At the end of the week, I went to a Specialist College in North Manchester where I was fascinated to see the progress they'd made using mobile technology. They are part of a consortium which won a MoLeNet grant (yes that is the correct spelling it stands for Mobile Learning Network) and have invested heavily in some impressive kit. The Independent living skills lecturer has made some videos of recipes and instructions in a very clear and ordered way. Using an impressive Samsung handheld touch screen PC the learner can navigate their way round the instructions via an interactive PowerPoint page. The instructions were set in a grid showing either a symbol or word depending on the learner's ability and tapping the square launched the next bit of film. Even better the learners can take the device from college to the residences or even home and practice their skills. As usual the big draw back of all this is the time taken - unfortuneately we haven't worked out a way of cloning staff yet!

Although the Samsung was impressive, they will probably be using the small Asus eeepcs for most of the learners. These are fab small computers with a 7" screen, but with no moving parts and with a Linux operating system. They are so fast it's unbelievable and you are typing within a minute of switching on and at £200 worth every penny complete with speakers, webcam and wifi!

An Arrival in Mainland China

Shenzhen´s outskirts are accessible from any place in Guangdong Province, but access to the city itself is restricted for non-Shenzheners. The International Airport is outside the restricted area, in Bao´an District to the West, but if you want to get inside Shenzhen from the airport, there will be a passport control along the way.
Some years ago, I was on a mini bus from the airport to Shenzhen. It was late in the evening, and I was asleep. I woke up because a policeman stood next to my seat. He was looking at me, and seemed to be slightly confused. Apparently, he didn´t speak English, and he hadn´t expected a foreigner to travel on this small vehicle.
I produced my passport and asked if I had to get off the bus. The time before, everyone had had to walk through Shenzhen´s immigration and change the bus after the procedure. "No need", said the policeman, and added that my hanyu was very good.
I was still sleepy and a bit confused, but managed to utter the usual ceremonial reply to the accolade: "My guoyu is still no good."
"We speak putonghua", the policeman portly replied.

Indeed. Guoyu is spoken in Taiwan. It is basically the same as Putonghua - both also referred to as Mandarin, but not the official People´s Republic of China language. And of course, ever since the Chiang Kaishek government had fled to Taiwan in 1949, guoyu and putonghua had developed their own respective histories and some varying expressions.

That´s how a foreigner´s Guoyu came to town in mainland China and was politely, but firmly reinterpreted into Putonghua. Anyway, the policeman and I were speaking the same language, were we not?

 
Putonghua goes into the World

In March 2004, China´s 汉语国际推广领导小组办公室, or Office of Chinese Language Council (will be referred to as "Hanban" in the following) officially established the "International Volunteer Centre of Chinese teachers from China". The concept is pretty similar to many such projects from Western countries, such as the American Peace Corps. And same as the Peace Corps, the Volunteer Centre of Chinese teachers is an official organisation, with the Hanban (which might be comparable to the British Council) as its parental organisation.

In an interview with China Radio International´s Chinese service in 2004, then director of the project, Li Xinyuan (李新元), explained the concept of the Volunteer Centre. The Chinese government had sent "official" teachers to more than sixty countries already, but that did by no means meet the demand. The volunteering concept was the answer. According to Li, the project was open to potential volunteers who were required to have received higher education, to have some fundamental knowledge of foreign languages, enough to fit easily into work and life. As for professional skills, the organisation stressed the need for knowledge of liberal arts or social sciences, but other people whose study subjects appeared suitable had been eligible, too.

The first volunteers had been to places in Asia like the Philippines, Thailand, and Indonesia. In November 2004, the first five volunteers went beyond, to Mauritius, East of Africa.

Most or all of these five came from Peking or Tianjin. According to Li´s interview with China Radio International, officials sent from the Mauritius education ministry had asked for face-to-face interviews with the teachers, which was most suitable with people from Peking and around.

Both the Chinese and host country government took a share in grants to the volunteers, and their health insurance. The host country was also expected to provide accomodation "in accordance with local standards".

According to Li, the number of candidates who applied on their own initiative was at 5000 in 2004, while the requests from abroad were rising, too. As for Europe, sending volunteers to Greece and Poland was already on the cards.

Besides teaching Chinese, other professional work or assistance was also part of the volunteering project, but cultural exchange and promotion seems to rest mostly with the Confucius Institutes.

 
Language teaching and Government

The Volunteer project seems to be pretty much modelled after the American Peace Corps. According to its website, more than 190,000 Peace Corps volunteers "have been invited by 139 host countries to work on issues ranging from AIDS education to information technology and environmental preservation." In addition, the Peace Corps volunteers also work in the field of education. The fact that it is "an agency of the federal government devoted to world peace and friendship" probably made it an appropriate model for the Chinese leadership to emulate, too.

The Hanban defines teaching standards for Chinese and foreign Chinese language teachers alike. At least one of the five volunteers who went to Mauritius in 2004 had attended a "Chinese as a Foreign Language Training" (对外汉语培训). It probably corresponds with the Hanban standard, as Chinese as a Foreign Language Training schedule from March to May 2008 includes Hanban tests.

English as a foreign language doesn´t feature as prominently on the Peace Corps website, as Chinese does on the Hanban website, and its presentation on China Radio International. However, "issues like health education and environmental awareness [are integrated] into English, math, science, and other subjects." Certainly, the American volunteers are much more likely to meet English-speaking people in most of their host countries, than Chinese volunteers are to meet Chinese-speaking people in theirs. The British approach is different. The British Council is teaching English, but seems to base it less – if at all – on volunteers. The teachers overseas and in Britain seem to be professionals – a condition that the Hanban might have preferred too, if there were enough of them to meet the demand as described by Li Xinyuan. In general, one can probably think of the British Council as an organisation that combines language teaching and cultural exchange (which is divided on the Hanban and the Confucius Institutes in China). And the British Council expressly states image building as a goal, too: "We take pride in celebrating the UK's creativity and achievements, while looking for ways to enrich the cultural and intellectual life of the UK, by bringing its people together with people from other countries."

The British Council points out that they "operate at arm´s length from the UK government" which makes them "able to build relationships with those who may be wary of working with government bodies." That may be an icebreaker - but there are significant connections with politics. Neil Kinnock, former Labour and opposition leader, and later a European Union Commissioner, is chair of the Council, and a substantial amount of the budget comes from government sources.

The Hanban, as is the American Peace Corps, is a governmental agency, and as usual for such an agency in China, there are a many chefs in the kitchen:
"The Chinese Language Council International is composed of members from 12 state ministries and commissions, namely, the General Office of the State Council, the Ministry of Education, the Ministry of Finance, the Overseas Chinese Affaires Office of the State Council, the Ministry of Foreign Affairs, the State Development and Reform Commission, the Ministry of Commerce, the Ministry of Culture, the State Administration of Radio Film and Television (China Radio International), the State Press and Publications Administration, the State Council Information Office and the State Language Committee . President of the Council is State Councilor Chen Zhili."

The fact that there are many chefs, but only one political party at work at the Hanban does not create a mainland Chinese monopoly on the global practice and use of Chinese language and its teaching. Taiwan´s Ministry of Education (that´s guoyu again) is active in the definition of Chinese as a foreign language, too, while Singapore seems to rely at least partly on mainland Chinese organisations.
Outside the Chinese-speaking world, institutions like the George Mason or Rutgers University offer opportunities for certification in non-Chinese-speaking countries.

Other links:

Volunteers in 42 countries, "even Tai Chi" (China Daily)

One of my little girls who has made so much progress this year, gave me a quick unexpected huge the other day and said, "I'm going to miss you when we go on vacation again."

And I was thinking, "Kid, I'll miss you too, only it won't be just vacation, you are moving up a grade......"

Have I said that I really like my class this year?

Advanced Listening students this morning were for the most part satisfied with their midterm exam results, as was I: One failure out of 14 students in Section C. Class average: 74 %. (Section B, with 19 students, averaged 76 % and had two failing scores.)

After going through the test, we started the new unit in our textbook: Selected Topics, High Intermediate Listening Comprehension. Unit Four is titled "A Lesson in Folktales" and begins with mention of Effendi Nasreddin, a "Muslim folk hero," described as "intelligent, clever, and a rebel," known "throughout North Africa, the Middle East, and Central Asia," and also "very popular in China."

The warm-up discussion regarding "some folktales from your culture" was very positive. When we got to the unit's key vocabulary afterwards, and I began explaining jingle, one of the words on the list, one student cut in with the lyrics to "Jingle Bells," and a classmate chimed in.

I hadn't realized that Christmas songs were known to these guys. So, I explained the Santa Claus persona that figured in my Ohio childhood, and they told me about Joha, a character from Arab folkore. His salient feature, one student wryly conveyed to me, was his possession of a donkey.

Actually, he had ten donkeys, another student explained, but whenever he counted them, he always came up one short - because he neglected to count the one he was sitting on. Furthermore, he later decided to walk wherever he went even though he had ten donkeys, so he would not have difficulty keeping count of all ten! These are two tales circulated about Joha, who was popular among common folk for making them laugh.

To explain jingle and "jingle bells," I had to talk about reindeer and their collars, and it provided an unusual opportunity to revisit some snowy childhood recollections out here in the hottish Hijaz. A quick Wikipedia search reminded that Santa Claus had nine reindeer, a close enough figure to Joha's ten donkeys to make them somehow comparable figures, perhaps.

The tale of Rapunzel came to mind as another example of a folktale, but rather than try to explain her matter, it seemed best to return to Effendi Nasreddin, "who shows us how poor, common people are often wise and how rich people in power can be very foolish."

الحمدُ لِله

One of my kids likes to come in early and draw me a picture on the whiteboard. I kept this one up for the duration of the lesson, as I thought it was so cute. No idea who the picture is of, but apparently she's playing basketball. SO cute. :D

I've been with them for two years. For most, I've known them since they were in kindergarten. And always, it's hard to let go.

They take a part of me with them as they move on to high school. At least from my point of view. Time goes on for me. There'll be another group to take their places next year. And the year after that. But for this year, and every year after, I lose a bit of my heart.

The best resource for how you should modify tests for a special needs student really is their Individualized Education Plan, assuming it was well written. If you find that it is lacking then you may want to consider checking your school's Child Study Team to get clarification and help you determine what additional modifications are appropriate for each specific child. Since children's needs vary what one child requires may not be what is suitable for another.

Generally, I like to think of modifications for children, with mild learning disabilities, who are fully included as just good teaching. As a result most of the "modifications" that I would use for special needs students also tend to work well for the remainder of the class. Of course it's also helpful to remember that children with special needs often test poorly because they frequently do not have a mastery of strategy usage or a bank of strategies to draw from. Special Educators know these strategies must be explicitly taught and reinforced. Therefore it's important when considering modifications for testing to also consider how to teach and reinforce test taking strategies.

Help Your Students Ace the Test!

1. If your school gives you formula for grading then follow that. Otherwise remember you want a balance of assessments such as: Tests, Projects, Assignments and Participation. Remember Bloom's Taxonomy.

2. Prior to testing consider providing study guides in advance with answers that you review in class. To encourage kids to study at home reward them, with something tangible or intangible, if they bring back a study guide signed by a parent that certifies that they studied with their child or their child studied.

3. Review directions and even questions together and ask them to highlight or underline key words. Talk about why those words are important to signal out. Fade this out so that eventually your students are telling you what words are important. * You can do this as a whole class or small group.

4. True/False questions can be especially difficult for any student let alone those with special needs. Consider balancing the format of your tests to include multiple types of questions.

5. Assign weights to questions based on level of difficulty and level of skill.

6. Provide word banks for fill in the blank types of questions.

7. If needed teach students to mask a portion of their test with a ruler or paper to get rid of visual distractions.

8. Teach test taking tips to teach students how to eliminate answers from multiple choice questions and learn how to answer other types of questions.

9. Teach students how to organize their thoughts to complete essay questions. Use graphic organizers and model how to set up the answer by restating the question. Give partial credit for key words.

10. Teach kids to use and create their own mnemonics to help them remember information.

11. Teach kids to go back and check their work. Consider allowing them to correct answers prior to grading for items such as math calculations. Or let them recalculate for partial credit.

12. Allow students to have time in class to study together and form study groups or study buddies.

Teaching at a city school means students can leave the building during the day, and often we leave at the same time. If I suspect they’re headed where I am—the Starbucks across the street and down the block—is it rude to pass them well before we arrive?

The line to Starbucks isn’t physical. It’s a perception—an imaginary point where the civility of lining up takes effect. And it’s conceptual—a question of what a line IS anyway and why it matters where it is or whether it is.

And that line can also be philosophical. Are all lines human inventions? Is there a neo-platonic notion of linedness…or am I just being foolish?

In high school and college I worked in a movie theatre. Because ribbon mazes weren’t in widespread use then, I couldn’t rely on customers to wait for the next server. Every shift, a few people missed seeing a line or walked past it to stand expectantly at the counter. In that situation, I decided who was next, weighing the claims on my attention. “First-come First-served” usually worked, but, as my focus centered on the person right in front of me, I didn’t always notice the last person in line when a new person walked up. And, okay, part of me always wanted to penalize the line-breaker. Invariably I left someone so long they departed with a huff.

To be fair, the lines weren’t always easy to identify but, once people witnessed the success of bellying up to the counter, and notion of “a line” disappeared entirely. I hated that.

I believe in lines and am sometimes miffed when a car swerves onto the shoulder to skirt patiently waiting vehicles. I politely alert other customers to lines when they pass them by and am suitably appalled when I’m ignored. I let ties to the line-up point go to the other person, believing myself the soul of courtesy.

Yet, I also join my family already in line and would let a friend in too, if one suddenly appeared. Sometimes, when the highway drops to one lane, I zip down the disappearing one telling myself all the other drivers are silly not to take advantage of the lane while it’s there. I think, someone will let me in.

I can always come up with a reason why the law of taking turns doesn’t apply to moi.

On my Starbucks trips, the minute I emerge from the school with a student in front of me, the internal war begins. Do I slow down—really, do they have to be so pokey, are they only getting a coffee in their own cup like me—or do I speed up—really do I have to be so competitive, am I in so big a hurry?

This debate makes me think lines aren’t created by ribbons. They are an exercise in temporarily putting others before ourselves and are created by the people in line, those who’ve made a tacit agreement that, though cuing up will slow them down, turns are still the best way.

But I also wonder. In the absence of those ribbons, does self-restraint apply? If lines are emblems of self-restraint, aren’t they as suspect as the whole concept of human self-restraint?

I’ve been teaching absolutism and the Enlightenment in my history class this week, and, in the battle between Hobbes and Locke, Locke has been taking a beating. He's reeling. While some of my students find Locke’s social compact inspiring, others suspect he’s fooling himself when he says we’ll give up some individual liberty in trust to leaders who know they serve us. Hobbes, they say, sees people straight—humans only care about getting theirs. These students are also taking biology this year and tell me social biologists would agree. It’s only in us to survive in order to reproduce, they tell me, and any collective behavior lasts only as long as it agrees with that all-consuming aim.

Well, if scientists say it, I’m a fool to disagree, but I’d rather Locke was right. In any case, in the absence of absolute, irrefutable proof, I’d rather live as if Locke were right. Though ignoring my own Hobbesian brutishness seems perilous, I can’t give up trying.

Some people are never in line. They explain shortcuts and “expediencies” by saying no one stopped them and that, until you’re made to do something, you can do what you want. Maybe, but I’m not sure I want to live in a world where not getting a turn is your own fault because you weren’t aggressive enough.

I’ll accept my Hobbesian lapses, but I don’t want to contribute to aggression ruling all. I guess I’ll have to be in the line to Starbucks…always.

It was like God said, "It's your time. Come home".

Just like that, she was gone. One minute she was here. The next she wasn't. It was so sudden and unexpected. I'm just glad that she did not suffer.

Even at 91 years old, she was still spry and active. Up until a couple of years ago, I would joke to my husband that she used to turn backflips when his mother wasn't around.

Mama Josie, you will be missed!

He is so good with the children. He doesn't raise his voice or get noticeably upset with them. He is a great addition to my class. I wish that I would have had him earlier in the year when I was really having a hard time with some of the unruly one. Everything in its own time though. Thank God I have him now.

Sell, Skill and Hell.

Just a bit of news really.

The band-wagon has officially pulled away leaving me struggling with my trousers in the ladies' at the petrol station but I have just discovered etsy and opened 2 fine new stores there.

First there is www.beautyuncut.etsy.com a jewellery shop containing not only my current stuff (no big discounts, alas, but perhaps a few % off sales and freebies now and then) but also all of the weird things I make and do in the mean-time.

I have just sold a charm bracelet with a plastic pig and some pearls on it. I love it, but I'm just strange. It's nice to know that there are more people like me out there.

I am also selling some of my textile work and floral bridal jewellery from the dawn of my business. All is good.

The little-sister store to www.beautyuncut.etsy.com is www.silver12.etsy.com where I sell supplies and goodies. If I ever have the heart to get rid of my ominously huge zip collection, it will be on here!

Speaking of which, the office is still an almighty tip and I haven't finished decorating yet. Buncakes.

Bigger news. So bold font, here goes;

I am going to be teaching at Laughing Hens, Southover Nurseries, Spring Lane, Burwash, East Sussex TN19 7JB United Kingdom on September 20th. Time for me to ensure it will be terrific as opposed to treating my students like guinea pigs.

It will be a one day beginners' workshop and fully cover how to make a pendant. I hope I have judged the project well enough that students will be able to take the finished project home with them at the end of the day!  

At very least they will get to take home the stunning toolkit I have devised....all included in the price of the workshop - aren't I great?

Booking can be done via the Laughing Hens website, www.laughinghens.com   - I would love to see some of you there!

And the hell part of the title? Just don't ask. It's poo (not literally though). And my chaise still hasn't arrived.

Until June (or until I am mucking about on a computer again...) The reason for the bunny picture? Not a clue.

h x

www.harrietbedford.com

At the moment what I find hard is to witness the difficulties those kids have to face. There are those whose parents don't seem to care; like a girl who took part in the exchange and whose mother had forgotten to check the different documents she was supposed to have with her when we went to Sweden and who had to stay behind. She joined us two days later but, when this happened, her friends told us that at home she was responsible for more things than is usually expected from a 17-year-old.

There are the kids who are brought up by a single parent (usually a mom) who can't make ends meet or else can't cope since she has to deal with a job and kids who have no supervision most of the time. I met one such mom the other day. She explained that she has to be up very early every morning and is so tired in the evenig that she will go to bed before her kids. As a result her eldest son stays up late, playing the guitar or chatting online. The problem is that the next day he isn't able to wake up and thus skips school.

There is the senior who suffers from cystic fibrosis and carries oxygen bottles on her back in a rucksack. School and the coming exams are the things that keep her going. Yet, apparently, she is poorly at the moment and I fear she'll worry she might fail her exams and thus lose her stamina.

They need our empathy and compassion but at the same time they're not our children. They always leave in the end while we stay on. I trust that we need to show that we care and are ready to listen, answer questions even give advice . However there is only so much we can do despite our good will. We have limits but, at times, they are hard to accept.

Kevin from over at dogtrax offered a challenge I just couldn't resist. Your day boiled down into 6 words. Well, I decided to expand it to 36 words over 6 days.  Just a few more days and a few more words.

Then there's twittering over at lwc (which I'm also doing for Your Day in 6 Words).

And I had a good time giving a workshop for the regional ETAS about powerpoints. An evening full of sausage dogs :) (see to find out my source of inspiration)

Finally, I'm trying to drum up some support again for the Matopo Primary Blog since the situation over at Zimbabwe is pretty tense at the moment.

Maybe you'll have a look and leave a comment?

Buried in my pile of hats is an old Mississippi State hat sent to me by their former head coach, Jackie Sherrill. For those of you who don't know of him (and as a reminder to those that do), he was Petrino and Saben and Rodriguez before they were Petrino, Saben, and Rodriguez. Rightly or wrongly, Coach Sherrill was lambasted for a series of issues raised during his tenure at Mississippi State and Texas A&M (where he coached prior to MSU). Anyway, upon the adoption of my first daughter, he sent her, via me, a new Nike Mississippi State coach's hat. Even more cool, was the fact that he had the athletic department prepare a "Letter of Intent" to Annie (my daughter) for a cheerleading "scholarship" as a sort of memento celebrating our happy occasion. You see, Coach Sherrill and I had established a relationship over the years. He was one of the men I had written to for advice when I was trying to get into teaching and coaching. In fact, on more than one occasion, I called him, out of the blue, and he took my call every time and spent time on the phone with me trying to offer his assistance in any way he could.

So while I don't mean to lump human beings together (because everyone is unique... yeah, I know all that stuff), my point is that we don't always know the ins and outs of what goes into the decisions people make.

But why league tables in the first place? Both in schools and in further and higher education the hallowed position in your particular league table is an overarching consideration. Without a significant position you don't get the students, and without the students you don't get the funding, and of course without the funding you don't have the jobs for the academics.

Schools are probably the worst affected. They "...do need to dare to be creative; we do need to shake off the oppressive burdens of targets, tests and tables. We have to free ourselves from the clutches of curriculum accountants and assessment auditors. And yes... it is high time to trust schools." That's according to National Association of Head Teachers leader Mick Brookes.

The obsession with targets and their attainment is just producing ‘teaching to the test'. We're getting students - intelligent, creative people, the people that the country needs to progress, being hampered by having been taught maths in a way that will enable them to pass the test - in other words get a grade C at GCSE - but otherwise have no real idea how to work with numbers. They say they're no good at maths - it's my job to prove to them that they're wrong - and we're getting there. Even though they may not believe it they're coping with the maths I'm throwing at them. It's not just simple maths - it's statistics as well. It just that they've only been taught to pass the test, not do the maths.

If they don't get a pretty good appreciation of maths while they're with us then their career choices are limited. I've been telling them that they need to know the stuff we're doing because otherwise when they get into their management position, which I why they're doing a business degree, is so that they don't get the wool pulled over their eyes - and so that they can question things that they're presented with.

It would have been easier, much easier, without them being subjected to league table pressure and been able to concentrate on education more.

Second day carving this stone and I am having a blast. My teacher, Paris Alexander,taught me to use a point chisel to clear out more stone and to do some shaping with a tooth chisel. I was supposed to round out the tip of the nose (/me points to the square flat thing which is not rounded in the middle of the face) but I was bad and got distracted playing around with the rest of the face. He really has his work cut out for him, being stuck with me as a student. I can hardly wait till next week.

Part 1:  Turned to Stone -preliminary sketch for this sculpture

Part 2: The Cure for Stonliness is a Friend with a Chisel - image transfer and initial carving

Central Asia Institute

Send two girls to school

Pay a teacher's salary in Afganistan

In THREE CUPS OF TEA: One Man’s Mission to Promote . . . One School at a Time (Viking/On-sale date: March 6, 2006) Greg Mortenson, and acclaimed journalist David Oliver Relin, recount the unlikely journey that led Mortenson from a failed attempt to climb Pakistan’s K2, the world’s second highest mountain, to successfully building schools in some of the most remote regions of Afghanistan and Pakistan. By replacing guns with pencils, rhetoric with reading, Mortenson combines his unique background with his intimate knowledge of the third-world to fight terrorism with books, not bombs, and successfully bring education and hope to remote villages in central Asia. THREE CUPS OF TEA is at once an unforgettable adventure and the inspiring true story of how one man really is changing the world—one school at a time.

In 1993 Mortenson was descending from his failed attempt to reach the peak of K2. Exhausted and disoriented, he wandered away from his group into the most desolate reaches of northern Pakistan. Alone, without food, water, or shelter he eventually stumbled into an impoverished Pakistani village where he was nursed back to health.

While recovering he observed the village’s 84 children sitting outdoors, scratching their lessons in the dirt with sticks. The village was so poor that it could not afford the $1-a-day salary to hire a teacher. When he left the village, he promised that he would return to build them a school.

From that rash, heartfelt promise grew one of the most incredible humanitarian campaigns of our time: Greg Mortenson’s one-man mission to counteract extremism and terrorism by building schools—especially for girls—throughout the breeding ground of the Taliban.

Mortenson had no reason to believe he could fulfill his promise. In an early effort to raise money he wrote letters to 580 celebrities, businessmen, and other prominent Americans. His only reply was a $100 check from NBC’s Tom Brokaw. Selling everything he owned, he still only raised $2,000. But his luck began to change when a group of elementary school children in River Falls, Wisconsin, donated $623 in pennies, thereby inspiring adults to take his cause more seriously. Twelve years later he’s built fifty-five schools.

Mortenson and award-winning journalist David Oliver Relin have written a spellbinding account of his incredible accomplishments in a region where Americans are feared and hated. In pursuit of his goal, Mortenson has survived an armed kidnapping, fatwas issued by enraged mullahs, repeated death threats, and wrenching separations from his wife and children. Yet his success speaks for itself. This year the schools will educate 24,000 children.

http://paulinege.wordpress.com/2008/05/16/on-academic-awards/

This blog is posted with permission from the original blogger.