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This Blog is for Jan Stuart-Street - Hello Jan!!
Jan went mad on me on Friday because I have been slack in getting this blog going with some more comments!
Thanks my friend you are great.
It has been a frenzy few months, there has been quite a few things happening, like . . .
We had a fantastic time down at Home Hill market day, everyone - you just have to go there next year and make a day of it it is super fun.
We have had a couple of workshops that have been very inviting and all have enjoyed themselves. I will post a pic up soon, so you can see our beautiful projects.
We have done a couple of workshops on fun with border fabrics and it has been a hit and yes there will be another workshop in September so keep an eye out!
On Friday the 1st of August we are having a mad mornig tea there will be a stitchery to do as well as some yummy nibbles to devour, so email or phone & get you name on the list of those who will be there!!
By for now, my hubby has just returned from a weekend away so I'm going to have a cuppa and some M'M time have a great week
P.S. Get in and check Carky's belly out she's got about 6 weeks to go we are debating as to whether 6 weeks will see her out!
Saturday, 26 July 2008
For Jan
This Blog is for Jan Stuart-Street - Hello Jan!!

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Mabeo Now Building With Local, Certified Woods
TreeHugger has been a fan of Peter Mabeo and the North South Project for a while; we love his furniture that balances local traditions with a contemporary sensibility, building a local industry and a design identity for Botswana. Patty Johnson created "a new model of viable design and craft collaborations in the developing world, working half a world away from Peter, designing for his factory.
I was worried on Saturday, when there was an empty booth; The stuff got caught in customs. But by Monday the booth was installed and we caught up with a very tired Peter Mabeo.
Our biggest concern has been the footprint that came from bringing wood in all the way from Europe to make the furniture and then ship it back, but the demand for certified wood has grown, and so have forests in Cameroon, producing a more local, sustainable source of wood. The big table and traditional benches are made from it. Peter explains in the video.
More from Peter Mabeo and the North South Project:
Peter Mabeo and Patty Johnson Unveil New Designs
The North South Project: A new Model for the Developing World
More at ICFF:
Green Swedish Design: Living Walls, Wind Turbines and More
Rack from Hero Design Lab Looks Good, Folds Flat
Rat Infestation at the Non-Fiction Design Collective
Powerkiss: Furniture that Charges Without Wires
Fun with Finns: Shipping Containers Full of Playful Finnish Design (video)
There is No Such Thing As Caulk (Or at Least That is What I was Taught)
Fun At the DesignBoom Mart: Printing and Folding
Stamen Lamps Made From Hundreds of Toothpicks
More from The Metropolis Conference at ICFF
Carry-Na: Good Design Comes to the Seniors Set
Watching the IF Mode Bike Fold and Unfold (Video)
Young British Designers Take Over ICFF (Video)
John Reeves' Cast Aluminum Furniture (Video)
The Silliest Thing in ICFF: The Bunny Bag (Video)
Design Entrepreneurs Innovate at ICFF
Craft Meets Computers At Iannone Design (Video)
Downloadable Wonders From Virginia Tech
Andrew Moe Gets Recession-Ready


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So for the last week I have been working on the Italy trip album. It is coming along nicely ... Oh who am I kidding? I have so many photos to choose from and so far I have made 10 pages (or 5 spreads) and I have covered 2 days. And 1,5 days of those two were spent in the car (hence not too many photo ops). I fear this will be a long time coming and also a very expensive book in the end. But at least it is a lot of fun.
I am doing a lot of multi photo pages but I have fallen in love with one extremely simple, and not so much scrapbooking-y to be honest, layout. So instead of sharing all the pages before the book is ready I will just do a few sneak peaks now and then. Here is that simple one.
I hope to get a lot of work done over the weekend as the coolest class in town is starting Monday at Jessica Sprague; Type Writer . Registration is still open at this moment. Check it out if you haven't already!
Friday, 5 September 2008
Italy album sneak peak
2 comments:
Are you kidding? I saw your pages, they are gorgeous and you got so much done! I love all your LOs, you are so artistic!ReplyDelete
I am completely excited to see more of ther Italy pages... our trip to Italy a few years back was awesome.ReplyDelete
We are getting the reCREATE vehicel wrapped with the logo / pictures soon. I will postthe picture when it is done.
Subscribe to: Post Comments (Atom)


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Two cups of melted chocolate chips. Use semi sweet or dark chocolate, It's your call. I personally prefer the chocolates that have more than 60% cocoa in them as they contain the least amount of sugars and fat.
A cup and half of your favorite mix of nuts. I like to have hazelnut, almond and cashews. We shall use some for garnish.
- Lay the parchment paper on the tray. Make sure paper is flat and smooth.
- Mix the melted chocolate and the nut in a medium-sized bowl.
- Distribute the mix on the parchment paper.
- You can scatter some ground nuts on the surface.
- Put the stray in the oven for 20 minutes.
- Let the bar stand until cool.
- Cut it into same-size pieces and serve it.
You can gift wrap it and give it to your mothers as a token of gratitude and love.


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Liquid Silver Books, $5.95, ISBN 978-1-59578-473-5
Fantasy Romance, 2008
I've been hard on Marisa Chenery's technical skills in my reviews of her last few books that I've read but I have to concede that The Chosen One shows some marked improvement in that department. The author still writes too much in passive voice here, but the prose flows smoother and is therefore much easier to read. It doesn't scream "Amateur!" like some of her previous works.
This one revolves around Gar and Kali. Kali is not the Indian goddess of death, she's instead the warrior queen of the land of Zudris. What makes her special – these heroines are always very special, after all – is that she has inherited the rare Pantherinae gene that gives her golden eyes and the potential ability to shift form into a panther. As she slowly experiences those dreams where she gets the chance to explore her abilities, she also has to contend with Gar. She once chose the warrior to be her mate, but our hero magnanimously decided back then that he had to stay away or she would become too dependent on him and would never grow up as a result. Well now he's back and ready to play the mate-mate-mate game.
Kali is a decent heroine in the sense that Ms Chenery actually allows Kali to be a warrior queen when she has to kick some rear ends. Kali may defer to Gar at times when he decides to play the alpha male, but she has a steady backbone. Kali isn't some helpless doormat here, a fact that I like. Gar on the other hand is a pretty straightforward hero of his ilk, although he can be pleasantly gentlemanly when he wishes to. These two have decent chemistry and some convincing romance here.
There are still some technical issues here that prevent me from giving this book a higher score. The build-up to the grand denouement is hardly present and the action-driven scenes have the same urgency as the more quiet scenes. In other words, if the characters aren't engaging, the story will be very dull due to the pacing issues. Fortunately, the characters are engaging in this case.
All things considered, The Chosen One is not a bad read at all.


text: Hi, I am a developer and I downloaded PyXML 0.8.4. I ran python setup.py build and then python setup.py install. I then attempted to run some of the test scripts and additionally some of my own scripts which all complain: ImportError: No module named xml I am running SLES version 9 or 10, probably 10. Any help would be appreciated. Thanks, Anthony


text:
Students and professors create a shared oncampus classroom environment through individual and collaborative contributions. Similar contributions go into the design of an online classroom. Online instructors build the learning environment to create a shared learning experience, and designers of course management software reinforce this consistency. Examining the online classroom as "hybrid space" — comprising physical and online space reveals a more complex reality than a seamless learning environment. Students and instructors share a learning experience, but they also occupy local environments that influence their learning and indirectly influence the experience of everyone in the online class.
Blending the virtual and the real
Current data and analysis
Discussion: Online classroom as hybrid place
Conclusion: Hybrid space affords a better place
IntroductionAs my Internet connection went down in my online class tonight, it occurred to me that I didn't mention such an occurrence as a problem with the technology of distance education, but it is one that has happened to me a number of times. I then conjured all sorts of images of a face to face class in which students randomly evaporate, spontaneously combust, teleport, or some such physical iteration of the downing of the Internet connection ... but I couldnt come up with an equitable situation that might feasibly exist in daytoday reality. (Dana, CIFSU student)
Professors and students make individual and collaborative contributions to create the environment in an online classroom. These contributions include the clothes they wear, food they bring, media they use, interaction they engage in, lectures they deliver and listen to, and homework they assign, complete, submit, grade and return. Classrooms also have persistent physical characteristics like carpet, chairs, paint color, technology, lighting, and smell. There is some certainty that each participant in class experiences the same room we all know the professor is wearing the same pants she wore last week, the lecture is lucid, someone in the second row is doing the crossword puzzle, the atmosphere is charged with intellectual electricity, and the carpet is ugly.
The environment of an online classroom is shaped by similar contributions. Online instructors build the learning environment by controlling variables such as how materials are presented, the kinds of interaction allowed, and customization of the interface. By shaping the learning environment, professors usually intend to direct all students to consistent learning outcomes and provide a shared learning experience. Such consistency is reinforced by the designers of course management software, who try to provide a functional and seamless interface to course materials and learning practices.
Viewing the online classroom as a "hybrid space" including both physical and online space shows something more complex than a consistent, seamless learning environment. Each student and instructor is involved in a shared learning experience, but all students and instructors are also lodged in idiosyncratic local environments that shape their experiences and indirectly shape the experience of everyone else in the virtual classroom.
Blending the virtual and the real
The approach taken in this paper to understanding how individuals physical settings become part of a shared online space is apparently not common, particularly with respect to adult learners. Some existing research explores the use of interactive technologies by children situated in familiar physical locations (Facer, et al., 2004). Much work in the last several years focuses on how mobile technologies allow virtual spaces to form in constantly mutating physical environments as participants move about (Agre, 2001; Churchill and Munro, 2001; de Souza e Silva, 2004; see also Schwabe and Goth, 2005). De Souza e Silva exemplifies this point by arguing that nomadic interactive technologies allow virtual communities to occupy physical spaces. Her conclusion, developed by examining changing physical environments, is relevant to the argument being made in this paper about the influence of the physical on the virtual: "mobile interfaces make us aware of the importance of physicality when dealing with digital spaces" [1]. As shown below, fixedlocation interfaces also allow physical aspects to become part of digital spaces. As well, distance learners are also nomadic, using laptops in many locations to attend online class.
Work spaces and technology practices
In contrast with the small amount of literature addressing how physical settings become part of shared online space, empirical and theoretical work in the general area of interactions between technology and physical places has generated an extensive literature. A thorough review of this general area is beyond the scope of this paper. The bulk of such literature addresses the effect of technology on a physical workspace rather than vice versa (Zuboff, 1988; Orlikowski, 1992a; Bowker, et al., 1997; Orlikowski, 2000). When focus is directed to the effect of workspace on technology it is often from the perspective of system design or adoption. For example, some researchers and designers complete workplace ethnographies (another field whose overall literature is enormous and beyond the scope of this paper) and intend to use the findings to improve system design (Bentley, et al., 1992; Hughes, et al., 1994; Luff, et al., 2000). Or, some researchers perform workplace ethnographies to understand why technology is not appropriated or is appropriated in unintended ways (Nardi and Miller, 1991; Heath and Luff, 1992; Orlikowski, 1992b). The focus of this paper is how the physical environments of each individual become part of each individuals experience of the shared online environment and part of all participants experiences of the shared online environment for learning.
Systems to support blending the virtual and real
Research and design work in the field of computersupported cooperative work (CSCW) has addressed interaction between virtual and physical workspaces. Two primary concepts associated with virtual/physical interaction and the ability of individuals to act appropriately with useful knowledge of one another are awareness (Dabbish and Kraut, 2004; Jones, et al., 2004) and translucence (Erickson and Kellogg, 2000).
Often, CSCW design approaches to virtualphysical interaction involve supporting awareness or translucence by making the physical environs of each participant explicitly and literally visible to all participants. Some systems accomplish this by showing not only the people but also their environs through actual, e.g., photographic, or symbolic, e.g., iconic or verbal, representations. Some example systems range from fairly early projects such as CRUISER (Root, 1988), RAVE (Gaver, et al., 1992), and Portholes (Dourish and Bly, 1992), to newer systems like TeamSCOPE (Steinfeld, et al., 1999), Babble (Erickson, et al., 1999), and Loops (Halverson, et al., 2003). Most of these design projects support work teams or groups, although there are educational systems such as Viras (PrasolovaForland and Divitini, 2003). The blending of the virtual and the real even penetrated the commercial world when Sony added the /pizza function to Everquest II a widelyreported action that according to Sony was the first in a series of such functions (Svensson, 2005).
Hybrid space, hybrid place
Blending the virtual and the real brings us to the idea of a hybrid space as per Harrison and Dourish [2]: "one which comprises both physical and virtual space." Harrison and Dourish argued for "place" as a better concept than "space" as a design model for collaborative and communicative environments. In line with their arguments, the online classroom exists as a place for all students in their hybrid spaces. Hybrid spaces occupied by each student provide the area in which they cocreate their learning place, the online classroom. Mainstream online course management systems (such as Blackboard) are not designed like the systems mentioned above specifically to facilitate social awareness or translucence. Students occupy their physical spaces and cocreate an online learning place in hybrid space even without such systematic support. This cocreation of hybrid space is made more obvious as we follow the conclusion of Harrison and Dourish that the same space can be different places at different times. Thus a student who logs into the class chatroom from her home computer when no one else is in the chatroom is in the same hybrid space but not the same place, because the classroom place is shaped by the shared understandings of the students and instructor to frame appropriate behavior [3].
Adults learning in the online programs
To think about hybrid spaces and online classroom as place necessitates thinking about what the space is used for to make it a classroom. It is not the kind of online place where people primarily engage in play, or social interaction, or even work. Rather, students (especially at the graduate level, as studied here) build knowledge which is interactive and is work, but which also involves a specific kind of mental effort, a spark of creativity, and an ethos that holds the "life of the mind" as a core value, features not always associated with productdriven collaborative work. If we assume Jeff Malpas is correct when he argues in his work on telepistemology [4], "knowledge, even in the context of the Internet, is fundamentally tied to place and to our active engagement in place," the cocreation of knowledge by distributed people sharing a virtual place must be tied to their virtual place and their physical locales.
Earlier studies of LEEP and CIFSU
To focus the discussion of hybrid space on the education settings examined for this paper requires a brief examination of research topics and processes. Prior research conducted on the LEEP distance education option at the Graduate School of Library and Information Science, University of Illinois at UrbanaChampaign (http://leep.lis.uiuc.edu), has explored issues of community building (Haythornthwaite, et al., 2000); managing multiple social worlds (Kazmer and Haythornthwaite, 2001); disengagement (Kazmer, in pressa); persistent conversation (Bregman and Haythornthwaite, 2001); and collaborative work (Haythornthwaite, 1999), among others (see also Haythornthwaite and Kazmer, 2004). Two researchers have focused on issues of place in the LEEP online environment. Jenny Robins (2002) described the persistent structures that allow social navigation in the LEEP place. Christine Jenkins (2004), working primarily from the perspective of instructors, described LEEP space as a Bakhtinian ludic space. Prior research from the online MS program at the College of Information at Florida State University (CIFSU; http://ci.fsu.edu) includes an analysis of the pedagogy of the program [5] and of differences in the educational processes of adult distance learners compared with oncampus students (Logan, et al., 2002).
Current data and analysis
The research projects used for this examination of hybrid space were conducted from 1998 through 2002, and in 2005. The first study, designed to explore community building, was conducted with LEEP students in 19981999. Researchers collected data using semistructured interviews with 17 students four times over one academic year. Those data were collected and analyzed according with grounded theory methodology (Strauss, 1987; Strauss and Corbin, 1998; see also Haythornthwaite, et al., 2000, and Kazmer and Haythornthwaite, 2001, for more details on data collection and analysis).
One important feature of community building that emerged from the first study was the dismantling of community through a disengagement process. The second study was designed to explore disengagement and was conducted in 20012002. This study also used grounded theory and semistructured interviews, but the research participants were LEEP students near the time of their graduation from the program. Twentyfive students were interviewed twice, before and after graduation; five students were interviewed once to provide initial data on postgraduation experiences (see Kazmer, 2002, and Kazmer, in pressa for more details). In the 2005 study of CIFSU for which this represents the first report of empirical results, the first round of data collection with 43 participants is designed to refine the model of disengaging created in the 20012 study. As well, the data collection instrument explores the interaction between classes, technology, and work and home settings.
As described above, this examination of hybrid space is based on data collected from students in two different distance learning programs. Here we describe the specifics of each program, identifying the important aspects of program structure and content delivery needed to get a picture of the students experiences. These aspects are important because they help the reader understand the pedagogical circumstances under which findings of the research may and may not hold.
Students in the Illinois LEEP program start in a cohort of 30 to 50 students at an oncampus orientation, known as "boot camp." Students in the CIFSU program are not cohorted and attend orientation online. LEEP students come to campus once per semester throughout the program. CIFSU students can complete the degree without ever coming to campus. In both programs, classes are delivered via a combination of synchronous and asynchronous interactions including synchronous chat, asynchronous threaded discussions, and email.
Discussion: Online classroom as hybrid place
Grounded analysis of the whole corpus of interviews has shown students in these distance learning programs do not simply participate in activities and use technology; rather (among other things mentioned above), they constitute the learning environment in a hybrid space (Harrison and Dourish, 1996). The idea of space in the online environment emerged in this research when it became clear the social worlds perspective (Strauss, 1978; see also Clarke, 1991) was an appropriate one from which to examine the shared experiences of online learners. In social worlds, members communicate with one another, and they share activities, technology, and space. Understanding how online programs provided shared space was necessary to social world analyses, and the concept of hybrid space contributes to that understanding. The key characteristics of the online classroom as hybrid space are: students occupy online space at the same time they are occupying and engaging with their local physical space; and the circumstances of their physical surroundings shape the shared online space.
The quotes from interviews included in this section demonstrate how actual participants spoke about their online experiences, and were selected because they exemplify sentiments expressed by other participants as well (i.e., they were selected precisely for their ordinariness, rather than for uniqueness). Quotes are identified by the pseudonym of the participant who made the statement. Pseudonyms reflect the gender of the participant. Parentheses within quotes were provided by research participants, while square brackets indicate explanations or substitutions provided by the researcher for clarity or anonymity.
Where are the students?
To understand the hybrid space of online learning, it is helpful to identify the various places students occupy. All students have places where they are physically located when they participate in school activities, and this is most often home or work. The home space is often problematic; students battle with family members for a quiet place in which to work, and for uninterrupted use of the computer. Participants describe this in various terms, but the theme is consistent, as indicated by one graduate and one student of the CIFSU program:
"Sometimes I did my writing in my office at work on Saturdays when I needed some peace and quiet (away from my family)." (Tess, CIFSU graduate)
"Usually I work at home when I get home from work, and after my kids have been put to bed." (Vern, CIFSU student)
Students are often frustrated when they try to establish barriers between "uninterruptible" synchronous class time and "interruptible" asynchronous school work, because to family members it all looks the same: the student is sitting in front of the computer. The home space also affords students the ability to perform other unrelated tasks (e.g. laundry, child care) while they are in classes. As Tess (CIFSU graduate) expresses it:"I have two schoolage children and a husband who is not always home in the evening, so many times I was a bit stretched and didnt have time to check boards before class chat sessions. (Although I got very proficient at checking during class too, as well as eating and performing other tasks things I shouldnt have done but did anyway in the interests of time!)."
The work space can be equally problematic. Some employers are supportive and flexible about what constitutes timeontask for studentworkers. Other workplaces do not enjoy the same flexible options, and students there must be circumspect about doing school work only in official offhours.
Students in the LEEP and CIFSU programs often already work in the field in which they are earning the masters degree. Therefore many students create synergies between tasks at work and tasks in school and take advantage of being in two places at once by doing school tasks while they are at work (Kazmer and Haythornthwaite, 2001). However, work is also susceptible to issues of interruptibility and multitasking found at home colleagues may be no more tractable than family members when it comes to defining "interruptible" activities. Work settings are also susceptible to some prosaic problems associated with attending facetoface classes, as demonstrated by this CIFSU graduate who sometimes attempted to return to her work setting to do schoolwork:"I primarily did my schoolwork at home. I tried more than once to study and work in the University library, but because of its design it was too noisy, and the computers were always crowded. I only went there if I absolutely had to. Especially on weekdays, parking was a nightmare too." (Elmira, CIFSU graduate)
As might be expected, distance learners take advantage of the ability afforded by distance learning and wireless Internet access to use locations away from home and work. Two favorite types of establishment are bookstores and coffee shops. One student studies at a bookstore that is also a familiar, established place for him to do schoolwork:"I often try to go to Barnes and Noble to do my work on my laptop. Thats where I studied throughout my undergraduate days, and by far the best place Ive ever found to study." (Vern, CIFSU student)
A graduate of the CIFSU program says she studies at a coffee shop (and brings up the familiar issue of cats in the online classroom):"I did schoolwork in three places: 1) at home, 2) at the public library, 3) at my local Paneras coffee shop. All three have wireless access. I need a change of scenery sometimes, and I get sick of my cats trying to sit on my computer all the time." (Nettie, CIFSU graduate)
Student expectations for the learning experience
In both distance learning programs students use past experiences of school in general, and the program in particular, to shape their expectations about and experiences in the online environment. LEEP students, during their periodic campus visits, occupy the graduate school building at the university. This physical space is associated with their first experience with the school, and is where students bonded initially and meet regularly. When LEEP students are not on campus, which is most of the time, the shared learning experiences they had oncampus during "boot camp" influence how they support one another and work together on class activities online. For the CIFSU students, even though they do not (necessarily) visit FSUs campus, past experiences of schoolasplace provide a touchstone for students expectations of what their virtual school environment will be like (Glaser and Strauss, 1971). As one graduate explains in this exchange between interviewer and participant, some things about school remain consistent across facetoface and online settings:
Interviewer: "What have been your biggest surprises in using the technology to do this degree?"
Participant: "That teachers are still able to control students virtually." (Nathan, CIFSU graduate)
Based on past experiences, students bring expectations about social and academic norms in a classroom, and specific activities undertaken by the actors in a classroom. One student indicates that her expectations for what should and should not happen in her personal environment depend on the online activity at hand and on how much concentration each activity requires for her to meet the expectations of others:"My chat sessions are held in my bedroom, usually with my two boys running around. The phone is turned off, but the television is left on as a distraction for the kids. [...] Homework is usually done at the dining room table when the kids fall asleep." (Bianca, CIFSU student)
Students know a classroom comprises of a set a physical artifacts as well. In many ways, the online classroom is likely to seem like a "real" classroom because all the students act as if it is a classroom. As well, sharing the same software in an online classroom creates an illusion of sameness we are all in our online classroom together when we chat, IM, MOO, and videoconference. When we are all together in this online classroom, we share an experience. Eventually, the shared experience leads to expectations of "normal" classroom activities that would not seem normal based on facetoface classroom experience, as shown in this statement (and in the quote from Dana at the beginning of the paper):"Weve all experienced the occasional 'blip in the chat sessions where we get booted offline, and then try and try to get back into class." (Selie, CIFSU student)
But this illusion of sameness is in some ways just that an illusion. The reality revealed when we look through the lens provided by the concept of hybrid space is heterogeneous indeed.
Students in their hybrid place
The last component that contributes to the hybrid place of online learning is the virtual school space on the Internet. Course Web sites, chat rooms, and discussion boards exist as virtual places students go to by logging in using a browser and password and participate in by reading and posting. Students then shape this technological virtual space into a hybrid space precisely because they are doing school tasks while they are also at home or work. The online classroom becomes a place existing in hybrid space for individual students, who conceive of the classroom place as also incorporating their own physical locations. So, for example, a student who primarily "does school" at home conceives of the online classroom place as needing to be protected from interruptions of children, somewhat like a kitchen during meal preparation. Three students indicate the kinds of distractions that influence their decisions about where school can be, and show that moving around can be the best solution:
"Its usually split between home and work. I do the reading at home, but I go to [work] after hours, especially on Sun. afternoons to use the Internet (a T1 connection there, dialup at home) and even to write papers. If I am at home, I will clean the oven before I will sit down to write a paper!" (Mona, CIFSU student)
"I migrate throughout the house. I have a laptop with a wireless network capability so I go to whatever part of the house is least messy (housework is low on my list of things to do also). I tend to work in the living room or the exercise room (which is at the other end of the house from the T.V., stereo, etc.). I have an indoor fountain that I turn on when Im doing homework. That helps reduce noise distractions. I dont like to be away from my dogs when Im doing homework, but if I sit in the living room to do my homework, they sit there and stare at me, waiting to go for a walk." (Earlene, CIFSU student)
"I bought a laptop so I could work wherever it was quiet." (Lara, CIFSU grad)
Students who do school at work conceive of the online classroom place as an extension of the office, providing more colleagues with whom to interact about work projects or an environment naturally conducive to thinking about work. Two CIFSU students provide examples of this:
"At work, I am more focused ... too many distractions at home." (Mona, CIFSU student)
"There have been several times when Ive had to attend either class or a group meeting while staffing the reference desk, but this is also a flexibility that d.e. [distance education] provides which inperson classes do not offer." (Warren, CIFSU student)
In addition, the online program as a whole becomes hybrid space for the whole online learning community as students coconstruct shared school space, using mutual understanding of cues from individual locales. As a simple example, online students know their online chat room often includes lines of accents graves produced by students cats and/or babies. As this student from the CIFSU program points out, norms of communication speed and the flow of synchronous interaction can be met using either technology solutions (faster connections) or personal solutions (typing faster):"And, I still use dialup! I can type faster than most people and that compensates for the dialup speed in chat. I plan on getting DSL, but just havent gotten around to it, because it involves other decisions like bundling the other phone programs or maybe getting cable modem … etc. etc." (Idina, CIFSU student)
The online school becomes a space where students can access knowledge from a variety of workplaces. The small lone office occupied by one student is "right next door" to the busy public service counter occupied by another. The hybrid space of knowledge sharing is governed by norms based, for example, on whose computer is in a private location and whose is not; a more solemn online discourse sometimes prevails for a class as a whole if several members cannot laugh out loud in their physical locations.
Getting there, being here
From the perspective of the individual student, the computer desktop becomes not just the door to the online classroom but rather a boundary object between the physical location and the virtual one. If it acted simply as a door, the student could open the door by logging in, and see the standard representation of the classroom (a software interface through a Web browser, for example). Students do log in and see the standard representation, but students can also manipulate things on the screen. Students can move their taskbars to any edge of the screen, hide the list of participants from themselves, change the color of the room, and so on no matter how much is supposed to be standardized, students can adapt the representation on their computers. This graduate from the CIFSU program found that having to use an unfamiliar computer for class one night highlighted the extent to which her computer had become part of her learning experience:"It felt odd just because it wasnt my customary place. Also, I wasnt sure if the technology was going to work right (the place I was working only had AOL as an Internet provider and I wasnt sure how the ichat was going to work with that), so I was anxious about that and just the computer was different the keyboard clicks differently, the icons are in a different place on the desktop, that sort of thing. But it was my parents house, so I wasnt uncomfortable in the place itself." (Delia, CIFSU graduate)
Personalization and familiarity with ones own computer in turn influences what each student contributes to the knowledge building of the class. For example, hiding the list of participants makes it easier for some students to speak freely because they are not reminded of the size of the online audience. A student who chooses to suppress popup private messages from classmates can reduce interruptions for himself, but also be left out of important side conversations devoted to factchecking or emotional support. All individuals thus shape their own and therefore everyones experience just by making changes on the screen using the tools at hand (e.g., the keyboard and mouse), even if we do not consider for the moment the other physical environs [6].
Of course personalization extends to the whole physical environment of the student. Personalization is more helpful to the individual and less obtrusive to the group than it would be in a physically colocated classroom. The person who needs a lefthanded desk, the person who prefers to sit on the floor, the person who likes to listen to music, can all be satisfied with minimal explicit interference to other students in the learning environment. Contrast these two students, and imagine them trying to find a mutually comfortable working environment without the benefits of hybrid space:
"I dont have the TV on, I dont have the radio on, these are things Ive decided to not have in my life during this time because Im too distracted when I have had them on." (Hillary, LEEP graduate)
"I keep my work area pretty dusky. No bright lights, and always with something talking in the background, like a TV or radio, that I am not paying attention to. It bothers me when it is too quiet." (Cici, CIFSU graduate)
In other words, allowing personalization may standardize the learning experience by allowing each individual to achieve the same level of comfort with the setting. Sometimes this does not work, as reported by this CIFSU student who describes how technology influences her learning processes:"I have an "oldfashioned" monitor (not one of the slim, nice new ones) that takes up a lot of room on my own desk, so its hard to read anything here. The size of the monitor also makes it a little hard to take notes in class, if Im also using a textbook or working from other notes or printouts." (Fiona, CIFSU student)
By the hybrid space argument being made here, that changes at the individual level cause changes at the group level, interference in the group experience by such personalization is possible. In one example, a student who preferred to drink alcohol during class overindulged, and made inappropriate posts to the class chat. Or, more correctly, that was the group assessment of what happened; it is possible the student was feigning intoxication so as to speak openly, but this can happen in a facetoface classroom as well.
One odd footnote to the creation of the hybrid space of the LEEP program: when LEEP students are at the physical campus for their semesterly visits they are exclusively at school, not immediately subject to the physical places of home or work. Yet, they are simultaneously out of the LEEP hybrid space. When they are away from campus, school is experienced almost solely through the LEEP hybrid space; when they are on campus, LEEP space sits almost deserted and is reoccupied only when the students return home. Julias description here of preparation for an oncampus visit demonstrates that students know their online connection needs to be used prior to their trip:"Right before we were getting ready for an oncampus, you know, we would all email each other, this is where Im staying, lets get together for this or that, and so we would." (Julia, LEEP graduate)
The space online students share is a hybrid space. It is not only built with technological tools, but also incorporates each students physical locale into individual and shared conceptions of online learning space. All students can avail themselves of a more comfortable learning environment and in turn perhaps improve shared knowledge creation among the whole class.
Conclusion: Hybrid space affords a better place
Some students and teachers bemoan the loss of facetoface interaction in the shared space of a physical classroom. Participants in this research frequently hasten to add they do not want multiuser live video to recreate the shared space. Distance learners we interviewed are accustomed to presenting themselves via text and reluctant to give up the freedom that comes with not being seen (see also Bregman and Haythornthwaite, 2001). Rather than trying to recreate the standardized, shared experience of a facetoface classroom, it is appropriate to embrace the customization of space allowed by online environments. By embracing customization, we allow students to adapt their individual spaces to maximize their own comfort. Students can sit in comfortable chairs, wear pajamas, eat dinner, and let the cat walk on the keyboard.
By thinking of the online classroom as a place students and instructor cocreate in a hybrid space, we realize such customizations have a positive effect on students shared learning experience. The shared experience is affected in two ways. First, all students interpret the shared experience through the filters of their local environs, which in turn shapes their contributions to the knowledge building of the class [7]. Second, there are "direct effects," such as shared laughter when a cat types, or the concern and caring that emerge when students have trouble staying connected due to problems with ISPs or local weather.
Thinking of an online classroom as a shared place created in hybrid space lets us break away from the idea that the classroom has to be a uniform experience. It is not necessary for all of us to look at the same ugly carpet to create knowledge together successfully.
About the author
Michelle M. Kazmer is an Assistant Professor in the College of Information at Florida State University. Her research focuses on distributed knowledge building and information sharing.
Email: kazmer [at] ci [dot] fsu [dot] edu.
Thanks to the researchers involved in the original LEEP project, Caroline Haythornthwaite, Jenny Robins, and Susan Shoemaker; to the University of Illinois Research Board and Graduate College and to the Florida State University College of Information for support; and to the LEEP students and the CIFSU students without whose extraordinary generosity the research would not have been possible.
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Editorial history
Paper received 12 July 2005; accepted 24 August 2005.
HTML markup: Kyleen Kenney and Edward J. Valauskas; Editor: Edward J. Valauskas.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 2.5 License.
Cats in the classroom: Online learning in hybrid space by Michelle M. Kazmer
First Monday, volume 10, number 9 (September 2005),
URL: http://firstmonday.org/issues/issue10_9/kazmer/index.html
A Great Cities Initiative of the University of Illinois at Chicago University Library.
© First Monday, 1995-2019. ISSN 1396-0466.


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CHICAGO — Economists forecast the pace of U.S. growth to pick up in the year ahead as consumers and businesses alike accelerate spending, according to a new survey.
The assessment by leading forecasters is set to be released Monday by The National Association for Business Economics. It finds them more bullish than when the survey was last surveyed in February, with a majority expecting the economy's performance to exceed the long-term norm in 2010 and 2011.
The outlook amounts to an encouraging report card on the economy at nearly the one-year mark of the recovery, which the experts date to June 2009 when the recession hit bottom.
"Although risks involving Europe have recently escalated, the outlook in this country has improved in most respects," said Lynn Reaser, the group's president and chief economist at Point Loma Nazarene University. "Growth prospects are stronger, unemployment and inflation are lower, and worries relating to consumer retrenchment and domestic financial headwinds have diminished."
While the economy is in "reasonably good shape," she said, forecasters are extremely concerned about the impact of large federal deficits in the future.
The panel of forecasters boosted its expectations for growth in 2010 to 3.2 percent real gross domestic product, up from 3.1 percent in its February outlook. It also pegged the 2011 growth rate at 3.2 percent.
Household spending, while still lagging the overall economy, is still expected to grow significantly this year. The forecasters attribute part of that to consumers being less thrifty, with the saving rate for 2010 seen dropping to 3.4 percent from the 4.6 percent they predicted just three months ago.
Business investment also is expected to fuel the recovery. The economists expect higher operating rates and rising corporate profits boosting companies' spending on equipment and software, while retailers restock inventory.
Unemployment is forecast to decline to 9.4 percent by year's end and 8.5 percent by the end of 2011.
Forecasters have scaled back their expectations for the housing growth after setbacks to the setback earlier this year. But 65 percent of survey respondents said last year's lows in home sales and home prices will not be retested.
Inflation is expected to remain low in the near term, in line with the outlook from Federal Reserve Chairman Ben Bernanke and his colleagues. But panelists showed increasing concern about higher inflation over the next five years.
The NABE survey of 46 professional forecasters was taken April 27 to May 7.
Copyright 2010 The Associated Press. All rights reserved. This material may not be published, broadcast, rewritten or redistributed.


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GBIF data worden gebruikt in wetenschappelijke publicaties. Deze pagina verschaft een overzicht, via de literatuur verzamel site Mendeley, van publicaties die GBIF noemen of die gebaseerd zijn op GBIF data.
An Event-Centric Provenance Model for Digital LibrariesProvenance is intended as the description of the origin and/or of the descendant line of data. In the last decade, keeping track of provenance has become crucial for the correct exploitation of data...
Botanical Literature Goes Global: The Biodiversity Heritage LibraryScholars in the natural sciences rely on historic literature more than any other branch of science. Yet much of this material has limited global distribution and much of it is available in only a few...
Cortinarius species diversity in British Columbia and molecular phylogenetic comparison with European specimen sequencesThroughout the world, the diversity of fungi remains poorly characterized and Cortinarius is a classical example of a difficult, species-rich, and under-researched mushroom genus. Here, we sequenced...
Digital libraries for biodiversity and natural history collectionsAbstract This panel aims to discuss the importance of creating digital libraries for biodiversity and natural history collections, the state of the art in terms of standards, best practices and the...
From Competition to Collaboration: Challenges for New Zealand ScienceScience has long been based on a model of individual and institutional competition. The reforms of the sector in the 1990s led to the formation of the crown research institutes (CRIs), which had...
Joining Inventory by Parataxonomists with DNA Barcoding of a Large Complex Tropical Conserved Wildland in Northwestern Costa RicaBackground The many components of conservation through biodiversity development of a large complex tropical wildland, Area de Conservacion Guanacaste (ACG), thrive on knowing what is its biodiversity...
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Laundry Nook Face-lift – Do It Yourself DIY
Hello all! I just want to start off by saying that I am so happy to see that you all are reading my posts! It really means a great deal. As you all know, we recently bought a little piece of Maryland. The house we bought is a bit old, it was built in the […]Read More


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The previous 2006 version of the Williams 82 physical map is available here.
Additional details about the physical map and the NSF SoyMap Project, including information about the FPC contig assembly and quality control steps, can be found here.
The genetic and physical maps were aligned by positioning the BAC contigs on the genetic map centered on or spanning their anchoring genetic markers. Therefore the orientation of individual contigs may be reversed around a marker and the ends of the FPC contig may be slightly mispositioned. See the Williams 82 sequence map for more precise positioning of the FPC contigs relative to genetic markers. The sizes of the BAC contigs are approximations as they are based on the number of bands in the HICF digests scaled to match the genetic map. The order of the BACs in a contig is that provided by FPC.


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Facts about Yoda
4 Good Links
YodaJeff.ComA fan's fascinating page for Yoda and related icons
YodaFans.NetMore Yoda fandom, with copious links and articles
Star WarsThe official site of the long-running film series
Countdown to Episode IIIEager fan site for the sixth (or third, if you prefer) installment of the Star Wars saga
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Yoda Biography
The wizened Jedi master Yoda is a character in the long-running Star Wars film series created by George Lucas. According to the saga, the venerable Yoda has taught the secrets of The Force to generations of Jedi knights — including the good Obi-Wan Kenobi and his not-so-good pupil Anakin Skywalker, later known as Darth Vader. Yoda first appeared in the 1980 film The Empire Strikes Back, where Luke Skywalker (Mark Hamill) tracked him down on the planet Dagobah. Yoda's gnome-like wrinkles and backward speech patterns — "Evil you are!" — helped make him a hit with audiences.
Extra credit
In the first four films in the series, Yoda was performed and voiced by Muppets veteran Frank Oz. For the fifth and sixth films, Attack of the Clones (2002) and Revenge of the Sith (2005), Yoda was voiced by Oz but created by computer animation.


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Kim Clijsters, already off of the tour for a month because of shoulder and wrist injuries, now has an ankle injury, too. Clijsters hurt her ankle while attending her cousin's wedding. She is walking on crutches, and her French Open participation is now in question. Clijsters had already withdrawn from the Belgian Fed Cup team.
Withdrawing from the Australian Fed Cup team is Jelena Dokic, who cites exhaustion as the reason. Sam Stosur, Australia's lead player, had already announced that she would not play in the upcoming Fed Cup tie.
Irina-Camelia Begu was the runner-up in Marbella this past week, so you may want to know more about her.
"I dream of being as consistent as Caroline Wozniacki for the whole season, not just clay courts or whatever," Svetlana Kuznetsova told Guy McCrae in Marbella.
Some good news: Dinara Safina's back problem in Marbella was strictly nerve-related, and not serious. Her stress fracture continues to heal nicely.
Francesca Schiavone won an exhibition set 6-4 against Caroline Wozniacki in Monte Carlo.
Venus and Serena Williams are opening a clothing store called "Courture" in Miami.


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We just need a little info to get started.
You can either fill out this form, or send us an email here: email@example.com. If you're already talking with someone at Five about your order, you don't need to fill out this form!
Add your team info on the right, and we'll get back to you within one business day.
Your email address and team name is all that's completely necessary, but the more info you can give us at the outset, the better we can help you out, and that faster we get your order moving.


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Something is brewing across the franchise community: a heightened focus on compliance.
Study after study shows that providing a consistent customer experience from location to location, is the most critical component in building a successful franchise. Yet many start-ups fail to appear coordinated when going from single to multi-unit. How do you keep staff up to speed and informed in real time in a way that is easy to digest? This is where your franchise intranet comes into play. If you are considering expansion, ask yourself this: Does our Franchise Intranet help our staff provide a consistent customer experience?
If your answer is no, here are a three things your Franchise Intranet needs to provide:
1. Access to identity documents, branding and collateral – Your franchise locations can only be as consistent as the brand and marketing support that you provide. Easy-to-design promotional templates, access to signage and the latest imagery is critical.
2. A more dynamic operations manual - And we're not talking about having your standard manual uploaded as a PDF. If you're going digital, do it right. If you don't know what I'm talking about, please hop over to our WorkMap page and learn how you can improve efficiencies by up to 50 by using our revolutionary methodology.
3. Tools for online/offline marketing – You can equip your Franchise Intranet with really powerful marketing tools. Many of the leading franchise networks are able to send out mass mailings, broadcast SMS/Text Message Marketing, and manage the customer database from their intranet. These three components may be obvious to many of you.
But over my 20 years in the industry, I seldom see them working in unison from one single platform. That's why we developed Franchise Intranet. Having a powerful Franchise Intranet that combines all the tools and processes in one single platform is what can turn your franchise from good to great. Your staff will do a better job, and moreover, it will provide your customer with a more consistent experience. And isn't the customer what it's all about? Here's one great example of a customer that got it right: O'Learys.


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Exclusive Volkswagen leasing deals and our hottest contract hire offers.
Volkswagen have set the world-leading standard for city-car performance and great value for money. And with a commitment to refining their Turbocharged Direct Injection (TDI) diesel engines, Volkswagen continue to offer exceptional fuel efficiency and low emissions capabilities.
With a wide range of VW Polo lease deals, VW Golf leases and much, much more, Tilsun's dedicated account managers will help you find the perfect VW leasing deal or contract hire option. Browse our latest offers below or contact our team with your exact requirements.
Green Cars' is the term used for zero, low and ultra-low emission vehicles (ULEVs) - with pressure being applied to lower global emission levels, the need for "eco-friendly" vehicles is on the rise. Many countries now have plans in place to abolish the use of combustion engines before the turn of the century and so more and more vehicles we see on the roads will be Electric, hybrid or very low emission petrol and diesels.
Although beneficial to the environment, 'Green Cars' are also beneficial from a taxation view. The lower a vehicle's emissions banding, the lower the taxation placed against it. Many manufacturers have tapped in to this ever-growing market with their own offerings, however, Volvo were the first manufacturer to state that every one of their models will be either electric or hybrid options from 2019.


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Surveys of Enacted Curriculum (SEC)
Description"The Surveys of Enacted Curriculum (SEC) are a practical, reliable set of data collection tools being used with teachers of Mathematics, Science and English Language Arts (K-12) to collect and report consistent data on current instructional practices and content being taught in classrooms. The resulting data provide an objective method for educators to analyze the degree of alignment between current instruction and state standards and assessments. Teachers complete the Survey questions through an online, web-based system. Upon completion, the group data are reported in user friendly charts and graphs to facilitate analysis of the results. The SEC data analysis and reporting tools are intended to assist teachers, administrators, and policymakers with planning for instructional improvement in several ways:
- Aligning classroom instruction with state standards and assessments
- Evaluating effects of initiatives, such as professional development, in changing instructional content and/or practice
- Analyzing instructional practices and teacher preparation to develop a needs assessment in low performance areas
- Measuring indicators of instruction and their relationship to student achievement."


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2006 Toyota Highlander Hybrid Stalling Problem Under Investigation
The National Highway Traffic Safety Administration (NHTSA) has opened a probe into the 2006 Toyota Highlander Hybrid SUV after 32 consumers complained that the vehicle stalled while going approximately 40 mph. As many as 44,000 Highlander Hybrids could potentially be subject to a recall. Reuters reports that a preliminary investigation is just the first step in the process to determine if the car presents a safety hazard. So far, no injuries are attributed to the stalling problem.
Toyota got a pass earlier this month when the Department of Transportation said that Toyota vehicles did not appear to have any problems with the electronic throttle control system, which many blamed for unintended acceleration in some models. Toyota has recalled more than 18 million vehicles since 2009. Nine million cars were recalled to fix floor mats and stuck gas pedals, and Toyota has paid $48 million in federal fines while hundreds of lawsuits are waiting to be heard for wrongful death and auto accidents blamed on unintended acceleration.
Florida product liability law allows consumers who are injured by a defective product to be compensated for their injury or wrongful death. A defective product is one that is improperly designed, improperly labeled, or made of shoddy materials. Whether the manufacturer, supplier, or distributor – any party along the line can be held responsible for your medical expenses and lost wages.
Farah & Farah's experienced Florida product liability attorneys will meet with you to discuss your injury that resulted from a defective product and determine if your claim is valid. If so, Farah & Farah will outline the best way to proceed on your behalf.


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A voluntary trade service born out of a desire and necessity to provide healthier, warm, dry and comfortable living conditions to the most vulnerable and at risk in our community.
"Necessity is the mother of all invention" - Plato
Tradespeople with big hearts, professional skills and qualifications who "deposit" and volunteer their time, energy and skills to help the most vulnerable and at risk in our community who need house related repairs. The outcomes: healthier, warmer, drier homes, less hospital visits, more days at school, better family environment and better health.
The skilled team at TradeBank visit the homes in need, assessing and qualifying the repair needs and acting as project managers. TradeBank then matches one of its volunteer trades person to the right job.
Tradespeople can contact TradeBank at any time with their availability current or in the future, which will then be matched to a job. Once this happens, the tradie makes contact with the homeowners and carries out their normal procedure for booking the job in (or we can handle all of this for you if you prefer). TradeBank will stay in touch with both parties until the job is complete.
Repair jobs look like: it could be anything in the home that needs repair and is affecting the health of the home and its occupants - big or small repairs; a leaking tap, poor plumbing, roof needs repairing …
Tradebank and it's growing team of "repairing it forward" tradespeople credit as much time and energy (as they can designate) to get the job done.
If you would like your home assessed, click here for a list of community organisations we work with. You'll need to make contact with one of these organisations.
Tradebank is a service to community organisations. We help support vulnerable families already connected to community support services. All referrals to Tradebank come from community organisations registered with Tradebank. All referrals are qualified by a home assessment from Tradebank staff.
Are you a community organisation that wants to be involved with Tradebank?
Tradebank are passionate that everyone in the community should live in healthy homes, that are
dry, warm, secure and safe. Our most vulnerable and at risk families are being seriously impacted
by poor housing conditions that literally send them to hospital each winter. Tradebank is our
response to poor housing conditions. "Where there's a will, there's a way". We're extremely
happy to tell you this is our way!


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Determining the effects of freshwater inflow on benthic macrofauna in the Caloosahatchee Estuary, Florida
Florida legislation requires determining and implementing an appropriate range and frequency of freshwater inflows that will sustain a fully functional estuary. Changes in inflow dynamics to the Caloosahatchee Estuary, Florida have altered salinity regimes which in turn have altered the ecological integrity of the estuary. The purpose of this current project is to determine how changes in freshwater inflows affect water quality, and in turn benthic macrofauna, spatially within the Caloosahatchee Estuary and between multi‐year wet and dry periods. Thirty‐four benthic species were identified as being indicator species for salinity zones, and the estuary was divided into four zones based on differences in community structure within the estuary. Community structure had the highest correlations with water quality parameters that were common indicators of freshwater conditions resulting from inflows. A significant relationship between salinity and diversity occurs both spatially and temporally because of increased numbers of marine species as salinities increase. A salinity‐based model was used to estimate inflow during wet and dry periods for each of the macrofauna community zones. The approach used here, (identifying bioindicators, and community zones with corresponding inflow ranges) is generic and will be useful for developing targets for managing inflow in estuaries world‐wide. This article is protected by copyright. All rights reserved
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