The idea. Would you like these as being a center a particular interpretation of a, or a sunlight, or do you need something additional summary in style and style?

Can there be a distinctive tribe whose artform you would really like symbolized on the tattoo and discover particularly intriguing?

You may choose to go regarding Aztec tattoos that are Mexican, or you can determine that tribal tattoos that are Celtic tend to be not less for your choice. Read amazing facts from the history of tattoo, the associations they deliver and other interesting information about this incredible art on web project devoted to tattoo.

What-ever anyone arrive at a decision, provide tribal tats really are a certain mind-turner, and assured to produce an impression on experts.

A tribal supply tattoo may really stick out to choosing the right art for the likes, in the event that you arise. With that mentioned, there are nonetheless a number of guys eliminating for randomly, simple styles that you need to not do very much for these. They should not be 100% liked by them you, nevertheless they conclude up discovering them anyhow. There are a handful of aspects directing this. I’ll notify you why this often occurs, as flawlessly as advise you how exactly to discover tons of the tribe arm that is great tattoo patterns you have been missing from.

That’s notably that which you must get, if you like an uncomplicated, one inch thick tribe supply tattoo, subsequently. Layouts that are basic are n’t wanted by most of the people anymore, mainly because individuals have been tattooed on an incredible number of other people by now. Several fellas will nonetheless finish off together even though they really donot need that. How come that? For your purpose that they’re counting far too a great deal on search-engines to get the provide tattoo that is tribe that they want.

it is, although this may not appear to be a solution that is negative to appear regarding tattoos. Most that could appear to pop up ion the study results are reduced end galleries which have exactly the same common, cookie-cutter models which have been online for about a. Any tribal arm tattoo you decide on from there is probably presently tattooed on a hundred guys that were different.

That is not the worst bit about it, nonetheless…

Art that has been not supposed to be employed as critical tattoos will be articled by a good deal of the galleries you will find via lol SE! That’s right not amiss. Many “fly-by-nighttime” galleries never care about this. The thing they undoubtedly value is positioning u pas considerably graphics as likely that is humanly. The a lot more the far better. It truly is sad mainly because men can choose a tribe arm tattoo (or exactly what the gallery calls “tats”) and go-to get it tattooed. They donot realize that the artwork isn’t planning to appear available seeking anyplace in as clean up and clean because it looked on the paper they published it on’s locality.

You are not unlikely to encounter this kind of tribe supply tattoo generally in most sites you discover. An option to using search engine all the time to locate tattoos would be to start off going inside worldwide-internet discussion boards. Message boards are fantastic as you may uncover away whereby all the undetectable galleries are that could possibly just have a wonderful tribe arm tattoo. Anyone likelihood are significantly higher of picking excellent galleries of tattoos by using a.

The Power Of Positive Prayer

January 30th, 2013

If there is something the Big Three monotheistic religions acknowledge it is the power of positive prayer. What I €pray’ for is definitely an end to individual stupidity; those who rely on the power of beneficial prayer within the place. My prayer will of course go unanswered. It can be hard to follow the God’s will without support. The person faces so many questions in real life, but Christian support of 910 Moms is always with you.

The Objective Of Prayer Before-the-Reality

What do I am talking about by prayer? Prayer is asking a before-the-reality favor from some type of supernatural deity. That favor (not yet given) might not fundamentally be considered a selfish hope as well as anything yourself, but probably hoping permanently issues for someone else (such as an amazing healing from their final cancer) or for humanity as a whole such as a poultry in every pan. You wish for Him to change His mind for results which you want (and possibly you think He does also). Before-the-fact prayer shows up inside the win or decline column, there’s, or isn’t a healing from somebodyis critical cancer; isn’t or there is a hen in most pan. But it is a fitness IMHO, in futility. For instance, I’m sure almost all people and crew prayed for deliverance to remember, the night the RMS Titanic sank. The rating was n’t altered by prayer. Losers outnumbered winners, consequently did God play favourites? The all-powerful Almighty that is may have preserved them all, so probably God simply did not offer a darn, full-stop.

The Goal Of Prayer After-the-Reality

There is also that prayer of thanks or gratitude that is after-the-truth to get a food, companies, excellent weather, a secure journey, locating your lost secrets, surviving the Titanic tragedy, etc.-but these desires don’t appear in the win or loss column.

Your Period As Well As prayer, Effort & Energy

Quite besides your time and effort, attempt and energy invested within the act of hoping, consider dozens of trillions of manhours (sorry, person hours) lost on the millennia by these (the great washed and filthy) looking for a – that praying added results. Do you really think possibly collectively, or your individual planet our world nowadays is a better position for several that point, work and power? No? Then I-say again – just what a waste. Further, no reports actually performed about the beneficial outcomes of praying have previously revealed that praying works. Anytime-and-action, charge-benefit analysis of prayer would have to supply those who exercise it, and any supervision (i.e. – religious institutions) who encourages it, the Major Thumbs-Down.

Prayer Along with Your Dreamtime

If in your goals, you hope, would that count towards additional brownie points assuming ofcourse that praying truly makes brownie points inside the first-place?

Prayer Along with Your Discomfort or Achieve Personal Satisfaction

Prayer is an ultra cheap way of experience all comfortable and unclear in that you have accomplished your touch to make the globe a much better place. No blood, work and holes; no pain and all gain, no tough yards to handle. Around the other hand, you can get your palms that are praying filthy and do some true charity or other offer work in the event that you want that warm and fuzzy inner light.


Does prayer work? If you hope, does one get evidence-positive results? I doubt it. Actually I Would get in terms of to mention there’s not really a snowballis likelihood in Hell – not that there is a real Heck naturally. If prayer definitely worked the evidence of the pudding is naturally, there wouldbe at the least very abundant and famous or wonders in that we’d all be lottery winners! We’d be full accomplishments within our work, and in our interactions, we’d all have ideal lovers and perfect children (which will be the day). And our automobiles wouldn’t break up! More, the Sun could shine along on-US every day of our lifestyles; no snow to shovel, no clouds, no rainfall, not too hot, not too cool, merely day in paradise after day. If prayer does seem to just work at times on the particular level, it really is probably more a case in medicine -over-subject, the ability of positive-thinking, and comparable to the placebo supplement of intellect. Every again and now, the impossible happens. Simply because you prayed for an unlikely affair doesn’t mean the prayer worked, and therefore that there’s a Lord who answered it. Should you pray for X, and X occurs, mightn’t X have happened anyway? Damn right!

Prayer and Statistical Results General

Even though we all just prayed permanently issues generally, not selfish or private things specifically, and when our sympathetic wishes really worked, then you could expect that there will be no illness or suffering or criminals or warfare, etc. We Might all are now living in a utopian Shangrila. But we don’t! After all, come every Holiday and Easter, the spiritual elite, such as the pope, openly pray for peace on the planet and goodwill towards guys (and girls too) among other good things. That’s respectable of these. But, come next Christmas and Easter, the strict bigwigs have to do everything once again! God ignores the pope and kissing cousins that are associated! Today when relative, and the pope, can’t get results that are positive, what hope for the great unwashed? It-all seems to be a workout altogether futility in my experience. Because a result such as widespread peace in the world (as one of numerous possible examples), hasn’t occurred; that is clearly not the case – simply read your daily newspaper statements, then either God doesn’t exist, or He doesnot answer prayers. When the latter, then God does not provide a suitable regal stuff about us, so just why must we give a tinkeris damn about Him (being conventional and accepting the assertive)? Then the Almightyis existence, or insufficient existence, is basically unnecessary if we-don’t provide a damn inturn.

Prayer and the Godly vs. the Ungodly

Extreme Rightwing Christian Fundamentalists are extremely loving to be in-your-experience using an €I told you thus’ everytime there’s a Work of God (Lordis wrath) that impacts existence, leg and home. From gas leaks to tornadoes to earthquakes to hurricanes, the larger and much more dangerous the higher, because they are all signals that point towards the €fact’ that kid and God’s coming is He pissed! Though presenting no supporting evidence, such towns to the receiving end clearly (like Sodom and Gomorrah) are really decadent, irreligious, exercise witchcraft along with other pagan rituals, have a large ratio of sinners within their midst, a top charge of abortions, let same sex relationships, and all-the sorts of items to inspire God’s wrath. There isn’t any stage in hoping for them since such people are obviously lost causes.

Atheists specifically are a lost cause – they’d never be grabbed out wishing for reasonably obvious reasons for themselves or other things. Today the problem is, are atheists, gays, those individuals who have had abortions, demon worshipers, and sinners in general plus additional irreligious container circumstances more likely than Religious Fundamentalists to go bankrupt, suffer tooth decay, have a shorter lifetime, have more auto breakdowns, become more susceptible to shed their house secrets, have terrible golf tours, be struck by lightning, or have bad things occur to them generally speaking? I greatly doubt it. There’s not planning to be considerably statistically distinct involving the communities of the super ultra the super-ultra along with religious right irreligious left, excepting the former are apt to have achieved on-average levels that are dramatically lower academic.


January 30th, 2013



January 30th, 2013



January 30th, 2013



January 30th, 2013


I just downloaded a new app that has some significant UI tricks. To demonstrate these to the user, they make use of several full screen cards that I swipe through. Some are images, others are videos. This struck me as good form, but also reminded me of what it’s like to look at notes in the Notebook in ARIS. Next time I need to make an intro for a game, I will likely place a note as a player, and then modify its location as an author to serve as my intro.

Update: I actually tried this out. It does look cool but ARIS lacks the requirements to disable the note after it has been viewed by a player. Maybe it will get implemented officially, but until then…

Filed under: ARIS, Tutorial

Last week, we came together with Kurt Squire to discuss the foundations of mobile learning. Here’s some knowledge we picked up in that discussion. And we are excited to hear what you think about it!

November 28, 2012
Facilitator: Dr. Kurt Squire
Topic: Mobile

Reading Outline:

Chapter 1 in Lave, J., & Wenger, E. (1991). Situated learning : legitimate peripheral participation. Cambridge [England]: Cambridge University Press.

Chapter 9 & 10 in Squire, K., & Jenkins, H. (2011). Video games and learning : teaching and participatory culture in the digital age. New York: Teachers College Press.

Mobile situates learning

One of the goals we have for this reading group is to develop a vocabulary to talk about mobile learning. Kurt proposes that the situated learning literature gives us just that. That said, he immediately cautions us, explaining that situated learning theory is descriptive not prescriptive. As researchers, Kurt offers that we haven’t gotten very far since Lave & Wenger’s book; specifically, we are not at the point where we have highly predictive modeling for situated learning. When we properly consider the constraints of situated learning, it still becomes a useful theory for us to draw from to understanding mobile.

One of the most unique contributes mobile offers to learning environments is how it situates the learner. Particularly, we are reconnecting people and places in unique ways. But is place the only situative characteristic of mobile?

Back to the continuums…

At the Mobile Learning Lab, we often think about things in terms of continuums. In our discussion with Kurt, we may have uncovered another one in answering the question: “how situated is this [activity/experience/environment]?”

Taking a step back to look at situated learning theory, we see that many different epistemological frameworks have converged at this theory. For example, the cognitivist theory of situated cognition and the sociocultural theory of communities of practice have both substantially shaped our conversations about what it means for learning to be situated. Additionally, linguistics theorists and embodied cognition theorists talk about different ways to situate learning. Kurt explained that, despite their epistemological differences, these theories can be united in interesting ways, using Jim Gee’s work as an example.

Given mobile learning’s deep roots in situated learning theory, we have a strong hunch that mobile learning is going to reveal a similarly complex web of relationships. For example, when we take a broad look at ARIS through this lens, we can see that perhaps the different genres afford different levels of situativity. A few of the genres we’ve defined so far: tours, geo-locative storytelling, ethnography/field research, and physical engagement/health. In each of these genres, we often focus on situating a different piece of the learning environment.

What level are we changing?

Kurt suggested useful way for us to effectively map out the landscape of our projects (and really any mobile project). A big part of the question of situativity is: what grain size are we trying to change? Is it a unit within a course? The course itself? Instruction overall? Or the school/university level? Right now, most ARIS projects live on the unit or course level (and equivalent levels in informal learning environments).

Lingering questions

How can we use the projects we have to have a bigger impact on instruction and/or the university? Is this something that we should pursue?

What are the affordances and constraints of situating learning in different ways?

More resources
Situated learning is something David and Breanne spent some time looking at last year for the Engage program’s “Situated Learning: Case, Story, Place” award. Here’s an annotated bibliography that they put together.

Up next… game design with David Gagnon!

To wrap up the year, we’ll be digging into game design in the context of mobile.

Until next time,
Mobile Learning Incubator
Academic Technology, DoIT, University of Wisconsin-Madison



At our last meeting, we met at our usual spot with guest facilitator Rich Halverson. Check out our reflections on our discussion about design, and then share your thoughts with us by commenting below!

November 14, 2012
Facilitator: Dr. Rich Halverson
Topic: Design

Reading Outline:

A new way to study leadership

Rich Halverson’s article, drawing from Norman’s concept of artifacts, examines how the designed artifacts of school leaders shape interpersonal organization in schools. In attempting to take up a learning sciences perspective toward school leadership, Rich answers a basic question: “what am I going to study?” In response to this question, Rich noted two potential answers:


tracking the decisions that leaders make

Unfortunately, these are extremely difficult to study, because they are too contextual. In order to effectively study decisions, one would have to find someone in the midst of decisionmaking.


documents, programs, procedures, policies meeting agendas, etc.

This is something we can study. Artifacts function as the residual of decisionmaking, which means they are asynchronous in the process and can be studied after-the-fact. Additionally, artifacts have features that designers build in to influence use and affordances – how the user community picks up the features.
Using artifacts as the unit of analysis allows one can look at the artifacts that leaders put in play and observe the degree to which the features afford the intentions of the leader. From this perspective, artifacts can be used to look into the minds of leaders, in a sense, as it relates to their role of making culture.

Using artifacts to create systems of practice

Rich argues that taking this more sociocultural perspective on artifacts allows us to study leadership in new ways. Why? Well, all of the work in any given organization is supported by a network of artifacts. Everything that happens within an organization of people is defined by an artifact of some type. For instance, tasks are defined by the artifacts one interacts with; one’s job description determines the tasks one does on the job. Leaders are responsible for assembling this network of artifacts in a way that facilitates desired interpersonal organization. That means that the larger an organization is, the more artifacts it needs, because there are decidedly more interactions that take place.

Artifacts as a demonstration of power

Given that artifacts play such a substantial role in the way communities function, it’s important to recognize that the producers of artifacts (e.g. leaders) hold a certain amount of power. Rich explains, if you want to understand how leaders use their power, look at the artifacts they use to organize their group. This is true, because artifacts create the condition for interact and interactions build social capital; assuming that social capital is built on trust, which requires interactions.

ARIS and artifacts

Recentering this discussion around mobile and ARIS, we identified two different levels of scale to apply this framework.


On the large-scale level, when looking at the user community around a given tool, it is important for the leaders of such a community to produce the artifacts necessary to maintain a strong user community. The instantiation of the ARIS Google group is one example of how an artifact shapes the types of interactions that take place within the community. As a result of this group, much of the user support is crowdsourced in a unique, yet intentional way. In addition, many project and research collaborations are born through the interactions on the group.


As a designer of mobile experiences, the game or activity itself could function as an artifact, which means that the locations become the features of the artifact. More specifically, an ARIS game about oneself or one’s story can function as an autobiographical artifact and the choices and locations in the game are conscious decisions that disclose identity.

Lingering questions:

If you buy the powerful role of artifacts, the million-dollar question for leading a community is:

What artifacts do you need to put in place to: a) keep ideas flowing b) keep ideas fresh, and c) get the work done?

Additionally, given that this is a more methodological discussion than we’ve had thus far, I think it’s important to further explore the questions: how can this framework (i.e. artifacts, features, and affordances) inform how we research mobile learning spaces? What does this framework give us that others are lacking? What are its constraints?

Up next… We’re talking all things mobile learning with Dr. Kurt Squire!

We’re took last week off for Thanksgiving. But don’t worry we’ll be back with a bang next week, Kurt has a tendency to blow minds.

Don’t forget to drop us a line and let us know your thoughts!

Until next time,
Mobile Learning Incubator
Academic Technology, DoIT, University of Wisconsin-Madison



MLI Reading Group take 2

So, we’ve already gotten a little behind on blogging, but this week we’ll be posting up two blogs to make up for it! Don’t forget, we want to hear your thoughts and perspective. We’re just starting to develop our thinking around these topics, so please feel free to jump in by commenting below!

November 7, 2012
Facilitator: John Martin
Topic: Place

Reading outline

  • Chapter 1 from Ellsworth, E. A. (2005). Places of learning: Media, architecture, pedagogy. New York: RoutledgeFalmer.
  • John Martin’s prelim questions on space and place in learning and designing games for place from his doctoral degree in Curriculum and Instruction at the University of Wisconsin – Madison.

Art, experience and pedagogy in place

Our first meeting tackled place in learning, mapping out multiple meanings of place and focusing in particular on the role of place in community and on social criticism within place. This week we focused on the phenomenological experience of place and space and how it relates to learning.  We had read Chapter 1 of Liz Ellsworth’s book Places of learning: Media, architecture, pedagogy as well as our colleague John Martin’s prelim questions on space and place in learning and designing games for place. Here’s what we talked about:

Experience as primary

Ellsworth argues that experience comes prior to and is crucial for building understanding, and that, “the qualities of an experience of learning are crucial to what is learned.” (p. 18) What are the qualities of place and space that shape experience and thus understanding? There is a lot to untangle when considering the roles of place and space in experience, but we identified one potentially important dimension: the extent to which place and space shapes an individual’s experience directly vs. how place and space serve to frame interaction among individuals.  Another insight that came about from the Ellsworth reading was that learning happens in time, and that a space can shape your experience of time; for example, architecture can provide an “experiential path” that strongly shapes one’s experience through time.

Art as pedagogy

Ellsworth further argues that art is pedagogical, and spaces themselves can be pedagogical:

“The qualities and design elements that seem to constitute their pedagogical force invite sensations of being somewhere in between thinking and feeling of being in motion through space and time between knowing and not knowing, in the space and time of learning as lived experience with an open, unforeseeable future.” (p. 17)
We spent most of our time discussing this idea of art as pedagogical, and discussed related work on the movement within the art community on creating “happenings” that bring art into everyday life as well as Maxine Greene‘s work on art as a way of knowing the world.

We also asked what can educators learn from artists in designing spaces for experience and learning, and dug into current differences between the art and education worlds. First, formal education tends to try to separate mind from body and learning from place in a way that the art world does not. Further, while there are typically many simultaneous learning goals for a particular classroom activity, artists tend to design a piece or a space for one experience, one big idea. They also tend to view the design differently than educators do, where they are creating a generative experience that can later be reflected upon. In the typical classroom, on the other hand, curricular activities are broken down into self-contained units without much deep reflection on prior experiences. In our current push for deeper understanding in the classroom, through ideas like situated learning, we as educators should more find ways to look to the art world to better understand how to design rich, meaningful experiences for learners.

There are, of course, some fundamental differences between the art world and the education world that may limit teachers’ ability to design experiences in the way that artists do. For one, there are particular affordances of museum vs. classroom spaces that shape experience within the space. In museums and classrooms, individuals are already prepared for different types of experiences, and this likely proves difficult to overcome. There is a sacredness to museums and similar spaces where audience members may come to expect a profound, deep experience; classroom spaces often do not come with the same expectation. Further, artists refine their ideas to perfection, reaching levels of production quality that are out of reach of educators. Still, art as pedagogy provides a useful lens, and our group will continue to dig into the lessons from art in designing experiences.

Lingering questions: granite vs. graphics

Putting on our game designer hats for a moment, let’s consider museums and other designed physical spaces in relation to the the designed virtual spaces of video games. What is different about virtual spaces as they shape experience? What lessons from art and architecture are there for building virtual spaces that provide generative experiences and lead to deep understanding? When designing augmented reality games, what are the ways that we should consider physical spaces to take advantage of the importance of place and space in our experience?

Up next… Discussing design with Dr. Rich Halverson!

You won’t have to wait a whole two weeks (or even one week) for this one, and trust us, you won’t want to miss it – Rich is brilliant!

More to come in a few days,

Mobile Learning Incubator

Academic Technology, DoIT, University of Wisconsin-Madison