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Cardinal Blase Cupich led parishioners in prayer and song to celebrate the resurrection of Jesus Christ.
Holy Name Cathedral Holds Great Vigil Of Easter
Sponsored By
Program: CBS 2 News WeekendsCategories: Holidays, News, Local News, WBBMTV
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Chicago Weather: Storm Chance SaturdayCBS 2 Meteorologist Mary Kay Kleist has the 10 p.m. forecast for August 14, 2020.
IDES Increases Workers, Calls, But Long Waits For Callbacks Continue For ManyTwo weeks ago a spokesperson for the Illinois Department of Employment Security said they added 100 call takers to their virtual call center, but people continue to reach out to CBS 2 about long waits for help.
Police Searching For Missing United Airlines ExecutiveFriday night police and volunteers were searching for Jake Cefolia at Waterfall Glen Forest Preserve in the southwest suburbs of Chicago.
Group Of Women Attorneys Call Attention To Sexual Harassment In The CourtroomA group of women attorneys says they don't know where to turn when it comes to reporting sexual harassment in the courtroom.
Protesters Plan To Shut Down Dan Ryan ExpresswayIt's illegal on both state and federal levels to shut down an expressway, but Saturday there is a planned protest to do just that on the Dan Ryan at noon. Police plan to step in if violence and looting start.
Boy Shot In Woodlawn Neighborhood Taken To Comer Children's HospitalThe boy was standing in the park in the 6400 block of South Ellis with a group shortly after 8 p.m. when shots were fired.
Bulls Fire Head Coach Jim Boylen After Two Losing SeasonsThe Chicago Bulls have fired their coach, Jim Boylen, the team announced on Friday morning.
City Leaders Detail Anti-Violence Plan Heading Into Tense WeekendThe five-point plan includes new task forces and deployment strategies as well as strengthened legal action to address looting.
Experts Break Down The Disturbing Spike In Coronavirus CasesThe Illinois Department of Public Health Friday announced 2,264 new confirmed cases of coronavirus disease in Illinois, including 25 additional confirmed deaths.
CBS 2 News at 6:00 p.m.Chicago's star golden retriever is making her prime time debut thanks to one of her little quirks caught on camera.
Riverside Brookfield High School Switches To Remote LearningRiverside Brookfield High School on Friday reversed course on its courses, deciding to switch to an all e-learning model to start the school year instead of a planned hybrid approach.
After More Than 30 Years, Vince Gerasole Signs OffCBS 2 News at 5:00 p.m.
Hewn Bakery Owners Forge Ahead With Expansion During COVID-19 CrisisThey are weathering the COVID-19 storm and surviving, but on the horizon they see concerns about the survival of many small businesses. CBS 2's VInce Gerasole reports.
Riverside-Brookfield High School Switches From Hybrid Model To All Remote LearningRiverside-Brookfield High School on Friday reversed course on its courses, deciding to switch to an all e-learning model to start the school year instead of a planned hybrid approach. CBS 2's Steven Graves reports.
CBS 2 News at 5:00 p.m.Mayor Lori Lightfoot, alongside other city officials, announced city plans to protect neighborhoods and businesses after recent looting events. CBS 2's Chris Tye reports.
PAWS Dog Of The Week: PierrePierre is the PAWS dog of the week.
Macy's May Shrink Or Leave Water Tower Location, Crain's ReportsMacy's is looking to shrink its Water Tower Store or leave the space altogether, Crain's reported.
City Announces Plans To Protect Neighborhoods From Weekend LootingChicago Police Supt. David Brown on Thursday evening warned anyone who might try to loot or cause unrest this weekend will not get away with it.
28-Year-Old Man Fatally Shot From Inside South Shore HomeA man died after he was shot inside of a home in the South Shore neighborhood Thursday night.
ComEd Reports Thousands Still Without Power FridayThousands are still without power after Monday's storms causes major damage.
For Some, COVID-19 Didn't Take A Bite Out Of Their Restaurant Business DreamsMorning Insider Lauren Victory found some restaurant owners making the dive into dining during coronavirus chaos.
Heat And Humidity ReturnsCBS 2 meteorologist Tim McGill has the forecast.
More Humid Next 2 DaysCBS 2 Meteorologist Mary Kay Kleist has your 10 p.m. RealTime Weather forecast for Thursday, Aug. 13, 2020.
Inconsistencies In CPD Body Camera Policies And Practices PersistCBS 2 Investigator Dave Savini exposes a camera breakdown a failure to use body cameras, and a lack of discipline too.


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More than 200 scholarship donors and recipients attended the Donor Scholarship Luncheon on October 16 in the ballroom of the new Student Activities Center. Representatives from many of the scholarships were in attendance, including Wayne Chaplin, J.D.'82, who has generously donated matching funds to new scholarships through the Chaplin Challenge. To date, $800,000 has been matched and 17 scholarships established.
Dean Patricia D. White opened the luncheon thanking the donors for their munificence saying, "It is particularly important right now for our law students during these challenging times," she said. "We still need to attract the best and the brightest and your scholarship money makes this all possible."
Many of the scholarship recipients had the opportunity to meet and lunch with their beneficiaries.
Wendy Lapidus lunched with recipient Lacey Stutz of the scholarship named in memory of her late husband, Richard L. Lapidus, J.D.'61.
The Richard L. Lapidus Endowed Scholarship is awarded to a student who has excelled in the Litigation Skills program and demonstrated a clear understanding of legal ethics. It was established by friends and relatives of Lapidus, a passionate trial and appellate lawyer, who died in February 2012.
"The scholarship fund was established because Burton Harrison, who died this past summer, and his wife, Lydia, wanted a scholarship in memory of their dear friend, Richard Lapidus, my late husband," said Wendy Lapidus. "Burt, a friend of 48 years, had always admired Dick's ability as a trial lawyer and thought the scholarship should be for a student who showed a particular interest in litigation. I loved the idea and matched their contribution."
"It was a wonderful gesture on the part of the Harrison's to initiate this fund," said Wendy Lapidus. "Lydia and I got to meet Lacey at the UM Law Donor Scholarship Luncheon. She is a charming and intelligent woman, and we are delighted to be able to help her further her legal education. She is the kind of woman Dick would have hired as an associate, and I wish they could have worked together."
3L Lacey Stutz sat next to Lapidus and they chatted like old friends. "I was thrilled to have the opportunity to meet and personally thank the generous donors who contributed to my scholarship," she said. "I enjoyed learning more about them and their connections to the Miami Law community. In fact, one of the donors, Mrs. Wendy Lapidus, invited me to attend a concert with her that evening. It was a wonderful experience where I got to know her better and learn about the Miami legal community's support of the arts in South Florida. I look forward to keeping in touch with her and the other individuals who generously donated to my scholarship."
"The scholarships I have received have made a huge difference in my legal education. Without the scholarships, I would not have the freedom to take the classes and pursue the professional opportunities that most interest me," Stutz said.
Michael A. Rosen, J.D.'73, attended on behalf of the friends, family, and colleagues who established the Judge Maxine Cohen Lando Endowed Memorial Scholarship. The scholarship is awarded to a second or third year law student based on merit and financial need, and who has demonstrated an interest in pursuing a career in public service with preference given to a female student. The recipient is known as the "Judge Maxine Cohen Lando Scholar."
Judge Lando, JD '74, was a Circuit Judge in the 11th Judicial Circuit of Miami-Dade County, who passed away after a battle with cancer.
"It was inspiring to learn of the story of Judge Maxine Cohen Lando from those who were close to her and have established the scholarship in her name," said 3L Melanie Spencer. "I am honored to be the first recipient of the scholarship and grateful that her colleagues and family decided to honor her in this way."

subset: commoncrawl


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Financial blog
Mark Goodfield, The Blunt Bean Counter
Mark Goodfield is a Canadian income tax expert who shares his insights and knowledge about the Income Tax Act, and that makes him rather unique. There are countless consumer blogs and political pundits and even a few good government blogs, but Mark is the first income tax expert blogger I've come across. More accurately, he's…Read More


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bundles of smaller, 7-inch by 8-inch pieces. Inspired by these little stacks of sumptuous fabric gems, we decided to revisit Mary Flanagan and her perfectly patchwork-able Felted Wool!
This time around, instead of a quillow, we decided to make a simple throw . We picked out eight lovely bundles ranging from the soft golden palette of "Straw" to the deep purple tones of "Blackberry". The effect is like a walk through the countryside, with each bundle evoking its own special place: a grassy hill, a plowed field, a bubbling stream.
Expanding on Page's original detailed instructions and ingenious construction, the Felted Wool Patchwork Throw is a snap to make. It's amazing to be able to sew such a substantial throw (53-inches by 56-inches!) in a weekend! Best of all, because it's made from such special material in such a cozy palette, it comes out looking absolutely beautiful!
- Eight Small Mary Flanagan Textured Felted Wool Bundles. We used Straw, Wagon Trail, Blackberry, Jax Blacks, Old Crow, Old Denim, Spring Rain, and Blue Spark
- 100% cotton machine sewing thread in a light, medium and dark to match your felt. We used colors 3170, 3756, and 9500.
For best results, use a walking foot on your sewing machine.
Cut each piece of every bundle to be 6-inches by 7-inches. Keep the bundles grouped together. You might want to put each cut bundle into it's own ziplock to keep it neat and separated.
The original Felted Wool Patchwork Quilllow that this project is based on has some great instructions on how to cut the wool in the neatest possible manner. You can see them by clicking here and scrolling down to the "Squaring Up" section.
Pinning and Sewing the Strips
You will be sewing this throw together by first sewing each bundle into a long strip and then sewing these eight strips together. Arrange the ten pieces of each bundle into a pleasing order.
Pin together each strip as follows:
- Pin along the 7-inch sides
- Overlap the pieces by a half inch
- Use ample pins since the fabric stretches as you are sewing
Using a walking foot on your machine, sew along the pinned edges using a 1/16-inch seam allowance.
Flip the strip over and you will see that you have a half-inch flap where the two pieces of wool overlap as shown above. Using a 1/16-inch seam allowance, sew this flap down just as you did on the reverse side.
You will have two parallel seams running along the overlapped felt which creates a finished seam on both sides. Repeat this step for all pinned seams along the length of the strip.
Repeat this for each cut bundle. You will have eight strips.
Piecing the Strips Together
Lay out your strips into a pleasing order.
Pin a long edge of the first strip to a long edge of the second strip with the second strip overlapping the first by a 1/2-inch. Their seams should be facing opposite directions as in the photo above (the seams on the lighter strip are facing down and the seams on the darker strips are facing up.) Take care to pin very carefully and make sure that the strips and the pieces line up neatly.
Sew the strips to one another in the same manner you sewed the pieces together sewing 1/16-inch from the raw pinned edge and then flipping it over and sewing 1/6-inch from the 1/2-inch flap on the back.
Piece the remaining strips to each other in this manner, always making sure the new strip's seams are facing the opposite direction as the previous strip and overlapping the new strip on top of the previous one.
Trim the excess threads from the front and back and you're all done!


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THE SQL Server Blog Spot on the Web
Alberto published the Rolling 12 Months Average in DAX article on SQLBI a few days ago, which includes interesting consideration about how to avoid the pitfall of touching the boundaries of the Date table, which could result in a calculation error.
More interesting for the geek of us is the optimization of the measure to avoid the IF statement. As you may already know if you watched some of our last events or course, using IF statement in a measure might affect performance, especially (but not only) when you query a Tabular or Power Pivot model from MDX (i.e. from a PivotTable in Excel). In this article, instead of using:
Avg12M := IF ( [Sales] <> 0, <expression> )
the formula is
Avg12M := DIVIDE ( [Sales], [Sales] ) * <expression> )
as you can see, the DIVIDE has the only purpose to return 1 if the value to check is other than 0, and 0 if it is 0. The query plan generated by this expression is much faster than the IF one, and this technique can be used in many other similar scenarios.
'Am probably stupid, but i don't understand the formula and i don't see where is the Rolling average for 12 months compute ? Could you precise a little more with a specific example or something like that ? Thanks Marco.
A stupid guy :)
It's in the <expression>, described in the article I was commenting (follow the link in the post) :-)
i am working on trailing 13 months but the formula which is given not working properly so please give me solution descriptive


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I know some things about JApplet, but how do you make an applet that will let you upload files, and open, or at least download, files.
Also, how do you get it to paint in more than once color?
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I know some things about JApplet, but how do you make an applet that will let you upload files, and open, or at least download, files.
Also, how do you get it to paint in more than once color?
For file navigation to save or select, see How to Use File Choosers. For applets, doing so requires your applet be signed. See the following: Signed Applets - How to sign an applet (and get it to work)
Vague answers (or none at all) result from vague questions. I suggest you start another thread with this question, containing a bit more information and code describing the problem, what you have, and what you wish to accomplish.Also, how do you get it to paint in more than once color?
Last edited by copeg; August 28th, 2010 at 10:06 PM.
In applets you use paint instead of paintComponenet?
In Applets you can override paint(...)
In JApplets you can override paintComponent(...)
Better than either is to override paintComponent(..) in a JPanel or JComponent and add that (or set as contentPane) in a JApplet. That way, you can re-use your JPanel/JComponent by adding the same JPanel to a JFrame/JDIalog or by passing it as the message parameter to a JOptionPane.
^^ what Darryl said.
Build your GUI off of a JPanel/JComponent, then you can simply add it to your applet if you want to make an Applet/JApplet, or you can set it to the content pane of your JFrame if you want a stand-alone Java application.
I override a jpanel and add it to my JFrame. Thanks for the info.
Also, maybe I'm just a but are FileChoosers pretty complicated, i.e. something someone who's only been doing GUIs for less than a year's worth, should be fiddling with, or are they pretty easy to get it to read and write and upload stuff? I got it to write part of an object in another class thing but part of that object wasn't Serializable. Also, if I'm going to change components, like update the text in a text area, or have the saved layout start out with the last used background color setting, do I have to remove the old ones and bring in the updated ones? You can't add an Object to a JPanel. How do you put back in the object that was made from readObject() and writeObject()? However, if the said Object is also a Component then it can be added. Is there a way to make the writeObject() or readObject() value made by writing the Component and then reading the Object back in a reference variable of Component? Yeah I need a try and catch block to deal with the possibility of a Class Cast Exception, but is it doable?
JPanel panel = new JPanel(); Component comp = new Component(); panel.add(comp); JFileChooser chooser = new JFileChooser(JFileChooser.SAVE_DIALOG); File file = chooser.getSelectedFile(); OutputStream os = new OutputStream(file); ObjectOutputStream oos = new ObjectOutputStream(os); Object obj = oos.writeObject(comp); panel.remove(comp); JFileChooser chooser2 = new JFileChooser(JFileChooser.LOAD_DIALOG); File file2 = chooser2.getSelectedFile(); InputStream is = new InputStream(file2); ObjectInputStream ois = new ObjectInputStream(is); Object obj2 = ois.readObject(); Component c; try ( c = obj2; panel.add(c); } catch(ClassCastException cceRef) { System.out.println(cceRef.toString()); }
Also, it won't just be writing a Component itself, but actually a subclass like JTextArea, JButton, etc.
That might change what happens so I thought I should mention it.


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Country cutie Taylor Swift is joining a long list of celebrities including Rihanna, Drew Barrymore and Ellen DeGeneres as the newest face of CoverGirl.
The chanteuse has just signed on to front the "easy, breezy, beautiful" line's new luxury collection, a rep for CoverGirl confirmed to Access Hollywood on Friday.
The name of the new line, however, was not announced.
"I am so excited to become the next CoverGirl," Taylor said in a statement to Access. "I have admired many of the CoverGirls since I was a little girl… great artists and actresses who are confident and still themselves. It's like a dream come true to be a part of the future of CoverGirl."
Taylor recently shot the campaign and the ads are expected to roll out in January 2011 along with the new line.
In related Taylor news, the singer is currently on her "Fearless" tour, which continues across America through June.
Related Content from AccessHollywood.com:
VIEW THE PHOTOS: Model Mania: Hot Shots Of The World's Catwalkin' Beauties
VIEW THE PHOTOS: Drew Barrymore
PLAY IT NOW: Taylor Swift Moments Before Making CMA Awards History (November 11, 2009)
PLAY IT NOW: CMA Awards 2009: Taylor Swift - 'It Felt Like A Dream'
MORE ACCESS ON THESE TOPICS: Taylor Swift - TV - Music - News - Rihanna


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Doctors are diagnosing more patients with eosinophilic esophagitis (EoE), a chronic inflammation of the esophagus which affects people of all ages.
About six years ago, Barbara Epes noticed a problem she had while she was eating or drinking.
"I would get this sensation that something was stuck there and I would pause and relax and it would just go down," said Epes.
Epes' two older sisters said they had similar experiences, so she chalked it up to aging. But it then started happening more frequently, and one night, a piece of steak got stuck in her throat.
"I could talk, I could breath, but I couldn't swallow anything. Even my saliva wouldn't go down," said Epes.
Epes' husband rushed her to the emergency room. She was later diagnosed with EoE.
"EoE is becoming much more common, we think over the past 10 to 15 years, because we're seeing a lot more cases of it," said Dr. Ronen Arai, a gastroenterologist at Broward Health. "Fifteen years ago, it was a diagnosis we never made."
EoE is caused by the infiltration of a specific type of white blood cells into the lining of the esophagus, leading to chronic inflammation.
"It can involve part of the esophagus. It can involve the whole esophagus. It really varies," said Arai.
While the condition is commonly seen in children, Arai said he also often sees it in adults.
"Most of them have probably had the disease when they were younger but didn't become symptomatic until adulthood," said Arai.
Symptoms include difficult swallowing, heartburn, vomiting, abdominal pain, and chest pain. While it's unclear what cases EoE, people with asthma and food allergies appear to be at a greater risk.
"In some cases, if we eliminate those foods, we can reverse the disease process, but that's not the case in even the majority of adults. It's easier to do that in kids," said Arai.
Epes underwent a procedure to open her esophagus. She controls the condition with heartburn medication.


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Aside from Rios' leadoff homer, the Jays bats have been cold. Help us Jobu!
Update: Daniel Cabrera shook off his catcher and threw a 2-0 fastball to Glaus with predictable results. Glaus powered a single into right field allowing Alex Rios to score from second. Thank-you Jobu!
Update #2: Jesse Litsch just finished his night with a stellar 8 and 2/3 innings of 1 run 4 hit ball. Accardo is in for the save.
Update #3: Put this one in the win column (2-1). Accardo got the save. More later...


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Pineapple Express storm brings plenty of rain, flight delays
(02-08) 20:02 PST San Francisco -- Wet conditions from a Pineapple Express storm system moving through the region created slick streets, triggered a flood advisory in the North Bay and caused delays of up to two hours at San Francisco International Airport Saturday.
The rain was expected to continue through the weekend, with another burst of showers Saturday night through Sunday, but then drying out by Monday.
While rainfall totals will not be complete until the storm ends, National Weather Service forecasters said San Francisco received just under an inch of rain in the 24 hours ending 4 p.m. Saturday for a total of 1.92 inches since the storm began on Thursday.
The three-day total topped 11 inches at MountTamalpais with rain expected through Monday morning, said Bob Benjamin, a forecaster with the weather service. Rains could be heavy at times in the North Bay, he said, but should be light to moderate in the East Bay and on the Peninsula.
Weather service officials issued a flood warning Saturday afternoon for parts of Petaluma and Rohnert Park that was expected to last through the evening. An urban and small stream flood advisory continued for cities in Marin County, including Sausalito, San Rafael, Novato, Mill Valley and San Anselmo. The warning was lifted Saturday night as creeks receded but with more rain on the way, meteorologists were keeping a watch on the North Bay.
Rainfall totals were also significant elsewhere in the Bay Area. In Saint Helena, 5.84 inches were recorded over 24 hours with 3.2 inches in Santa Rosa. San Francisco received .89 of an inch while St. Mary's College in Moraga measured 1.84 inches and Oakland International Airport recorded .41 of an inch. Rainfall was considerably lighter on the Peninsula and in the South Bay with .08 of an inch in San Jose, .04 of an inch in Palo Alto and .37 of an inch in Redwood City. In the Santa Cruz Mountains, Ben Lomond recorded 3.57 inches.
But despite the welcome wetness, the system isn't likely to have a significant impact on the state's drought conditions.
"Everything helps, and it's going to take a little bite out of the drought," said Mark Strudley, a hydrologist with the National Weather Service. "But if we're going to get anywhere back to normal, we would need unrealistic rainfall totals for the rest of the season."
Forecasters expect Monday and Tuesday to be dry with another storm system moving down from the Pacific Northwest - possibly south to the Golden Gate - on Wednesday.
"There are chances of some rain in the city," Benjamin said, "but it's still pretty far off."
At SFO, airport duty manager Bob Rotiski said the inclement weather requires a reduction of runway use, leading to flight cancellations and delays of up to two hours.
By early Saturday evening, 82 flights had been canceled - 42 arrivals and 40 departures, according to airport duty manager Joseph Walsh. He said most delays were in the 30-to-90-minute range and that more cancellations are possible.
Snowfall in the Sierra was already considered among the most significant of the season.
About 23.5 inches of snow had been reported from Thursday night through Saturday morning in Kingvale (Placer County), which has an elevation of more than 6,000 feet, said National Weather Service meteorologist Darren Van Cleave.
The U.S. Forest Service Sierra Avalanche Center issued a 24-hour "high" avalanche warning Saturday at 7 a.m. for slopes 32 degrees and steeper.
The National Weather Service in Reno's forecast office put out a flood watch alert in the Lake Tahoe region, which is expected to last from 4 p.m. Saturday through Sunday afternoon.
Meteorologist Scott McGuire said as much as 2to 4feet of snow could fall at elevations above 8,000 feet in the mountains.
While the rain created slick conditions, California Highway Patrol officials reported spinouts and ramp flooding, but no significant problems.
Part of Highway 17 in Los Gatos was temporarily closed after a solo rollover crash at around 10:40 a.m. Saturday, but CHP Officer Ron Simmons said it wasn't clear if rain caused the crash. No major injuries were reported.
In the North Bay, where the flash-flood warning was issued, the Rohnert Park Expressway was closed Saturday between Stony Point Road and Rancho Verde Drive due to flooding, according to Rohnert Park police officials.
As of Saturday night, chains were required on both I-80 and Highway 50 leading to and from the Sierra ski areas.
Victoria Colliver is a San Francisco Chronicle staff writer. E-mail: email@example.com Twitter: @vcolliver


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Technology Plan
The College of Saint Benedict / Saint John's University Education Department is committed to developing teacher candidates who make professional decisions which help all students achieve their full potential as persons and as responsible world citizens in a democratic society. Computer technology has become a major force in communicating the ideas and information that shape our lives, our society, and our world. Teachers must understand the power of digital technology and be able to use it effectively if they are to truly help all students achieve their potential. Herein lies the need which drives the CSB/SJU Education Department Technology Plan: we need to assure that our teacher candidates have the knowledge and skills to effectively use digital technology in helping all students achieve their potential and take their place as responsible citizens.
This technology plan, developed by the CSB/SJU Education Department in collaboration with P-12 educators and the CSB/SJU Information Technology (IT) Services, is a work in progress. Like the technology for which it plans, it will continue to evolve as it reflects a rapidly growing knowledge-base as well as the emerging needs of P-12 students and educators.
The CSB/SJU Education Department Technology Plan begins with a vision for technology in P-12 education. This vision examines the role of technology in the society and world and the relationship to schools. It also includes the emerging directions we envision P-12 schools moving with technology.
Next we describe our own guiding vision for using technology in ways that will transform the way we do teacher education. If we truly believe that P-12 education will change with technology, then the ways in which we prepare P-12 teacher candidates must also change to reflect our vision of that transformation. We envision the transformation of teacher-learner roles and attitudes within our teacher education program through the integration and wide usage of multi-media information and communication technologies.
This plan begins with our vision and then identifies the goals and objectives that will move us forward in realizing that vision. These goals and objective identified are somewhat audacious for a teacher education program in relatively small liberal arts colleges. Nonetheless, we commit ourselves to them with the full support of the strategic plan of CSB/SJU IT Services (CSB/SJU, 1997) and that of the joint institutional strategic plan of the two colleges (CSB/SJU, 1999). The plan also includes an inventory of our current technology resources. Finally, the plan concludes with our strategies for using technology to support our commitment to the continuous improvement of our teacher education program.
A Vision for Technology in P-12 Education
The Need for Technological Literacy
Technology is now a fact of life that is rapidly transforming the way Americans live, work, and play (U.S. Department of Education, 1996). There is hardly any aspect of our culture or way of life that has not been directly affected by technological developments over the past 20 years. Our homes, cars, food, language, and even our relationships with each other have been impacted by technological developments that have occurred in our own lifetimes. Business, industry, health care, communications, entertainment, the arts, transportation, agriculture, government and politics, journalism, television, research and publishing, and on and on have all changed and continue to be transformed through developments in technology. Life is not the same. Society and the world are not the same. Every aspect of life continues to be transformed with and through technology.
Technological literacy is an imperative for functioning effectively in our technology age. Dugger (1997) declared, "A technological literacy is considered to be critical to the success of individuals, entire societies, and to the Earth's ecological balance." Technological literacy is imperative for communication. It is imperative for maintaining an informed citizenship. It is imperative for understanding and working effectively within our economy. With all these imperatives, technological literacy has become an essential mandate for American schools. (U.S. Department of Education, 1996) has called the goal of achieving technological literacy "a national priority."
Technology in Schools
Interestingly, schools and learning are areas that have been among the least affected by developments in computer technology over the past 20 years. The technological revolution has had little impact on the learning that has taken place in schools for a large majority of students during this time. While many schools were quick to place a computer or two in classrooms 20 years ago, those computers were often made into play things for students to use after they had finished their paper and pencil work. The power of computers has rarely been a force used to transform student learning.
While it is reasonable to expect students to develop the computer and technological literacy needed to function effectively in a high tech world, the question of whether computer technology can really improve student learning is another matter altogether. Does computer technology really improve student learning in ways that justify the investment of billions of dollars in it? What is the value of computer technology for student learning?
Many studies have been done to assess the impact of computer technology on student learning. As with most research, the findings of well executed studies do not, for the most part, demonstrate the absolute value of computer technology in-and-of-itself for learning. Rather, these studies generally provide evidence that technology has a positive impact on student learning in certain prescribed contexts and under specific conditions. Thus, the more appropriate question is: How, and in what ways can computer technology best be utilized to improve student learning?
A growing number of studies have been done in recent years on the effectiveness of computer technology in enhancing or improving student learning. Three meta-analyses of these studies (Kimble, 1999, Schacter, 1999, and Mergendoller,1997) discussed the findings and conclusions of various studies and meta-analyses on the effectiveness of different strategies for using computer technology to improve or enhance student learning. These studies considered a variety of factors including specific software, learning strategies, grouping, content area, age and grade level, literacy, multimedia features, skills, distance learning, and more. Together, the findings and conclusions of these studies form the foundation of a developing knowledge-base about the effective use of computers in learning. This knowledge-base in turn, must inform the decisions of pre-service teachers and professional educators about the best practices impacting student learning.
Clearly, teachers must be prepared to make good decisions about using technology to enhance and improve student learning. Teachers can only make good instructional decisions when they understand student learning, the content they seek to teach, and the effective use of various pedagogies and technologies for connecting student learning with specific content. To do this, teachers themselves must be adept at pedagogical uses of technology. They must understand the power of technology and the ways it can be used to improve student learning. Teachers themselves must be both technologically and pedagogically literate.
Billions of dollars have been spent in the past 10 years on wiring schools with computer technology. Today, 95 percent of American schools and 72 percent of classrooms are connected to the Internet (CEO Forum, 2000a). Nonetheless, only 30 percent of American teachers report using the Internet for student research, and a meager 16 percent use it for lesson planning.
A major reason teachers have used computer technology so little is that despite the tremendous commitment of resources to placing computers in schools, very little has been invested in providing teachers with the training and resources to actually use technology in ways that help students learn. The Office of Technology Assessment reported that "... in the enthusiasm to get technology to students, and in the context of limited resources, teacher issues have been shortchanged." Technology training for teachers has often been minimized by emphasizing general computer literacy or familiarity with particular applications. Rarely has technology training addressed empowering teacher effectiveness. "To use new technologies well, teachers not only need access to them, but they also need opportunities to discover what the technologies can do, learn how to operate them, and experiment with ways to apply them" (Office of Technology Assessment, 1995)
In recognizing the importance of appropriate teacher training to achieve technological literacy for students, the United States Department of Education identified four major goals. The first of those goals was for all teachers in the nation to have the training and support they need to help students learn using computers and the information highway (U.S. Department of Education, 1996). This technology plan is our response to this goal for the future teachers we prepare.
Developing a Vision with Changing Technologies
The only constant about computer technology is that it is constantly changing. State-of-the-art technology is always faster, smaller, more powerful, and more readily accessible than the technologies which came before it. Today's technologically current classrooms, like today's technologically current teachers and technologically literate students are inadequately prepared unless they anticipate and plan to change and grow along with technological developments. A plan for the future of technology in education must be fluid and envision constant change. The vision must resist being limited to the acquisition of specific hardwares, software applications, or steps to be learned for using those technologies. Rather, a vision for the future of technology in education should describe the qualities of learning that are desired and ways technological developments might be viewed as a means to address those qualities.
Likewise, a vision for the future of technology in education must make clear that it is educational values that drive the technology plan, rather than the technology driving the educational plan. Educational technology should always and only be used in ways that enhance the kinds of learning we value. Educational technology should be used to accomplish solid educational goals. Educational technology should not be used in schools just because it is available. Learning is the goal to be measured, not the amount of technology used (Thornburg, 1999).
Technology and P-12 Educational Values and Goals
The world is a complex place that is undergoing much change. Changes in society constantly place new demands on schools. And yet, in the midst of all these changes and new demands, schools are now held to a higher level of scrutiny and accountability than ever before. At the dawn of the 21st century, the CSB/SJU Education Department has identified three core values as the guideposts for evaluating the quality and effectiveness of P-12 schools in this changing world. These values include:
1. equity of learning opportunities,
2. respect for human dignity with appreciation for human diversity, and
3. responsible world citizenship in a democratic society
We see these values as the guideposts for much of current educational research, policy making, and curriculum development and reform. As such, we believe these values are at the core of the best educational decision making today. Technology goals for P-12 schools should use educational technologies to effectively address these values:
1. That technology resources be planned for and used by schools in ways that promote equity of learning opportunities.
By this we mean that all students have access to the technologies that can assist them in learning to their full potential. Educators must understand and look for ways to use various technologies that support and address individual learning needs and styles so as to assist all students in meeting various curricular learning standards.
2. That technology resources be planned for and used by schools in ways that recognize and support the dignity of all persons.
By this we mean that technologies are to be used in ways that promote respect for human differences. Educators must understand and look for ways to use various technologies in ways that recognize and celebrate the human dignity of all persons. Educators must model and teach ethical uses of technology.
3. That technology resources be planned for and used by schools in ways that promote responsible citizenship.
Educators must understand and look for ways to use various technologies to promote creativity, critical thinking, and informed decision making in addressing issues of social justice, care for the environment, and aesthetics. Students must learn to use technology to access information and evaluate its accuracy and significance so that they can make informed decisions, and working with others and alone, creatively solve problems about real world issues.
The Future of P-12 Education and Technology
Technology has a history of holding much promise for future of education. The "magic lantern" (the 19th century predecessor to the 20th century slide projector), was introduced into the academic arena "with the promise of bringing the world to students through spectacular images onto the classroom wall." But the magic lantern went the way of many other technologies of our own time which entered classrooms with the same promise to revolutionize learning (e.g., filmstrip projectors, 16 mm movie projectors, reel-to-reel recorders, and Commodore computers) (Kent & McNergney, 1999). All of these technologies failed to replace either "chalk talk" or textbooks as the primary tools of teachers. Will today's computer technologies be any different? Will they revolutionize learning?
Perhaps one reason the technologies of the past were so short-lived is that they offered no versatility. They delivered information in one form and only in that one form. Furthermore, the information they delivered was not, for the most part, time sensitive. Updating the information those technologies could deliver was an expensive and controlled endeavor. As a result, the technologies of the past merely supplemented rather than replaced the primary technologies of chalkboards and books.
Computer technologies, on the other hand, are already much more versatile than these earlier technologies, and they are becoming even more so. One computer can be used to view images from art museums and read newspapers from around the world. The same computer can also be used to write poetry, compose music, listen to a symphony, send a message to a friend, place orders, file tax returns, and the list goes on. Furthermore, all of these activities can be done relatively easily and at any time. Indeed, as computers continue to evolve, they become capable of more applications performed at even faster speeds than most of us can even dream possible. And computer technology is only in its infancy. . . .
Developments in technology have made time a rapidly changing variable. Most schools operate with time functioning as a constant related to learning. That is to say, learning is prescribed and measured within constant or set periods of time (quarters, semesters, and years). Students are tested to determine how well they can demonstrate learning during those time periods. The time period is a constant, as is the material that is covered and on which students are tested. The variable is the level of learning that students demonstrate during the set time period. After all is said and done, students are then sorted (via grades) by their level of performance within these standard periods of time. Every student's performance is measured within a prescribed standard of time, and every student is identified with quantified position on a graded scale.
This method of sorting students comes from an Industrial Age model of schooling (Thornburg, 1999) and does not bide well with our core values of equity, respect for human dignity/diversity, and responsible world citizenship. Schooling that sorts students places greater and lesser values on individual differences. It does not respect differences in individual learning styles. It does not provide equitable learning opportunities. It does not prepare all students for responsible world citizenship. It does, however, identify degrees of success, with winners and losers.
Our age of evolving technologies allows us to imagine a new model of education where student learning is the standard, the constant, and the focus of educators. In this new model, time is a variable related to high standards of student learning. Every student will be expected to learn to a high standard, and will be provided appropriate opportunities to do so. It is the way each student learns and the time it takes that will vary from student to student. The educator's role in this model is to appropriately facilitate the learning of each student to recognized high standards.
High standards of learning have already been established by various national professional teacher associations (e.g., National Council for the Social Studies, National Council of Teachers of English, National Council of Teachers of Mathematics, National Science Teachers Association, etc.). The learning standards established by these organizations prescribe what students need to know and what they need to do. Emerging computer technologies allow educators to accommodate the learning styles and diverse needs of all students in meeting these standards.
In the past, educators spoke of using technology to bring the world into the classroom. Now, we can speak of using technology to make the world into the classroom. Significant student learning need no longer be limited to conventional classrooms or class periods. Rather, students can now access any major library in the world through the web at what ever time is most helpful for them. Likewise, students can now directly access renowned experts addressing major issues and controversies within their field; students can participate in video conferences or discussions about any topic at anytime of day or night; they can see current historic or scientific events as they happen or at any other time that meets their needs. Classroom walls and clocks, that have confined learning to particular spaces and times, can confine no longer. Technology, which continues to get smaller and grow evermore powerful, makes connectivity to learning events and activities possible at any time and from any place.
This "any time, any place" learning is becoming more and more possible because of technological developments which make accessing information and communication through computers faster, more dependable, and of better quality than ever before. Student learning activities need no longer be limited by either geography or time. These developments also make it possible for educators to plan to engage students' diverse learning styles as well as support the development of their multiple intelligences. With multimedia projects, for example, student creativity can be engaged and developed.
In addition to using technology to enhance student learning, educators can themselves share in the same benefits of accessing information and communicating anytime, anyplace. Educators can engage and collaborate with each other on student learning through electronic chat rooms, listservs and on-line conferences. They can maintain contact with parents through e-mail and video-conferencing. They can also keep themselves up-to-date with the latest developments on any topic which students are learning.
In summary, our vision for P-12 education is that technology will transform schooling by re-defining the contextual places and times in which students and educators alike can access information, can communicate with each other, and can learn. Educators must be prepared to make decisions that will actively guide, direct, and effect this transformation in their respective schools. They will be prepared for this as they develop a thorough understanding of the diverse ways in which students learn, as well as the standards of excellence to which student learning is to be directed, and the ways technology can be used to creatively engage students in achieving the standards of excellence in classrooms that are unbounded by time and geography.
A Vision for Technology in Teacher Education at CSB/SJU
Teacher candidates must be prepared to make decisions that will guide, direct, and effect the transformation of learning so all students can achieve their full potential as persons and as responsible world citizens in a democratic society. We have already discussed ways in which technology has been transforming the world and the potential it has for transforming education. We intend that our teacher education program will prepare teacher candidates for making decisions to use technology that will effect this transformation.
Our vision of preparing teacher candidates to make decisions for effectively using technology includes three major components: a vision of our program for delivering the knowledge and skills teacher candidates will need; a vision of the technology resources needed to carry out the program; and a vision for assessing the effectiveness of our program outcomes.
Program Vision
There are two major schools of thought on how best to prepare pre-service teachers to effectively integrate technology into their teaching (Brush, 1998). One approach is for pre-service teachers to take a course that provides them with technology skills and experiences in a variety of content domains and gives them opportunities to use technology in lesson design and implementation. The advantage of this approach is that pre-service teachers are able to learn about technology and instruction from an instructor who has specialized in that area. While this approach affords pre-service teachers the opportunity to learn from a master in technology instruction, they may experience technology instruction only in that one course. This approach does not, however, provide pre-service teachers with experiences of technology integrated into content learning.
The other major school of thought is that pre-service teachers ought to learn how to effectively integrate technology into teaching through the various content methods courses they take. These courses, taught by faculty who are steeped in strategies to facilitate learning in specific content areas, do not focus on technology alone, but focus instead on various methods for teaching specific contents. The advantage of this approach is that pre-service teachers are able to learn strategies for integrating technology into the teaching of all content areas (CEO Forum, 2000b). While this approach makes strong connections between technology and content, methods instructors are often not well-versed in technology instruction.
The CSB/SJU Education Department has chosen to go this latter route in the belief that technology will be most effectively integrated into teaching when it is understood as one of many pedagogical tools for delivering content instruction to students. The challenge for us is that few of our methods instructors are well-versed in technology instruction. Nonetheless, in accordance with our "Teacher as Decision Maker" conceptual model, we believe our teacher education program will be most effective in developing strong teacher candidates when we as a faculty take the leap and learn effective ways of incorporating technology into our own instruction. As a faculty, we will model best practices of teaching with technology in our areas of expertise. We are committed to walking the talk, even as we envision a need for faculty development with technology.
By programmatically incorporating technology into the course work (and especially into the methods classes) of pre-service teachers, we will strengthen our program even more. Our vision also includes a programmatic emphasis on incorporating technology components into pre-student teaching clinical and practicum teaching experiences in our partner P-12 schools. Through these experiences, pre-service teachers learn to apply their knowledge of content and pedagogy and follow-up with reflection and assessment of their teaching experiences. Because these experiences are so important in forming and re-forming our pre-service teachers' ideas and dispositions about teaching, we envision programmatically integrating effective uses of technology into these experiences. Such experiences establish normative expectations of teaching for the pre-service teachers. Clearly, we want the effective integration of technology into instruction to be a part of those normative expectations.
Program Outcomes for Teacher Candidate Graduates
Realizing our vision of using technology to transform P-12 learning begins with a description of the specific CSB/SJU Education Department Program outcomes for teacher candidates with regard to technology and learning. Our aim is to prepare teacher candidates who have the knowledge and skills to make decisions for using technology to most effectively help all students achieve their full potential as persons and as responsible world citizens in a democratic society. Toward this aim, we have identified six programmatic outcomes along with the respective standards for each of those outcomes. We have adopted the National Educational Technology Standards (NETS) developed by the International Society for Technology in Education (ISTE, 2000) as our program outcomes:
Outcome 1:
Teacher candidates who demonstrate a sound understanding of technology operations and concepts.
Outcome 2:
Teacher candidates who plan and design effective learning environments and experiences supported by technology.
Outcome 3:
Teacher candidates who implement curriculum plans that include methods and strategies for applying technology to maximize student learning.
Outcome 4:
Teacher candidates who apply technology to facilitate a variety of effective assessment and evaluation strategies.
Outcome 5:
Teacher candidates who use technology to enhance their productivity and professional practice.
Outcome 6:
Teacher candidates who understand the social, ethical, legal, and human issues surrounding the use of technology in P-12 schools and apply those principles in practice.
Each program outcome is to be measured according to the NET Standards (See Appendix 1).
In order to achieve these outcomes for all our teacher candidates, we have identified the following seven goals (G) along with the stated corresponding objectives:
G 1: To provide all pre-service teachers with appropriate opportunities to learn, apply, and be assessed on the National Educational Technology Standards (NETS).
1.1: By aligning the NETS with the syllabi of courses required of pre-service teachers.
1.2: By integrating throughout the teacher education programs requirements pre-service teachers use various productivity, communications, and information accession applications.
1.3: By requiring pre-service teachers to demonstrate in all methods courses appropriate and effective uses of technology integrated throughout the teaching process (i.e., instructional planning, student learning activities, and assessment of student learning).
G 2: To annually assess the current state of technology integration in courses taken by pre-service teachers.
2.1: By surveying Education Department faculty on their uses of technology in teaching.
2.2: By developing a grid which records the various technologies used by Education Department faculty members.
G 3: To provide staff development for Education Department faculty that will lead to greater implementation of best practices for using technology in teaching.
3.1: By assessing the readiness (experience, expertise, and confidence) of Education Department faculty members for effectively using computer resources in teaching pre-service teachers.
3.2: By collaborating with IT Services and/or LES in providing opportunities and incentives for faculty to learn about and implement the best practices for using technology in teaching.
3.3: By encouraging and supporting Education Department faculty collaboration in setting individual technology goals for personal and professional development.
G 4: To give high priority to recognizing and encouraging both the effective and the creative uses of technology by Education Department faculty.
4.1: By identifying effective and creative uses of technology in teaching and research as a significant priority for consideration in the recruitment and hiring of new faculty.
4.2: By identifying effective and creative uses of technology in teaching and research as a significant priority for consideration in faculty reviews.
G 5: To work with partner schools in developing and/or implementing their respective plans for effective integration of technology in P-12 teaching.
5.1: By addressing ways in which the CSB/SJU Education Department can appropriately support and encourage the effective integration of technology in P-12 teaching in partnership agreements.
5.2: By working with partner schools to provide pre-service teachers opportunities to observe, design, and deliver P-12 instruction that incorporates best practices technology.
G 6: To provide Education Department faculty and students ready and appropriate access to the best available technologies and support for effective research, personal productivity, and teaching.
6.1: By assuring that each faculty member's office is equipped with a fully networked multi-media PC that is never more than three years old.
6.2: By assuring that pre-service teachers have adequate access to state-of-the-art computer labs as well as personal network connection capabilities in all on-campus housing.
6.3: By assuring that classrooms are adequately supported with technology that can be readily used to effectively support instruction.
6.4: By assuring faculty and students with same-day technical support from appropriately trained and knowledgeable personnel.
6.5: By participating in a budget planning process that will provide adequate resources to Education Department technology priorities.
G 7: To establish annual benchmarks and employ a review process for assessing the preparation and readiness of pre-service teachers to teach effectively with technology.
7.1 By implementing use of the School Technology and Readiness (STaR) Chart, a self-assessment tool for colleges of education, (CEO Forum, 2000b). (Appendix 2)
7.2: By identifying annual goals to strengthen the preparation for technology readiness of pre-service teachers.
Technology and Continuous Program Improvement
The CSB/SJU Education Department has a strong tradition of educating pre-service teachers to be effective decision makers. We seek to develop teachers who have a strong and well grounded knowledge base, as well as the vision and skills to help all students achieve their full potential as persons and as world citizens in a democratic society. Doing this in a world which is constantly changing requires on-going program assessment with an eye on continuous improvement. Digital technology is a key component in changing this world. Digital technology is also a critical tool for on-going assessment and improvement of our teacher education programs so that we are able to continue providing our students with the resources for effective decision making in a changing world.
Digital technology is an assessment tool which empowers us to continuously improve our teacher education programs first and foremost by facilitating communication between all constituencies of our programs: students and faculty, partnership schools, student teachers, and professional associations, as well as agencies of government, business, and industry. Through digital communications, we are all able to be better informed of emerging and on-going issues affecting P-12 education and teacher education programs.
Digital technology is also a tool through which we can access and process information related to course and program outcomes. Electronic portfolios, Public Folders, and a wide array of software applications allow us to access information over time about student outcomes and process that information to make judgments about improving programmatic effectiveness.
We are currently in the process of digitalizing student teacher portfolio assessments, cooperating teacher assessments, and first year teacher assessments. Our goal in doing this is to help us move from an intuitive approach to a data driven approach of program needs assessment. There is much work to do here, but annual reviews and updates to this technology plan will help us to keep this work in the forefront.
Appendix 1:
National Educational Technology Standards for Teachers
Performance Indicators
Appendix 2:
School Technology and Readiness (STaR) Chart, a self-assessment tool for colleges of education (CEO Forum 2000b)
Appendix 3:
Relevant Technology Resources Currently Available to CSB/SJU Teacher Education Students (August, 2000)
Networked Software
1. Academic Applications:
EZ Language (French, German, Italian, Japanese, Russian, Spanish)
Geometry Wizard
Reading With Phonics
Houghton-Mifflin Math Tutorial
Learning Plus
2. Database Tools:
Lotus Approach 97
Microsoft Access 97
3. E-mail Scheduler Applications
4. Graphic Tools
Digital Camera
Adobe Illustrator 7.0.1
Adobe Photoshop 5.0
Lview Pro 1.C5
Microsoft Photo Editor
Paintshop Pro 5
5. Information Tools
CSB/SJU Phonebook
6. Internet Browsers
1. Internet Explorer 4.0
2. Netscape Navigator 4.05
7. Internet Tools
Adobe Acrobat Reader 3.01
8. Presentation Tools
Lotus Freelance Graphics 97
Microsoft PowerPoint 97
9. Publication Tools
Adobe Pagemaker 6.5
Calendar Creator 5.0
10. Spreadsheet Applications
Lotus 1-2-3 97
Microsoft Excel 97
11. Web Publication Tools
Claris Homepage 97
FrontPage 98
12. Word-Processing Applications
Corell WordPerfect 8.0
Microsoft Word 97
Subscription Data Bases
1. American Theological Library Association Religion Database
This database from the American Theological Library Association is the leading resource of its kind in all scholarly fields of religion. The database covers such topics as Biblical studies, world religions, Church history, and religious perspectives on social issues.
The Chronicle of Higher Education's Internet services
3. America: History and Life
America: History and Life (AHL) is a bibliographic database containing article abstracts, as well as citations to reviews and dissertations on the history of the United States and Canada from prehistoric times to the present. Articles are abstracted from more than 2,000 journals.
The Annual Reviews publications include full-text review articles in a wide variety of disciplines. CSB/SJU users have access to the following Annual Review titles:
From the Biomedical Sciences series: Biochemistry, Cell and Developmental Biology, Ecology and Systematics, Entomology, Genetics, Immunology, Microbiology, Nutrition, Physiology, Plant Physiology and Plant Molecular Biology, Psychology, Public Health
From the Physical Sciences series: Astronomy and Astrophysics, Biophysics and Biomolecular Structure, Nuclear and Particle Science
From the Social Sciences series: Anthropology, Psychology, Public Health, Sociology
5. BiblioLine
Includes Family Studies Database, Child Abuse & Neglect, Women's Resources International, POPLINE, and Alternative Press Index.
6. Cambridge Scientific Abstracts
Cambridge Scientific Abstracts are drawn from a large number of databases in the aerospace, agricultural, aquatic, biological and medical, computer, environmental, and materials sciences and market research. A small collection of social sciences databases is also available.
7. ComAbstracts
ComAbstracts contains abstracts of articles published in the primary professional literature of the communication field.
8. Congressional Universe
Provides comprehensive access to U.S. legislative information. Major divisions include Congressional Publications; Bills, Laws, & Regulations; Members & Committees; Inside Washington; and Hot Topics in Congress.
9. E-books
"MINITEX, acting with South Dakota and North Dakota libraries, has signed an agreement with netLibrary, a major provider of electronic books over the Internet, to provide access to thousands of netLibrary eBooks for students, researchers, and other [library] patrons. . . . The agreement provides access to a "MINITEX core collection" of up to 1500 copyrighted titles and more than 2900 public domain works. The great benefit of netLibrary's eBooks is that the database of books can be searched by author, subject, title, or keyword." (MINITEX Messenger, March 24, 2000)
10. FIS Online
FIS Online, the publisher of Moody's Business and Financial Information, provides fully searchable data on more than 10,000 NYSE, AMEX and Nasdaq exchange companies, including all SEC (EDGAR77) filings. All financials are "as reported" and can be downloaded into Excel spreadsheets for manipulation. FIS Online replaces the print subscriptions to Moody's Manuals (Industrial, OTC, Public Utilities, Bank and Finance, and Transportation) currently in the Reference collection at Alcuin and the print subscription to Standard and Poor's Corporation Descriptions at Clemens.
11. Facts.com
FACTS.com provides answers to questions about events, issues, statistics and people of the last 20 years. This database also includes special features such as maps, photographs, historic documents, and overviews of key issues, newsmakers and events.
12. FirstSearch
OCLC's FirstSearch is a rich collection of databases including the WorldCat, ECO, ArticleFirst, ContentsFirst, NetFirst, ERIC, and the Union Lists databases.
13. FreeEDGAR
FreeEDGAR provides free access to real-time corporate filings with the Securities and Exchange Commission (SEC). Unlike the flat ASCII text of EDGAR files which is available directly from the SEC, FreeEDGAR offers dynamic HTML documents so that students of investment can quickly navigate through filings to find and extract important financial news and information and pull data directly into Microsoft Excel spreadsheets. With personalized watch lists, FreeEDGAR also notifies users when selected companies submit new filings.
14. GPO Access
GPO Access is a service of the U.S. Government Printing Office that provides free electronic access to information products produced by the Federal Government. Documents and databases available through GPO Access include The Federal Register, The Catalog of United States Government Publications, and The Congressional Record.
15. Historical Abstracts
Historical Abstracts is a bibliographic database covering the world's scholarly literature in history from 1450 to the present, excluding works on U.S. and Canadian history.
For the year 2000 the History Cooperative is making the full text of current issues of the American Historical Review and the Journal of American History available online. The Cooperative is a project of the American Historical Association, the Organization of American Historians, the University of Illinois Press, and the National Academy Press. In 2001 the project will be restricted to subscribers. The History Cooperative complements the JSTOR collection that is already available at CSB/SJU.
17. International Digital Electronic Access Library (IDEAL)
IDEAL links to 175 Academic Press journals and journals from several other presses, as well. Abstracts and tables of contents are presented as standard Web pages, and full-text articles are delivered in Adobe Acrobat format.
18. InfoTrac Search Bank
Includes the General Reference Center, Expanded Academic ASAP, General BusinessFile ASAP, Health Reference Center - Academic, ISI Current Contents, and PsycINFO databases.
JSTOR provides electronic access to back issues of core journals in the humanities, social sciences, and sciences.
Lexis-Nexis is a major source of news, business, legal, medical, and reference information services. More than 9.5 million documents from over 18,300 sources are added each week to the more than 1 billion documents online.
21. Modern Language Association Bibliography
From the source: "The MLA International Bibliography, produced by the Modern Language Association of America, consists of bibliographic records pertaining to literature, language, linguistics, and folklore, and includes coverage from 1963 to the present. The MLA International Bibliography provides access to scholarly research in over 3,000 journals and series. It also covers relevant monographs, working papers, proceedings, bibliographies, and other formats."
PALS databases include the catalog of the CSB/SJU libraries which is pubicly available. Other PALS databases, including Books in Print, ERIC, and U.S. Government Documents, are available only at CSB/SJU.
23. Periodicals Contents Index
Periodicals Contents Index is a retrospective index to thousands of periodicals in the humanities and social sciences, from their first issues to approximately 1993.
24. Philosophers' Index
The Philosopher's Index provides indexing and abstracts from books and journals of philosophy and related fields. It covers the areas of ethics, aesthetics, social philosophy, political philosophy, epistemology, and metaphysic logic as well as material on the philosophy of law, religion, science, history, education, and language.
25. Poem Finder
Poem Finder is international in scope and covers poetry from antiquity to the present. The service provides access to bibliographic citations for 600,000 indexed poems and 50,000 poems in full-text.
26. Project Muse
Project Muse provides online access to the full text of more than 100 scholarly journals in the arts and humanities, social sciences, and mathematics. The list of available journals includes links to descriptive information as well as to volumes, issues, and specific articles in each journal.
27. Royal Society of Chemistry (RSC) Online Journals
This service will assist users to identify and locate articles of interest published in the primary and review journals of the Royal Society of Chemistry. CSB/SJU users may also use this service to view full articles from Chemical Society Reviews in Adobe Acrobat PDF format.
28. Religious Periodicals (ProQuest)
This database includes the full text of nearly a hundred English-language religious periodical publications.
29. Stat USA
STAT-USA/Internet is a service of the U.S. Department of Commerce. The site provides authoritative information from the federal government on the economy, business, and trade. Major links include State of the Nation and Globus & NTDB.
This service allows users to search summaries of statistical publications and also link to the full-text of selected publications on both Statistical Universe and government Web sites.
31. Uncover
UnCover contains brief descriptive information on more than 7,000,000 articles which have appeared in over 17,000 multidisciplinary journals since Fall 1988. Although UnCover provides many options for purchasing full-text, it is also possible to search the database for citations at no charge.
32. Web of Science
The Web of Science provides access to Science Citation Index Expanded, Social Sciences Citation Index, and Arts & Humanities Citation Index for the years 1995-2000. Using Web of Science, users may search large databases of citations and abstracts and follow citation histories. For a given work, it may be possible to identify both works cited ("parent" works) and later citing works ("child" works).
33. Women Writers Online
Women Writers Online, the text base of the Women Writers Project, includes all WWP texts currently available online. The texts span a period from 1400 to 1850. A special subset of the larger project is the Renaissance Women Online collection. Women Writers Online has an extensive contents page. Both simple and complex search options are available.
34. World News Connection
From the source: "World News Connection (WNC) is an online news service, only accessible via the World Wide Web, that offers an extensive array of translated and English-language news and information. Particularly effective in its coverage of local media sources, WNC provides you with the power to identify what really is happening in a specific country or region. Compiled from thousands of non-U.S. media sources, the information in WNC covers significant socioeconomic, political, scientific, technical, and environmental issues and events." The material in WNC is provided by the Foreign Broadcast Information Service, a U.S. government agency.
CDROM Data Bases
1. ABC Pol Sci
From the source: "ABC POL SCI ON DISC is a bibliographic database covering the world's current periodical literature in the fields of political science and government, as well as related disciplines such as law, sociology, and economics. It reproduces and indexes the tables of contents of over 300 international journals in the original languages."
2. America: History and Life
AHL is a bibliographic database containing article abstracts, as well as citations to reviews and dissertations on the history of the United States and Canada from prehistoric times to the present. Articles are abstracted from more than 2,400 journals.
3. Education Department CDROM Inventory
The Education Department currently has 111 K-12 CDROMs available for student and faculty use.
Works Cited
Brush, T. A. (1998). Teaching preservice teachers to use technology in the classroom. Journal of Technology and Teacher Education, 6(4), 243-58.
CEO Forum. (2000a). The power of digital learning: Integrating digital content (http://www.ceoforum.org/reports.cfm?RID=4). Washington, DC: CEO Forum on Education and Technology.
CEO Forum. (2000b). Teacher preparation STaR Chart: A self-assessment tool for colleges of education
(http://www.ceoforum.org/reports.cfm?RID=4). Washington, DC: The CEO Forum on Education and Technology.
CSB/SJU. (1999). Building the foundation: Strategic plan 2000-2003 (Internal Document). St. Joseph / Collegeville, MN: College of St. Benedict / St. John's University.
CSB/SJU, (1997). Strategic plan for information technology (Internal Document ). Collegeville, MN: College of Saint Benedict / Saint John's University.
Dugger, W. E. J. (1997). The next step: Developing standards for technology education. Technology Teacher, 56(6), 10-11, 14, 16-18.
ISTE. (2000). National Educational Technology Standards for Students.
(http://www.iste.org/Standards/index.html) : International Society for Technology in Education.
Kent, T. W., & McNergney, R. F. (1999). Will technology really change education? From blackboard to web. Thousand Oaks, CA: Corwin Press.
Kimble, C. (1999). The impact of technology on learning: Making sense of the research (Policy Brief ). Aurora, IL: Mid-continent Regional Educational Laboratory.
Mergendoller, J. R. (1997). Technology and learning: The research. Education Digest, 62(8), 12-15.
Office of Technology Assessment. (1995). Teachers and technology: Making the connection. (http://www.wws.princeton.edu/~ota/disk1/1995/9541.html): Washington, DC: U.S. Government Printing Office.
Schacter, J. (1999). The impact of education technology on student achievement: What the most current research has to say. (http://www.mff.org/publications/publications.taf?page=161): Milken Exchange on Education Technology.
Thornburg, D. D. (1999, December 1-2). Technology in K-12 education: Envisioning a new future. (http://www.air.org/forum/abthornburg.htm) Paper presented at The Forum on Technology in Education: Envisioning the Future, Washington, DC.
U.S. Department of Education. (1996). Getting America's students ready for the 21st century: Meeting the technology literacy challenge (http://www.ed.gov/Technology/Plan/NatTechPlan). Washington, DC.


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Stanczyk attended this conference this year after missing the last two occurrences. So it is with fresh eyes and yet a knowledge of now having attended 4 of these UPGS conferences over the years.
The presenters were a strong group: D. Joshua Taylor, Ceil Wendt Jensen, Greg Nelson, Sonia Hoeke-Nishimoto, Mark Olsen, and Tadeusz Pilat. The first two have been on TV genealogy shows and are therefore well known. Ceil has been a part of so many Polish Genealogical media/conferences/organizations that her credibility as a UPGS presenter is top-notch. Sonia and Greg are both members of FamilySearch.org and you can often find Sonia in FHL, plus she does Polish genealogy research for her own family tree. Greg Nelson is also the replacement Kahlile Mehr at FamilySearch and so his presence was welcome (as Kahlile's presence was missed). Mark Olson was from MyHeritage and Tadeusz Pilat a presenter from Warsaw Poland and a ProGenealogists.com professional.
The conference had 11 presentations over 4 days, leaving some time for research and to attend optional FHL classes. The evenings had special events, including a banquet and a Wesoły Lud Folk Dance Ensemble performance for attendees. There appeared to be about 70+ attendees but there was just a single tract (unfortunately no choice in presentations, but they were all in one place — no getting lost). The presentations were split between Genealogy and Technology as the 2014 Conference proceedings cover shows. The Conference proceedings was good quality and included the presentation abstracts plus extra material and sponsor materials. This was well thought out and organized, and the Schedule thoughtfully included the hours for when FHL was open. My only suggestion for the Proceedings was to mention the Conference Room for the Presentations, which in this case was the same room for all presentations. It was not a problem as the organizers were present to hand-out materials and answer questions and once you knew the conference room it was the same for all presentations — so only a small error of omission.
Josh Taylor did 3 presentations. Two were on Technology. The problem with Technology presentations is that you need to know your audience and deliver to their level but in UPGS people have computer/technology experience of varying levels. This jester has had an entire career in Technology and I know at least two others present also made their careers with computers/technology and one man from Texas had technology focus and his own website that he maintained and developed. Today it is hard to find a genealogist that has not embraced technology. None-the-less the crowd ranged from rank beginners to very advanced and Josh targeted the very beginners. This was a bad decision by UPGS organizers because there was only one tract, I had nowhere else to go, except to the FHL.
If you had multiple tracts and the attendee could choose another presentation then it would be ok. In fairness, the technology presentations should also be evenly split across: beginner, medium and advanced experience attendees. But all of Josh's presentations were at the lowest level and the material even then was not very substantive. After his presentation, I asked the UPGS/UPGSA director why don't you have the presenters put their PowerPoints online so we do not have to write down links (URLs) or so that we can cut/paste forms into usable documents. Astonishingly, he said, "Because these are the presenter's property. Their work-in-trade." I did not have the heart to tell him that too many of the presentations were worthless if these were examples of that person's professional body of work. I did not want to argue that most large conferences do EXACTLY as I requested/suggested we at UPGS do. Almost every presenter said if you email me, I will send you my presentation. If that is so then why not upload the presentation online at the UPGS or UPGSA website?
This attitude on this UPGSA organizer's part of rebuffing suggestions is precisely why UPGS is only 70+ people and one tract of presentations and some of those presentations were sub-par. In truth the conference has not changed since I last attended in 2008. No growth and the quality of the banquet was less and it seemed less Genealogical Society support than in 2008 and before.
The Presentations:
"Advancing Your Polish Research", by Sonia Hoeke-Nishimoto
"Maps & Gazetteers for Genealogy", by Sonia Hoeke-Nishimoto
"Immigration Agents", by Ceil Jensen
"The Peasant & the Palace: Research Manor Records", by Ceil Jensen
"This is Women's Work — Midwifery", by Ceil Jensen
"Creating Your Personal Family History Website", by Josh Taylor
"New Tools & Ideas in Research", by Josh Taylor
"Keynote: Family History in Pop Culture", by Josh Taylor
"MyHeritage.com", by Mark Olsen
"Notary Records In Poland", by Tadeusz Pilat
"Searching the 3 Partitions at FHL; LDS Filming Projects in Poland", by Greg Nelson
Can you see the flaws? Too few presentations. There needs to be at least two tracts so people have some choice. Further more, attendees should rate the presentations 1 … 11 (the # of presentations) so that organizers can see what the attendees like (or do NOT like). Also, 8 of the 11 presentations were by just three people. Nowhere near enough presenters. We need more diversity. You cannot tell me this was done to keep quality high, because as I said some of the 11 presentations were sub-par. No quality in limited presenters. Indeed, it causes presenters to "recycle" their efforts and the short durations 75 minutes probably meant that they cut some material from these recycled presentations leaving the attendee with an "unsatisfied" feeling from these content-lite (or content-free) send-ups. Perhaps if we had two tracts we could go to 90 minute presentations. These presentations could not be put up on the Internet??? Please organizers, you need to attend some more conferences and see how things are done BETTER and get some fresh ideas and perhaps decentralize the control of what is done/presented.
Don't get this jester wrong. Ceil Jensen hit another three home runs. Sonia's work was informative and appealing high quality. Josh Taylor did a very good job with the banquet Keynote presentation. Tadeusz's presentation was one I was looking forward to — to find new avenues of research in Poland beyond church records. It was well done and his English was good enough to present a high-quality send-up. I liked Greg Nelson's sharing of what was happening in FamilySearch for Polish Genealogists. Mark Olsen won me over about MyHeritage.com. You knew it was going to be a bit commercial, but he was convincing of the special technology that they have in their matching. He even made the commercial part disappear by offering EVERY attendee a free trial ! When this jester, needled Mark with a question about how many Polish genealogists MyHeritage had, he gleefully answered by showing us,within the tool itself, a map of how many accounts by country and the country Poland was over 1 Million members (on par with Germany)! Obviously some genealogists in the USA would need to be added on top but an accurate demographic of US genealogists by ethnicity, does not exist . I like the idea of the UPGS including a presenter from Europe at each UPGS. Obviously, a Polish researcher would be preferred but one with Eastern/Central European expertise would also be welcome. This "cross-Atlantic", cross pollination of information exchange is a valuable goal. It seems we have done many times already. So kudos, for keeping this idea going and for the selection of Tadeusz Pilat,
So it was really just the Technology presentations that I felt were not valuable and the organizer's entrenchment over simple suggestions that they could make for free and improve this conference. This only happens every other year, so you would think incorporating change and improvements would be easy and also be welcomed, given that much time to put on the next UPGS. Here is one more suggestion for the UPGS organizers. Perhaps the UPGSA needs to appoint a person whose sole focus is putting on the UPGS conference and training this person on how it is done now, what the costs drivers are and what the revenues are and asking the UPGSA members to provide suggestions for what they want to see in a new conference. Also I think the other regional Polish Genealogy Societies also need input into what would improve UPGS. I personally would welcome paying $25-$30 more (i.e. raise conference fee) for registration to get a 2nd tract of presenters. In my over 15 years of genealogy, I have NEVER once seen a call for papers or presentations. I have seen them for ROOTS Tech conference and I have seen them for the IAJGS Conference on Jewish Genealogy. I have even seen the call for papers from FEEFHS.
I think the USPGSA and all regional Polish genealogy societies need to email ALL of their members and request papers/abstracts for presentations for each and every conference. I am a member of several societies and never seen it except for the conferences I have attended: ROOTS Tech & IAJGS Conference. It seems like the presentations are all done by people well connected to conference organizers. More diversity / more opportunity. OH UPGS organizers get some more presentations specific to Polish Genealogy. I was really disappointed by the presenters who said they have no Polish Genealogy experience … REALY at UPGS ??? What are you thinking? I did enjoy meeting old friends and long time Polish Genealogists again and doing some catch-up, perhaps we need some way of doing that.
This conference fails to teach new Polish Genealogists on Polish Genealogy topics. I think that limits the UPGS from growing. We also need to make it so genealogy vendors come and sell at the conference and they help defray the costs by charging for vendor tables. The UPGSA should produce an online PDF document, "How To Present At The UPGS Conference" so that other people know how to submit proposals, what they will face when they get to Salt Lake City and how to hook up their laptops to the projector. Make it a comfortable and welcome process for new presenters and for people to provide suggestions.
Each Polish Genealogical Society needs to sponsor one presenter at the UPGS (if their paper is chosen). That way we can see material from all over the USA from recognized genealogists and the costs of presenters is born by each society to share the expense of putting on UPGS while sharing control/input amongst them all. I missed seeing Matthew Bielawa, Jonathan Shea, Lisa Alzo. How long has it been since NY or Toledo had a presenter at UPGS? Perhaps other Polish Fraternal Groups could also help support this conference via ads or sponsorship of national speakers. Finally, show us Polish Genealogy bloggers some love: Give us quality pics of the speakers to use in blogs and access to any/all speakers for quick interviews. Why not make an UPGS organizer available for question & answer interviews to bloggers? Why not list bloggers and Polish genealogy websites in the Conference Proceedings?
Let's grow this thing! Oh by the way, this jester's suggestions are in BOLD-RED UPGSA, just in case you want some feedback.
If you agree or disagree let this jester know. Just email me.


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One frequent letter writer and rabid liberal hater, always blasts "liberals" as being Socialists and takers and those who want the government to take care of everything for everyone. They want more doles and handouts, he says.
He then contrasts his twisted opinion with fiction writer Ayn Rand's writing. She, he believes, offers a sound template for a great society based on the government being neutered. He insists that lives in that make-believe society would be more "American" with everybody for himself.
His argument sets up a false view of Liberalism, then uses fiction nonsense to condemn it. Liberals, or progressives, by definition are broad-minded folks who tolerate different views and behaviors in others. They are progressive socially and politically, favoring reforms that advance the culture, protect personal freedoms, and embrace a government that works for everyone.
We believe that government is our friend, since "we the people" are the government. We believe the government's role is one of promoting the general welfare, and having an inclusive hand in our lives by providing a safe environment and laws that protect and assist all of our countrymen and our way of life.
Contrast that with conservatives who are in favor of preserving the status quo, keeping traditional values and customs in spite of social changes, and in general hate change or anything to do with government inclusion in our society.
Government is to be feared, they say. Their world is one of exclusion rather than inclusion. The Libertarians even go so far as to not want any government at all, leaving us in a free-fall society.
Tea was thrown into the bay in Massachusetts because the Dutch East India Company had monopolistic control on all tea imports. The "free-market" rebels wanted to bust up the monopoly by importing tea on their own, so they threw British tea into the harbor in protest.
The conservatives would have sided with the monopoly because big business is good, disruption is bad, and the hooligans would have been sought out and jailed. The result would have been containment. We would never have had a Constitution or a Bill of Rights written in our own words. It was the liberals and progressives of that time who launched the American Revolution. Be thankful for that.
How ironic.
Tyler Cassell


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If you haven't knit with Super Soft Merino yet, you too may find that you can't get enough. It's truly a pleasure! -Laura


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Peregrine Financial Group's former Chief Executive Russell Wasendorf Sr. pleaded guilty on Monday to embezzling more than $100 million from customers of his futures brokerage, lying to regulators to cover his tracks, and mail fraud.
Previously expected to be set free from jail pending his sentencing, Wasendorf was told he will remain behind bars while a judge determines whether he is a flight risk.
Waterloo Courier / Reuters
Russell Wasendorf Sr, CEO of Peregrine Financial Group, pleaded guilty in a $100 million embezzlement case Monday.
Wasendorf, 64, agreed earlier this month to plead guilty after confessing in July to stealing from his customers for nearly 20 years.
In a small courtroom in Cedar Rapids, Iowa, Magistrate Judge Jon Scoles confirmed that Wasendorf wanted to plead guilty to each of four charges.
"Are you pleading guilty because you are guilty?" Scoles asked the former futures-industry executive, who was wearing an orange prison jumpsuit and shackled at the wrists and ankles.
"Yes, your honor," Wasendorf replied.
Prosecutors said in court that Wasendorf, who faces up to 50 years in prison, should spend the rest of his life behind bars. Wasendorf's public defender argued for a sentence of about 24 to 30 years, which could be a life sentence given his age.
A date for his sentencing was not set.
Attempted suicide
Wasendorf attempted to kill himself on July 9 near the headquarters of his Cedar Falls, Iowa, brokerage. He was arrested on July 13 and charged with 31 counts of lying to federal regulators.
The search continues for the money he stole. Former clients are still unable to access funds frozen since the firm's bankruptcy on July 10.
Wasendorf previously was expected to be released from the Linn County Jail in Iowa, where he has been held in isolation and under suicide watch since his arrest, after he pleaded guilty on Monday.
Related: Peregrine CEO pleads not guilty to scheme charges
In approving the release last week, Scoles said Wasendorf's chances to flee were limited because he had surrendered his passport and assets to authorities.
However, prosecutors on Monday objected to the plan and Chief Judge Linda Reade of the U.S. District Court of the Northern District of Iowa ruled that Wasendorf "shall remain detained pending further order of the court," according to a court filing.
A date for the next order was not released.
The public defender representing Wasendorf has declined to comment.
Prosecutors argued Wasendorf should stay behind bars because there is a "serious risk" he might flee.
"Defendant's crime is nothing short of breathtaking," prosecutors said in a court filing.
The total amount Wasendorf stole is not clear.
Prosecutors said Wasendorf stole about $200 million and that they were worried he could access assets that may be hidden from authorities.
"If even the smallest portion of such a vast amount of money were hidden away, it could be all (the) incentive and means that defendant might need to flee a probable life sentence," prosecutors said in a filing.
The Commodity Futures Trading Commission has filed a lawsuit against Wasendorf and his firm, saying the CEO misappropriated more than $200 million in customer funds over several years.
Wasendorf claimed he acted alone in the fraud.
However, a civil lawsuit filed on Friday by the CEO's son, who was Peregrine's president, said Wasendorf had help from a woman who claimed to work for U.S. Bank, which held the account from which the elder Wasendorf stole. The woman told regulators in 2011 to disregard account balances that had been supplied directly by the bank in favor of inflated figures, supplied unbeknownst to them by Wasendorf, according to the lawsuit.
U.S. Bank said the lawsuit has no merit.
Wasendorf has met with authorities working to piece together his crime and track down his assets. Prosecutors said in a filing that his cooperation was "primarily designed to bolster his argument for release."
Wasendorf was set to move in with Linda Livingston, a pastor in Iowa who has counseled him in prison, if he was released. She attended the court hearing on Monday but did not speak to reporters.
Wasendorf has told authorities he is no longer suicidal.
Prosecutors said in a filing that "none of what defendant says can be taken at face value."


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Woman attacked, robbed in Westborough library
Wedding ring, smartphone stolen
Westborough police have arrested a woman they say stole a wedding ring and smartphone from a patron she assaulted at the town's public library.
The victim told police she was seated at a table in the library on Wednesday morning when another woman walked past her several times. On one pass, the woman grabbed the victim's hair from behind, stole her iPhone and demanded her wedding ring and wallet.
The victim, a 40-year-old Grafton woman whose name was not disclosed, said she did not have a wallet, but gave her attacker her ring.
The Telegram & Gazette reports that police arrested 20-year-old Raven Williams nearby and charged her with unarmed robbery and assault and battery. Williams is scheduled to be arraigned Thursday.
The victim's ring and phone were recovered.


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BJT Lab: First-Time User Guide
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This first-time user guide provides introductory material to BJT on nanoHUB. It includes a tour of the Rappture interface, which notes key inputs and typical outputs, and an introduction to the workings of NPN and PNP type BJT. We discuss the default simulation (what happens if you don't change any inputs, and just hit "Simulate") as well as the limitations of the tool. Provided also are a few examples that allow the users to understand the scope of the tool. Lastly, we offer final comments and several references for further study.
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