text:
The Evolution of the Networked Educator
Teaching Profession Opinion
By Paul Barnwell — November 29, 2017 6 min read
—Students and educators collaborate at the Bread Loaf Teacher Network's launch of the Next Generation Leadership Network in Ripton, Vt., in July. Photo by Teddy Anderson.
Paul Barnwell
Paul Barnwell is a veteran language arts teacher and writer who taught middle and high school English for more than a decade in Louisville, Ky. He is currently on a "sabbatical" of sorts, traveling globally without an itinerary with his wife Rebecca.
I am sitting in an apartment in Tbilisi, Georgia. Out the window is a bright blue sky interrupted by the concrete skeletons of building projects sprouting up around this fascinating city. I'm thousands of miles from home, yet I'm able to help design and facilitate professional learning for my former school district in Louisville, Ky., and for national organizations like the Center for Teaching Quality; support blended learning experiences; and work on education journalism, among other projects. It's often tricky to define what I'm doing, thanks to technology and an ever-expanding web of connected educators, students, and communities. Welcome to my life as a networked educator.
This past summer, I made the decision to resign from my teaching position in Louisville, Ky., and travel globally with my wife Rebecca. We decided to go without an itinerary, with the dual goals of personal exploration and testing out remote work. I was both excited and a bit apprehensive. But what allowed me to make the leap was, in part, knowing I would stay an active participant in the education community I was leaving behind. When I first began teaching a little more than 13 years ago, I never would have thought it was possible to be where I am now.
At a time when teachers now have more opportunities than ever to connect through evolving networks, both digitally and face to face, at home and abroad, it is possible for both us and our students to engage with people and ideas from around the world, no matter where we are. But we also don't have to leave our classrooms to do so: Every teacher has the power to become a networked educator and foster a networked classroom. The power is in knowing where to find opportunities to connect—and being aware that those opportunities continue to change and grow.
Moving Beyond Relative Isolation
Despite having the ability to connect with other teachers via the internet and email, my first few years of teaching were mainly bolstered by in-person collaboration. Professional learning communities were still four to five years away from emerging as common practice in the Kentucky school where I taught, so unstructured strategizing with colleagues was crucial for us to make positive strides.
Mrs. Daugherty and Mr. Martell were right down the hall, ready to discuss the latest YA novels our students were devouring or how to structure a thematic project focused on heroism. This informal network had its pluses and minuses. On the one hand, it was small, limiting the range of ideas I could learn directly from other people. On the other hand, my colleagues were supportive and available.
But I found myself isolated when it came to classroom experimentation. I devoured human-behavior author Alfie Kohn's books by night, then tested out his notions about student motivation during class. I worked toward minimizing and even eliminating traditional grades, but I couldn't discuss my process comfortably with others—it was far too radical. A colleague even lambasted me in the hallway over the issue. I was ready to interact with some like-minded educators and learned about a summer fellowship opportunity with Middlebury College's Bread Loaf Teacher Network.
I had been told that Bread Loaf was like a summer camp of imaginative graduate work for English teachers focused on culturally sensitive literacy. Little did I know that my six weeks there would launch over a decade of evolving work as a networked educator.
During consecutive summer graduate programs in Asheville, N.C., Santa Fe, N.M., and Vermont, I met teachers from around the country and world. Some of our ideas aligned, and we were encouraged to design projects for our students to work on with each other remotely.
For one project, my high school students collaborated with a colleague's students in Miami. Through Google, Skype, and other tools, we combined writing, audio, and digital photography to tell stories about the power of place. There was little doubt that my new network was deeply impacting my classroom instruction. Student engagement rose; I remember students excitedly logging on to Skype in order to communicate with their Florida partners. The challenge of using multiple digital tools over time to create a finished product required a healthy dose of problem-solving and critical thinking.
An Expanding Virtual World
I soon learned about other networks. There was the Center for Teaching Quality, a nonprofit professional-learning network that allows teachers to share their ideas by participating in trainings to lead virtual-learning communities, blogging about classroom practices, and leading video chats and webinars. There was Twitter, where a huge number of educators now follow each other, share resources, and lead Twitter chats.
And professional learning communities in my own school district grew. JCPSForward has catalyzed numerous projects, including face-to-face "meet ups," Twitter chats, and EdCamp conferences. According to our district's numbers, roughly 30 percent of our 6,000 teachers have engaged in networked learning opportunities. Collaborating with school colleagues—just like when I first began my career—has remained essential, with various virtual networks on "stand by" to provide inspiration or alternative professional learning.
A few months before my departure to travel abroad, I visited Middlebury College in Vermont with a colleague and several students for one of my most powerful collaborative experiences yet. We were there to participate in the Bread Loaf Teacher Network's launch of a special project—the Next Generation Leadership Network. Several days spent working together with students and teachers from across the country to tackle education's challenges—by putting youth voices at the center of discussions—indicated the possibilities ahead.
All of us were connected in one way or another to an international web of educators who were part of both networks. I remember thinking just how extraordinary it was to be able to begin a collaboration that spans distance and difference, with the goal that over time, through a combination of face-to-face and online interaction, this wildly diverse group would be able to learn from another about how to effectively advocate for change in their communities.
It was a peek into what I hoped my travels would continue to provide.
Admittedly, there have been times during my professional journey when being part of so many networks has led to too many Tweets, emails, and communications to keep up with. But I'd rather have the challenge of balancing the amount of connections versus working in isolation. It takes discipline, and it's OK to say no when new opportunities appear.
While I'm not sure if I'll be back in a traditional classroom in the near future, I keep my head and heart engaged with education-related projects. It's nearly impossible to recreate the best "lightbulb" moments from the classroom. Face-to-face interaction with students spurs new insights, inspiration, and joy in ways the digital world cannot replicate.
But we now have the capacity to be valuable contributors and team members from potentially anywhere in the world. We should continually revise and reimagine what it means to be an educator in the 21st century. There's no roadmap toward meaningful, remote work from a Soviet-era apartment in Tbilisi, but as educators with open minds and adventurous spirits, let's remember that our learning can take us anywhere.
Nadezhda Deineka/iStock
Curriculum Opinion How Should Teachers Handle the Movement to 'Rewrite' High School History? Embrace It
Jack Doyle & Christopher L. Doyle, July 14, 2020
On July 24, 2016, a photo of Philando Castile hangs on the gate of the governor's residence in St. Paul, Minn., as protesters demonstrate against the deadly shooting of Castile by a police officer during a traffic stop in Falcon Heights, Minn.
Scott Takushi/AP file
Teaching Profession Opinion Do White People Get It? Racism Through the Eyes of a Black Male Teacher
Malcolm J. Gillard, July 7, 2020
Teaching Profession Opinion The Enduring Work of Teachers: Invisible to the Eye
Justin Minkel , June 30, 2020
Education CTQ Collaboratory Is There an Echo in Your Hallway? Finding Professional Networks That Truly Help You Grow
Joanna Schimizzi, March 14, 2017
Education Opinion Teacher-Led Networks Turn Educators Into First Responders
Kira J. Baker-Doyle, April 12, 2017
Teaching Profession What Happens When Teachers Are Out of Sick Days?
We asked EdWeek's social media followers to share their school policies on COVID-related sick leave. Here's how they responded.
Marina Whiteleather
Teaching Profession Explainer: Why Are Chicago Schools, Teachers' Union Fighting?
The issue that caused the most chaos in the roughly 350,000-student district was when and how to revert to remote learning.
Members of the Chicago Teachers Union and supporters stage a car caravan protest outside City Hall in the Loop, Wednesday evening, Jan. 5, 2022. Chicago school leaders canceled classes in the nation's third-largest school district for the second straight day after failing to reach an agreement with the teachers union over remote learning and other COVID-19 safety protocols. (Ashlee Rezin /Chicago Sun-Times via AP)
Teaching Profession Some Teachers Are Running Out of Sick Days, and Administrators Are Hesitant to Help
With a shortage of substitutes and pressure to stay open, administrators are reluctant to extend paid time off for teachers with COVID.
Mark Lieberman & Madeline Will
Teaching Profession Opinion 18 Ways to Improve Teacher Observations
Holding pre- and post-conferences, showing more compassion and less judgment, and organizing peer observations are valuable.


text:
/*
 * Licensed under the Apache License, Version 2.0 (the "License");
 * you may not use this file except in compliance with the License.
 * You may obtain a copy of the License at
 *
 * http://www.apache.org/licenses/LICENSE-2.0
 *
 * Unless required by applicable law or agreed to in writing, software
 * distributed under the License is distributed on an "AS IS" BASIS,
 * WITHOUT WARRANTIES OR CONDITIONS OF ANY KIND, either express or implied.
 * See the License for the specific language governing permissions and
 * limitations under the License.
 */
package io.github.ivannov.actuator.inspectors;

import javax.annotation.PostConstruct;
import javax.annotation.PreDestroy;
import javax.enterprise.context.ApplicationScoped;
import javax.management.MBeanServerConnection;
import javax.management.ObjectName;
import javax.management.remote.JMXConnector;
import javax.management.remote.JMXConnectorFactory;
import javax.management.remote.JMXServiceURL;
import java.io.IOException;
import java.lang.management.*;
import java.util.HashMap;
import java.util.Map;

@ApplicationScoped
public class JmxInspectorImpl implements JmxInspector {

    private static final String JMX_HOST = "127.0.0.1";

    private JMXConnector jmxConnector;
    private MBeanServerConnection remoteConnection;

    @PostConstruct
    public void initializeJMXConnector() {
        try {
            String managementPort = System.getProperty("com.sun.management.jmxremote.port");
            JMXServiceURL jmxServiceURL = new JMXServiceURL("rmi", "", 0, "/jndi/rmi://" + JMX_HOST + ":" + managementPort + "/jmxrmi");
            jmxConnector = JMXConnectorFactory.newJMXConnector(jmxServiceURL, new HashMap<>());
            jmxConnector.connect();
            remoteConnection = jmxConnector.getMBeanServerConnection();
        } catch (IOException e) {
            e.printStackTrace();
        }
    }

    public int getProcessCPU() {
        try {
            // No direct method in the operating system class to get the CPU load
            double cpuUsage = (double) getAttributeValue("java.lang:type=OperatingSystem", "ProcessCpuLoad");
            return (int) (cpuUsage * 100);
        } catch (Exception e) {
            return -1;
        }
    }

    public Map<String, Long> getHeapMemory() {
        Map<String, Long> heapMemory = new HashMap<>();
        try {
            MemoryMXBean memoryMXBean = ManagementFactory.newPlatformMXBeanProxy(
                    remoteConnection,
                    ManagementFactory.MEMORY_MXBEAN_NAME,
                    MemoryMXBean.class);
            MemoryUsage heapMemoryUsage = memoryMXBean.getHeapMemoryUsage();
            heapMemory.put("used", heapMemoryUsage.getUsed() / 1024);
            heapMemory.put("committed", heapMemoryUsage.getCommitted() / 1024);
            heapMemory.put("init", heapMemoryUsage.getInit() / 1024);
            heapMemory.put("max", heapMemoryUsage.getMax() / 1024);
            return heapMemory;
        } catch (Exception e) {
            System.out.println(e.getMessage());
        }
        return heapMemory;
    }

    public Map<String, Integer> getThreadDetails() {
        Map<String, Integer> threadDetails = new HashMap<>();
        try {
            ThreadMXBean threadsMXBean = ManagementFactory.newPlatformMXBeanProxy(
                    remoteConnection,
                    ManagementFactory.THREAD_MXBEAN_NAME,
                    ThreadMXBean.class);
            threadDetails.put("threads", threadsMXBean.getThreadCount());
            threadDetails.put("threads.peak", threadsMXBean.getPeakThreadCount());
            threadDetails.put("threads.daemon", threadsMXBean.getDaemonThreadCount());
        } catch (Exception e) {
            System.out.println(e.getMessage());
        }
        return threadDetails;
    }

    public ThreadInfo[] getThreadInfo() {
        ThreadInfo[] info = new ThreadInfo[0];
        try {
            ThreadMXBean threadsMXBean = ManagementFactory.newPlatformMXBeanProxy(
                    remoteConnection,
                    ManagementFactory.THREAD_MXBEAN_NAME,
                    ThreadMXBean.class);
            info = threadsMXBean.getThreadInfo(threadsMXBean.getAllThreadIds());
        } catch (IOException e) {
            System.out.println(e.getMessage());
        }
        return info;
    }

    public Map<String, Long> getLoadedClassesInfo() {
        Map<String, Long> loadedClassesInfo = new HashMap<>();
        try {
            ClassLoadingMXBean classLoadingMXBean = ManagementFactory.newPlatformMXBeanProxy(
                    remoteConnection,
                    ManagementFactory.CLASS_LOADING_MXBEAN_NAME,
                    ClassLoadingMXBean.class);
            loadedClassesInfo.put("classes", classLoadingMXBean.getTotalLoadedClassCount());
            loadedClassesInfo.put("classes.loaded", (long) classLoadingMXBean.getLoadedClassCount());
            loadedClassesInfo.put("classes.unloaded", classLoadingMXBean.getUnloadedClassCount());
        } catch (Exception e) {
            System.out.println(e.getMessage());
        }
        return loadedClassesInfo;
    }

    public Map<String, Long> getGCInfo() {
        Map<String, Long> gcInfo = new HashMap<>();
        try {
            // In the Management Factory you find only one GC count and time. We need two (scavenge and marksweep)
            gcInfo.put("ps_scavenge.count", (Long) getAttributeValue("java.lang:type=GarbageCollector,name=PS Scavenge", "CollectionCount"));
            gcInfo.put("ps_scavenge.time", (Long) getAttributeValue("java.lang:type=GarbageCollector,name=PS Scavenge", "CollectionTime"));
            gcInfo.put("ps_marksweep.count", (Long) getAttributeValue("java.lang:type=GarbageCollector,name=PS MarkSweep", "CollectionCount"));
            gcInfo.put("ps_marksweep.time", (Long) getAttributeValue("java.lang:type=GarbageCollector,name=PS MarkSweep", "CollectionTime"));
        } catch (Exception e) {
            System.out.println(e.getMessage());
        }
        return gcInfo;
    }

    private Object getAttributeValue(String objectName, String attributeName) throws Exception {
        return jmxConnector.getMBeanServerConnection().getAttribute(new ObjectName(objectName), attributeName);
    }

    @PreDestroy
    public void closeJMXConnector() {
        try {
            if (jmxConnector != null) {
                jmxConnector.close();
            }
        } catch (IOException e) {
            e.printStackTrace();
        }
    }
}

redpajama_set_name: RedPajamaGithub


text:
Agreeing on a Parenting Plan
By Marshall Waller of Feinberg & Waller, APC posted in Child Custody on Tuesday, March 14, 2017.
While divorce offers a definitive conclusion to a problematic marriage, parenthood survives even the most acrimonious of divorces. No relationship is fully settled when children are involved because each parent shares an interest in the continuing well-being of a child, and is entitled to equally participate in that evolving relationship. This is where a parenting plan comes in.
A "parenting plan" is a document that spells out the specific details of how the parents will share parenting rights and responsibilities after a divorce or separation. The plan must address whether legal and physical custody will be shared jointly or divided in some other manner. How to make that determination depends on what's in the best interest of the child.
The presumption in California law is that it is in the best interests of a child for both parents to make decisions in consultation. Some divorces may make close cooperation trying; but if parents can't create a plan for the future, it's left to a judge to decide. Parents unhappy with a court's decision could be faced with continued litigation that is likely to be combative and expensive.
When parents meet and confer, they can work out a satisfying parenting plan that fully address their unique circumstances while ensuring frequent access to their children. Factors to consider when developing a plan include the age and health of the child, emotional and educational needs, health, safety and also parental ability.
A parenting plan protects the child while ensuring that parents not only share access and decision-making but also responsibility. Joint custody - physical and legal - requires that both parents participate equally to protect the health, education and welfare of their children. A further benefit of a detailed parenting plan is that there is little left to debate or argument in its use. A plan that says the child will be with each parent as per mutual agreement" is certainly better than no plan at all, but a plan that is dependent upon the cooperation and mutual agreement of recently divorced parents is a plan that will most likely someday require judicial intervention because inevitably there will be disagreement between the parents at some point or another, and that disagreement, if the parties become intractable, will likely needs a judicial officer's input to provide clarity. So, why not plan for that situation and provide clarity in advance, in the form of a detailed parenting plan.
One example of a detailed provision in a parenting plan might provide a specific schedule for time with the children along the lines of "[t]he children will be in the care of Father every Monday from 3:00pm or pick up from school, to the following Wednesday at 8:00am or drop off at school ..." and so on. By this wording it is clear who has the children, when they have the children and when they are to return the children. Additional provisions include the location of the exchanges and also details regarding the weekends, holidays and special days and vacation time. When a plan is detailed like this there is also the added benefit of a plan that is capable of being enforced by law enforcement and the courts, which is what is needed if the dynamic between the parents becomes argumentative and confrontational.
A cooperative atmosphere between parents will allow children more freedom to play a role in custody determinations. Rather than expecting a child to pick sides, a common sense parenting plan prioritizes the relationship between a child and each parent. Such a plan also minimizes the possibilities of continuing conflict, provides a structure that is predictable and stable and lets everyone, especially the children, have a clear understanding of what to expect in this timeshare arrangement, and that is better for everyone involved.
While child custody may be one of the most complex issues to address during a divorce, there's no reason why cooperative co-parenting can't secure a plan that will have a healthy and empowering outcome for the children involved. There are many resources on the internet to research if you want to learn more about parenting plans, and you can also discuss this with an experienced family law attorney who can help you fashion a parenting plan that is right for your children.
Related Posts: Can a Child Custody Order Be Changed?, What if your child gets ill before your parenting time begins?, Types of child custody and your rights as a parent, Managing Child Relocation After Divorce
Addictions (1)
Celebrity Divorce (3)
Child and Spousal Support (11)
Divorce and the Financial Crisis (7)
Ethics and Responsibilities (3)
Psychological Impact of Divorce (2)
Same Sex Marriage and Same Sex Divorce (6)
Can a Child Custody Order Be Changed?
When is Spousal Support Appropriate?
"Essentials of California Family Law" Sixth Edition now available!
What if your child gets ill before your parenting time begins?
© 2018 by Feinberg & Waller, APC. All rights reserved. Disclaimer

redpajama_set_name: RedPajamaCommonCrawl


text:
MERKUR SPIEL-ARENA
* Address: Arena-Straße 1, Düsseldorf
* Country: Germany
* Opened: 10 September 2004
* Tenants: Fortuna Düsseldorf (football)
Extra stadium info – MERKUR SPIEL-ARENA
The national football team of Germany played its first match at the venue in 2005. The Rhein Fire, a former American football club, had been tenants of the stadium between 2005 and 2007. They drew an average home attendance of 24,000 in their final league season. Fortuna Düsseldorf, one of the first sports clubs from North Rhine-Westphalia with 100,000 followers on their main social media page, are the current tenants.
© Flickr: @putajumperon
© Flickr: Joerg1975
© Flickr: Kerem Tapani
© World of Stadiums webmaster


Forms and payments can now be made online.
Complete these forms by hand or on your computer and mail or email them to the registration office.
When submitting registration applications, please specify the name in which the sheep are to be registered to help eliminate confusion. This would be your membership name. Do not include the farm or flock name if the registered owner name is the name of the person only.
Becky will make the best effort to process registrations and transfers within a day or two of receipt.
*Paypal fees will be added at 3% for total transaction, plus 30-cents.
There have been inquiries for a little while regarding the Naming of Shropshire Sheep. After some investigation, the ASRA Board of Directors has voted to begin allowing breeders to officially name their sheep. People usually want to name special rams but ewes will be allowed to be christened also. Now it is true that some breeders name all of their rams and a few breeders name every sheep they register. Breeders will be able to continue to do this as they desire. If they wish to reserve a certain name for an important individual, however, they will be required to pay a fee of $25 to the ASRA. This will entitle them to be the sole user of that name for a 10-year period. The secretary will keep track of the names purchased and will publish a list of reserved names in each issue of the Voice.
For example, there are now several ewes in the database with the name of "Princess". Any person registering sheep may name any or all of their ewes "Princess" until a breeder pays the $25 fee and reserves that name for a specific sheep, either at the time of registration or some time afterward. Once that name is reserved, it may not be used again for 10 years, either as an informal name or a reserved name.
This opportunity for breeders became available on January 1, 2011. Names should be submitted in writing, either on the registration application at the time of registration or by written request submitted with an existing registration certificate in which case a new certificate with the sheep's christened name will be issued. It is still recommended that a farm or flock name and be used and a number matching a tag or tattoo in the sheep's ear is required. No sheep will be officially named without payment of this $25 fee.
Questions regarding this opportunity can be directed to the registry office.


text:
Die Kreuzspinnen (Araneus) sind mit mehreren hundert Arten eine der artenreichsten Gattungen der Familie der Echten Radnetzspinnen. Vertreter der Kreuzspinne sind auf der ganzen Welt vorzufinden.

Namensgebendes Merkmal
Obgleich die meisten Arten eine andersartige Zeichnung tragen, rührt der Namen der Gattung von dem charakteristischen Kreuz auf dem vorderen Teil des Hinterleibs, welches bei wenigen prominenten europäischen Mitgliedern der Gattung auftritt: bei der Gartenkreuzspinne aus fünf Flecken (vier länglichen und einem kreisförmigen in der Mitte) und bei der Vierfleckkreuzspinne aus vier Flecken. Dabei handelt es sich um Stoffwechselprodukte, die unter dem Sklerotinpanzer abgelagert werden.

Merkmale
Wie bei vielen Webspinnen besitzen die Kreuzspinnen im Kopf-Brust-Teil ein festes Exoskelett aus Chitin und Sklerotin. Da dieses Exoskelett nicht mitwächst, müssen die Tiere sich ca. ein Jahr lang alle paar Wochen häuten. Kopf und die Brust der Spinnen sind verwachsen und man bezeichnet den Teil als Kopfbruststück. An diesem Körperteil findet man einerseits ein paar Kiefertasten, welche zur Erkennung von Beute notwendig sind, und andererseits ein paar Kieferklauen. Dort befinden sich die Ausführgänge der Giftdrüsen.

Wie fast alle Webspinnen tragen Kreuzspinnen acht Augen: auf der Stirnmitte zwei Paar Linsenaugen sowie seitlich jeweils ein Paar.  Außerdem befinden sich am Kopfbruststück vier Beinpaare.

Im Gegensatz zum Kopfbruststück ist der Hinterleib weich und besitzt keinen Chitinpanzer. Dies hat den Grund, dass er sich ausdehnen kann. Im Hinterleib befinden sich wichtige Organe wie Atemöffnungen, Ausscheidungsorgane, Geschlechtsorgane und die Spinndrüsen. Insgesamt werden Kreuzspinnen zwischen 5 und 18 mm groß und gehören damit zu den größten heimischen Spinnen in Deutschland. Die Weibchen werden dabei rund 3 mal größer als die Männchen.

Kreuzspinnen weisen wie die meisten Webspinnen häufig einen Sexualdimorphismus auf: männliche und weibliche Tiere können nach äußerlichen Merkmalen wie Färbung und Größe unterschieden werden. Dies erschwert allerdings manchmal die Artbestimmung. Wenngleich die Färbung der verschiedenen Arten meist unterschiedlich ist, kann die Färbung je nach Verbreitungsgebiet variieren. So können Gartenkreuzspinnen hellbraun, gelblich oder rötlich erscheinen, in Gebirgslagen lebende Exemplare sind oft schwarz.

Verbreitung
Kreuzspinnen sind in der ganzen Welt vorzufinden. Von den mehreren hundert Arten sind lediglich zehn in Mitteleuropa beheimatet, wovon die Gartenkreuzspinne die bekannteste und die am weitesten verbreitete Art ist.

Ob sich Verbreitungsgebiete ändern oder manche Arten nicht in bestimmten Verbreitungsgebieten beschrieben wurden, bleibt ungeklärt. Jedenfalls treten manche Arten auch außerhalb ihrer bekannten Verbreitungsgebiete auf.

Fortpflanzung und Lebenszyklus
Kreuzspinnen können ein Alter von bis zu drei Jahren erreichen und werden in der Regel nach einem Jahr geschlechtsreif. Die Paarungszeit der Gartenkreuzspinne liegt zwischen August und September. Ist ein Männchen paarungsbereit, zupft es am Netz des Weibchens mit einem bestimmten Rhythmus, um die Paarungsbereitschaft zu signalisieren. Ist das Weibchen ebenfalls paarungswillig, kommt es dem Männchen entgegen. Auf dem so genannten Hochzeitsfaden erfolgt dann die Paarung und die Übertragung von Samenzellen. Gelegentlich wird nach der Paarung das Männchen vom Weibchen getötet und verspeist.

Zwischen September und Oktober erzeugt die weibliche Gartenkreuzspinne einen Kokon. Der Kokon besteht aus vielen gelblichen Seidenfäden, worin später 40 bis 50 gelbe und längliche Eier Platz finden. Nach der Eiablage wird der Kokon verschlossen und fertiggestellt. Darauf stirbt die Kreuzspinne. Der Kokon schützt vor Fressfeinden und anderen Umwelteinflüssen. Nach der Überwinterung der Jungtiere schlüpfen sie im Frühjahr und wachsen im Sommer zu ihrer normalen Größe heran. Im Herbst suchen sich die Tiere einen Platz zum Überwintern und im darauffolgenden Jahr sind die Spinnen dann ebenfalls geschlechtsreif. Auch sie werden sich dann paaren und den zweijährigen Entwicklungszyklus damit abschließen.

Arten und Synonyme
Die paläarktisch verbreitete Eichblatt-Radspinne Aculepeira ceropegia (Walckenaer, 1802) und die Kürbisspinne Araniella cucurbitina werden häufig in älterer Literatur als Araneus ceropegia bzw. Araneus cucurbitina geführt. Sie werden heute aber, ebenso wie manch andere Art, nicht mehr zu der Gattung der Kreuzspinnen gezählt.
 Sumpfkreuzspinne, Araneus alsine (, 1802)
 Gehörnte Kreuzspinne, Araneus angulatus , 1757; die Gehörnte Kreuzspinne ist die Typusart der Gattung der Kreuzspinnen
 Araneus cavaticus (, 1882)
 Araneus circe (, 1826)
 Gartenkreuzspinne, Araneus diadematus , 1757
 Riesenkreuzspinne, Araneus grossus (, 1844)
 Marmorierte Kreuzspinne, Araneus marmoreus , 1757
 Araneus nordmanni (, 1870)
 Vierfleckkreuzspinne, Araneus quadratus , 1757
 Araneus saevus (, 1872)
 Schulterkreuzspinne, Araneus sturmi (, 1831)
 Araneus triguttatus (, 1793)
Auch im 21. Jahrhundert werden neue Kreuzspinnenarten entdeckt.

Gefährdung für den Menschen
Kreuzspinnen gehören zu den wenigen Spinnenarten Mitteleuropas, die mit ihrem Biss die menschliche Haut unter Umständen durchdringen können, neben der Wasserspinne oder der Ammen-Dornfinger-Spinne. Sie können die Haut jedoch nur an ihren dünnsten Stellen durchdringen. Der Biss ist zwar unangenehm und kann deutlich wahrnehmbare Symptome hervorrufen, ähnlich einem Wespen- oder Bienenstich, bleibt jedoch medizinisch ohne langfristige Folgen.

Weblinks

Einzelnachweise

Echte Radnetzspinnen

redpajama_set_name: RedPajamaWikipedia


The multifunctional and open city pavilion is an architectural masterpiece designed by the world-known architects Robbrecht & Daem in collaboration with Marie-José Van Hee. The roof structure and the use of glass, wood and concrete is very striking. There are 1,400 windows in the walls and roofs, which allow natural light to seep through. Mainly in the evening, this place is gorgeous. I love to stand under the hall and see how the roof of the pavilion turns into a playful lighting effect. I have attended several concerts, dance performances and markets here, and by renovating this spot, the architects were able to integrate the existing art elements such as the Minne sculptures and the Mathildis clock.
The small city park on the lower level is the place I head to when I'm looking to relax, read or simply hang out. Stairs and ramps connect the park with the street levels higher up. Through the diagonal walking paths you easily reach the Donkersteeg with the Mageleinstraat and Cataloniëstraat, one of my favourite streets to shop and enjoy a stroll.


In this final installment of Theology of the Body and "deliverance ministry," we will look at the Sacrament of Reconciliation or Confession. We know, through Sacred Scripture and Sacred Tradition, that all priests are called by Jesus Christ to heal the sick and cast out demons. We also know that does not mean every priest will be involved in or is called to administer the Church's Rite of Major Exorcism. However, it does mean that all priests are meant to use the power of their Baptism, Confirmation and Holy Orders through the grace and Name of Jesus Christ, to bind up, renounce and cast out evil spirits with Minor Exorcisms. We also know that one good confession is worth more than a hundred exorcisms. So, there must be some supernatural power in this Holy Sacrament.
First and foremost we, as priests of the Sacred Order of Jesus Christ, must avail ourselves to the Sacrament of Confession as often as possible, weekly for sure. Not only do we continuously receive His forgiveness and healing, but it is a good example to another brother priest who may not go very often himself. As we receive healing and grace, we begin to be more open to offering this great sacrament more frequently to others. If we're not going often ourselves, how will our parishioners go? If we don't know the importance and mercy of God, how will we be able to preach on it to others? How will our parishioners know the importance of the sacrament, if we only offer it 30-60 minutes a week? How often are we in meetings? How often are we in the confessional box? Pope Benedict XVI said you could tell the health of a parish not by the size of the communion lines, but by the size of the lines for confession, more people indicates a healthier parish.
Secondly brothers, can you tell how Satan and his minions manifest themselves in the confessional in an extra-ordinary or even in a subtle or ordinary way? Extra-ordinary may be somewhat easier to see or hear, but how about when its not so easy? Do you know what to look for in the penitent's behavior? One thing I notice is when people are having trouble remembering what to say, if they seem very embarrassed or truly afraid to say what needs to be said, this could be diabolical blocks to confess. Look for rationalizing in the sacrament, even subtle arguing or disagreeing with you. Where do you think this comes from? Could it be-you know who? No, Satan is NOT under every rock, but he's under most of them, it's time the priest of Jesus Christ start recognizing it, me too. Sometimes people will even say a bad word or start tempting you, beware who is trying to disrupt the sacrament or even invalidate it by the hiding or blocking the penitent from confessing all of the sin or hide part of it. What do we do as priests?
As a priest of Jesus Christ, we have much power in His Holy Name. While the person is struggling, you can pray binding/renunciation prayers silently to take more control and free the penitent, our brother/sister in Christ, to confess freely. As a priest you have many minor exorcism prayers at your disposal and can even avail yourself to the Pope Leo XIII prayer when you have sufficient time. You should also have a Benedictine crucifix with you in the confessional and pray a prayer of protection for yourself before going into the confessional. Sometimes you can recommend to the penitent lay versions of deliverance prayers for them to pray themselves, since they have authority over themselves due to their baptism and confirmation in the Name of Jesus, especially those bound up in habitual sin and vice. If the penitent is in front of you, you can place your blessed purple stole of their head while giving absolution or when offering an extra prayer of healing after the sacrament. You can also carry a small vile of exorcism oil to bless the penitent on the forehead with it after the sacrament. I also try to remember to bless the confessional before I begin confessions and offer all these people up in prayer afterwards. While it is true some people you must pray over silently, if they are struggling, but some I ask permission to do it out loud and they always respond positively. Naturally, age and maturity needs to be taken into account with proper discretion applied on how and what kinds of prayers to pray. You want to always pray silently over children and people with emotional problems as not to alarm or scare them. Fathers, simply remember Jesus was followed around a lot by evil spirits. It shouldn't surprise us that we priests are, as well. They want to prevent our brothers and sisters from confessing deeply and receiving healing. There is no need for us to be afraid, simply vigilant and attentive and Christ will be with us always. Amen.
Father Tom DeSimone was ordained a priest on May 13, 2006, the Feast day of Our Lady of Fatima. He most recently served as Parochial Vicar of Our Lady of Sorrows Parish in White Plains, NY. He joins the staff of the Theology of the Body Institute on a three year leave from the Archdiocese of New York, to become the Institute's first ever full time spiritual advisor and Director of Clergy Development.