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Illinois attorney general releases safe shopping guide ahead of holiday season
Illinois parents have a guide to turn to for safe shopping advice as the holiday season approaches.
Illinois Attorney General Lisa Madigan released her office's annual Safe Shopping Guide on Monday. It details recalled products to warn parents about potentially dangerous toys and household items. Items in the guide were recalled over the last year. They include toys covered with lead paint, dolls with choking hazards and defective high chairs and strollers.
This year's guide includes a new section on food safety for those diagnosed with food allergies and to call attention to food recalls.
The guide is available on the attorney general's website or via mail by contacting the Attorney General's Recall Hotline, 1-888-414-7678.


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Beyond the Bubble
Race to the Top
ESEA Flexibility
Focus on Higher Education
Odds and Ends
Tweets to Note
Upcoming Events
Beyond the Bubble
On September 30, fresh off his "Strong Start, Bright Future" Back to School bus tour across the American Southwest, Secretary Duncan returned to the National Press Club for his annual report on the state of American education. "What I can tell you after nearly five years in Washington is that the public narrative that you hear inside the [Washington] Beltway and online doesn't reflect the reality I see in classrooms and schools all across America," he said. "This town, which so often thinks that it's somehow the center of the universe, is, instead, an alternative universe.... Fortunately, many of the people in the real world outside the Beltway and the blogosphere have tuned out this false debate. They're too busy actually getting the real work done. They're focusing on studentswhether they are three-years-old, 13-years-old, or 33-years old."
Compare and contrast:
- "In the real world, the vast majority of people aren't debating if college- and career-ready standards are needed. They're not advancing false narratives about a federal takeover of schools by mind-controlling robots. They're just doing the hard work of putting high standards into practice."
- "They're not questioning if a thoughtful system of evaluation and support is needed for teachers and principals. They know that evaluation has been generally meaningless, has failed to support the development of teachers and principals, and that the system is broken. They're working together to help educators strengthen their craft and build real career ladders that recognize and reward excellence."
- "In the real world, most people are not against meaningful testing. They know we need some kind of test to know if kids are actually learning and to hold everyone accountable, including students themselves.... Working together, the vast majority of states are creating better tests that measure essential skills, such as critical thinking."
- "Parents don't debate if it's possible to turn around a low-performing school. They can see for themselves if something is working or not working. And they are helping lead these turnaround efforts themselves."
- "Here in the Washington bubble, the prevailing narrative is that reformers and unions are in a constant state of war. But, in the real world, many unions are in fact partners in reform. While the media flocks to noise and controversy, the quiet, courageous work goes uncovered or unrecognized."
"As the new school year gets underway, I am inviting any member of Congress to join me as I continue to travel around the country and highlight reforms at work," the Secretary concluded. "I invite journalists, bloggers, and policy leaders as well. Let's go see for ourselves what is working, and then let's bring those positive lessons back to Washington. Let's talk to students and see what they want and what they needfor their future, not our present.... I am optimistic and inspired because of what is happening outside the Beltway, in schools, at colleges and universities, and in communities all across America."
More from Secretary Duncan:
- He penned a related op-ed, titled "Why I am Optimistic," published in the Christian Science Monitor.
- He delivered remarks at the Congressional Hispanic Caucus Institute.
- He was interviewed on his priorities for the remaining years of the Obama Administration and kicked-off a panel on how the nation can grow the world's best-skilled and most innovative workforce using education for NBC News' latest Education Nation Summit.
Race to the Top
The Department received 228 applications for the 2013 Race to the Top-District program, which will provide almost $120 million to support school districts in implementing local education reforms that personalize instruction, close achievement gaps, and take full advantage of 21st century tools that prepare each student for college and careers. This year's applicationssubmitted by districts and consortia of districtsrepresent approximately 700 school systems in 44 states. The Department expects to make five to 10 grants. Awards will range from $4 million to $30 million, depending on the population served through the plan. Grants will be announced no later than December 31.
Also, the Department received 17 applications for the 2013 Race to the Top-Early Learning Challenge, which will provide $280 million in state-level grants to help improve the quality of early learning and development programs and close educational gaps for children with high needs. Applicants include Arizona, Arkansas, Connecticut, Georgia, Indiana, Iowa, Kentucky, Michigan, Mississippi, Montana, Nevada, New Hampshire, New Jersey, New York, Pennsylvania, Vermont, and the District of Columbia. The Department expects to make three to eight grants. Awards will range from $37.5 million to $75 million, depending on the population served through the plan. Again, grants will be announced no later than December 31.
ESEA Flexibility
The Secretary recently announced that both Texas and Puerto Rico will receive flexibility from the burdensome mandates of the No Child Left Behind Act (NCLB). In exchange for this new flexibility, they have agreed to raise academic standards, improve accountability, and undertake essential reforms to boost teacher effectiveness. The Department has now approved waiver requests from 42 states, the District of Columbia, and Puerto Rico. Four applications remain under review, and five states have not requested flexibility through this process.
In the interest of transparency and to help inform other states, the Department has posted here initial and approved flexibility requests, highlights of each state's plan, and peer review notes, as well as the agency's letter regarding peer review feedback and the Secretary's approval letter.
Focus on Higher Education
This week, Under Secretary of Education Martha Kanter addressed the annual conference of the American Association of State Colleges and Universities, highlighting President Obama's proposal to make college more affordable for students and families and resources that provide consumers with easy-to-understand information about college costs, including the College Scorecard and Financial Aid Shopping Sheet.
Meanwhile, later today, Secretary Duncan will join more than a dozen college presidents from Hispanic-Serving Institutions, briefing participants on the President's higher education agenda and gathering feedback on those proposals.
Late last month, the Department announced the official FY 2011 two-year and official FY 2010 three-year federal student loan cohort default rates. The national two-year cohort default rate increased from 9.1% for FY 2010 to 10% for FY 2011. The national three-year cohort default rate rose from 13.4% for FY 2009 to 14.7% for FY 2010. For-profit institutions continue to record the highest average two- and three-year rates at 13.6% and 21.8%, respectively, followed by public institutions (at 9.6% and 13%) and private, non-profit institutions (at 5.2% and 8.2%). As required by the Higher Education Opportunity Act of 2008, the agency is in the process of switching from a two- to a three-year cohort default rate calculation. Congress mandated this transition because there are more borrowers who default beyond the two-year window. Thus, the three-year rate better reflects the percentage of borrowers who ultimately default on their loans. Schools with excessive default rates (of at least 40% in a single year or 30% or greater for three consecutive years) may lose eligibility from one or more federal student aid programs. This year, eight institutions are subject to sanctions. (Note: The public can search for individual school default rates online.)
Speaking of borrowing:
- "Degrees of Debt," a new report from the Department's National Center for Education Statistics (NCES), part of the Institute of Education Sciences (IES), examines the rate of borrowing and cumulative student loan debt of three cohorts of bachelor's degree recipients a year after they attained their degrees.
- Another new NCES report, "Student Financial Aid," presents data findings on student financial aid, including the number of undergraduate students receiving aid and the amount of aid received by those students for the 2011-12 academic year.
- Moreover, the College Board issued its annual studies on trends in college pricing and student aid, as well as the benefits of postsecondary education.
Also, the Departments of Education and Justice released new guidance offering colleges and universities information about the ruling in Fisher v. University of Texas and reiterating the agencies' steady position on the voluntary use of race to achieve diversity in higher education.
Earlier this month, the Organization for Economic Cooperation and Development (OECD) presented initial results of the Program for the International Assessment of Adult Competencies (PIAAC), which evaluates the skills of adults in 24 countries. The survey shows that high-quality initial education is an important predictor for success in adult life. However, nations must combine this with flexible, skills-oriented learning opportunities throughout life, especially for working-age adults. (Note: An analysis by IES of U.S.-specific results is here.)
Odds and Ends
Before the federal government shutdown, the Department awarded grants under a number of competitive programs, such as the School Leadership Program, the Arts in Education Program, the Carol M. White Physical Education Program, the Charter Schools Program, the Magnet School Assistance Program, the Strengthening Higher Education Institutions Program, the new Promoting the Readiness of Minors in Supplemental Security Income (PROMISE) Initiative, and the Educational Facilities Clearinghouse Program.
NCES just published the results of its effort to link the score scales of two assessments: the National Assessment of Educational Progress (NAEP) and the Trends in International Mathematics and Science Study (TIMSS). With this study, all 52 states/jurisdictions that participate in the 2011 NAEP math and science assessments can compare the performance of their eighth-grade students with those of other countries. Overall, 36 states bested peers abroad in math, while 47 states topped peers abroad in science.
In a blog post, Secretary Duncan invites the public to learn more about the many accomplishments of this year's National Blue Ribbon Schools, captured in a series of one-page profiles.
Further, state officials blogged about their experiences on the fifth leg of the "Education Built to Last" Best Practices Tour, visiting several U.S. Department of Education Green Ribbon Schools (ED-GRS) in southern California, and an article by ED-GRS Director Andrea Falken, titled "Resources for Going Green," was published in the American School Board Journal.
Fordham Law School's Center for Law and Information Policy has released as free, open source documents a first-ever curriculum for privacy education geared to middle school students. Educators are welcome to use the instructional materials to address the many privacy issues teens face as their use of technology skyrockets.
Tweets to Note
"One of my proudest days on the job yesterday, seeing our team's joy & enthusiasm in being able to come back to work."
|Secretary Arne Duncan (10/18/13), in a tweet after the end of the federal government shutdown, which furloughed 4,200 Department employees for 16 days
"Kids need less access to guns & more access to school counselors & caring adults. Tragically, one of those adults lost his life in Sparks, Nevada."
|Secretary Arne Duncan (10/22/13), in a tweet following the school shooting at Sparks Middle School in Nevada
Upcoming Events
There are still a few days remaining in this year's Connected Educator Month. The updated calendar features hundreds of events. Educators are also encouraged to develop, host, and run their own activities, publish content, and generally promote the month.
Register today to join a live webinar releasing "The Nation's Report Card: 2013 Mathematics and Reading, Grades 4 and 8," hosted by the National Assessment Governing Board, on October 31 at 11:00 a.m. Eastern Time. During the event, a select panel of experts will take an in-depth look at national and state-level data from the National Assessment of Educational Progress (NAEP). The new report card, to be presented for the first time in an interactive, online format, will allow users to view results side-by-side and feature dynamic videos that will guide users on how to explore and interpret results.
The 2013 Federal Student Aid (FSA) Training Conference for Financial Aid Professionals in Las Vegas (December 3-6) is designed to provide the most up-to-date information on Title IV programs and evolving federal policies and procedures affecting customers and partners.
Credits, Subscribe & Unsubscribe
Please feel free to contact the Office of Communications and Outreach with any questions:
Program AnalystAdam Honeysett, (202) 401-3003, firstname.lastname@example.com
To be added or removed from distribution, or submit comments (we welcome your feedback!), contact Adam Honeysett. Or, visit http://www2.ed.gov/news/newsletters/edreview/index.html.
This newsletter contains hypertext links to information created and maintained by other public and private organizations. These links are provided for the user's convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this outside information. Furthermore, the inclusion of links is not intended to reflect their importance, nor is it intended to endorse any views expressed, or products or services offered, on these sites, or the organizations sponsoring the sites.

subset: commoncrawl


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Some 6.8 million Americans served on active duty during what has become known as the "Forgotten War." However, many veterans of the Korean War remember it well.
For some, the Korean War is known as the "Forgotten War." For veterans such as Luigi Primavera, the events that transpired overseas will always be remembered.
"You never forget any war," said the Navy veteran and Bridgewater resident.
Not all those who fought in the Korean War think it should be on people's minds – even today – 60 years to the day after South Korea was invaded by North Korean troops, triggering a series of events that led to America's involvement.
U.S. veteran Gardner McWilliams, for one, is fine if the conflict remains a distant memory. In the 1950s, as now, the war was ripe with controversy – mostly tied to U.S. forces' entry into the war and their extended time there, not unlike the current conflict in Iraq and Afghanistan.
"Having been part of it, I'm glad they did (forget)," McWilliams said. "I will never know down deep why we were ever, ever involved."
Attending a veterans district meeting last week at Old Colony Post in Rockland, the Wareham resident remembered his days as one of what the U.S. Department of Veterans Affairs estimates was about 6.8 million Americans on active duty for the conflict. That includes its hottest points between 1950 and 1953, plus the stalemate after.
After joining the Army, McWilliams worked maintaining tanks on the front lines. Even if he wasn't shooting, his job was dangerous – and many of those recollections, such as a tank shooting that killed five people, linger.
"The more I think about it, the worse it gets," McWilliams said of that bloody incident. "It could have been (us), but I was very fortunate."
The federal government estimates 2.5 million Korean War veterans are still alive. With most in their 80s, that number dwindles every year. Those that remain, like McWilliams and Primavera, do have common bonds and, often, wounds.
One aftereffect, often still felt decades later, is post-traumatic stress disorder, Quincy Director of Veterans Services Tom Stansbury said. Plus, Korean War veterans must deal with an issue other war veterans do not.
The Korean War, Stansbury notes, was deemed a "conflict" and a "police action" for years, until it finally became known as a "war." As a result, for all the violence and bloodshed, many Korean War veterans returned home to a sentiment that they didn't fight in a real war.
"It was more of some veterans not being recognized," Stansbury said. "It bothered people."
The Korean War was unique – and in a sense less complicated than the similarly undeclared wars currently being fought in Iraq and Afghanistan, Hingham resident Herman Messmer said.
While the wars share certain similarities, the Korean War U.S. Army veteran insists they are completely different.
"What guys are going through today is completely different," Messmer said. "(In the Korean War), the guys on the other side wore uniforms. The guys on our side wore uniforms. Today, you just don't know when you're going to be attacked by civilians."
In retrospect, Messmer said he now sees his time in the Korean War less for how it changed the world, than for how it changed him personally.
"When you're there, all you're thinking about is getting home," he said. "Today, I look back at it as just a big growing-up experience for me."
Patriot Ledger writer Catherine Groux may be reached at email@example.com.


text:
Flocks of birds are crossing the skies. Which means it's
time for the fall migration bird show. Naturalist and bird enthusiast Bridget
Butler joins us to explore mysterious bird calls and bird behavior, explain how
birds know when to migrate and the science behind the tell-tale V of Canada
geese in migration.
Post your migratory bird questions or comments for Bird Diva
Bridget Butler here or email them to firstname.lastname@example.com.


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Grade Level: 6th – 8th grade
Subject Matter: Life Science, Physical Science
National Standards: NS.5-8.1, NS.5-8.2, NS.5-8.3
Light sticks – one for each student
Objects that glow in the dark, such as stickers or plastic stars
Paper bag
Flashlights – one for each student
Laundry detergent that contains whitening agents
Small transparent plastic cups – one for each student
Black light (UV light)
If possible: a sample of a fluorescent mineral, such as those found at the defunct Sterling Hill Mine in Franklin, New Jersey.
Luminescence: the emission of light produced by means other than heat.
Fluorescence: the emission of light by an object exposed to electromagnetic radiation.
Phosphorescence: the continued emission of light without heat after exposure to and removal of a source of electromagnetic radiation.
Chemiluminescence: the emission of light as a result of a chemical reaction.
Bioluminescence: the emission of light by living organisms.
1. Begin the lesson by having students watch the Science Friday video, "A Quest To See The Light." Ask students to describe other types of creatures that use bioluminescence. How do these and other animals produce light? Review the definition of bioluminescence, and explain that it is one of many forms of luminescence. Tell students that they will conduct activities to compare the similarities and differences among other forms of luminescence.
2. Have students create a chart with three columns. Label each column as 1) chemiluminescence, 2) phosphorescence, and 3) fluorescence.
Activity 1 - Chemilueminscenc
1. Hand out a light stick to each student. Have them observe and record on their chart a description of the light stick, including color and transparency. Have students shake their light sticks. Are there any reactions? Ask students to suggest what action is necessary in order to activate the light stick.
2. Have students bend the light stick and observe the reaction. (Do not allow students shake the light stick.) Does the light or glow spread to the rest of the stick, or does it remain focused on the part of the stick that was bent? Ask students to predict what will happen if they shake the light stick.
3. Have students shake the light stick and record their observations, including any changes in color and temperature.
Activity 2 - Phosphorescence
1. Show students an object that glows in the dark. Ask students how they think they can cause the object to glow or emit light. Turn the lights off and quickly take out one of these objects that has been stored in a dark paper bag. Does it glow brightly? What will make it glow brighter?
2. Turn lights on again, and hand out to each student one object that glows in the dark, along with a flashlight. Instruct students to shine the flashlight directly on the object for one minute, and then explain what they think is happening.
3. Remove the flashlight after one minute, and turn the lights off to observe the results. Have students record their observations of the object before and after using the flashlight. Include observations on temperature, brightness, and method of activation. How was this type of luminescence different from the light stick's luminescence?
Activity 3 - Fluorescence
1. Hand out to each student a small transparent plastic cup filled with laundry detergent. Have students record the color and temperature (hot, cold, warm) of the detergent. Ask students to explain how the laundry detergent could glow.
2. Shine the black light onto a laundry detergent sample. Ask students to describe what they see. Why does the laundry detergent appear to glow?
3. Turn the black light off and have students observe the laundry detergent. Does it continue to emit light? Why do they think the laundry detergent no longer appears to glow? Have students record their observations and explanations.
4. Shine the black light on other objects in the room such as clothes, hands, furniture, etc. If you have a sample of a fluorescent mineral, shine the black light on it. What causes some of these other objects to appear as if they are glowing? How is this type of luminescence different from what the students observed during the two prior activities?
Luminescence is the emission of light produced by methods other than heat. Luminescence is caused by the movement of electrons into different energetic states. There are many different types of luminescence including bioluminescence, chemiluminescence, phosphorescence, and fluorescence. These various forms of luminescence differ in their method of emitting light.
• Are bioluminescent animals only found in the ocean?
• How do bioluminescent animals use their ability to emit light?
• What are other examples of natural and synthetic luminescence?
• How long will a phosphorescent object continue to glow after exposure to a light source?
Have each student research a bioluminescent animal and create a presentation that includes its habitat, diet, and how it uses its bioluminescent ability to survive. Include photos or illustrations of the bioluminescent animal to share with the rest of the class.


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Contact a Librarian
In person: Stop at the library front desk and ask for a reference librarian. Check library hours for librarian availability.
Phone: 920-565-1038, ext. 2420
Email: Email is checked and answered regularly by our reference librarians. After hours correspondence will be responded to by the next librarian on duty. See side bar for various library staff emails
Apppointment: Schedule reference consultation with a librarian to discuss in-depth your research project and possible sources of information.


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It's a shame the movie "Lili" (1953) with such beautiful color work has to get short changed with inferior VHS editions and an even worse laser disc. I'm making a 2nd effort at restoring the movie's color from my 2 old VHS tapes. I've learned a little in this forum since I first tried this 4 years back. The problem here is the opening titles. Both tapes had the titles devoured by a faulty VCR (since dumped, and good riddance).
Frankly, the VHS titles aren't just noisy; they're really, really ugly. I have 4 cable broadcast recordings (I think all cable stations show the same crummy laser disc version) with intact titles and so-so audio. I borrowed the titles from my 7500-bitrate DVD recording off a PBS station. They're the cleanest I've seen (that still doesn't say much for the LD). What the LD titles have is some noise in the margins of the MGM lion's roar. But worst is the spots and tiny explosions during 1-min 13-sec of the movie's start.
After struggling for a week with every de-spot filter I found, I devised an AviSynth script that de-spots the hard way: frame by frame -- field by field, in fact. The caps below show some of the debris that the laser disc people call "digital remastering". IMHO they just copied some bad film stock without using so much as a dust cloth.
The MGM lion's name isn't Leo, BTW. It's "Jackie" (Yes, Mulder, the truth is finally out there).
The opening credits are just as bad:
Here is a sample NTSC MPEG2 of cuts from the titles - not the whole thing, just some of the worst frames. 11.7 MB (No audio, from the unmodified DVD recording).
If you care to see all 13 minutes of the original, unchanged titles that I just spent 3 days with, here 'tis (NTSC DVD, no audio, 46-MB):
Here are samples of the script I came up with. The DVD was extracted to AVI with DGIndex. All work was in YUY2. Before bobbing the clip, a few lines of FreezeFrame and BadFrames were used for frames having no motion and big spots covering only one frame. I couldn't use those commands with Jackie the Lion or during any dissolve or fade.
What the script does with bob'd fields is to use the variable "a2" (the original input clip) to move bobbed fields around to cover bad frames. Then the "b0" variables are used to contain small square patches of "clean" area that are overlayed onto the current, progressively-built output clip (the "a4" and "a6" variables). Yeah, I know: not kosher. But the overlays are very small, barely 4 to 8 pixels square. Later denoising makes them invisible.
The result of de-spotting Jackie the MGM Lion:Code:MPEG2Source("E:\Videos\LIL2\LIL13_56k\TitleE\LIL56k_TitleApcm.d2v") ColorYUV(off_y=+1,cont_y=-15.0) # --- skip the easy few easy lines using Bad Frames() AssumeTFF().Bob() a1=last a2=a1 # -- example of operation on one spot that appears # -- on 2 frames (3 consecutive bob'd fields) b0=a1 b1=a2.FreezeFrame(99,99,97).FreezeFrame(100,100,98).BadFrames(101,blend=true).Crop(520,90,-186,-376) b2=Overlay(b0,b1,x=520,y=90) # -- 99-101 a4=ReplaceFramesSimple(a1,b2,mappings="99 100 101") # -- example of operation on 5 bad areas that appear # -- on 2 frames (4 consecutive bob'd fields). # -- "aJ61" below is clip of accumulated "clean" frames. b0=a6J1 b01=a2.FreezeFrame(1136,1136,1135).FreezeFrame(1138,1138,1140).BadFrames(1137,1139) b02=b01.Crop(162,246,-522,-212) b03=b01.Crop(198,254,-508,-206) b04=b01.Crop(212,268,-474,-206) b05=b01.Crop(246,258,-418,-152) b06=b01.Crop(312,338,-360,-128) b07=Overlay(b0,b02,x=162,y=246) b08=Overlay(b07,b03,x=198,y=254) b09=Overlay(b08,b04,x=212,y=268) b10=Overlay(b09,b05,x=246,y=258) b11=Overlay(b10,b06,x=312,y=338) a6J=ReplaceFramesSimple(a6J1,b11,mappings="[1136 1139]") # -- after more than 50 of these routines, go here # -- and then feed the output to a very low-octane # -- NeatVideo for mild smoothing and some color filters. New1=A7i.AssumeTFF().SeparateFields().SelectEvery(4,0,3).Weave()\ .ConvertToRGB32(matrix="Rec601",interlaced=true) return New1
NTSC MPEG2, 6 seconds, no audio, 3.5-MB
After three days of this unconventional script, here's 1-minute 13-seconds of the opening titles -- with audio and everything!
NTSC DVD, 13-min, Dolby audio, 55.4-MB. It's anyone's guess what the background colors look like (they keep changing). I made the letters look like those in the final "The End" titles.
Probably broke every rule in the AviSYnth Bible with that script. Anyone wishing to haul me onto the carpet for this method, have at it. While you're at it, consider what might be done with all the noise in the margins of the MGM logo shot. I have many classic color film recordings, and that noise appears on quite a few shots of this 1950's logo. I just might have to buckle down and learn some masking techniques in After Effects to clean this:
You might also note that the opening titles change color every 10 seconds or so. This happens on the VHS and the LD broadcasts. It gradually clears after about 10 minutes of the movie. I don't know what causes it, but autolevel filters made it look awful.
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Shouldn't this be IVTC'ed instead of bobbed ? unless they screwed up or processed the titles and credits differently than the main movie ? but usually only animated features do that
Haven't done that in years (and had great problems with it). If I'm just covering spots, what advantage would that be? (Serious question, actually). After the titles fade, I won't use any more of the LD video.
I did play around with separating fields, etc., and the LD broadcasts all do the same things: Fields seemed to have been reversed, progressive, interlaced, back and forth. They must have put the LD together from so many different sources. . .it would be a lifetime project just figuring out how many ways it was patched together. And just too many pops and sparkles, all the way through.
Sometimes credits/titles and intro sequences have different cadence ( maybe interlaced) than the main movie, often anime is like that; but for standard film / hollywood productions, usually the intro/outro/credits are film rate as well
Most "automatic" filters work better on progressive content. If this is hard telecined, then temporal filters, dirt removal, temporal cleaners etc.. won't work as well because of the repeats. They look at differences between frames. IVTC will field match and decimate the dupes, so you have the original progressive sequence to work with.
But if you are doing things manually field by field, not using "semi automatic" filters, and keeping hard telecine (Treating it as interlaced), then there would be no advantage to the restoration, but even when you re-encode interlace is not as efficient as progressive (25% more content, and motion vectors are truncated). It's better to encode progressive as progressive and use soft pulldown flags for DVD
I'm busy right now but I'll have a closer look later, I'm just guessing it's a film source, not interlaced
It's certainly telecine, there are duplicate fields and smears everywhere (some with spots or raspberries, too). I might give that a try this weekend. Problem would be interlacing and keeping the same pace; the music is continuous for the intro and mixed with dialog just a few frames later. But, then, there are title screens that just sit there long periods. . .
BTW, two short camera shots later, the fields look reversed for one scene, then continue TFF in the next. Brother! The VHS doesn't look that way.
That MGM lion isn't the same size or colors as the one usually seen in the early 1950's. Wonder where they got it? I've seen it before, with the edge noise.
Yes, IVTC first (TFM().TDecimate()) then use RemoveDirt(). That will take care of most of them.
RemoveDirt() also degrains. I have a slight mod that only removes spots:
function RemoveSpots(clip input, bool "_grey", int "repmode") { _grey=default(_grey, false) repmode=default(repmode, 16) clmode=17 clensed=Clense(input, grey=_grey, cache=4) sbegin = ForwardClense(input, grey=_grey, cache=-1) send = BackwardClense(input, grey=_grey, cache=-1) alt=Repair(SCSelect(input, sbegin, send, clensed, debug=true), input, mode=repmode, modeU = _grey ? -1 : repmode ) restore=Repair(clensed, input, mode=repmode, modeU = _grey ? -1 : repmode) corrected=RestoreMotionBlocks(clensed, restore, neighbour=input, alternative=alt, gmthreshold=70, dist=1, dmode=2, debug=false, noise=10, noisy=12, grey=_grey) return corrected }
Last edited by jagabo; 11th Nov 2011 at 18:03.
I tried RemoveDirt (and a dozen others), and several variations of same. Plus a handful of bobbers. They all did something a little different, but I still had plenty of work to do. I don't mind the little pixel patches, but the last time I used IVTC/Decimate w2 of every 5ork 'way-back- when was to get progressed video for PC. This project is going into DVD, so I'm reading up on how to cut out duped fields but still end up with 29.97 fps interlaced DVD that lasts for exactly 4470 interlaced frames to synch with music and dialog. That's the part I never touched on. Reading up on that now.
Last edited by sanlyn; 22nd Dec 2011 at 08:15.
RemoveDirt() and RemoveSpots() don't work well during fade ins and fade outs, or when motions get too large.
Some samples where it worked well (original left, RemoveSpots() right):
Import("C:\Program Files (x86)\AviSynth 2.5\plugins\RemoveSpots.AVS")
Mpeg2Source("Sample_Spots.d2v", CPU=2)
Last edited by jagabo; 11th Nov 2011 at 19:12.
An IVTC will cut the frame count but the length stays exactly the same (fewer frames playing at a lower framerate). Retaining the audio synch is a non-issue. You do want to IVTC the thing.
Some deflicker plugins work on more than luminance only, so you could try smooth out the color changes that way. Donald Graft's deflicker plugin in vdub does this IIRC
You could remove the logo "TVPG" using various logo removal techniques . The background plate is supposed to be static, so one way you could do it is stabilize the frame and overlay that section with a static cropped frame (or alternatively motion track a replacement area if you want to keep that old film look where the frame bounces around)
AviSynth during the blackout starting in frame 208 (there's only 24 frames to work with). The lion shot is too dark (with crushed blacks), the titles too bright; one is too green, the other needs blue. The fade to black at the end of the titles fades up quickly to the first real-world shot of the movie -- which is on the much-better-looking VHS capture thru the end of the flick.
About 1/2 of the bad guys occur during dissolves and fades.
The "neighbour2" is for using RemoveDirt in combination with motion compensation filters like MVtools (see MCRemoveDirt below)
The html makes no further mention of MCRemoveDirt or mvtools....Whooops! Hold on. It's name is "RemoveDirtMC", not MCRemoveDirt. I've had that script on my 'puter for quite a while. Just found it (that'll teach me not to doubt jagabo). I knew I'd seen it somewhere! You'd think the author would remember the title. It appears to call plugins that work only in YV12 -- I was hoping to avoid that, but I'll give the script another look.
... And to think I was halfway thru this movie when I just got tired of looking at those sparks and pops. Serves me right for being so picky.
Quoting my own silly remarks:
Avisynth, then encoded! I'll just do it that way again.
Must be time for my cookies 'n milk and 'jammies.
Last edited by sanlyn; 11th Nov 2011 at 20:57.
After Effects. That would be a good time to go deeper into AE. I've had AE a whole month arready, and just now cracking the book! And I have yet to get past Page 1 of Mark Christiansen's AE book!
If I do get after the TV/PG, I'll have to work around the fade-in and fade-out. I'm sure there's a way.
After thinking about this a bit more, it probably won't work. U and V are based around 128 (ie Y=U=128 --> gray). Using deflicker filters for Y on the U and V channels will result in color shifts if the base gets moved up or down.
Last edited by jagabo; 11th Nov 2011 at 21:46.
I'll take your word on that, poisondeathray. I see scripts moving U or V to Y, vice versa, and I have no idea what the purpose is. But whenever I see it mentioned, I keep looking for sources somewhere that tell me what's going on with this method. If you or somone in the know gets a chance, I'd appreciate a reference to some site, book, article, whatever, explaining it. I see it mentioned too often to let it pass. Thanx in advance.
I think I can remove that noise in script. Both the stuff around the lion and the spots. Not at this moment though.
As for utoY, I use it all the time. For one reason, to do calculations between color channels, for example to convert to YSL, in one of my scripts. It's a workaround because we have a great plugin to do fast arbitrary calculations, but it only works on the respective channels between clips, not within clips.
Another reason is to view the chroma easier. For example today there was a problem with chroma 'lagging' luma, which looked like color ghosting. I had to step through a chroma only image to see which luma frame it corresponded with.
I've used it to generate test charts for color frequency response. I've used it to create a pseudo component format video for recording on a normal VHS. I've used it to decode the image of a special technique I invented to let any video card record component video (even with no compoonent inputs). And so on.
Basically, UtoY() and VtoY() create grayscale images from the chroma channels. YtoUV() is the complementary function to convert the grayscale images back to chroma channels.
OK, I have the general idea idea about moving YUV channel info. My knowledge gap lies in the details of channel data, but that's something I'll have to look up on my own. I recall having downloaded a PDF onto another hard drive somewhere, on my "other" video PC in storage. Shucks. Looks like I still have a lot to catch up with (sorry for that double preposition, folks, but I'm running outta time on this task).
Last edited by sanlyn; 12th Nov 2011 at 07:43.
To visualize the three channels of YUY2 video:
StackHorizontal(Greyscale(), UtoY(), VtoY())
StackHorizontal(Greyscale(), StackVertical(UtoY(), VtoY()))
Ok, that's easy to explain.
Think of a rainbow. Now twist that into a color wheel. Now U is the x axis of a particular color and V is the Y axis.
Yes, I familiar with color wheels and x,y coordinates (and grids, CIE charts, cubes,etc. Was seeing them in my sleep for a while). The StackHorizontal routine could be instructive. Need to find a way to get actual numbers on what that would show me and how they'd be manipulated. Going over some old masktools scripts, I might understand them a little better now.
Been running TIVTC all morning. Softens the image quite a bit, so I couldn't use it for other scenes from the cable/LD version (I'm only using the titles anyway. The LD version is soft to begin with). RemoveSpots got 'em all except 7 booboo's, 6 of which are in fades or dissolves. Jackie's yellow spot is still there (?!). So at least I'll just use 7 of the overlay routines from my script instead of 50-plus of them. The pixel positions will be the same, I'll just change the frame numbers. Also, this eliminates using BadFrames() on 35 non-moving images.
Looking over the low-octane NeatVideo I used before: it's mainly used as a smoother here rather than major denoiser, because its temporal filter does clean work on fades without making them grainy or choppy. Some low-power NV sharpening (which includes a "smooth edges" setting) cleaned up the file-tooth edges that showed up on the titles after IVTC, and tightened up the lines without increasing grain. I had to make a new noise sample patch for NeatVideo; the noise on the test frame looked different after IVTC. The test frame isn't in the posted video, it's from dark gray frames that precede the movie's start.
TMPGenc matter: I made a 29.97 fps MPEG in TMPGenc Plus, then added the audio in TMPGenc Editor. Sync was OK. But TMPGenc Plus 2.5 wouldn't let me set the following:
Frame rate: 29.97 fps
Video format: NTSC
Encode mode: 3:2 pulldown when playback
The error message I get is "For encode mode, 3:2 pulldown when playback can not be used if the flame [sic] rate is not 23.976fps or 24fps"
Confusing message, because the input AVI's frame rate is already 23.967 fps. I think they refer to the output "frame rate" above, which is set for 29.97. So I used these settings:
Frame rate: 29.97 fps
Video format: NTSC
Encode mode: interlaced
The resulting MPEG is 4469 frames interlaced, exactly like the pre-IVTC clip, and audio sync added later was perfect. Using VDub's bob filter, I see that TMPGenc performed the usual 3:2 in every 5 frames. This is different and more consistent than the duplicate-frame pattern I saw when bobbing the original clip. The original clip had a bobbed duplicate image pattern wherein every second image appeared as 3 duplicate bob's. I don't think I've seen that before.
The IVTC is softer, but has less sandy noise and less "gunk" overall. Didn't get a chance to run RemoveDirtMC yet.
Now the wife's after me about Saturday chores. Later.
I've never seen TFM().TDecimate() soften the picture. All it does is weave fields together then pick out the frames that don't have comb artifacts.
You don't set TMPGEnc to 29.97 fps. You set it to "23.976 fps (internally 29.97 fps)" and set Encode Mode to "3:2 pulldown when playback". What you did by setting the frame rate to 29.97 fps is duplicate every 4th frame.
IVTC done properly will just return the identical progressive frames. You shouldn't deinterlace progressive content. Bob will reduce the resolution, and introduce aliasing artifacts . In fact dumb bob() is alot worse than other smart deinterlacers, it reduces resolution on everything, every frame, instead of using motion compensation or trying to interpolate. Theoretically, interlaced content with no motion should be weaved, so you get same resolution as progressive.
Not sure about TMPGEnc, but it sounds like you're encoding interlaced, defeats the purpose and wastes bitrate, lower quality
OK, IVTC looks somewhat cleaner.
Now we have a problem. The remaining 1-hr 23-min of the movie is 29.97 fps interlaced NTSC DVD. I'm going to patch a non-interlaced 24fps IVTC clip on the front of that DVD?
This is from another thread (questioning whether or not youtube deinterlaced progressive material). Compare screenshot 1 vs. 3, especially section 1 for the vertical resolution
Now we have a problem. The remaining 1-hr 23-min of the movie is 29.97 fps interlaced NTSC DVD. I'm going to patch a non-interlaced 24fps IVTC clip on the front of that DVD?
I 'm not entirely sure, but I don't think it's possible to join soft telecine section with hard telecine section
I get your point about Bob(). I've since cranked up yadif into the plugins folder.
OK, fans, it's recap time. The movie LILI is on NTSC VHS. I had 2 copies. One's titles got chewed up by an aging JVC player, so they're useless. The other tape is otherwise OK but its titles had damage as well. The VHS movie was captured via s-video to YUY2 AVI thru a Panasonic DVD recorder as pass-thru TBC, a PA-1 proc amp, and ATI AIW 9600XT in VirtualDub. They look OK, after the titles.
The 1-min 13-sec title I'm attaching to the almost-done VHS movie version is from a PBS cable broadcast. The recording I'm using came off analog cable (not thru the box) directly to a Toshiba RD-XS34 DVD recorder at 90-minute (7500) bitrate. It appears to be a broadcast of the old laserdisc version, with a greenish undersaturated image that often looks worse than VHS. I have other recordings, but they are at crummy low-bitrate transmissions that "digital" cable companies jokingly call an improvement.
Can't get back to my main PC now, the wife has me vacuuming a damn closet (wives just don't understand that this project should have priority!). I'll try step 1 again with yadif and RemoveSpots a bit later.
Yadif will cause the same problem - it's still deinterlacing it. It might be marginally better than vanilla bob(), but you will still lose resolution and it will generate artifacts. In some cases bob() is actually better than yadif() - IF you are deinterlacing an interlaced source. (By "interlaced" I mean content, not method of encoding).
Again, there might not be a huge visible difference on this source, but it's an indisputable mathematical resolution loss when you deinterlace progressive material. By the time you denoise it , the difference will be even less. But for best practices treat progressive as progressive and use IVTC, it's up to end users if they want to make any trade offs. But I don't see any reason NOT to IVTC progressive content, telecined material. Conceptually , you usually don't want to throw away 50% right off the bat
Moreover, deinterlacing without decimation will yield frame repeats (every 5th frame), so your dirt or spot removal filters, or temporal noise removers, etc. won't work as well
You could IVTC edit/filter as progressive then re-introduce the hard telecine to join the mpeg2 segments. If you have a choice, progressive encoding is much better, higher quality, more efficient than interlaced
PS how does "LILI" compare to "GIGLI"
Why can't you IVTC the DVD?
Which DVD? You mean, the VHS-> to -> DVD transfer? 24fps progressive will play on all NTSC DVD players and CRT TV's?
If it's noticeably softer after the IVTC, then perhaps the deinterlacer is kicking in too much. You might try putting on 'Display=True' to find out if it's being deinterlaced and when. You can also have it, when necessary, use a different and better deinterlacer. It's explained in the TFM doc.
Muxman and open the earlier section, hit the 'Add' button, and then select the next section. Depending on the kind of scene where the join is, it's often better to have encoded the last frame of the first part as an I-frame or sometimes you'll get a couple of frames of corruption. I join sections encoded differently quite often (like, for example, an IVTC'd video joined to interlaced credits, or an IVTC'd movie joined with IVTC'd end credits encoded in lower quality).
But none of that should be necessary because, by definition, movies aren't interlaced 29.97. And as the others have asked, why can't you IVTC the rest? Is it time for a sample of this interlaced 29.97fps section? Does it not display the telltale 3 progressive/2 interlaced in every 5-frame cycle?
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Except as noted, health care benefits are available to regular full-time employees and regular part-time employees. Regular part-time employees receive other benefits on a pro-rata basis.
Health Care
The complete Barnard health care program has three components: Medical Services and Prescriptions, Dental and Flexible Spending. Benefits begin on the first day of the month following three full months of employment. The College provides both individual and dependent coverage.
Medical Services:
Currently, medical coverage is provided by two health plans. These are Health Insurance Plan of Greater New York, or "HIP" (HMO), and Cigna Open Access Plus "Plan A". Each of these organizations provides health care (hospital, medical, surgical and prescription drug) for those employees and their eligible dependents living in the areas covered by each of the individual plans. The benefits provided emphasize preventive care such as immunizations and physical examinations. There is no cost for employees hired before May 1, 2012, for the HIP Plan. Employees hired after this date will pay contributions. There is an employee contribution for all employees choosing Cigna. Please check with Human Resources for the employee cost. There are no deductibles nor claim forms to complete if you are in-network.
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The College offers employees the opportunity to use pre-tax dollars to pay certain commuting costs. Employees who join the program can exclude up to $255 per month pre-tax for the purchase of Metrocards and vouchers. For those who drive or car-pool, the program can be applied to the lesser of the actual authorized parking costs or $255 per month. Complete details on the commutation program are available from the ADP website https://myspendingaccount.wageworks.com or 1-800-654-6695.
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Staff and faculty who become unemployed through no fault of their own and are able and available to work, but unsuccessful in finding employment, may be eligible to receive a weekly benefit.
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Cryoshell: Falling Cover| author: Bigwhofan
The (supposedly) cover for Cryoshell's song Falling has been spotted on their MySpace account. The picture above is the cover in the best quality I can get it in. Also, rumours are stating that Falling will be Cryoshell's next single (due to the release of the cover). This hasn't been confirmed.
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Workshop Program
Check your Elluminate settings. The Elluminate session will be running all day so participants can check in and make sure Elluminate works.
Technical check - Monday June 6 (optional)
If you have not already, please create your SERC account so that you may access the interactive features of the workshop.
Day 1 - Tuesday June 7Asynchronous discussion: Introduce yourself to the workshop group
8:00 - 10:00 Pacific time | 9:00 - 11:00 Mt time | 10:00 - 12:00 Central time | 11:00 - 1:00 Eastern time
Welcome and opening presentation
Welcoming remarks and description of workshop goals and format - Cathy Manduca, Science Education Resource Center at Carleton CollegeElluminate warmup - Karin Kirk, Science Education Resource Center at Carleton College
Keynote presentation: Climate Change: Interactions and Implications (PowerPoint 15.9MB Jun6 11) - by Richard Alley, Pennsylvania State University
Watch the Screencast (MP4 Video 458.6MB Jun9 11)Group activity - Breakout groups create a concept sketch of a part of the climate system (hydrosphere/cryosphere, atmosphere, lithosphere, and biosphere/human element) using the Elluminate whiteboard.
Questions and discussion to follow the presentation
The biggest Control Knob: Carbon Dioxide in Earth's Climate History - Lecture from December 2010 AGU meeting
Richard Alley Dances to Explain Ice Ages, CO2 and Global Warming from YouTube
Video trailer from Earth: The Operator's Manual PBS program
Asynchronous discussion: Teaching with climate models
12:00 - 2:00 Pacific time | 1:00 - 3:00 Mt time | 2:00 - 4:00 Central time | 3:00 - 5:00 Eastern time
Breakout groups share the results of their concept sketches.
Examples of entry-level models that can be used with non-science majors. These demonstrations will include guided time for participants to work with the models.
Watch the screencast (MP4 Video 564.2MB Jun9 11)
- Introduction to Using Climate Models in Class (PowerPoint 2007 (.pptx) 447kB Jun6 11) - Cindy Shellito, University of Northern Colorado
- Using a Simple Mass Balance Model (PowerPoint 503kB Jun7 11) - Robert MacKay, Clark College
Demo of the UNEP Climate Model (PowerPoint 2007 (.pptx) 2.4MB Jun6 11) - Cindy Shellito, University of Northern Colorado
Mass Balance Model
Energy Balance Climate Model Activity - The energy balance game is part of this activity. This activity was originally written for STELLA but now Bob has created a Java version of the energy balance model that runs in a regular browser.
Using a Mass Balance Model to Understand Carbon Dioxide and its Connection to Global Warming
UNEP Java Climate Model is free to use and available online. A newer version is also available to download.
Modeling Early Earth Climate with GEEBITT
Exploring the Link between Hurricanes and Climate using GCM Results
Climate Around the World (not modeling, but still an excellent activity)
Roadcheck evaluation
Day 2 - Wednesday June 8
8:00 - 10:00 Pacific time | 9:00 - 11:00 Mt time | 10:00 - 12:00 Central time | 11:00 - 1:00 Eastern time
This session will include demonstrations of datasets and data visualization tools that can be used to teach about the climate system.
Watch the screencast (MP4 Video 707.3MB Jun9 11)
- NOAA Climate Services Portal Prototype (PowerPoint 1.1MB Jun9 11) - Frank Neipold, NOAA
Climate.gov - NOAA climate services home page
Climate Prediction Center GIS portal application
Monthly surface data - GIS map application
Arctic Theme Page
Coral Reef Watch
Digital Coast
NOAA Environmental Visualization Laboratory
These titles are part of the America's Climate Choices project, the National Research Council's most comprehensive study of climate change to date. They are available as free pdf files or printed books for purchase.
Advancing the Science of Climate Change
Limiting the Magnitude of Future Climate Change
Informing an Effective Response to Climate Change
America's Climate Choices
- Exploring Arctic Climate Change with NSIDC Data (PowerPoint 8.8MB Jun7 11) - Walt Meier, National Snow and Ice Data Center
- Data on Google Earth: http://nsidc.org/data/virtual_globes/
- Education Center: http://nsidc.org/cryosphere/
- "All About" pages, "State of the Cryosphere"
- Arctic Sea Ice News & Analysis: http://nsidc.org/arcticseaicenews/
- "Icelights": http://nsidc.org/icelights/
- Companion to news page – more in depth info on topical sea ice issues
- Sea Ice Index: http://nsidc.org/data/seaice_index/
- Atlas of the Cryosphere: [https://nsidc.org/fgdc/maps
Selected other sites:
- "Whither Arctic Sea Ice?" EET Chapter: http://serc.carleton.edu/eet/seaice/
- "Windows on the Universe" Sea Ice: http://www.windows2universe.org/teacher_resources/graphs/teach_sea_ice_extent.html
- A Tour of the Cryosphere, NASA Scientific Visualization Studio: http://www.nasa.gov/multimedia/podcasting/TourOfCryosphere09.html
- NOAA Arctic Theme Page: http://www.arctic.noaa.gov/
- Snowtweets: http://snowtweets.uwaterloo.ca/
- Free modules and resources for climate education (PowerPoint 2007 (.pptx) 3.3MB Jun6 11) - Tim Spangler, UCAR
MetEd registration - free registration required to access modules
Instructions for creating student accounts, from the IT department at MetEd:
A K-12 teacher can create "student accounts" either at the time the
teacher registers on the web site or by going into the "Your Account"
page on meted.
Here is the process:
- select "Education" as the Affiliation
- select "K-12 Educator" as Sub-Affiliation
- a pop-up appears stating "Register a group of students"
- enter number of student accounts to create
A student account is based off the teacher's email address. For
example, if you created 5 accounts, they would be:
with a password that is the same as the email address up the the
ampersand. So the password for email@example.com
would be "joeteacher_1." This information is detailed on the MetEd FAQ page.
The teacher will then get emails when any quiz is completed for one of
these accounts. There is also additional functionality given to the
teacher (deleting accounts, purging quiz scores etc), but we are still
getting that added to the new meted.
12:00 - 2:00 Pacific time | 1:00 - 3:00 Mt time | 2:00 - 4:00 Central time | 3:00 - 5:00 Eastern time
This session will include 4 examples of teaching activities that are used in undergraduate settings. Presentations will include a description of the activity and tips for how to adapt it to your classroom.
Watch the screencast (MP4 Video 611.8MB Jun9 11)
- Carbon Dioxide Exercise (PowerPoint 2007 (.pptx) 9.1MB Jun6 11) - Randy Richardson, University of Arizona
Web page for this activity
- Visualizing Earth's Radiative Balance:A Classroom "Jigsaw" Exploration of Poleward Heat Transport (PowerPoint 2.5MB Jun8 11) - E. Christa Farmer, Hofstra University
Web page for this activity
- Understanding Global Patterns (Acrobat (PDF) 24.6MB Jun9 11) - Federica Raia, University California, Los Angeles
Web page for this activity
- Using a Mass Balance Model to Understand Carbon Dioxide and its Connection to Global Warming (PowerPoint 477kB Jun7 11) - Robert MacKay, Clark College.
Web page for this activity
Instructions for the group project
During the break from June 9-13, workshop participants will form small working groups. Each group will select one of the climate literacy concepts that apply to teaching about interactions between components of the climate system. Groups will work together to author an idea for how to teach this concept and will create a web page containing a description of their idea.
During this session we will organize the groups, select topics and provide instructions for completing the project.
2:00 - 2:30 Pacific time | 3:00 - 3:30 Mt time | 4:00 - 4:30 Central time | 5:00 - 5:30 Eastern time
This tutorial and demo will guide you through how to make impressive web pages. Topics will include making links, uploading files and images, using images and formatting your page.
Roadcheck evaluation
Team Project: Building Blocks for Climate LiteracySmall groups of participants will be assigned to each of the 6 concepts of Principle 2. Each group has the mission to create an activity idea for how to teach this concept. Activity ideas could include an outline for a class, a lab activity, a project, or a dataset or visualization to teach the topic. Making use of existing CLEAN activities is a good place to start if there are suitable activities for a given concept.
Each group will create a web page containing a description of their idea. Groups will work on this project over the break and will share their results on Tuesday June 14.
Index to all activities and workspace pages
Group A. Earth's climate is influenced by interactions involving the sun, ocean, atmosphere, clouds, ice, land, and life. Climate varies by region as a result of local differences in these interactions.
Group B. Covering 70% of Earth's surface, the ocean exerts a major control on climate by dominating Earth's energy and water cycles. It has the capacity to absorb large amounts of solar energy. Heat and water vapor are redistributed globally through density-driven ocean currents and atmospheric circulation. Changes in ocean circulation caused by tectonic movements or large influxes of fresh water from melting polar ice can lead to significant and even abrupt changes in climate, both locally and on global scales.
Group C. The amount of solar energy absorbed or radiated by Earth is modulated by the atmosphere and depends on its composition. Greenhouse gases— such as water vapor, carbon dioxide, and methane— occur naturally in small amounts and absorb and release heat energy more efficiently than abundant atmospheric gases like nitrogen and oxygen. Small increases in carbon dioxide concentration have a large effect on the climate system.
Group D. The abundance of greenhouse gases in the atmosphere is controlled by biogeochemical cycles that continually move these components between their ocean, land, life, and atmosphere reservoirs. The abundance of carbon in the atmosphere is reduced through seafloor accumulation of marine sediments and accumulation of plant biomass and is increased through deforestation and the burning of fossil fuels as well as through other processes.
Group E. Airborne particulates, called "aerosols," have a complex effect on Earth's energy balance: they can cause both cooling, by reflecting incoming sunlight back out to space, and warming, by absorbing and releasing heat energy in the atmosphere. Small solid and liquid particles can be lofted into the atmosphere through a variety of natural and manmade processes, including volcanic eruptions, sea spray, forest fires, and emissions generated through human activities.
Group F. The interconnectedness of Earth's systems means that a significant change in any one component of the climate system can influence the equilibrium of the entire Earth system. Positive feedback loops can amplify these effects and trigger abrupt changes in the climate system. These complex interactions may result in climate change that is more rapid and on a larger scale than projected by current climate models.
Day 3 - Tuesday June 14
8:30 - 10:00 Pacific time | 9:30 - 11:00 Mt time | 10:30 - 12:00 Central time | 11:30 - 1:00 Eastern time
Presentation of activity ideas for all groups. Each group will have 15 minutes give a show-and-tell of their web page, which includes time for discussion and feedback from the audience.
Instructions for afternoon review and a brief overview of the CLEAN review process.
Asynchronous discussion - Communicating Climate Change
Asynchronous session VII - Activity Review Preparation
12:00 - 1:00 Pacific time | 1:00 - 2:00 Mt time | 2:00 - 3:00 Central time | 3:00 - 4:00 Eastern time
Groups read over the activity they will be reviewing - use the discussion thread at the bottom of the page to make comments.
Synchronous session VII - Activity Review
1:00 - 2:00 Pacific time | 2:00 - 3:00 Mt time | 3:00 - 4:00 Central time | 4:00 - 5:00 Eastern time
Instructions for review process
- The goal of the review session is to have everyone read each others' activity and offer suggestions and feedback that can be used to strengthen the activity.
- The review period is 2 hours. During the first hour (from 2:00 - 3:00 Central time), read through the activity pages and prepare feedback. Use the discussion thread at the bottom of the page to make comments.
- Use the CLEAN review form (Microsoft Word 149kB Apr18 11) to guide your feedback. You do not need to complete the form.
- During the second hour (from 3:00 - 4:00 Central time), call into the phone line for your group.
- On the phone, each each group spends ~20 minutes discussing each activity.
Review Group 1
Climate feedbacks (Group F) and Ocean as climate control (Group B)
Group members: Maureen Padden, Cheryl Watson, Kristen Poppleton, Cornelia Harris, Kristine DeLong, Mellie Lewis, Sharon Browning
Review Group 2
Greenhouse Effect (Group C) and Biogeochemical cycles / Carbon cycle (Group D)
Group members: Dave Dempsey, Erik Christensen, Sara Harris, Steve Taylor, Alisa Hylton, Anne Hall, Lisa Doner
Day 4 - Wednesday June 15Teaching ideas web pages completed
Asynchronous discussion - Communicating Climate Change
2:00 - 3:30 Pacific time |3:00 - 4:30 Mt time | 4:00 - 5:30 Central time | 5:00 - 6:30 Eastern time
Closing plenary: Communicating Climate Science and Countering Disinformation (PowerPoint 8.9MB Jun15 11) - John Cook, author of the Skeptical Science website.
Watch the Screencast (MP4 Video 158.4MB Sep2 11)
Questions and discussion to follow
- Point of Inquiry is a great podcast with lots of interviews about how the mind works that I find very helpful, particularly the interview with George Lakoff.
- This article by Chris Mooney is a good starting point with lots of links to subsequent research: The Science of Why We Don't Believe Science
- This is a resource that is collecting climate metaphors: ClimateBites
- John's article, The 5 characteristics of scientific denialism
End of workshop survey


text:
FIS Adds New Customer for Its InstantFunds Mobile Technology
FIS Adds New Customer for Its InstantFunds Mobile Technology
Key Facts
- FIS InstantFunds Mobile combines proven solutions for express remote-check capture.
- Supports FIS' strategy for delivering new innovations for the mobile channel
JACKSONVILLE, Fla.--(BUSINESS WIRE)-- FIS™, (NYS: FIS) , the world's largest provider of banking and payments technology, today announced that American Express® chose FIS' InstantFunds Mobile technology to provide mobile-driven remote check capture for Bluebird accounts.
"Consumers are increasingly mobile and tech-savvy and constantly seek convenience. They want the option to perform any financial or purchasing transaction with a mobile phone," explained Gary Norcross, president and chief operating officer, FIS. "We recognized the opportunity to offer a mobile solution that brings more secure, self-service capabilities to consumers and we're excited that American Express has teamed with FIS to support its innovative Bluebird offering."
FIS InstantFunds Mobile enables consumers to use their smartphones to scan a check and add funds into their account, thus limiting fraud by leveraging FIS' analytics and payment guaranty technologies.
"Our strategy is to provide consumers with convenient and easy-to-use payment products that best fit the way they want to make purchases and payments. FIS' mobile check capture solution provides our customers with a simple and convenient way to load funds in their accounts, right from their smartphones," stated Alpesh Chokshi, president, Global Payment Options, American Express.
InstantFunds Mobile combines three proven FIS solutions: Mobile Prepaid, FIS Xpress Deposit and Certegy Check Authorization and Warranty into a single solution designed to deliver convenience, speed and fraud protection to consumers who want to fund their prepaid cards. With FIS InstantFunds Mobile at the core of their mobile strategy, payments providers now have a feature within their own mobile app in which they control the cardholder experience from messaging and fee structures to promotions and campaigns. In contrast to other solutions, the FIS offering is integrated and encourages consumer adoption by eliminating the hassle of downloading a second app for adding funds via check to the card. For the cardholder, it makes funds available, offers fraud protection, and supports all check types.
FIS (NYS: FIS) is the world's largest global provider dedicated to banking and payments technologies. With a long history deeply rooted in the financial services sector, FIS serves more than 14,000 institutions in over 100 countries. Headquartered in Jacksonville, Fla., FIS employs more than 32,000 people worldwide and holds leadership positions in payment processing and banking solutions, providing software, services and outsourcing of the technology that drives financial institutions. First in financial technology, FIS tops the annual FinTech 100 list, is 425 on the Fortune 500 and is a member of Standard & Poor's 500® Index. For more information about FIS, visit www.fisglobal.com.
Forward-Looking Statements
This news release contains forward-looking statements that involve a number of risks and uncertainties. Statements that are not historical facts, including statements about our beliefs and expectations, are forward-looking statements. Forward-looking statements are based on management's beliefs, as well as assumptions made by, and information currently available to, management. Because such statements are based on expectations as to future economic performance and are not statements of fact, actual results may differ materially from those projected. We undertake no obligation to update any forward-looking statements, whether as a result of new information, future events or otherwise. The risks and uncertainties which forward-looking statements are subject to include, but are not limited to: changes in general economic, business and political conditions and other risks detailed in the "Statement Regarding Forward-Looking Information," "Risk Factors" and other sections of the Company's Form 10-K and other filings with the Securities and Exchange Commission.
Kim Snider, 904.438.6278
Vice President
FIS Global Marketing and Communications
Mary Waggoner, 904.438.6282
Senior Vice President
FIS Investor Relations
KEYWORDS: United States North America Florida
The article FIS Adds New Customer for Its InstantFunds Mobile Technology originally appeared on Fool.com.Try any of our Foolish newsletter services free for 30 days. We Fools may not all hold the same opinions, but we all believe that considering a diverse range of insights makes us better investors. The Motley Fool has a disclosure policy.
Copyright © 1995 - 2012 The Motley Fool, LLC. All rights reserved. The Motley Fool has a disclosure policy.


text:
When it comes to going green, you might be under the assumption that living a more sustainable lifestyle involves making costly alterations to your home - many of which may not save you much money or help you reduce your carbon footprint over time. However, making a few simple changes to some of the most-used areas of your home can do wonders when it comes to making your household a more environmentally-friendly place.
Renovating your living room
The living room is often a place where families come together, as well as household guests. If you think your entertainment space could be a little more green, Better Homes and Gardens Magazine recommends bringing in furniture and fixtures, such as hooks and doors, that are made of recycled materials. This can substantially reduce your carbon footprint and make your living room more eco-friendly.
To avoid wasting energy and cranking up the thermostat in the winter, think about installing lava panels on your walls. Not only are they decorative, but lava heating can effectively keep a room toasty during even the coldest winter. Radiant heat also eliminates the need to bring in space heaters for additional warmth.
Remodeling your kitchen
In addition to renovating your entertainment space, you'll want to think about giving your kitchen another look if you truly want to make your home more environmentally-friendly. Kitchens are a place where an ample amount of electricity runs everything from microwaves to stoves.
If you're interested in making your kitchen more eco-friendly, Better Homes and Gardens Magazine recommends installing energy-efficient double pane windows. This can allow you to use more natural light during the day while saving money on energy costs.
The kitchen is a room that needs an ample amount of light for food preparation and everything in between. For your overhead fixtures, think about installing cost-effective LED lights that can provide you with the illumination you need.
The advantages of a green home
HGTV reports that it's becoming easier for homeowners to go green now that the selection of eco-friendly materials, furnishings and fixtures continues to expand. Perhaps the biggest benefits of making your space green is knowing what your home is composed of, whether it be primarily recycled wood or stone. In the end, you'll have peace of mind knowing that your changes are making a positive impact on the environment.
We won't share your information and you can unsubscribe at any time with a single click.


text:
Early Learning
Promise Neighborhoods
Postsecondary Success
Strengthening CTE
School Improvement Challenge
Odds and Ends
Quote to Note
Upcoming Events
Early Learning
On April 9, the Departments of Education and Health and Human Services announced that $133 million from this year's $550 million Race to the Top Fund will be available for continued investments in state-level comprehensive early education reform. The agencies intend to fund down the Fiscal Year 2011 slate, inviting the next five states that participated but did not receive awards in last year's competitionColorado, Illinois, New Mexico, Oregon, and Wisconsinto apply. These five states each earned at least 75% the total points possible in the 2011 competition. The states will be eligible to apply for up to 50% of their requested award amount from last year's application. The agencies will publish a notice of proposed rulemaking in the Federal Register in the near future with the full details of this proposal.
A day later (April 10), Secretary Duncan joined National Institute for Early Education Research (NIEER) Director Steve Barnett to discuss release of the "2011 State Preschool Yearbook," the latest in a decade of annual reports profiling state-funded preschool programs in the U.S. According to the 2011 Yearbook, though student enrollment in preschool has soared, state funding per child nationwide continues to decline (by $715 per child, when adjusted for inflation, between the 2001-02 and 2010-11 school years), keeping the quality of many states' preschools low. "High-quality early learning is arguably the greatest investment we can make, which is why our Race to the Top-Early Learning Challenge supports states committed to providing this important opportunity to more children," the Secretary emphasized. "Raising the quality of early learning and expanding access to effective programs plays a pivotal role in improving our children's chances at being successful in grade school through to college and careers." (Note: The Secretary's full remarks are available online.)
Also, the Department has launched a new early learning mapping site, allowing individuals to use tools to look at discretionary grant programs that focus on or include early learning, and posted revised non-regulatory guidance for school districts and school using Title I, Part A funds to implement high-quality preschool programs.
Promise Neighborhoods
Today, the Department released the 2012 application for the Promise Neighborhoods program, which will provide $60 million to continue support for existing implementation grantees and award a new group of planning and implementation grants. Non-profit organizations, institutions of higher education, and Indian tribes are invited to apply for funds to develop or execute plans that will improve educational and developmental outcomes for students within distressed neighborhoods. Applications are due July 27, with winners selected and awards made in December 2012. (Note: The Office of Innovation and Improvement [OII] will conduct several webinars for potential applicants. Participants will be required to register in advance. Additional information will be posted in the coming days.)
Postsecondary Success
To provide a more accurate picture of student persistence and completion and address concerns from institutions about the limitations of existing success measures, the Department has released an action plan that takes concrete steps to augment current measures of student success in postsecondary education. Graduation rate reporting now required for institutions of higher education will be broadened to include part-time and other students who have previously attended higher education. Current law excludes a substantial portion of the student population by only requiring that schools track graduation rates for full-time, first-time students.
The action plan responds to the final report of the Committee on Measures of Student Success (CMSS), which was created under the Higher Education Opportunity Act (HEOA) to help two-year institutions comply with the law's disclosure requirements and develop alternate measures of student success. The 15-member committee, appointed by Secretary Duncan in June 2010, held five public meetings over 13 months and made a number of recommendations that are incorporated into the action plan. The broader measures of student success will be implemented for two- as well as four-year schools.
The action plan also includes activities and grant opportunities to help institutions and states strengthen capacity to collect and disseminate quality data. Among them: developing easy-to-use templates that schools can use to meet the HEOA's disclosure requirements; making improved data collection and reporting a focus in its postsecondary education initiatives and grant programs; continuing to provide incentive funding to strengthen states' data infrastructure through Statewide Longitudinal Data System (SLDS) grants, which will make its fifth round of awards this spring; and convening a summit, this year, to highlight promising practices in the collection of data related to student success, such as student learning and employment.
Strengthening CTE
This week, during a two-day visit to Wisconsin and Iowa (Day 1 and Day 2), Secretary Duncan released the Administration's blueprint for transforming career and technical education (CTE), by reauthorizing the Carl D. Perkins Career and Technical Education Act. The last Perkins authorization, in 2006, introduced important changes in federal support for CTE, helping to improve the learning experiences of students. However, it did not go far enough to systemically create better outcomes for students and employers competing in today's global economy.
With a $1 billion investment in the Administration's Fiscal Year 2013 budget, the blueprint will transform the Perkins program in four key areas:
- Alignment. Ensuring the skills taught in CTE programs reflect the actual needs of the labor market so that CTE students acquire the 21st century skills necessary for in-demand occupations within high-growth industry sectors.
- Collaboration. Incentivizing secondary schools, institutions of higher education, employers, and industry partners to work together to ensure that CTE programs offer high-quality learning opportunities.
- Accountability. Requiring CTE programs to show, through common definitions and related performance measures, they are improving academic outcomes and enabling students to build job and technical skills.
- Innovation. Promoting systemic reform of state-level policies to support effective CTE implementation and innovation at the local level.
In related news, President Obama met with students at Lorain County Community College in Elyria, Ohio, to discuss the Administration's job training initiatives, and Under Secretary of Education Martha Kanter testified before a Senate subcommittee on "filling jobs today and training workers for tomorrow."
School Improvement Challenge
Also this week, Together to Tomorrow, a joint initiative of the Department, the White House Office of Faith-Based and Neighborhood Partnerships, and the Corporation for National and Community Service to spur community engagement in turning around the nation's lowest-performing schools, launched its School Improvement Challenge for the 2012-13 school year. The Challenge is an opportunity for schools and districts, higher education institutions, and non-profit organizations to join with other partners in efforts to improve their neediest schools by raising key measurable student outcomes: attendance, behavior, course performance, and college access. Plans may be submitted to catalyze new partnerships as well as spotlight and expand exemplary initiatives already working to raise student achievement and strengthen a community culture of educational success. Plans may encompass a single local community or a regional, state, or national endeavor with multiple sites. The Challenge is not a new grant program but, rather, an approach to better coordinate resources and initiatives. All schools and communities that meet the criteria will garner national recognition and become part of a learning network. Selected applicants will also be invited to attend a special event in Washington, D.C. Plans must be submitted by June 29.
Odds and Ends
Last week, Secretary Duncan addressed the National Association for Urban Debate Leagues' Dinner.
On April 17, the Secretary joined Agriculture Secretary Tom Vilsack at the Education Commission of the States' (ECS) second Summit on the Role of Education in Economic Development in Rural America to highlight the Administration's commitment to and accomplishments in improving education and the economy in rural areas.
Then, at the April 18 meeting of the White House Rural Council at the University of Wisconsin-Platteville, the two secretaries signed an interagency agreement to advance agricultural education.
Teachers@ED profiles some of the current and former teachers who work at the Department and how their experiences in schools inform their work for the agency. The latest entry profiles Jose Rico, Executive Director of the White House Initiative on Educational Excellence for Hispanics. Another entry spotlights the White House Hispanic Community Action Summit in Los Angeles.
A new White House report, "Keeping America's Women Moving Forward: The Key to an Economy Built to Last," examines the ways in which the Administration has worked to ensure women's economic security through all stages of life.
Quote to Note
"I am saddened to see that Pat Summitt is stepping down as the basketball coach at the University of Tennessee because she has set the gold standard for coaches everywhere.... Yet, as extraordinary as Pat's record is on the court, it's every bit as exceptional off of it. Pat has an unparalleled ability to develop leaders and champions from the court to the classroom. During the 38 years she coached the Lady Vols, every single player who completed her eligibility at Tennessee graduated, and dozens of her players went on to become coaches themselves. Her career is a powerful reminder that the job of the coach is not just to win games but to be a mentor and help develop the life skills of their players. Now, as she moves on to continue her courageous role as a spokesperson in the fight against Alzheimer's, I know she will continue to educate and teach so many of us once more."
|Secretary of Education Arne Duncan (4/18/12), in a statement on the resignation of Tennessee coach Pat Summitt
Upcoming Events
A reminder: on April 23, during Earth Week, Secretary Duncan, Council on Environmental Quality Chair Nancy Sutley, and Environmental Protection Agency Administrator Lisa Jackson will announce the first-ever U.S. Department of Education Green Ribbon Schools.
On April 26, from 10:00 to 11:30 a.m. Eastern Time, the Department's Office of Communications and Outreach (OCO) will host an Education Stakeholders Forum focused on the progress of School Improvement Grant (SIG) recipients. As with previous forums, the meeting will take place at the agency's headquarters in Washington, D.C. However, in an effort to make the information shared readily available, the Department will also be live streaming this forum. No registration is necessary for the live streaming.
Registration is open for National Rural Education Technology Summit 2.0. This free virtual conference, on April 30 from 12:00 noon to 6:00 p.m. Eastern Time, will use the power of technology to "overcome distance, bring resources to rural schools, and engage students, teachers, and administrators." The interactive program has science, technology, engineering, and math (STEM) sessions, professional development opportunities, and messages from Secretary Duncan, Federal Communications Commissions (FCC) Chair Julius Genachowski, and Smithsonian Institution Secretary G. Wayne Clough.
Over the next two weeks, the Department will exhibit at the National School Boards Association's Annual Conference in Boston (April 21-23) and the National Council of Teachers of Mathematics' Annual Meeting in Philadelphia (April 25-28). If you are attending either event, please stop by the Department's booth.
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