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Rice Krispies Bars, fancied-up a bit
Here's an idea for Rice Krispies bars. I often make these for church potlucks because
1.) it makes a big batch,
2.) people like them, and
3.) it's relatively easy.
Coat an extra large baking dish with no-stick cooking spray. (I use a 4.8 quart, 10x14" Pyrex pan.) Make a batch of regular Rice Krispies Treats, and press it evenly into the bottom of the pan.
Make a second batch, substituting either Fruity Pebbles or Cocoa Krispies for the regular Rice Krispies cereal in the recipe. Spread and press it evenly over the bottom layer.
Then make a third batch of regular Rice Krispies Treats, and spread and press it over the colored layer.
Last step: Melt a couple blocks of white candy coating (sometimes called "almond bark") and drizzle it over the top of the Treats with a fork. Then add a final bit of pizazz with some color-coordinated cake sprinkles.
Who knows? A similar recipe may be on the Rice Krispies site. I've never looked! However, I did come up with this idea myself, even if someone else did also.
That's what I'm doing this morning, plus baking bread, fixing a large bowl of cole slaw and making a fruit jello. Those are my contributions to the church potluck tomorrow. I'm just taking side dishes because the church is supplying chicken and ham, and since we live about 25-30 minutes from church, I like to take foods that aren't likely to slop out of their pans.
I also need to vacuum this morning because Keely and Taurus are coming to eat a late lunch/early supper. We're having roast beef. It's a busy day, and I'd better get with it.


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Pulled Pork Enchiladas
This is a wonderful recipe so you can use left over pork from your pulled pork made earlier in the week - make sure you saved the pork without the BBQ sauce to use though. I save the pulled pork in the juice it was cooked in to keep it moist. It serves 6.
• 1
cup onion -- chopped
• ½
cup of butter or margarine
• 4
cups of pulled pork -- finely shredded
• 1
large can of your favorite Enchilada Sauce (Mild or Hot) -- 19 oz.
• 1
cup of sour cream
• 4
cups cheese -- shredded Mexican blend or Monterrey Jack
• 2
finely chopped jalapenos or if desired 1 can of green chiles diced. 4 oz.
• 1
can of pimentos -- diced (4 oz.) (optional)
• 10
tortillas -- flour (8 in.)
Cooking Directions:
• Saute the onion in butter until tender, and lower the heat.
• Stir in ¾'s of the can of enchilada sauce, and 2 cups of the shredded cheese until melted.
• Add in the pulled pork, jalapenos, and pimento if using, and mix well.
Assembly Instructions:
• Take the remaining enchilada sauce and mix with the sour cream.
• Pour a portion of the sour cream/sauce mixture into the bottom of a 13x9-inch baking dish, and spread evenly.
• Fill each tortilla with equal portions of the pork mixture, and roll up.
• Arrange in the baking dish, and spoon remaining sour cream sauce over the enchiladas.
• Sprinkle with the remaining cheese.
• Bake in a pre-heated 350'F. oven 30 minutes, or until bubbly.
• (Serve with additional sour cream if desired)
Braised Herb Chicken Thighs with Potatoes
2 tablespoons all purpose flour
2 teaspoons paprika
1 teaspoon salt
1 teaspoon dried thyme
1 teaspoon dried oregano
1/2 teaspoon black pepper
8 chicken thighs skinned - about 2 pounds
1 teaspoon olive oil
1 1/2 cups slices of carrot - 2 inch thick pieces
1 large onion cut into 8 wedges
1 1/2 cups chicken broth
1/2 cup dry white wine
1 1/2 lbs small red potatoes quartered
1. Combine first 6 ingredients in a large zip-top plastic bag. Add chicken, seal bag and shake to coat.
2. Heat oil in a dutch oven over medium heat. Add chicken and remaining flour mixture to pan, cook 3 minutes each side or until lightly brown. Add carrot and onion, cook 3 minutes stirring frequently. Add wine to de-glaze pan, then add the broth and potatoes and bring to a boil. Reduce heat and simmer 35 minutes or until chicken is done and vegetables are tender.
4 servings - 2 thighs each.
467 calories, 14.9 g fat, 37.2 protein, 40 g carbs, 5.7 fiber.
Pulled Pork Sandwiches- A Crock Pot Recipe:
Start with a 5 lb pork shoulder (depends on how much you want) - also known as the Boston Butt Roast - I think it is listed as pork shoulder at Your Favorite Market.
Make sure to spray your crock pot with non-stick spray before you begin!
Take your roast and liberally season it with salt, pepper, seasoned salt, and garlic powder and place in the crock pot. Depending upon how much smoke flavor you want, put in liquid smoke - I use about 1 tablespoon - sprinkle it around on the roast. Add three bay leaves. Thinly slice an onion and spread around and on the roast. Mince two garlic cloves (or use a garlic press) and also spread over and around the roast. Add 1/2 cup water and let cook on low for 8 hours (longer will make it more tender) and it needs to reach a temperature of 170 degrees.
Take the roast out of the crock pot, then using a fork begin pulling the meat off and separating it from the fat. Place the meat in a bowl and add your favorite barbeque sauce to mix and then serve on hamburger buns - Johnny prefers the onion buns. Have barbeque sauce ready for people to put more on the meat if desired.
Easy Chicken Marsala
By Miss Kitty:
Makes 4 servings
An easy but delicious dinner made in less than 30 minutes.
¼ cup all-purpose flour for coating
½ teaspoon salt
¼ teaspoon ground black pepper
½ - 1 teaspoon dried oregano
4 skinless, boneless chicken breast halves – pounded to ¼ inch thickness
4 tablespoons butter
4 tablespoons olive oil
1 cup sliced mushrooms
1 cup Marsala wine (I prefer the sweet version over the dry)
In a shallow dish or bowl, mix together the flour, salt, pepper and oregano. Coat the chicken breasts in the flour mixture.
In a large skillet, melt butter in oil over medium heat. Place chicken in the pan and lightly brown. Turn over chicken breasts and add mushrooms and brown other side of chicken. Pour in wine.
Cover skillet and simmer chicken for 10 minutes, turning once, until no longer pink and juices run clear.
Remove chicken from pan and increase the heat back to medium and reduce the sauce if it needs thickening. (The more you reduce the sauce the sweeter and more flavorful it gets.) Pour over the chicken breasts and serve.
Yummy Potato Casserole
(Great with breakfast or as a dinner side dish!)
1 lb Frozen Hash Brown Potatoes
1/2 cup butter or margarine - melted
1/2 cup chopped onion
1 can cream of chicken soup, condensed - (or can use cream of mushroom or celery if preferred)
1 pint sour cream
1 tsp salt
1/4 tsp pepper
2 cups shredded cheddar cheese
bread crumbs (store bought works fine)
melted butter or margarine (a couple tablespoons)
Spray a 9 x 13 glass baking pan with non-stick spray. Preheat oven to 325 degrees.
Put potatoes in pan. Mix butter, onion, soup, sour cream, salt and pepper together. Pour over the hash browns and top with the cheese. Top the cheese with the bread crumbs and drizzle the melted butter over that. (It helps it to brown.)
Cover with foil (it helps to spray the foil with non-stick spray on the side covering the potatoes too!) and bake for 30 minutes. Remove the foil cover and bake an additional 15 minutes until brown and bubbly.
Approximately 10-12 servings

subset: commoncrawl


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Vatican City, Oct 26, 2012 / 12:59 pm MT ().- The synod of bishops on the New Evangelization released a "message to people of God" Oct. 26, emphasizing hope in the face of an increasingly secular culture, because Christ promises salvation.
Addressed to all "people of God," the nearly 7,000-word proclamation focused on the theme that all the problems confronting the Church throughout the world – from evil expressed in bloody persecutions to the deadening allure of Western secularism – should not cause fear, because Christ promises salvation, now and forever.
"There is no room for pessimism in the minds and hearts of those who know that their Lord has conquered death and that his Spirit works with might in history," it proclaims. "The work of the New Evangelization rests on this serene certainty."
In fact, the most dire spiritual assaults on faith should be seen as opportunities, it says. Even "the most bitter forms of atheism and agnosticism" represent not a spiritual "void but a longing, an expectation that awaits an adequate response."
At the Oct. 26 synod press briefing, one reporter asked if the synod message was too optimistic.
Cardinal-designate Luis Tagle of Manila replied, "I think it is important to affirm that the Church is alive," in spite of the "fear of some people about the decreased numbers of practicing Catholics … and the influence of oppressors of the Church quite increasing."
Referring to his native region of Asia, where the overall number of Christians has always been a tiny, often oppressed minority, he said that this should pose no overarching problem for the faithful.
"You live there, you thrive there, you express your joy and your hope. You don't wait for the situation to change."
His fellow Synod Fathers' closing message is a ringing call to personal conversion and to bring the Gospel to others in all places and stations of life in an ever-changing world.
The message begins with the Gospel story about the Samaritan woman who meets Jesus at the well and is instantly transformed. This "shows that whoever receives new life from encountering Jesus cannot but proclaim truth and hope to others. The sinner who was converted becomes a messenger of salvation and leads the whole city to Jesus," the document says.
But without inner conversion, evangelists for the faith will fall flat.
Starting with the Synod Fathers themselves, Catholics must humbly recognize their weak and sinful natures and accept the transformative power of Christ.
This alone makes people worthy of his call to conversion and evangelization. Without Christ, the Christian mandate to share the message of salvation in Jesus is an impossible mission.
"If this renewal were up to us, there would be serious reasons to doubt," the Synod Fathers said. But "through conversion" and following the Lord, "we find our strength and our certainty that evil will never have the last word, whether in the Church or in history."
The message goes on to address different ways the New Evangelization can move people in all areas of life – the arts and sciences, politics, consecrated life – to accept Christ's salvation through the ministry of the Church.
One of the most important aspects of the New Evangelization concerns families and the young, both of which are under attack due to families falling apart and an anti-Christian culture, especially in secularized Western culture, which is being increasingly exported to the world.
"A New Evangelization is unthinkable without acknowledging a specific responsibility to proclaim the Gospel to families and to sustain them in their task of education," the message proclaims. "Family life is the first place in which the Gospel encounters the ordinary life and demonstrates its capacity to transform the fundamental conditions of existence in the horizon of love."
It calls for a strengthening of couples in sacramental matrimony, with a renewed emphasis on catechizing children living in a wayward culture.
In fact, young people are a prime focus and vehicle for the New Evangelization, the message notes.
"We want our communities to harness, and not to suppress, the power of their enthusiasm; to struggle for them against the fallacies and selfish ventures of worldly powers which, to their own advantage, dissipate the energies and waste the passion of the young, taking from them every grateful memory of the past and every earnest vision of the future."
The message ends by calling on the Virgin Mary to guide the Church in its vocation to re-present her Son and his Church to a dark world.
"Our work … can seem like a path across the desert; we know that we must journey, taking with us what is essential: the company of Jesus, the truth of his word, the Eucharistic bread which nourishes us, the fellowship of ecclesial communion, the impetus of charity.
"It is the water of the well that makes the desert bloom. As stars shine more brightly at night in the desert, so the light of Mary, Star of the New Evangelization, brightly shines in heaven on our way. To her we confidently entrust ourselves."
Tags: New Evangelization, Synod of Bishops
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text:
With its latest production, the Tympanic Theatre Company dazzles by doing what it does best — plunging audiences into fantastical and frightening worlds, and suspending them there with a visceral spell of vibrant story telling.
Not to be missed is Tympanic's artistic interpretation of "The True History of the Tragic Life and Triumphant Death of Julia Pastrana, The Ugliest Woman in the World," written by Shaun Prendergast in a surreal, fractured fashion similar to "The Elephant Man." Directed by Tympanic Company founding member Joshua Ellison, this cautionary tale of what happens when we can't or won't look away from human depravity, features original sound and music by new Tympanic company member Maxwell Shults.
"Julia Pastrana," solemnly staged in total and complete darkness, is running at the Berger Park Coach House, 6205 Sheridan Road, in Chicago's Edgebrook neighborhood. The production runs until October 20, with Thursday through Sunday performances at 8pm. Ticket information here with $15 general admission.
The real life Julia Pastrana (1834-1860) was afflicted with hypertrichosis, a rare genetic condition that causes thick hair to grow over the entire face and body. She joined the ranks of her abusive husband's freak show, becoming famous throughout the world as the "Ape Woman." In death, people realized she was so much more than that —a Mexican woman who spoke three languages; a singer and exceptional dancer who yearned to be a mother.
The blackout within the show challenges audiences to build their own perception of 19th century Pastrana, and experience the horror for themselves. Audience members feel compelled to turn away from the surround-sound voices and nearly opaque figures before them, to blink back the darkness and disassociate themselves from the exploitation, depravity, and "the culture that encourages this type of abuse," says director Joshua Ellison. "This certainly hasn't gone away today. We are much closer to this than we want to admit ourselves."
Those not familiar with Julia's story will recoil as the story crescendos through her son's birth, both their early demises, a posthumous embalmed encore, and more. Those compelled to learn more about Julia's century-long desecration (including stints as a museum display, in a storage box, and finally laid to eternal rest in a Roman Catholic burial earlier this year) can read recent New York Times and BBC accounts.
Spot-on casting includes Jason Clements, with a revoltingly brilliant performance as the amorally opportunistic Theodore Lent; the omnipresent Eunice Woods whose fluid voice lulls as an otherworldly narrator, as well as the talented, haunting chorus of Christine Martini, Kelly Parker and Gage Wallace who also play the roles of Countess, Otto and Frank, respectively.
Anyone experiencing "Julia Pastrana" over the next two weeks will discover that under cover of darkness, you soon realize that your reactions can neither be seen nor judged. It's an oddly freeing experience that allows you to be fully immersed in the show with all senses firing.
View the trailer here for "The True History of the Tragic Life and Triumphant Death of Julia Pastrana, The Ugliest Woman in the World."
Tickets available here


text:
Biden visits Detroit despite Secret Service U-Haul stolen
DETROIT – Organizers of Detroit's Labor Day parade say Vice President Joe Biden will attend this year's celebration.
His appearance will go on despite a U-Haul being used by the secret service for Biden's visit to was stolen out of a hotel parking lot Sunday morning.
The U-Haul was stolen form the Holiday Inn parking lot in downtown Detroit on Washington Boulevard.
The hotel has declined to comment.
The U-haul is 14-feet high, has an Arkansas backdrop on the side of the truck and has Arizona plates. The plate number is: AD09406.
Anyone who's seen this U-Haul is encouraged to call police.
Biden has been a frequent visitor to Michigan, addressing the American Federation of Teachers' national convention in Detroit on July 29 and speaking at a rally at Detroit Renaissance High School last Wednesday during a Michigan stop that also included fundraising events.
The Labor Day appearance comes on the eve of the Democratic National Convention in Charlotte, N.C., next week.
Copyright 2012 by ClickOnDetroit.com. All rights reserved. This material may not be published, broadcast, rewritten or redistributed.


text:
I used cloth diapers for all 3 of my kids, the first one (15 years ago) the diaper were pretty basic nothing like what they are today. When my second child came, twelve years later, I still had the diapers that I used with my first. I upgraded to some AIO (all in ones). They are awesome, rarely leak and little to no diaper rash.
I use to just wash my diapers with the regular laundry detergent, but they would get smelly after a while. Sunshine is a natural diaper cleaning agent, but when it's winter. Hanging diapers outside...well they would take a while.
I started Googling natural diaper detergents and found some really good recipes. I thought I would give it a try. I only use 1 or 2 tbsp of this. I have a top load washing machine...so I can fill up the washer with diapers and water, let them soak for 30 minutes, and then run it. I am super happy with the price and results!!
Find a big container and fill it with equal parts of washing soda and borax.
Then grate a bar of Dr.Bronners soap ( I use peppermint, it leaves a nice smell), and run it through a food processor. Pour it into the container and give it shake to mix it all up.


text:
- Home
- Government
- Departments & Offices
- Parks, Recreation & Neighborhoods
- Events
- Volunteer Opportunities
Volunteer Opportunities
You Can Make a Difference
We do better when we do things together! The volunteer opportunities in the City of Modesto are endless. Whether you want to help out by participating in special events, citywide cleanups or the ongoing volunteering opportunities (see below), you can partner with the City and together we can do great things!
To become a City of Modesto volunteer, a Volunteer Application and Waiver must be turned in to Stephanie Smith, Volunteer Coordinator with the City of Modesto Parks, Recreation and Neighborhoods Department or apply online.


text:
Our customers needed a fast model of the RL78 for software development and testing.We found the OVP technology to be very powerful and easy to use for development of the high performance RL78 processor core model. The Imperas debug and software analysis and test products also provide an excellent software development environment.We are committed to help reduce time and cost for embedded software development with comprehensive solutions including Imperas products, technical support, and consultation and engineering services.
Vice President and Director (Tool Development and Sales) of eSOL TRINITY


text:
Pattaya, Thailand- After the successful completion of a large-scale, luxury Indian wedding at the Royal Cliff Hotels Group, Mr. Mickey Jain received one of the 38 "Friend of Thailand 2013" awards from Tourism Authority of Thailand (TAT). In honour of his recognition, Royal Cliff Managing Director Mrs. Panga Vathanakul presented Mr. Mickey Jain with a special gift to commemorate his numerous accomplishments.
Initiated by the Tourism Authority of Thailand (TAT) in 1996, the Friends of Thailand Awards are conferred every two years to recognise and reward the efforts of the award-winners to maintain a positive image of Thailand and ensure a steady flow of visitor arrivals. This year's awards will be particularly important because Thai tourism is generating record-breaking arrivals, a clear result of the successful contributions of the "Friends of Thailand."
Situated on a private parkland estate overlooking the stunning Gulf of Thailand, the Royal Cliff Hotels Group offers the perfect beachfront setting with traditional and modern Thai style furnishings, extraordinary service and the ambience of absolute luxury. The 64 acre property is home to four award winning 5-star hotels offering a sensory experience defined profoundly by its style, culture and elegance - all presented with the distinctive spirit of the State of Exclusivity and Fascination.
For more information, please visit www.royalcliff.com


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Every year has its moments suitable for framing. Here, our look back at 2009 presents the ones meant for stuffing under your mattress: It's Kotaku's Year NSFW, which, as the title implies, is NSFW.
Bayonetta's Got It, Flaunts It:
Without a doubt, Bayonetta was the high-amp vamp of gaming in 2009, and she hasn't even hit North America yet. In Japan, the ass-kicking, pistol-packing, hair-whipping witch with the naughty librarian look earned critical acclaim from no less than the Japanese director of the cinematic tour de force "Would You Like To Get An Enema Until You Poop?" Stateside and elsewhere, she emerged from relentless early comparisons to another gun enthusiast MILF, Sarah Palin, to become the undisputed cosplaying rookie of the year.
GTA: The Schlong and the Damned
The year's first major NSFW story came out of Rockstar, which broke new ground in Grand Theft Auto: The Lost and Damned by becoming the first video game to show flaccid congressman dong. Fahey then bravely examined the historical importance of this depiction by providing a recap of nudity in games, "the good, the bad and the ugly." Hey, two out of three is bad.
Cussing-Outs and Swearing-Ins:
NSFW doesn't just mean T&A. Bad language also qualifies, and we had hilarious highlights for that, too. Grandma Hardcore, the game-playing senior citizen, spewed filth-flarn-flarn-filth-flarn over Brütal Legend. Ice-T (in a video featuring his NSFW wife, Coco) went apeshit playing Modern Warfare before demanding a Snapple to quench his thirst. And Ozzy Osbourne, talking to Fahey at Blizzcon, was just, well, Ozzy.
Just Two Words: Demon Tits
BioWare RPG's are eminently serious affairs, but the sex factor in Dragon Age: Origins' pre-release publicity got a little silly. The game gave us gay hookups with elves, brothel encounters with livestock, and everyone doing it with their underpants still attached. And, of course, Demon Tits.
Bayonetta and Dragon Age were far from the only titles ramping up the sex appeal. Resident Evil 5 opened the year with Sheva, and enabled gamers to instantly center the camera on her chest. This is especially useful once you unlock her secret tribal costume.
Boob! Headshot!
In October, two elite Counter Strike teams from Russia face off, but the event's promoter throws in a little "force multiplier" - a room full of strippers, disrobing and gyrating beside, over and on their monitors. The team forZe kept its focus and defeated rival Virtus.pro.
Attachments and Oddities
A product called the "Joydick" needs zero introduction, and I'll spare you from the description. And a tiny title offered over the Xbox Indie Games channel, which turns your controller into a rumbling vibrator, added console peripherals to the list of hiding-in-plain-sight sex toys. Slightly less sexy: The handcrafted Pokémon menstrual pad for $8 whose up-side I couldn't correctly identify. Finally, a lawsuit over virtual sex toys in Second Life gave us a darkhorse candidate for the Oxford English Dictionary's word of the year: "Fuck Coffins."
Things Seen and Never Unseen
Mario and Peach made a tape that, like much of porn, has sex but is soooooo far from sexy. The Mushroom Kingdom's top plumber also laid some pipe with Lara Croft in this unaccountably weird video from, where else, Germany, which also featured Pong sex. In that vein, have you ever wanted to see a Tetris piece masturbate? No? Too bad, here it is.
The Second Sexiest Game of 2009
Left 4 Dead instantly spun off a robust modding community; too bad it chose to use its powers for evil, giving us the Nude Zoey Mod. Because, hey, nothing's hotter than blasting apart the leprous undead with a saucy deshabille look. It wasn't L4D's only brush with the naughty-naughty. Horny infected took to the personal ads for our Valentine's Day prank, where they hooked up with a horde even more mindlessly disgusting - the Craigslist casual encounter lurkers. Finally, porn gave the zombie FPS the ultimate compliment, a sex flick punning the title, named "Left 4 Head."
Munn's the Word
G4's "Attack of the Show" co-host took (most of) it all off for Playboy in June, despite a relentless haranguing from a Playboy stylist to try going commando under imaginary pants. Munn refused, saying the outfits they had in mind would have made her vadge "look like a Honeybaked Ham." Way to work it, Olivia! Geeks were in high dudgeon, because there is no other kind of dudgeon, over Playboy's beyond-the-pale exploitation of their hormones. Or just that it was a Tuesday. Many made the shocking declaration that she just wasn't hot enough, although Munn, as of press time, had no plans to do any of them.
In September, Vivid Entertainment's CEO says his firm is interested in getting its seminal works (ha ha, get it?) available for download over the PlayStation Network, an offer Sony ignored discreetly (in a plain brown wrapper.) But he's far from the only figure in adult entertainment to make the games crossover in 2009. Bobbi Starr, the X-Rated Critics Organization's regining "Superslut" finds work at E3 as a booth babe for Dirt 2. Porn legend Ron Jeremy joins actresses Krissy Lynn and Andy San Dimas (taking the whole use-your-address-as-a-porn-name motif a little seriously) in Fairytale Fights trailer promos of a viral nature, but not the one that sends you down to the free clinic. Finally, adult star Raven Alexis, an avowed World of Warcraft enthusiast, closes out the year with her five-step plan to winning the heart of a gamer girl - provided, of course, you know one in real life.


text:
to Landewyck
We invite you to learn more about us, about the way we work, our subsidiaries and about our various brands, of course.
What does the future hold?
Landewyck aims to form new partnerships with local family businesses abroad.
Being innovative, as flexible as possible and constantly developing new quality tobacco products are the trump cards of the family business.


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South African Journal of Education
On-line version ISSN 2076-3433
Print version ISSN 0256-0100
S. Afr. j. educ. vol.28 n.2 Pretoria May. 2008
Educators' selection and evaluation of natural sciences textbooks
Miriam LemmerI; Jo-Anne EdwardsII; Sello RapuleIII
ISenior Lecturer in the School for Science, Mathematics and Technology Education at the North-West University, Potchefstroom Campus. Her research focuses on learning and teaching natural and physical sciences. E:mail: firstname.lastname@example.com
IIMEd student in the School for Science, Mathematics and Technology Education at the North-West University, Potchefstroom Campus. Her research interests are learning and teaching natural and physical sciences
IIIChairperson of the Science, Mathematics and Technology Education subject group at the North-West University, with research interests focusing on science education
Due to the central role of textbooks in the teaching and learning of science, it is imperative that textbooks provide correct content and instructional support. We investigated how 16 South African Grade 7 natural science educators selected their textbooks and how they evaluated these textbooks. The results were analysed according to the constructivist paradigm, as implemented in the Revised National Curriculum Statement, as well as selection criteria found in the literature. The selection criteria that the educators listed in interviews were isolated ideas that were not embedded in a constructivist framework. The educators also lacked the necessary scientific and pedagogical content-knowledge to effectively evaluate the textbooks. Recommendations are made for improvements in educator training, departmental guidance, and textbook writing. Experience in textbook evaluation during their training courses could boost educators' competence in selecting the books and detecting and compensating for their deficiencies. This would contribute to filling South African educators' need of hands-on examples that can be applied immediately in their classrooms.
Keywords: alternative conceptions; constructivism; heat flow; science textbooks; textbook selection
Science textbooks are primary sources used by science educators throughout the world to guide them in teaching the content and skills prescribed in the curricula (Chiappetta et al., 1991; Hubisz, 2003; Leite, 1999; Stoffels, 2005). Educators as well as learners spend a great deal of their preparation, class and homework time working with textbook materials (Nicol & Crespo, 2006: 331). Textbooks are expected to provide a framework for what is taught, how it may be taught and in what sequence it can be taught. Of the many factors, which promote or impair science learning, the textbook is one of the most critical (Leite, 1999; Hubisz, 2003).
Many middle-school educators in the United States of America (USA) do not have sufficient training in physical science (Hubisz, 2003). The situation is similar in South Africa (Stoffels, 2005). Textbooks can be especially helpful to the inexperienced educator (Dreckmeyr et al., 1994). A good textbook can help these educators to keep ahead of most of their learners and learn as they go (Hubisz, 2003). However, educators should be flexible enough to break away from the textbook presentation to answer questions from enthusiastic learners or give more examples and explanations to help those that struggle. South African educators are expected to design and develop learning materials according to the needs of their learners (Department of Education, 1998). Rogan (2004) found that very few educators could do this. Consequently they opted for curriculum-aligned support material that was commercially prepared (Stoffels, 2005).
Choosing the appropriate textbook for use in the science classroom is not an easy task (NSTA, 2005). A textbook is an interpretation of the curriculum, guided by the authors' world-views, values and presuppositions (Leite, 1999). Therefore, the textbook message is neither neutral nor a faithful specification of any curriculum. Textbooks are also under the influence of constraints, such as economics, and precedents set by states (Hubisz, 2003). As the users of the textbooks and assumed knowledge experts, the responsibility to choose the textbooks for their learners is often given to the science educators themselves. The first research objective in this study was to investigate the criteria used by Grade 7 science educators to select their textbooks. Sixteen educators (one each of 16 schools) from the Potchefstroom (North-West Province) region contributed to the study through structured interviews.
The Project 2061 of the American Association for the Advancement of Science (AAAS, 2006) executed in the USA found that not one of the middle-grade science textbooks was satisfactory; i.e. had a high potential for helping students learn ideas essential for science literacy (Roseman et al., 2001). The textbooks covered too many topics without developing any of them well. According to Hubisz (2003), most middle-grade textbooks in the USA are pedagogically ineffective and scientifically inaccurate. The question arises whether South African textbooks come up to expectations. The second research objective examined the 16 Grade 7 educators' evaluation of their science textbooks.
One of the key ideas generally taught in Grade 7 in South African schools relates to the topic of heat. In the evaluation of textbooks, we focused on the concept of heat due to its importance for the study of thermal, chemical, and physical processes. In the Revised National Curriculum Statement (Department of Education, 2003), abbreviated to RNCS, the concept of heat occurs under both the themes of Energy and Change and Matter and Materials. An additional reason for the selection of this key idea was that concepts related to heat (e.g. heat transfer processes and energy degradation) lend themselves to the teaching of inquiry skills, problem-solving strategies and contextual applications, as is inscribed in the RNCS.
Theoretical framework
Constructivism is the most generally accepted paradigm used in education today. A key aspect of this theory is that knowledge about the outside world is viewed as human construction (Duit & Treagust, 2003). Learning is consequently not viewed as a transfer of knowledge, but that learners are actively constructing or creating their knowledge, based on their experiences and existing knowledge. Learning may occur through the addition of knowledge to current concepts, creation of new concepts, or major modification of current concepts (Bybee, 2002). This process of constructing meaning is embedded in a particular social setting of which the learner is part (Ensor et al., 2002; Duit & Treagust, 2003).
Through the process of meaningful learning (Ausubel, 1963), instruction should build on learners' prior knowledge (i.e. their existing concepts and preconceptions) seeking to integrate new knowledge into their cognitive structures (Novak, 2004). Therefore, the prior knowledge and especially the alternative conceptions that learners bring to the classroom should be taken into account before new concepts are introduced. In science education alternative conceptions are perceived as ideas that are inconsistent with the current scientific meaning (Thijs & Van den Berg, 1995) and are consequently regarded as non-scientific. Several alternative conceptions of the concept of heat have been reported in literature (Erickson & Tiberghien, 1989; Driver et al., 1994; Leite, 1999), e.g. heat is a fluid, a substance, energy possessed by an object, or the same as temperature.
The constructivist paradigm indicates criteria for the progression and presentation of the scientific content in textbooks. Tarr et al. (2006) discuss three key dimensions that provide a general framework for reviewing and selecting mathematics textbooks, namely, content emphasis, instructional focus and teacher support. These dimensions can equally well be applied to the selection of science textbooks. The first framework emphasises the content and includes alignment with the learning expectations presented in the curriculum, in-depth presentation of topics with increasing sophistication across grades, and an appropriate balance of skills development and understanding of concepts and processes. Dreckmeyr et al. (1994), Leite (1999), and Hubisz (2003) stress the following criteria: scientific accuracy, treatment of alternative conceptions, conceptual development, appropriate level of presentation, and suitable everyday applications of the content.
The second framework of Tarr et al. (2006) for textbook selection is instructional focus. This includes that activities should foster the development of science as a human endeavour and a way of thinking, that learners should share their ideas and that inquiry, reflection, critical thinking, problem-solving, and making sense should be promoted. Dreckmeyr et al. (1994) adds that activities should be interesting and relate to learners' experiences. Activities should link learners' pre-knowledge with scientific knowledge. In Project 2061 (AAAS, 2006), the analysts looked for the following instructional characteristics in the books they evaluated (Roseman et al., 1999), namely, whether the books
alerted educators to commonly held learner ideas,
provided learners with a variety of phenomena,
guided learner interpretation and reasoning,
provided practice in using scientific ideas, and
demonstrated the use of knowledge.
With regard to educator support (their third framework) the question to be answered was whether the textbook enhanced the quality of instruction (Tarr et al., 2006). According to Leite (1999), textbook writers should make their pedagogical assumptions explicit in educator guides. They should explain the "how" and "why" of a textbook's organisation. Apart from assessment tools, exercises and projects, textbooks should provide opportunities for educators to increase their own understanding of scientific ideas and also include common alternative conceptions that should be addressed (Tarr et al., 2006).
In addition to these three frameworks, Dreckmeyr et al. (1994) and Hubisz (2003) refer to the technical aspects of textbooks. They emphasise the quality of the book itself as well as of the illustrations, sketches and graphs. The text should be well laid out and readable. Lemmer and Edwards (2007) add that textbooks should provide for cultural and gender differences and different learning abilities and styles. They found that most of the Grade 7 science textbooks explained any difficult or "new" English words that occurred in the text.
The Revised National Curriculum Statement (Department of Education, 2003) is learner-centred and recognises the principles of constructivism. Consequently, it supports the criteria for textbooks given by Tarr et al. (2006), Hubisz (2003), and Dreckmeyr et al. (1994). The purpose of the natural sciences learning area is to promote scientific literacy through three learning outcomes, namely:
1. The development and use of science process skills in a variety of settings;
2. the development and application of scientific knowledge and understanding; and
3. appreciation of the relationship and responsibilities between science and society.
The assessment standards for accomplishing the first learning outcome involve the planning of investigations, collection and evaluation of data, and communication of findings. For the second learning outcome, the learners need to recall meaningful information, categorise and interpret information and apply knowledge. The assessment standards for the third learning outcome entail the learner understanding science as a human endeavour, as well as the sustainable use of the earth's resources.
Edwards (2007) and Lemmer and Edwards (2007) evaluated five natural sciences textbooks currently used for Grade 7 in South Africa. They found that outstanding features were the variety of activities, emphasis on collaborative learning, and the activities related to the learners' everyday experiences. However, the level and cognitive demands of the instructional activities and assessment tasks were generally too low. Most of the activities entailed direct application of knowledge, with few investigations. The science content was mostly presented in a fragmented way without proper progression and coherence. For instance, in four of the five textbooks evaluated, the concept of heat was presented without introduction of the concept of temperature. A temperature difference will cause heat flow. A discussion of the concept and measurement of temperature preceded the introduction of the concept of heat in most of the textbooks that Leite (1999) evaluated.
All but one of the five textbooks failed to apply the constructivist principle to take learners' alternative conceptions into account before a new concept is introduced (Lemmer & Edwards, 2007). None of the educator guides advised on how to remedy these conceptions. Errors and scientific inaccuracies that Edwards (2007) pointed out in the textbooks could cause or enhance alternative conceptions (Odom, 1993). Lemmer and Edwards (2007) warn that scientific accuracy should not be sacrificed when simplifying the work for lower-grade learners.
Research design
A qualitative phenomenological study was conducted to probe into the way Grade 7 science educators select and evaluate their textbooks. Qualitative research approaches study phenomena that occur in natural settings (Leedy & Ormrod, 2005). A phenomenological study attempts to understand people's perceptions, perspectives, and understanding of a particular situation or event. In this study we focused on educators' perceptions and perspectives regarding the quality and appropriateness of their textbooks.
A questionnaire was compiled and permission to administer it to Grade 7 science educators was granted by the acting regional executive manager. The questionnaire was given to all 37 schools in the Potchefstroom region to be completed by the Grade 7 science educators. Only 5 educators responded, which was too low a response rate. According to Leedy and Ormrod (2005), a low return rate for questionnaires is typical. Consequently, the researchers personally visited schools in the region and the questionnaires were completed during structured interviews. Since this process was time-consuming, only 16 schools could be visited and the senior Grade 7 science educator of each school interviewed. Two researchers were present at each interview. All responses and comments of the educators were recorded. An advantage of the structured interviews was that the educators did not only answer the questions, but gave additional motivations, opinions, and impressions that provided depth to the investigation.
The questionnaire used during the interviews consisted of two parts: the first investigated the selection of textbooks and the second the educators' evaluation of the textbook they were using in class. The selection criteria of the educators were compared to those used by researchers such as Tarr et al. (2006), Hubisz (2003), and Dreckmeyr et al. (1994), while their evaluation of the presentation of the topic of heat was assessed against the requirements of the constructivist theory as implemented in the RNCS.
Results and discussion
The interviews revealed that 10 different Grade 7 natural sciences learners' books were being used in the 16 schools every school used only one book. At the time of the study 18 books were approved by a governmental evaluation committee. Four of the 16 educators used the same book, while the other nine books were each used in only one or two of the schools. Edwards (2007) showed a diversity of instructional approaches, order and depth in the presentation of the content in Grade 7 textbooks. This diversity has consequences for learners that move to other schools during a phase. They not only have to adjust to a new school environment, but also to a different approach and sequence used in their textbooks, and consequently by their science educators.
The results of the questionnaire used in the structured interviews are summarised in Tables 1 and 2. In 10 out of the 16 schools (63%) the science educators selected their textbooks themselves, while the subject head selected the books in the other six schools (Question 1). Twelve of the educators (i.e. 75%) preferred to select the books themselves (Question 2), since they knew their learners' needs and abilities as well as their environmental contexts. However, all the educators indicated that they would appreciate criteria and guidelines from the Department of Education. One of their largest challenges in selecting textbooks was that the educators were expected to select books even if they had yet to attend a workshop on the RNCS. Books were sent to schools for selection purposes early in the academic year. Workshops by subject specialists or advisors were conducted late in the year, long after textbooks had been selected for use in the following years. New textbooks were purchased approximately every five years in 10 of the schools (Question 3), due to financial constraints. A consequence was that a number of schools were not yet using textbooks based on the revised curriculum statement (Department of Education, 2003).
In the fourth question of the questionnaire, the educators had to give criteria that they used when selecting a science textbook. We combined and grouped their criteria under the headings: content, instruction, teacher support, and technical aspects (Figure 1). These selection criteria to some extent agreed with those given by other researchers, although there were essential differences. Alignment with the learning expectations and requirements presented in the curriculum statement (Tarr et al., 2006) was considered of utmost importance by all the educators. The learning outcomes and assessment standards should be indicated for all activities. Some educators mentioned scientific accuracy and the appropriate level of presentation (Leite, 1999, Hubisz, 2003) as criteria. Vital aspects that the educators did not consider with reference to the content included: in-depth presentation of topics with increasing sophistication across grades (Tarr et al., 2006); the scientific approach and historic development of science (Hubisz, 2003); streamlined texts that were focused around important ideas (Schmidt in Walton, 2002), interconnectedness across strands (Tarr et al., 2006), and treatment of alternative conceptions (Leite, 1999, Hubisz, 2003).
In connection with instruction, the educators focused on the variation, executability, and assessibility of activities and tasks (Figure 1). Other important requirements given by Tarr et al. (2006) were not referred to, namely, that activities should foster the development of the subject as a human endeavour and a way of thinking, and that activities should promote inquiry, reflection, critical thinking, problem solving, and sense making. Only one of the five instructional characteristics of science textbooks (Roseman et al., 1999) were mentioned by the educators, namely, that learners should be provided with a variety of phenomena. None of the interviewed educators used provision for gender and cultural differences or different learning abilities and styles (Lemmer & Edwards, 2007) as criteria for textbook selection.
The interviewed educators indicated that educators' guides helped them greatly in their preparations and made their task easier. However, they needed more guidelines to conduct experiments and facilitate activities. None of the educators asked for the inclusion of possible alternative conceptions and how these could be remedied (Tarr et al., 2006). Technical aspects referred to by the educators in the interviews focused mainly on sufficient, clear sketches (refer Figure 1). Care should, however, be taken that pictures, sidebars, and capsules do not interrupt what little text there is (Hubisz, 2003). While the educators expected a textbook to be affordable, Hubisz (2003) stresses durability of the book.
The remaining questions of the questionnaire (Questions 5 to 10 in Table 2) investigated the educators' evaluation of their textbooks' presentation of the topic of heat. Ten of the 16 educators indicated that they only used the selected prescribed book to present heat to their Grade 7s (Question 5). The other six educators used additional material, especially to obtain more challenging or interesting experiments or assessment activities. They complained that the experiments provided in their textbooks were too few and too simple. Some of the educators admitted during the interview that they preferred traditional experiments that gave step by step instructions. This was in accordance with the findings of Stoffels (2005), namely, that educators still tend to follow a typical `cookbook' approach and even simplify most of the suggested problem-solving experiments by transposing them into educator demonstrations.
All but one of the educators asserted that their textbook adhered to the requirements of the RNCS (Question 6). The reason given by most of them was that outcomes were provided at the beginning of each unit or lesson or that learner activities and assessment tasks related to the learning outcomes and assessment standards. However, none of the educators investigated how the outcomes and assessment standards were interpreted by the writers of textbooks. Some of the educators checked whether the topics in the textbook covered the prescribed core knowledge, but none of them ensured that the text was presented in depth and was scientifically correct. Kulm et al. (1999) warned that although many different textbooks could cover the same topics, they could differ greatly in the specific ideas or substance that they covered.
Edwards (2007) found errors and alternative conceptions in the Grade 7 textbooks that she investigated. The errors occurred mainly due to over-simplification of explanations or translations from English to Afrikaans. In this way alternative conceptions could be created or strengthened in learners, which would impede their learning of science.
According to the educators, only 31% of the textbooks paid attention to the historical background on the development of the scientific concept of heat (Question 7). Reference to the history of science can enhance learners' understanding of the nature of science and can be used to address alternative conceptions (Lawson, 1999; McKinney & Michalovic, 2004). For example, the alternative conceptions that hot objects contain heat and that heat flows or moves already occurred in the historic caloric theory (Knight, 2004).
Although alternative conceptions were not addressed, eight of the educators indicated that their Grade 7 textbooks paid some attention to preconceptions of learners (Question 8). These books introduced new topics by revising learners' supposed existing scientific knowledge. The interviewed educators admitted that they did not have the knowledge to detect and remedy alternative conceptions. Neither the learners' books nor the educators' guides made them aware of alternative conceptions, or taught for conceptual change.
Only nine of the educators (56%) were of the opinion that sufficient content knowledge regarding the topic of heat was presented in their textbooks (Question 9). The other seven educators (44%) wanted more content and more explanations of interesting phenomena. Most of the educators (63%) regarded the activities and assessment tasks to be in order (Questions 10 and 11), because they could be performed by most of their learners and related to their everyday experiences. The other third of the educators were of the opinion that they were not cognitively demanding. The activities were too few and too short, the discussion of the content lacked depth and the assessment tasks were too easy. These educators needed to use additional resources to keep their learners busy and challenged. Some of them assigned learners to find interesting information about phenomena and events that could be discussed or debated in class. Hubisz (2003) and Roseman et al. (2001) also reported a lack of depth in textbooks' presentation of content, activities, and assessment.
Half of the educators were satisfied with the progression in the presentation of the topic of heat in their textbook (Question 12). However, Edwards (2007) found that none of the Grade 7 books that she evaluated paid the necessary attention to all the concepts that should precede a study of the concept of heat. For example, only one of the textbooks explained and used the concept of temperature in terms of which the heat concept is scientifically defined. The other books simply referred to cold and hot objects. As Kulm et al. (1999) have found, concepts are often presented in the textbooks as loose-standing facts.
Since the quality of textbooks can promote or impair effective teaching and learning of a topic (Leite, 1999), an investigation was made into educators' ideas about the appropriateness of Grade 7 South African textbooks that they selected for use in their classrooms. Although they pointed out valid positive and negative features, major deficiencies occurred in their selection criteria and evaluation of the textbooks.
It followed from the interviews that the educators applied only a few of the selection criteria given in the literature. They mainly focused on alignment with the RNCS and everyday applications. These criteria are indeed very important, but are not the only selection criteria in the realm of the constructivist theory and for effective science education. For instance, the educators failed to apply the basic premise of the constructivist theory that science teaching and learning should start with what the learners already know and guide them to a higher level of knowledge that is broader, more general, and systematic.
The majority of the educators that participated in the study did not detect any errors or scientific inaccuracies in their textbooks. They assumed that the text was scientifically correct and taught the learners accordingly. Still, many of them regarded the textbooks as below standard. They criticised the level and cognitive demands of the activities and assessment tasks and were of the opinion that the content lacked depth. On the other hand, the educators were positive about the variety of activities and that the activities related to the learners' everyday experiences. However, to ensure scientific literacy it should be realised that instructional strategies (such as learner-centred activities) should be research-based and used to help learners learn the key science ideas (Roseman et al., 2001).
A high quality of science content knowledge and appropriate pedagogical knowledge are essential requirements for the ability to select, evaluate, and use science textbooks. The results of the study indicate the necessity for educator training programmes to spend more time on textbook selection and evaluation. Apart from preparing educators for this responsible task, an exercise in textbook selection is a contextual application of instructional theories. The educators should be guided to evaluate textbooks within the constructivist paradigm, instead of using a fragmented approach in which they say what they like, or dislike, without using a theoretical framework.
In the interviews educators requested more assistance from the Department of Education in the selection of textbooks. Selection criteria should be compiled by a competent team and workshops held timeously. The educators also expressed a need for co-operating with their colleagues from neighbouring schools. Educators from schools in the same geographical region could meet to choose textbooks. In this way they could learn from one another's experience and knowledge. Educators from the same geographical region could also form clusters where they exchange books and ideas with their colleagues.
Textbook authors must ensure that learner activities are challenging and contribute to the learning of the content, scientific skills, and processes. The textbooks should cover the core knowledge in appropriate depth and with scientific accuracy. The components of each unit (e.g. explanations, tasks, projects, and experiments) should form a coherent whole instead of a series of disconnected facts and activities, as is often found in modern textbooks (Kulm et al., 1999). Manuscripts should be peer-reviewed in a similar way as any other scientific high-standard publication. Textbooks are scientific publications that are used to train future scientists. A scientifically literate nation can only be ensured if a firm foundation is laid from an early age.
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As uncertainty continues over how UBS' new interim CEO will put the company and its finances back together, UBS financial advisors in the United States are facing a barrage of calls from upset clients and eager recruiters. Still, the likelihood that the U.S. wealth operations will be spun-off, though it does exist, is somewhat remote, experts and recruiters say.
The new CEO, Sergio P. Ermotti, who is a veteran Merrill Lynch executive, is likely to do all he can to keep the advisors calm and may even introduce some cost-cutting measures, says Ron Edde, a recruiter with Armstrong Financial Group. "Or there is the nuclear option of spinning off and selling the wealth-management operations" in the Americas, he said in an interview with AdvisorOne, "but the leadership of UBS will do all they can to prevent it."
He and other industry insiders, however, acknowledge that if there is an exodus of clients or advisors, "This option will be back on the table," said Edde, who adds that it has been a rumored strategy for some time.
Chip Roame (left), head of Tiburon Strategic Advisors, a consulting group, agrees. "At a more radical level, and UBS repeatedly says its full-service brokerage business is not for sale, that may be its expectation. But capital constraints created by stumbles like this can change all strategies," Roame explained in an interview.
UBS advisors are hearing from clients, according to Edde. "I just got off the phone with an advisor who said he'd spoken with a large client who said, 'We don't trust UBS.' Right now, there's a general flight to safety and security. And that prompts clients to ask, 'If UBS can't manage its own money, what can it do with ours.' "
While such perceptions may be unfair to the advisor, "Fair or not, this is the perception [of the general public], and advisors are hearing it in significant numbers," Edde shared.
"Financial advisors are tired of addressing their firms' investment banking business operations' mistakes; this is another example," Roame said. "That said, many financial advisors are under contract, so they can complain but not easily move without loan issues.
(Clients, of course, do not face such constraints when it comes to moving their money.)
"Will this challenge UBS' ability to recruit?" asked Roame. "Yes. They may have to pay more."
And, adds the consultant, the latest troubles at UBS will limit their investments in all the businesses, making higher signing bonuses and retention packages difficult.
Operational Issues
There are several key differences between UBS' main operating units, financial documents show.
In the second quarter, for instance, UBS' non-U.S. wealth management included about 4,200 advisors and 16,110 staff members. In the United States, there were 6,800 advisors and 16,240 advisors.
However, pre-tax quarterly profits for the non-U.S. wealth management unit has averaged about 660 million Swiss francs per quarter in the first half of 2011, while the U.S. counterpart has had average pre-tax quarterly profits of less than one-fifth that level: about 125 million Swiss francs in the past two quarters.
"This is a business with massive fixed costs," said Mindy Diamond of Diamond Consultant in an interview. "If you're less efficient and not as profitable as rivals, then you can't invest and innovate as much as they can. The Swiss haven't made it much of a secret that they'd like to see if they could get the right price."
While speculation remains about such a strategy—since UBS would have to find a suitor with the financial means to buy and run the business profitably—the UBS advisors and clients are left operating with further stability, experts say.
"UBS may see the U.S. operations as a strong component of their business and not think that selling the unit makes sense," said attorney Patrick Burns (left) in an interview. While rumors continue, "Reps remain very concerned," he stressed.
For its part, UBS says that executives Bob McCann and Bob Mulholland have "been very communicative" about recent trading losses and the CEO's departure. The message they've been convening is that while the recent events are frustrating, advisors should reach out to clients to let them know that the trading incident was in the investment bank and that wealth management Americas is "absolutely 100% business as usual," according to a spokesperson.


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Lead Biostatistical Programmer (LBP-DE3) (726896)
Last Updated: 2020-05-22
Employer: Incyte CorporationLocation: Wilmington, DE
Responsible for processing clinical data required for statistical analysis of Phase I-III clinical trials, and leading project teams. Conduct statistical programming work of clinical data using SAS Software. Ensure that all programs outputs and documentation are consistent with ICH guidelines and are conducted in compliance with company SOPs. Generate…
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Responsible for providing statistical support for drug development programs in all phases of development. Write statistical analysis plans. Provide statistical input to study protocols. Partner with members of the multidisciplinary project teams to establish project timelines. Monitor internal and CRO project activities including timelines, deliverables, and availability of resources. Provide…
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text:
Functional Fitness For Law Enforcement
by, 03-10-2010 at 03:11 PM (31994 Views)
Functional Fitness For Law Enforcement Old School!
A regional RRT group in the New England area invited me to do a seminar, and I brought John Sullivan a trainer for Optimal SWAT along with me to help out. The seminar was followed by a group competition using low-tech functional exercise challenges. They were broken up into teams of 10, and were timed on a long course of rope climbing, obstacle course, chain drag, keg run, farmers walk, phone pole run, truck push, tire drag, and more! Alone, one of the units was not terribly challenging, but strung together and done continuously, the difficulty mounted quickly!
As you can see, being creative with low-tech stuff found all around you is one way to develop a challenging circuit of exercises that are functional in nature and job applicable. Obviously, when working with a group this large, you will have a wide range of fitness levels, so you have to account for that fact and take into account not everyone is a cross training God or in Olympic Tri-athlete condition. These are real people with real jobs and responsibilities, not some kid who has all day to workout, so that has to be taken into account also. Anyway, its a short fun vid that may give people some ideas they can use in their own workouts, dept, or unit. Just low-tech, good old fashion hard work and some fun!


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Vancouver, Canada
It seems unlikely that a character named "Gassy Jack" Deighton would be responsible for one of the most beautiful cities on the continent. But that's history for you.
During the gold rush, Gassy Jack saw a chance to make money from the hordes of miners on their way to the Yukon. The saloon he built became the focus of the shanty town known as Gastown. From that ragtag group of shacks, modern Vancouver was born. The provincial government persuaded settlers to change the name of the town to Vancouver, after Captain George Vancouver, who sailed the region's waters in 1792.
Canada's third-largest city, Vancouver is a cosmopolitan place with a European feel and a personality all its own. It's a community with a rich ethnic mix - including the second-largest Chinatown in North America - and stunningly beautiful parks.
Top things to do and see in Vancouver, Canada: View Excursions
1Stanley Park
A lush rainforest in the heart of the city, this 1,000-acre park teems with wildlife and natural beauty. Enjoy a spectacular array of activities, including the famed Vancouver Aquarium and the majestic Totem Pole Park.
2Vancouver Lookout
Take a glass elevator 430 feet in the air to the city's famed lookout and step into the heated observation deck for breathtaking 360-degree views of the city, mountains and your cruise ship below.
Experience the vibrant Asian atmosphere in the second largest Chinatown in North America. Authentic architecture, exotic cuisine, and colorful specialty shops make each turn down the narrow alleyways a unique adventure.
4Granville Island
Connected to the city by a causeway from the south, it was named "One of the World's Greatest Places" by Project for Public Spaces. It is a sophisticated home to performing arts, dining, and a fabulous public market that offers a wide array of fresh food and hand-made crafts.
5Grouse Mountain
From sophisticated entertainment to unspoiled nature, Vancouver's most visited attraction is the pre-eminent all-in-one destination, with something for everyone. The famous Grouse Mountain Skyride takes you on a one-mile journey to the Alpine Station, 3,700 feet above sea level, where you can choose from a variety of activities.
6Vancouver Aquarium
Home to over 70,000 fascinating creatures including majestic beluga whales, Pacific white-sided dolphins, curious sea otters, harbour seals and Steller sea lions! Long-established as a global leader in marine research, education and conservation, the Aquarium offers visitors an unforgettable experience through face-to-face engagement with a wide array of amazing animals.
The original site from which modern Vancouver evolved. The varied shops and boutiques make the area a popular shopping district. The famous steam clock fills the air with music every 15 minutes.
8Robson Street
Vancouver's most famous shopping street set in the heart of downtown is a three-block commercial mecca including premier fashion stores, fine dining and amenities. The street to see and be seen on!


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Male-female equality is against nature, says Sunni scholar.
A Hindu fundamentalist says, 'male-female equality is against nature'.
A Muslim fundamentalist agrees with the Hindu fundamentalist, says, 'yes,you are right, male-female equality is against nature.'
If you ask a Christian fundamentalist, he will say the same thing, 'male-female equality is against nature'. Ask a Jewish fundamentalist or a Buddhist fundamentalist or a whatever religious fundamentalist, they will give you the same answer that male-female equality is against nature.
Why do all religious fundamentalists go against women? The answer is easy. Because all religions are against women.