Mosaic Freeschool

  • Home
  • Classes
    • Classes '22-'23
    • Past Classes
  • Facilitators
    • Mosaic Facilitators
    • Educator Network
  • Enroll
    • Admissions
    • Registration
    • Payment
  • Contact
  • Opportunities
  • Home
  • Classes
    • Classes '22-'23
    • Past Classes
  • Facilitators
    • Mosaic Facilitators
    • Educator Network
  • Enroll
    • Admissions
    • Registration
    • Payment
  • Contact
  • Opportunities

Mosaic Minutes

Foundations of Philosophy Final Class Thoughts 1/13/14

1/22/2014

 
with Sally Zeiner

Reflections...

For the final philosophy class of the semester, each student shared his or her own written reflection on the virtue of their choosing. We asked one another questions to clarify, and sometimes we changed our minds. This exercise encapsulated the most valuable things we have learned this semester: define your terms carefully, listen to one another, ask questions, give examples, and be willing to change your mind. The students have begun to develop these very important skills. I hope they will have the opportunity to continue to develop them in P4C in the future! 

Here are two of the reflection pieces submitted for publication:

Courage

Picture
Courage is not something that goes when you’re scared and comes back again. It's always there, you just don’t always use it. There are two kinds of courage within courage: bad courage and dumb courage. Good courage is courage itself, doing something without a really big risk, but still a risk all the same. Sometimes good courage can be doing something you’re scared to do, and overcoming a fear, and sometimes good courage doesn’t have a risk at all. Bad courage is doing a courageous thing, for an evil deed. Other than that it is just the same as good courage. Dumb courage, on the other hand, isn’t courage at all. Dumb courage is doing something that’s so dangerous, it’s stupid, like climbing Mt. Everest when you know you won’t survive. My example is that Violet is courageous when she takes charge of leading her people to a different land. She shows leadership and believes that she will someday find a new home. Anger can sometimes cause courage, but so can love. In Iron hearted Violet, most of the courage was caused by love. Violet had it, Demetrius had it, and Dragon had it, and they couldn’t have done anything without this courageous love.


Love

Picture
Last week we talked about all the different virtues we have: love, strength, honesty, etc. Well, I’m here to tell you there is only one, and that is love. Dragons had been treated with cruelty for millennia. One dragon was willing to throw it all away, forget all the cruelty, because Violet loved and trusted him. He repaid her with love and trust. This love and trust developed everything. This love and trust between Violet and the dragon saved humanity - the willingness to fly into the mirrored rim of the sky and sacrifice himself to save Violet. Love fits under every virtue because strength takes love, honesty takes love. That is all love. That’s what this whole story is about, isn’t it? One creature overcoming a mountain of hatred with a strong love for a small girl.

Computer Science Unplugged Final Class Summary 1/13/14

1/16/2014

 
with Leigh Ann Yoder

Programming with Terrapin Logo

Picture
We wrapped up our semester and our unit on telling computers what to do with some hands-on programming. I introduced the students to a programming language called Terrapin Logo. Logo is a full-featured programming language designed for teaching and learning. With just a ½ hour lesson and some basic commands, all of the students were able to write code and see immediate results. If you or your students would like to learn more about this language, you can visit this web-site.

It was a great opportunity to see the students apply their skills in such a fun and tangible way! I believe everyone enjoyed programming the turtle. Several of the students had used Logo in the past, and were able to share even more ideas with the class. 

Programming in small groups can be both a socially and academically rewarding experience for many teens. If your student is excited about programming I would be happy to make recommendations on where to go next.

So long, but not farewell!

The CSU students tackled many complex topics this semester and did a wonderful job both in and out of the classroom. They should each be very proud of themselves and confident in their critical thinking skills. I will miss the CSU students, but I am also looking forward to working with the Young Inventors next semester. I hope I continue to see you all in the Mosaic halls!

Philosophy Class Summaries 1/6/14

1/13/2014

 

Foundations of Philosophy (Ages 9-11)

with Sally Zeiner
To conclude last week's discussion of virtues, we tackled the difficult task of organizing our long list of ideas into specific virtues, defining them and giving examples. Our groups defined and presented the virtues of love, companionship, honesty, and courage. Each student should write a five sentence paragraph defining the virtue of their choice and offering at least one example from our reading this semester.

Iron Hearted Violet is a challenging and thought provoking story, and we will spend this week discussing the philosophical issues that it raises. Students should finish the book, and come prepared to talk about one philosophical issue raised in this story. It can be something that we have already talked about - ethics, virtues, the nature of reality, and identity. Last class, students disagreed over whether the Nybbas is male or female (or neither), so all of the students should be prepared to state their opinion regarding the gender of the Nybbas, and provide examples directly from the story.
“People say, 'What is the sense of our small effort?' They cannot see that we must lay one brick at a time, take one step at a time.” ― Dorothy Day

Philosophy for Children (Ages 12-14)

with Rich Piscopo
PicturePlato's Allegory of the Cave
During our review last week to bring us up to speed after our winter hiatus, the class took a decidedly deep and profound direction. Because it was very philosophical in nature, I went where the children dared to go. 

A student asked what the difference was between experience and knowledge. This sparked a good epistemological dialogue, ending by saying knowledge (such as what one gains from books) is two-dimensional, and experience is three-dimensional. Experience falls under the category of knowledge, but is qualitatively different from book knowledge. It is deeper.

I steered us back to the planned review where we explored the concept of preciousness. This brought up the phenomenon of love (love is an example of something that is precious). We spoke about the nature of love as being inexhaustible, and one cannot have too much love. The student said we may not be able to have too much love, then asked if we can have too little love. I referred to the Indian writer Yogananda who addressed this notion by saying love is out there in abundance; those who perceive there is not enough love are just not receiving it. Their "love receivers" are jammed with static.

Then another student, who had been relatively quiet up to this point, said, "The truth is out there, but we just don't see it. We spend our lives seeking understanding." Then in response, another said, "Some people don't choose to seek understanding. It's easier to live behind the veil." 

I referred to Plato's Allegory of the Cave and to the book, Flatland. These are classic examples of the human condition of choosing "to live behind the veil". We then discussed the notion of Socratic Ignorance. We do not know the truth, yet we believe we do. When we do this, says Socrates, we are twice removed from the truth. Socrates taught that it was better to admit one's ignorance and then seek the truth; better to endure uncertainty and not jump to conclusions, than to live in an illusion.

This led to a discussion on the purposes of studying philosophy. We agreed that one such purpose is to bring one to the awareness that one does indeed live behind a veil. And it is our task to try to remove it.

Onward and forward.

Editor's note: For those interested in learning more about Plato's Allegory of the Cave and the story, Flatland, you may enjoy a look back at this short post (with video) from Creative Thinking Circle I/Fall 2012.

Exploring Ancient Egypt Class Summary 1/6/14

1/11/2014

 

The Code of Hammurabi

PictureStele of Hammurabi (Louvre, Paris)
We learned about Hammurabi, the great king of Babylonia this week as we read together from Chapter 7 in Story of the World. Unlike the harsh dictatorship of Sargon, which we studied several weeks ago, Hammurabi was significant because he wanted his empire to be governed by just laws, that applied to all citizens.

Hammurabi wrote down all the laws he thought were fair and had them carved on a stone monument.  These laws are known as the Code of Hammurabi, and they are the first set of written laws.

The students spent some time contemplating what life would be like without any rules and then we discussing many different rules and laws in place today (obeying the speed limit, not stealing from others), as well as the fact that new rules are added (no texting while driving).  

I read them some of the laws in the Code of Hammurabi and asked if they thought these rules seemed fair, as Hammurabi intended them to be, and if we could live by such rules today.  Everyone agreed that "if someone cuts down a tree on someone else's land, he will pay for it."  However, most felt that "An eye for an eye, a tooth for a tooth - if a man puts out the eye of another man, he must put his own out" and "If a doctor operates on a patient and the patient dies, the doctor's hand will be cut off" were too harsh and probably wouldn't go over well today!

Break the Code

Picture
As a fun pre-writing game and follow-on activity, we did a code breaking activity of a different variety.  I explained that "substitution codes" were a way that leaders through history have sent secret messages to their troops and allies.  I provided the students with a simple alphabetic code and asked them to translate their names and a secret message into code.  Students then exchanged messages and enjoyed decoding each others notes. 

Picture
Picture
Picture

Exploring the Water Cycle

Picture
In science class we made the most of our wintry weather, first by going outside into the snow, and then talking about the melting snow, the rain, and swollen rivers. We scooped up snow into cups and packed it into a graduated cylinder. Then we brought it inside. 

One of our budding scientists noticed right away that the cylinder was marked with numbers, and pointed out the 'inches' on the side. This is great - scientists must first notice things. The numbers are not inches though - but milliliters, so we learned this new unit of measurement, and observed that the snow was packed up to the top number - 1000 milliliters. 

Next, one of our scientists made a hypothesis that when the snow melted, the water level would drop. We learned the word hypothesis. Together we all agreed that this was likely, and a few of our students offered some theories about why this would happen. 

Then we settled in to read A Drop Around the World, learning all about the water cycle while we kept an eye on our graduated cylinder.

If you would like to continue the study of the water cycle at home, you can use this resource to conduct this simple Mini Water Cycle science project. Your children each took a copy of it home with them on Wednesday. Please bring the results sheet in next week so that we can compare.

Teen Writers Circle Class Summary 1/6/14

1/8/2014

 
with Michelle Cameron

Finalizing the Online Journal

Today we worked to finalize the Mosaic Freeschool Online Journal. Each of the kids contributed poetry, short stories, or novel extracts, and today was the first time they had a chance to see the live journal. 
Picture
In addition, I asked them to describe themselves in 6-10 words, both for the contributors page and so that they can introduce one another next week at the reading. This assignment was quite a challenge for them!

You can see our Journal online at http://mosaicfreeschoolonlinejournal.wordpress.com/. Each student contributed at least two pieces, and you may need to click the Older Posts button at the bottom of the page a couple of times to see them all.

Final Class Reading

Parents and friends are cordially invited to our Final Class Reading, which will take place at 10:15 in the dining room. Please make sure your children are there by 10 AM, so we can set up.

We spent some time today establishing a reading order and rehearsing how we are going to introduce one another. We talked about overcoming any fear of reading to an audience, about reading slowly, loudly, and with expression. We also discussed how this is now part of the writing process – professional writers are required to “put themselves out there” and read to an audience. As we practiced, we also talked about picking up your head at least a couple of times, not covering your face with the paper or the music stand, and having your reading already in order before you get to your feet.

I’ll send out an invitation to everyone via email as well, but I hope to get to meet a lot of you at the reading next week as we close out a great session of writing!

Homework

Homework this week is to practice, practice, practice reading their piece. My suggestion is that they read it, out loud, at least once a day. Remind them to stand up to do it and to really project their voices. This will have the double benefit of preparing them for the reading and making them a little less nervous about it.

Algebraic Reasoning Class Summary 1/6/14

1/7/2014

 
with Kim Rodgers

Do Fence Me In!

Picture
This week we jumped right back into perimeter and area with some warm-up activities before solving some real life problems. The problems specified how much fencing a couple of ranchers had in order to build enclosures for their livestock. In each problem there were different concerns for each rancher. Keeping those concerns in mind, students worked on their own or with a partner to come up with dimensions of the enclosures that they thought best solved the specific concerns. In some cases there was no “right” answer. Students had to explain their choice by justifying the pros and cons of their dimensions.

These activities led into their homework for this week. Each student is to design their dream bedroom based on certain parameters outlined in a sheet each student took home. Please look this over with your child. The last step involves using a budget to buy some fun “extras” for their room. Please help your child search appropriate websites where they can find what they might be looking for. They may use eBay and craigslist if it seems appropriate. Students will present their plans at our last class, explaining their measurements and their choices for what to include in their rooms.

Last Class Announcement

Picture
Unfortunately, or fortunately depending on how you look at it, I won’t be at the last class. My wedding anniversary was last Friday and my husband surprised me with a week-long trip to the Bahamas! I’m still in shock. So, Jayne Besjak will be taking over to lead the class through the presentations. If you have any questions about the homework, feel free to e-mail me, but include Jayne as well, as I’m not sure if I can get e-mail or not!

It’s been a joy to teach this group of students. They have a lot of energy and enthusiasm and it’s been fun to see their problem solving skills improve over the semester. I’ll see you all in a few weeks for the beginning of the new semester!

Computer Science Unplugged Class Summary 1/6/14

1/7/2014

 
with Leigh Ann Yoder

Follow the Instructions

Picture
Welcome back to CSU! After reviewing homework, we continued learning how to tell computers what to do. We briefly talked about what a programming language is and how it is interpreted by a compiler. An emphasis was placed on both the limited number of instructions available to the programmer and the fact that computers always obey instructions to the letter, even if they produce a crazy result.

This concept can be difficult for humans to grasp since our brains operate much differently from computers, and we interpret instructions both from verbal and visual clues. Our ability to ‘process’ our language goes way beyond the capabilities of any modern day computer.

As a programmer, one needs to learn to be very specific and clear when giving directions. The students acted both as programmers and computers today. First, they followed oral directions to create a simple drawing. We experimented with this concept in several ways. Sometimes they were allowed to ask questions, and sometimes they were not. We even tried verbal instructions without being able to see the instructor. 

Next, we followed written instructions. All of the students quickly realized the importance of well-written, detailed instructions. They are now in the middle of developing their own instructions (programs) to be carried out by another student (computer). They had one trial round and then their programs went to another developer for code review and debugging.

They will continue working on their instructions for homework this week.

Exploring Ancient Egypt Class Summary 12/16/13

12/27/2013

 

Sarcophagi

Students completed the outside of their sarcophagi in our morning class, adding the "egyptian eye" symbol and a door for their mummy's Ba to come and go. 
Picture
Some students chose to add hieroglyphic stamps as decoration.  
Picture
We then placed our mummies in their tombs, along with colored gems and other special items the children had brought from home.
Picture
Picture

Writing Games

During the second half of class we played a fun pre-writing game.  Students took turns pulling random items from a grab bag (candy cane, tinker toy, glue bottle, Christmas tree ornament, snowflake, etc) and were challenged to describe how to draw the item to their classmates, who were unable to see what they were holding.  Nothing could be disclosed about the functionality of the item; only an exact description of what the item looks like and how to draw it.
Picture
Picture
Picture
The students found this activity very fun and everyone was excited to get their turn to choose from the grab bag of mystery items and be in charge of describing what to draw!

Aside from being fun, this activity really flexes some important pre-writing skills. It requires careful listening and mental translation skills on the part of those drawing, and attention to detail and verbal expression on the part of the describer.  

Student drawers did an amazing job capturing the detail of each verbal description. Those in the position of "describer" discovered after the first few rounds, that using precise words and providing a thorough description is very important for successful communication of their ideas.
After a few turns (and some slightly askew drawings!), the drawers took initiative and began asking some clarifying questions - how long should the second line be? does the smaller circle touch the big circle or is it next to it? do I draw the lines spaced evenly apart? Very impressive!
You might enjoy playing this as a family at home.  It's not as easy as you think!

Playing with Measurements

Picture
To think further about measurement we began our afternoon class by reading Is the blue whale the biggest thing there is?  This book encouraged us to think about size creatively. 

Next we made a list of ten things that we would each measure with our own cubit. Then we set to work, recording our measurements on a chart. When we were done we found that we had different measurements for some things, especially the length of the room. This led to some interesting observations about the importance of using the same unit of measure. 

We wonder whether the Ancient Egyptians had any problems using digits, palms, and cubits to measure things?

Philosophy Class Summaries 12/9 & 12/16/13

12/23/2013

 

Foundations of Philosophy (ages 9-11)
December 16

with Sally Zeiner
Picture
Violet, the title character of our final book, has mismatched eyes, blotchy skin, and hair that can't be brushed. Her gaze is direct and unsettling. There are many ways that she defies the stereotype of a princess, and these will play an important role as the story unfolds. In class we considered these differences, and then worked to define beauty. This led us quickly to inner beauty, which all agreed is much more important. 

Together we generated a list of virtues:
  1. Love
  2. Kindness
  3. Caring for others
  4. Niceness
  5. Friendliness
  6. Hard working
  7. Determination
  8. Happiness
  9. Willingness
  10. Self sacrifice
  11. Thoughtfulness
  12. Forgiveness
  13. Intelligence
  14. Listening
  15. Modesty
  16. Honesty
  17. Encouragement

Students then broke into groups to work on organizing this list, grouping things together and defining categories. Over our winter break they should stay in touch with their group via email and complete their group process, writing definitions for their set of virtues, and providing examples from literature as well as life.

Please continue reading Iron Hearted Violet as well, reading at least to Chapter 49. We will see what virtues Violet possesses, and where they will lead her!

Have a wonderful holiday!


Philosophy for Children (ages 12-14)
December 9

with Rich Piscopo
Picture
For our class of December 9, I began the lesson on what makes something precious, and we began to establish criteria for preciousness. One student brought up the idea of a trusting friendship as an example of something precious. It was discussed that true friendships are rare, thereby fulfilling one of the criteria of preciousness. It was agreed that we just can't be friends with everyone.

Then a second student, in a clear, pure voice asked, "Why can't we be friends with everyone?" Silence. The rest of us were stumped. After a moment, the first student said there just wasn't enough time. Another said many people were closed-minded and judgmental, and were therefore difficult to trust. The second student persisted in her query by asking, "Why are humans like that?"

I asked her if she was asking why people aren't more openhearted. She answered, "Yes. Why aren't people more like children? When children who are strangers meet, they become instant friends and immediately start playing together." She then went on to say that people close up. The first student added, "We build a cocoon around ourselves." I asked if all thought we build walls around ourselves because, as the other student had said earlier, people tend to be judgmental and we don't want to be hurt. All agreed. To pursue the original inquiry, I repeated, why does this happen? Why do people "close up"? 

I asked if perhaps our educational system had anything to do with this phenomenon. I referenced my experience of teaching children who were generally much more closed up in the public school system. This led to a discussion on home schooling. The first student said, "Kids are not going to learn if they don't want to learn." He went on to question the curricula of public schools in general. He also cited the huge challenge of teaching millions of children the same material, so that our culture may be passed from one generation to the next. Another said that in many public schools the teachers push their students to rush to judgment. The first student said teachers should guide their students, not push them. I reiterated the saying, "You can't force a plant to grow by tugging on its leaves!"

The comment about students being pushed to judgment brought us back to the phenomenon of people tending to be judgmental. I referred the class to the Bertrand Russell quote on this topic, 

"To endure uncertainty is difficult, but so are most of the other virtues. For the learning of every virtue there is an appropriate discipline, and for the learning of suspended judgment the best discipline is philosophy." 
I also referred them to John Dewey (with whom Matthew Lipman had a relationship). Dewey said we should always be open to new evidence. Maintain a working hypothesis until new evidence presents itself, and then be prepared to abandon the old hypothesis in favor of the new. Don't jump to conclusions. Suspend judgment until more evidence appears.

I also told the class the Zen story of the professor who goes to visit the Zen master. Perceiving the professor is presumptuous, the master invites the professor to tea. The master serves the tea. He pours the tea into the professor's teacup. The cup fills up. The master continues to pour. The cup is overflowing and the professor can no longer restrain himself. He proclaims, "The cup is full! No more will go in!" The master replies, "Just as this cup is full, so are you also full of your own assumptions and preconceived notions. Empty your cup and let me show you Zen."

If we can resist rushing to judgment, continue to seek the truth, keep our hearts and minds open, indeed, keep our cups empty, then perhaps the clear, pure question of a child asking why we can't all be friends will bring us to our senses.

Thank you, all. Thank you for your intrepid spirit in supporting Philosophy for Children. 

May you have a peaceful, loving, and joyous Christmas holiday.

Fun with Prompts!

12/21/2013

 
with Angela Harris
Our last NaNoWriMo class on December 16 was spent sharing and discussing our partner's feedback on the first two pages of our novels. Since most students are still working on their novels, we just addressed the first two pages so that we could practice revising for content, and later proofread and edit for punctuation, spelling, and grammar. We then took a break and enjoyed finishing a fun Christmas writing prompt which our New Jersey students may remember from their 2011-12 Creative Writing class. They were so cleverly written, I offered to publish them here for all to read. We hope you like them!

Merry Christmas from the Mosaic Texas students and families!

Saving Santa...

Prompt: The alert came over the radio -- "Emergency! Santa Claus trapped in chimney. Christmas will likely be canceled." As soon as I heard it, I knew I would have to do something -- and do it fast. I quickly gathered my gear and headed out the door...
Picture
I frantically looked around the neighborhood -- where could Santa be? He was nowhere I could see. I looked to the right and saw the outline of police lights. "He must be there!" I happily thought, "Now that I found him, I can save Christmas!" I ran towards the house that was surrounded by police cars, it was easy to get past the cops, they didn't even try to stop me. They must have known that I was on a quest to save Christmas! I ran to the ladder in front of me and quickly climbed to the top.  There I saw Santa feet-up in the chimney! ''No worries Santa!'' I said to him as I thought of a way to get him out. I couldn't pull him out, he was really stuck. I snapped my fingers as a plan formed. ''I got it! Santa's reindeer!'' I said excitedly. Then I whistled as loud as I could. At first all I heard were the crickets chirping, then out of nowhere I saw Santa's reindeer flying towards me. I took out my handy lasso and lassoed Santa's feet, then as Santa's reindeer landed on the roof I tied the other end of the lasso to the closest reindeer. ''Fly!'' I told them, and with a jump they flew into the air. Santa popped out of the roof, then the reindeer lightly plopped him down, and he jumped up. ''Ho-ho-ho, I'm late! Thank you very much,'' he said as he jumped in the sleigh and flew off. Another Christmas saved! --- Alex C.


Picture
I look up at my chimney, he's not there. I look around frantically. I can't seem to find Santa on any of my neighbors' roofs. I grab my bike out of the garage and ride down my street. Off in the distance, I see the outline of a sleigh on Steve Harden's house. I also see dozens of police lights. I ride up to the police lines and show them my badge. "Santa Rescue League, step aside please," I say. The policemen part and I make my way to the ladder that leads up to the roof. I see Santa face down in the chimney, his legs sticking up in the air. I tie my rope around his legs and tie the other end to a hover rocket. I push the button and the rocket slowly goes up and up, pulling Santa Claus with it. Santa gets tugged out and set down on the shingles, face first. "Thank you so much, what would I do without the SRL?" Santa asks. "Mr. Claus, I saw that you went down head first, you know that is not proper protocol," I say. "I know, I was just getting bored, it won't happen again." "Well, make sure it doesn't!" I wave goodbye as he climbs into his sleigh and shoots off. Another job well done for Ethan Harris, Santa Detective, and the SRL. --- Ethan H.

Picture
Running as fast I could, I quickly remembered to grab my fat-free cookies for Santa. I knew I would need a bigger backpack for all of those cookies. I ran into my house to get a bigger backpack and went onto my laptop to track Santa on the NORAD tracker. I found the house I had to go to. Very conveniently, Santa was at my house! "Don't worry Santa, I'll save you!" I climbed the roof and pulled out my fat-free cookies. I reached down the chimney and handed him the cookies. Santa ate two of them and his stomach instantly shrunk. As he fell through the chimney, Santa thanked me. I hope this takes me off the naughty list. --- Aidan H.


Picture
I went to the Internet for more information. MSN said that he was stuck in California. "Oh no," I thought, "I live in Arkansas. I'll never reach him in time." Then I remembered a web-site I had heard about. It was a Facebook page for reindeer. I typed as quickly as I could -- Reinbook.com. The muscles in my hands burned. "Cupid!" I typed. Cupid had to stay home because he had too many salt licks. "I need your help, Cupid! Santa's stuck in a chimney!" When I posted it, a voice bubble popped up with a "bloop!" "Ok, I'll risk the fine for flying dehydrated! Let's save Santa!" Cupid replied. I heard jingles on the roof -- "He's here!" I thought. I went outside and whistled. Cupid flew down. I jumped on his back and yelled, "To California!" He leapt off the ground and before I knew it, we were standing beside Santa who was pulling on his boots. He tumbled over onto the shingles of the roof. "Oh, thank you!" he said in a hearty voice. "Here -- for your courage and intervention." Santa handed me a wrapped box. I ripped off the paper and opened it. It was a NaNoWriMo certificate -- exactly what I wanted! 
--- Katie K.
<<Previous

    RSS Feed

    Categories

    All
    Afternoon Enrichment
    Closures
    Clubs
    Early Elementary
    Mosaic Texas
    Odyssey Of The Mind
    Out Of This World
    Philosophy
    Tesserae Fall 2012
    Tesserae Fall 2013
    Tesserae Fall 2014
    Tesserae Spring 2013
    Tesserae Spring 2014
    Tesserae Spring 2015
    Tesserae Spring 2016

    Archives

    May 2016
    April 2016
    March 2016
    February 2016
    June 2015
    May 2015
    April 2015
    March 2015
    February 2015
    January 2015
    December 2014
    November 2014
    October 2014
    September 2014
    July 2014
    June 2014
    May 2014
    April 2014
    March 2014
    February 2014
    January 2014
    December 2013
    November 2013
    October 2013
    September 2013
    July 2013
    May 2013
    April 2013
    March 2013
    February 2013
    January 2013
    December 2012
    November 2012
    October 2012
    September 2012
    August 2012

Powered by Create your own unique website with customizable templates.
Photos used under Creative Commons from nojhan, Clay Gilliland, mynameisharsha, kim siciliano salem, matthewvenn, photogirl7.1, El Bibliomata, ~Brenda-Starr~, Anne Worner, Heather Bickle, NASA Goddard Photo and Video, Black.Dots., marta.b, Felipe Venâncio, A. Galassi, bibliojojo, Bibliothèque - Les Champs Libres - Rennes, Robert Hensley, opensourceway, Greenland Travel, est1996x, John-Morgan, camnjeanacess, plindberg, chrisjtse, Vox Efx, philosophygeek, utpala ॐ, Cea., Phil Roeder, andreazgarcia, stevecadman, laynasaur, Steve A Johnson, mattk1979, Tattooed Hippy, spacepleb, Mateus Hidalgo, Todd Binger, TRF_Mr_Hyde, ComputerHotline, Hampshire and Solent Museums, Ben Sutherland, philip_sheldrake, WeeLittlePiggy, echiner1, gruntzooki, emmeffe6, saoire, symphony of love, ups2006, Dave_B_, bobsfever, Kelly Short6, RichardBH, frau-Vogel, Skype Nomad, giopuo, Tomi Tapio