android TV settings and change the amount of time before Daydream turns on as well as adjust when the Android TV goes to sleep.

Beware Cable Company Restrictions

Smart TVs and set-top boxes are an excellent option for cord-cutters who've had enough of cable companies. Just keep in mind that some apps require a cable subscription, such as HBO, which initially offered HBO GO only to current subscribers.

It now has a companion app called HBO NOW that's open to all users. Check out app requirements before canceling your subscription.

Alternatives to Android TV

The Chromecast device mentioned above plugs into your TV; it lets you stream content from your smartphone to your TV. You can also use it to mirror any content from your smartphone screen, including websites, images, games, and entertainment.

Other devices include the Apple TV, Roku, and the Amazon Fire TV. The Roku comes in several versions, including set-top boxes and streaming sticks, each at different price points for different budgets.

Apple TV is the only one that will play your iTunes content.

Likewise, the Amazon Fire TV or TV stick is good if Amazon is your jam. The Roku has an Amazon app built in, for streaming Prime content. If you want to watch Amazon programming on the Apple TV or via Android TV, you'll have to mirror your mobile device using Airplay or the casting feature in your browser.


text:
Please be advised of the following:

  • The information contained on this website, including ideas, suggestions, techniques, methods, articles, resources, and materials is educational in nature and is provided only as general information. It is not medical or psychological advice. Transmission of the information presented on this website is not intended to create and receipt does not constitute any professional relationship between Casey Hersch, LCSW and the visitor and should not be relied upon as medical, psychological, or other professional advice of any kind or nature.
  • You understand by viewing this website, information transmitted and presented may discuss the field of energy medicine or other related information in the field of energy healing (collectively "Energy Medicine"). Energy medicine is a collective term used to refer to a variety of energy techniques based on the use, modification, and manipulation of energy fields that assess where the body's energies are blocked or not in harmony and then correct the flow of these energies thereby aligning the body's energies to boost health and vitality. The prevailing premise of Energy Medicine is that the flow and balance of the body's electromagnetic and more subtle energies are important for physical, spiritual, and emotional health and for fostering well-being.
  • Although energy Medicine appears to have promising emotional, spiritual, and physical health benefits, it has yet to be researched by Western academic, medical, and psychological communities, therefore, it is considered experimental. You understand the field of Energy Medicine is self-regulated and the State of California considers Energy Medicine to be alternative or complementary to the healing arts that are licensed by the State of California.
  • Any information presented on this website is not intended to represent that they are used to diagnose, cure, treat, or prevent any medical problem or psychological disorder nor are they intended as a substitute for seeking professional health care advice or conventional medical treatment. Casey Hersch strongly advises that you consult with a licensed physician and/or mental health clinician as appropriate before making any health decision
  • Some products mentioned on this website have not been evaluated by the Food and Drug Administration. These products are not intended to diagnose, treat, cure, ore prevent any disease
  • Any information, stories, examples, or testimonials presented on this website do not constitute a warranty, guarantee, or prediction regarding the outcome of an individual using such material contained herein for any particular purpose or issue.
  • While materials and links and other resources are posted in good faith, the accuracy, validity, effectiveness, completeness, or usefulness of any information herein, as with any publication, cannot be guaranteed. Www. LightYourSparkle.life and/or Casey Hersch accept no responsibility or liability whatsoever for the use or misuse of the information contained on this website, including links to other resources
  • By viewing this website you agree to full release, indemnify, defend and hold harmless, www.lightyoursparkle.life, Casey Hersch, its owners members, principals, employees, staff members, agents, representatives, consultants and others associated with Casey Hersch from any claim or liability whatsoever and for any damage or injury, personal, emotional, psychological, financial or otherwise, which may incur arising at any time out of or in relation to your use of the information presented on this website. If any court of law rules that any part of the Disclaimer is invalid, the disclaimer stands as if those parts were struck out

This website contains copyrighted material (all rights reserved). Any unauthorized use of copyrighted material on this website is prohibited by federal law. No part of this website may be reproduced or transmitted in any form or by an means including photocopying, without permission in writing from Casey Hersch.

By continuing to explore this website, you represent you have read, understand and agree to all of the above

© 2020 Light Your Sparkle, LTD
All Rights Reserved
website build | design: InCreation


text:
COVID-19 (Coronavirus) Information

Your health and safety are our top priorities. Learn more about our COVID-19 evaluation and testing and our commitment to providing great care while maintaining the safest environment possible.

A couple goes for a walk in the park

Managed Care (Insurance)

Insurance Plans and Networks Accepted by Lima Memorial Health System

The following is a list of insurance plans and networks that are accepted by Lima Memorial Health System. This list is kept as current as possible; however, always verify specific coverage with your own insurance company prior to receiving any services.

Managed Care Commercial Insurance Plans and Networks

  • Aetna
  • Anthem
  • Beech Street
  • ChoiceCare
  • Cigna
  • First Health/Coventry
  • Flora Midwest
  • Frontpath Health Coalition
  • Health Ohio Network
  • HealthSmart Accel
  • Lutheran Preferred
  • Medical Mutual of Ohio
  • Midwest Health Collaborative
  • Multiplan
  • Ohio Health Choice
  • Ohio Health Group/HealthReach
  • OSU Managed Healthcare Systems
  • Paramount
  • PHCS
  • PPOM Midwest
  • UnitedHealthcare

Governmental Contract Insurance Plans

  • Medicare
  • Medicaid
  • Tricare

Marketplace/Health Insurance Exchange Plans

  • Anthem Insurance Exchange Plans
  • Ambetter with Buckeye
  • CaeSource MarketPlace Exchange
  • Molina Marketplace

Medicare Advantage (HMO and PPO) Insurance Plans

  • Aetna Medicare Plan
  • Anthem Senior Advantage (Medicare Select)
  • Buckeye Medicare Advantage
  • CareSource D-SNP
  • CareSource Medicare Advantage
  • Humana ChoiceCare Medicare Advantage (PPO Only)
  • Humana Gold Medicare HMO
  • Molina Medicare Advantage
  • MMO Medicare Advantage
  • myNEXUS
  • Paramount Elite Medicare Advantage
  • UnitedHealthcare Medicare Advantage

Medicaid HMO Insurance Plans

  • Buckeye Health Plan
  • CareSource
  • Molina
  • Paramount Advantage
  • UnitedHealthcare Community Plan

Other Insurance Plans and Networks Accepted at Lima Memorial

  • One Call Medical – Radiology Network for Occupational Health/BWC
  • TheraMatrix Physical Therapy Network

You will need Adobe® Acrobat® Reader to view PDF documents. Download a free copy from the Adobe Web site.


text:
Linden Development Partners (LDP) is a company focused on the strategic acquisition and development of commercial real estate properties in the Washington, D.C. metropolitan area.  Since its inception in 1994, LDP has successfully developed over 30 properties totaling more than 2 million square feet.  Locally owned and based in Reston, Virginia, LDP possesses extensive market knowledge and development experience specific to the Northern Virginia commercial real estate market.

LDP provides a full range of services, including construction and property management, consulting and design-build.

Copyright © 2020 Linden Development | Design: MNdesign Group


text:
Better record-sharing improves healthcare for North Lincs patients

28th February 2019
Patients across the Humber are benefitting from more joined-up healthcare thanks to the roll-out of a new initiative to share information between NHS providers.
Healthcare professionals can now see up-to-date information about their patients, even if they’ve been treated somewhere else.
That’s because the two main patient record systems used across the region (EMIS Web and SystmOne) are now working together for the first time to share information.
This improves the safety and the quality of care for people accessing a number of services, including out-of-hours GP appointments, community nursing and end-of-life care.
Dr Avinash Pillai, local GP and clinical lead for the project, said: “We are delighted to be the first region in the country to successfully link these two clinical systems.
“This not only improves the standard of care for our patients, but also makes better use of our clinicians’ time.
“It’s the first step towards a wider ambition to provide a fully-joined up digital care record across all health and social care providers.”
Dr Lucy Adcock, Medical Director at Lindsey Lodge Hospice in Scunthorpe, said: “We have many patients that come to us for just one day a week. So, if a patient has had an examination, or been prescribed a new medication by their GP, we’re now able to see that updated record next time they’re with us.
“This is incredibly helpful in a palliative (end-of-life) care setting, as lots of our patients experience memory issues and may not always be able to remember what their GP has recommended.”

More here


text:
Learning, Professional Learning, Research, social media

Making Your Practice Public: the special sauce of professional learning!

During my studies, I have been reading a lot of research about what makes professional learning effective. Professional learning is something that governments, education systems and schools invest a lot of money in, and so as you can imagine, there is quite a lot of research about what ‘works’ and what doesn’t. In fact, there was a recent meta-analysis that included fifteen research reviews, which altogether  included 550 studies, all looking into exactly this: what key features are found in effective professional learning.

What is considered effective professional learning? While what makes professional learning effective for one teacher may be completely different to another, when it comes down to it, it’s all about the outcomes! Measuring the outcomes of professional learning is complex, as there are many ways in which teachers engage in learning. While public discussions about education, teachers and money spent on things like professional learning tend to focus on ‘hard facts’ like improvement in student achievement, there is a growing body of literature that argues against measurement using single indicators, such as student test results, claiming that this does not capture the ‘complexity and the messiness of practice-in-context’. In fact, identifying a link between particular professional learning strategies and student achievement has been particularly elusive.   Changes in teacher practice may be considered a broader indicator of the effect of professional learning. These practices may include proficient curriculum design and high quality instructional and classroom management strategies. Improvement in teacher practice may in turn lead to enhanced school cultures and student achievement.

It may come as a surprise, but almost all of the research found that attending formal information sessions, where the ‘expert’ speaks and the learners passively listen is not all that effective in creating change in teacher practice. If you read my previous blog post, you might recognise this as an example of traditional professional development. While there is definitely a place for this type of learning, particularly for introducing new concepts, if this is the only type of professional learning you engage in, then little change over the long term is likely.

Instead, the sort of things that the research finds to make for professional learning include:

  1. Content Focus: Really, this should surprise no one. If the professional learning is specifically focused on the content that teachers need to teach, and on how students learn this content (pedagogical content knowledge) there is a good chance that teachers’ practice will change to reflect this learning. It makes sense. Specifically addressing what to teach, and how students learn rather than wafting on about generalised topics is obviously going to be more easily taken on board and put into practice in the classroom.
  2. Active Learning: again, there should be no surprises here. Just like  students, teachers learn better when they are part of the process, taking ownership of their learning and actively constructing their understandings, preferably with others, and with actual student work. This is why things like Lesson Study, Action Research and other inquiry based professional learning, where teachers actively investigate problems that they are currently facing and implement solutions that they have identified work so well. The downside to this is that this type of learning is time-consuming and takes a lot of energy from teachers; you can see why tired, overworked teachers might choose a day sitting listening to a speaker, even if they know that an action research project might lead to greater change.
  3. Coherence: Coherence in professional learning relates to consistency between what the teacher knows and believes and what they are learning, as well as alignment between what teachers learn and school and system policies and plans. If professional learning is unrelated to everything else that is going on in the school, then it is unlikely that a teacher will take it on board and build it into their practice. When the learning ‘fits’ with what the teacher already believes and knows, and what the culture and plans of the school or system are, it will be more likely to become part of practice.
  4. Sustained duration: a one off professional learning session is unlikely to make any long term impact on practice. This is for a number of reasons. Firstly, teachers are busy people, and if there is no time offered to reflect on learning, develop ways to embed the learning into practice and discuss how these changes went, then long term change is unlikely. Secondly, learning takes time. While I am not too sure that a specific time frame for effective learning can be pinpointed (studies have tried…some say at least 14 hours is needed, others say 20, while a whopping 80 plus hours is what some research has found) it makes sense that having learning take place over a series of sessions, so that teachers can take in new information, reflect on it, implement changed practice and then share feedback would be more effective.
  5. Collective Participation: teaching, like many other professions, is becoming collaborative. Recognising that we is bigger than me, the complexity of teaching is best managed by teachers who are working together, and learning is no different. When teachers discuss, share, debate, feedback, observe and problem-solve together, they are more likely to experience effective learning, and what’s more, the sense of shared responsibility means they are more likely to sustain any change to their practice. Participating collectively reflects some of the other features of effective learning also; collaborative learning is much more likely to be active, sustained and coherent, and when teachers learn together, they usually are working on content focused stuff – they don’t spend a lot of time on the airy fairy!!

So…these are the five aspects  that multiple studies have found to be necessary for effective professional learning. What’s with this ‘special sauce’ mentioned in the title?

All of these features are enhanced (indeed, made more possible in some cases) by making practice public. Traditionally, teaching was a private profession. Teachers went into their classrooms, and spent their days working with students – not other teachers. They may have attended professional learning events with their colleagues, but at the end of the day they returned to their classroom, to resume their practice in private.

Sharing what works and what doesn’t is part of making practice public. Putting your planning out there, celebrating your achievements (those little wins in the classroom when a student ‘gets it’ or a lesson just flows) and  opening up to colleagues when things don’t go so well is also making practice public. A great deal of teachers’ preparation time is spent developing, remixing and re-interpreting resources – sharing these with other teachers is another way to deprivatise practice. When you open your classroom door, and flatten your classroom walls, inviting others in to observe, feedback, exchange – you not only offer others the chance to learn from you, but also you create amazing opportunities to learn from others. What’s more, in an age of accountability, where teachers need to show how they are learning, when and where, putting your learning ‘out there’ is a wonderful way to create a record of knowledge creation.

One way to create a public face for your work is to share it online. Blogging about teaching, distributing resources you create online, curating and publishing lists of resources, using digital creation and publication tools  to create and share, connecting and discussing with colleagues from all over the world using social networking tools – all of this will create a professional portfolio that captures your learning, and enables others to learn from you.

It may sound idealistic, but if everyone started small, and published and shared just one third of their work, imagine how much learning would happen. Social media and web 2.0 tools makes sharing your learning easier than ever before; and the return on your investment of time may be bigger than you ever imagined…

Leave a Reply

Your email address will not be published. Required fields are marked *

This site uses Akismet to reduce spam. Learn how your comment data is processed.


text:
Your Life, Reimagined

Lisa Hardess 2.jpg

Passionate Coaching Professional

Hi, I'm Lisa and I'm passionate about the way words and thoughts affect how we feel and create our experiences in life.  For nearly 20 years I have worked as a consultant, a coach, a teacher, and a planner - often all at the same time! - with individuals of all ages, communities and small business to help them consciously create the life they want by changing their inner and outer game.

My formal training allows me to bring an incredible combination of science, psychology, education, planning and implementation to my client work; I have a Bachelor of Science, a Bachelor of Education, a Master of Planning and am certified with the (Bob) Proctor Gallagher Institute.

When you weave together critical mind shifting tools and strategic action planning you can set your intentions and goals, create authentic belief, and take inspired action for what you want! It all starts by living from the inside out and learning to harness the power of your mind for your own success.  I've used these tools in my own life to recover from debilitating illness, build fabulous careers, parent incredible kids, find (and stay!) in love with my husband, and more! And so can YOU!

What do you REALLY want? In life, in work, in love, in your family?

If you are ready to say YES, with your heart and your mind, I'm here to support you.

Need help to achieve your goals in life? Who doesn't? Setting goals is one things, but achieving them is where the real transformation and magic happens. I use a combination of thought-based, mindset work, strategy and action planning to help my clients create certainty to build alignment in their mind and body, work through worry and anxiety, and move into inspired daily action.

Neuroscience, psychology, spiritual practices...all telling us the same thing: your mind has the power to change your life. It already is...but not always in the direction we want. Learn how to become active in co-creating what you want and watch your dreams become your reality.

Yoga Practice

Family Time

Thinking Into Results is a 6 month, transformational program that will guide you on your journey to achieving your BIG goal. I have been trained by Bob Proctor to guide you and provide 1-1 support as we learn from one of the great teachers of manifestation.

The tools and techniques will serve you in all areas of your life and help you achieve more of what you really want. Business goal or life goal, the process is the same. If you really want to make a change in your life you need to go deep and change your mind.

Do you feel like you are always making plans but not getting the results you want? And you've read the books so you know that your mindset is key to your success...but you don't quite know what to DO?

Boot Camp for Your Mind will help you get focused and learn the exercises you need to finally get the results you desire.

Inspiration and accountability - you bet! Tools and techniques to 'feel that good burn' - oh ya! This targeted 6 week program will get help you get your mind in shape!

Raising Resilient Humans is a program for parents and children. Parenting - what a crazy ride! And no instruction manual...

Don't you wish you had learned more about the power of your mind when you were young? How it works, the power of thought, and inner self image.

Learn and share powerful parenting tools to create resiliency. Connect the young people in your life to workshops that will help them know and believe in themselves to become the best versions of themselves.

“What you get by achieving your goals is not as important as who you become”

Henry David Thoreau

Ready for a new decade?  Make this the year you decide to BE who you were meant to be, begin to DO all you were meant to do, and HAVE abundance in your life.

Book a "Meet Your Summer Self" Call with me to discover how you can start 2020 with clarity and confidence.

Toronto, ON, Canada

©2020 by Hardess Planning


text:
Skip to main content

Drawn and Driven: My Haiti Adventure

Drawn and Driven
My Haiti Adventure
by Rod Ellis
Genre: Non Fiction Adventure

He was 61 years old. He had a secure position as a tenured associate professor at a major university. He had a bustling mental health practice. His home was loaded with equity. He drove and rode his dream vehicles, a Jeep Wrangler and a Victory Cross Country motorcycle. His son was set for college. Life was good. He could work for a few more years, then retire comfortably in his secluded country home.

One day everything changed. Sitting in a crowded bus jammed between stalled vehicles in a classic Port-au-Prince traffic jam, Rod Ellis decided to chuck it all. Surrounded by the blare of horns and the cries of street vendors, he resolved to close his practice, resign his university position, and move to Haiti.

What possessed him to do such a thing? How could he leave behind everything familiar for a world he knew only a little? Haiti is the poorest nation in the western hemisphere. There would be no air conditioning or running water. He would drive a 20-year-old vehicle. He would reside in an unfinished house, at the mercy of tropical winds and weather. Light-skinned, he would live in a world of almost exclusively dark-skinned people. Whatever was he thinking? Drawn and Driven: My Haiti Adventure tells the tale. In it, Ellis describes his physical, emotional, and spiritual journey into a country he had visited only a handful of times. He talks about preparing for the move, the people he interacted with after arrival, and the challenges he has faced trying to help the wonderful people of this struggling country. From cultural conflicts to renegade priests to building his own off-the-grid house to the development of a vocational school, Ellis weaves the tale of his great, ongoing adventure: Drawn and Driven.

Rod Ellis retired from The University of Tennessee College of Social Work at the end of December 2016. He had served there for 17 years, as Assistant Professor, Associate Professor, Acting Associate Dean, and Coordinator of International Programs. During his time at UT, Rod published 6 books as writer, co-writer, or editor, as well as several articles in professional and academic journals. These were published under his full name and credentials, Rodney A. Ellis, PhD, MSW, MA.

For about two years prior to his retirement Rod had been making regular visits to Haiti with the American Haitian Foundation. Upon retirement, he moved to Petite Riviere de Nippes, Haiti where he has helped start churches, repair roads, start small businesses, and provide funding for students. He is currently director of a school that teaches conversational English and several vocational programs. He has also maintained a blog on his Facebook page since before his arrival in Haiti.

Rod is a member of Crossroads Community Church in Baxter, TN, where the folks prayed over him before his departure and continue to pray for him as he works in Haiti. Even today, Crossroads Community Church is still “holding the ropes.”

Follow the tour HERE for special content and a giveaway!

  1. This should be interesting. I know some people who did similar.

  2. I like the cover! Sounds like an interesting read.

  3. I think the cover is really nice!

  4. The cover is just OK. It looks a tad cheaply done. I also miss seeing people. Just objects goes with the story but it is a tad boring.

  5. I like the cover with the map and it sound like a great book to read too.

Post a Comment

Did you know? Comments shorter than 8 words are considered to be spam. Please, when leaving a comment, be sure that it is relevant to the post, and is more than just 2 or 3 words. I know we all enjoy the giveaways, but seriously, put some thought into your comments. If your comment looks and feels like spam, it will be removed. FYI - 'Sounds great. Thanks for sharing' is not a good comment. Thank you!


text:
Leanne Pruett | Living Healthy List

Please click "ALLOW" so we can sort our experts by those closest to you.

  • Declutter Coach
  • Organization
  • Physical & Mental Clutter
  • Mindset Shift
  • Paper and digital decluttering
Contact Me

Leanne Pruett

Physical and Mental decluttering

Let’s Ace Your Space

Leanne Pruett is the founder of Let’s Ace Your Space and the host of the Ace Your Space Summit.

She’s on a mission to help entrepreneurs and other on-the-go people simplify decluttering so that it no longer blocks their momentum and keeps them from the things they really want in life.

Leanne retired from her ‘day’ job of almost 30 years in 2017. She was ready to leave the typical 9 to 5 grind behind and start something that would make a lasting impact on people’s lives. Decluttering, organizing and space planning are some of her favorite things, so starting Let’s Ace Your Space was a natural direction for her to take.]

Leanne hasn’t always been an organized person, but she was able to change her habits and mindset around her space to finally get her home decluttered. She’s also helped lots of folks declutter and organize their homes to free up powerful mental and physical energy to accomplish their goals.

Watch video

Business Name

Let's Ace Your Space


text:
Friday, August 7, 2020
Nature Enjoy While It Lasts, Sheppard's Bush in Fall Colours

Enjoy While It Lasts, Sheppard’s Bush in Fall Colours

Enjoy While It Lasts, Sheppard’s Bush in Fall Colours. Here I am again. I submerged myself tirelessly in federal politics for 78 long days and now I emerged just in time for the beautiful fall colours. They say shades of green are therapeutic. Perhaps yellows, oranges and browns are colours of letting go. Getting ready for another season. They’re teaser colours of some sort. They’re captivating. ‘I am afraid that those colours will disappear very soon,‘ my friend said. He is right, it is a matter of time and we will see the majority of trees bare. That short transition between fall colours and the loss of all leaves can be detrimental to the viewer. Then the snow will lighten things up. It will either cozy you up or bite you in the nose.

“They’re teaser colours of some sort.”

Last Sunday we woke up to cold weather. A few frosty designs displayed on the windshields were only a small reminder. It’s here, it’s here, the fall. It is the sun that often fools us. The shade lets us experience reality.

The walk in the Sheppard’s Bush was refreshing that day. We explained to our seven year old, ‘in the forest you will breath clean air, you need that pure air.‘ He bought the idea but not totally. Upon arrival at the forest, a man from the Lion’s Club showed us a sneak preview of what’s inside the Sugar Shack for the Haunted Forest. After bumping into a few Zombies inside the shack, ‘Mom and Dad this is the best walk ever‘ he told us joyfully. And so it was for us.

Anna Lozyk Romeo
Aurora, ON

Aurora Year 2019 in Review

Town of Aurora

Town of Aurora 2019 Year in Review, My Perspective

Let me reflect on the Town of Aurora 2019 year in review from my perspective. I've decided to share below some of...

Aurora ON Year 2019 in Photos, Visual Changes

Today I am going to share with you some of the changes that took place in the Town of Aurora ON in...

Black Lives Matter Protest in Aurora, In Photos

Black Lives Matter (BLM) protesters walking South on Yonge Street, Aurora ON on June 7th, 2020.

Town of Aurora Downtown, COVID-19

Drive by downtown Aurora on a sunny Sunday afternoon. Stay well everyone.

Will Aurora Council Increase Water Rates during COVID-19 State of Emergency?

Prompted by the current COVID-19 pandemic and the declared State of Emergency, this week the Town of Aurora will be conducting its...

The Armoury is Now Open for Town Events, Aurora Family Day

The Armoury is now open to the public. It has been open for lunches and brunches in the last few months, but...

Emerald Ash Borer – LSRCA’s Ash Trees Treatment

Rarely in the past would I have stopped and read a notice board on trails. Circumstances have changed slightly - I like...

Popular Key Words

Please do not take images from the Living in Aurora blog and do not re-post them on your website (especially if your site is of commercial nature) or your social media. This site is equipped with a plugin which allows you to share on different social platforms. The watermark on the photos is to identify the artist. Please read my copyright statement below.

Photos, audio & video, mixed media, and written content, Copyright © Anna Lozyk Romeo, unless otherwise specified. Use and/or reproduction, by any person or organization, of images or information contained on blog is not permitted without the written consent of the respective owners of this blog. Unauthorized use of images and information from this blog constitutes a violation of international copyright, trademark, privacy and communication regulations.


text:
What are New Car Loans?

New car loans are extended by banks, or auto dealers for the purchase of new vehicles. Used car loans tend to be more difficult to obtain than new car loans. New car loans are usually more direct with less administrative hassle. There are four major categories of a new car loan:

  • Down payment or trade in value - The value you are placing as a down payment in cash, or through the trade in of your existing vehicle, will be deducted from the total sticker price to determine how much financing you need.
  • APR, or annual percentage rate - Your annual interest rate will be determined by the size of your down payment, the length of your loan and your personal credit score and financial history.
  • Monthly payment - Your monthly payment schedule will include a minimum sum which will be deducted from your total principal owed each month until the loan is paid off plus interest.
  • Loan terms - Your loan terms will lay out the options you have to pay off the loan early, refinance or trade-in the vehicle and the penalties you will incur should you choose any of these options.

Need an Auto Loan? Get a Free Quote Here!