News for today's 2018

MEDIA WARFARE, CONSPIRACY THEORY, PSY OPS?

6:07 PM Tukiyooo 0

<br /><div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 2;"><b><span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; mso-fareast-font-family: "Times New Roman";"><br /></span></b></div><div class="MsoNormal" style="color: red; line-height: normal; text-align: center;"><span style="font-size: x-large;"><b><span style="font-family: "Times New Roman","serif";">FARFETCHED HYPOTHESIS OR FACTS </span></b></span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US;"></span><span style="font-size: x-large;"><b><span style="font-family: "Times New Roman","serif";">?</span></b></span></div><div class="MsoNormal" style="color: red; line-height: normal; text-align: center;"><span style="font-size: x-large;"><b><span style="font-family: "Times New Roman","serif";"><br /></span></b></span></div><div class="MsoNormal" style="color: red; line-height: normal; text-align: center;"><span style="font-size: x-large;"><b><span style="font-family: "Times New Roman","serif";">U.S.-BACKED SYRIAN OPPOSITION LINKED TO BILDERBERG, CFR, GOLDMAN SACHS & GEORGE SOROS </span></b></span></div><div class="MsoNormal" style="color: red; line-height: normal; text-align: center;"><br /></div><div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">Written by Alex Newman  via The New American</span></div><div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;"><br /></div><div class="MsoNormal" style="line-height: normal; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">T<span style="font-size: large;">he foreign-financed armed rebellion and the Western-backed opposition to SYRIAN dictator Bashar al-Assad has been <a href="http://thenewamerican.com/world-news/asia/item/11693-as-war-propaganda-implodes-calls-for-syria-intervention-grow"><span style="color: blue;">falsely</span></a> portrayed as a spontaneous uprising of “democracy” activists since violence first broke out more than a year ago. But according to a <a href="http://www.guardian.co.uk/commentisfree/2012/jul/12/syrian-opposition-doing-the-talking" target="_blank"><span style="color: blue;">recent investigation</span></a>published in the U.K. <i>Guardian</i>, top figures in the “regime-change” coalition — most notably the SYRIAN National Council (SNC) — have intimate links to the highest ranks of the world elite: the shadowy <a href="http://thenewamerican.com/usnews/crime/item/11590-us-bilderberg-attendees-violating-federal-law-activists-say"><span style="color: blue;">Bilderberg conference</span></a>, the <a href="http://thenewamerican.com/usnews/foreign-policy/item/1213-council-on-foreign-relations"><span style="color: blue;">Council on Foreign Relations</span></a> (CFR), the Goldman Sachs megabank, <a href="http://thenewamerican.com/usnews/crime/item/7494-george-soros-allies-with-the-muslim-brotherhood"><span style="color: blue;">billionaire financier George Soros</span></a>, and, of course, the <a href="http://thenewamerican.com/world-news/asia/item/10463-al-qaeda-the-west-back-syrian-rebels-against-assad"><span style="color: blue;">U.S. government</span></a>. It is all out in the open, too.<br /><br />On top of that, the report suggests that much of the </span><span style="font-size: large;"><a href="http://thenewamerican.com/world-news/asia/item/11693-as-war-propaganda-implodes-calls-for-syria-intervention-grow"><span style="color: blue;">war propaganda </span></a>being used to promote international military intervention and “revolution” is actually slick public-relations gimmicks financed by large tax-exempt foundations and even the governments being asked to intervene. And there is big money behind the spread of the disinformation. Consider the seemingly never-ending reports about “civilian massacres” blamed on the SYRIAN tyrant — almost always from anonymous “activists” — that continually prove to be exaggerated, fabricated, or even perpetrated by the Western-backed rebels themselves, and then blamed on the regime.  <br /><br />The most recent example occurred just last week when anonymous “activists” </span><span style="font-size: large;"><a href="http://thenewamerican.com/world-news/asia/item/12079-after-us-uproar-another-syrian-%E2%80%9Ccivilian-massacre%E2%80%9D-story-falls-apart"><span style="color: blue;">prompted the global press and Secretary of State Hillary Clinton to claim</span></a> that over 200 civilians, including women and children, had been massacred, only to be contradicted later — even by a <a href="http://www.nytimes.com/2012/07/15/world/middleeast/details-of-a-battle-challenge-reports-of-a-syrian-massacre.html?_r=2&pagewanted=2" target="_blank"><span style="color: blue;">UN investigation</span></a> and “opposition activists” themselves. What actually happened, as <i>The New American</i> <a href="http://thenewamerican.com/world-news/asia/item/12079-after-us-uproar-another-syrian-%E2%80%9Ccivilian-massacre%E2%80%9D-story-falls-apart"><span style="color: blue;">originally reported</span></a> even before the UN probe, was apparently a battle between armed Western-backed “rebels” and the dictatorship’s military forces that resulted in some deaths of combatants.   <br /><br />So who are the “opposition activists” in reality? “The mainstream news media have, in the main, been remarkably passive when it comes to Syrian sources: billing them simply as ‘official spokesmen’ or ‘pro-democracy campaigners’ without, for the most part, scrutinizing their statements, their backgrounds or their political connections," observed Charlie Skelton in his detailed and well-sourced article for the </span><span style="font-size: large;"><i>Guardian</i>, noting that many of the most frequently quoted sources are openly connected to what he calls "the ANGLO-AMERICAN opposition creation business." As <i>The New American</i> <a href="http://thenewamerican.com/world-news/asia/item/10414-potential-syria-intervention-may-lead-to-wider-war"><span style="color: blue;">documented</span></a> a year ago, many of the SYRIAN "opposition" groups and leaders were being showered with American taxpayer dollars to undermine the regime long before the “Arab Spring” even erupted. <br /><br />Aside from the “anonymous” sources, there are a few opposition players that seem to be doing virtually all of the accusing for the establishment press — not to mention making most of the demands for more “humanitarian” war. The first one cited by Skelton is Bassma Kodmani, one of the top leaders in the “SYRIAN National Council” — a foreign-based umbrella group for some opposition factions, including the extremist Muslim Brotherhood, which is widely touted by the establishment press and Western governments as the primary group representing the “people” of SYRIA. And Kodmani, who continues to loudly demand international military intervention to oust the Assad regime, has open links to the elite. </span><span style="font-size: large;"><br /><br />Consider, for example, that she was at </span><span style="font-size: large;"><a href="http://thenewamerican.com/usnews/crime/item/11590-us-bilderberg-attendees-violating-federal-law-activists-say"><span style="color: blue;">this year’s Bilderberg conference</span></a> in Chantilly, Virginia — a secret yearly meeting of the top global power brokers from media, finance, government, military, intelligence, business, and more, that has come under criticism from across the political spectrum. Kodmani was also at the 2008 Bilderberg conference, though she was listed AS FRENCH then. Now, for reasons that are not entirely clear, her official affiliation is listed only as “international.” <br /><br />Before Bilderberg, Kodmani was a former official with the massive Ford Foundation, an organization that has also </span><span style="font-size: large;"><a href="http://thenewamerican.com/usnews/politics/item/2986-big-tax-exempt-foundations-push-census-activism"><span style="color: blue;">come under fire</span></a> for its controversial efforts to remake the world. More recently, she was serving as the executive director of the "Arab Reform Initiative" for the powerful U.S.-based globalist outfit known as the Council on Foreign Relations (CFR) — yet another controversial elite group that is often faced with severe criticism for its<a href="http://thenewamerican.com/usnews/foreign-policy/item/1213-council-on-foreign-relations"><span style="color: blue;"> hostility to national sovereignty, as well as American traditions of self-governance and individual liberty</span></a>. The CFR membership roster includes many of the most influential figures in U.S. politics, business, military, and more. <br /><br />“At this level, the worlds of banking, diplomacy, industry, intelligence, and the various policy institutes and foundations all mesh together, and there, in the middle of it all, is Kodmani,” Skelton pointed out, noting that billionaire leftist financier George Soros, Zbigniew Brzezinski, Goldman Sachs International Chairman Peter Sutherland, as well as countless military and intelligence bosses from the West, were all tied to the “Arab Reform Initiative” in various ways. “A picture is emerging of Kodmani as a trusted lieutenant of the Anglo-American democracy-promotion industry.” Indeed.</span><span style="font-size: large;"><br /><br />Another senior representative of the SNC is Ausama (or Osama) Monajed, the founder and director of Barada Television. The “opposition” TV outfit, U.S. diplomatic cables released by WikiLeaks showed, was actually being secretly financed with millions of American taxpayers' dollars, starting under the George W. Bush administration. The Syrian regime “would undoubtedly view any U.S. funds going to illegal political groups as tantamount to supporting regime change,”</span><span style="font-size: large;"><a href="http://www.washingtonpost.com/world/us-secretly-backed-syrian-opposition-groups-cables-released-by-wikileaks-show/2011/04/14/AF1p9hwD_story.html" target="_blank"><span style="color: blue;"> noted </span></a>the top U.S. diplomat in Damascus in a 2009 embassy cable. “A reassessment of current U.S.-sponsored programming that supports anti-[government] factions, both inside and outside Syria, may prove productive.”<br /><br />State Department spokesmen later claimed that unconstitutionally showering U.S. taxpayer money on foreign propaganda aimed at fomenting revolution in Syria was not “necessarily” undermining the existing government. Of course, more recently, the U.S. government and assorted Arab dictatorships have been </span><span style="font-size: large;"><a href="http://thenewamerican.com/world-news/asia/item/10478-obama-backed-syrian-rebels-%E2%80%9Cethnic-cleansing%E2%80%9D-christians"><span style="color: blue;">funneling arms and equipment </span></a>to the rebels, too. Even more aid is expected soon. <br /><br />Another senior figure demanding an international war on Syria is Radwan Ziadeh, until recently a “senior fellow” at the taxpayer-funded, establishment-linked “U.S. Institute of Peace,” and a “visiting fellow” at the London-based Royal Institute of International Affairs — the CFR’s counterpart in the U.K. Also doing much of the talking — including demands that American troops be unconstitutionally deployed to participate in Syria’s civil war — are Hamza Fakher and Michael Weiss, both darlings of the neoconservative, war-mongering establishment. The two are also deeply involved in marketing the proposed military intervention using PR trickery, evidence suggests.   </span><span style="font-size: large;"><br /><br />Commenting on the “amazingly open ties of the Syrian opposition to their Western paymasters,” analyst Daniel McAdams offered a brief summary of the links in a piece for the liberty-minded site LewRockwell.com entitled “</span><span style="font-size: large;"><a href="http://www.lewrockwell.com/blog/lewrw/archives/115545.html" target="_blank"><span style="color: blue;">Syrian Opposition's Amazing CIA Credentials</span></a>.” His conclusion: “Down to the person these Syrian engines of regime change are products of the US empire and its interventionist, Trotskyite foreign policy of ‘global democratic revolution.’” More than a few observers have echoed those sentiments, especially in recent months, as the true agenda became even more transparent. <br /><br />Meanwhile, one of the primary sources of alleged atrocities in Syria being perpetrated by the Assad regime is known as the Syrian Observatory for Human Rights (SOHR), a British-based outfit that seems to consist of just one man who passionately despises the Syrian dictatorship. Establishment media outlets around the world have written countless stories based just on this one entity — almost always presenting it as an unbiased observer merely reporting the facts on the ground. But what is the SOHR really? </span><span style="font-size: large;"><br /><br />“One would believe this to be a giant sprawling organization with hundreds of members working hard on the ground, documenting evidence in Syria with photographs and video, while coordinating with foreign press to transparently and objectively ‘observe’ the ‘human rights’ conditions in Syria, as well as demonstrate their methodologies. Surely that is the impression the Western media attempts to relay to its readers,” </span><span style="font-size: large;"><a href="http://www.infowars.com/wests-syrian-narrative-based-on-guy-in-british-apartment/" target="_blank"><span style="color: blue;">noted</span></a> analyst Tony Cartalucci, who has been following the Syrian conflict in detail. <br /><br />“However, astoundingly, the Syrian Observatory for Human Rights is none of these things,” he pointed out, citing a </span><span style="font-size: large;"><a href="http://uk.reuters.com/article/2011/12/08/uk-britain-syria-idUKTRE7B71XG20111208" target="_blank"><span style="color: blue;">Reuters report</span></a> about the SOHR and the activist behind it. “Instead, it is merely a single man, sitting behind a computer in a British apartment, who alleges he receives ‘phone calls’ with information always incriminating the Syrian government, and ever glorifying the ‘Free Syrian Army.’” <br /><br />The press, of course, has come under heavy fire for its shoddy reporting and misleading use of supposed sources. “</span><span style="font-size: large;"><a href="http://moderntokyotimes.com/2012/06/07/syria-major-media-outlets-shaming-themselves-over-syrian-observatory-for-human-rights/" target="_blank"><span style="color: blue;">Syria: major media outlets shaming themselves over Syrian Observatory for Human Rights</span></a>,” noted a recent headline in the respected <i>Modern Tokyo Times</i> in an article exposing the SOHR “so-called entity” and the deceptive reporting in the West that relies so heavily on it. The use of biased “anonymous sources” has also attracted scrutiny. <br /><br />Some of the most high-profile “democracy activists” on the ground in Syria, for instance, have been </span><span style="font-size: large;"><a href="http://thenewamerican.com/world-news/asia/item/11693-as-war-propaganda-implodes-calls-for-syria-intervention-grow"><span style="color: blue;">caught</span></a> staging events like massacres and killings in videos posted on YouTube. Sometimes the phony scenes have even been <a href="http://www.prisonplanet.com/shocking-videos-reveal-truth-behind-syrian-freedom-fighters.html" target="_blank"><span style="color: blue;">broadcasted by establishment media outlets</span></a> such as CNN and the Qatari regime’s Al Jazeera. In several recent cases, slaughters blamed on the Assad regime — and widely touted as such by the international media — were later shown to have likely been committed by armed opposition groups.<br /><br />Of course, none of these facts are meant to downplay the </span><span style="font-size: large;"><a href="http://thenewamerican.com/usnews/foreign-policy/item/1510-syria-from-valued-ally-to-%E2%80%9Cvicious-enemy%E2%80%9D"><span style="color: blue;">ruthless and barbarian character of the Syrian dictator</span></a>, who at one time was torturing prisoners on behalf of the U.S. government as part of its "terror war." Years of tyranny in Syria have shown conclusively that, despite his <a href="http://thenewamerican.com/world-news/asia/item/10970-christian-massacres-a-result-of-us-foreign-policy"><span style="color: blue;">well-documented protection of persecuted Middle Eastern Christians</span></a> now facing <a href="http://thenewamerican.com/world-news/asia/item/10478-obama-backed-syrian-rebels-%E2%80%9Cethnic-cleansing%E2%80%9D-christians"><span style="color: blue;">slaughter at the hands of the rebels</span></a>, Assad is a nasty tyrant. And without a doubt, there are also many well-meaning people risking their lives to bring down the despotic regime, most of whom are probably unaware that the foreign-based “opposition” figureheads purporting to speak and plan for them are so closely linked to the Western establishment. <br /><br />There are also numerous other factions, </span><span style="font-size: large;"><a href="http://thenewamerican.com/world-news/asia/item/10463-al-qaeda-the-west-back-syrian-rebels-against-assad"><span style="color: blue;">including al-Qaeda,</span></a> battling the regime in Syria right now. So despite the carefully constructed media-created perception of an opposition unified behind the Western establishment-backed SNC for "democracy," there are actually numerous armed revolutionaries who are at odds with each other. Those divisions will eventually explode if and when Assad is finally ousted.   <br /><br />What the facts show, however, is that there is another, more sinister agenda to the war propaganda, the foreign backing of often-times brutal “rebels,” and the incessant calls for international military intervention to install a new regime in Syria. Amid all of the deception, it has become clear that there is much more going on than Western powers and the establishment media are admitting. And stuck in the crossfire between the establishment-backed rebels, Islamist terrorists, and the dictator’s armed forces, thousands of innocent civilians are being slaughtered.</span></span></div><div class="MsoNormal" style="text-align: justify;"><br /></div>

MEDIA WARFARE, CONSPIRACY THEORY, PSY OPS?

FARFETCHED HYPOTHESIS OR FACTS ? U.S.-BACKED SYRIAN OPPOSITION LINKED TO BILDERBERG, CFR, GOLDMAN SACHS & GEORGE SOROS Written by Alex...

Product Engineer (NPI | Metrology | Troubleshooting) (# 108344)

4:13 PM Anonymous 0

<div dir="ltr" style="text-align: left;" trbidi="on"><div class="WordSection1"><div class="MsoNormal"><b><span style="font-family: "Arial","sans-serif"; font-size: 10pt;">Position:</span></b><span style="font-family: "Arial","sans-serif"; font-size: 10pt;"> Product Engineer<o:p></o:p></span></div><div class="MsoNormal"><b><span style="font-family: "Arial","sans-serif"; font-size: 10pt;">Location:</span></b><span style="font-family: "Arial","sans-serif"; font-size: 10pt;"> Milpitas, CA<o:p></o:p></span></div><div class="MsoNormal"><b><span style="font-family: "Arial","sans-serif"; font-size: 10pt;">Duration:</span></b><span style="font-family: "Arial","sans-serif"; font-size: 10pt;"> Full time<o:p></o:p></span></div><div class="MsoNormal"><br /></div><div class="MsoNormal"><b><span style="font-family: "Arial","sans-serif"; font-size: 10pt;">Job Description: <o:p></o:p></span></b></div><div class="MsoNormal"><span style="font-family: "Arial","sans-serif"; font-size: 10pt;">A Product Engineer in this position will be actively engaged in the New Product Introduction (NPI) process for our advanced semiconductor wafer metrology systems. The Engineer’s primary role, as part of the GSS-NPI team, is to prepare the organization to service new wafer metrology products in the field, and ensure the products meet serviceability, reliability, customer satisfaction, cost of service, and performance targets over the service lifetime. The PE serves as the central GSS-NPI technical resource interfacing with design engineering, manufacturing, marketing, technical support, and field service as products move through the Product Life Cycle (PLC).<o:p></o:p></span></div><div class="MsoNormal"><span style="font-family: "Arial","sans-serif"; font-size: 10pt;">Involvement with an NPI product lasts from early design and development through launch and post-release efforts for continuous improvement. GSS-NPI is responsible to drive improvements in system hardware, diagnostics, software, and the overall service infrastructure, while working to drive service costs lower.<o:p></o:p></span></div><div class="MsoNormal"><span style="font-family: "Arial","sans-serif"; font-size: 10pt;">The position requires a self-motivated individual, capable to own projects and drive them to completion. There is potential for a motivated Product Engineer to take an ownership role as the GSS representative to a PLC team for larger scale products. <o:p></o:p></span></div><div class="MsoNormal"><br /></div><div class="MsoNormal"><b><span style="font-family: "Arial","sans-serif"; font-size: 10pt;">Job Scope and Complexity:<o:p></o:p></span></b></div><div class="MsoNormal"><span style="font-family: "Arial","sans-serif"; font-size: 10pt;">-  Must be able to work with a wide variety of technologies, including mechanics, electronics, optics and software.<o:p></o:p></span></div><div class="MsoNormal"><span style="font-family: "Arial","sans-serif"; font-size: 10pt;">-  Gain systems-engineering level knowledge of highly complex, leading-edge wafer metrology systems through work with design engineers during the development process. <o:p></o:p></span></div><div class="MsoNormal"><span style="font-family: "Arial","sans-serif"; font-size: 10pt;">-  Perform hands-on integration of Alpha/Beta systems and validation of serviceability.<o:p></o:p></span></div><div class="MsoNormal"><span style="font-family: "Arial","sans-serif"; font-size: 10pt;">-  Assess sub-systems and components with respect to design for reliability, stability, and serviceability.<o:p></o:p></span></div><div class="MsoNormal"><span style="font-family: "Arial","sans-serif"; font-size: 10pt;">-  Gather and analyze data from the field to identify sources of systematic issues across tool populations. <o:p></o:p></span></div><div class="MsoNormal"><span style="font-family: "Arial","sans-serif"; font-size: 10pt;">-  Write technical reports to communicate issues, analysis, technical assessments, system status, and engineering recommendations. <o:p></o:p></span></div><div class="MsoNormal"><span style="font-family: "Arial","sans-serif"; font-size: 10pt;">-  Prepare and maintain service cost models from the initial concept phase through product release. Apply results to help optimize diagnostic designs. <o:p></o:p></span></div><div class="MsoNormal"><span style="font-family: "Arial","sans-serif"; font-size: 10pt;">-  Help to define and document Best Known Methods for maintenance, troubleshooting, and parts replacement procedures. <o:p></o:p></span></div><div class="MsoNormal"><span style="font-family: "Arial","sans-serif"; font-size: 10pt;">-  Define spare parts plans in support of field service.<o:p></o:p></span></div><div class="MsoNormal"><span style="font-family: "Arial","sans-serif"; font-size: 10pt;">-  Work with the training department development of training materials for new products and/or upgrades. Train the trainer, tech support, and others by teaching or co-teaching initial field service courses. Audit service training to ensure quality. <o:p></o:p></span></div><div class="MsoNormal"><span style="font-family: "Arial","sans-serif"; font-size: 10pt;">-  Support internal and external customers in the operation, installation, upgrade, diagnosis, repair and application of semiconductor wafer inspection systems, including situations where first-line support has failed to resolve problems<o:p></o:p></span></div><div class="MsoNormal"><span style="font-family: "Arial","sans-serif"; font-size: 10pt;">-  Provide written plans of action by e-mail or hands-on assistance at customer sites in Asia, Europe and the US<o:p></o:p></span></div><div class="MsoNormal"><span style="font-family: "Arial","sans-serif"; font-size: 10pt;">-  Travel to support new tool installations/upgrades and service escalations.<o:p></o:p></span></div><div class="MsoNormal"><span style="font-family: "Arial","sans-serif"; font-size: 10pt;"> <o:p></o:p></span></div><div class="MsoNormal"><b><span style="font-family: "Arial","sans-serif"; font-size: 10pt;">Preferred Qualifications:<o:p></o:p></span></b></div><div class="MsoNormal"><span style="font-family: "Arial","sans-serif"; font-size: 10pt;">Knowledge: Uses skills as a seasoned, experienced professional with a full understanding of industry practices and company policies and procedures; resolves a wide range of issues in imaginative as well as practical ways. <o:p></o:p></span></div><div class="MsoNormal"><br /></div><div class="MsoNormal"><b><span style="font-family: "Arial","sans-serif"; font-size: 10pt;">Job Complexity:<o:p></o:p></span></b></div><div class="MsoNormal"><span style="font-family: "Arial","sans-serif"; font-size: 10pt;"> Works on problems of diverse scope where analysis of data requires evaluation of identifiable factors. Demonstrates good judgment in selecting methods and techniques for obtaining solutions. Interacts with senior internal and external personnel.  <o:p></o:p></span></div><div class="MsoNormal"><span style="font-family: "Arial","sans-serif"; font-size: 10pt;">            <o:p></o:p></span></div><div class="MsoNormal"><b><span style="font-family: "Arial","sans-serif"; font-size: 10pt;">Basic Qualifications:<o:p></o:p></span></b></div><div class="MsoNormal"><span style="font-family: "Arial","sans-serif"; font-size: 10pt;">Bachelor's Level Degree with at least 3 years of experience.<o:p></o:p></span></div><div class="MsoNormal"><span style="font-family: "Arial","sans-serif"; font-size: 10pt;">OR<o:p></o:p></span></div><div class="MsoNormal"><span style="font-family: "Arial","sans-serif"; font-size: 10pt;">Master's Level Degree in Mechanical/Electrical/Materials Engineering (or related fields) with at least 2 years of experience. <o:p></o:p></span></div><div class="MsoNormal"><br /></div><div class="MsoNormal"><span style="font-family: "Arial","sans-serif"; font-size: 10pt;">Kindly send your resume to <a href="mailto:raju.balaji@kla-tencor.com">raju.balaji@kla-tencor.com</a><o:p></o:p></span></div></div></div>

Product Engineer (NPI | Metrology | Troubleshooting) (# 108344)

Position: Product Engineer Location: Milpitas, CA Duration: Full time Job Description: A Product Engineer in this position will be active...

Field support Manager (Lithography | Semiconductor Equipment) (#108298)

3:02 PM Anonymous 0

<div dir="ltr" style="text-align: left;" trbidi="on"><div class="WordSection1"><div class="MsoNormal"><b><span style="font-family: "Arial", "sans-serif";">Job Title:</span></b><span style="font-family: "Arial", "sans-serif";"> Field Support Manager</span></div><div class="MsoNormal"><b><span style="font-family: "Arial", "sans-serif";">Location:</span></b><span style="font-family: "Arial", "sans-serif";"> Beaverton, OR</span></div><div class="MsoNormal"><b><span style="font-family: "Arial", "sans-serif";">Duration:</span></b><span style="font-family: "Arial", "sans-serif";"> Fulltime</span></div><div class="MsoNormal"><span style="font-family: "Arial", "sans-serif";"></span><br /><div class="MsoNormal"><b><span style="font-family: "Arial", "sans-serif";">Job Description: </span></b></div><div class="MsoNormal"><span style="font-family: "Arial", "sans-serif";">Successful candidate will lead a high-performance customer support team at a large and challenging customer site.  Candidate will possess top-notch leadership skills as well as the ability to communicate effectively, both verbally and in writing, with KT teams and the customer.   Candidate must also possess a successful background managing and achieving goals for ongoing, high-profile projects in a diverse, multi-faceted, and highly challenging environment while maintaining a clear, concise, and effective line of communication with all parties involved.  In addition, the successful candidate will possess the ability to maintain a resilient and positive attitude and leadership style in a very dynamic and challenging business environment.</span></div><div class="MsoNormal"><span style="font-family: "Arial", "sans-serif";"></span><br /><div class="MsoNormal"><span style="font-family: "Arial", "sans-serif";">Four-year technical degree and 2-4 yrs experience supporting customers and leading teams in the Semiconductor Equipment business.  Business P&L exposure/background a plus. Group provides KT equipment service support to a major customer in the Portland, Oregon area on focused NPI and sustaining projects.</span></div><div class="MsoNormal"><span style="font-family: "Arial", "sans-serif";"></span><br /><div class="MsoNormal"><b><span style="font-family: "Arial", "sans-serif";">Successful candidate will provide the following:</span></b></div><div class="MsoNormal"><span style="font-family: "Arial", "sans-serif";"></span><span style="font-family: "Arial", "sans-serif";">1)  Direct customer interaction and project/support management - 70%</span></div><br /><div class="MsoNormal"><span style="font-family: "Arial", "sans-serif";">2)  Service engineer leadership and mentoring - 20%</span></div><div class="MsoNormal"><span style="font-family: "Arial", "sans-serif";">3)  Business process compliance - 10%</span></div><div class="MsoNormal"><span style="font-family: "Arial", "sans-serif";"></span><br /><div class="MsoNormal"><span style="font-family: "Arial", "sans-serif";">Successful candidate will have the ability to maintain a high level of organization and leadership within the group while effectively removing both internal and external barriers to the success of the group's mission in supporting the customer.  Candidate must also understand how to move effectively through a multi-faceted organization in a cooperative and focused manner to achieve goals and objectives.</span></div><div class="MsoNormal"><span style="font-family: "Arial", "sans-serif";"></span><br /><div class="MsoNormal"><b><span style="font-family: "Arial", "sans-serif";">Candidate will have three key areas of expertise:</span></b></div><div class="MsoNormal"><span style="font-family: "Arial", "sans-serif";"></span><span style="font-family: "Arial", "sans-serif";">1)  Ability to lead a team in a positive and focused manner in a challenging environment through use of strong interpersonal skills.</span></div><br /><div class="MsoNormal"><span style="font-family: "Arial", "sans-serif";">2)  Ability and desire to maintain a stable, positive interaction with the customer through all aspects of the relationship.</span></div><div class="MsoNormal"><span style="font-family: "Arial", "sans-serif";">3)  Possess top-notch organizational, project management, and written/oral communication skills. </span></div><div class="MsoNormal"><span style="font-family: "Arial", "sans-serif";"></span><br /><div class="MsoNormal"><b><span style="font-family: "Arial", "sans-serif";">Education and Experience:</span></b></div><div class="MsoNormal"><span style="font-family: "Arial", "sans-serif";">Bachelor's Level technical degree and 3-4 yrs experience supporting customers and leading teams in the Semiconductor Equipment business.  Business P&L  and NPI exposure/background a plus.</span></div><div class="MsoNormal"><span style="font-family: "Arial", "sans-serif";"></span><br /><div class="MsoNormal"><span style="font-family: "Arial", "sans-serif"; font-size: 10pt;"></span><b><span style="font-family: "Arial", "sans-serif"; font-size: small;">Please send your resumes to vinod.sanker@kla-tencor.com</span></b></div></div></div></div></div></div></div></div></div></div>

Field support Manager (Lithography | Semiconductor Equipment) (#108298)

Job Title: Field Support Manager Location: Beaverton, OR Duration: Fulltime Job Description: Successful candidate will lead a high-perfor...

Process Engineer (IC Process | Lithography | Etching | Diffusion ) (# 107812)

2:30 PM Anonymous 0

<div dir="ltr" style="text-align: left;" trbidi="on"><div class="WordSection1"><div class="MsoNormal"><b><span style="font-family: "Arial","sans-serif"; font-size: 10pt;">Position:</span></b><span style="font-family: "Arial","sans-serif"; font-size: 10pt;"> Process Control Solution Engineer<o:p></o:p></span></div><div class="MsoNormal"><b><span style="font-family: "Arial","sans-serif"; font-size: 10pt;">Location:</span></b><span style="font-family: "Arial","sans-serif"; font-size: 10pt;"> Austin, TX<o:p></o:p></span></div><div class="MsoNormal"><b><span style="font-family: "Arial","sans-serif"; font-size: 10pt;">Duration:</span></b><span style="font-family: "Arial","sans-serif"; font-size: 10pt;"> Full time<o:p></o:p></span></div><div class="MsoNormal"><br /></div><div class="MsoNormal"><b><span style="font-family: "Arial","sans-serif"; font-size: 10pt;">Job Description: <o:p></o:p></span></b></div><div class="MsoNormal"><span style="font-family: "Arial","sans-serif"; font-size: 10pt;">This Senior PCS Engineering position is with Customer (CG) Group to develop future process control solutions for KT’s inspection/metrology tools and help implement the solutions at customer site.<o:p></o:p></span></div><div class="MsoNormal"><span style="font-family: "Arial","sans-serif"; font-size: 10pt;">KLA is looking for a Process Control Solution (PCS) engineer who can develop KT solutions for advanced semiconductor process, investigate inflection point for future technological nodes, and execute/lead project activity at customer sites. <o:p></o:p></span></div><div class="MsoNormal"><br /></div><div class="MsoNormal"><b><span style="font-family: "Arial","sans-serif"; font-size: 10pt;">Responsibilities include: <o:p></o:p></span></b></div><div class="MsoNormal"><span style="font-family: "Arial","sans-serif"; font-size: 10pt;">Help solution project implementation at customer site.  <o:p></o:p></span></div><div class="MsoNormal"><span style="font-family: "Arial","sans-serif"; font-size: 10pt;">Inspection/metrology tool recipe setup and data analysis   <o:p></o:p></span></div><div class="MsoNormal"><span style="font-family: "Arial","sans-serif"; font-size: 10pt;">Create differentiate use case with KT tools. <o:p></o:p></span></div><div class="MsoNormal"><span style="font-family: "Arial","sans-serif"; font-size: 10pt;">Support KT division and local Business unit (BU) to achieve their business goal<o:p></o:p></span></div><div class="MsoNormal"><br /></div><div class="MsoNormal"><b><span style="font-family: "Arial","sans-serif"; font-size: 10pt;">Essential skills: <o:p></o:p></span></b></div><div class="MsoNormal"><span style="font-family: "Arial","sans-serif"; font-size: 10pt;">- IC Process background: previous experience from Advanced Lithography is preferred.<o:p></o:p></span></div><div class="MsoNormal"><span style="font-family: "Arial","sans-serif"; font-size: 10pt;">- Film/etching/Diffusion will be second choice.<o:p></o:p></span></div><div class="MsoNormal"><span style="font-family: "Arial","sans-serif"; font-size: 10pt;">- Defect and Inspection knowledge: Know KT I&M tools and defect/yield analysis<o:p></o:p></span></div><div class="MsoNormal"><span style="font-family: "Arial","sans-serif"; font-size: 10pt;">- Presentation and communication skill: create presentation materials and present well<o:p></o:p></span></div><div class="MsoNormal"><span style="font-family: "Arial","sans-serif"; font-size: 10pt;">- KT Tool apps skill set and project management: Know KT BF/DF/EBI tools and can set up inspection recipe. Familiar with Klarity defect analysis S/W. Previous experience in project management. <o:p></o:p></span></div><div class="MsoNormal"><br /></div><div class="MsoNormal"><b><span style="font-family: "Arial","sans-serif"; font-size: 10pt;">Important skills: <o:p></o:p></span></b></div><div class="MsoNormal"><span style="font-family: "Arial","sans-serif"; font-size: 10pt;">- Can be successful with multiple cultures environment <o:p></o:p></span></div><div class="MsoNormal"><span style="font-family: "Arial","sans-serif"; font-size: 10pt;">- Handle multiple tasks<o:p></o:p></span></div><div class="MsoNormal"><span style="font-family: "Arial","sans-serif"; font-size: 10pt;">- Have creative thinking approach to deal with new customer challenges<o:p></o:p></span></div><div class="MsoNormal"><span style="font-family: "Arial","sans-serif"; font-size: 10pt;">- Problem solving skill<o:p></o:p></span></div><div class="MsoNormal"><br /></div><div class="MsoNormal"><b><span style="font-family: "Arial","sans-serif"; font-size: 10pt;">Desirable skills: <o:p></o:p></span></b></div><div class="MsoNormal"><span style="font-family: "Arial","sans-serif"; font-size: 10pt;">- Experience with IC semiconductor process and Integration > 5 years <o:p></o:p></span></div><div class="MsoNormal"><span style="font-family: "Arial","sans-serif"; font-size: 10pt;">- Familiar with IC Metrology and defect inspection  <o:p></o:p></span></div><div class="MsoNormal"><span style="font-family: "Arial","sans-serif"; font-size: 10pt;">- Customer communication/ management skills<o:p></o:p></span></div><div class="MsoNormal"><span style="font-family: "Arial","sans-serif"; font-size: 10pt;">- Project management and KT inspection tools (BF/DF/eBI) recipe setup capability <o:p></o:p></span></div><div class="MsoNormal"><br /></div><div class="MsoNormal"><b><span style="font-family: "Arial","sans-serif"; font-size: 10pt;">Process Solution Control Group (PCS):<o:p></o:p></span></b></div><div class="MsoNormal"><span style="font-family: "Arial","sans-serif"; font-size: 10pt;">• PCS group is part of corporate marketing group which help KT explore customer’s technological challenges and develop/implement  solutions with KT tools  to meet the challenges <o:p></o:p></span></div><div class="MsoNormal"><br /></div><div class="MsoNormal"><b><span style="font-family: "Arial","sans-serif"; font-size: 10pt;">Education: <o:p></o:p></span></b></div><div class="MsoNormal"><span style="font-family: "Arial","sans-serif"; font-size: 10pt;">EE, Materials Science and Engineering, Physics Degree (Associate/BS and above degree) with minimum 10 years experience<o:p></o:p></span></div><div class="MsoNormal"><span style="font-family: "Arial","sans-serif"; font-size: 10pt;">Qualification: Previous work experience in IC fab, Semiconductor equipment vendors.<o:p></o:p></span></div><div class="MsoNormal"><span style="font-family: "Arial","sans-serif"; font-size: 10pt;">Expertise: defect inspection and metrology experience. Understand yield improvement, process module and integration.<o:p></o:p></span></div><div class="MsoNormal"><br /></div><div class="MsoNormal"><b><span style="font-family: "Arial","sans-serif"; font-size: 10pt;">Basic Qualification:<o:p></o:p></span></b></div><div class="MsoNormal"><span style="font-family: "Arial","sans-serif"; font-size: 10pt;">Associate/Bachelor's Level Degree with at least 10 years of experience.<o:p></o:p></span></div><div class="MsoNormal"><span style="font-family: "Arial","sans-serif"; font-size: 10pt;">OR<o:p></o:p></span></div><div class="MsoNormal"><span style="font-family: "Arial","sans-serif"; font-size: 10pt;">Master's Level Degree with at least 8 years of experience.<o:p></o:p></span></div><div class="MsoNormal"><span style="font-family: "Arial","sans-serif"; font-size: 10pt;">OR<o:p></o:p></span></div><div class="MsoNormal"><span style="font-family: "Arial","sans-serif"; font-size: 10pt;">Doctorate (Academic) with at least 6 years of experience.<o:p></o:p></span></div><div class="MsoNormal"><br /></div><div class="MsoNormal"><span style="font-family: "Arial","sans-serif"; font-size: 10pt;">Kindly send your resume to <a href="mailto:raju.balaji@kla-tencor.com">raju.balaji@kla-tencor.com</a><o:p></o:p></span></div></div></div>

Process Engineer (IC Process | Lithography | Etching | Diffusion ) (# 107812)

Position: Process Control Solution Engineer Location: Austin, TX Duration: Full time Job Description: This Senior PCS Engineering positio...

Librarian II, Circulation and Branch - New Britain Public Library

12:35 PM Anonymous 0

Librarian II, Circulation and Branch - New Britain Public Library

Librarian II, Circulation and Branch - New Britain Public Library . 37.5 hours per week. A Masters in Library Science Degree from an ALA a...

The hardest thing I've ever done

7:54 AM Tukiyooo 0

Tyring to get back into diet and exercise after months of not really "being into it", is a huge struggle for me. <br /><br />I remember many Weight Watcher meetings where our leader would say, "you know, losing weight isn't rocket science" or "this isn't the hardest thing you've ever done". Then she'd ask things like: Did you graduate college? Did you have a baby? Have you raised a child? Have you ever been married? Have you lost someone you loved?" She always name off several things that every person in the room had experienced, usually not just one of the things, but several of them. Then she would say, compare exercising and eating less to that experience. Then she'd followup with, losing weight is easy in comparison to any of those things. Everyone in the room would nod in agreement.<br /><br />These days I'm not so sure I'd nod in agreement. I'm really feeling challenged. It feels like the hardest thing I've ever done.<br /><br />I almost made it through yesterday perfectly. Unfortunately, by the time I got home at 9pm I was too wiped out to care about much of anything, much less myself. It was a long work day of fixing major bugs on one of the most challenging projects I've ever worked on at work, with constantly moving requirements. It had a release date that was originally two months ago and now we don't even have a release date (too many issues to set a firm date yet).<br /><br />When I got home I needed to work on my most challenging personal project, losing weight. I had nothing left to give to myself. I was exhausted. I had taken my workout clothes to work, with the intention of going to the gym after work since I couldn't force myself to get up early enough to go before work. Of course, at 9pm I didn't go. I was mentally and physically wiped out.<br /><br />After a healthy breakfast and lunch, dinner was a piece of deli fried chicken, left over from a couple days ago. Two Pomegranate frozen fruit bars for dessert. Then bed. No vegetables and no fruit.<br /><br />I woke up feeling exhausted. I weighed today, 218.8. Not much of an improvement from the 220 yesterday, but I'll take it. At least I didn't gain another pound.<br /><br />Today is simple. Eat healthy, count calories, exercise. Exercise...I'm not sure when or how that became such a huge challenge for me. I'm not sure how I managed to exercise almost every day for four years and then totally drop out. It's like nightmare come true. Gaining a ton of weight and becoming sedentary.<br /><br />I guess it's just one day at a time, as so many bloggers say. There's not much else I can do except to keep trying. Maybe today will be the day I get my act together again. Let's hope so. I really don't want this to be the hardest thing I've ever done.

The hardest thing I've ever done

Tyring to get back into diet and exercise after months of not really "being into it", is a huge struggle for me. I remember many W...

Research news and views #edreform

6:33 AM Tukiyooo 0

<table cellpadding="0" cellspacing="0" class="tr-caption-container zemanta-img" style="float: right; margin-right: 1em; text-align: right;"><tbody><tr><td style="text-align: center;"><a href="http://commons.wikipedia.org/wiki/File:NYC_Public_Library_Research_Room_Jan_2006.jpg" imageanchor="1" style="margin-bottom: 1em; margin-left: auto; margin-right: auto; text-align: clear:right;"><img alt="English: A panorama of a research room taken a..." border="0" class="zemanta-img-inserted" height="140" src="http://upload.wikimedia.org/wikipedia/commons/thumb/0/02/NYC_Public_Library_Research_Room_Jan_2006.jpg/300px-NYC_Public_Library_Research_Room_Jan_2006.jpg" style="border: none; font-size: 0.8em;" width="300" /></a></td></tr><tr><td class="tr-caption zemanta-img-attribution" style="text-align: center; width: 300px;">English: A panorama of a research room taken at the New York Public Library with a Canon 5D and 24-105mm f/4L IS.  (Photo credit: <a href="http://commons.wikipedia.org/wiki/File:NYC_Public_Library_Research_Room_Jan_2006.jpg" target="_blank">Wikipedia</a>)</td></tr></tbody></table><i>Research news and information I've been reading lately. </i><br /><ul class="diigo-linkroll"><li>     <a href="http://www.edutopia.org/stw-maine-project-based-learning-professional-development-math?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+EdutopiaNewContent+%28Edutopia%29&utm_content=Google+Reader">Professional Development Adds Up for Maine's Math Teachers | Edutopia</a><ul></ul><div class="diigo-description">"Professional development is the essential vitamin for boosting learning with laptops, according to researchers studying Maine's one-to-one program. David Silvernail, director of the Center for Education Policy, Applied Research, and Evaluation, said a two-year randomized control trial of middle school math teachers was "successful on all fronts."  Researchers examined the impact of high quality, ongoing professional development that included face-to-face and online workshops, peer coaching and mentoring, and site visits."</div><div class="diigo-tags">tags:                        <a href="http://www.diigo.com/user/coolcatteacher/research">research</a>             <a href="http://www.diigo.com/user/coolcatteacher/1:1">1:1</a>             <a href="http://www.diigo.com/user/coolcatteacher/laptop">laptop</a>             <a href="http://www.diigo.com/user/coolcatteacher/education">education</a><br /><br /></div></li><li>    <div class="diigo-link"><a href="http://www.changemag.org/Archives/Back%20Issues/September-October%202010/the-myth-of-learning-full.html">Change Magazine - September-October 2010</a></div><div class="diigo-description">It is important to read things even if you know from the title that you'll disagree. This article is sure to spark controversy and be embraced by those who want to keep a traditional classroom in rows where kids listen to lecture. While I'm not in an ivory tower, my experience in the power of the face to face classroom has convinced me that when I teach and integrate all different senses that students learn better. I've also seen (and quoted in Flattening Classrooms, Engaging Minds in the Choice chapter that discusses differentiation) that dual encoding (listening to words while reading them) improves the ability to learn to read. (I'll have to look in the book for the sources of research.) I do think, however, there are some good points here, although I firmly believe their conclusion that students are going to learn no matter how they relate to content -- is inaccurate. The lines are being drawn between those who want to change and use technology and those who want the status quo. Nonetheless, if you lose your ability to read things you do not agree with, and engage in thoughtful conversation, then you miss the point of being well educated. Look forward to hearing your thoughts on this study.</div><div class="diigo-tags">tags:                        <a href="http://www.diigo.com/user/coolcatteacher/education">education</a>             <a href="http://www.diigo.com/user/coolcatteacher/differentiation">differentiation</a>             <a href="http://www.diigo.com/user/coolcatteacher/UDL">UDL</a>             <a href="http://www.diigo.com/user/coolcatteacher/research">research</a><br /><br /></div></li><li>    <div class="diigo-link"><a href="http://chronicle.com/blogs/profhacker/scholastica-and-diy-open-access-journals/41141">Scholastica and DIY Open Access Journals - ProfHacker - The Chronicle of Higher Education</a></div><div class="diigo-description">Researchers and institutions should continue to take note that Open is really the way things are moving. You may want to look at Scholastica. I could see schools creating their own journals. Now that would be fascinating.  "With traditional journals suffering from rising costs and increased disinterest in print subscriptions, online open access is looking more appealing than ever. The team behind recently launched Scholastica is offering a new platform for those interested in joining the movement."  It makes a great point that an academic paper is a poor discussion forum and gives you other options for creating your own open journal.</div><div class="diigo-tags">tags:                        <a href="http://www.diigo.com/user/coolcatteacher/news">news</a>             <a href="http://www.diigo.com/user/coolcatteacher/research">research</a><br /><br /></div></li><li>    <div class="diigo-link"><a href="http://trex.iste.org/Account/LogOn?ReturnUrl=%2fPublication%2fSearch">TREx</a></div><div class="diigo-description">ISte'S CARET database has now been replaced by TREx. I've noticed some sessions at ISTE about how to use this tool. It has an "add content" button which tells me they are crowdsourcing the exchange of research.</div><div class="diigo-tags">tags:                        <a href="http://www.diigo.com/user/coolcatteacher/education">education</a>             <a href="http://www.diigo.com/user/coolcatteacher/news">news</a>             <a href="http://www.diigo.com/user/coolcatteacher/research">research</a>             <a href="http://www.diigo.com/user/coolcatteacher/iste">iste</a><br /><br /></div></li><li>    <div class="diigo-link"><a href="http://www.cyberbullying.us/">Cyberbullying Research Center - cyber bullying examples, cases, laws, articles, stories, presentations, videos, facts, statistics</a></div><div class="diigo-description">The cyberbullying research center focuses on collecting information about cyberbullying. If you're studying and sharing information on cyberbullying, you'll want to delve into this website.</div><div class="diigo-tags">tags:                        <a href="http://www.diigo.com/user/coolcatteacher/cyberbullying">cyberbullying</a>             <a href="http://www.diigo.com/user/coolcatteacher/research">research</a>             <a href="http://www.diigo.com/user/coolcatteacher/news">news</a><br /><br /></div></li><li>    <div class="diigo-link"><a href="http://www.eschoolnews.com/2012/05/29/worlds-largest-research-community-tops-50-million/">World’s largest research community tops 50 million | eSchool News</a></div><div class="diigo-description">"This massive network of researchers in the asia region now has 50 million researchers and claims to be the largest online network of researchers in the world.</div><div class="diigo-tags">tags:                        <a href="http://www.diigo.com/user/coolcatteacher/education">education</a>             <a href="http://www.diigo.com/user/coolcatteacher/research">research</a><br /><br /></div></li><li>    <div class="diigo-link"><a href="http://www.npr.org/blogs/health/2012/05/29/153927743/small-change-in-reading-to-preschoolers-can-help-disadvantaged-kids-catch-up?ft=1&f=1003">Small Change In Reading To Preschoolers Can Help Disadvantaged Kids Catch Up : Shots - Health Blog : NPR</a></div><div class="diigo-description">If you work with young children and teach reading, read this article. When reading to young children, focus on the words. It seems that running your finger under thee words and drawing attention to the words makes a big difference in helping chidren begin to read. This current research on children and reading is important enough to share, discuss, and further research.</div><div class="diigo-tags">tags:                        <a href="http://www.diigo.com/user/coolcatteacher/education">education</a>             <a href="http://www.diigo.com/user/coolcatteacher/research">research</a>             <a href="http://www.diigo.com/user/coolcatteacher/reading">reading</a><br /><br /></div></li><li>    <div class="diigo-link"><a href="http://blogs.kqed.org/mindshift/2012/05/schools-and-students-clash-over-use-of-technology/">Schools and Students Clash Over Use of Technology | MindShift</a></div><div class="diigo-description">IN the Speak up 2011 report, students say that 46% of them have used Facebook to collaborate on school projects.  Interesting report that also shows the flip side where 65% of principals say they will not allow personal devices in the next school year. (What is odd is a study I shared a few weeks  a go on my blog says that almost 50% of students are receiving text messages during class NOW in schools where cell phones are BANNED so really, this is just window dressing.)  "Students want more control over how they use technology in school, but many classrooms are still making it difficult. That’s according to the most recent Speak Up 2011 report, “Mapping a Personalized Learning Journey,” which reflects the views of more than 416,000 K-12 students, parents, and educators nationwide surveyed on how technology can enhance the learning environment. They survey is produced by Project Tomorrow, an educational non-profit focused on raising student voices in education policy discussions. The theme for this survey focused on individualized learning paths.</div><div class="diigo-tags">tags:                        <a href="http://www.diigo.com/user/coolcatteacher/education">education</a>             <a href="http://www.diigo.com/user/coolcatteacher/news">news</a>             <a href="http://www.diigo.com/user/coolcatteacher/research">research</a>             <a href="http://www.diigo.com/user/coolcatteacher/social">social</a>             <a href="http://www.diigo.com/user/coolcatteacher/media">media</a><br /><br /></div></li><li>    <div class="diigo-link"><a href="http://psychcentral.com/news/2012/05/16/purpose-in-life-may-protect-against-alzheimer%e2%80%99s/38753.html">Purpose in Life May Protect Against Alzheimer’s | Psych Central News</a></div><div class="diigo-description">Have a purpose in life. It may help you have higher quality life dementia free.   A group of 900 relatively healthy individuals from the Chicago area were selected for a study about preventing Alzheimer’s disease. Before the study began, patients were Alzheimer’s-free, and they also answered questions about their purposes in life. During ongoing studies, about 16 percent of the patients were found to have early stages of Alzheimer’s. The individuals who scored the highest on the “purpose in life” test were found to be 2.5 times more likely to remain free of the disease throughout their lives."</div><div class="diigo-tags">tags:                        <a href="http://www.diigo.com/user/coolcatteacher/education">education</a>             <a href="http://www.diigo.com/user/coolcatteacher/research">research</a>             <a href="http://www.diigo.com/user/coolcatteacher/alzheimers">alzheimers</a><br /><br /></div></li><li>    <div class="diigo-link"><a href="http://www.bbc.co.uk/news/education-18084204">BBC News - Delay school entry until six, researchers urge</a></div><div class="diigo-description">I find this research from the UK hard to believe since my children were reading by age 5. My children test as being gifted (although 2 have learning differences). I guess it depends on the kind of "lessons" they are exposed to. We use a marvelous multisensory approach to teaching children at our school that I'd hardly call boring "lessons." This research was done in the US. What do you think?</div><div class="diigo-tags">tags:                        <a href="http://www.diigo.com/user/coolcatteacher/research">research</a>             <a href="http://www.diigo.com/user/coolcatteacher/edreform">edreform</a>             <a href="http://www.diigo.com/user/coolcatteacher/uk">uk</a><br /><br /></div></li><li>    <div class="diigo-link"><a href="http://medicalxpress.com/news/2012-05-shown.html">How blind can 'read' shown in new research</a></div><div class="diigo-description">Sensory Substitution devices (SSD)'s are shown to help the blind read in a recent study. This is being touted as an alternate to the prostheses that will help the blind see which are said to be very invasive. If you work with those with special needs, this research will interest you.</div><div class="diigo-tags">tags:                        <a href="http://www.diigo.com/user/coolcatteacher/education">education</a>             <a href="http://www.diigo.com/user/coolcatteacher/research">research</a>             <a href="http://www.diigo.com/user/coolcatteacher/blindness">blindness</a>             <a href="http://www.diigo.com/user/coolcatteacher/blind">blind</a>             <a href="http://www.diigo.com/user/coolcatteacher/spedchat">spedchat</a><br /><br /></div></li><li>    <div class="diigo-link"><a href="http://www.tes.co.uk/teaching-resource/Boys-to-Men-teaching-and-learning-masculinities-in-schools-and-colleges-report-6014359">Boys to Men - teaching and learning masculinities in schools and colleges report - Resources - TES</a></div><div class="diigo-description">A very interesting topic over whether teaching has become a "fenimized" profession. I think one point to realize is that teaching may be "feminizied" but I doubt that administration or professional development is if the representation of men in edtech PD can attest. I think this is something to note and be aware of as we look at schools. This is out of the UK.</div><div class="diigo-tags">tags:                        <a href="http://www.diigo.com/user/coolcatteacher/research">research</a>             <a href="http://www.diigo.com/user/coolcatteacher/learning">learning</a>             <a href="http://www.diigo.com/user/coolcatteacher/education">education</a><br /><br /></div></li><li>    <div class="diigo-link"><a href="http://psychcentral.com/news/2012/05/05/unearned-praise-can-hurt-minority-students/38285.html">Unearned Praise Can Hurt Minority Students</a></div><div class="diigo-description">Unearned praise always hurts kids. Tell the truth in a constructive way but be truthful. Teachers were not as critical and gave more praise when told the student was a minority. This bias hurts students in the end.</div><div class="diigo-tags">tags:                        <a href="http://www.diigo.com/user/coolcatteacher/research">research</a>             <a href="http://www.diigo.com/user/coolcatteacher/minority">minority</a>             <a href="http://www.diigo.com/user/coolcatteacher/writing">writing</a>             <a href="http://www.diigo.com/user/coolcatteacher/bias">bias</a>             <a href="http://www.diigo.com/user/coolcatteacher/learning">learning</a><br /><br /></div></li><li>    <div class="diigo-link"><a href="http://psychcentral.com/news/2012/05/01/multitasking-seems-to-serve-emotional-not-productivity-needs/38057.html">Multitasking Seems to Serve Emotional, Not Productivity, Needs</a></div><div class="diigo-description">New research shows multitasking gives you an emotional boost whilr harming productivity and cognitive functions.</div><div class="diigo-tags">tags:                        <a href="http://www.diigo.com/user/coolcatteacher/research">research</a>             <a href="http://www.diigo.com/user/coolcatteacher/learning">learning</a>             <a href="http://www.diigo.com/user/coolcatteacher/education">education</a>             <a href="http://www.diigo.com/user/coolcatteacher/multitasking">multitasking</a><br /><br /></div></li><li>    <div class="diigo-link"><a href="http://c4lpt.co.uk/2012/04/the-quantified-self-learning">The Quantified Self & Learning, iPad & Education, To learn, we must do</a></div><div class="diigo-description">Jane Hart shares a presentation from Hans de Zwaart about the quantified self and learning. I have to admit that this is the first I've heard of the "quantified self movement" but he says it has big consequences for how we learn in the future. Jane is a nice writer and I learn a lot from her.</div><div class="diigo-tags">tags:                        <a href="http://www.diigo.com/user/coolcatteacher/education">education</a>             <a href="http://www.diigo.com/user/coolcatteacher/research">research</a>             <a href="http://www.diigo.com/user/coolcatteacher/researcher_thoughtleader">researcher_thoughtleader</a><br /><br /></div></li><li>    <div class="diigo-link"><a href="http://www.koamtv.com/story/17663289/new-research-connects-obesity-and-cancer">New research connects obesity and cancer - KOAM TV 7 Joplin and Pittsburg</a></div><div class="diigo-description">We all need to be active. I think we need PE for kids AND teachers. We'd all feel better, live longer, and probably be less stressed out this time of year. I'm spending all my time in the classroom right now and it makes it hard to feel good when not working out like I need to. Take time to work out this week and I will too!  "New research suggests people who are obese and lacking physical activity in their daily lives are at higher risk of developing common forms of cancer.  We've known for years now that being overweight can lead to many health issues such as high blood pressure and diabetes, but new evidence now shows it's also a cause for cancer.  And it's not just excessive weight.  Those who live inactive lifestyles are also at a higher risk.</div><div class="diigo-tags">tags:                        <a href="http://www.diigo.com/user/coolcatteacher/education">education</a>             <a href="http://www.diigo.com/user/coolcatteacher/research">research</a>             <a href="http://www.diigo.com/user/coolcatteacher/health.">health.</a><br /><br /></div></li><li>    <div class="diigo-link"><a href="http://www.tes.co.uk/TaxonomySearchFunnel.aspx?area=resources&keywords=enquiry">Teaching Resources, Classroom Resources & Lesson Plans - TES Resources</a></div><div class="diigo-description">Here is an interesting point as I research inquiry based learning and move to look in a database that is largely built from overseas. Many places called "inquiry" "enquiry" so in this set of lessons across the curriculum, I have to search using the term "enquiry" to turn up what have been tagged as "inquiry based" lesson plans.   There are many nuances like that as you start looking at best practices across the world to remember. Eventually, hopefully, language searches will translate between common languages (like English) to help us bridge best practices.  If you're looking into inquiry-based learning (or equiry-based depending upon where you're from) - this is a database of lesson plans from Kindergarten up in different categories.</div><div class="diigo-tags">tags:                        <a href="http://www.diigo.com/user/coolcatteacher/education">education</a>             <a href="http://www.diigo.com/user/coolcatteacher/inquiry-based">inquiry-based</a>             <a href="http://www.diigo.com/user/coolcatteacher/learning">learning</a>             <a href="http://www.diigo.com/user/coolcatteacher/teaching">teaching</a>             <a href="http://www.diigo.com/user/coolcatteacher/lessonplans">lessonplans</a>             <a href="http://www.diigo.com/user/coolcatteacher/research">research</a><br /><br /></div></li><li>    <div class="diigo-link"><a href="http://www.youthlearn.org/learning/general-info/our-approach/intro-inquiry-learning/intro-inquiry-learning">Intro to Inquiry Learning | YouthLearn</a></div><div class="diigo-description">As I'm reading on inquiry based learning, I came across another article, I'd like to share. In this article, it discusses how inquiry-based learning projects are driven by students. This very much aligns with the questions we ask on the Flat Classroom and other projects. The one point of meaning that I'm working to understand (and finding different answers depending upon the site) is that some differentiate that students should develop the questions rather than teachers "handing them" the questions. I have a lesson plan I sent through Diigo where the instructor designed a lesson around the question "Can there be giants?" and called in inquiry based. Under this article, it may not be called true inquiry based, and yet, I'm wondering if the question is intriguing and of interest and can be used in a way to teach if it really matters where the question originates.   My class is a mix of student-created inquiries (Freshman project) and project-generated inquiries (Digiteen, Flat Classroom). Interesting. Look forward to reading and understanding more (and sharing with you.)  This is another nice article on the topic. Feel free to share yours.  "Inquiry-based learning" is one of many terms used to describe educational approaches that are driven more by a learner's questions than by a teacher's lessons. It is inspired by what is sometimes called a constructivist approach to education, which posits that there are many ways of constructing meaning from the building blocks of knowledge and that imparting the skills of "how to learn" is more important than any particular information being presented. Not all inquiry-based learning is constructivist, nor are all constructivist approaches inquiry-based, but the two have similarities and grow from similar philosophies.</div><div class="diigo-tags">tags:                        <a href="http://www.diigo.com/user/coolcatteacher/education">education</a>             <a href="http://www.diigo.com/user/coolcatteacher/research">research</a>             <a href="http://www.diigo.com/user/coolcatteacher/edreform">edreform</a>             <a href="http://www.diigo.com/user/coolcatteacher/inquiry-ba">inquiry-ba</a>             <a href="http://www.diigo.com/user/coolcatteacher/inquiry-based">inquiry-based</a>             <a href="http://www.diigo.com/user/coolcatteacher/learning">learning</a>             <a href="http://www.diigo.com/user/coolcatteacher/researcher_thoughtleader">researcher_thoughtleader</a><br /><br /></div></li><li>    <div class="diigo-link"><a href="http://halshs.archives-ouvertes.fr/docs/00/19/06/09/PDF/A101_Edelson_etal_99.pdf">Addressing the Challenges of Inquiry-Based Learning Through Technology and Curriculum Design</a></div><div class="diigo-description">As I was reading up on inquiry based learning, I found a research paper from 1999 that has been cited almost 500 times. In this paper, you have an overview of inquiry based learning and how the use of technology is an excellent support for inquiry based learning. (They call it TSIL - technology-supported inquiry learning.) This paper talks about the potential and Opportunities. This is a PDF that I'm reading and filing in my personal research cabinet.</div><div class="diigo-tags">tags:                        <a href="http://www.diigo.com/user/coolcatteacher/education">education</a>             <a href="http://www.diigo.com/user/coolcatteacher/research">research</a>             <a href="http://www.diigo.com/user/coolcatteacher/inquiry-based">inquiry-based</a>             <a href="http://www.diigo.com/user/coolcatteacher/learning">learning</a>             <a href="http://www.diigo.com/user/coolcatteacher/researcher_thoughtleader">researcher_thoughtleader</a>             <a href="http://www.diigo.com/user/coolcatteacher/professionaldevelopment">professionaldevelopment</a><br /><br /></div></li><li>    <div class="diigo-link"><a href="http://www.washingtonpost.com/blogs/answer-sheet/post/what-new-research-on-extended-school-day-says/2012/04/18/gIQAnmV3RT_blog.html">What new research on extended school day says - The Answer Sheet - The Washington Post</a></div><div class="diigo-description">Extending the school day may not have the benefits that some claim, especially since we're just giving kids more same-old same-old instruction time. This article from the Washington Post is worth a read.  "But the extended day approach being implemented in many schools as a result of the department’s push to increase instructional time  falls short.  It largely ignores the deep body of research on what makes effective expanded learning.   Instead, too many schools are merely adding another hour or so of regular class time onto the school day.  Not surprisingly, two very recent studies suggest we might not accomplish much with this approach to improving schools. "</div><div class="diigo-tags">tags:                        <a href="http://www.diigo.com/user/coolcatteacher/edreform">edreform</a>             <a href="http://www.diigo.com/user/coolcatteacher/education">education</a>             <a href="http://www.diigo.com/user/coolcatteacher/schools">schools</a>             <a href="http://www.diigo.com/user/coolcatteacher/edu_trends">edu_trends</a>             <a href="http://www.diigo.com/user/coolcatteacher/research">research</a>             <a href="http://www.diigo.com/user/coolcatteacher/learning">learning</a></div></li></ul><div class="diigo-ps">Posted from <a href="http://www.diigo.com/">Diigo</a>. The rest of my favorite links are <a href="http://www.diigo.com/user/coolcatteacher">here</a>.</div><div class="zemanta-pixie" style="height: 15px; margin-top: 10px;"><a class="zemanta-pixie-a" href="http://www.zemanta.com/?px" title="Enhanced by Zemanta"><img alt="Enhanced by Zemanta" class="zemanta-pixie-img" src="http://img.zemanta.com/zemified_c.png?x-id=e5c80a5a-d01e-4281-8fdc-073bf3b15ffb" style="border: none; float: right;" /></a></div>

news research Research news and views #edreform

English: A panorama of a research room taken at the New York Public Library with a Canon 5D and 24-105mm f/4L IS. (Photo credit: Wikipedia ...

Victory Party or Pity Party? Your choice. #goodlife

5:26 AM Tukiyooo 0

fitness Inspiration Victory Party or Pity Party? Your choice. #goodlife

Helen Keller (Photo credit: Wikipedia ) "I complained that I had no shoes till I saw a man that had no feet." Unknown. Essential ...

Summer Shows

9:00 PM Tukiyooo 0

Summer in New York City may be when people skip town (at least on weekends), but flipping through the <a href="http://www.brooklynrail.org/">Brooklyn Rail</a> I came across some shows that look interesting. If anything, these should provide good places in and around NYC to escape from the heat.<br /><br /><a href="http://www.fordproject.com/exhibitions/model-theories">Model Theories</a> at Ford Project, Jun 26 to Aug 10:<br /><img alt="summer2012art2.jpg" src="http://www.archidose.org/Blog/summer2012art2.jpg" title="Model Theories" /><br />[Artwork by Haus-Rucker-Co] <br /><br /><a href="http://1to1ny.com/projects.html">Emily Kinni</a> at 1:1, Jul 12 to Aug 4:<br /><img alt="summer2012art3.jpg" src="http://www.archidose.org/Blog/summer2012art3.jpg" title="Emily Kinni" /><br />["Execution Chambers" by Emily Kinni] <br /><br /><a href="http://www.125maiden.com/aib.php">Art in Buildings</a> at 125 Maiden Lane, Jun 27 to Oct 20:<br /><img alt="summer2012art4.jpg" src="http://www.archidose.org/Blog/summer2012art4.jpg" title="Art in Buildings" /><br />[Left: Flock House "Chromasphere" by Mary Mattingly (photo is previous installation at Battery Park City). Right: "Matrix V" by Erwin Redl, a permanent installation by appointment only.] <br /><br /><a href="http://www.illearts.com/exhibition_VivienBittencourt.php">Vivien Bittencourt: In The Arms Of Time</a> at Ille Arts (Amagansett, Long Island), Jul 14 to Aug 8:<br /><img alt="summer2012art5.jpg" src="http://www.archidose.org/Blog/summer2012art5.jpg" title="Vivien Bittencourt" /><br />["Selinunte" by Vivien Bittencourt]<br /><br />Not in Brooklyn Rail but worth a look is a show on the tenth anniversary of the Austrian Cultural Forum New York. <br /><br /><a href="http://www.acfny.org/event/our-haus/">Our Haus</a> at Austrian Cultural Forum, May 17 to Aug 26:<br /><img alt="summer2012art1.jpg" src="http://www.archidose.org/Blog/summer2012art1.jpg" title="Our Haus" /><br />[Exhibition poster design by <a href="http://www.ahoystudios.com/" target="_blank">Ahoystudios.com</a>]

Summer Shows

Summer in New York City may be when people skip town (at least on weekends), but flipping through the Brooklyn Rail I came across some show...

30 Days of Web Tools: #10 Use Pinterest as a classroom resource

9:00 PM Tukiyooo 0

<div dir="ltr" style="text-align: left;" trbidi="on"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjCT8h7AQKVwSV4rHqyV_Zs2GUSNml1picXc-VEvZfCXDuGVHbC0nj91jxz9qjIs0ZUNI-Ro_OqcsQIKheBoE6p9aEIopubUHKB0jEcS8oObg-wb8e2kk0_p1mPamTkTQJrf1MSralzrhI/s1600-h/image3.png" style="margin-left: 1em; margin-right: 1em;"><img alt="image" border="0" height="147" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgXRssgsIzQ-t4hZ53tbaBZPGCNqpbjIO7nAX3weiZ1nYCzBKW7Oi3dr0YnB9e6aJQKpXuCm6MeoT7ApkLDo8jAhzOejU3-W7-0vIP1EoNIBsVtPVJoTAfxgCj_x-_8Kv3SrRmKaofakMs/?imgmax=800" style="background-image: none; border-width: 0px; display: inline; padding-left: 0px; padding-right: 0px; padding-top: 0px;" title="image" width="242" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><i>Submitted by Fiona Beal</i><br /><span style="font-family: Arial,Helvetica,sans-serif;">Pinterest is one of those social networking programmes that everybody is talking about. It is one of those applications that you know you are going to have to do something about joining  at some stage! So, when a friend recently invited me to join Pinterest,  I knew the moment of joining and trying out this amazing and popular application had arrived. I made a start by reading Edudemic’s ‘Teacher’s Quick Guide to Pinterest.  <a href="http://edudemic.com/2012/03/the-teachers-quick-guide-to-pinterest/">http://edudemic.com/2012/03/the-teachers-quick-guide-to-pinterest/</a></span><br /><br /><b><span style="font-family: 'Helvetica Neue',Arial,Helvetica,sans-serif; font-size: large;">What exactly is Pinterest?</span></b><br /><span style="font-family: Arial,Helvetica,sans-serif;"><br /></span><span style="font-family: Arial,Helvetica,sans-serif;">Pinterest is another curating tool in the form of a visual pin board that allows you to pin images from blogs and websites so that you can easily refer to them at any stage. Recently Pinterest has added the use of YouTube videos to its features, so now with one click you can get your videos to an already existing collection on your Pinterest wall or on a new one. Pinterest allows you to tweet your pin or share it over Facebook if you chose to link your account with Pinterest. You can also play and watch the videos you include without leaving the website.. It seems that Slideshare and Pinterest have reached an arrangement as well. </span><br /><span style="font-family: Arial,Helvetica,sans-serif;"><br /></span><span style="font-family: 'Helvetica Neue',Arial,Helvetica,sans-serif; font-size: large;"><b>Policies</b></span><br /><span style="font-family: Arial,Helvetica,sans-serif;"><br />Earlier this year educators were worried about Pinterest’s privacy policies, but Edudemic recently advised that Pinterest has now corrected “some potentially disastrous mistakes: their </span><a href="http://pinterest.com/about/terms" style="font-family: Arial, Helvetica, sans-serif;">Terms of Service</a><span style="font-family: Arial,Helvetica,sans-serif;">, </span><a href="http://pinterest.com/about/use" style="font-family: Arial, Helvetica, sans-serif;">Acceptable Use Policy</a><span style="font-family: Arial,Helvetica,sans-serif;">, and </span><a href="http://pinterest.com/about/privacy" style="font-family: Arial, Helvetica, sans-serif;">Privacy Policy</a><span style="font-family: Arial,Helvetica,sans-serif;">.”</span><br /><a href="http://edudemic.com/2012/03/why-ill-start-using-pinterest-again-after-april-6th/"><span style="font-family: Arial,Helvetica,sans-serif;">http://edudemic.com/2012/03/why-ill-start-using-pinterest-again-after-april-6th/</span></a><br /><br /><span style="font-family: 'Helvetica Neue',Arial,Helvetica,sans-serif; font-size: large;"><b>How to create a Pinterest board</b></span><br /><span style="font-family: Arial,Helvetica,sans-serif;"><br /></span><span style="font-family: Arial,Helvetica,sans-serif;">This is a helpful YouTube video showing how to go about creating a Pinterest board.</span><br /><br /><br /><span style="font-family: Arial,Helvetica,sans-serif;"><iframe allowfullscreen="" frameborder="0" height="315" src="http://www.youtube.com/embed/QtmmGA0M_yk?rel=0" width="420"></iframe></span><br /><br /><span style="font-family: Arial,Helvetica,sans-serif;">I also came across this Slideshare which had a lot of useful information about Pinterest</span><br /><a href="http://www.slideshare.net/krisrocs/pinterest-slideshare"><span style="font-family: Arial,Helvetica,sans-serif;">http://www.slideshare.net/krisrocs/pinterest-slideshare</span></a><br /><br /><iframe allowfullscreen="" frameborder="0" height="356" marginheight="0" marginwidth="0" scrolling="no" src="http://www.slideshare.net/slideshow/embed_code/11689097" style="border-width: 1px 1px 0; border: 1px solid #CCC; margin-bottom: 5px;" width="427"></iframe> <br /><div style="margin-bottom: 5px;"><b> <a href="http://www.slideshare.net/krisrocs/pinterest-slideshare" target="_blank" title="Pinterest SlideShare">Pinterest SlideShare</a> </b> from <b><a href="http://www.slideshare.net/krisrocs" target="_blank">Kristie Johnson</a></b> </div><br /><div style="font-family: "Helvetica Neue",Arial,Helvetica,sans-serif;"><span style="font-size: large;"><b>Following others</b></span></div><br /><br /><span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;">One of the features I love about about Pinterest is that you can follow people who have interesting boards. After reading the <i>Teacher’s Quick Guide</i> mentioned above I came across this post called ‘30 inspiring pinterest pins for teachers'.  </span></span><br /><a href="http://www.bestcollegesonline.com/blog/2012/01/02/30-inspiring-pinterest-pins-for-teachers/"><span style="font-family: Arial,Helvetica,sans-serif;">http://www.bestcollegesonline.com/blog/2012/01/02/30-inspiring-pinterest-pins-for-teachers/</span></a><br /><span style="font-family: Arial,Helvetica,sans-serif;">This seemed to be a good place to follow others. </span><br /><br /><br /><div style="font-family: "Helvetica Neue",Arial,Helvetica,sans-serif;"><b><span style="font-size: large;">How can Pinterest be used in the classroom?</span></b></div><div style="font-family: "Helvetica Neue",Arial,Helvetica,sans-serif;"><br /></div><span style="font-family: Arial,Helvetica,sans-serif; font-size: small;">Educational technology experts have started digging into pinterest's educational potential and quite a number of articles have been written on this topic so far.<br /><a href="http://edudemic.com/2012/06/3-ways-to-use-pinterest-for-education/">http://edudemic.com/2012/06/3-ways-to-use-pinterest-for-education/</a></span><br /><h5 style="font-weight: normal;">               <span style="font-family: Arial,Helvetica,sans-serif; font-size: small;">1. Add subject specific images to use in an assignment or a class discussion</span></h5><h5 style="font-weight: normal;">               <span style="font-family: Arial,Helvetica,sans-serif; font-size: small;">2. Find crafts and projects for school</span></h5><h5 style="font-weight: normal;">               <span style="font-family: Arial,Helvetica,sans-serif; font-size: small;">3. Get lunch ideas for kids</span></h5><h5 style="font-weight: normal;">               <span style="font-family: Arial,Helvetica,sans-serif; font-size: small;">4. Use it to pin infographics</span></h5><h5 style="font-weight: normal;">               <span style="font-family: Arial,Helvetica,sans-serif; font-size: small;">5. Find new books to read and recommend</span></h5><span style="font-family: Arial,Helvetica,sans-serif; font-size: small;">6. Summarise a conference or event</span><br /><a href="http://pinterest.com/coolcatteacher/iste12/"><span style="font-family: Arial,Helvetica,sans-serif;">http://pinterest.com/coolcatteacher/iste12/</span></a><br /><br /><span style="font-family: Arial,Helvetica,sans-serif;">7. Keep a record of your lesson plans</span><br /><a href="http://pinterest.com/techchef4u/ipad-lessons/"><span style="font-family: Arial,Helvetica,sans-serif;">http://pinterest.com/techchef4u/ipad-lessons/</span></a><br /><br /><span style="font-family: Arial,Helvetica,sans-serif;">8. Homeschoolers have found a great number of ways to use Pinterest</span><span style="font-family: Arial,Helvetica,sans-serif;">. Here are 30 of their ideas. <a href="http://edudemic.com/2012/02/homeschool-pinterest/">http://edudemic.com/2012/02/homeschool-pinterest/</a></span><br /><br /><span style="font-family: Arial,Helvetica,sans-serif;">9. Pinterest is a great tool for librarians.</span><br /><span style="font-family: Arial,Helvetica,sans-serif;"><a href="http://edudemic.com/2012/03/20-ways-libraries-are-using-pinterest-right-now/">http://edudemic.com/2012/03/20-ways-libraries-are-using-pinterest-right-now/</a> </span><span style="font-family: Arial,Helvetica,sans-serif;"> </span><br /><br /><span style="font-size: large;"><b><span style="font-family: Arial,Helvetica,sans-serif;">My Pinterest boards</span></b></span><br /><br /><span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">I have started four pinboards to date:</span></span></span></span><br /><span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">a) Places to find lesson plans</span></span></span></span><br /><a href="http://pinterest.com/fibeal/places-to-find-lesson-plans/" style="font-family: Arial,Helvetica,sans-serif;">http://pinterest.com/fibeal/places-to-find-lesson-plans/</a><span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;"> </span></span><b><span style="font-family: Arial,Helvetica,sans-serif;"> </span></b></span><br /><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgmT01j8KWbQtA0Q25Xazg0X2FsRzy3_Xk2CcyYR9lqeiNVgURH9WNj20EEOC42TcdnJIIjsNDcRWkXJV0-iZu8kxKYqc5Ftw3Q7Lq9hX3IS5YQmMrh1v8a5ce5eA4peCYHJogGqDowavU/s1600/pinboard1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="225" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgmT01j8KWbQtA0Q25Xazg0X2FsRzy3_Xk2CcyYR9lqeiNVgURH9WNj20EEOC42TcdnJIIjsNDcRWkXJV0-iZu8kxKYqc5Ftw3Q7Lq9hX3IS5YQmMrh1v8a5ce5eA4peCYHJogGqDowavU/s400/pinboard1.jpg" width="400" /></a></div><br /><span style="font-family: Arial,Helvetica,sans-serif;"> b) ESL Language Learning Resources</span><br /><a href="http://pinterest.com/fibeal/esl-language-learning-resources/" style="font-family: Arial,Helvetica,sans-serif;">http://pinterest.com/fibeal/esl-language-learning-resources/</a><br /><br /><span style="font-family: Arial,Helvetica,sans-serif; font-size: small;">c) My favourite blogs (still in the early stages)</span><br /><span style="font-family: Arial,Helvetica,sans-serif; font-size: small;"><br />d) Our e-books (still in the early stages)</span><br /><br /><div style="font-family: "Helvetica Neue",Arial,Helvetica,sans-serif;"><span style="font-size: large;"><b>Further reading</b></span></div><div style="font-family: Arial,Helvetica,sans-serif;"><br />a) <a href="http://www.pearsonschoolsystems.com/blog/?p=424">Four ways to use Pinterest in Education</a><br />b)<span style="font-size: small;"> <a href="http://www.blogger.com/goog_691851881">A LiveBinder called </a><i><a href="http://www.livebinders.com/play/play_or_edit?id=271703">Pinterest for Education:</a></i></span><br />c) <a href="http://coolcatteacher.blogspot.com/2012/06/pinterest-resources-for-educators.html">Pinterest resources for teachers from Cool Cat Teacher Blog</a> </div><div style="font-family: Arial,Helvetica,sans-serif;">d) <a href="http://pinterest.com/Palmy/teaching-history/">Teaching history</a>:<span style="font-size: small;"> </span></div><div style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">e) <a href="http://teachinghistory.org/digital-classroom/tech-for-teachers/25660">Social pinboards</a>: </span></div><div style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">f) <a href="http://pinterest.com/ggcoe/middle-ages/">Middle Ages pinboard </a></span></div><br /><br /><br /></div>

30 days of web tools Pinterest Tutorials Web tools 30 Days of Web Tools: #10 Use Pinterest as a classroom resource

Submitted by Fiona Beal Pinterest is one of those social networking programmes that everybody is talking about. It is one of those applicati...

Wordless Wednesday

6:54 PM Tukiyooo 0

Wordless Wednesday

Source: moveyourbooty.tumblr.com via Hilary on Pinterest

Application development Engineer (NCG | FAB | Test | semiconductor) (#108299)

2:08 PM Anonymous 0

Application development Engineer (NCG | FAB | Test | semiconductor) (#108299)

Job Title: Application development Engineer Location: Milpitas, CA Duration: Full time Job Description: 1.Responsible for supporting KL...

Staff Systems Design Engineer - ( EUV system | Lithography | electro-optical systems) (#108056)

1:58 PM Anonymous 0

Staff Systems Design Engineer - ( EUV system | Lithography | electro-optical systems) (#108056)

Job Title: Staff Systems Design Engineer - EUV system Location: Milpitas, CA Duration: Fulltime Job Description: Reticle and Photomask Ins...

Information Services and Technology Specialist - Old Lyme Phoebe Griffin Noyes Library

7:30 AM Anonymous 0

<strong>Information Services and Technology Specialist - </strong><span style="color: #48286d;"><strong>Old Lyme Phoebe Griffin Noyes Library</strong></span>.  Full time library professional position. Phoebe Griffin Noyes Library  is located in southeastern Connecticut, serving a population of 7,500  and is a member of the LION consortium with a shared network using III’s  Millennium ILS. We are looking for an individual with excellent  reference skills, who is interested in providing personalized customer  service, has the ability to manage multiple priorities and is committed  to the mission of the public library. Candidates must be able to perform  all functions related to the delivery of reference and information  services. Primary responsibilities include reference service, readers’  advisory, collection development, and bibliographic instruction. In  addition, overseeing the website and emerging technology needs of the  library, and assisting the director with marketing library services and  programs. The Information Specialist also performs interlibrary loans  and services to the homebound. Cross trained in Circulation Department  activities as well. Minimum Qualifications: Baccalaureate degree with a  Masters degree in Library Science from an ALA accredited school and  experience indicating the ability to perform required duties. Knowledge  of integrated library systems, III’s Millennium preferred. Skilled at  using online databases and electronic resources required. Ability to  work in an enthusiastic team environment, to adapt to changing needs and  resources, manage multiple responsibilities and assist with projects as  needed. Excellent interpersonal, communication and organizational  skills required. Knowledge of Microsoft software suite of applications  including MS Word, Excel, Publisher and PowerPoint required. Word Press  and basic HTML code is required. Must possess proactive approach towards  emerging technologies. This position requires day, evening and weekend  hours. Salary, DOE, ranges from $39,700-41,600; benefits. To apply,  please send a cover letter, resume and three professional references to  Mary Fiorelli, Director at <a href="mailto:mfiorell@oldlyme.lioninc">mfiorell@oldlyme.lioninc</a>.org by <span style="color: red;">August 10, 2012</span>. EOE.

Information Services and Technology Specialist - Old Lyme Phoebe Griffin Noyes Library

Information Services and Technology Specialist - Old Lyme Phoebe Griffin Noyes Library . Full time library professional position. Phoebe Gr...

Library Technician or Librarian I - Lucy Robbins Welles Library

7:25 AM Anonymous 0

<strong>Library Technician or Librarian I</strong> - <span style="color: #48286d;"><strong>Lucy Robbins Welles Library</strong></span>.  Adult Information Desk, Part time. Individual with excellent customer  service skills needed for busy reference desk, 19 hours per week,  including evening and weekend hours of every 4th Saturday and at least 2  Sundays during the year. Qualifications: B.A. or B.S., MLS is  desirable. Duties include reference services, collection development,  website design & updating, technology instruction. Looking for a  candidate with strong communication and technology skills, knowledge of  electronic resources, a strong customer service orientation, library  experience preferred. Experience with SIRSI or other automated systems a  plus. $21.12-$23.32 per hour, no benefits. Send resume and application  form by <span style="color: red;">August 3, 2012</span> to  Town Manager’s Office, Town of  Newington, 131  Cedar Street, Newington,  CT. 06111. Application form may be picked up at the Town Manager’s  office or printed out from the Town Website at: <a href="http://www.newingtonct.gov/" target="_blank">http://www.newingtonct.gov</a>, click on “Employment.” EOE.

Library Technician or Librarian I - Lucy Robbins Welles Library

Library Technician or Librarian I - Lucy Robbins Welles Library . Adult Information Desk, Part time. Individual with excellent customer s...

Reference Librarian Substitute - Lucy Robbins Welles Library

7:25 AM Anonymous 0

<b>Reference Librarian Substitute</b> - <span style="color: #48286d;"><b>Lucy Robbins Welles Library</b></span>.  Part time. Individual with excellent customer service skills needed for  busy reference desk, 4-12 hours per week, or as needed. May include  evening and Saturday or Sunday hours. Qualifications: B.A. or B.S., MLS  is desirable. Looking for a candidate with strong communication and  technology skills, knowledge of electronic resources, a strong customer  service orientation, library experience preferred. Experience with SIRSI  or other automated systems a plus. $19.74-$23.74 per hour, no benefits.  Send resume and application form by <span style="color: red;">August 3, 2012</span> to Town Manager’s Office, Town of  Newington, 131  Cedar Street,  Newington, CT. 06111. Application form may be picked up at the Town  Manager’s office or printed out from the Town Website at: <a href="http://www.newingtonct.gov/" target="_blank">http://www.newingtonct.gov</a>, click on “Employment.” EOE.

Reference Librarian Substitute - Lucy Robbins Welles Library

Reference Librarian Substitute - Lucy Robbins Welles Library . Part time. Individual with excellent customer service skills needed for bu...

Hitting rock bottom

8:21 PM Tukiyooo 0

I think I finally hit rock bottom, and I don't like it here.<br /><br />1. I tried to pull on a pair of size 16 jeans this morning. I couldn't even get them up over my hips. I had to wear one of the two pairs of size 18's that I bought last week.<br /><br />2. I don't know how much I weigh. The last time I weighed, last week I think, I was 217. Those size 16 jeans were tight, but at least I could get them on and buttoned.<br /><br />3. I feel like hell. I get winded walking from my car to my office building and it's a very short walk.<br /><br />4. Walking up one flight of stairs almost makes me pass out. Three flights almost kills me. How did I managed to climb 69 flights of stairs for the Big Climb last year and I did it in 19 minutes? How could I have let myself go like this?<br /><br />5. I don't recognize myself in the mirror. In fact, I avoid mirrors if I can.<br /><br />6. My body aches. I don't like the rolls of fat hanging off my body. I'm very uncomfortable in this body. I don't feel like myself.<br /><br />7. I haven't been to the gym in over a week. I feel stiff and out of sorts.<br /><br />I could go on and on with this list. I could write a book about my misery over being fat.<br /><br />So why don't I do something about it? I know that's what you're thinking. I know it's what I'm thinking almost every minute of the day. I'm obsessed with the question, why can't I fix myself?<br /><br />I'm perfect all day, then every night I'm so tired, so frustrated with myself, so unhappy about what I've done to myself, that suddenly I don't care about any of it. I'm in a vicious cycle of self-destruction.<br /><br />Tonight I really feel like I've hit bottom. I don't think I can feel much worse than I do right now. Oh, I suppose another 100 pounds might make feel worse, but I'm not sure I would get there because I'm pretty sure the weight I am right now is going to kill me first.<br /><br />All that being said, I think it's time I made a change. I came home and put all the cookies and praline pecans I bought last night (and ate about half) down the garbage disposal. I wanted the food out of the house, and I wanted to show myself that this food is garbage. This is what makes me feel so awful.<br /><br />I had a banana for a snack when I came home, with a big glass of water. Dinner is broiled tilapia and roasted Brussels sprouts. Then it's bed, then it's the gym tomorrow morning. I'm even going to set the alarm for 5am. Wish me luck because I'm going to need it to make it through Day 1 and into Day 2. <br /><br /><br />

Hitting rock bottom

I think I finally hit rock bottom, and I don't like it here. 1. I tried to pull on a pair of size 16 jeans this morning. I couldn't ...

Planning Does Not Equal Failure

6:59 PM Tukiyooo 0

Planning Does Not Equal Failure

Tomorrow I have a plan in place. I've literally written down almost my entire day's worth of meals (with the exception of 5 PointsP...

Collaborative Writing in the Cloud: A collection of resources for writing teachers

3:33 PM Tukiyooo 0

<br />          <div xmlns='http://www.w3.org/1999/xhtml'><br />          I've begun work on the website companion to Collaborative Writing in the Cloud: An essential guidebook aligned with Common Core standards that will be published this winter. (The draft is due now.) I'm referencing some of these pages in the book and am asking for your help if you're involved in teaching writing, collaborative writing, or helping teachers. Right now, I've drafted the pages on Twitter hashtags, chats, and lists for writing teachers and also networks where teachers can join. You're invited! The next page I'll create will be open collaborative writing projects. Feel free to request to join the wiki but make sure that you list in the comments who you are and why you want to join so I'll approve you and then feel free to join in. Who knows, something you add may be the very thing I missed and it may make it into the draft. Feel free to join in and help me get the right resources. Also, I"ve posted two recent presentations: Common Core in the Cloud and the ISTE 2012 presentation about Common Core and Collaborative Writing that I did with Dr. Leigh Zeitz, Jennifer Roberts, Suzie Nestico, and Julie Lindsay (with Ben Curran moderating.) Follow the link to join in and share.<br/><br />via Diigo http://writinginthecloud.wikispaces.com<br />          </div><br />

Collaborative Writing in the Cloud: A collection of resources for writing teachers

blogger collaborativewriting commoncore EDUCATION inthenews Collaborative Writing in the Cloud: A collection of resources for writing teachers

I've begun work on the website companion to Collaborative Writing in the Cloud: An essential guidebook aligned with ...

National Writing Project: National Community open to anyone #engchat

12:50 PM Tukiyooo 0

blogger ccchat collaborativewriting commoncore EDUCATION engchat National Writing Project: National Community open to anyone #engchat

The National Writing Project (NWP) has a community open to anyone who is interested in writing. If you teach writing, yo...