Here's the link the MUWP's very own Wiki. You're already here, so probably not that useful. You might want to stick in your Delicious. That was a weird sentence.

http://muwp.pbwiki.com

Here's the site we're going to use to set up our podcasts.

http://www.gcast.com

Here's a link to the StoryCorp site for inspiration.

http://www.storycorps.net

Here's a link to a specific StoryCorp story. It's about a guy who collects menus.

http://www.storycorps.net/listen/stories/harley-spiller

Here's one for the This I Believe project.

http://www.thisibelieve.org

Here's a link to a specific This I Believe. Wayne Coyne from the Flaming Lips. I like him.

http://www.thisibelieve.org/dsp_ShowEssay.php?uid=24791&themelist=humor,laughter&yval=0&start=0

Here's a link to the Common Craft Video on Wikis in Plain English. It's useful if you want to know just what the heck a wiki's good for.

http://www.youtube.com/watch?v=-dnL00TdmLY

Here's a link to Marsha's teacher story from last year's Blogging and Beyond.

http://www.gcast.com/user/babydean45669/podcast/main

Here's something to check out in your down time.

http://www.thinkfinity.org

Here's a link to a free audio editor.

http://audacity.sourceforge.net/

Here's where I'm sticking my story for revision.

We have a little down time because we were taking a standardized field test this morning, and it's the garbage time between the end of the test and lunch.

I explain to one student how, genetically, two little people could produce a child of normal height. It's always fun to draw a Punnet square, and I think I am quite tactful in my avoidance of the word "midget" in answering his question, "How come two midgets can have, like, a normal kid?"

(He spotted a little person while he was wandering around town after school yesterday. This seemed to weigh heavily on his mind.)

He blurted this question out in the middle of the test. I waited until the end to answer it because we were taking the science section, and while I don't think it was his coy way of getting me to explain dominance and inherited traits so he could artificially boost his score since I noticed he was mainly just filling in bubbles then putting his head down, I figured why take the risk.

Now, everyone (including Mr. Nolte) is having a little independent computer time. One student got bored, walked up to my board and started making an idea map eerily similar to the one we'd been working on in class for our literary analysis papers for an entirely extracurricular short story he has been working on.

Do you know that feeling when you blow a soap bubble and you try to push it around with your hands a little bit so it doesn't touch the ground and burst but you don't want to graze it too hard because it will burst then too? I have that feeling right now while he covers more and more of my board with red marker.

Ian, I enjoyed reading your blurb from the classroom.  I really liked you "bubble" analogy.  It's a great word picture filled with meaning and allows me to connect with what you were feeling and experiencing that day.  I was interested in why you used the word "garbage" for that time in between the end of the test and lunch.  It seemed like a strong word.  Thanks. Ford