I've been the web manager of Weber School District in Utah since 2005. My background is primarily in information technology, but I quickly took an interest in assisting educational organizations around Utah incorporate technology into their existing programs. I assisted the Utah Association for Supervision and Curriculum Development and developed a new web site for them, with a registration and payment processing system for their annual conference. I also became associated with a couple charter schools in my area, and developed web sites for them, set up servers, and helped them with their technology plans.
I didn't necessarily seek out these opportunities. They just kind of opened up to me, and I gravitated toward them. It was about this time I was thinking about pursuing a Master's degree. I have a Bachelor's Degree in Computer Science, but I felt it was time for the next phase of my education. My first thought was to find an online Computer Science or Information Technology program, since an online program would be more practical for a full-time worker with a family. After looking at the major options, I narrowed it down to Western Governors University or Walden University. Yet after examining the course offerings from each program, it all sounded so … well … boring. Then I realized I don't really like computer science. I don't use much of what I learned in my undergraduate computer science classes, and most of my useful learning has been on-the-job.
I needed something different. I thoroughly enjoy my job, but it's not so much because of the IT aspect, but the education aspect. I figured since I was in a position of teacher support, I should learn what technology tools our teachers need to excel at their jobs. I turned my attention to teacher programs, and Boise State University's Educational Technology course offerings just seemed relevant. Even though I wasn't really sure how much was involved in instructional design, evaluation, or any of the other core classes for the Master's program, I recognized their importance in the field of education.
Instructional systems design places a focus on analyzing, designing, developing, implementing and evaluation (AECT, 2000). These are key components in systematic design, and for this standard I selected the final instructional design project I completed in EDTECH 503. "Digital Parent: Facing Facebook" is a workshop for parents on understanding how to communicate with their children about Facebook, and what they should and shouldn't be concerned about with the social networking service.
Designing the workshop involved the ADDIE (Analysis, Design, Development, Implement, Evaluation) process (Gustafson & Branch, 2002), a systematic approach which ensures that learners' needs are addressed and materials are continuously revised. This project allowed me to carefully consider the process of design, and adapt the instructional model to best suit the goals and objectives.
As the culminating project in EDTECH 506, I developed an online course entitled "Establishing Your Professional Learning Network." The course is aimed at educators, during which they learn how to use social networking tools, such as blogs, social bookmarking services, and Twitter for learning purposes. For this course I created seven different graphics that follow the Contrast, Alignment, Repetition, and Proximity (CARP) principles. These are fundamental aspects of message design that allow viewers to effectively recognize and comprehend the crucial information conveyed by the graphic (Lohr, 2007). Each of my graphics throughout the lesson focuses on the important and relevant points of the information conveyed in the text that I wanted the learner to particularly remember.
I learned that message design is a highly important part of effective instruction. A well-designed graphic can emphasize and reinforce key principles the instructor is conveying through textual, verbal, and other forms of transmission. Conversely, a poorly designed graphic can confuse or hinder the learning potential of the viewer. The absence of graphics can also be detrimental, but ultimately the content is the key. Even a well-organized and competently written text-only document can be effective for instruction, if it follows the principles of selection, organization, and integration (Lohr, 2008).
For my final project in EDTECH 532: Educational Games and Simulations, I designed and created a game-based simulation in Second Life. In the game, players learn the basic Second Life building skills by constructing "prims," or the rudimentary "building blocks" of Second Life, to hold off an advancing barbarian horde. The instructor stands in a tower in the middle of the action, monitors the events, and shouts helpful advice. The instructor also explains how to correct mistakes. For example, part of the activity involves learning how to set the prims to a "physical" mode. If they are not in the proper mode, the barbarians will walk right through them. It is the job of the instructor to advise and explain how to rectify problems such as these, before the barbarians reach the tower.
The game adopts a situated learning model. Situated learning is an instructional approach in which the context becomes important to the learning process. Students learn concepts and skills in the same situation, often simulated, in which a real-life application would occur (Lave & Wenger, 1991). In this case, participants learn how to build in Second Life while they're actually in Second Life. Players also work in teams in a hands-on, constructivist style, as they collaboratively coordinate their building efforts. Since the barbarians are numerous, and come from all angles, it is imperative that players work cooperatively, and build the blockade as organized and quickly as possible.
As part of my "Facing Facebook Survey" workshop from EDTECH 503, I created a needs analysis survey for the potential participants of my course. Since the workshop was aimed at parents, I collected results from parents of varying ages of children, using both qualitative and quantitative measures, on their children's Facebook usage and the parents general concerns about social networking and Internet safety.
From this activity, I learned how to analyze data and produce meaningful statistics on learners. I also learned that it's important to use the data gathered from a learner analysis before creating instruction, otherwise designers may find they designed their instruction for no one. I had some ideas about what I would cover in my workshop, but the survey results steered my instructional design in certain directions. For example, a significant number of parents believed there was little to no privacy on Facebook, so I arranged extra time for discussing how to secure a Facebook account from unwanted viewers.
The most in-depth participant characteristic analysis I've conducted was my "Evaluation of Moodle as an Online Classroom Management System" project I completed for EDTECH 505. In this evaluation, I gathered data on how Weber School District's implementation of Moodle benefits our teachers and students, and the effectiveness of our course management system in a hybrid learning environment. I discovered that both students and teachers believe Moodle eases the assignment preparation, submission, and grading processes, but is lacking in collaborative learning advantages. From the evaluation, I learned how to use predetermined criteria to gauge and analyze different responses and synthesize them into comprehensive and meaningful results.
Despite everything becoming digital, print technologies is not solely about paper-based material. The basic concepts of printed material production branches to digital media. My "Glog About Virtual Worlds" represents a graphically appealing summary of the kinds of activities possible in virtual worlds. The way printed material looks directly impacts its ability as a learning tool, and in this "glog" I used different colors and relevant graphics to draw attention to each activity.
The graphics in my "Establishing Your Professional Learning Network" online course are my other example of print technology. In creating the graphics, I designed them to appeal to myself, since I'm largely a visual learner, and lay a foundation for the written instructional text and videos I share. At the same time, I realize I shouldn't focus too heavily on any one learning style, since the way I like to be taught isn't necessarily the way other students prefer.
My EDTECH 504 "Educational Technology and Learning" presentation I created in Google Docs is about the role, importance, and application of educational technology. Each slide is preceded by a graphical representation, followed by an explanation of a key concept and a description of how the graphic ties into it. The idea is that the graphics act as both a visual stimulus and a mnemonic device for the metaphor, and the combination of visual and textual information strengthens the delivery of each concept. The EDTECH 503 "Instructional Design Presentation" slides apply a similar process. In this case, however, each graphical metaphor is explained in simpler terms on the following slide, with boldfaced words identifying the primary object of the image.
For Weber School District's summer technology conference in 2009, one of our keynotes was actually a group of six Technical Services Department's staff members sharing their insights into how Weber School District's manages and deploys various technology tools. Each staff member spoke for about five minutes, comprising a 30-minute keynote presentation. All the speakers sent me PowerPoints they created for their presentations, and I created a Prezi based on the slides.
I quickly learned that making a good Prezi is significantly different from designing a good PowerPoint. There is more freedom in the design elements. For example, I created a circle for each speaker's presentation, and put all the text and graphics inside. The Prezi zoomed out to each circle between each speaker, giving the viewer an overall sense of the topics covered. Pertinent keywords and graphics were enlarged to foreshadow what would be discussed, and reinforce the presenters' topics when they were finished speaking. When subtopics were discussed, I turned those into smaller objects encapsulated inside the text and graphics of the parent topic, and the Prezi would zoom into and focus on these, instilling the notion that the speaker was "diving deeper" into the concept being discussed. The DigiKnow Prezi artifact demonstrates my competencies in creating interactive presentations with audiovisual media which, while linear in nature, presents instructional concepts in both real and abstract forms.
In 2007, I developed a media-sharing site for Weber School District called WeberTube. It has been one of our most popular sites since it was launched. I believe that whenever a school or district blocks something useful for educational purposes, it is obligated to provide an alternative. Our school district blocked YouTube (although we recently opened it up to our teachers), but WeberTube was our answer to that.
Teachers all over the district were able to upload and share videos in their classes. They use webcams and digital cameras to record students' presentations, reports, classroom activities, and school newscasts, then share them on WeberTube and embed the videos on their blogs. They can record their lectures each day and share them for students who may have missed class. Over 4700 videos have currently been uploaded to WeberTube.
I later implemented the ability for teachers to publish directly from WeberTube to their district blogs, and also added document support, so teachers could upload Microsoft Word files, PowerPoints, PDFs, and virtually any other type of document file. Sites like TeacherTube allow document uploading, but they leave out the ability to embed them, and this became a valuable part of WeberTube. Teachers are able to directly embed their PowerPoint lessons and other course material on their blogs, and share them so students can review previous lesson material. Over 1500 documents have been uploaded to WeberTube since this feature launched in 2010.
WeberTube highlights a major focus of research I will be pursuing following my graduation from the M.ET. program. There are several sites like TeacherTube and SchoolTube which provide an education-related media-sharing service for teachers. However, they act more as YouTube clones, instead of being built from the ground up to address the unique needs of educational professionals. They miss one major point: Teachers don't just teach with videos. Historically, they've taught with curriculum-based lesson plans, which may or may not include videos. I'm currently in the process of creating a new, open source media-sharing site from the ground up which directly maps all content directly to U.S. state curriculum standards. Moreover, the various curriculum standards and objectives are mapped to each other, so degrees of relation can be established between various states (and eventually other countries). With this, I hope to create a system that directly analyzes and ties various forms of media to learning objectives, enabling teachers to easily find the most relevant content for their lessons.
My creation and ongoing development of WeberTube meets this standard, as it demonstrates my ability to manage and deliver a system for computer-based instructional materials, with data organized and optimized for K-12 teachers and students.
My "Virtual Tour of British Castles" I created for EDTECH 502 is a good example of integrated technologies. It combines an interactive map, videos, photos, Wikipedia articles, and other web sites to deliver a concise representation of five famous castles in Great Britain. Viewers discover the answers to prompted questions, by researching the resources provided. These self-study opportunities provides an engaging way for learners to experience different facets of the castles, reinforced by the audiovisual media.
The "Establishing Your Professional Learning Network" online course I created for EDTECH 506 further demonstrates integrated technologies, by harmonizing written, audio, visual, and interactive media together. Participants are guided through a learning experience which combines all these media types, and involves hands-on constructivist learning opportunities as they learn about social networking tools.
Media can add vividness and authenticity to learning experiences. At the same time, overuse of simultaneous media can overwhelm a student's cognitive load, so the right balance has to be taken into consideration (Cairncross & Mannion, 2011). My "WebQuest on Digital Citizenship" I created for EDTECH 502 illustrates what I consider a good balance and diversity of media. I selected the media-based activities carefully to provide relevant learning experiences in accordance with the specifications for the assignment. Participants review two slideshows, a video, and two articles, then and collaboratively discuss the characteristics of each. After this, they create a collaborative blog post, and individually create a Prezi demonstrating the concepts of digital citizenship they learned. These constructivist activities, combining both written (blog post) and visual (Prezi) media, encourage participants to think carefully about the most important aspects of social content awareness, mobile media, and leaving a positive "digital footprint," then consolidate it into summarized media formats.
I've selected two artifacts for the Diffusion of Innovations standard. The first is a paper entitled "The Case for Ed Tech" which I wrote for EDTECH 501. In the paper, I responded to an email I received from a parent, and argued for the adoption of educational technology in education. K-12 students today are already immersed in a digital environment, and it is a mistake to think educators can simply ignore their natural curiosity and drive for technology tools. Instead, teachers should use that passion and demonstrate how to use the tools for educational purposes. Technology skills are crucial in the modern workplace, and students will enter the workforce deprived of these necessary skills if they are not taught in K-12 education (Ringstaff & Kelley, 2002). Students' skills in math, literacy, writing, and logical reasoning improve when technology is introduce (Mouza, 2005), and technology has been to shown to benefit those who struggle with the learning tasks in general (Dunleavy, Dede, & Mitchell, 2007). In Weber School District, we recently deployed Kindles to groups of elementary special education students who struggle with language arts skills. Teachers have reported that students' reading has increased 400% since this adoption. They attribute this to the "hip" factor of e-readers, and the fact that these struggling students can mask the lower grade-level of the books they read, avoiding personal embarrassment.
Teachers also benefit from instructional technology in professional development. They can connect to a wide range of educational professionals through the Internet, in ways they never could just 20 years ago. A sense of community improves teachers' commitment to schools, and the connection opportunities afforded by the Internet can positively impact the ways a teacher instructs (Hausman & Goldring, 2001).
My second artifact for this standard is the email correspondence I initially wrote to the principal and technology coach at a charter school. In September 2011, I began working with Quest Academy, a technology-driven K-6 charter school in West Haven, Utah. They are looking to align their curricular standards to best practices in educational technology, and create learning opportunities that leverage the technology to optimally engage students and make them better digital citizens.
Quest Academy was initially looking to set up teacher blogs and a media-sharing site for uploading videos and documents. During the correspondence, I proposed two possible open source applications that could accomplish this: WordPress, and phpMotion with some extra customization to allow for document uploading (I eventually settled on a third one called jVideoDirect, due to its relative ease in implementation). I also suggested other possibilities such as giving students the ability to host their own portfolios, blogs, and coordinate with other classrooms around the world to involve their students in technology-based cooperative learning remotely with other students. This would provide a strong basis for a social constructivist learning environment.
During our first face-to-face meeting, I learned more about their server infrastructure, and discovered that Quest Academy was in the process of building a junior high school. I suggested they buy a new server capable of virtualizing different operating systems that could be used to expand with their future development efforts over the next several years. They agreed, and I am currently working with them on the setup of the new purchased equipment, and have set up their teacher blogging system, which will continue to develop as more teachers adopt it through Quest Academy's training efforts.
My artifact for this standard demonstrates my competency by communicating how I planned to bring about change in Quest Academy's operation, how I raised awareness of the possible solutions to the problems Quest Academy faced, and how I engineered the solutions and implemented them in Quest Academy's infrastructure. With my assistance, Quest Academy has already begun to see significant changes in how teachers embrace technology, and is transforming into a technology-using school that seeks out and adopts the best instructional and learning practices for their students.
This standard applies well to my position as a "technology facilitator" than a classroom teacher. Even if I'm not physically using the technology with my own students, I'm able to impact my school district, and steer the direction the organization moves with how I implement different solutions.
Games provide a meaningful interactive environment for problem-based learning (Kiili, 2005). In this learning model, students form strategies to address clearly-defined problems the teacher has introduced into the game world, and test their hypotheses in the game world, which gives immediate feedback and allows student reflection and re-testing if necessary. In my paper, I lay out strategies and examples for problem-based learning activities. For example, students playing Sid Meier's Civilization can be instructed to attempt to resolve a military conflict peacefully, and the turn-based game allows students to retract their moves when they fail, revise their strategies, and attempt a resolution again.
The Copyright Scavenger Hunt activity I completed in EDTECH 502 gave me an opportunity to investigate and study the Fair Use laws in the U.S., and how they apply to teachers. I have found this is an area where many teachers are uninformed. It's not uncommon for teachers and school districts to receive copyright violation notices from individual or corporate copyright holders, but if educators were more properly informed on appropriate use of copyrighted material, and learn how to find and use public domain or Creative Commons-licensed material instead, there would be fewer complications and lawsuits. The scavenger hunt activity provides links to external resources on the web, and quizzes the participants on what they read.
I often encounter teachers in my school district who are unfamiliar with the fair use standards (purpose, nature, proportion, and marketability), and how to apply them to their instructional tasks. I regularly remove videos teachers uploaded to WeberTube, my district's media-sharing site, that violate copyright and fair use laws. Whenever this happens, and it typically does at least once every three or four weeks, I use it as an opportunity to educate the teacher on appropriate use of the media. Many teachers rationalize using copyrighted materials by insisting they will only use it behind password-protected logins in Moodle, but if the material does not meet the four fair use standards, the use is not acceptable.
Online learning is an increasing trend, and as they become more popular, it is increasing necessary that students understand the impact their online interactions have on others. My "Netiquette" artifact I created in EDTECH 502 provides some straightforward rules to adhere to when communicating online. As Weber School District expands its hybrid learning presence, and also moves toward fully online learning, it is vital that students recognize the importance of leaving a positive "digital footprint." I plan to eventually teach online courses, and an understanding of the netiquette rules I outlined will be required of all my future students.
For the Project Management standard I selected my "Evaluation of Determining Instructional Purposes" project I completed with the cooperation of a classmate, Jason Mackenzie, in EDTECH 505. The purpose of an evaluation is to produce statistical data that helps sponsors and staff members choose appropriate resources, identify areas in need of adjustment, become aware of program strengths and weaknesses, and understand the outcome of actions conducted in a program. The evaluation was written to a fictitious organization marketing training packages to school districts, but addressed all these elements.
The proposed evaluation laid out an itemized budget of services, and schedule for monitoring participants at varying stages of the program. This project was an exercise in assisting an organization to choose, improve, and measure the instruction and learning process, and helped me understand the importance of adopting a defined, systematic process to recognize the aspects of a program.
My artifact for this standard is a blog post I wrote about the general cost savings of thin clients, inspired by an experience I had budgeting, organizing, and setting them up in a school.
I'm one of the founding members of Venture Academy, a charter school in Marriott-Slaterville, Utah. In 2007-2008, my cousin Norm Bagley and I comprised the technology team for the school, and correlated with the principal to determine a technology budget plan. When we came on board, the school's entire technology budget for the initial start up was $30,000. The principal had plans to leave out a dedicated computer lab from the school, and instead put a mini-PC lab in every classroom. Each PC would be equipped with Windows XP, and software like Adobe Photoshop and Microsoft Office. Then laptops could be carted in as necessary, to fulfill the remaining gaps. The idea was to keep the learning environment uninterrupted, so students wouldn't have to walk to a separate lab on a predetermined schedule.
We broke the budget down into each individual component, received quotes on educational licenses, shopped around for the best deals on hardware and servers, and calculated how much the essentials would cost. It was concluded that the original plan was financially unrealistic, since with new computer and software licensing costs, this nearly quadrupled our available funds just to put desktop PCs in the school, each with its own software. That didn't even count the laptops that had to be purchased to be carted in, and it left no room for servers, wiring, and other hardware and software the school required.
We concluded that we could solve the problem with thin clients. We started asking the community for donations of old PCs, and eventually received about 100 workstations and monitors, with enough peripherals. Following this, we removed the hard drives from each, only left minimal RAM modules, and installed a network card (which cost about $9 each) that allowed the computers to boot off a network. Then we set up two thin client servers which cost about $2000 each, and used ThinStation to allow these bare-bones PCs to boot into an instance of the server's operating system. The other advantage was that only one license of each software such as Photoshop and Office needed to be installed, instead of 100, resulting in significant savings to the school. This has allowed every faculty and staff member to have access to premium software for instructional use, at a fraction of the originally anticipated cost.
I'm the administrator of Weber School District's Moodle server, so I have quite a bit of experience with managing the overall system which delivers instructional content. Many of the students in our district come only have lower-end computers in their households, and many in the rural areas still use dial-up Internet connections. I manage the Moodle server, and frequently optimize it to more adequately meet the minimal hardware requirements of our users. I also provide direct support for Moodle-using teachers, and indirectly support the students when they mention technical errors to their teachers.
In addition to managing the delivery from a strictly technical end, I've also earned experience directly supporting my own online courseware. I built an online course I built in EDTECH 522, titled "Creating a Social Bookmarking Network with Diigo." This course was specifically designed for Janat Hetrick, an English teacher. During an interview with Ms. Hetrick, I assessed her unique learning requirements, and determined an appropriate tool that would benefit Ms. Hetrick and her colleagues: the social bookmarking tool Diigo. This activity helped me understand how to pay attention to a user's technical requirements, and design instruction specifically addressing the learner's needs while providing continuing support.
My selected artifacts for this standard are the "Blog and Wiki Usage" design document I created for EDTECH 503, and its accompanying survey. The survey functioned as a needs analysis for learners prior to their participation in a workshop on using blogs and wikis for educational purposes. It allowed me to gain an understanding of the technical requirements and expertise of the learners, as well as their prior knowledge related to the instruction. The artifacts concretely demonstrate the research conducted to plan and organize the workshop, according to the learners' needs, and how it helped me determine the format of the workshop.
I've selected my educational technology WordPress blog as my artifact for this standard. This seemed a logical choice for the standard, since the blog's purpose is to manage, organize, and disseminate information, and monitor incoming traffic to see how people find and use the content. Before and during the M.ET. program, I wrote frequent blog posts about my experiences with educational technology, focusing on topics of particular interest to me. The blogging platform allows visitors to leave comments, and I've engaged in some meaningful exchanges, an example being my post Turning Students Into Teachers with Moodle. Teachers can use the blog to post classroom assignments, and hold discussions with their students, who improve their writing skills as they interact with their teacher and classmates. As I demonstrated in my post Why Teachers Should Encourage Students to Blog, students can interact with a much wider audience than typical in a traditional classroom, and become creators, owners and distributors of their own content, which gives the student blog a strong association with constructivist learning theory (Andersson, 2010).
I conducted a study, "Evaluation of Moodle as an Online Classroom Management System," as part of my EDTECH 505 course. Weber School District has used Moodle since 2007, without any real feedback on how it was benefiting the district. Moreover, there were only loosely-defined goals for its usage. This evaluation was beneficial since it forced me to interview and define the district's goals in hybrid learning, and organize questions according to intended objectives. I selected four categories: Collaboration, Attitude, Presentation, and Delivery, and created questions within each of these categories. Three open-ended questions were posed as well.
Since I'm the Moodle administrator for my district, I have access to statistical data on the learning management system's usage, so I discovered the popular Moodle activities from the server logs (assignments, forums, and quizzes), and specifically asked questions pertaining to these. This process proved advantageous to me by helping me identify and obtain a general idea of how teachers use Moodle before the evaluation itself, and later ensure they were using these tools optimally. Analyzing a problem is the intermediary step between recognizing the problem and arriving at a solution, and it involves using data collection and forming decision-making strategies. However, defining clear goals and objectives is an important part of problem analysis, too, and this artifact is an excellent reflection of how I accomplished this.
During my time in the EDTECH program, I've come to realize the value of criterion-referenced measurement in assessment. As one of my artifacts for this standard, I've selected the follow-up assessment I created for my final EDTECH 503 project, the "Facing Facebook Follow-Up." This is a post-survey intended to be conducted a week following the workshop, and assesses how adequately the participants met the instructional goals, as well as the effectiveness and impact of the instruction. This artifact demonstrates my ability to determine a learner's mastery of a subject.
Every year, Weber School District hosts a technology conference called BrainBlast. It is primarily organized by the district's technology coordinator and a 3rd grade teacher in the district, who works part-time in the Technical Services Department. I provide technical support and build the conference web site every year, as well as the registration systems necessary. In 2010, I wrote an evaluation of the BrainBlast 2010 survey results. While I did not write the survey, which primarily used Likert scales but also allowed open-ended feedback, I was able to use the data, as well as the data collected during the registration process, to identify common trends, complaints, and assurances in how participants reacted to the conference. The intent of the survey, and my accompanying evaluation, was that my Technical Services Department would have an idea of changes that needed to be made to make BrainBlast 2011 a better experience.
There were a few changes implemented in BrainBlast 2011 that directly resulted from my evaluation. One was as trivial as getting rid of T-shirts for everyone, since enough participants indicated they were a waste of money. Another common complaint was that the classes were too easy for the "tech-savvy" teachers, and that there should be beginner and advanced classes. After some consideration, we decided every class should be a beginner class, since most of BrainBlast's participants were repeat attendees. We put the school principals in charge of selecting attendees for the 2011 conference, with the instructions to only enroll those who had never attended BrainBlast before. As a result, we were able to tailor our conference sessions to a more like-minded audience.
Another complaint discovered through the survey and my evaluation was that a lot of the sessions were irrelevant. The participants didn't find them very useful. To address this, we created multiple conference "tracks" based on the grades or subjects of each teacher: three elementary tracks, one secondary track, one Career and Technology Education (CTE) track, one Special Education track, and one Administrator track. This approach helped provided optimal, relevant learning experiences.
My evaluation of BrainBlast 2010 satisfies both the formative and summative evaluation requirements of this standard. It is formative in that BrainBlast is an ongoing event which we're consistently trying to improve every year. Any feedback we gain is used as a basis for development of not just BrainBlast, but all our professional development endeavors. It's also summative in that it directly referenced the information gained from the survey results for one specific conference event, and determined if my department was achieving its instructional goals.
I selected "Evaluation of Moodle as a Classroom Management System" as my artifact for this standard. My school district has been using Moodle since 2007, but we had not yet collected any hard data on its effectiveness. This proved to be a great opportunity to do so, especially since a few months previously we made a significant move to train 150 teachers on using Moodle at our summer teachers' conference, BrainBlast. Long-range plans are important to an organization, since they supply a map for guiding future efforts. No one can always accurately predict what will happen in two or three years, since technology changes too rapidly. However, a long-range strategic plan is not intended to be an unalterable agenda, but a timeline that is subject to later revision as necessary, through information gathered from later evaluations. The project gave me the information I needed to make informed decisions about which benefits Moodle provided, and where to direct future improvement efforts in accordance with Weber School District's objectives.
The Master's of Educational Technology Program has provided me with the skills and knowledge I need to make the informed decisions necessary to coordinate my school district's technological implementations and learning processes. The activities in which I have participated are already benefiting my district, and it has been exciting to create projects that I can immediately use in my field of work. I have acquired lifelong learning skills that will guide and help me. I have many planned projects on the horizon that are a direct result of my research and learning in the Educational Technology Program, and I look forward to continuing my journey and exploring educational technology throughout my career.
Andersson, A. (2010). Learning e-learning: The restructuring of students beliefs and assumptions about learning. International Journal on E-Learning, 9(4), 435-461.
Cairncross, S., & Mannion, M. (2001). Interactive multimedia and learning: Realizing the benefits. Innovations in Education and Teaching International, 38(2), 156-164.
Hausman, C. S., & Goldring, E. B. (2001). Sustaining teacher commitment: The role of professional communities. Peabody Journal of Education, 76(2), 30-51.
Lave, J., & Wenger, E. (1991). Situated learning. Legitimate peripheral participation. Cambridge: University of Cambridge Press.
Lohr, L. L. (2007). Creating Graphics for Learning and Performance: Lessons in Visual Literacy (2nd ed.). Upper Saddle River, NJ: Prentice Hall.
Mouza, C. (2005). Using technology to enhance early childhood learning: The 100 days of school project. Educational Research & Evaluation, 11(6), 513-528.


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Webzu is an on-line bookmark site. It allows individual users to share and modify their bookmarks over the Web. Access to bookmark pages can be controlled by allowing either public access or private groups.
User pages are organized by subject, with each subject page attached to a more general subject page. All of the pages are viewable in other ways as well. Each user has an page index, map pages, flat listings, and brief listings for all subject pages that they own.
To access a user's public bookmarks directly, type in the address http://xxxx.links.webzu.org, where xxxx is the name of the user; for example, http://craig.links.webzu.org. Alternatively, you can go to the webzu main page and fill in the form to take you to a particular user's link pages.
To view an index of a user's public bookmark pages, click on the button at the bottom of any of their bookmark pages. New links are stored in a list every time users add a public link to their pages. Access the newest links by pressing the button.
Users can edit their own links online. Here is an example edit page for a link. Also, users can edit the style and color of their pages like CCARH.
Since websites can change addresses or be taken down altogether, bookmarks are monitored monthly for invalid links. If a link no longer points to a valid web address it will be preceded by a red not sign: ¬. This sign indicates that the link was not accessible after an automatic check of the hyperlinks for a user, and warns the web surfer that clicking on the link will result in a 404 error.
Webzu Buttons -- Descriptions of the action buttons found on Webzu pages.
Webzu Toolbar -- Listing of the buttons found in the toolbar.


American actor Traylor Howard has an estimated net worth of $215 million in 2013. She is best recognized for her appearance on the TV seriesTwo Men and also a Lady, where she played the character of Sharon Carter. She is additionally noted for her look asNatalie TeegeronMonk, a TV series aired on USA Network.
Traylor Elizabeth Howardwas produced onJune 14, 1966 inOrlando, Florida, U.S.. After finishing her degree oncommunications and advertising from Florida State University, Howard became interested in playing. She's been married and divorced twice, ending her relationship with Cameron Hall in 1993, and with Christian Navarro in 2006. She's a kid named Sabu from her second husband.
She started off by becoming the face ofAT&T TV advertisements. Finally, she appeared in films such asTill the End of the Night,Confessions of a Sexist Pig, Dirty Work,Me, Myself & Irene, and Son of the Mask. She also appeared on TV shows likeLois & Clark: The New Adventures of Superman,Boston Common,Two Guys, a Girl and a Pizza Place, The West Wing,First Monday, The Division,Bram and Alice, and Nolan Knows Best.
Place Of Birth Orlando, Florida, U.S.
1 After reestablishing their years old friendship in 2004, Traylor got married for the third time to Jarel Portman in 2011, becoming Traylor Howard-Portman.
2 Gave birth to her second son, Julien Portman, in 2012. The child's father is her husband Jarel Portman.
3 In March of 2007, Traylor had appeared as Natalie Teeger, Adrian Monk's assistant, in more episodes of Monk (2002) than Bitty Schram, who played Monk's previous assistant Sharona Fleming. Traylor appeared in 87 episodes of "Monk".
4 Had a son, Sabu Howard, on November 24, 2006.
5 Was listed as a potential nominee on the 2006 Razzie Award nominating ballot. She was suggested in the Worst Supporting Actress category for her performance in the film Son of the Mask (2005); however, she failed to receive a nomination.
6 Member of Pi Beta Phi sorority.
7 Traylor is her mother's maiden name.


text:
Movie Review: DON'T LET GO (2019)
abuh (51) in aaa • 2 months ago
The only things I knew about Don't Let Go was that it was a thriller and that it starred David Oyelowo. That alone was enough to make me want to give it a try.
The plot is really weird. Following the murder of members of his family, Jack Radcliff (David Oyelowo) gets a mysterious phone call from his niece Ashley (Storm Reid), who was one of the murder victims. He figures out that he's actually talking to her in the past, a few days before the murders took place; and thinks that he may be able to prevent her death.
The first thing I thought of after watching this film was 'Black Mirror'. Unlike most 'Black Mirror' episodes I've seen so far though, this one was difficult to follow and in the end didn't make much sense.
One of the trickiest things to attempt to write a plot for is time travel. Very rarely have I watched a film or TV show involving time travel where I've been satisfied. My favourite is possibly 'The Butterfly Effect', which ironically is the reason most time travel films/shows don't really work.
In this case if you try to think too hard about what's happening in the two timelines, and in the way the cross over, you will realise that events and characters would not be the same as a result of attempts to change the past, which would have meant a different future, in which the past might not have then been changed. It's a wicked loop that hurts to think about for too long.
Early on, even while not completely understanding what was happening, I was sort of invested in the two main characters. Oyelowo is a brilliant actor, who gives a solid enough performance. Reid I spent the whole movie thinking I recognised from somewhere, but couldn't place her. She seems like a decent enough young actress, who I'd like to see given a crack at more leading roles. We also get supporting turns from the likes of Brian Tyree Henry and Alfred Molina; but on the whole the cast were not enough to save this film.
If you enjoy weird little paranormal/mystery/sci-fi flicks then perhaps you'll maybe like Don't Let Go; but I'd recommend waiting till it's available for home viewing. I'm not going to say it's a bad film; but it's certainly not worth the price of a cinema ticket.
Movie URL: https://www.themoviedb.org/movie/539651-don-t-let-go?language=en-US
Movie Critic: AA
aaa review dblog marlians neoxian palnet actnearn realityhubs upfundme zzan
2 months ago by abuh (51)
+ partitura.rhb
+ sophia89
+ daldalpapa
+ triplea.cur
+ dpd
+ jayplay.aaa
+ veganomics
+ rosacoins
+ cabinet24
+ rocklee1
+ triple.aaa
+ cn-rhb
+ hf21curator1rh
+ partitura.mar
+ rhb.alfa
+ dblogvoter
+ xyzashu
+ brooklyn-nets
Congratulations @abuh! You have completed the following achievement on the Steem blockchain and have been rewarded with new badge(s) :
You published more than 30 posts. Your next target is to reach 40 posts.
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redpajama_set_name: RedPajamaCommonCrawl


It has been said that rules are meant to be broken… And while that may sound exciting, we all know that breaking the rules can have its consequences. For example, if you drive too fast, you're likely to get a speeding ticket. Likewise, if you don't eat your meat, you won't get your pudding!
Pink Floyd references aside, websites also have rules – and if those rules are broken, there are consequences.
Google commands the internet and its gospel must be heeded if a website is to be successful in search. The "Gospel of Google" rules aren't typically the easiest, fastest, or least expensive route, but the payoff is immense.
So, what exactly does the Gospel of Google proclaim?
A social "Band-Aid" must be present.
These are buttons on your site that link to all social media and review platforms. In order to build trust signals with search engines, there must be a relationship built between your social media / review locations and your website. Brand messaging and key information should be exactly the same in all locations, including business name, address, phone number, URL, industry vertical, and hours.
Schema markup must be accurate.
The social "Band-Aid" discussed above is vital on the front (visible) end of the website, but it is also vital that the back-end of the site reflects the identical information. The schema markup on your site communicates with search engine bots and social media platforms to match up key information including: name, address, phone number, URL, industry vertical, and hours.
Calls to action must be clear and directive.
A call to action is a directive clickable item. Examples would be a clickable phone number or a "Request an Appointment" button leading directly to a form to book an appointment. Calls to action should be useful for visitors and reflect where you'd most like to drive customers.
Site map must be present and submitted to Google.
The sitemap is the technical "road map" on your site that allows search engine bots to crawl the site and know where to find content. It is crucial that the sitemap is accurate and that it is submitted to Google for indexing.
Title tags and meta descriptions must be optimized.
Title tags appear in the top bar or tab of a search engine. They tell users and the search engine the vital information about a website page. Accurate and optimized title tags are essential for search engine optimization. Meta descriptions describe a website page and are visible in search results. They also play an integral role in search engine optimization.
Mobile-friendliness is imperative. Google has substantial consequences for sites that fail their mobile-friendly test. Sites can be checked at https://www.google.com/webmasters/tools/mobile-friendly/. Keep in mind that the pass/fail is crucial, but that a truly quality design will be fully responsive so that it intuitively adjusts its layout to all screen sizes. And, don't forget to keep the navigation simple and straightforward so your information is easily accessible.
Like many rules in life, Google may seem too strict, and not in your "comfort zone," but they're there for a reason. Remember, the rules are different when you speak to your customers, treat your patients, or write a handout; but, in order for you to have customers to educate and patients to treat, you have to get found. And, if you want to get found, you have to follow the Gospel of Google.


The table ODF_OBJECT_COPY_FLAT stores the source and destination project's internal IDs and keep a history of each unique combination of the source and destination projects.
Here is a query to identify the internal ID of a template from which a project has been created or copied from. This does not include task copy.
Sry my ignorance but Related to this "followed by a copy project done from template 'test_template'" i don't know the concept to copy a project, can you give me moe details about that.
"followed by a copy project done from template 'test_template'"
Thanks for the tip Connie!
Is there also a way to check usage of templates for the Copy Task from Template funcionality within tasks?
"I don't know where that milestone came from!!" read the Clarity Incident ticket.
... and by who and when.
This ticket has been closed.


text:
Have You Filled a Bucket Today?: A Guide to Daily Happiness for Kids
Carol McCloudOct 2016
Bucket Fillers
This heartwarming book encourages positive behavior by using the concept of an invisible bucket to show children how easy and rewarding it is to express kindness, appreciation, and love by "filling buckets." Updated and revised, this 10th anniversary edition will help readers better understand that "bucket dipping" is a negative behavior, not a permanent label. It also explains that it's possible to fill or dip into our own buckets.
Since her first book, Have You Filled a Bucket Today? A Guide to Daily Happiness for Kids, was published in 2006, Carol McCloud has authored or coauthored seven additional books on "bucket filling." With a small team of educators, she travels around the world with one goal in mind: to help create happier lives. Carol is a graduate of Oakland University School of Education (Rochester, MI), a certified Emotional Intelligence Trainer, and long-time member of the National Association for the Education of Young Children (NAEYC).
Original pages
Juvenile Nonfiction / Social Topics / Emotions & Feelings
Juvenile Nonfiction / Social Topics / Values & Virtues
Bucket Filling from A to Z: The Key to Being Happy
Carol McCloud
This award-winning book uses the letters of the alphabet to help young and old see the many, simple ways that they can fill buckets and fill their own buckets in return. When you help children become bucket fillers, you give them the key to happiness... for it is in friendship, love, and good will to others that we are truly happy. Bucket filling is easy, as easy as can be. You can fill a bucket all the way from A to Z. Yes, bucket filling is the moment by moment choice to be kind and caring. Teaching and encouraging children to be bucket fillers is one of the greatest gifts you can give to them. Winner of 31 awards and 3 additional honors. For more information on bucket filling or free downloadables and resources, please visit bucketfillers101.com. Publications by Bucket Fillers:•Have You Filled a Bucket Today?•Fill a Bucket•Growing Up with a Bucket Full of Happiness•My Bucketfilling Journal•Will You Fill My Bucket?•Bucket Filling from A to Z•Bucket Filling from A to Z Poster Set•My Very Own Bucket Filling from A to Z Coloring Book•BABY'S BUCKET Book•Halle and Tiger with their Bucketfilling Family•Buckets, Dippers, and Lids
Words Are Not for Hurting
The older children get, the more words they know and can use—including hurtful words. This book teaches children that their words belong to them: They can think before they speak, then choose what to say and how to say it. It also explores positive ways to respond when others use unkind words and reinforces the importance of saying "I'm sorry." Includes tips for parents and caregivers.
The Invisible Boy
Trudy Ludwig
A gentle story that teaches how small acts of kindness can help children feel included and allow them to flourish, from esteemed author and speaker Trudy Ludwig and acclaimed illustrator Patrice Barton.
A simple act of kindness can transform an invisible boy into a friend...
Meet Brian, the invisible boy. Nobody in class ever seems to notice him or think to include him in their group, game, or birthday party . . . until, that is, a new kid comes to class.
When Justin, the new boy, arrives, Brian is the first to make him feel welcome. And when Brian and Justin team up to work on a class project together, Brian finds a way to shine.
Any parent, teacher, or counselor looking for material that sensitively addresses the needs of quieter children will find The Invisible Boy a valuable and important resource. Includes a discussion guide and resources for further reading.
Cheri J. Meiners
What's the best way to solve problems between people? By talking them over and working them out. It's never too soon for children to learn the process of peaceful conflict resolution. This book distills it into clear, simple language and supporting illustrations. Children learn to calm themselves, state the problem, listen, think of solutions, try one, evaluate results, and even agree to disagree when a solution isn't possible. Includes skill-building games and role plays for adults to use with children.
Knowing how to listen is essential to learning, growing, and getting along with others. Simple words and inviting illustrations help children develop skills for listening, understand why it's important to listen, and recognize the positive results of listening. Includes a note to teachers and parents, additional information for adults, and activities.


This black leather boot is produced under fair conditions in Addis Ababa, Ethiopia and can be worn by both men and women. The leather has a waxy finish with soft shimmer. Because of its minimalistic appearance, the KEFF Black Waxy can easily be combined with all sorts of outfits. Its high-top profile makes this boot ideal for autumn and winter but can also be worn in summer with shorts, skirts or dresses.


text:
Can a hurricane hit Virginia?
The wind from hurricanes offers some danger in Virginia, but flooding from the storm surge is the greatest danger on the coastline. The 1667 hurricane may have brought the strongest winds to strike the Virginia coast in recorded history, but not the highest water levels.
Do hurricanes hit Virginia Beach?
Why a single hurricane has not come ashore in Virginia, Maryland or Delaware since 1851. If you stare at a map of where hurricanes have made landfall in the United States since 1851, you'll notice an enormous void over the Mid-Atlantic coast. Virginia, Maryland and Delaware have never been directly struck.
Is Washington DC affected by hurricanes?
While many former hurricanes and tropical storms have affected the D.C. area, only a few actual hurricanes have struck the region.
Has Washington ever had a hurricane?
The 1975 Pacific Northwest hurricane was an unusual Pacific tropical cyclone that attained hurricane status farther north than any other Pacific hurricane.
Has a hurricane ever hit Washington?
The Hurricane of Septem, was one of the most powerful hurricanes ever to impact the Washington area. The storm buffeted the area with hurricane-force winds, causing extensive damage throughout the city and producing twelve fatalities.
Has there ever been a Chesapeake Bay hurricane?
Official records and human memories report strong surges and heavy flooding from these monster storms: the August Hurricane in 1933, Hurricane Hazel in 1954, and, most recently, Hurricane Isabel in 2003. In each case the eye of the storm stayed west of the Chesapeake Bay.
Has a tornado ever hit Washington DC?
Although it is a relatively small geographical area and tornadoes are a relatively rare phenomenon in the Mid-Atlantic region, Washington, D.C. has been hit by at least seven of these damaging storms since modern records have been kept. ... In the same time period (1953–2004), Washington experienced only two tornadoes.
Does Maryland get tornadoes?
Tornadoes generally occur near the trailing edge of a thunderstorm. Maryland usually receives at lease several tornadoes a year. ... The most common time of year for tornadoes to occur in Maryland is April through November, and most occur between 3 p.m. and 9 p.m.
How often do hurricanes hit Maryland?
every 15 years
Will a hurricane hit Maryland in 2020?
MARYLAND — Maryland and the rest of the East Coast could be headed into a brutal hurricane season just after the novel coronavirus outbreak peaks, forecasters say. ... "The team predicts that 2020 hurricane activity will be about 140 percent of the average season," meteorologists wrote on Thursday.
Where do hurricanes hit the most in the world?
Updated to include the 2020 Hurricane Season rankings last updated on -4/3/21 .
Cape Hatteras, North Carolina. every 1.
What part of Florida has the most hurricanes?
Do hurricanes hit California?
A California hurricane is a tropical cyclone that affects the state of California. Usually, only the remnants of tropical cyclones affect California. Since 1900, only two tropical storms have hit California, one by direct landfall from offshore, another after making landfall in Mexico.
Could a tsunami hit California?
More than 150 tsunamis have hit California's shore since 1800. Most were barely noticeable, but a few have caused fatalities or significant damage. The most destructive tsunami to hit California occurred Ma.
What state has the most hurricanes?
Can California get tornadoes?
Tornadoes in California are not unheard of. The state averages a dozen or so tornadoes per year, most of them quick-hitting and weak. Most form in the Central Valley, where low-level southerly winds are accelerated up the length of the valley. ... Storms in California do occasionally rival those of Tornado Alley.
Will California fall off?
No, California is not going to fall into the ocean. California is firmly planted on the top of the earth's crust in a location where it spans two tectonic plates. ... There is nowhere for California to fall, however, Los Angeles and San Francisco will one day be adjacent to one another!
Why can't California get hurricanes?
But to make it all the way to the U.S. West Coast, the storms have to traverse a long stretch of ocean water that is far too cold to sustain hurricanes. ... "Essentially, the very cold water that upwells off the California coast and gives coastal California such a cool, benign climate also protects it from hurricanes.
What was the strongest tornado in California?
Under the right circumstances, tornadoes can occasionally develop under a mere rain shower in California if it's got sufficient spin. The state's strongest tornado on record was an EF3-equivalent fire tornado that accompanied the Carr Fire in Redding in late July of 2018, an hour north of Vina.
What happens to your body when you drink almond milk everyday?
Are nematodes good for your yard?
Are pistachios a good investment?
How much must I earn to pay tax?
Has the rain helped the drought?
What is a VA hardship?
Is Athens humid or dry?
Who found agricultural drone?
Why does Louise wear bunny ears?
Do soil pH testers really work?
What is the purpose of the Morganza spillway?
What is the poorest city in PA?
How many farms closed during the Great Depression?
How do you use lime to harden soil?
What is 2 step on a car?
Does freeze drying kill bacteria?
What does La Martiniere mean?
Does low vitamin D cause weight gain?
What will happen after the rain stops?
Which country makes the best quality clothes?


Professional engineering continuing education (PDH) are known as Continuing Professional Competency or CPC in Alabama.
How many hours of CPC are required for Professional Engineers in Alabama?
Engineers in Alabama are required to complete 30 hours of CPC ever two years.
When do Alabama Engineers and land surveyors renew their license?
Do your engineering courses qualify for credit with the state of Alabama?
Yes, the Alabama Board of Licensure for Professional Engineers and Land Surveyors does not pre-approve providers of engineering continuing education courses. Each engineer has the power to determine which courses meet the board requirements and their educational needs. Our courses include a short quiz at the end of each PDH that fulfill the requirement to show evidence of achievement and completion. Quizzes are graded automatically, and certificates are available immediately upon completion.
What content is approved for Continuing Professional Competency in Alabama?
Technical, managerial, and ethical content that is relevant to the practice of engineering is approved as continuing education for engineers in Alabama. Business skills, professional development skills, computer skills not related specifically to engineering, and subjects that are "elementary" or entry level are not accepted.
Are online courses approved for Alabama Engineering CPC's?
Yes, Internet courses are specifically mentioned by the board as an approved form of continuing education for Alabama engineers and land surveyors.
Can I carryover CPC credits from one period to another?
Yes, a maximum of 15 CPC credits may be carried forward into the next renewal period.
If I have both a Professional Engineers license and a Land Surveyor License, can I double count my CPC (PDH's)?
Yes, a licensee who has both a professional engineer's license and a professional land surveyor's license can cross-claim PDH's when course material is applicable to both licenses.
How do I renew my Alabama Professional Engineer's License?
Who is in Charge of Engineer's licenses in the state of Alabama?


text:
The Usual Response
Chief Thug Chair of the FNUC Board meets with students:
"Clarence Bellegarde, Chair of the FNUC Board of Governors, spent half an hour meeting with concerned students this afternoon - half of that was taken up by a written statement he prepared, leaving only 15 minutes for questions. The encounter left students with a sour taste in their mouths, including the vice-president of the First Nation University Student's Association, Cadmus Delorme.
"Clarence read from a piece of paper," Delorme said. "It doesn't really seem like it came from the heart. It wasn't like his conscience speaking."
Following the student meeting, Bellegarde spoke to the media in a written statement where he asked everyone, including the government, to be patient with the process."
[---]
"There is talk of the University of Regina taking over the institution, which is something students would welcome if it means getting a good education.
"Right now we think of our education, quality education," Delorme said. "It has no price, and if it has to be run by non-First Nation, then let it be. I want the best education I can have.""
Good luck, Mr. Delorme, both to you and your fellow students. Maybe you should have thought of that before you applied for admission, though. Take it from Blair Stonechild, former head of Indigenous Studies at FNUC:
"The relationship between governments and First Nations has gone from one extreme to the other since the 1970s. First Nations went from living under a dictatorial system in which they weren't allowed to make any of their own decisions, to a situation today where government officials are hesitant to make any criticisms or try to intervene in any way to correct mistakes that First Nations' officials make."
"It is essential that First Nations' leaders be held accountable for their actions, including what has happened at the First Nations University of Canada. In light of the above elders' interpretation, it is certainly not against the spirit of the treaties for mainstream society's officials to become involved in giving advice on what the problems are and how they can be rectified. Everyone is in real trouble when First Nations' leaders in positions of power, who are not experts in such matters, nonetheless think they can create a better university without input or advice from "outsiders." Much of the success experienced by the First Nations University (formerly Saskatchewan Indian Federated College) is simply because of a willingness to learn from "siblings" in the type of treaty relationship described above."
No. Corruption and mismanagement is not new at FNUC, and as long as the FSIN has their fingers lurking around the till, it will never change.
posted by Louise at 7:58 pm


text:
Home Home & Office Networking Mobile Carriers
BT sees relief for cable theft headache in scrapyard crackdown
From next month, scrap metal dealers will no longer be able to deal in cash, under a legal crackdown aimed at combating thefts that regularly cause broadband and phone outages for BT customers.
Written by David Meyer, Contributor on Nov. 8, 2012
The UK government is set to crack down on rogue scrap metal dealers in a drive to 'stamp out' metal theft — an issue that has been causing broadband outages and other headaches for telecoms giant BT.
New measures, due to come into force on 3 December, will ban all dealers from paying cash for scrap metal and increase the penalties for crimes under existing legislation. They will also give the police more authority to enter scrapyards and fine rogue traders, the Home Office said on Thursday.
Separately, a 'Scrap Metal Dealers Bill' is set to get another reading in Parliament on Friday. If passed, it will require scrap metal dealers to be licensed.
BT is a vocal supporter of this bill, largely because it loses vast amounts of copper cabling every year to thieves. Its service status page regularly lists broadband and phone line outages due to damage from cable theft, and in February, the company said there has been a "significant" increase in attacks on its networks in recent years as the price of metals has risen.
Phone line theft "can prevent villages from making vital calls to emergency services and can leave severely ill and infirm people disconnected and isolated", BT was quoted as saying in The Telegraph on Wednesday.
The issue is calculated to cost the UK at least £220m each year, though police estimates put the figure at £777m. It is so serious that the Metropolitan Police launched a unit at the end of last year — with the involvement of BT experts — that is dedicated to tackling copper cable theft.
To tackle the problem, BT has tried out 'RABIT' technology, which detects when a cable has been cut and immediately alerts police, and has introduced security measures such as SmartWater, which identifies cables through indelible marking.
"Openreach expects to spend tens of thousands of hours [in 2012] repairing theft and damage to the network, at a cost of millions of pounds, including the cost of repair (time and materials) and the cost of the mitigation actions being taken by BT to combat the problem," BT said in February.
Which metal detectors actually work well and how much should you spend?
How to use Security Keys to protect your Apple ID on your iPhone


You may be intimidated when it comes to choosing a remodeling service provider. You need to be well prepared when you are selecting a remodeling service provider as this normally play a great role. The main question, in this case, is what you need to consider when you are selecting a reliable remodeling company with all the hassle out there. Now that you have big plans of having to remodel your commercial or residential sectors, you need directives. You find that when you are starting, you need to use the main pointers that have been discussed in this extract.
It is time that you carry out extensive researches. You will be able to get the right ways that will ensure that you get to enjoy some of the main things that should be considered when you are choosing a remodeling firm. Having an expert who helps you get all the best services is essential in determining the services that you are going to have.
You need to interview some contractors that have been identified to be professional in carrying out the services. Ensure that you get to ask them a number of questions so that the project is well versed and confident in the services that are being offered.
An interview means so much to you and your contractor and that is why things about price should come afterward. You are supposed to make sure that you have a variety of quotes before you can be sure that you have the best. Do not be fooled to hire the one with the least expensive services it might turn out that the results are disappointing.
Also, the quote that you get should involve the materials cost and also labor work. If the services are very cheap; then you just know that you are likely going to get disappointed at last. The cost of the services you want to get should tell you a lot and this is how you know the real provider and the fake one. This way, you will get a contractor who charges sensible costs.
The evidence that you need is to have a contract to prove that you and the professional had discussed and agreed to something. This is the document which you will use when you need to sue a contractor who goes against your agreement. The results you get should be on how you liked and expected it and not the other way round, and in case anything goes wrong, you have a reason to sue him/her. For instance, you should not be too stick to a due date since something may come up such as bad weather which may prevent work from going on.


text:
Tarsocera southeyae, or Southey's widow, is a butterfly of the family Nymphalidae. It is found in South Africa at medium altitudes from Calvinia in the Northern Cape to Willowmore and Jansenville in the Eastern Cape.

The wingspan is 42–52 mm for males and 50–57 mm for females. Adults are on wing from September to November (with a peak in October). There is one generation per year.

The larvae probably feed on various Poaceae species.

References

Butterflies described in 1969
Satyrini

redpajama_set_name: RedPajamaWikipedia


Reports on the plan of the U.S. Department of Agriculture to increase the budget for scientific research on mad cow disease and related maladies in 2005. Views of Agriculture Secretary Mike Johanns on the research; Impact of the issue concerning the entrance of the disease in the U.S. on the administration of U.S. President George W. Bush; Rejection of the department's plan to reopen the border to Canadian beef by a judge in Montana.
This article reports that Nebraska Governor Mike Johanns will be United States Department of Agriculture secretary under President George W. Bush's second term.
Profiles government officials in the U.S. Department of Agriculture under the administration of President George W. Bush. Secretary Mike Johanns; Deputy Secretary Charles Conner; Communications Director Terri Teuber.


Posted on September 24, 2013, in Frame, News & Updates, Shoring and tagged 215 743-2200, building, cbs, construction, facebook, frame, frame scaffold, Hospital, inspection, News, PA, philadelphia, Philly, pics, Rental, rentals, Repair, Safety, sales, scaffold, scaffold rental, scaffold rentals, scaffold solutions, scaffolding, scaffolding rental, Service, shoring, superior scaffold, Suspended, Swing, System, twitter, youtube. Bookmark the permalink.	Leave a comment.


text:
/** @module react-elementary/lib/elements */

import { mapObjIndexed, nth, pipe, unapply } from 'ramda'
import * as DOM from 'react-dom-factories'

import createFactory from './createFactory'

/**
 * An object of common element factories, like React.DOM.
 * @type {object.<function>}
 */
export default mapObjIndexed(
  pipe(unapply(nth(1)), createFactory),
  DOM,
)

redpajama_set_name: RedPajamaGithub


Inhibition of limb regeneration in the axolotl after treatment of the skin with actinomycin D Supported in part by NIH GRS grant FR-05383-06.
Abstract: In this experiment actinomycin D was used to explore the action of the wound epidermis on underlying tissues during limb regeneration. In axolotl forelimbs the skin was removed from the elbow to the shoulder. Skin from the right limbs was soaked for three hours in actinomycin D (5.0 or 10.0 Μg/ml 0.6% NaCl). For controls, skin from left limbs was soaked in 0.6% NaCl for the same period of time. Each piece of skin was orthotopically replanted, and both limbs were amputated through the treated skin, proximal to the elbow. After an initial healing period, the control limbs regenerated normally. Except for a slightly paler color, limbs bearing actinomycin-treated skin were indistinguishable from the controls, both grossly and histologically, during the first week following amputation. While the control limbs formed early blastemas, no grossly visible evidence of regeneration was apparent in the experimental limbs, but histologically some dedifferentiation was occurring. Normally three to four digits were seen in the control regenerates before blastemas appeared on the experimental limbs. By 35–40 days blastemas had appeared on most experimental limbs. These developed very rapidly, and within a short time many of them had attained levels of development close to the controls. Actinomycin D temporarily suppresses formation of the apical epidermal cap and the subsequent aggregation of dedifferentiated cells into a blastema. When the effect wears off, an apical cap forms and the dedifferentiated cells quickly organize into a blastema and begin to differentiate.


text:
INTERVIEW: Golf talent Rayhan Thomas determined to work his way to the very top 23/09/2016
INTERVIEW: Golf talent Rayhan Thomas determined to work... 23/09/2016
Rory McIlroy takes selfish view over Race to Dubai exemption
Rory McIlroy admits he has to take a "selfish view" of his special exemption to remain in the Race to Dubai, despite the...
Rory McIlroy takes selfish view over Race to Dubai... 6/10/2015
Thorbjorn Olesen takes three-shot lead into last day of Dunhill Links Championship 4/10/2015
Thorbjorn Olesen takes three-shot lead into last day of... 4/10/2015
Jimmy Mullen leads Alfred Dunhill after Round 2 in... 3/10/2015
Different Strokes: Jordan Spieth tops $22m for the... 30/09/2015
Rory McIlroy gets European Tour Final Series clearance 2/09/2015
Tiger Woods insists he won't give up in hunt to... 30/07/2015
INTERVIEW: Anirban Lahiri looks to build upon strong... 23/07/2015
#360view: Jordan Spieth driving golf to the masses with... 22/07/2015
St Andrews' Road Hole 17th proves the trickiest... 22/07/2015
The Open: Winners and losers from St. Andrews 21/07/2015
Danny Willett inspired to push on by his Open... 21/07/2015
Three-putts and average front nine costly for Louis... 21/07/2015
#360Snapshot: The Open final round, latest transfer... 20/07/2015
VIDEO: Sergio Garcia and Anirban Lahiri asked about... 20/07/2015
VIDEO: Paul Dunne, Louis Oosthuizen and Jason Day... 20/07/2015
Jason Day puts illness behind him to challenge in a... 20/07/2015
Joy's Open Diary: St Andrews may need further... 20/07/2015
Padraig Harrington backs himself to perform under... 20/07/2015
Amateur Paul Dunne is leading the chase going into... 20/07/2015
David Duval shows no signs of aging in a throwback... 19/07/2015
#360View: R&A ridiculed for poor decision-making at... 18/07/2015
The Open left in limbo as high winds cause suspension... 18/07/2015
DUBAi pays tribute to R&A chief executive Peter... 18/07/2015
VIDEO: British Open farewell humbling – Tom... 18/07/2015
India's Anirban Lahiri remains in contention at... 18/07/2015
Marc Warren strikes 69 to keep himself in Open... 18/07/2015
Joy's Open Diary: Nick Faldo overcomes freak... 18/07/2015
Dustin Johnson takes command of Open Championship at St... 18/07/2015
Open Championship Player of the Day: Adam Scott 17/07/2015
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Alicia Vikander is the first Swedish actor to win an Oscar since Ingrid Bergman in 1974. But who is this rising star?
Her international breakthrough came in 2012, when she co-starred in the British adaptation of historical epic 'Anna Karenina', and in the Danish costume drama 'A Royal Affair', nominated for a best language film Oscar.
But while the 27-year-old brunette was hardly a household name three years ago, last year she appeared in at least four major movies, including British sci-fi psychological thriller 'Ex Machina', where she starred as the humanoid robot Ava and for which she was nominated for a Golden Globe.
"It's been suddenly wonderful to be introduced in rooms to meet actors and filmmakers and people behind the cameras that I've looked up to my entire life," she said.
Born in Sweden's second city of Gothenburg in 1988, Vikander initially dreamed of becoming a ballerina, studying at the Royal Swedish Ballet School in Stockholm before injuries cut her dance career short in her teens.
Her focus then turned to acting, and her on-screen career gained traction after appearances in Swedish short films and the popular television drama series 'Andra Avenyn' from 2008 to 2010.
Vikander said she found parallels in her roles in 'Ex Machina' and 'The Danish Girl', with both the android Ava and Gerda pondering what it means to be a woman.
At a White House event for 'The Danish Girl', for which she became the first Swedish actor to win an Oscar since Ingrid Bergman in 1974, celebrating lesbian, gay, bisexual and transgender people in the media, several attendees said they were moved by her portrayal of Ava.
"Three trans women came up to me separately to tell me they had felt such a connection with Ava in 'Ex Machina', and her dream of finally coming to full female fruition," Vikander recently told British newspaper The Guardian.
Growing up in Sweden, a country famous for its focus on gender equality, it is perhaps no surprise that Vikander takes a strong stance on women's issues. In 2015 she joined a number of fellow actors, both male and female, criticizing the Hollywood gender pay gap.
"It's all about information," she said. "It's all about bringing awareness, to educate people and the more you bring something into the limelight I think it makes, maybe not the biggest step, but small steps and you will continue to make change."
5. What's next for this Swedish star?
Vikander has scored a role in the upcoming 'Jason Bourne' sequel, which will see Matt Damon return to the big screen as the amnesiac super spy. "It's great," her agent told The Local when news of her part in the action flick was first announced last year.
The Swede is currently dating German-Irish actor Michael Fassbender, but has consistently declined to speak about it in public, even going so far as to refusing to smooch for a kiss camera at the Bafta Awards earlier this month.
However, the shy pair seem to have learned from the awkward experience and, to the delight of the audience, shared a kiss before Vikander went on stage to accept her Academy Award on February 28th. They reportedly met while playing a married couple in upcoming drama 'The Light Between Oceans'.


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Джонстаун () — місто () в США, в окрузі Лебанон штату Пенсільванія. Населення —  осіб (2010).

Географія
Джонстаун розташований за координатами  (40.412978, -76.480732).  За даними Бюро перепису населення США в 2010 році місто мало площу 1,64 км², уся площа — суходіл.

Демографія

Згідно з переписом 2010 року, у селищі мешкало  осіб у 701 домогосподарстві у складі 515 родин. Густота населення становила 1160 осіб/км².  Було 718 помешкань (437/км²).

Расовий склад населення:

До двох чи більше рас належало 2,3 %. Частка іспаномовних становила 5,6 % від усіх жителів.

За віковим діапазоном населення розподілялося таким чином: 29,2 % — особи молодші 18 років, 62,1 % — особи у віці 18—64 років, 8,7 % — особи у віці 65 років та старші. Медіана віку мешканця становила 32,4 року. На 100 осіб жіночої статі у селищі припадало 105,3 чоловіків;  на 100 жінок у віці від 18 років та старших — 98,1 чоловіків також старших 18 років.

Середній дохід на одне домашнє господарство  становив  доларів США (медіана — ), а середній дохід на одну сім'ю —  доларів (медіана — ). За межею бідності перебувало 8,0 % осіб, у тому числі 8,4 % дітей у віці до 18 років та 6,8 % осіб у віці 65 років та старших.

Цивільне працевлаштоване населення становило 849 осіб. Основні галузі зайнятості: освіта, охорона здоров'я та соціальна допомога — 21,9 %, виробництво — 17,6 %, роздрібна торгівля — 11,1 %, мистецтво, розваги та відпочинок — 8,5 %.

Джерела

Містечка Пенсільванії
Населені пункти округу Лебанон (Пенсільванія)


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Home Latest News Eye damage unlikely from laser pointer attacks
Eye damage unlikely from laser pointer attacks
Image: Netweb01 CC BY-SA 3.0
Laser pointers do not cause long-term eye damage to pilots, a recent editorial published in the British Journal of Ophthalmology (BJO) says.
The editorial notes that more powerful hand-held lasers have proliferated in recent years. Class 4 laser devices with power of up to 6000 milliwatts can be bought freely on the internet and warns that these 'are capable of causing irreversible retinal damage if directed into the eye over short ranges, up to several metres'.
The authors say pilots are at less risk because of the greater distance lasers shone irresponsibly at aircraft from the ground have to cover, and the protective effect of the aircraft windscreen.
'Fortunately, these exposures are at irradiances that are incapable of producing irreversible retinal damage even at distances of 100 metres,' the BJO editorial says.
The authors note there has only been one reported case of retinal damage to a pilot as a result of a laser pointer being directed at an aircraft.
The case was reported in Aerospace Medicine and Human Performance earlier this year, detailing how a pilot suffered retinal laser burn after a blue laser beam was directed at his aircraft, which was at 1300 feet.
The editorial describes this case as 'suspect, 'arguing that the distance 'would suggest insufficient energy could have entered the eye to produce irreversible damage, and that the reported eye anomaly 'is in the wrong location, the wrong shape and resulted in an extremely transient reported loss of visual acuity with full recovery.'
'The profession should be reassured that standards and international guidelines to protect individuals against laser radiation are based on extensive empirical data derived from exposures in monkeys and crosschecked with exposures in man,' the authors say
However, the BJO has no sympathy for those who shine lasers at aircraft.
'The practice is, however, totally unacceptable, given the potential consequences of distracting a pilot at a critical time and has now resulted in prosecutions and in some cases prison sentences.
'Unfortunately, even with the possibility of custodial sentences, such incidents are on the increase with more than1500 such incidents being reported in the last 12 months within the UK.'


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