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During the 1800s the Industrial Revolution spread rapidly throughout Europe, Asia and North America, specifically the cities of Britain, than Tokyo, Pittsburgh and New York. Even though Britain being to experience the effects of a massive industrial boom, the use of steam powered machines everywhere led to the increase in the number of factories, particularly textile factories. With the number of factories exponentially increasing, people from the countryside migrated to towns within a closer proximity for better paying work. The wages of a farm worker were very low in comparison to a textile worker, and were also scarce during this changing period. As the factories increased production, the need for an influx of workers was imminent. Cities soon began to overflow and people crowded into rooms rented to several families at once. However, the transition from manual labor and animal based economy towards machine manufacturing erupted textile industries, the development of iron making techniques and the increased use of refined coal further enhanced production quantities. Trade expansion was specialized with the introduction of canals, and improved roads and railways.
Historically in US, Pittsburgh represents one of the major precedents related to heavy industry and post industrial economic struggle. The war of 1812 was the turning point in Pittsburgh's self sufficiency due to the cutoff of British goods. This stimulated American manufacturers, so by 1815 Pittsburgh became a large producer in America's metal industry such as iron, brass, tin, along with an assortment of glass products. Production of steel began in 1875 and by 1911 Pittsburgh was producing half of the nation's steel. By the 1970s foreign competition and the outsourcing of industry and service led to the collapse of the steel industry, and by 1980 many of the major corporate headquarters had relocated overseas. By the 1970s foreign competition such as Germany and Japan pressured the United States steel industry. By the 1980s the coke and iron deposits were now depleted, raising material costs. The larger mills faced heavy completion from large non union "mini-mills" with lower labor costs, completely diminishing the local market. As the steel production decreased the amount of jobs did as well along with the population. The shrinking city caused a ripple effect throughout the region. With the loss of manufacturing jobs, trade weakened with linked industries such as railroads, mines, and other related factories across the territory.
In 1898, the modern City of New York as "Metropolis" was formed with the consolidation of the independent City of Brooklyn, joined to Manhattan by the Brooklyn Bridge. Throughout the first half of the 20th century, the city became a world center for industrial production. Rapid Transit began operating in 1904, and the railroads operating out of Grand Central Terminal and Pennsylvania Station thrived. For a while, New York City became the most populous city in the world, starting in 1925 and overtaking London, which had reigned for a century. Despite the effects of the Great Depression, the 1930s saw the building of some of the world's tallest skyscrapers, including numerous Art Deco masterpieces that are still part of the city's skyline today. Both before and especially after World War II, vast areas of the city were also reshaped by the construction of bridges, parks and parkways coordinated by Moses, the proponent of automobile centered modernist urbanism in America. The introduction of steam power fuelled primarily by coal, wider utilization of water wheels and powered machinery primarily in textile manufacturing underpinned the dramatic increases in production capacity. The development of all metal machine tools in the first two decades of the 19th century facilitated the manufacture of more production machines for manufacturing in other industries. The effects spread throughout Western Europe and North America during the 19th century, eventually affecting most of the world, a process that continued as industrialization. The impact of this change on society was enormous but we see later on the decline in these industries due to globalization and the negative effect it took on the environment at the urban scale.
"For any ecological community to survive, no single member can support a destructive role. Man's role historically has been destructive; today or tomorrow it can be totally, and for all life existent, irrevocably destructive." – Ian Mcharg
The following explores how cities are dealing with the decline in manufacturing and the subsequent aftermath of years in industrial pollution. The consequences of the industrial revolution plagued the NY region especially hard in the Red hook area of Brooklyn. The initial downfall began with cities inadequate amount of space required to maintain production at the larger scale. Later the development of an interstate highway system contributed to the movement of manufacturing, wholesale trade, trucking, and warehousing outside of the city, in turn relocating existing jobs miles away. Over time, global trade increased and headquarters were moved over sees. Manufacturing accounted for 1 million jobs in 1950, 0.9 million in 1960, 0.8 million in 1970, half a million in 1980, and 387,000 in 1987. The decline in manufacturing in the country, and the overall movement of production was the cause of over half a million jobs lost.
At the center of Manhattan's trading industry is Red Hook, a waterfront neighborhood first cultivated by the Dutch Settlers in the early 1700s. The initial appeal for this land was based on its isolation from the rest of South Brooklyn, caused by its natural wetlands and creeks. Once the Dutch settled and began to populate Red Hook, these creeks were drained and nurtured as farmland use during the 18th and 19th centuries which were also the busiest years of the areas industrial development era. This era is what formed the current built landscape. Before consolidation with New York in 1898, Brooklyn was the 4th largest city in the country, providing thousands of industrial jobs in waterfront factories and storehouses. Red Hook took a dramatic fall at the turn of the century with the loss of grain terminals, due to a major decrease in the shipping and trade of grain caused by an inland rail transportation. This decrease in trade took an economic toll on Red Hooks waterfront. During the decade after WWII containerization had an enormous detrimental impact on Red Hook's shipping industry. Today we know of Red hook as an abandoned memory of what used to be. Not only does this neighborhood remind us of the once industrial legacy New York represented but it also sports the stigma of being one of the most contaminated sites in the boroughs. This reputation derives mainly from Red hook encompassing the Gowanus Canal, the former boat terminal for trafficking goods. The Gowanus is listed as a superfund site and an overwhelming hazard to the health and esthetics of the community. Poor moderation of waste dumping into the canal during the industrial era led to this high level of pollution. Currently there have been many proposals circulating on how to remediate the Gowanus, particularly interesting was the the rising currents exhibition at the MOMA which featured Red hook as Zone 4.
This proposal merges existing contexts and sustainable integration for the transformation process of the city. In order to accommodate the needs of a post industrial area, the now idle elements will have to adapt to a new process, sequentially serving a new function while revitalizing the existing structures and environment. This design intervention will keep intact a layer of history that once defined the culture of a place while reestablishing an economically stable neighborhood.
Red Hooks industrial fabric defines the architectural feel of the place. These old warehouses form the very culture in which Red Hooks appeal derives. There are three typologies related to a typical warehouse structure which Red Hook consists of. The grain warehouse, typical construction being a flat roof, 4-6 stories in height, 150′-200′ long, 50′-80′ wide, 3-5 bays of arched windows on the short sides facing the water, with timber framed longitudinal arrays of square columns 15′-18′ apart. Examples of this type of warehouse are Pier 41, Beard St Stores, and the Browne St stores. The second typology is Red Hooks manufacturing facilities, which were constructed with solid floor systems to withstand the weight and vibration of machinery. It is organized in an open floor plan so that the maximum area could be seen by a single foreman. Large windows provided light to workers. Red hook was a center for ship repair, in fact many foundries manufactured iron components and machinery for ships. Manufacturing facilities include Lingerwood Manufacturing and Rapid up loaders. Lastly, the reinforced concrete structures of the 1900s where many of Red Hooks manufactures had been organized around a central court. The emergence of reinforced concrete changed the shape of manufacturing facilities with the ability to have large open floor spans as well as large windows to provide daylight. Buildings of this type were also massed around a central core that enclosed the water tank. Advantages for this type of structure were lower fire insurance, larger floor area and quick to build. Current warehouses that exemplify this type of construction is Red Hooks New York Dock Company. It was important for me to specify the types of warehouses present within the urban landscape of Red hook in order to carry out the architecture of my proposal.
Moving on from the architectural relics of Red hook, I now present the environmental and infrastructural site conditions effecting the neighborhood and my proposal for alleviating some of these issues. Red Hook's land forms a natural valley directly into the Gowanus Canal. The Gowanus is a major collector of storm water runoff during heavy rains and hurricane induced sea level rise. Gowanus' current infrastructure does not support storm surges of intense volumes, leaving the sewer system overflowing with raw sewage directly into the canal. The additional sewage does not help with the canals existing post industrial waste build up. The first step in solving Red Hooks overwhelming volume of excess water and contaminated water has to deal with the water acquired from rainfall. Bioswales are implemented at streets along the valley lines sloping east west cleansing grey water before it enters the southern end of canal. Storm water runoff that flows to the northern portion of the canal is collected and stored in ponds of "industrial finger facilities". This grey water undergoes a light cleaning process and is then recycled within each individual program. In addition to storm water collection, an existing historical spring is brought back to its original function creating a constant supply of fresh water produced at this location. The excess fresh water will be released into the canal at the southern end where the incoming salt water tide makes its way north. This concept envisions a full reestablishment of a fully functioning estuary "Little Estuary". At the northern end of the canal we have another condition. In the event of heavy rainfall CSO R-034 is the cause of 121 million gallons of untreated sewage water annually. In addition to the re route of R-034 to a new retention facility. It is this projects intent to envision the idea of treating this water and using it for industrial production purposes.
Red Hooks legacy was that of an industrial driven city. This foundation is no longer present to the magnitude it once was during the turn of the century revolution. My vision is to reestablish a system of 2 new sustainable industries that will bring Red hook back to its prime. These industries will focus on reprogramming existing warehouses, some abandoned and some disheveled from time, as well as establishing an economic base for which a city of this scale can thrive. The first industry I envision is a new form of textile manufacturing. Currently there are 2 locations within New York and Brooklyn that collect plastic waste. These companies store the plastic until it is ready to be compressed into bales. Once plastic is compressed into bales, they are shipped by boat to Asia. Asian companies particularly in China and Japan, crush these bales into chips and carry out a lengthy process turning our plastic waste into a profitable fabric. This fabric is then sold back to the U.S. My proposal suggests rerouting the journey of the plastic bale into the new industrial city of Red Hook, where old warehouses are reprogrammed to perform the same industrial processes to make fabric as done by the Asian companies. This logic not only saves money but also revitalizes businesses at both the large and small scale for a decaying community.
My second industry is thought of on the local scale. Currently the journey of our agriculture lasts anywhere from 2-3 weeks in travel time, this means that by the time our fruits and vegetables reach our supermarkets they have already been frozen for quite some time. Red Hook has already adopted a local sharing farm for its neighbors. This farm is treated as a community garden where residents come and plant their own vegetables and buy from others. Using this idea of a local garden and introducing it as an addition to an existing program expands on one existing idea and forms another. Previously I reviewed the typical construction for warehouses located within Red Hook. All of the three typologies demonstrate long span roofing construction. As a second industry I propose repurposing these warehouse roofs into green house hydroponic farms. Now currently there is a company which buys space on top of supermarkets for example, harvests fruits and vegetables year round and sells them to the supermarket below. The travel time for our produce is now cut from 3 weeks to the distance of one floor.
The overall concept of this proposal is to revitalize a post industrial city by means of industry through sustainable approaches. This approach creates economic growth and tries to reestablish a harmed ecological system through light interventions. With the implementation of 2 new industries and a thriving ecological habitat, it is this projects belief that the community of Red Hook can be fully restored to its original status of an industrial power minus the negatives associated with industry.


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Students with a previous Bachelor's degree in a non-nursing field would qualify to apply to the Accelerated B.S.N. program offered by Research College of Nursing and Rockhurst University. This unique program provides qualified students with the opportunity to complete the B.S.N. degree in 12 months. In addition to possessing a Bachelor's degree students must complete pre-requisites including 9 credit hours at Rockhurst University. A complete list of pre-requisites can be found by visiting the Undergraduate Program Requirements section of our catalog on-line.
Students can begin the application process as early as 1 ½ years prior to the August they wish to enter the 12 month program. This time frame is recommended to allow for completion of pre-requisites including the 9 hours required by Rockhurst University. Although students do not have to complete the pre-requisites prior to applying to the program, it is recommended that students have a minimum of 2 science courses completed (Anatomy, Physiology, Microbiology or Chemistry) to be competitive in the applicant pool. Students apply on-line through the NursingCAS website at https://portal.nursingcas.org. The admission committee meets in August a year prior to enrollment but applications are accepted up to 4 months before the August class begins on a space availability basis. A 2.8 or higher cumulative GPA and grades of B- or better in the required sciences is required.
The Accelerated B.S.N. option is full-time and students need to be in a position where they do not have to work for one year while completing the program. Completion of the 12 month nursing curriculum allows students to be eligible to sit for licensure to become a Registered Nurse.

subset: commoncrawl


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Keystone XL —- Not Needed —- Department of Energy Study
DOE study finds Keystone XL not needed. On the eve of the Canadian Prime Minister's visit to the White House this Friday, the Department of State made an analysis of the Keystone XL tar sands pipeline public. The analysis, commissioned by the Department of Energy and done by consulting firm Ensys Energy, looked at multiple scenarios to evaluate what the effect of building the Keystone XL and other tar sands pipelines, notably those to Canada's west coast, would be on crude oil supply, price, and refinery operations. The analysis also included a greenhouse gas assessment done by DOE. Here are the most salient points: 1. Keystone XL is not needed well into the foreseeable future: As we expected, the analysis found that there was tar sands pipeline overcapacity up to the early 2020s and possibly until 2030. It also found that there were other pathways to the Gulf for companies interested in moving tar sands crude from the Midwest to the Gulf coast. This is a point that we have been repeatedly making. Why rush a decision to build a giant pipeline that will be with us, supplying oil from the controversial tar sands in Canada's boreal forest, for the next 50 years? Aren't there other alternatives for our fuels that we can, and must, find in this time period? This will be a major consideration as the Administration moves to the National Interest determination process after the Environmental Impact Statement is completed. It is hard to make a case for this pipeline, especially given all the trade-offs in potential damage to one of our largest aquifers, the Ogallala, a point repeatedly made by Nebraskan public officials from both sides of the aisle. 2. Sending large quantities of tar sands oil to Asia is an uncertain outcome: As we also expected, the analysis found that building pipelines to the northern British Columbia coast was uncertain because of opposition to these pipelines by First Nations, the native people living on the coast and along the pipeline routes, and by environmentalists. More likely were smaller pipeline proposals for going South to Vancouver. These would carry 400,000 barrels of oil per day (for perspective, we use nearly 20 million barrels per day in the U.S.). The "Asia threat" has been a card the Canadians like to play when the U.S. moves forward to control high carbon fuels and reduce our oil use. It is hard to imagine these small amounts being worthy of the uproar this positioning has caused. 3. Keystone XL would cause oil prices, and therefore gas prices, to rise in the Midwest: Right now, Canadian tar sands has one major market, the Midwest. In the analysis, this is called "shut-in", which is not a bad way to describe what is happening. Because it cannot go elsewhere, and there are growing quantities of tar sands oil that can only be refined by specially outfitted refineries, this creates a price differential (lower price) for tar sands crude. Moving it to the Gulf is converting a big fish in a small pond to a small fish in a big pond. The differential disappears and the price goes up, profiting the Canadian oil companies at the expense of the American gas consumer. There are often good reasons environmentally to raise theprice of gas, but putting more money in the pockets of the oil companies is certainly not (unless you are an oil company). 4. Expansion of tar sands pipelines does cause expansion in production of tar sands: As we expected, because of pipeline overcapacity, it is hard to find upstream impact until the 2020s. Based on the Canadian Association of Petroleum Producers' (CAPP) projections used in this analysis (which stay static in this analysis), you would only expect to see an impact after 2025, once pipeline capacity is filled. But there it is, in the Ensys analysis, after 2025, when you see production break with its historical projections and start to trend down. Of course, this is in a no expansion scenario (in other words, no new pipelines are built other than those already under construction). While this may seem an unlikely result according to the modelers (I like the Ensys description for this – "a future in which a widespread movement prevents essentially any expansion beyond existing line capacity"), it makes the case that production is indeed tied to the building of pipelines. 5. The greenhouse gas impact of not building Keystone XL is the equivalent of the emissions reductions of two California Low Carbon Fuel Standards: While the Ensys analysis puts the emissions impact into the global transportation emissions context, which can make anything look pretty small, the difference between building Keystone XL and no expansion in 2030 is 26 million tons of carbon dioxide. That, according to our CA LCFS expert Simon Mui, is the equivalent of the emissions reductions from two of California's leading transportation greenhouse gas program. In other words, it is still a lot of carbon dioxide. There are some other helpful aspects of the analysis – it shows that Keystone XL has little impact on refinery supply and margins, thus making it more difficult for proponents to argue that it is essential for supplying U.S. refineries with oil. And it shows, in a low demand scenario, that Gulf refineries would likely export product rather than keep it in the U.S. (undercutting the argument that this oil is vital to our energy security). But I would be remiss if I didn't highlight the both shortcomings and findings not so helpful that are likely to be brandished by proponents: 1. The analysis assumes no change in emissions reduction requirements for the next 25 years: While we are facing some uphill battles on passage of federal greenhouse gas reduction legislation, states are moving forward to require reductions. I am hard pressed to imagine a world in which in the next twenty years, we make no progress in putting in place restrictions on greenhouse gases. I understand for modelers, it is helpful to keep things static, but it bears little resemblance to what is a much more likely to happen (and why economic models are so often criticized). As the analysis points out, greenhouse gas restrictions, such as California's AB 32 law, can have big effects on the future of tar sands markets. Who knows, given China's race to be the global "green energy" leader, maybe China will be the country to say no thank you to this high carbon fuel! 2. The analysis assumesthat Vancouver is a viable port for tar sands transport to Asia: While the report rightfully points out uncertainties in building pipelines to Kitimat on British Columbia's northern coast, it assumes building pipelines to Vancouver are a likely outcome. The problem there, and one that is not mentioned in the analysis, is that the port is shallow and can't take the big tankers required to carry oil westward. Is it viable to transfer oil from small tankers or by pipeline to large tankers out at sea? B.C has long been concerned about pipeline and tanker spills near their coastline, not an unreasonable position given the proximity to Alaska and the Exxon Valdez debacle. 3. The analysis holds CAPP production constant: While the analysis considers numerous scenarios for building or not building various pipelines and under two oil use projections (an AEO outlook and an EPA low demand case), it holds Canadian production constant using the CAPP projections through 2025. In other words, there is no consideration of changes in policy or investment, resource input constraints, or other possible occurances (such as that "widespread movement" mentioned earlier) that might make meeting those CAPP goals more difficult. 4. The conclusions of the analysis sound more dramatic than they are: Simply reading the conclusions would lead one to think that the Asia "threat" is bigger than it is (see my earlier comments about 400,000 barrels a day) – is this amount of oil enough to propel the Administration to drop its clean energy goals in a race to the bottom? And the conclusion that Canadian crude coupled with lower demand will displace our dependence on Middle Eastern oil was met with the remark that this is a "fairy tale" by one commentator. At the end of the day, the Administration will have to look critically at all of these issues and more. It will not be a decision made on Friday at a meeting with a Prime Minister anxious and intent on selling Canadian oil and pipeline company interests in expansion of the tar sands. It will be a decision that will be informed by this study, by the revised Environmental Impact Statement, by the input from members of Congress and other concerned players, and – increasingly – by the growing chorus of voices along the pipeline route afraid for their land and water and in the refinery communities in the Gulf already struggling for cleaner air. ((02 FEB 2011))
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Yassen Aniss won 6-2, 6-3, and Arnie Morales and Alex Barragan won 7-6, 6-1.
Alex McAdams and Max Angelo fell 5-7, 6-2, 3-6.
"It was a tough loss for us," Manteca head coach Frank Fontana said. "We were a couple of sets away from winning. It's been a rough week, but we'll bounce back after Spring Break."
The Valley Oak League Novice Tournament kicks off Saturday at East Union.
Ceres 4, Weston Ranch 1
In Weston Ranch, the Cougars' lone point came from No. 2 doubles tandem Steven Ho and JoVincent Legaspi, who won 6-1, 6-3.
— Brandon Petersen


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Boomtrain Makes Predictive As Simple As Drag & Drop
Boomtrain launched Monday a new user interface for its email personalization platform that leverages machine learning to predict the best content to engage with a consumer, such as a product, promotion code or visual. Boomtrain Editor adds an automated, real-time and predictive email personalization platform to Boomtrain's line-up of supported marketing channels. Marketers can leverage Boomtrain's predictive algorithms to drive engagement across email, mobile, or the web. The technology, which learns with each use, reviews and predicts the best email content for each person, which can then be applied to a custom email template through a drag-and-drop feature. The new interface doesn't require IT support or pre-existing coding knowledge. Existing HTML email newsletters are also supported, and can be turned into a dynamic 1:1 email template. The machine…
Link to Full Article: Boomtrain Makes Predictive As Simple As Drag & Drop
Boomtrain Makes Predictive As Simple As Drag & Drop


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Tag: coding standards
18 April, 2016
Getting started with some PHP Best Practices
As we code we all develop our own personal way of writing code, however there are a few best practices we should always follow. Following these practices not only makes it easier for others to read your code, but also easier for future you to understand what is going on. Here is a list of […]


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NEW BRUNSWICK, N.J. (AP) - An elementary school teacher has been allowed to keep his job even though he was late for work 111 times over a two-year period.
NEW YORK (AP) - Sprint is offering DirecTV customers one free year of cellphone service in a bold move aimed at the satellite TV company's new owner, AT&T.
CUPERTINO (AP) - A new report estimates Apple shipped 3.6 million watches in the last quarter - more than some analysts have estimated and enough to change the competitive landscape for fitness bands and other wearable gadgets.
CHICAGO (AP) - Chicago police said Wednesday that the head of the department has ordered the investigation of an incident in which a white officer tells a man shooting a video that Michael Brown "deserved" to be shot last year in Ferguson, Missouri.
PITTSBURGH (AP) - A 19-year-old Pennsylvania man faces federal charges over a Facebook post threatening to kill preschool children even after telling investigators he merely has a dark sense of humor and didn't plan to carry out the threat.
SALT LAKE CITY (AP) - The Mormon church announced Wednesday it will maintain its longtime affiliation with the Boy Scouts despite the organization's decision to allow gay troop leaders - preventing what would have been a thundering blow to the national association.
LINCOLN, Neb. (AP) - Nebraska's death penalty won a last-minute reprieve on Wednesday when a group fighting to keep the punishment announced that it has collected more than enough signatures to stop its repeal and place the issue before voters in 2016.
DENVER (AP) - Talk about higher learning. A Colorado county may create the world's first public college scholarship program funded with marijuana money.
NEW YORK (AP) - This probably isn't what the United Nations had in mind when it established the International Day of Peace: Burger King is asking McDonald's to join forces to create a "McWhopper."
MONETA, Va. (AP) - He planned it all so carefully - a choreographed execution of two former colleagues, broadcast live to a horrified television audience. Hours later, he shared his own recording of the killing worldwide on social media.
SACRAMENTO (AP) - A bill to raise California's cigarette tax by $2 per pack was introduced Wednesday in the state Senate, a hike that supporters say would curb smoking deaths and critics argue would place an unnecessary burden on consumers and small businesses.
NEW YORUK (AP) - The Dow Jones industrial average rocketed more than 600 points Wednesday, its biggest gain in seven years, snapping a six-day losing streak that had Americans nervously checking their investment balances.
CHICAGO (AP) - Airline fare wars are making a comeback.
LITTLE ROCK, Ark. (AP) - Wal-Mart will stop selling the AR-15 rifle and other semi-automatic weapons at its stores because fewer people are buying them, a spokesman said Wednesday.
ENGLEWOOD, Colo. (AP) - Jeb Bush came to the Veterans of Foreign Wars post to talk about veterans' affairs but two words hung over the town hall event in a Denver suburb Tuesday: anchor babies.
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SEOUL, South Korea (AP) - Conservative activists burned a large photo of North Korean leader Kim Jong Un as the head of the North's extremely ...
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Inkling's travel guide app: a world of advantages
REVIEW Inkling app partners with Frommer's to improve on the traditional paperback
Published 4:00 am, Tuesday, May 1, 2012
To the list of industries being remade by the iPad, we may now add the humble travel guide.
Until now, researching a trip abroad has typically involved schlepping to a store, plunking down $30 for a paperback, and dog-earing its pages while scribbling out an itinerary elsewhere.
In their current form, travel guides work well enough. But Inkling, a San Francisco startup that wants to remake informational texts like these, has built something better. After seeing their latest creations, I doubt I'll buy a printed guide again.
On Tuesday the company is releasing a series of travel applications built with the guidebook giant Frommer's for the iPhone, iPad and iPod Touch.
The apps, which draw on content from Frommer's Day By Day series, cover Great Britain, France, Spain, Japan, Costa Rica, California and Alaska. And while much of the content is identical to what you would find in the printed version, the experience Inkling built around it vaults them ahead of their dead-tree rivals.
Universal apps
For starters, Inkling's apps are designed for the mobile world. The entire guide fits on an iPhone and is stored locally, so you won't need an expensive foreign data plan to access it.
Inkling assumed that many users would plan trips on their iPads but leave those at home or in their hotel rooms during the day, so they built the guides as universal apps.
For one price, you can plan the day's itinerary on your iPad and then refer back to it on your iPhone once you're on the go. No more lugging around a thick paperback.
Then there's the smart user interface, which makes navigating through the guide much faster than thumbing through a 500-page book.
Inkling was founded by Apple alumni, and it shows. You can switch chapters just by sliding your thumb up the side of the interface, or tap the magnifying glass and search by keyword.
Photos look gorgeous on Apple's high-resolution displays, and text is crisp and makes great use of hyperlinks. (If you're on your iPhone and the text includes a phone number - for a museum, say - you can tap it and call from within the app.)
Something else the apps can do that the books can't: talk. Starting with the French guide, Inkling is introducing a section of the guide that will help you speak common phrases in the language of the country you're planning to visit. For France, they hired a native speaker to pronounce a long list of expressions, and they plan to bring the feature to other countries soon.
Live updates
But the real beauty of the Frommer's apps comes in the way they are updated. Scroll through Frommer's guide to Spain on the iPad, and a five-day weather forecast for Madrid will be displayed within the app.
If a popular attraction closes to the public for a few months, the guide's author can update the app with a timely note.
The ability to update the app isn't limited to the authors. Any user can add notes to an attraction - encouragement, warnings or other advice - that can be browsed by any other user. (If they bug you, you can also turn off other people's notes.)
Taken together, the live updates make Frommer's virtual guides a better investment than most guidebooks, which get updated annually at best.
That's because while the apps are more functional than the printed guides, they're also less expensive: the apps cost $14.99, except for Costa Rica and France, which cost $9.99.
None of this is to say that the printed word doesn't retain some advantages over these apps. You never need to plug in a printed travel guide, for example, and upon your return you can't proudly display an app on your shelf. And using the Frommer's guide requires an up-front purchase of an Apple phone, tablet or both, which isn't inexpensive.
But for travelers already living within Apple's ecosystem, Inkling's apps offer a world of advantages.
Casey Newton is a San Francisco Chronicle staff writer. Twitter: @CaseyNewton. firstname.lastname@example.com


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Linked by Thom Holwerda on Thu 24th Apr 2008 05:52 UTC
Yesterday (well, CET in any case), Apple posted its financial results for the second quarter of the 2008 fiscal year (which ended 29 March). While sales of Macintosh laptops and desktops soared to ever greater heights, and while sales of the iPod consolidated itself, the news is not so good for the iPhone. And the dodo will have an Apple TV to play with, soon.
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RE[3]: The iPhone has too many concurrents.
by Big Al on Thu 24th Apr 2008 15:20 UTC in reply to "RE[2]: The iPhone has too many concurrents."
I don't get things like this. I used Opera Mini for over a year. Then I got the iPhone. Two totally different experiences.
Opera makes web browsing passable on a cell phone. The iPhone make web browsing pleasant, and a step below using a regular screen computer. I get tired of seeing all these "Well you need to try Opera Mini!" posts because there's just no comparison. The iPhone is a universe above anything else out there for browsing the web.


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bringing People&God together
Gemma was brought up in Glasgow, attending Glasgow University to study theology. She's worked in various churches doing youth work and also worked for the Scottish Bible Society, travelling around Scotland with their Bibleworld trailer.
As children's director, Gemma is responsible for the programme for children under 11. This includes ten Sunday morning groups, outreach events, baby and toddler groups twice per week and real mums. Gemma writes all of the material for the groups and loves to look at new ways to teach the Bible to the children.
Gemma's passions include having the opportunity to be part of the children's journey with God, food, friends, running, travelling and knitting.
Working Pattern : Sunday-Thursday


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Instructional Technology. Strategic Plan
- Kelley Hudson
- 2 years ago
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1 Instructional Technology Strategic Plan Durham District School Board
2 Acknowledgements The process of developing a strategic plan for instructional technology requires input from a significant number of stakeholder groups and individuals. Because of the technical nature of the discussion, the process also requires a significant amount of technical learning on the part of participants. The discussion and contributions from the Instructional Technology Ad Hoc Committee as well as from members of the Programs Services Department Computer Facilitator Team have been instrumental in the creation of this document. The following individuals are recognized and thanked for their leadership, contribution and participation in the Instructional Ad Hoc Committee: Joe Allin, Ad Hoc Committee Chair Trustee, Townships of Brock and Uxbridge Michael Barrett, Trustee City of Oshawa Paul Crawford, Trustee City of Pickering Donna Edwards, Trustee Town of Ajax Yvonne Forbes, Trustee Town of Ajax Larry Jacula, Trustee City of Oshawa Christine Winters, Trustee Town of Whitby Kim Zeppieri, Trustee Town of Whitby Martyn Beckett, Director of Education Luigia Ayotte, Superintendent of Education Programs Services John Beatty, Superintendent of Education Brock, Uxbridge and Scugog Schools Doug Crichton, Superintendent of Education Special Education Edward Hodgins, Superintendent of Education Business Jeannine Joubert, Superintendent of Education Oshawa Schools Lisa Millar, Superintendent of Education Pickering Schools Richard Kennelly, Secondary Principal Tim Ralph, Program Services Department Education Officer for Technology Gert Rosenau, Elementary Principal Wilson Chan, Manager of Technical Services Shirley Yourkevich, Manager of Application Development and Support Copyright Information: ISTE Nets for Administrators: National Educational Technology Standards for Administrators 2009, ISTE (International Society for Technology in Education), All rights reserved. ISTE NETS FOR STUDENTS: National Educational Technology Standards for Students, Second Edition 2007, ISTE (International Society for Technology in Education), All rights reserved. ISTE NETS FOR TEACHERS: National Educational Technology Standards for Teachers, Second Edition 2008, ISTE (International Society for Technology in Education), All rights reserved.
3 Instructional Technology Strategic Plan Executive Summary 1. Instructional Technology in Durham The Present a. District Goal Setting and Visioning for the use of Instructional Technology b. Centrally Provisioned Hardware c. Software for Instructional Purposes 2. Pilots and Consultation 3. Broad Technology Considerations a. Network Infrastructure b. Hardware Considerations c. Software Considerations d. Human Resources/Departmental Responsibilities 4. The Five Cogs of Instructional Technology: An Organizational Framework a. Digital Citizenship b. Doorway to Information c. Technology at the Point of Instruction d. Technology at the Point of Learning e. Technology in Professional Practice 5. Summary of Major Recommendations and Projected Target Dates 6. Supporting Documentation a. ISTE NETS for Administrators b. ISTE NETS for Students c. ISTE NETS for Teachers Instructional Technology Strategic Plan
4 Executive Summary The Instructional Technology Plan is intended to stimulate and support best practice in both teacher and student use of today s technology for the purpose of improving student achievement. In 2010, a Trustee Ad Hoc Committee was created to discuss technology initiatives in the district, review current technology provisioning, explore the use of new technologies and analyze current instructional technology use and training. The committee met from 2010 to 2012, providing input into the creation of this plan. The committee has approved the plan that accompanies this summary. The Instructional Technology Ad Hoc Committee believes that: all students can benefit from a learning environment in which technology is used to provide instruction, where students use technology to reach outside their classrooms to access meaningful information and where technology is used by students to create, analyze, collaborate and communicate technology must be meaningfully integrated into classroom environments technology must be implemented in ways which are equitable and inclusive The current plan provides technology to schools, teachers and students in various ways for instructional purposes. Students and teachers in elementary school programs receive hardware based on a formula which allocates computer technology by classroom. Students and teachers in secondary schools are funded centrally to provide computer hardware at a ratio of 1 computer for every 7 students. Many students with Special Education needs receive hardware to directly support their learning needs by way of Special Equipment Allocation funding. Software in schools is provided through a variety of local, district and provincial sources. A high speed, fibre-optic, wide-area network is currently in use in the district to provide network and internet access to schools. Ubiquitous wireless access will be installed in all DDSB schools by June of In order to learn more about the effective use of new educational technologies in schools, the Durham Board regularly makes use of information gathered during pilot projects, broad-based and targeted surveys and from focus groups. To inform this plan, information was used from initiatives such as the Primary Laptop, Special Education ipad, Primary ipod, Discovery Education etext, and Instructional Laptop pilots. In the school year, staff, students and community members were surveyed on their perceptions and use of technology for learning. In addition, the Director held separate consultations with a number of staff and student groups across the DDSB. In order to meet the needs of 21 st Century Learning, a plan has been developed that incorporates broad-based recommendations in the areas of network infrastructure, instructional hardware, instruction of software and human resource allocation with respect to instructional technology. Network considerations include the need for a more flexible learning environment which makes use of wireless technologies as well as access to high speed resources both on internal networks and through the internet. The increasing use of personal devices by both staff and students has necessitated the development of a network that can provide safe and controlled internet access. 4 Instructional Technology Strategic Plan
5 The flexibility offered by wireless technology allows classroom teachers to move students away from computers which are hard-wired to the walls, to a more efficient and appropriate use of integrated and technology enhanced learning. This plan recommends a fundamental shift in the way that teachers and students currently use technology in schools and recommends the use of more flexible mobile lab environments over traditional hard-wired labs. Also fundamental is a recommended shift to targeted and comprehensive training for teachers on how to best use technology in their direct instruction of students using laptops and digital projectors. The plan recommends that the Instructional Laptop program continue to provide laptops and projectors to teachers who are trained to use them and further recommends that the board plan for the installation of projectors in all classrooms where budget considerations allow. This plan confirms the need for a standardized approach to use industry-standard productivity software tools for all staff and students. It further recommends a process for an efficient and controlled web 2.0 application training and use. Online collaboration, learning, and career planning tool software for students as well as data collection and resource sharing applications for teachers must be incorporated into a teacher s technology repertoire. The ongoing investigation of the use of cloud-based productivity software and for students will allow for a more seamless method of student use of technology both at home and at school. The coordination of instructional technology initiatives occurs at many levels in the DDSB. The plan recommends that the existing reporting structures such as the Programs/IT committee remain, but that interdepartmental communication be promoted and increased in the area of technology. It further recommends a renewed focus on the role of the school site administrator where an emphasis on pedagogical use of technology in the classroom replaces the more traditional technical requirements of the position. The plan highlights the need for continued staffing for technology training facilitators and an e-learning contact at the board. An Organizational Framework for 21 st Century Tools in the Classroom: The Five Cogs Key to this plan is the fact that broad infrastructure, hardware, software and technical requirements are investments that will allow for a needed and desired change of practice in the way that technology is used in classrooms by teachers. This plan recommends a framework be used to direct teachers in best practices for using technology in the classroom, guide principals in their planning, budgeting and supervision and assist parents and students in understanding how to best use technology to improve learning. This framework rests on the work done by the International Society of Technology in Education (ISTE) and is broken into five distinct areas or Cogs. The plan recommends that the Cogs and underlying ISTE look-fors be the foundation for what technology enabled education and planning look like in the DDSB. Instructional Technology Strategic Plan
6 The DDSB 5 Cogs of Instructional Technology will be used to organize technology integration in our classrooms. The Cogs emphasize: Digital Citizenship as a method to assist all education community members to understand their rights and responsibilities when using technology as well as to assist schools in making the connection that Character Education exists both online and offline; Technology as a Doorway to Information to teach information literacy skills in a context which will transform our school libraries to a flexible Learning Commons space where students engage in an inquiry model that allows for both traditional text resources as well as a range of digital resources; Technology at the Point of Instruction in order to engage our students in real-world, current and authentic learning exercises which are provided in a variety of up-to-date media formats; Technology at the Point of Learning in order to engage our students to solve authentic problems using digital tools and resources and to use these tools to further reveal and clarify their understanding and thinking; Technology in Professional Practice as a method for our teachers to communicate and collaborate with all education community members, evaluate and reflect on current research and practice and to use digital resources to record, analyze and report on student learning and achievement. Each Cog contains a grouping of ISTE standard practices. The plan recommends that these Cogs and their underlying ISTE look-fors be used when designing instructional technology training for teachers and that these organizational Cogs be used by teachers and administrators when reflecting on best practices for classroom use of technology. Technology integration in the classroom engages and advances our students learning. It allows schools to reach out to our broader community in order to engage them in the everyday practices of our classrooms. Effective technology integration equitably balances the differentiated needs of all of our students. This plan supports and addresses the potential of technology in DDSB classrooms. 6 Instructional Technology Strategic Plan
7 Instructional Technology in Durham: The Present For the purposes of this document, the term Instructional Technology encompasses the use of computer technologies by students and teachers to improve student achievement. Teachers use Instructional Technology as a tool to teach students through direct instruction, to communicate, to monitor student achievement, to evaluate and report on student achievement and to provide curriculum resources to students in digital form. Students use Instructional Technology to explore, analyze, organize and report on their learning. They use it to collaborate with one another and their teachers. Instructional Technology allows students with Special Needs to more seamlessly be accommodated in the classroom and to access the Ontario Curriculum. A. District Goal Setting for the Use of Instructional Technology The allotment and use of Instructional Technology in the Durham District School Board is managed by Senior Administration. More specifically, the responsibility for Instructional Technologies rests with the Superintendent of Program Services and Superintendent of Special Education in coordination with the Superintendent of Business/Technical and Information Services. Through the Programs Instructional Technology Strategic Plan
8 Technology and Special Education officers, goals for Instructional Technology Professional Development are established through the district s planning process. These goals align with Ministry of Education objectives and the Board Improvement Cycle. I often allow students to use their devices to take notes, log important dates and research their information. Grade 2 teacher In 2010, a Trustee Ad Hoc Committee was created to discuss technology initiatives in the district, inform staff of the wishes of various stakeholder groups and confirm the direction of Instructional Technology in the DDSB. The Instructional Technology Ad Hoc Committee was comprised of Trustees, the Director of Education, superintendents, elementary and secondary principal representatives and Technical and Information Services (TIS) managers. The objectives of the Instructional Technology Ad Hoc Committee: Review current technology hardware provisioning and make recommendations for future provisioning. Review and make recommendations on the use of new technologies in DDSB schools. Make recommendations to address issues of inclusivity and equity across the district with respect to technology use. Review current Instructional Technology training foci to ensure they are aligned with current educational needs and refine them if necessary. The Instructional Technology Ad Hoc Committee believes that: All students can benefit from a learning environment in which technology is used to provide instruction, where students use technology to reach outside their classrooms to access meaningful information and where technology is used by students to create, analyze, collaborate and communicate. Technology must be meaningfully integrated into classroom environments. Technology must be implemented in ways which are equitable and inclusive. It is recommended that a similar committee meet to review the Instructional Technology Strategic Plan to update and monitor the implementation of Instructional Technologies on a periodic basis. B. Centrally Provisioned Hardware Hardware is provided to schools in the DDSB in several ways. 8 Instructional Technology Strategic Plan
9 Students with Special Needs receive technology to access the curriculum through Special Education Allotment (SEA) funding. This hardware may include tablets, desktops or laptops depending on student needs. Through a referral process, central office personnel provide hardware to students. Technology used for educational purposes in Durham elementary and secondary schools has largely been based on models which favour a blend of group and individualized technology use by students. This blend has favoured student use over teacher use. Most technology has been located in small lab settings such as in elementary libraries with 12 desktops, classroom pods of 3 or 4 or secondary cross curricular lab installations. Technology set aside specifically for teacher instructional purposes has occurred in select schools, but infrequently and only on a pilot or an ad hoc basis. DDSB schools have been allotted technology in a model based on the number of classes in any given school. Elementary schools are provisioned hardware through a base model: 3 computers per classroom (Grades 1 8) 3 computers per classroom (Special Education) 2 computers per SERT (1 for teacher use, 1 for student use) 2 computers per classroom (Kindergarten) 12 computers per library + 2 computers for library administration Printers are allotted on a 1 per 3 classroom model + 1 for library and 1 for SERT Currently, secondary school allotment of technology is based on a formula which provides schools with funding to meet a ratio of 1 computer to every 7 students. Secondary schools lower their ratios by purchasing further technology devices depending on their needs. In both elementary and secondary models, Board-standard equipment is provided from a selected vendor(s) through the Purchasing Department. By standardizing purchases of desktop and laptop hardware, the district realizes a lower total cost of ownership over time. Software for Instructional Purposes: Software licenses at the DDSB are purchased and licensed by the Province, individual schools, the Board, Board departments and Board geographic areas. Examples of Software Acquisition Licensing Arrangements: Provincial Based Software: OSAPAC licensed software such as Comic Life, Geometer s Sketchpad, WordQ or Dragon Naturally Speaking. Board Based Software: Microsoft Office, Windows Operating Systems, Virus Protection. Area Based Software: Licences for survey software such as Reality Check Departmental Based: Special Education Department purchase of specific Assistive software such as The Academy of Reading, Successmaker or Boardmaker. School Based: RAZ Reading software, Math software, specialized music software. Instructional Technology Strategic Plan
10 The process for the purchase of software for schools is restricted through the installation of the software itself. Board procedure prohibits the use of software purchases for instructional use unless it has been vetted by Program Services Department and the Technical and Information Services Department through a formalized Software Approval Process set out in the Procedure. C. Network Infrastructure All DDSB schools currently are wired with High Speed access through a fibre optic wide area network. Most secondary classrooms are connected with at least one hardwired drop while in elementary up to five individual cabled drops may exist. Labs and libraries are connected with multiple hard-wired drops. Elementary portables are wired in the same manner. As well, all DDSB schools are being equipped in 2011/2012 with ubiquitous wireless access points which will allow Board provided wireless devices to connect to the Board s main network, and which will allow users with a DDSB computer login account to connect personal devices through guest access to the internet. The completion of this project will allow corporate access to wireless devices owned through the board and restricted access to personally owned devices. Guest access is tracked and filtered using District hardware, and requires authentication with the user s DDSB computer ID. All DDSB student computers are provided with one image or suite of software that is identical, but which can be enhanced based on the school s needs. Secondary and elementary images exist to allow for a consistent deployment of capabilities on computers. Student and Staff network accounts are managed through a software system called Desktop Management Software which assigns the user rights to printers, access to the network and software as chosen by the District and by their teacher. Currently students with a laptop provided through the Special Education Department do not receive a standard image, but instead receive an individualized Special Education image. Investigation of enhanced desktop management software is necessary in order to take advantage recent advances such as the integration of learning management systems (e.g. Moodle or D2L). The continued use of desktop management software is recommended as it provides valuable tools to teachers and site administrators such as Lanschool capabilities, class folder organization and teacher software assignment to students. Growth of internet and network resources will require that the DDSB monitor and upgrade WAN and Internet Access as necessary to support instructional needs. 10 Instructional Technology Strategic Plan
11 Pilots and Consultation A. In order to learn more about effective use of new educational applications and the impact of these new technologies in a school setting, the DDSB has been involved in a variety of projects which have informed current practice. Pilots most relevant to this document include: a. Primary Teacher Laptop Pilot b. Special Education ipad Pilot c. ipod Project to study use of mobile devices with primary students in Literacy d. Discovery Education etext Pilot e Instructional Teacher Laptop Pilot (ILP) B. In 2010, the Durham District School Board undertook several broad based consultations on the use of technology and student learning: a. A web based community survey open to the public b. A stratified sampling survey of all DDSB students in grades 4 12 c. A teacher survey d. Surveys of both elementary and secondary administrators Instructional Technology Strategic Plan
12 The Director held separate personal consultations during the spring of 2011 with staff and with students at selected schools across the DDSB. The consultations focussed on the needs of staff and of students with respect to the use of instructional technology, both on the current allocation and use of technology and on the future of technology use as seen by the respective focus groups. One of the sessions with school staff was also attended by the Chair of the ad hoc committee examining the future of instructional technology in the board. Feedback from these consultations was considered in conjunction with survey results to inform the creation of the instructional technology strategic plan. In 2011, the Special Education Department began collecting data with regards to Student Use of Assistive Technology and is considering the addition of questions with regard to assistive technology in biennial SEAC surveys. In 2012, the Programs Services Department began the process of collecting data from all teachers who successfully completed the Instructional Laptop Pilot. 12 Instructional Technology Strategic Plan
13 Broad Technology Considerations In order to meet the needs of the technology instruction in Durham, several fundamental technology considerations must be taken into account. These fundamental considerations create the foundation for technology enabled student and teacher interaction. a. Network Infrastructure b. Hardware Considerations c. Software Considerations d. Human Resources/Departmental Responsibilities e. Role of the School-based Educational Technology Lead (site administrators) A. Network Infrastructure The emergence of smart phones, tablets, mini-laptops, mobile devices and an ever growing wealth of resources across the internet have placed immense pressures on the Board s internal network and external internet network connection. Students and staff must have access to a high speed network which allows them to interact and collaborate with others, access video, audio and text resources both inside the district and via the internet. Instructional Technology Strategic Plan
14 This infrastructure must include access for Board staff and students to their own digital learning resources in a safe and secure manner and to Board materials in a safe and secure manner. The network must allow users to use their own mobile devices where teachers and principals permit the practice. As students and staff move more and more of their work onto personal devices, a secure method of using these devices within the Board firewall must be maintained. Further investigation into differentiated access at the guest level to the internet (e.g. administrator versus teacher versus student use) should be investigated in order to facilitate teacher access to resources such as YouTube or administrator access to staffing software. The use of mobile devices in the learning environment continues to be controlled by the classroom teacher, school principal and through Board policy and procedure. Though a central file memo exists to set boundaries for student use of cell phones and personal handheld devices, a specific procedure regarding the use of personal devices will be required in the near future to better address issues such as equity of access and Board liability. Currently a staff portal exists in order to facilitate the sharing of staff related documentation and provide access to network resources. In the future, a student portal which allows students to view their own progress, achievement and to provide access to lessons and resources needs to be developed and maintained centrally. Currently, teachers may choose to create a class or course on the DDSB Moodle which allows students to access and interact with classroom resources and collaborate online. This is also accomplished through the Provincial Learning Platform D2L. Though these platforms allow for an online classroom experience they do not provide the functionality of viewing student achievement, grades and attendance. B. Hardware The wide variety of hardware devices now present on the market, places great demands on both Technical and Information Services Department and Program Services Department staff. In both cases, without a controlled rollout of technology devices, IT technicians and those developing training models can be quickly overwhelmed by the various ways that individual devices function and integrate into systems. The DDSB has restricted purchases to specific types of computers that allow for a standardized computer image and simplified and consistent approach to training materials. This model has been successful in minimizing technical staff resource time and the time required to create documentation and train teachers. As newer devices enter the learning environment, (ebooks, netbooks, tablets, smart phones, etc.), a formalized process through which the Business, Program Services and Special Education Departments can respond to school needs with recommendations must continue to evolve to ensure that the district is responding in a timely manner to the instructional needs of schools. Students with special education needs often require more specific equipment. Recently the Special Education Department has aligned with the TIS department to formalize their approach to technical purchases and needs. Through continued communication and interaction between the Program 14 Instructional Technology Strategic Plan
15 Services Department, Technical and Information Services Department and Special Education Departments, a consistent approach to technology use can be maintained. It is recommended that a more formalized process by which hardware items are vetted and added to the approved technology lists be investigated to address individual student and school needs. Consistently teachers have voiced their desire to use computers for instruction which they have the ability to personalize and configure. The laptop pilots highlighted the necessity of teachers having a dedicated projector to accompany these devices. In the spring of 2011, an Instructional Laptop Pilot was initiated for more than 350 teachers. This pilot supplied teachers with a mini-laptop, wireless keyboard and mouse, speakers and a data projector. Teachers were required to complete 16 hours of training which focussed on integrating these tools into their instructional program and professional practices. In order to keep the budgeted classroom dollars neutral, elementary schools turned in two desktop units for every laptop and projector given out. Teachers were required to complete eight credits of courses in Digital Citizenship, Assistive Technology, Technology and Professional Practice, Technology at the Point of Learning & Instruction and Technology as a Doorway to Information. This hardware provisioning model emphasizes Professional Development as a necessity in using the technology. Initial feedback from participants in the pilot indicates that the training is necessary and extremely helpful. Teachers report feeling more confident in their use of technology and that they more readily integrate technology into their teaching repertoire. As the number of teachers requiring training grows, alternate means of training (virtual, web based, etc.) must be explored to balance the resource load. It is recommended that a new model emphasizing mobility and flexibility over hard wired labs be instituted in elementary schools. In this model, the total number of hard wired desktop classroom computers will decline and be replaced by a teacher laptop and projector, wireless mouse and keyboard, speakers and a classroom computer. The traditional library lab will be replaced with a floating lab consisting of a cart of wireless mini-laptops with additional laptops for the school proportionate to its size (1 per classroom, with a minimum of 15). The library should maintain desktop computers for student research purposes in a Learning Commons model. Schools may wish to supplement some classrooms with additional mini-laptops or desktops when special requirements prevail. Traditionally, the elementary model has been based on one library lab per school, however larger schools (more than 15 classrooms) should have more than one floating lab in order to best meet the needs of their larger populations. In both elementary and secondary panels, the ideal technology instructional classroom model would be to provide a mounted digital projector in every classroom and a mini-laptop computer for each.5 or greater FTE teacher. It is recommended the board, within budget constraints, initiate the mounting of digital projectors in each classroom to support instruction. The classroom should also be provided one desktop computer for incidental student use, wireless access for personal hardware use and opportunities to use school provisioned wireless mini-laptops when required. Though some suggest full sized laptops offer greater opportunities for use to the teacher, surveys completed through the ILP do not appear to indicate that these benefits outweigh the increased cost. At this time the recommended deployment for teacher Instructional Technology Strategic Plan
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text:
People who raid normal modes obviously don't notice this because the DPS don't have a massive gear advantage over the tank and they don't pull as much DPS, so the threat they generate doesn't really over take the tank.
In heroic 10/25 man It's a nightmare for the tank and the DPS.... As a Feral Druid with only 1 ability (Cower - Reduces threat by 10% USES GBC AND COSTS 25 ENERGY!) I have to sit idle for 10 seconds before any pull since our tank can't reforge to hit/exp, he really needs the extra stats for all the bosses.
I lose DPS because I can't pop all my cooldowns right at the start and time it with a prepot, I have to use Cower which further gimps me, so for me, this is a godsend and I'm extremely happy Blizzard has done this!
Soooo, other tanks are going to die from doing the right thing due to RNG... good its about time they learn how it feels. Tank 30% HP > DS (miss/parry) > Dead..... wtf i hit DS i got punished for being the right thing.. FU blizzard ----> to forums to QQ.. GJ blizz your about to fill your forum with QQ posts similar to the above.
Got to be better than Warriors with 102.4% CTC and Crit block though right >.< or paladins with 102.4% block / less spiky damage or druids Extreme EH at the moment..
Just admit tank balance is fucked and do something about mastery of all 4 tanks.
And right on cue. Typical responses from the elitist dicks that lurk on this forum. You do know that you so called "good players" make up the minority of WoW's subscribers? If you guys spent less time stroking your e-peens and AFKing in SW/Org wearing your phat lewts and instead took a little time to help the "mouth breathers" become better players, then you wouldn't be nerd raging so much.
You guys are talking like tanking was hard to begin with. For me, this is a welcome change, as the only places I have problems keeping aggro, is in randoms where breadheads don't know what threat is.
Actually, tanking has been hard for me once; DK at level 60+. Oh boy, that was a royal pain.
Other than that... nope, not really hard. Threat never relied on "skill", it relied on stupid people getting triggerhappy and stupid gear problems/ability functions.
Besides, how is it possible to judge someone elses' skills out from your own experience which stems from watching your "raid tanks"? That baffles me.
I realy dont see why tanking needs to be made easier, but hey...
Active tanking abilities would probably get me to re-join, actually...
DK Tanks: Death Strike is broken, it just Doesn't work, active mitigation is a bad idea Blizz: Okay we'll sort it out! *time passes* Blizz: We want more stuff to be like Death Strike! Active mitigation is ffuunn. /facepalm.
Typical Blizzard cop out.
Threat is a hassle now because it requires communication between different members of the team(!).
Communication between members of the team is at an all time low since the rise of "random anonymous dungeon finder groups".
So instead of improving people's capabilities and desires to play as part of a team, lets just make it easier for them to force their way through as a bunch of individuals.
WoW sinks to even deeper lows.
The most interesting thing is that I was almost sure that this would happen wery soon after releasing of patch 4.2. Just because base threat was too low to handle raised dps of 372+ilvl geared players and so tanking 5ppl heroics became very hard, especially random.
Some of the commenters here are in dire need of a lobotomy.
But it already does!Originally Posted by Blizzard Entertainment
That's why you need me.... Need someone to punish you for your sins.
About damn time. Seriously, how did they go THIS long without realizing that holding threat is a huge pain in the rear? Tank abilities should do small damage but huge threat. Tanks should not outdps the DPS... makes zero sense. Too bad I quit WoW already lol..
As a frost DK that is constantly watching Omen, THANK GOD!
I approve of this change. Threat is a boring stat.
They should make threat 450,000 times damage.This impressive feat, however, still would not make tanking fun when that one little piss-ant DPS goes off pulling his own mobs.Which is to say, every low-level random I'e ever tanked.