text:
The following was contributed by Acting Studio alum Lauren Dagar, who graduated in May 2018:
"The studio means more to me than anything I've ever been a part of. I met my best friends there, who eventually became my family. I learned so many life skills through stage skills that have helped me become who I am and what I believe in.
One of the life skills that has stuck with me since day one is that 'everyone is on their own journey.' Before going to the studio, I was always comparing myself to everyone I saw. Once learning that everyone is on their own specific journey, not only artistically but also intellectually, I began to see the value in my talents and all that I offer to people in professional and studious settings. The studio helped me find my passion for helping people through the Once Upon a Time Benefit and for that, I am eternally grateful.
I hope that everyone who walks into the studio feels the love and support that I did the 7 years I attended. The people you meet there are truly so amazing, full of love, care, wisdom, and so much more to offer. They changed my life for the better. It is the easiest and happiest hello, but by far the hardest goodbye. The studio will always hold a special place in my heart, along with each and every person I met there.
Sending my love,
Lauren Dagar
Would you like to send us a testimonial or an article for our Life Skills collection? Email us email@example.com!


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Kratom is a wonderful, unharmful drug. It is being used by a lot of people. It is used to give energy, confidence, and relieve pain. Kratom is highly benefited but it is equally important to store Kratom at the right place in your home. The reason is to save its influence on our health.
To solve your problem, some methods are given below according to which you can store your Kratom at your home and get all the benefits from it.
- Store the Kratom at a mastery temperature
- Store Kratom in a cold and closed place
- Store Kratom in a fasten container
- Keep it away from sunlight
- Date of purchasing it should be mentioned
- Keep it away from heat and moisture
- Keep it away from strong fragrance
Storing Kratom at a mastery temperature:
Kratom should be stored under a mastery temperature. The reason is that under wrong temperature condition, Mitragynine present in Kratom is metamorphosed into Mitragynine pseudoindoxyl which is opiate challenger. Therefore, before storing it, this thing should be kept in the mind.
Storing Kratom in a cold and closed place:
Kratom should be stored in the room which is closed as well as cold. The reason is that in the closed room, the temperature will not change. You can also store it in your fridge if any room without windows is unavailable.
Store Kratom in a fasten container:
Kratom should be stored in a fasten container; the container from which the air can't pass. The reason is that if by mistake even a drop of water fallen on Kratom can make it sticky. If something like that happens than do not use that Kratom. You will have to take that step to save yourself from bacteria Therefore, Kratom should be stored in a sealed jar or container.
Keep it away from sunlight:
One more thing, before storing Kratom just make sure than no sunlight could reach it. The reason is that if sunlight will reach the Kratom, than the rays of the sun will make it less effective and it will not be able to give that much accurate effect. Therefore store it away from the sunlight.
Date of purchasing it should be mentioned:
One thing you should always remember if you have brought more than one strain of Kratom. Don't forget to mention the date on which you have purchased the strains. The reason is that you will remember the date so you will use the primeval one first before it loses its efficacy.
Keep it away from heat and moisture:
Subjection to heat can spoil the Kratom to a great extent. It will affect the caliber of Kratom and as a result, Kratom will lose its strength. Therefore, store it in a place where there is no heat.
It is believed that moisture is a foe of Kratom. It should be kept safe and away from most places.
Keep it away from strong fragrance:
Kratom should be stored away from any kind of strong smell. The reason is that Kratom absorbs any kind of smell very quickly and in case if Kratom will absorb unpleasant smell than it will not be good for your use.
It has been concluded that the storing of Kratom is very important. If you have to purchase Kratom and you don't know how to store it and this article will assist you a lot.

subset: commoncrawl


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Two Koreas reopen hotline after Trump's 'big button' boast
US president told Kim Jong-un his nuclear button is 'bigger and more powerful'
North Korea has reopened a vital line of communication with South Korea, raising hopes of a diplomatic thaw days after Kim Jong-un said he would consider sending his country's athletes to next month's Winter Olympics, to be held just south of the border.
Hours after Donald Trump again baited the North Korean leader on Twitter – this time with a boast about the size and efficacy of his nuclear button – Pyongyang said it would resume communications at the truce village of Panmunjom at 6.30am GMT on Wednesday.
According to the announcement, broadcast on state TV, the order to reopen formal communications along the border was given by Mr Kim. "By upholding a decision by the leadership, we will make close contact with South Korea in a sincere and faithful manner," said Ri Son-gwon, the head of the North Korean agency that handles inter-Korean affairs.
He said Mr Kim "highly appreciated and welcomed" the positive response by South Korea's president, Moon Jae-in, to his New Year's Day offer of talks on North Korean participation in the Olympics.
"The leader stressed that whether inter-Korean ties can be improved totally depends on North and South Korea," Mr Ri said.
The Pyeongchang Games open on February 9th and take place 80km south of the heavily armed border separating the two Koreas.
On Tuesday, Mr Moon had welcomed Mr Kim's unexpected overture as a "positive response" to Seoul's belief that the Olympics should represent a "groundbreaking opportunity for peace".
North Korean Leader Kim Jong Un just stated that the "Nuclear Button is on his desk at all times." Will someone from his depleted and food starved regime please inform him that I too have a Nuclear Button, but it is a much bigger & more powerful one than his, and my Button works!— Donald J. Trump (@realDonaldTrump) January 3, 2018
'Significant meaning'
On Wednesday, Yoon Young-chan, a spokesman for Mr Moon, said the decision to reopen the hotline had "significant meaning" because it could lead to regular communication between the nations.
The South Korean news agency Yonhap cited the Pyongyang's committee for the peaceful reunification of Korea as saying it wished to use the line of communication to discuss practical matters, such as the participation of North Korean athletes at Pyeongchang.
South Korea has suggested holding high-level talks next Tuesday at Panmunjom, an area of the demilitarised zone where blue UN huts have traditionally been used to host cross-border negotiations. The talks would be the first direct negotiations between the states since a vice-ministerial meeting in December 2015.
In his statement, Mr Ri did not indicate whether North Korea would accept Seoul's offer.
The prospect of dialogue, after a year of rising tensions over Pyongyang's nuclear and ballistic missile programmes, received a mixed response from the US. Before comparing the size of his and Mr Kim's nuclear buttons, Mr Trump had sounded mildly positive about the possibility of inter-Korean negotiations.
Using his derisive nickname for Mr Kim, Mr Trump tweeted: "Rocket man now wants to talk to South Korea for first time. Perhaps that is good news, perhaps not – we will see!"
Haley scepticism
The US ambassador to the UN, Nikki Haley, questioned the wisdom of an inter-Korean dialogue unless it was to include a North Korean commitment to abandon its nuclear weapons programme.
"We consider this to be a very reckless regime. We don't think we need a Band-Aid and we don't think we need to smile and take a picture," Ms Haley said. "We think we need to have them stop nuclear weapons and they need to stop it now. We will never accept a nuclear North Korea."
Ms Haley said the US was hearing reports that North Korea could be preparing to conduct another ballistic missile test. "I hope that doesn't happen," she said. "But if it does, we must bring even tougher measures to bear against the North Korean regime."
China, which has come under pressure from Trump to urge Pyongyang to abandon its weapons programme, welcomed the more conciliatory tone adopted by Seoul and Pyongyang this week.
"China welcomes and supports North Korea and South Korea taking earnest efforts to treat this as an opportunity to improve mutual relations, promote the alleviation of the situation on the Korean peninsula and realise denuclearisation on the peninsula," said the foreign ministry spokesman Geng Shuang.
A North Korean Olympic delegation to Pyeongchang could include cheerleaders as well as athletes, according to Yonhap.
It quoted Kim Kyung-sung, the head of an inter-Korean sports association, as saying there was a "big possibility" that the North's cheerleading group would support what would probably be a very small number of the country's athletes. – Guardian


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Various news and updatesUpdated on a random time basis!
Sept. 27th outages
Two network outages in Chicago on September 27th starting around 1:13 pm Central Time, about 3 minutes each. Too bad, it was so far a 100% uptime in Chicago for 2018!
Speedy Alert tool update
Few cool functions have been added, the IP geolocation of the user logging on is my favorite ;). Still free for our clients, if you don't remember the download user/password send me a quick message!
Patch week-end!
Some very dangerous Windows hacking tools have leaked, our infrastructure doesn't seems to be at risk but it's not a bad idea to install the latest Windows updates. In fact the timing is perfect (details on the vulnerabilities on a Friday evening, before Easter...
2017 uptime: 100%
No network outages, no servers crashes, nothing...
2016 uptime: 99.99996%
Two outages in 2016, one in Chicago affecting a dozen of users, another one in New-Jersey affecting four users. Not perfect but close!
Mandatory Update for All NinjaTrader Users
All NinjaTrader users have to update their version before Feb 27th! Details here and download here!


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The Dow Jones Industrials (DJINDICES:^DJI) on Monday fell back from the record levels set last week, dropping 33 points as of 11 a.m. EDT. Even though bullish investors are still focused on the possibility of the Dow soon eclipsing the 17,000 mark for the first time ever, many market participants appear more worried about the global economy's ability to keep gaining steam during the rest of 2014. Even with the poor start for the index overall today, Dow energy components ExxonMobil (NYSE:XOM) and Chevron (NYSE:CVX) are both rising this morning.
Oil prices don't appear to be the motivating factor for today's gains by Chevron and ExxonMobil, as both domestic and international crude prices are down about half a percent. Yet exploration and production companies generally have benefited from the longer-term upward trend in oil prices, and both energy giants stand to gain from rising revenue even as they look for new sources of production.
Still, some of the reason why ExxonMobil and Chevron are rising might have come from the reason why oil prices fell today. News that forces in Iraq had reestablished control of checkpoints at its borders with Jordan and Syria helped reassure oil-market investors that the situation in the key Middle East oil producer might not be as bad as some have feared. Nevertheless, with insurgents already inside the country, it'll take more work from the Iraqi military to return the country to its pre-uprising level of stability. Moreover, international investors will remain reluctant to count on any peaceful resolution lasting very long, and that could keep oil prices high for a longer period of time.
One key question that Chevron and Exxon have to face is how far prices can rise before consumers start to rein in consumption. In the past, the $4 per gallon mark in the U.S. for gasoline was a point at which drivers began thinking more about cutting back on gas use. But some economists believe that given changes in driving practices and increases in fuel efficiency, gasoline might rise even higher before consumption trends change. That would be good news for the refining operations of both Dow oil giants, which in the recent past have struggled somewhat under the strain of high crude prices compared to what refined products bring on the open market.
The Dow Jones Industrials won't necessarily move in line with the average's oil-stock components. But as some investors become nervous about the record levels in the Dow, any ability of ExxonMobil and Chevron to sustain their recent gains would be helpful in protecting index investors from a more substantial correction.


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WOI Milne Humbert "Pat" Patriquin, MM, CD
We regret to advise of the death of Warrant Officer First Class Milne Humbert "Pat" Patriquin, MM, CD (Ret'd) on 27 December 2006 at his home in Victoria, BC at the age of 88 years.
Born in 1918 in Moncton, NB, Pat was a Royal Canadian Engineer veteran of the Second World War and served a total of 35 years in the RCE.
Pat served with the 3rd Field Company in Italy and Northwest Europe during the Second World War. In Italy, on 24 October 1943, Sapper (Acting Corporal) Patriquin and his section were guarding a crossing on the River Biferno, south of Colle d'Anchise. The enemy had worked its way around to their rear and set up a machine gun post. Corporal Patriquin immediately deployed his section and, accompanied by his Lance-Corporal, began to stalk the enemy post. By skilful use of cover and observation, Corporal Patriquin pinpointed the enemy and took them prisoner. Corporal Patriquin was awarded Military Medal that was later presented by King George VI at Buckingham Palace.
After the war, Pat joined the Permanent Force with the Royal Canadian Engineers. He was serving in Camp Chilliwack as a Warrant Officer II in 1952 when he supervised the building of an emergency bridge across the Chilliwack River. He was Foreman of Works in Number 3 Works Company in Camp Barriefield at Kingston,ON in 1960. Pat's other postings included Winnipeg, MB and the Northwest Highway System as well as UN peacekeeping tasks. After his retirement from the Canadian Army, Pat worked for an Engineering firm in Victoria. He was a long-standing member of the Canadian Legion and an avid golfer and gardener.
A celebration of Pat's life was held on 4 January 2007 at Fairfield United Church, Victoria BC. Donations are most appreciated to a charity of choice.


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Omega Message – July, 1993
Cecil duCille
According to the laws of God, when man enters into abominations then God must make his realm desolate, and desolations must terminate into a final consummation. Let us read from Daniel 9:27, which states this fact:
"And he shall confirm the covenant with many for one week: and in the midst of the week he shall cause the sacrifice and the oblation to cease, and for the overspreading of abominations he shall make it desolate, even until the consummation, and that determined shall be poured upon the desolate."
According to bible chronologists, this prophecy was written 538 years before Jesus Christ. The first part of the verse has been fulfilled to the letter, which makes the fulfillment of the second part an absolute certainty:
Jesus Christ is the "he" referred to in the above passage. "…the week" is referring to Daniel's seventieth week, which is translated to mean seven years. The "midst of the week" would therefore represent three and a half years. Jesus was crucified exactly three and a half years after He took up His ministry. His crucifixion stopped all sacrifice and oblation for sin. God's promise to us that He would "walk in us" (2 Corinthians 6:16) and "talk in us" (Hebrews 8:10) for seven years was cut off with Jesus, the first and so far only perfect man. God's promises never fail or lose their power, therefore He must find sons in the end of time to fill with that fullness of Christ, in order to complete the three and a half years of His promise which yet remains.
The second part of this prophecy is the thing that concerns us now: "…and for the overspreading of abominations." This simply means that abominations will overspread to such a degree, in the world as well as in the church, that it will bring in a season of desolation. Jesus Christ spoke of this in Matthew 24:15:
"When ye therefore shall see the abomination of desolation, spoken of by Daniel the prophet, stand in the holy place, (whoso readeth, let him understand)."
The holy place here represents the Holy Place church. If the tabernacle represents the church, then there is an Outer Court church, a Holy Place church, and a Holy of Holies church. The Outer Court church would then be that part of the called out (saved) people who are not diligent about the things of God, and have not made Jesus Christ their Lord (Though He is their Savior by virtue of what He has done for them). The Holy Place church therefore would be the people who are diligent and have made Jesus Christ their Lord. When we read Daniel, those who want to hide their heads from the reality of the gravity of the situation will say that the desolation and consummation will be in the world, and not in the church. Nevertheless, upon closer scrutiny, it will be observed that the desolation and consummation will occur wherever the abomination is. Jesus Christ, here in this verse, now identifies the exact place to be inside of the true church. 2 Thessalonians 2:3 also tells us that he (the antichrist) will sit in the temple (the church) showing himself to be God.
God's judgment will first begin at the House of the Lord, that is—with us:
"For the time is come that judgment must begin at the house of God: and if it first begin at us, what shall the end be of them be that obey not the gospel of God." (1 Peter 4:17)
The desolation we now see in the church is a result of the overspreading of abominations. The question one asks is, "What kind of desolation?" We have abundant answers from history.
To make desolate is to make "bare, jejune, barren, without life, like a wilderness or desert." Yet another type of desolation speaks of plagues, like the Bubonic plague of the 16th century or maybe the AIDS of our time, which is yet to come to its fullness. There is natural desolation and there is spiritual desolation, the latter being the most horrific.
The desolation of war shows broken buildings, broken bodies and the death of man and animals alike. The A-bomb blast of Hiroshima and Nagasaki showed us horrible scenes of almost total destruction with approximately 80,000 people dead in each blast; and they were the lucky ones. The living had their eyes melted in their sockets and their skins falling off in large pieces, while they writhed in untold agony:
Zechariah 14:12: "…Their flesh shall consume away while they stand upon their feet, and their eyes shall consume away in their holes, and their tongue shall consume away in their mouth."
In the spiritual, the word "desolation" refers to "bareness of soul; sinfulness; the lack of godliness." Genesis 6 described a situation of human desolation which caused God to destroy all living things from the earth with the exception of a nucleus of life: Noah and his family (eight persons), and chosen animals.
Genesis 6:2, 5: "…the sons of God saw the daughters of men that they were fair; and they took them wives of all which they chose… And God saw that the wickedness of man was great in the earth, and that every imagination of the thoughts of his heart was only evil continuously."
The abomination of ungodly marriages, with the sons of God lusting after women and taking wives from the ungodly, is one of the greatest weapons that Satan has used and is using today against the church. It is a great destroyer of homes and the lives of adults and children.
Marriage was made for the Christian (Genesis 1:24) and divorce was made for sinners. Unfortunately, because of wrong marriages, Christians are divorcing just as the sinners do. It is evident that, if two persons are married and both are in Christ, then it would be impossible for them to divorce. If, however, one is not walking with Lord, and is walking in fornication (uncleanness), then such acts in themselves break the marriage. This is so, because marriage is a union between two people where they become one flesh, and when another flesh is added they are no longer one flesh.
This situation can only be remedied by repentance. True repentance is being sorry for sin, stopping from unclean participation, turning away from it, and turning to God. Where it is not possible to achieve this, then and only then is divorce permissible. Deuteronomy 24:1-2 speaks of a circumstance where God permitted a divorce and for the individuals to marry again. Nevertheless, God hates putting away. Jesus Christ spoke the same word in Matthew 19:9, and mentioned divorce for the cause of "fornication." The word refers to gross uncleanness, which would include adultery. The same word is used in Deuteronomy 24 and translates as "uncleanness."
Genesis 6 states that in the time of Noah the wickedness and violence of man in the world had become so great that God had to destroy them from the earth, and give humanity a new and godly beginning. At this time today (approximately 4,000 years since that event), man has again degenerated to such a point that he has magnified wickedness many fold and to such a point where God must act; and this time our abominations will bring us to the final consummation.
Deuteronomy 18:9-14: "When thou art come into the land which the Lord thy God giveth thee, thou shalt not learn to do after the abominations of those nations. There shall not be found among you any one that maketh his son or his daughter to pass through the fire, or that useth divination, or an observer of times, or an enchanter, or a witch, Or a charmer, or a consulter with familiar spirits, or a wizard, or a necromancer. For all that do these things are an abomination unto the Lord: and because of these abominations, the Lord thy God doth drive them out from before thee. Thou shalt be perfect with the Lord thy God. For these nations, which thou shalt possess, hearkened unto observers of times and unto diviners: but as for thee, the Lord thy God hath not suffered thee so to do."
The Old Testament scriptures become alive to us today only when we can correctly apply them as referring to Jesus Christ. The phrase referred to above, "When thou art come into the land…" speaks to us of those who spiritually enter the Promised Land of God through the Blood of Jesus Christ. We therefore understand this to say, "When you become Christians." This injunction is therefore saying that Christians should NOT follow the ways of the world, and that those who continue in this, commit abomination against God. Since the Old Testament is the basis of New Testament quotations, then we should find this same word in the New Testament:
1 John. 2:15-16: Love not the world, neither the things that are in the world. If any man love the world, the love of the Father is not in him. For all that is in the world, the lust of the flesh, the lust of the eyes, and the pride of life, is not of the Father but is of the world.
Knowing the accuracy of Scripture, I can say, without the faintest possibility of contradiction, that all our modern churches, whether they be Baptist, Pentecostals, or in between, they are all guilty of the ABOMINATION OF WORLDLINESS. Let us name a few of the articles of indictment:
(a) John 4:22-24: "Ye worship ye know not what…But the hour cometh, and now is, that the true worshippers shall worship the Father in spirit and in truth: for the Father seeketh such to worship him. God is a spirit: and they that worship him must worship him in spirit and in truth."
There is no difference today in the formality of worship in the churches with the formality of the worship of the people of the world. Some of the people of Islam that worship Mohammed exhibit less formality, creed, and dogma than those who pretend to worship God.
(b) John 14:26: "But the Comforter, which is the Holy Ghost, whom the Father will send in my name, he shall teach you all things, and bring all things to your remembrance, whatsoever I have said unto you."
The churches do not care about what the Holy Ghost says. They are more concerned about what headquarters says, what the bishop says and what the pastor says than what the Holy Ghost says. Once I was preaching at an Assembly of God church. God had moved mightily for two weeks. When we started there was shine on the four front benches, and every thing else was covered with dust up to the balcony. At the end of the two weeks, the church was filled out and even the balcony was filled with people. The news got to headquarters in Springfield. A retort was sent to the pastor, deriding him for allowing a nondescript evangelist to come into his church and not calling for the wonderful evangelists that they have from Springfield. Two evangelists were sent from Springfield and I was asked to leave immediately. The revival died. DENOMINATIONS ARE DEMONIC ARRANGEMENTS CREATED TO DIVIDE GOD'S PEOPLE.
(c) Matthew 20:25-27: "But Jesus called them unto him, and said, Ye know that the princes of the Gentiles exercise dominion over them, and they that are great exercise authority upon them. But it shall not be so among you; but whosoever will be great among you, let him be your [servant]; And whosoever will be chief among you let him be your [slave]."
The word, "Gentiles" in this passage refers to the world order. The whole order of the present day church is patterned after the world order and not after the order Jesus gave us in the above passage. The pastor of a church exercises dominion over the church. Most pastors reject the above as absolutely unworkable. They will tell you that if they do not exercise dominion over the congregation that they will have disorder and chaos. This is not true. We know many congregations without pastors, which function under God and elders. The evil example comes from the church following the order of the world.
(d) Matthew 23:8-10: "But be not ye called Rabbi (Master or Doctor of Theology): for one is your Master, even Christ; and all ye are brethren. And call no man your father upon the earth; for one is your Father, which is in heaven. Neither be ye called masters (leaders): for one is your Master, even Christ."
The churches not only deprecate this scripture, but go a step further to call ministers "Holy Father," "Pope" (great father), "Reverend" (awesome, holy), "Right Reverend," "Vicar of Christ" (Vice Christ), "gods", etc.
(e) Psalms 111:9: "He sent redemption unto his people: he hath commanded his covenant for ever: holy and reverend is his name."
The scripture declares that the harlot church would have "names of blasphemy" upon her forehead. The practice of calling men "Holy' and "Reverend" came from the Roman church and is one of the abominations of worldliness.
Wearing of a clerical collar is part of worldliness. It demands a certain amount of respect in the world, and the world looks up to it. The sons of God who are led by the Spirit will readily confess that this is so, and that the Spirit of God looks down upon it as vanity ("the pride of life" (1 John 2:15)).
Psychology is described as: "The scientific study of the human mind and its functions, especially those affecting behavior in a given context." This is man's study of man. The greatest psychologists of all times have been unregenerate men. The legacy of their work forms the foundation for the teachings of the modern schools of psychology. This is not the type of training that fits a man of God for service. Once the mind is saturated with psychology, it becomes very difficult to get rid of it and to hear God clearly. Spiritual matters cannot be dealt with through psychology, mainly because they function on different laws. A dog will always behave like a dog, and his actions are predictable, but a man can behave like anything, because he is spirit-motivated. If he is filled with the Spirit of God, no psychologist can predict him. If, however, he is possessed or oppressed by evil spirits, then the doctor of psychology will only be a toy in his hand. Only God knows and can control the heart and thoughts of man:
"The heart is deceitful above all things, and it is exceedingly perverse and corrupt and severely, mortally sick! Who can know it [perceive, understand, be acquainted with his own heart and mind]? I, the Lord, search the mind, I try the heart, even to give every man according to his ways, according to the fruit of his doings. (Jeremiah 17:9-10 Amplified Bible)
Psychology has been incorporated into godliness by most of the churches, and it is even being sold to the world. Some are now actively striving to make psychology legally compulsory for godly counseling. They aim to persecute any minister who does not have a degree in psychology, and prevent him from counseling. (In this case, they would not allow Jesus to counsel anyone.) Doctors of psychology are preaching to millions of people every day on the radio and through their magazines, and are mixing it with Bible knowledge. They are advising people to seek professional help (meaning a doctor of psychology) whenever they seek spiritual help. As I listen to some of these programs, I discover that many of the people calling in for help are those who refuse to repent. There is no substitute for the gospel of repentance and remission of sins. Sometimes the burden of sin turns up with many ailments of the mind and body.
(f) "And when Jehu was come to Jezreel, Jezebel heard of it; and she painted her face, and tired her head, and looked out at a window", (2 Kings 9:30).
I believe that every word of the Bible is delicately placed to create a picture that is in the mind of God. Without this, such a verse as the above would have no place in the scriptures. I feel quite sure that this is an indictment against the vanity of painting of the face, or what we call makeup. I have heard Sister Crouch of TBN even bring up scriptures to prove that she should lavishly titivate, as she does. But the Word of God is firm in the Spirit of God, and all who have the Spirit of God have to be careful that they do not despite to Him by their rationalization and twisting of scriptures to suit their worldly desires. The apostle Peter seems to agree with the above:
"Whose adorning let it not be that outward adorning of plaiting the hair, and of wearing of gold, or of putting on of apparel; But let it be the hidden man of the heart, in that which is not corruptible, even the ornament of a meek and quiet spirit, which is in the sight of God of great price. For after this manner in the old time the holy women also, who trusted in God, adorned themselves, being in subjection unto their own husbands:" (1 Peter 3:3-5).
I call the apostle Paul also to witness this fact:
"I desire therefore that in every place men should pray, without anger or quarreling or resentment or doubt [in their minds], lifting up holy hands. Also [I desire] that women should adorn themselves modestly and appropriately and sensibly in seemly apparel, not with [elaborate] hair arrangement or gold or pearls or expensive clothing", (1 Timothy 2:8-9 Amplified Bible).
Apparently there were two things that were wrong to be set right by Paul in this letter to Timothy. The first is that the men were not free in worship, and were not raising their hands. The second was that the women were wearing worldly clothes. The clothes that are worn today by the people in general are directly from the dictates of hell. It appears that the whole population is possessed by a kind of sex madness, which shows up in their apparel. Both men and women alike, seem to be vying for the one who can wear the shortest and skimpiest of pants. The design of the modern clothes is to show up as much as possible of the human body. There is a thriving sex market out there, and the Christian who pretends not to notice it is desensitized and not listening to the Spirit of God. There seems to be no difference between Christian and sinner in this respect. The abominable little pants and shorts and slacks (appropriate name) are sold in the stores like hot bread, and young and old alike turn out on the streets and in the shopping centers in this skimpy apparel. Hollywood, Paris, and London are given the styles of hell, and as they play the tune, the people dance—even the Christians!
Lesbian and homosexual styles have taken up the market and the men are dressing like women and the women like men. The Hollywood hair styles drop the male hair down on the back of the neck, so all the preachers now look like Hollywood, and the women's hair is sometimes made to look like Medusa the gorgon, with serpents in her hair.
Most churches and ministries are now asking for credit card donations. It looks like extortion to me.
These are only a few of the abominations of the worldliness of the church, but there is neither space nor time to enumerate how worldly the church has become.
"There shall not be found among you any one that maketh his son or his daughter to pass through the fire, or that useth divination, or an observer of times, or an enchanter, or a witch" (Deuteronomy 18:10)
God speaks in this verse of the abomination of passing your children through the fire, divination, and observers of times. The exegesis of this verse would take us back to the time when Israel fell away from God and began to worship Moloch, one of the abominations of the Palestinians. They used to take a newborn infant, sit around a fire, and throw the child through the fire from one member of the family to another. On some occasions, they would offer the child to the flames as an offering to Moloch. In some parts of the world, the practice is still being done.
In our modern world, we are too sophisticated to offer our children to the natural fire, but let us look at our practices and see where they came from.
Abortion is legal in the United States and in most of the world. Fetuses are being aborted by the millions and their body parts sold to make cosmetics, steroids, and spare parts for other children. President Clinton has just signed a bill authorizing the use of aborted fetuses for spare parts.
I have been advising the women not to buy very expensive cosmetics, because I understand that the children's parts are being used for the most expensive ones. Children have been photographed in the womb, crying out with great terror when the suction hoses begin to tear them apart limb by limb. I have known of even Christians who participate in abortion. Nevertheless, the Christian organizations that are fighting abortion have the wrong attitude and methods. We cannot fight the devil with his own tools. The churches, however, are throwing themselves down before abortion clinics. Our power lies in fasting and prayer, for some kinds will not come out but by prayer and fasting. We the people of God should give unwanted children a home, and give mothers counsel and safe haven. I know of one brother who challenged a mother who was ready to abort her child. She had the child and gave the baby to him, and the child is now a beautiful young man. I am sure there are many other stories like this, but this is our alternative to abortion:
"For we wrestle not against flesh and blood, but against principalities, against powers, against the rulers of the darkness of this world, against spiritual wickedness in high places", (Ephesians 6:12).
Christians who send their children to public schools (some private ones also) are giving them to the devil to be educated. Most of the wild sexual promiscuity, which is being practiced daily in the imaginations of the people as well as in their private quarters, is being vicariously transmitted to the children who are taught by them. Teachers and preachers project their personalities upon people of all ages, but especially upon the young. Many of the schools of this nation are teaching the children that homosexuality is an acceptable and alternative form of behavior. This abomination will be dealt with later.
Unlawful sex is the best thing that Satan has going for him, and he binds the nations of the world by beginning to destroy them from childhood. The proper understanding of sex should be taught to children by their parents, and should never be taught by the State. Governments are basically anti-God and Revelation 13 describes the final organization of nations as a seven-headed beast, which we will deal with in another chapter. Children are being offered upon the altar of adult lust, and we understand that some of the popular chain stores (where Christians spend billions of dollars) are involved in child-pornography. They have just discovered a ring, with its head in Holland and operating throughout the United States, that kidnaps and sells children for pornography. In some of the schools, condoms are being given out to 14 year olds. I know of one case in Florida, where a schoolgirl became pregnant and in exchange for certain privileges she had to consent to have a "chip" put under her skin to prevent further pregnancy. It was a license to go out and have sex without any fear of pregnancy again.
In the history of the world, we see at least two occasions where children were slain because the devil's representative thought that a child would be born who would threaten his position. This is, of course, the thinking of the devil. He now knows that his time is short and that man will be used of God to overthrow him. Pharaoh of Egypt killed the boy children in order to destroy Moses, but he ended up raising Moses in his house, and thus was mocked of God.
"But the midwives feared God, and did not as the king of Egypt commanded them, but saved the men children alive", (Exodus 1:17).
The next instance we have in Scripture is found in Matthew 2:16:
"Then Herod, when he saw that he was mocked of the wise men, was exceedingly wroth, and sent forth, and slew all the children that were in Bethlehem, and in all the coasts thereof, from two years old and under, according to the time which he had diligently inquired of the wise men."
Again, Herod butchered all the boy children from two years old and under, but he failed to kill Jesus.
The above historic events set the pattern for our time, which is the third and final time. The children are being butchered again, but again, the enemy will not kill the Christians who God has ordained to defeat him. Revelation 12 says that the woman (the church) had a man child, and though the dragon (Satan's church organization) was standing before her to devour the child, he could not, because the child came forth with great power and was caught up into the heavenlies (a realm above human carnality).
Many innocent children died in the fire at the Davidian cult premises in Texas. They died because their parents believed a lie.
The Oxford Dictionary describes the word cult as follows: "A system of religious worship, especially as expressed in ritual; a devotion or homage to a person or thing, especially when such adherence or devotion is based on fanatical beliefs or dogma."
The above description of what a cult is would seem to involve many of the religions that we generally think of as main-line denominations. Most of these denominations baptize babies, or have what is called "christening," although the Bible never once mentioned anything of the kind. All of these denominations have a great leader, whether he be called pope, bishop, arch-bishop, or whatever name is given. These leaders command an adherence and devotion that is mostly based on their dogma, since scriptural injunction is against their very position. They are the chief cults of our time and surely they are now lobbying in washington and the other legislatures of the world to get laws passed to persecute the true Christian. In some nations, at present it is the law that one cannot enter their country to preach unless one receives permission from certain religious blocks. I remember when the man who calls himself the Pope of Rome came to America and the President left Washington and went down to Miami to meet him.
Going back to Deuteronomy 18:10: "There shall not be found among you…an observer of times, or an enchanter, or a witch." These also the Lord describes as abomination. The abomination of observing times has completely overspread the church system. We find ample description of what is meant by "observing times" from the apostle Paul:
Galatians 4:8-11: Howbeit then, when ye knew not God, ye did service unto them which by nature are no gods. But now, after that ye have known God, or rather are known of God, how turn ye again to the weak and beggarly elements, whereunto ye desire again to be in bondage? Ye observe days, and months, and times, and years. I am afraid of you, lest I have bestowed upon you labour in vain.
Look with me at the abominations that have so overspread our worship that we fail to see it. If God says that observing times is an abomination to Him, then we need to examine our times observances and if we are not too far gone, then REPENT:
I have read many stupid religious signs, saying, "Keep Christ in Christmas." Christ Jesus was never in Christmas! The Mass of Christ was an invention of the Roman Catholic church under the guise of keeping the birthday of Jesus Christ, but actually to commemorate "Saturnalia," which was an ancient feast of the heathen dating as far back as the man Nimrod, who lived just after the flood and who was the first antichrist. The feast actually was commemorating Nimrod's birthday, and since he was also called Bacchus (the god of liquor), then one of the chief means of celebration was drinking and carousing. More liquor is consumed throughout the world at Christmas time than at any other time. All the practices of Christmas are heathenish; They and the ritualistic church-going is an abomination to the Lord. Most pastors get a Christmas message at Christmas time, which proves that they do not get their messages from God.
Easter (the correct spelling is "ISHTAR"—goddess of the ancient world) is the commemoration of the death, burial and hypothetical resurrection of Nimrod. If Easter really was a Christian feast it would be called Pasch, or Passover; and no matter what they call it, it would still be against scripture as an abomination to the Lord. The difference in time between the Jewish Pasch and Easter is approximately one month. It was the Roman Catholic Church that enforced Easter upon the world, approximately around the sixth century, and this enforcement was attended by much bloodshed, particularly in England. The worship of Ishtar in the ancient world was accompanied by the following atrocities:
The Pagan Lent was a period of what they called a "Sacred Fast," during which time great atrocities were committed, which included sacramental fornication (in which the women gave themselves to the priests), human sacrifices, sorcery, and necromancy.
In America and many other countries Easter is attended with painted eggs. The legend of the painted eggs come from the Chaldean rites (Nimrod). The hot cross buns are still eaten at Easter in many countries as part of the festival, and were used in the ancient world in the worship of the "Queen of Heaven" 1500 years before the Christian era.
"The children gather wood, and the fathers kindle the fire, and the women knead their dough, to make cakes to the QUEEN OF HEAVEN, and to pour out drink offerings unto other gods, that they may provoke me to anger" (Jeremiah 7:18).
The symbol of the egg is one that is used through many parts of the earth. In Greece, the egg was consecrated in the worship of Bacchus, the god of liquor. The Hindu fables celebrate their mundane egg as of a golden color. The people of Japan make their sacred egg of brass. In China, painted eggs are used in their festivals. Schools in America, that legally deny the use of the bible on their premises, have egg hunts at Easter. Eggs are used as sacred objects and as mystic symbols in the Egyptian and Greek worship.
The ancient fable, which comes out of Babylon, is that Astarte (Ishtar, Venus etc.) was hatched by a dove from an egg that fell from heaven. From this fable comes the fable of the Madonna. It is now a part of Roman Catholic dogma that the Madonna (queen of heaven) was "immaculately conceived," "without father or mother," "conceived of the Holy Ghost." This lie comes from Babylon and from the Babylonian mysteries.
The sacred days of the church are too many to mention, beginning with New Years Day, January 1, and ending with Boxing Day, or Saint Stephen's day, December 26.
"And not as Moses, which put a vail over his face, that the children of Israel could not steadfastly look to the end of that which is ABOLISHED", (2 Corinthians 3:13).
If there was a law to keep a holy day, it was abolished in the blood of Jesus Christ. Holiness is now required of humans and not put upon any day. We should esteem all days alike, and glorify God every day.
"And there came a fire out from before the Lord, and consumed upon the altar the burnt offering and the fat: which when all the people saw, they shouted and fell on their faces", (Leviticus 9:24).
This was the first time that God sent fire down upon His altar to consume the sacrifice. This fire remained on that altar for four hundred and ninety years, until Solomon. The fire fell again upon Solomon's temple, identifying the second temple of God in the earth. The third time the fire fell on the temple was at Pentecost when cloven tongues of fire were seen on the heads of 120 brethren, into whom entered the Holy Ghost—the Baptism of Fire.
"And Nadab and Abihu, the sons of Aaron, took either of them his censer, and put fire therein, and put incense thereon, and offered strange fire before the Lord, which He commanded them not. And there went out fire from the Lord, and devoured them, and they died before the Lord", (Leviticus 10:1-2).
Men attend the seminaries of the various denominations and non-denominations and inter-denominations, and there they learn psychology and the art of preaching and controlling Christians. Then they practice homily and enter into the business of preaching. Thus the greatest masters of preaching (dubbed as worldwide evangelists and doctors of theology, respected of all men) are in God's sight only makers of "strange fire."
The terminology "strange fire" is used in Scripture to also depict the bringing in of strange doctrines and even sorcery into the business of God. If psychology is described by our Lord as "strange fire," then what would you say to "necromancy"?
An ex-Jesuit, a Roman Catholic priest, who had spent twelve years in Rome, had once told me that one of the subjects they learned in seminary was necromancy (dealing with the dead). I believed him, but was given further proof when I looked at the advertised list of subjects taught at a Roman Catholic seminary in Port Harcourt, Nigeria, and saw one of the subjects to be "necromancy." Upon asking the question, "How could they so blatantly advertise themselves as being a church and yet teach the occult?" I was advised that they felt that in order to better understand the devil they should learn the art of the sorcerers.
The python is worshipped in all of Africa under different names and different guises, and this is represented in Nigeria by the "Mammy-water" spirit. This means that the spirit presents itself as a water serpent and a woman, and is often seen as a mermaid: half woman and half fish. In the Scriptures it is represented as "Dagon," the fish god, that was worshipped by many of the Palestinians at various times in their history. In 1 Samuel 5:1-5, the scriptures describe how Dagon was destroyed by the Ark of God. We find that the worship of this god has great antiquity in many diverse parts of the world, under different names and guises. We were, nevertheless, surprised when we found the effigy of this mermaid god carved on the pulpit of the roman catholic shrine of st. Thomas in madras, INDIA on our visit there in April of 1993. (If they read this, they might remove it; nevertheless, as a precaution, we took the picture of it!)
When most of my readers read these words about gods and worship, they lack the reality of the fact that we who write are talking about real life experiences, and not just a mythological knowledge gleaned from reading. To the people of the West Indies and places like Africa, what is myth to some of us is a life and death reality to them. There were some African children present in a classroom in America when the Disney show entitled "The Little Mermaid" was brought in—they fled unceremoniously. There was an incident in Nigeria where Dagon (Mammy water) appeared in a school in broad daylight, causing terror and panic among the children, whereupon many jumped to their deaths. A friend of mine whose wife was a servant of the Mammy-water spirit, on many occasions had to flee for his life from his bed, because the python came in to take his place in the bed.
The python, or the god of the voodoo worshipers in the island of Haiti in the West Indies, which originally came from Benin in Africa, is identified as the same god called Dagon of the Philistines, mentioned in 1 Samuel 5:1-5. This god is called an abomination by the bible, but has been accepted by the head of the Roman Catholic Church as being compatible with Roman Catholicism. It is reported that on the 4th of February, 1993, the head of the Roman church, John Paul II, visited Cotonou and told the voodoo priests of Benin that there was no reason why the people who practice voodoo could not be also good Roman Catholics.
We remember when this man, who took the name of John Paul II was first crowned as the Pope of Rome ("Te Deum" (Thou art God)). He gave five goals that he would strive to accomplish in his tenure. One of them was to bring the Pentecostal Church into the Roman Catholic Church. At that time he had a most able tool in the person of a man who was called "Mr. Pentecost" (David DuPlessis), a South African Assembly of God ordained minister.
We will just say John Paul II, since if we call him pope we are calling him "great father," and the scriptures say, "Call no man father…" (Matthew 23:9). John Paul II has made great progress in his published aims since he was crowned. DuPlessis died, but before his death he had succeeded in deceiving millions of Christians to become part of an ungodly abominable movement called "Ecumenism." There have been other champions of this cause, some of whom have recently subscribed their names to a letter written by Harald Bredeson, inviting John Paul II to accept an award called, "The Prince of Peace Award."
One of the basic rules in the Roman Catholic Church is that no priest can bless a person who does not first submit to the headship of the pope. A dear friend of mine, now with the Lord, was thrown out of the Vatican because when he was taken before the pope for an audience he refused to kiss his ring or his toe. Let me give you a list of a small number of the preachers who have been blessed by the man who calls himself "pope":
Harald Bredeson; The Voodoo priests of Benin; the Voodoo Priests of Haiti; Kathryn Kuhlman (deceased); the Dalai Lama (World Buddhist leader and god of the Buddhists); the Archbishop of Canterbury (head of the Anglican church); Muslem leaders; Hindu leaders; Russian Orthodox church leaders; Billy Graham, who so pleased Rome that he was recently given a doctorate from Notre Dame; leaders from the Episcopal church of Canada; Benny Hinn, who made a covenant with John Paul II to do his utmost to bring the Pentecostals to be one with the Roman Catholics; Robert Schuller, psychologist of the Crystal Cathedral; and many others.
The scriptures give very vivid pictures of what the end-time harlot church would be like, yet so many of us blind our eyes to the truth and involve ourselves and our children into her:
"So he carried me away in the Spirit into the wilderness: and I saw a woman sit upon a scarlet coloured beast, full of names of blasphemy, having seven heads and ten horns. And the woman was arrayed in purple and scarlet colour, and decked with gold and precious stones and pearls, having a golden cup in her hand full of abominations and filthiness of her fornication: And upon her forehead was a name written, MYSTERY, BABYLON THE GREAT, THE MOTHER OF HARLOTS AND ABOMINATIONS OF THE EARTH" (Revelation 17:3-6).
The picture presented above is that of a world organization presided over by the mother of harlots, which is a church. We previously mentioned that on one occasion the president of the United States traveled from Washington to welcome the pope in Miami. The president of Guatemala refused to do it and was quickly deposed, with the consent of the United States.
Pope; bishop; pastor; reverend; holy father; father; right reverend; cardinal; master. These and more identify the harlot church, which is described in Revelation 17.
We notice from the list of names of blasphemy above that it includes names from both the Roman Catholic and the Protestant churches. The truth is that if the Roman church is the Mother of Harlots, then the Protestant churches are the daughters. I heard Paul Crouch from the Trinity Broadcasting Network (TBN) say that he was erasing the word "Protestant" from his vocabulary because he was not protesting anything. I could agree with him by saying, "Surely there is no difference between a Protestant harlot and a Catholic one." According to the Word, a church that has harlotted itself by mixing with the world is an abomination to the Lord, therefore a Protestant abomination and a Roman Catholic abomination are the same before God.
That is the difference between a big "Pope" and a small one? Each in his own way stands between Christ and His people, and has set up himself (or is set up by others) as a mediator between God and man. Whether you call him a priest (which means "a mediator"), or a pastor, or a bishop, it is the same before God. A pastor that rules a congregation contrary to scripture (Ref: Matthew 20:25-27) is as much of a cultist as the Pope who rules over millions. GOD IS NOT THE GOD OF DENOMINATIONS. HE NEVER CREATED ONE AND NEVER WILL.
Let us draw a partial conclusion here. If it was an abomination before God for the Israelites to offer their children to idols and to strange gods, then it must be equally an abomination for Christians to offer their children to so-called men of God, which are not really men of God. If then, these men and their organizations are not really servants of God, then their blessing of children would be less than a blessing from God, who they are purported to represent. It would seem to me to be the same as the people giving their children to be sacrificed in the fire to Moloch.
The acceptance of the pseudo-psychology of Freud has spoiled whole generations of people from the 1960's coming up, and made them into rebellious animals rather than disciplined ladies and gentlemen. As former schoolteachers, we are appalled at the lack of discipline in the schools; and the feeble tools given to teachers to control the children are indeed nothing but a mockery. The girls dress like harlots to go to school, and the boys look like tramps with their clothes hanging down on them, all trying to look like the Hollywood character "prince." It is a horrible spectacle to see the mothers who come to pick up the children in the afternoons; they look like a parade of ladies of the night who you would expect to see in a red light district. The whole thing is utterly senseless, because men should not want to advertise their wives to other men; but it seems that the men are totally emasculated and unable to control their wives. Boys are attacking girls in the schools, and parents have to fight to get the authorities to take any action. There is the case where some schoolboys laced their teacher's drink with cyanide and made more than one attempt to kill her. The case is now in court. Some years ago, boys in Miami threw their teacher from a fourth floor window. Many parents are glad to get their children into the armed forces in order to give them some discipline.
Note: Because of the lack of space, this article has to be divided into two parts. The intention of this writing is to show that the abominations that we are experiencing have been the cause of a worldwide desolation in every department of human life. We intend to show that this desolation will eventually end in the great consummation, and that this consummation will be in two parts: Man pouring fire upon man, and God pouring judgment upon the desolate.


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Outbuildings / Bungalitos
These buildings can be used for anything - home office, guest house, storage, studio, retreat, work shop, kids play room - you name it! They are custom built to match your house or your taste. Built the old-fashioned way: quality craftsmanship, excellent materials and attention to detail.


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This is a sponsored post.
I have a little secret. You can celebrate the New Year at any time now. That means you can put your kids to bed at 8pm with the help of Netflix. Then celebrate the real Midnight alone…without kids.
Have you ever celebrated Midnight at 9pm in the past? According to a recent survey from Wakefield Research on behalf of Netflix, 34% of parents have admitted to fooling their kids into thinking its midnight so they would go to bed early.
Netflix is providing an All Hail King Julian 3 minute short movie with lots of loud music and fun. Play that at whatever time you want your kids to go to bed. Then once they are asleep, have your own party.
Let me know if you used the short film on Netflix to put your kids to bed early tonight.
Disclosure: I am a member of the Netflix Stream Team. All opinions are my own.


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Jan 052016 0Comments
By: Pearl Russell
In: Acupuncture
Tags: acupuncture, eye pain, glaucoma
Acupuncture and Eye Pain
Acupuncture and Eye Pain Humans are a visual species. When impaired vision disrupts our daily activities, we face the stark reality of how important our eyes are to us. Acupuncture can help to restore healthy eyes. Eye pain includes the pain experienced at the orbit, canthus, eyelid, and the full eyes. Eye pain may occur […]Continue Reading


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New Year – New Playlist: Our Picks for an Energized 2015!homedecor
New Year, new you? No way! There's nothing wrong with the old you. But just because resolutions are a bit outdated, doesn't mean we can't ring in the New Year with fresh new energy. So in honour of kicking things off right, we've teamed up with our music-loving friends over at HMV to put together a fun playlist of tunes to get you pumped for 2015. These tracks are great for working out, housecleaning, or just having a family dance party in the kitchen!
Here's what we're spinning right now:
1. "Stolen Dances" – Milky Chance (Sadnecessary)
2. "Love Me Harder" - Ariana Grande featuring The Weeknd (My Everything)
3. "Outside" – Calvin Harris featuring Ellie Goulding (Motion)
4. "Shake it Off" - Taylor Swift (1989)
5. "Lips Are Movin" - Meghan Trainor (Title – releasing January 13, 2015)
6. "Riptide" – Vance Joy (Dream Your Life Away)
7. "From Eden" – Hozier (Hozier)
8. "Action Cat" - Gerard Way (Hesitant Alien)
9. "Da Vinci" - Weezer (Everything Will Be Alright In the End)
10. "7/11" – Beyoncé (Beyoncé)
Excited to check out these fun songs? Shop all the albums at HMV (check store for availability).comments powered by Disqus


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How can I re-partition my hard drive when it says 'dynamic disks are not supported by this operating system'?
I bought a new laptop, HP Pavillion G6, which came in with almost 450 GB of hard-disk space allocated to a single partition. I tried the normal shrink and create to make partition of this drive, but constantly got this error message:
"dynamic disks are not supported by this operating system"
I tried different methods, like shrinking the volume for command line and then making a new volume, but all those efforts went in vain. Please advice.


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NMP Live Meets... broadcaster & TV presenter Johnny Ball, best known for making maths and science fun though his numerous children's television series such as BBC's 'Think of a Number" and ITV's "Johnny Ball Reveals All". We joined Johnny for an exclusive chat about his career and what he brings to corporate events. Watch the full interview or read the transcript below.
In conversation with Johnny Ball
What was your first job?
I'd failed at school, I only got two O' Levels: one was maths and the other one… wasn't. But I knew I was good at maths, it was crazy, there were lots of reasons for that. And when I left school, I got a job with De Havilland aircraft corporation, and I just took off – well they made aircraft you see – no, I really did; as soon as I was in the workplace I had no trouble, only in education did I have any trouble. And I just went like a rocket.
So, I was going to be an industrial accountant, but I thought, 'for the rest of my life? – ooh, no'. And at that time, I had to go into the forces for National Service. But instead I signed on, and if you sign on you get twice the money; it's all beer money when you're that age and you can dictate your career and the path. So I elected for a career, or a path, that would most certainly take me abroad. So they sent me to Wales!
How did you venture into stand-up comedy?
The forces was my university. For three years I just learnt and enjoyed every minute, and I worked hard as well. I was successful, so it was all great. But I knew I'd always wanted to be a comedian, and what I was going to do when I came out of the forces was to be a Butlin Redcoat. Then that happened and I had three great years – including a winter as well – and that was great, and it set me up to be a comic.I left them and for the next twelve years I was a stand-up comic.
What was your experience performing in comedy clubs?
Some clubs can be very tough but mostly they were tough because they were too lively and you had to settle them down and control them. But generally, they were okay; if you weren't good at it, you didn't do it for long, and you learnt how to handle just about any audience.
So it was great. I used to only have eight or nine nights off a year, and sometimes do two or three clubs a night! So it was very lucrative. I used to tour in my car with about six mohair suits, it was a great time. But it's a young man's game, and I thought I can't go around the clubs forever, I won't do that.
So I got the opportunity to go into children's television. I tried it and I loved the integrity of the whole thing. I suddenly realised that perhaps there's something more creative going that way.
How did you break into children's presenting?
A radio producer in Manchester heard that they were looking for people for children's television, and suggested me – thinking it would be Crackerjack! – and that I would be ideal for it. That's what I thought when I went for the interview. So I rushed in, and I knew I'd got this job within two or three minutes, and the guy said "oh you're going to be wonderful on Playschool"… (me) "err, sorry, playschool? – what's playschool?". And he said, "it's on at eleven o'clock in the morning, on BBC2, and it's for under-fives"… and so I'm off for the door... I'm away… I'm a comedian! And he came and grabbed me, and he said "come back, no, have a go…".
So I went to an audition, because you have to do an audition, and all these actors were (posh thespian accent) "Now, Humpty and I… Humpty and myself…". And I thought, what is all this about!? So I went in, and we did it, and I sorted of winged it. This is what happens: you always get the job you don't want! And immediately I got this job.
Once I'd done it for a couple of weeks I loved the integrity. It's a programme for under-fives, so you have to block out all other audiences, and just think 'it's a programme for under-fives', so that's what I did. And I stayed for sixteen years! That was the start – I learnt television.
I wrote all of my scripts knowing what you could do with television. Knowing all the intricacies… all the kinds of things, three-pass systems where you could talk to yourself, where you could be yourself, play yourself in sketches and things like that. All of that I learnt, whilst I was with children's television.
How did you move into writing for children's television?
I was a jobbing writer – and a jobbing writer would get thirty-five pounds a minute. The trouble was, even if you put a four-minute script in, for a Les Dawson or a Mike Yarwood, it would get whittled down to two-and-a-half… and they'd probably pay you two-and-a-bit!... and you couldn't earn one hundred pounds in a week! And there were lots of jobbing writers; the (future) Monty Python people were jobbing writers then; Monty Python hadn't started yet.
So we were all scrambling for very little. And suddenly somebody said "would you write for Play Away?", and I said "Yes", and they said "well how much should we pay you?", and I said "well, pay me thirty-pounds a minute, because the adults pay thirty-five", so they said "okay". And the first week it was for sixteen minutes... and suddenly I thought "hello!... I've struck gold!". And that's what I did, I wrote most of the comedy and I loved it. And I had a great time.
I knew where other writers had got their ideas from; like Ronny Barker, all the ideas he used for his sketches – his mispronunciation - all those things had come from other ideas from books and things like that, which I knew about. So I did all kinds of different versions of them myself, but for a smaller audience. We found actually, that our adult audience was about sixty-percent, and that was because the humour was clean – it wasn't adult – but it was pretty funny.
What led you to specialise in maths programmes?
I'm in children's television for a good number of years, and I did a couple of comedy series which were very good, but they were also very expensive, because it was all costume; a bit like 'Horrible Histories' that they have now. It was very similar to that, but earlier.
But there wasn't mileage in that because it was too costly. So they said "if you had your own series, what would you do?", and I said "I'd do a programme on maths". Because it had been my hobby since I left school; I knew I was good at maths, and I knew I should've done better at education. So it was there. And I realised that what I wanted to do was write factual information. And when I wrote 'Think of a Number' it all came out. Suddenly the world is your oyster, you can talk about absolutely anything, and the mathematical aspect of it, or the science aspect of it.
So twenty series later, I wrote them all and presented them all, and I was a totally different person. But I didn't write that first script until I was thirty-nine. So the whole career started from then, if you like. So it's amazing what you can do. And since then, I've just never been out of work.
How did it feel to inspire a generation?
When I started writing, after a few shows we started getting letters… "I'm going to be a scientist because of you", and they showed them to me, and the hair stood up on the back of my neck, and I thought 'I've got pressure here!'. By the second series there were lots of letters coming in, and eventually they didn't show me anymore… I got no more fan mail because the pressure was too great, because I had to write new programmes. But as long as I was in my own cocoon, writing my own programmes it was ok.
I used to go to the pub, until about half-past-ten or quarter-past-eleven, just a couple of pints, and then come home and write to about three or four in the morning. It was the only time I could write, when I was troubled by it. Zoe was in the next room and she used to be sometimes awakened by my click, click, click – me on the typewriter – which she said she found fine. But I had to write all of those scripts, and as I say, the pressure was great but it was so fulfilling.
It was so enjoyable, and the crew that I had around me were so good, and helped so tremendously well, so we worked as a great team… with 'Think of a Number', 'Think Again', 'Think Backwards' and 'Johnny Ball Reveals All'... good heavens, it's so long ago, I'm forgetting the titles! But they were so enjoyable, twenty series of factual information programmes that I wrote, and I enjoyed them.
Then we found out that the audiences were always about sixty-percent adults. Retired engineers used to write and say "that was wonderful, nobody's ever mentioned that, and did you know this…" and so suddenly I had more ammunition for the next show! And it was just tremendous, so when I stopped doing them - and I had sort of almost run that out – I thought, 'what am I going to do in television next?' But it didn't matter, because the corporate world beat a path to my door.
I worked for National Grid for six years, explaining how the National Grid works to the general public. I wrote their brochures explaining it. All of those things started to happen, because of my doing those shows. And it was just a wonderful start.
How would you describe your speaking style?
I don't do jokes as such anymore and if there are they're probably very old jokes, they've probably heard them. I don't do jokes. But I can make very serious information, entertaining and that's what I do.
I show all kinds of ways of making it entertaining and relatable. It's basically the way I did my programmes. And that worked when I did it that way, so it doesn't matter what subject I'm talking about to an after-dinner, or to a conference audience. I can get some vitality into it, some excitement into it, some positive attitude into it, definitely a confidence-growing attitude into it – the idea that people can go further than they think, and can achieve more than they think. And that's what I add.
I think I'm more motivational than I ever was, now. I'm chuffed that I stand behind that. It seems to work, and the audiences seem to latch onto it.
What impact can your keynote speeches have?
Not so long ago, I did a speech for a major building company, one of the biggest, they asked me in first. I was hooked on and had a lot to say about climate change and global warming – and what I said in the 1990s has not changed an iota; if you look back at what I said, I haven't changed one word of what I said then, to what I say now.
I was absolutely right then but lots of people thought that I was going off on all kinds of tacks. I wasn't saying there was no such thing as climate change, but I was trying to evaluate what we're talking about, a lot of it is scientifically unsound.
It went very well, that keynote speech, for that conference. I talked to the organiser the next Thursday, and I asked how did it go? He said, "I tell you, not one speaker in the conference, didn't mention your opening – not one – everyone mentioned something you said, and that triggered something". Many of them were agreeing with me, some of them perhaps not, but that's not the issue! I stimulated so much more thought outside the box and that's the important thing!
You've got to make it flexible, there's no good a company thinking internally, thinking inwardly, and it being stifling – you've got to broaden it out.
If you're interested in booking Johhny Ball you can enquire online, email us or pick up the phone and speak to one of our friendly booking agents. For further information, testimonials and video clips,about Johnny view his profile.


text:
Navigation short-cut: Session jump by number
1 - 2 - 3 - 4 - 5 - 6 - 7 - 8 - 9 - 10 - 11 - 12 - 13 - ... end
Session 1 - Tuesday, 31 August
Before class
- Buy (borrow, rent) a copy of the textbook: A Practical Guide to Middle and Secondary Social Studies (June R. Chapin, 2007; Amazon page -- also available in the LU bookstore)
- If you can, check out the course resources linked from the main course page: this wiki, the bookmarks list, the Moodle site.
During class (ppt)
- Introductions
- Tour of course sites, resources
- Textbook: A Practical Guide to Middle and Secondary Social Studies (June R. Chapin, 2007; Amazon page -- also available in the LU bookstore)
- Public face of the course: Wiki
- Intended curriculum: Map
- Enacted curriculum: Record, built session-by-session. See previous version of this course for an example.
- Private face of the course: CourseSite.
- You're probably familiar with Blackboard; we'll be using a different courseware system called Moodle. Lehigh has named theirs CourseSite.
- Note that Moodle is a free tool. If you're interested, you can set up your own Moodle and use if for teaching your classes--an example is here.
- Course bookmarks--some websites that you may find useful during the semester.
- And in case you don't have one already in front of you: classroom laptops
- Reviewing syllabus
- Static copy (pdf) vs. dynamic copy (Google doc)
- Please flag any corrections or questions as we go along! That's the whole point of the dynamic copy....
- Part 1: General overview, expectations
- Part 2: Assignments
- Static copy (pdf) vs. dynamic copy (Google doc)
- Conceptual work:
- What is social studies? (via Jigsaw(-ish) / LGL activity)
- Form SIX groups
- Group A: NCSS materials, publications (NCSS website)
- Group B: PA standards (electronic versions), textbooks
- Group C: Content-area groups' materials (links to content-area association sites)
- Group D: "Education market" materials
- Group E: Teacher materials; high school course catalogs.
- Group F: Discussion: What do you remember from your middle & secondary social studies experiences? What topics did you address? What did you read? Watch? Discuss? What sorts of tasks, assessments, or projects did you complete?
- Group work for 10 minutes
- Report out: Describe what you looked at, what you discussed. Instructor will make a list.
- Group: Look over the list and create GROUPS or blocks of items that appear (to you) to be similar to one another.
- Label: Identify each group by a short (1-4 word) label.
- Form SIX groups
- What is social studies? (via Jigsaw(-ish) / LGL activity)
- Instruction presentation: What is social studies? A natural evolution in education? A historical oddity? An ill-defined object? A battlefield?
- What is a social studies methods course?
- Content? Techniques? Lesson planning?
- Significance of model lessons: LGL / Jigsaw, Hilda Taba** Why does social studies matter?
- Closure: Discussion of WLT, original instructional materials assignments
After class
- Reading: Chapin, Ch. 1; NCSS, 1993
- Assignments
- WTL (start your thread in CourseSite forum)
- Please update your profile (e.g., add your photo) in CourseSite
- Start thinking about assignments: tech products, course plans, etc.
Session 2 - Tuesday, 7 Sep
Before class
- Complete reading; post in CourseSite--if you have questions about the upcoming assignments, post them in the 'Help Me!' forum
During class (ppt)
- Housekeeping
- Conceptual work
- What is a social studies educator?
- The playing field: Standards, organizations, journals, publishers, and interest groups
- The reality: Students, parents, administrators, teachers, and communities
- Paradox of democratic education
- One way to structure your experience and thinking: TPACK
- Teacher as gatekeeper; social studies that matters
- Teacher dispositions
- Demo lesson: Story of Aaron, with materials drawn from the Geography of Slavery database at the University of Virginia. Whole-class, collaborative examination of primary sources...very deliberate arrangement of materials.
- Who are you as a social studies educator?
- Social studies resources; we'll be using the course bookmarks for part of this. Be sure to experiment with concatenating tags. For example: TLT431+history; TLT431+history+games. (Unfortunately, there's no way to use 'not' or 'or')
- Building your toolbox as a social studies educator
- "Toolbox" concept
- Organizing your toolbox: Preview of Hammond & Manfra, 2009
- What is a social studies educator?
- Closure
After class
- Reading
- Chapin, Ch. 1 (review)
- Shulman, 1986
- Thornton, 2001
- Hammond & Manfra, 2009
- Assignments
- Complete first original instructional material product
- Start lining up classroom observations, HTCE participant
Session 3 - Tuesday, 14 Sep
Before class
- Complete reading
During class (ppt)
- Housekeeping
- Demo: European voyages of discovery framed with a driving question, via Google Earth. Kml file here. Whole-class, teacher-centered
- Original instructional materials assignment, product #1: Get into pairs/trios and share.
- Conceptual work: Tasks of social studies educators
- Planning
- Standards: Pennsylvania state (and even more states') standards; national standards.
- Curricula / course plan.
- BASD social studies curricula page.
- It's worth pointing out Virginia's standards: note the amount of work put into developing not just the standards but also the curriculum framework and scope-and-sequence, assessment blueprint. Also: use of Backwards Design (Wiggins & McTighe) in curriculum framework. Pretty potent contrast with the line of thought that appears to guide the PDE standards (e.g., history--elementary [grades 3-8], secondary [grades 9-12]).
- Curriculum map / scope-and-sequence
- Unit plan
- Lesson plan
- 'Activity' or 'method' (i.e., what you're putting in your toolbox)
- Re-convene original instructional material groups: how does your 'activity' build your toolbox? Fit into standards / curricula / units / lessons?
- Looking at instructional planning documents
- Curriculum map / scope-and-sequence -- see curriculum map template in CourseSite and online materials (e.g., 6th grade curriculum maps from Worth County, GA)
- Unit plan -- see unit plan template in CourseSite; see also online materials (e.g., world history unit from Oakland, MI)
- Lesson plan -- see lesson plan templates in CourseSite; see also online materials (e.g., lesson plans from GEM).
- Reminder about toolbox metaphor
- Advice to social studies teachers
- Being present in communities of practice
- H-Net.
- AP Central.
- World727 (global education) -- this page has info on the whole issue, scroll down to bottom for specific listserv info
- Knowing, teaching, and learning the content
- Knowing, teaching, and learning about young people
- Being present in communities of practice
- Discussion of instructional planning assignments, with particular attention to course planning:
- Picking courses for your 'course plan' assignment: Course catalog at Freedom High School (look at pp. 13-17), course catalog at Liberty High School (look at pp. 25-31)
- Finding relevant standards
- PDE standards on economics (secondary).
- CEE standards.
- AP Macroeconomics course description.
- Course plan -- see my sample.
- Curriculum map -- example from Hudsonville, MI = pretty much a straight run-through of the AP course description topics linked up with resources & assessments; note repetition in 'assessments for learning.' Would this approach fly with an urban, under-served population?
- Unit plan -- here's something that's identified as a unit plan|www.trinkner.org/Fed_UnitPlan_2009.doc|||||||||||||||||||||||||||||||\; is it? If nothing else, contrast with our assignment specifications
- Lesson plan -- see CEE's Economics in action: 14 greatest hits for teaching high school economics (via Google Books). We'll be doing one of these lessons later in the semester.
- Planning
- Closure
After class
- Reading
- Chapin, Ch. 2
- NAEP data (in CourseSite)
- Smith & Niemi, 2001 (skim)
- Barton & Levstik, 1996 (connect to HTCE assign)
- Assignments
- Start second original instructional material assignment
- Work on first course plan---start with your own "big ideas", go to standards, etc.
- Work on first classroom observation
Session 4 - Tuesday, 21 Sep
Before class
- Complete reading; move forward on second original instructional materials, first course plan, and first observation
During class (ppt)
- Housekeeping
- Conceptual work
- Opening demo: Silent timeline
- Second demo: Early US History via GIS, using this file, courtesy of Mr. Jeff Snyder.
- Think back to: Story of Aaron
- Challenges of history ed
- Frameworks for thinking about teaching and learning: Bransford (et al.), Wiggins & McTighe
- Pedagogy that matters: Inquiry, active learning, and direct instruction (or, in my terms: Prompting, Making, Giving)
- Closing
- Closure
After class
- Reading
- Chapin, Ch. 3, 4 -- read carefully, take notes!
- Hammond & Manfra, 2009 (review)
- Bransford, Brown, & Cocking, 2000 (selections)
- Keeler & Langhorst, 2008 (to help plan for original instructional material product #2)
- Assignments
- Complete your first course plan; see my (partial) sample for guidance, ask questions as needed.
Session 5 - Tuesday, 28 Sep
Before class
- Complete the reading.
During class (ppt)
- Housekeeping
- Conceptual work: History education and Wikipedia. See ppt for details; related links are...
- History Scene Investigations, housed out of William & Mary
- National Archives and Records Administration (NARA): Lesson plans and teaching activities (includes primary source heuristics)
- Becker, 1931: 'Everyman his own historian'
- Straight from the oracle: Sam Wineburg's Historical Thinking Matters.
- Adapted from the oracle: SCIM-C (Hicks, Doolittle, & Ewing)
- Yet more: National History Education Clearinghouse.
- Closure
After class
- Reading
- Assignments
Session 6 - Tuesday, 5 Oct
Before class
- Complete readings
- Complete instructional material product #2
During class (ppt)
- Housekeeping
- Conceptual flipping: Geography and civics
- Conceptual work
- Re-visiting / closing off history ed (for now)
- Opening up civic ed
- Intersection between civics and history
- What's so special about civics?
- 'Doing' some civics
- Bill of Rights bingo (adapted from [this lesson plan|http://www.uen.org/Lessonplan/preview.cgi?LPid=533])...what kind of civic ed is this?
- Constitution Day, celebrated each year on September 17, MANDATED into school curriculum from 2005 onwards. Use thomas.loc.gov to figure out when & how this happened.
- Three views of civics ed
- Demo lesson: Branches of the government via PowerPoint mark-up
- What kind of citizen? Westheimer & Kahne...and the PDE standards. What kind of citizen do the PDE standards suggest?
- Content area organization to know: Center for Civic Education.
- Introduction to Project Citizen by Myron Yoder, ASD Social Studies Curriculum Supervisor. (See also: We the People project.)
- Opportunity to volunteer with students doing Project Citizen: Susan Siegrist, Jefferson Elementary
- Closure: Micro-teaching: expectations, sign-ups
After class
- Reading
- Chapin, Ch. 7 (3rd ed) or 8 (2nd ed)
- Westheimer & Kahne, 2004
- Smith, 2004
- Assignments
- Complete (if you haven't already) your first classroom observation
- Work on second course plan
- Sign up for microteaching slots.
( PACING BREAK - Tuesday, 12 October - NO CLASS )
Session 7 - Tuesday, 19 Oct
Before class
- Complete reading
- Complete your first classroom observation. If there's going to be a problem with this, LET ME KNOW. Please.
During class (ppt)
- Housekeeping
- Opening up microteaching (methods list, expectations, feedback forms): After expectations and process, a big hand for our starting pitchers...
- Cory K.
- Jeff S.
- Conceptual work: Geography education
- WTL opening post: In my opinion, geography education is/should be about...
- First, I need you to tell me about...your clothes. Seriously! It's less creepy than it sounds. I promise! Input form here.
- Sketchmaps: Draw me a map of...(world, North America, USA, Pennsylvania, Lehigh Valley, Lehigh University campus)
- Geography vs. history/civics
- What is geography? Geography is...
- What is where? Looking at birds' nests; revising sketchmaps
- The why of where: Looking at our clothing. Follow-up: flickr.com/map.
- ...people: Video analysis, looking at images, and then an enactive activity. The enactive and some of the visuals are drawn from Geography Alive! by the Teachers Curriculum Institute.
- ...spatial thinking. For example, consider this geological formation: Siccar Point (a Hutton's Unconformity). Or consider the Great Pacific Garbage Patch...that's clearly a non-conformity...for the moment....
- FUN! Puzzle maps.
- ...a lie? Consider how we can lie (or distort) and even fool ourselves with maps.
- ...the future of social studies? Consider interest in global education (or education for globalization), Walter Parker's read on the arc of the field. A contrarian argument: GEOGRAPHY, not history, should be the centerpiece of the social studies.
- WTL closing post:
- In my (revised?) opinion, geography education is/should be about...
- One thing I'd like to do in a geography class / geography-integrated history or civics lesson is...
- Closure
After class
- Reading
- Chapin, Ch. 8 (3rd ed) or 7 (2nd ed)
- Alibrandi & Sarnoff, 2006
- Assignments
- WTL: Brainstorm two or more ideas for integrating geography into a history or civics unit
- Complete your second course plan
Session 8 - Tuesday, 26 Oct
Before class
- Complete reading
- Complete your second course plan
- Don't forget that I have some specific prompts for your WTL to follow up on the last session
During class (ppt)
- Housekeeping: First classroom obs -- comments / files / grades up in CourseSite; role of placeholders.
- Microteaching
- Alec R.
- Josh H.
- Conceptual work
- Following up on geography ed: Geography as a 'lie' / misrepresentation / simplification. Consider: cartograms (e.g., worldmapper.org) -- is this moving closer to or further away from 'truth'?
- Does this same dynamic play out in history ed? Civics ed?
- Opening up economics ed
- Economics as integration: Classic lesson topic = Great Depression. Here's a sample lesson from Social Ed, but there are lots of other ways to get at this.
- Economics as a representation / simplification / model. Examples: micro S & D, macro AS & AD. Competing policy implications of different models of AS & AD. I'm using ThinkEconomics here -- it's worth playing with & exploring. Bookmark it for later.
- Demo lesson (and experience in micro S & D): A market in wheat. This is a CLASSIC lesson. I first encountered it in the 'Morton' books for teaching AP Econ--it's also available in a CEE publication via Google Books: lesson, entire book. [Honorable mention for more great econ materials: Play-Doh Economics, from Indiana's Council for Economic Ed. You can get the first edition online for free; the second edition you have to buy (Amazon).]
- Activity de-brief -- what was learned: concepts? Skills? Attitudes? Any citizenship development going on here?
- A critical stance on economics education (in the US, at least): where's the non-capitalism? Example of Islamic banking
- Opportunities to think critically & address citizenship/global citizenship: visualizingeconomics.com and the issue of microfinance (e.g., Kiva.org), et al.
- Closure: Bringing together geography, economics, civics, and history: gapminder.org.
After class
- Reading
- Re-visit Chapin on economics (Ch. 8 in 3rd edition, Ch. 7 in 2nd edition)
- Read Praxis materials, focusing on the sections about economics concepts
- Check out NAEP materials on economics
- Assignments
- Complete curriculum map. If you're not going to turn it in next week, at least send me an email to let me know what to expect!!!
Session 9 - Tuesday, 2 Nov
Before class
- Complete reading
- Complete curriculum map OR email me to let me know to expect it next week (i.e., by Tues, 9 Nov)
During class (ppt)
- Housekeeping
- Microteaching
- Wil D.
- Peter B.
- Conceptual work
- Election-related lesson: polling & prediction -- handout t/k
- Grand unification of social studies: GapMinder.org.
- Assessment & social studies
- Generic purposes & assumptions of assessment: sequestered, individual tasks; assessment OF learning vs. assessment FOR learning; accountability / the 'bottom line' vs. the challenges of failure (or being passed along)
- Assessment in the context of social studies: What's the bottom line, again? Significance of schema, level of non-information in traditional assessments. Examination of the work of Sam Wineburg, Gabriel Reich. Test items as text: compare primary source heuristics & test-wiseness
- Examples of non-traditional assessment: Take the assessment & then evaluate your work
- Digital documentary group
- Individually create your own digital documentary on the Civil Rights Movement
- View and evaluate a sample documentary by two 7th grade students
- Essay group
- Start with the Free Response Question. Individually examine the question and the images, then individually outline an answer. Then read the sample student response and score it with a rubric. Discuss your scoring.
- Move to the Document-Based Question. Examine the question and the documents, but skip writing your own answer. Examine the rubric, then look at the sample student response. Score it individually, then discuss.
- Collaborative test-taking group
- Answer the first ten questions on your own.
- Answer the second ten questions on your own; then stop and discuss them. Note places where you changed your answers and provide an explanation of why.
- Answer the last ten questions on your own. Then use a computer to explore these questions further. Change your answers as needed, and document your changes (i.e., provide new answer, explain your new understanding, and provide links to relevant sites).
- Transfer task group
- Individual task ('transferring out')
- Group comparison & discussion
- New individual task ('transferring in')
- Group comparison & discussion
- Digital documentary group
- Assessment & Backwards Design --> unit plan
- Other assessment reference points, for good or ill: NAEP, Praxis.
- What are your own 'bottom lines' when it comes to assessment? What will you value? What bargains will you strike?
- Closure
After class
- Reading
- Reich, 2009
- Wineburg, 2004
- Chapin, Ch. 5
- Review rest of Praxis exam materials in CourseSite
- Assignments
- Outline your unit plan
( SOCIAL STUDIES CONFERENCE - Tuesday, 9 November - NO CLASS )
Session 10 - Tuesday, 16 Nov
Before class
- Complete reading
During class (ppt)
- Housekeeping
- Microteaching: Jessica & Jonathan; Peter?
- Conceptual work
- Closing off our assessment discussion / experiences
- Democratic classrooms
- Closure
After class
- Reading: Manfra, 2009
- Assignments
- Complete HTCE
Session 11 - Tuesday, 23 Nov
Before class
- Complete reading
During class (ppt)
- Housekeeping
- Microteaching
- (Peter)
- Conceptual work: Guest presentation on inclusive classrooms
- Closure
After class
- Reading
- Cho & Reich, 2008
- Assignments
- If you haven't already, complete your HTCE.
- Work on classroom observations, unit plan
Session 12 - Tuesday, 30 Nov
Before class
- Complete reading
During class (ppt)
- Housekeeping
- Microteaching
- Travis
- Jennifer
- Sarah
- Brian.
- Conceptual work
- Closing off & bridging democratic classrooms, inclusive classrooms, and the mission of social studies
- Discussing unit plan expectations
- Closure
After class
- Reading -- none
- Assignments
- WTL -- use the special needs scenarios to guide your reflection.
- Complete your second/third/final classroom observations and turn in
- Work on your unit plan
Session 13 - Tuesday, 7 Dec
Before class
- Complete reading
During class (ppt)
- Housekeeping
- Conceptual work
- Social studies, writing, and deliberation: Respecting the process.
- First, a quick look at a research overview: Risinger, 1987.
- What about the war between coverage and depth? And what preparation do social studies teachers receive regarding how to structure writing?
- Examples: Wiki about the French Revolution, and two contemporary people to pay attention to: Whitney Blankenship and Diana Hess
- Moving into dialog and looking for more detailed advice, structures
- Student vs teacher talk time; student- vs. teacher-initiated questions
- Wait time and other conventions
- Types of questions
- Dialoging with text: Example of dialectical notebook.
- Dialoging with one another: Quick look at the work of Hilda Taba.
- Social studies and gaming
- Let's all consider a couple games together
- Consider a drill game. A weird drill game. But clearly one about social studies!!
- And FYI: You can fit about anything into a drill structure. For example: "Third Grade Map Test".
- And here's a classic strategy game...
- DISCUSS: What might games be good for? What value might they add? By seeking to integrate games into social studies instruction, what are possible deadends / routes forward?
- Taxonomy: "Edutainment" vs. Commercial-off-the-shelf; instructional hooks vs. "frictionless" (no opportunity for learning / designing instruction)
- Then split up into groups
- Group 1 heads to Oregon! Note: USE FIREFOX, not Chrome. You'll have to install a plug-in. Note that this is obviously an archaic version (Apple IIe!!) of the game, but use it to judge more contemporary ones. Contrast with this (much shorter) game about Jamestown.
- Group 2: Geography games. Here is a visually clean, single-player game: Travel-IQ. Once you get the concept, try to match up against other players at [GeoSense.net|http://www.geosense.net/].
- Group 3: Some items to consider: Sims modding, Muzzy Lane, WoW guilds, an online lab for democracy?
- Group 4: Find something, explore it, and report back to the class!
- Then re-convene to discuss
- Let's all consider a couple games together
- Social studies, writing, and deliberation: Respecting the process.
- Closure: A methods student is a methods student forever.
- Evaluation: Feel free to add any additional anonymous feedback that you think of later.
After class
- Reading: Blankenship, 2009; Hess, 2009
- Assignments
- One last WTL. Topic: As I leave methods...what's in my toolbox? What areas do I want to develop next?
- Finish unit plan, turn it in (paper and/or CourseSite) by Dec 14
- And don't forget you can continue to add additional anonymous feedback
...go back to top?


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