Bristol Diocese Earthkeepers

4 April, 2013

Workflowy – an excellent organiser

21 September, 2012

I have recently signed up to workflowy – it is an excellent, easy to use organiser/ to do list.
It is browser based so there’s nothing to download and so can be use on multiple machines.

Use this link to sign up and you’ll get 250 extra items per month (and get more for me too!).

Here a short vid to show how easy it is.

Institute of Business Ethics

19 May, 2012

The IBE was established in 1986 to encourage high standards of business behaviour based on ethical values

Everything matters

27 February, 2012

Gordon Spykman: “Nothing matters but the kingdom, but because of the kingdom everything matters”.

Garrett DeWeese on environmental ethics

24 February, 2012

Jonathan Chaplin on the killing of Osama bin Laden

16 May, 2011

Was the Osama bin Laden killing an act of just war?

To properly judge whether the operation against Bin Laden was simply vigilantism it must be tested against specific criteria

The ethics of climate change

20 December, 2010

The ethics of climate change with Stephen Bouma-Prediger

Ethics of Climate Change from Calvin College on Vimeo.

Climate chnage expalined cartoon style

15 December, 2010

Business ethics – David Batstone

24 August, 2010

Videos from David Batstone here

He covers: Relationships at work, what to do in a soul deadening job? What if I don’t fit in at work? Whistleblowing – should we? and relationships at work.

In praise of slow reading

18 July, 2010

Ray Pennings points to the Slow Reading Movement mentioned in the Guardian. Slow is the new fast. John Newkirk, a professor of English at the University of New Hampshire, has some helpful advice to help us slow read:

  • Memorizing: Memorization is often called “knowing by heart,” and for good reason. Memorizing enables us to possess a text in a special way.
  • Reading Aloud: Reading aloud is a regular activity in elementary classrooms, but it dies too soon. Well-chosen and well-read texts are one of the best advertisements for literacy. By reading aloud, teachers can create a bridge to texts that students might read; they can help reluctant readers imagine a human voice animating the words on the page.
  • Attending to Beginnings: Writers often struggle with their beginnings because they are making so many commitments; they are establishing a voice, narrator, and point of view that are right for what will follow. These openings often suggest a conflict. They raise a question, pose a problem, create an “itch to be scratched.” Readers need to be just as deliberate and not rush through these carefully constructed beginnings. As teachers, we can model this slowness.
  • Rethinking Time Limits on Reading Tests: We currently give students with disabilities additional time to complete standardized tests; we should extend this opportunity to all students. Tests place too high a premium on speed, and limits are often set for administrative convenience rather than because of a reasoned belief in what makes good readers.
  • Annotating a Page: In this activity, students probe the craft of a favorite writer. They pick a page they really like, photocopy it, and tape the photocopy to a larger piece of paper so they have wide margins in which they can make notations. Their job is to give the page a close reading and mark word choices, sentence patterns, images, dialogue—anything they find effective. A variation of this activity is a quote and comment assignment in which students copy out passages by hand that they find particularly meaningful and then comment on why they chose those passages. Copying a passage slows us down and creates an intimacy with the writer’s style—a feel for word choice and for how sentences are formed.
  • Reading Poetry: Even in this age of efficiency and consumption, it is unlikely that anyone will reward students for reading a million poems. Poems can’t be checked off that way. They demand a slower pace and usually several readings—and they are usually at their best when read aloud.
  • Savoring Passages: Children know something that adults often forget—the deep pleasure of repetition, of rereading, or of having parents reread, until the words seem to be part of them.