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March 2004 Meeting Minutes
From the President
I want to thank all of our candidates that have volunteered for Board positions. IYHA is a volunteer driven organization and it takes many people to keep it running! One volunteer that we still need is for apparel. If you are interested in this, please call me.
I hope you are enjoying your 2nd and / or 3rd sport season. If you are playing hockey in the Spring and Summer, fantastic! Enjoy the Summer and we will see you in the Fall – it will be a great year!
Brad DeKanick, President
Elections: Elections for the open positions on the Board of Directors of the Irondale Youth Hockey Association will be held immediately after a brief business meeting. Nominations include:
Vice President (2 year term, even years)
Brian Johnson:
My name is Brian Johnson. I have two sons playing in the Irondale Youth Hockey Association. Mitchell (10) started in 3rd grade as a Mite and then played two years as a Squirt. Nathaniel (7) has skated two years as a Mini-Mite and this last year as a Mite. I was the team treasurer for Mitchell's Squirt teams and found the experience rewarding. I would like to continue helping IYHA in the position of Vice President.
Treasurer (2 year term, even years)
Jeanne Falconer:
I'm Jeanne Falconer and I'm running for the position of treasurer of IYHA. I have been in the association for about 14 years, with 3 years left. I have served on the board part of this past season as V.P. I have some accounting experience and I have worked with "money" for a number of years, in different capacities. I will do my best to do as good a job as Cindy has done.
Minnesota Hockey District Representative (3 year term; 2004, 2007, 2010, 2013)
Tom Welty:
Without volunteers, there is no Irondale Youth Hockey. The benefits that my children receive today are largely the result of the volunteers in previous years who have given their time and energy to sustain and grow our program. In that spirit, I see the District Rep. position as way for me to give back to an organization which has given us a lot.
My wife, Theresa, and I have been members of IYHA for seven years. We have a boy and a girl, both of whom love to play hockey.
Ice Commissioner (3 year term; 2004, 2007, 2010, 2013)
Becky Ewing:
My name is Becky Ewing and my son was new to IYHA this year. I am interested in the position of Ice Coordinator. For 2 years I was the ice coordinator for Blaine Youth Hockey, so I am familiar with the ice max software that is used, obtaining the hours, meetings to schedule game and scheduling practices at several arenas. In those two years I had to schedule for 20 in house teams and 18 traveling teams. I have also been the tournament coordinator for Blaine for 2 years in which we had 3 tournament weekends a year to schedule for. I would like the opportunity to use my knowledge in this area to serve the players and parents of IYHA.
Equipment Manager (3 year term; 2004, 2007, 1010, 2013)
Randy Bortot:
My name is Randy Bortot and I would like to be considered for the Irondale Youth Hockey Association Equipment Manager position. I have been involved with the IYHA as a coach, parent, tournament director, evaluator and volunteer for the last 10 years. I currently have 3 children in the Irondale youth program, a daughter who will move up to the high school program next year, a son in peewees, and a son in mites. I have first hand knowledge of hockey equipment from playing goalie myself for over 30 years. I feel it is important to continue to make sure teams and players have appropriate uniforms and gear. Having worked with many of the goalies in the Irondale association, I have an interest in making sure that we continue to supply them with high quality, properly fitted equipment, for their safety and skill development. Thank you for your consideration. ----- Randy Bortot
From Cindy Rundle, Treasurer:
For all non-parent coaches, please send you mileage report to Cindy Rundle. She is wrapping up the accounting for the hockey year and would like to have all reimbursements completed as soon as possible.
Thank you!
There have been several teams that have sponsors for their teams. These are listed below. This part of the newsletter will continue throughout the rest of the IYHA season. Please notify Niki Gjere of any additions or corrections. (Please forward information about websites and addresses, etc.) Many thanks to our sponsors!
Pee Wee B Team:
**John Bailey—our goalie Beau's Dad**
**Victor Kretsch, Quality Post Service (Zach Ewing's Grandpa)**
**Mike Bridgeman**
Girls 10U Maroon Team:
**Champp's New Brighton**
**Real Estate Appraisers (the Slipka's)**
**Fuji-Ya Restaurant (the Hanson's**)
Girls 10U Gold Team:
**Razor's Edge, New Brighton**
**New Brighton Sportsmen's Club**
Once again, many, many thanks to our sponsors!
Please support them! When you see them, please tell them you are from Irondale Youth Hockey!
The Board of the Lake Region Hockey Association meets on the third Tuesday of every month at various locations. If you are interested in attending the next meeting, please call Gayle Goben at 651-638-9756.
All IYHA Board Meetings are open meetings.
Please feel free to come to the meetings, which are held at the Mounds View City Hall in Conference Room C. Also, if you wish to have a copy of any information which is distributed at the meeting, please email or call Niki and it will be mailed to you. Upcoming dates for Board meetings (all Wednesdays): May 19, 2004; June 23, 2004; July 21, 2004; August 18, 2004; September 22, 2004; October 20, 2004; November 17, 2004; December 15, 2004
NOTE: If you wish to be on the agenda for the meeting, please contact Brad DeKanick.
Present: Brad DeKanick, Jeanne Falconer, Niki Gjere, Cindy Rundle, Mick Mata, Dan Marcouiller, Chris Tahti, Pat O'Connor, Gary Rundle, Dan Beeson. Absent: Steve Kracht. Guests: John Dalnes, John Donovan, Jane DeBruzzi.
Minutes: Minutes from January 21, 2004 reviewed motion to accept as presented (JF) (DM). Motion carried.
Old Business:
Elections: Still need a few nominees for the elections in April. Will continue to work on filling the slate.
Surveys: They are coming in steadily. Will have them tallied for the next meeting.
Board Roundtable:
President: Brad DeKanick.
· Awaiting a contact for the Willard fund. One of the teams believes will receive money yet. Need to ask the Lake Region representatives to participate in our Board Meeting so we have ongoing communication. Presidents from Mounds View and Irondale will be invited to a Lake Region Board meeting to discuss where gambling monies are going in the Associations.
· Using MaxSolutions for ice scheduling. Training is scheduled. Mick said there may be opportunities to learn this software on a one-to-one basis.
· Bremer Bank is a sponsor of Minnesota Hockey. For every family that has an account, will give the Association $15.00.
· We did well with filling volunteer slots for the Tournaments. IYHA has a good reputation for filling their obligations.
Vice President: Jeanne Falconer
· Received check for the Tournaments in amount of $19,950. This is more than last year, which is attributed to the increase in gate proceeds. The volunteers watched the gate closely, which was very helpful to capturing the income. Would like to rescind the summer program monies. Do not believe that IYHA has the funds to pay 25% of development during the summer. Cindy agrees—costs approximately $40,000 to $50,000 for start up costs in the Fall to get us going. Will wait for Cindy's report for additional discussion, motion.
· Junior Gold: IYHA will work to have a Junior Gold team. This will be noted for the Registration forms.
· Mounds View would like to merge with IYHA. Would like to have Board Members sit down together. Discussion. Concerns about motivations and implications. Disruption of the High School Program. Different philosophies of how monies are spent from Lake Region Gambling proceeds. ACE Coordinator sees a bright future for our association—we have a growing program. Will have a meeting to ask what they are thinking. Will include Pres, VP, Girls Coordinator, and Boys Coordinator.
· Early Registration: Must register early to assure we can have the teams together for registration into the Thanksgiving Tournament and January Tournament. This year we missed the opportunity.
Treasurer: Cindy Rundle.
· Report distributed. All of our bills and ice bills are paid. Teams are in the process of finishing their accounts. Concern about some families not paying for their fees. They will not be able to register next year if not paid. Question raised: Do we need to discuss the issue of capping the payments to non-parent coaches for travel? Will discuss in future.
· Western Bank is now charging fees for all of our accounts. This is new this year. Have approached Premier bank and they will not charge fees. Will move accounts to Premier bank.
MOTION: to eliminate subsidizing summer camps due to the unpredictability of income of funds (JF) (MM). Discussion. Motion carried.
Secretary: Niki Gjere. Newsletter deadline is April 1st.
Registration Coordinator: Pat O'Connor.
· Early registration is essential. Discussed history of registration process. Will try for third week in August with a goal to make registration easy for families (and the Registration Coordinator). Discussion about conflicts with Fall Sports and MEA break. It was extremely difficult to accomplish the tasks required in a short time frame.
District 2 and Twin Cities District: Dan Beeson
· Sincere grateful appreciation for volunteers. There was an unusually high number of volunteers needed (22) and we came up with all of the people needed. Thank you!
· We need to pursue the move to TC if this is the decision. Timing is important.
· General discussion about the volunteer hours required of members. This has been something that we have not done well. Niki, Jeanne and Pat will pull a draft together about volunteering—for presentation at the May meeting.
Ice Commissioner: Mick Mata.
· There is interest about building our own arena. Niki has names of people that have expressed an interest. Will contact them. Board supported investigation of this.
Initiation Coordinator: Steve Kracht. Absent, no report.
Girls Coordinator: Chris Tahti.
· Followed up on issues from last meeting.
· U12 Ice time concerns: Unfounded concern. No additional issues raised.
· Met with coaches from teams for initial planning. Priority is to run a U14 team under the Irondale banner. Girls HS coach is aware and supportive of this.
· Girls' coaches unanimous they would like to stay at D2.
· At D2: Wedells have resigned; will stay on as liaisons until the new people arrive.
· Play-up policy: will not play up kids just to fill teams. Playing up will be considered for the exceptional athlete on a case by case basis. Decision will be made by Girls Coordinator, ACE Coordinator and both coaches.
Boys Coordinator: Dan Marcouiller.
· Brad and Dan met with the Boys coaches. The input is very valuable. From the coaches' perspective, the place for us is in the Twin Cities District on a permanent basis. Discussion.
MOTION: Motion to request that Minnesota Hockey approve the transfer of the IYHA program, including all boys and girls, from District 2 to the Twin Cities District permanently, subject to reasonable assurance that the girls teams may continue to play in the combined District 2 and Twin Cities District league (DM) (NG). Motion tabled (CT) (NG). Will be brought up at next meeting.
New Privacy Policy


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In September, I wrote a farewell post. I simply couldn't take the negativity going on in this culture war. To be honest, I still can't. Many of you have written me to express your support, your kindness, even your frustrations with me for not continuing this journey of reconciliation. Every single word has been heard, treasured, and put to good use.
After thinking on these things for the past few months, I've arrived at a few conclusions:
I stand by my decision to take a break from staunch advocacy. However, I would be remiss if I said my journey had ended. For better or for worse, I still deal constantly with living as a lesbian in the bible belt south. And at the risk of making myself too vulnerable, I feel the need to come clean on a few things.
Before going into that, I must say: I am extremely happy. I love my life. My partner (who I've put through a lot, by the way) has helped me realize true love is not a lost cause for this sappy romantic. However, as someone who has experienced social anxiety on some level my entire life, it has become nearly unbearable over the past few years. Self-acceptance was never as much of a problem until I came out.
I worry. Constantly. I can feel the disgust people have for me, even when they don't say it out loud. It hurts. Like everyone else, I want to be accepted and loved. And to know there are some people who feel they can not be in fellowship with me because of this issue damages me on a cellular level.
I see other LGBT friends living life normally with their partners. They don't let the naysayers bother them. Truly, they are able to simply brush it off and go on with their happy and healthy lives, without one worry about what people think or say. I envy them. Why is this so difficult for me to do as a grown woman in my thirties?
In addition to everything I just referred to, I feel guilty for mentioning it. I feel as though by giving into these negative thoughts, I'm allowing myself to stay in the role of the victim. And I despise the thought. When I truly give into the negativity surrounding my life as a lesbian: I feel cheated. I feel victimized. I feel hated, loathed, and cynical. I feel talked about. Whispered about. Laughed at. It may not be true for every person in my life, but it's there. I've seen it happen, time and time again: Before someone knows I'm gay, they enjoy my company. They take me seriously. They treat me like a human. After they find out—either by me or the grapevine—they avoid me. They see me as less than. They treat me as the "other". I don't want to fall into the trap of over-generalization, but it's difficult not to when you've seen it happen as many times as I have.
So the primary reason I wanted to say farewell to you, my dear friends, is because I don't have a lot of positivity to give about this subject at the moment. But perhaps there is value in authenticity. Maybe it's important to come right out and say I'm not in a good place. As it currently stands, I feel like I'm in an incubator, just waiting to emerge a better person. I'm attempting to nurture my soul by immersing myself in hobbies, in spiritual readings, in Christmastime traditions. But despair is still there, underneath. It always is. Maybe with every passing year, it will shrink, growing smaller and smaller, completely enveloped by my joy. Until then, it's my cross to bear. And as long as I have feelings, I suppose you'll find me writing about them. For your sake, I wish they were always happy ones. But as long as you're willing to read them, I'm willing to share them… for better or for worse.

subset: commoncrawl


text:
I did a weekend course with TEFL England in July, it was really good fun and i learnt a lot. I'm going to do an online course now, too. They are the most highly accredited in the UK, i checked. If you look on the website there's a bit with their accreditation's listed, and the girl i spoke to when i called them said the same. The SQA is the Scottish Qualifications Authority (i'm from Scotland) and that's a good sign - they're in charge of all of our school examinations up here. Maybe call them and ask them about what you're unsure of? I'd recommend them (they have TEFL Scotland, TEFL England, TEFL Courses Ireland and TEFL Wales), but obviously it's up to you! Good luck :)
English Teacher


text: NASDAQ:FB Facebook Stock Forecast, Price & News Adding Choose a watchlist: Adding You have already added five stocks to your watchlist. Upgrade to MarketBeat Daily Premium to add more stocks to your watchlist. Adding Facebook, Inc. Please log in to your account or sign up in order to add this asset to your watchlist. Log In and Add $266.63 +4.73 (+1.81 %) (As of 10/1/2020 12:00 AM ET) Add Compare Share Today's Range$264.80Now: $266.63▼$268.3350-Day Range$248.15MA: $269.42▼$303.9152-Week Range$137.10Now: $266.63▼$304.67Volume19.99 million shsAverage Volume23.82 million shsMarket Capitalization$759.58 billionP/E Ratio32.56Dividend YieldN/ABeta1.25 ProfileAnalyst RatingsChartCompetitorsEarningsFinancialsInsider TradesInstitutional OwnershipHeadlinesOptions ChainSEC FilingsShort InterestSocial Media Facebook, Inc. provides various products to connect and share through mobile devices, personal computers, and other surfaces worldwide. The company's products include Facebook that enables people to connect, share, discover, and communicate with each other on mobile devices and personal computers; Instagram, a community for sharing photos, videos, and messages; Messenger, a messaging application for people to connect with friends, family, groups, and businesses across platforms and devices; and WhatsApp, a messaging application for use by people and businesses to communicate in a private way. It also provides Oculus, a hardware, software, and developer ecosystem, which allows people to come together and connect with each other through its Oculus virtual reality products. As of December 31, 2018, it had approximately 1.52 billion daily active users. The company was founded in 2004 and is headquartered in Menlo Park, California.Read More Beat the Market (BTM) Rank™ 2.4 Analyst's Opinion Consensus RatingFacebook has received a consensus rating of Buy. The company's average rating score is 2.89, and is based on 41 buy ratings, 4 hold ratings, and 1 sell rating.Price Target Upside/DownsideAccording to analysts' consensus price target of $283.05, Facebook has a forecasted upside of 6.2% from its current price of $266.50.Amount of Analyst CoverageFacebook has been the subject of 31 research reports in the past 90 days, demonstrating strong analyst interest in this stock. Previous Next 3.7 Community Rank Outperform VotesFacebook has received 4,336 "outperform" votes. (Add your "outperform" vote.)Underperform VotesFacebook has received 1,574 "underperform" votes. (Add your "underperform" vote.)Community SentimentFacebook has received 73.37% "outperform" votes from our community.MarketBeat's community ratings are surveys of what our community members think about Facebook and other stocks. Vote "Outperform" if you believe FB will outperform the S&P 500 over the long term. Vote "Underperform" if you believe FB will underperform the S&P 500 over the long term. You may vote once every thirty days. Previous Next 0.0 Dividend Strength Dividend YieldFacebook does not currently pay a dividend.Dividend GrowthFacebook does not have a long track record of dividend growth. Previous Next 1.0 Company Ownership Insider Buying vs. Insider SellingIn the past three months, Facebook insiders have sold more of their company's stock than they have bought. Specifically, they have bought $0.00 in company stock and sold $9,172,981.00 in company stock.Percentage Held by InsidersOnly 14.14% of the stock of Facebook is held by insiders.Percentage Held by Institutions65.31% of the stock of Facebook is held by institutions. High institutional ownership can be a signal of strong market trust in this company. Previous Next 1.9 Earnings and Valuation Earnings GrowthEarnings for Facebook are expected to grow by 29.03% in the coming year, from $8.06 to $10.40 per share.Price to Earnings Ratio vs. the MarketThe P/E ratio of Facebook is 32.54, which means that it is trading at a more expensive P/E ratio than the market average P/E ratio of about 18.75.Price to Earnings Ratio vs. SectorThe P/E ratio of Facebook is 32.54, which means that it is trading at a less expensive P/E ratio than the Computer and Technology sector average P/E ratio of about 63.14.Price to Earnings Growth RatioFacebook has a PEG Ratio of 1.75. PEG Ratios above 1 indicate that a company could be overvalued.Price to Book Value per Share RatioFacebook has a P/B Ratio of 7.52. P/B Ratios above 3 indicate that a company could be overvalued with respect to its assets and liabilities. Previous Next Analyst Opinion: 2.4Community Rank: 3.7Dividend Strength: 0.0Insider Behavior: 1.0Valuation: 1.9 5 -4 -3 -2 -1 -Overall Beat the Market Rank™1.80 out of 5 stars Industry, Sector and Symbol Stock Exchange NASDAQ Industry Computer programming, data processing, & other computer related Sub-IndustryInternet Software & Services SectorComputer and Technology Current SymbolNASDAQ:FB Previous Symbol CUSIP30303M10 CIK1326801 Webwww.facebook.com Phone650-618-7714Debt Debt-to-Equity RatioN/A Current Ratio6.02 Quick Ratio6.02Price-To-Earnings Trailing P/E Ratio32.56 Forward P/E Ratio33.08 P/E Growth1.75 Sales & Book Value Annual Sales$70.70 billion Price / Sales10.74 Cash Flow$8.51 per share Price / Cash Flow31.33 Book Value$35.43 per share Price / Book7.53Profitability EPS (Most Recent Fiscal Year)$6.43 Net Income$18.49 billion Net Margins31.29% Return on Equity22.90% Return on Assets17.56%Miscellaneous Employees44,942 Outstanding Shares2,848,816,000Market Cap$759.58 billion Next Earnings Date11/4/2020 (Estimated) OptionableOptionable $266.63 +4.73 (+1.81 %) (As of 10/1/2020 12:00 AM ET) 30 days | 90 days | 365 days | Advanced Chart Receive FB News and Ratings via Email Sign-up to receive the latest news and ratings for FB and its competitors with MarketBeat's FREE daily newsletter. Facebook (NASDAQ:FB) Frequently Asked Questions How has Facebook's stock price been impacted by Coronavirus (COVID-19)? Facebook's stock was trading at $170.21 on March 11th, 2020 when Coronavirus (COVID-19) reached pandemic status according to the World Health Organization (WHO). Since then, FB stock has increased by 56.6% and is now trading at $266.63. View which stocks have been most impacted by COVID-19. Do Wall Street analysts recommend investors buy shares of Facebook? 47 Wall Street analysts have issued "buy," "hold," and "sell" ratings for Facebook in the last year. There are currently 1 sell rating, 4 hold ratings, 41 buy ratings and 1 strong buy rating for the stock, resulting in a consensus recommendation of "Buy." View analyst ratings for Facebook. When is Facebook's next earnings date? Facebook is scheduled to release its next quarterly earnings announcement on Wednesday, November 4th 2020. View our earnings forecast for Facebook. How were Facebook's earnings last quarter? Facebook, Inc. (NASDAQ:FB) released its earnings results on Thursday, July, 30th. The social networking company reported $1.80 earnings per share for the quarter, topping the Zacks' consensus estimate of $1.44 by $0.36. The social networking company had revenue of $18.69 billion for the quarter, compared to analysts' expectations of $17.29 billion. Facebook had a return on equity of 22.90% and a net margin of 31.29%. View Facebook's earnings history. What price target have analysts set for FB? 47 brokerages have issued 1 year price objectives for Facebook's shares. Their forecasts range from $195.00 to $330.00. On average, they expect Facebook's stock price to reach $283.05 in the next year. This suggests a possible upside of 6.2% from the stock's current price. View analysts' price targets for Facebook. What are Wall Street analysts saying about Facebook stock? Here are some recent quotes from research analysts about Facebook stock: 1. According to Zacks Investment Research, "Facebook is benefiting from growth in Instagram Stories and Feed, and expanding user base in the Asia Pacific. The company helped people connect during the coronavirus pandemic. Notably, voice and video calling more than doubled on Messenger and WhatsApp. The launch of Messenger Rooms for video call, which can accommodate 50 people, and WhatsApp video support for up to eight users are noteworthy in this regard. Further, the GIPHY buyout will boost user engagement. However, Facebook expects ad-sales to be hurt by weakness in travel and automotive industry. The company didn't provide any specific revenue guidance for the second quarter of 2020 as well as the full year. Moreover, higher operating expense is expected to dent the operating margin in 2020 due to sluggish revenue growth. Shares have outperformed the industry on a year-to-date basis." (6/12/2020) 2. Jefferies Financial Group Inc analysts commented, "NEW YORK (dpa-AFX Analyser) – Das Analysehaus Jefferies hat das Kursziel fur Facebook von 235 auf 225 US-Dollar gesenkt, aber die Einstufung auf Buy" belassen. Die Werbeerlose der US-Internetkonzerne konnten sich in der gegenwartigen Corona-Krise schlechter entwickeln als wahrend der Finanzkrise 2008/2009, schrieb Analyst Brent Thill in einer am Montag vorliegenden Branchenstudie. Der Experte reduzierte seine 2020er Umsatzprognosen fur die betreffenden Unternehmen um 3 bis 16 Prozent./edh Veroffentlichung der Original-Studie: 05.04.2020 / 19:25 / ET Erstmalige Weitergabe der Original-Studie: 05.04.2020 / 19:25 / ET Hinweis: Informationen zur Offenlegungspflicht bei Interessenkonflikten im Sinne von § 85 Abs. 1 WpHG, Art. 20 VO (EU) 596/2014 fur das genannte Analysten-Haus finden Sie unter http://web.dpa-afx.de/offenlegungspflicht/offenlegungs_pflicht.html." (4/6/2020) Has Facebook been receiving favorable news coverage? Headlines about FB stock have been trending negative on Thursday, InfoTrie Sentiment Analysis reports. The research firm scores the sentiment of media coverage by monitoring more than six thousand blog and news sources in real-time. The firm ranks coverage of publicly-traded companies on a scale of -5 to 5, with scores nearest to five being the most favorable. Facebook earned a media sentiment score of -2.3 on InfoTrie's scale. They also gave media stories about the social networking company a news buzz of 0.0 out of 10, meaning that recent media coverage is extremely unlikely to have an effect on the company's share price in the next few days. View the latest news about Facebook. Are investors shorting Facebook? Facebook saw a decrease in short interest in September. As of September 15th, there was short interest totaling 22,390,000 shares, a decrease of 11.3% from the August 31st total of 25,240,000 shares. Based on an average daily trading volume, of 26,490,000 shares, the days-to-cover ratio is currently 0.8 days. Currently, 0.9% of the shares of the company are short sold. View Facebook's Short Interest. Who are some of Facebook's key competitors? Some companies that are related to Facebook include Equinix (EQIX), SEA (SE), Twitter (TWTR), eBay (EBAY), CoStar Group (CSGP), Verisign (VRSN), Akamai Technologies (AKAM), ANGI Homeservices (ANGI), Stamps.com (STMP), LogMeIn (LOGM), Envestnet (ENV), LivePerson (LPSN), J2 Global (JCOM), SPS Commerce (SPSC) and Cornerstone OnDemand (CSOD). View all competitors. What other stocks do shareholders of Facebook own? Based on aggregate information from My MarketBeat watchlists, some companies that other Facebook investors own include Alibaba Group (BABA), NVIDIA (NVDA), Micron Technology (MU), General Electric (GE), Netflix (NFLX), Tesla (TSLA), Canopy Growth (CGC), Walt Disney (DIS), Advanced Micro Devices (AMD) and Alphabet (GOOG). Who are Facebook's key executives? Facebook's management team includes the following people: Mr. Mark Elliot Zuckerberg, Founder, Chairman & CEO (Age 35)Mr. David M. Wehner, Chief Financial Officer (Age 50)Ms. Sheryl Kara Sandberg, COO & Director (Age 50)Mr. Michael T. Schroepfer, Chief Technology Officer (Age 44)Ms. Susan Jannifer Simone Taylor, Chief Accounting Officer (Age 50) What is Facebook's stock symbol? Facebook trades on the NASDAQ under the ticker symbol "FB." Who are Facebook's major shareholders? Facebook's stock is owned by a variety of retail and institutional investors. Top institutional investors include Neville Rodie & Shaw Inc. (0.00%), Private Trust Co. NA (0.00%), Campbell Capital Management Inc. (0.00%), Thomasville National Bank (0.00%) and Bath Savings Trust Co (0.00%). Company insiders that own Facebook stock include Christopher K Cox, Colin Stretch, David B Fischer, David M Wehner, Jennifer Newstead, Mark Zuckerberg, Michael Todd Schroepfer, Peter Thiel, Sheryl Sandberg and Susan JS Taylor. View institutional ownership trends for Facebook. Which institutional investors are selling Facebook stock? FB stock was sold by a variety of institutional investors in the last quarter, including Thomasville National Bank. Company insiders that have sold Facebook company stock in the last year include David B Fischer, David M Wehner, Jennifer Newstead, Mark Zuckerberg, Michael Todd Schroepfer, Peter Thiel, Sheryl Sandberg, and Susan JS Taylor. View insider buying and selling activity for Facebook. Which institutional investors are buying Facebook stock? FB stock was bought by a variety of institutional investors in the last quarter, including Campbell Capital Management Inc., Neville Rodie & Shaw Inc., Private Trust Co. NA, and Bath Savings Trust Co. View insider buying and selling activity for Facebook. How do I buy shares of Facebook? Shares of FB can be purchased through any online brokerage account. Popular online brokerages with access to the U.S. stock market include Vanguard Brokerage Services, TD Ameritrade, E*TRADE, Robinhood, Fidelity, and Charles Schwab. What is Facebook's stock price today? One share of FB stock can currently be purchased for approximately $266.63. How big of a company is Facebook? Facebook has a market capitalization of $759.58 billion and generates $70.70 billion in revenue each year. The social networking company earns $18.49 billion in net income (profit) each year or $6.43 on an earnings per share basis. Facebook employs 44,942 workers across the globe. What is Facebook's official website? The official website for Facebook is www.facebook.com. How can I contact Facebook? Facebook's mailing address is 1601 WILLOW ROAD, MENLO PARK CA, 94025. The social networking company can be reached via phone at 650-618-7714 or via email at [email protected] This page was last updated on 10/1/2020 by MarketBeat.com Staff 30 Days of MarketBeat All Access for $1.00 Sign up for MarketBeat All Access to gain access to MarketBeat's full suite of research tools: Best-in-Class Portfolio Monitoring View the latest news, buy/sell ratings, SEC filings and insider transactions for your stocks. Compare your portfolio performance to leading indices and get personalized stock ideas based on your portfolio. Stock Ideas and Recommendations Get daily stock ideas top-performing Wall Street analysts. Get short term trading ideas from the MarketBeat Idea Engine. View which stocks are hot on social media with MarketBeat's trending stocks report. Advanced Stock Screeners and Research Tools Identify stocks that meet your criteria using seven unique stock screeners. See what's happening in the market right now with MarketBeat's real-time news feed. 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Autumn arrived on a night wind along the Strait of Georgia, the Pacific Ocean waters between Vancouver Island and the mainland of British Columbia. The next day, a cold snap whipped waves into whitecaps as a research vessel maneuvered into position in a fjord known as Howe Sound. On deck, a crewmember closed the vaultlike hatch of the Aquarius, a fourteen-foot-long submersible.
Swaying like a Ferris-wheel chair, Aquarius was lowered to the ocean surface on a cable above the ship's stern. Waves splashed against the bubble, and the craft gently sloshed back and forth. From inside, the view changed to the light blue-green of the sea.
The natural light faded as Aquarius slowly descended to the seafloor. Illuminated by the sub's light beams, creatures as bizarre as those in the works of Jules Verne came in sight. They loomed through the sub's lens like forests of white, yellow, and orange bushes: glass sponges, organisms with surprisingly successful adaptations to the deep's harsh conditions. Some had gaping openings known as oscula, while others beckoned with undulating fingers. Still others were masses of snow-white frills.
"At one time, however, we didn't think we'd spot something long believed extinct: glass sponge reefs," says Sally P. Leys, a marine ecologist at the University of Alberta, Canada. "We now know that these fragile reefs-of-glass thrive in the depths off the Pacific Northwest."
Indeed, not long before the Howe Sound dive, researchers had discovered glass sponge reefs in Portland Canal, an arm of Portland Inlet, part of the border between southeastern Alaska and British Columbia. Despite its name, the "canal" is a fjord. It extends seventy-one miles northward from Pearse Island, British Columbia, to Hyder, Alaska. Glass sponge reefs have now been documented along the Pacific Coast from the southernmost major fjord, Howe Sound, to the northernmost Alaskan fjord at Lynn Canal, a distance of 800 miles.
"Journey to the Sea of Glass" was the first submersible expedition to the bottom of Howe Sound. Leys found her quarry everywhere she looked.
"The deep was alive," she says, "with glass sponges."
In the far distance, their long-dead relatives looked on. "Mummies," they're called, these strange shapes that form one of the largest structures ever to exist on Earth.
Stretching overland some 1,800 miles from Spain to Romania is a fossil reef, a sinuous curve of millions of mummies that were once living, vase-shaped animals. In its heyday during the Jurassic Period, from 200 million to 145 million years ago, the reef was larger than today's Great Barrier Reef off Australia's northeast coast. Now it's visible only in outcrops dotted across southern and central Spain, southeastern France, Switzerland, southwest Germany, central Poland, and eastern Romania near the Black Sea.
The ancient reef was made up not of corals, but of deep-sea sponges called hexactinellids. Unlike corals, which build a skeletal structure of calcium carbonate, glass sponges use silica dissolved in seawater to manufacture a skeleton of spicules—tiny four- or six-pointed siliceous "stars."
Individual glass sponges, such as the beautiful Venus' flower basket sponge (Euplectella aspergillum), are still found in the deep sea, but those species belong to a different order from the Jurassic reef builders. The reef-building glass sponges, scientists reasoned, went extinct 100 million years ago, driven out by competition from newly arrived diatoms, single-celled algae that use the silica in seawater to build cell walls.
Or did they?
For millennia, the darkness beneath the waters northwest of Vancouver Island—Queen Charlotte Sound and Hecate Strait— concealed the next chapter in an eons-old tale.
The first hint that something odd might be at the bottom of Hecate Strait came during a 1984 seafloor mapping expedition. Using sonar imaging, scientists from the Geological Survey of Canada saw mounds over huge areas of the seafloor—places that should have been completely flat. Similar acoustic anomalies, as geological survey scientists Kim W. Conway and J. Vaughn Barrie referred to them, were observed again in 1986 during a survey of Queen Charlotte Sound.
Reef-building glass sponges gave up their secret to Conway and Vaughn in 1987: underwater photography in Hecate Strait captured the sponges on film. Far from extinct, the sponge reefs were thriving in the depths off British Columbia. Diatoms need the sunlight of the sea's euphotic zone and so don't live in the deepest parts of the ocean. The depths had remained an open niche for reef-building glass sponges.
Until the discovery, knowledge of glass sponge reefs was limited to the fossilized reefs of Europe, studied by paleontologists such as Manfred Krautter of the University of Stuttgart in Germany.
"When I first heard about the sponge reefs, I was electrified," says Krautter. "It was like finding a living dinosaur walking around."
In 1999, Canadian and German scientists, including Conway and Krautter, descended to the depths of Hecate Strait in a submersible for a firsthand look. Glass sponges, they found, not only were alive but had formed reefs that extended as far as a submersible porthole view could see.
The sponge reefs—some of which are 9,000 years old, 60 feet high, and 270 square miles in area—are all at or below 500- to 650-foot water depths. "That's why we didn't find them for so long," says biological oceanographer Verena Tunnicliffe of the University of Victoria.
The reefs occur as bioherms, or mounds, and as biostromes, or sheets. The sponge bioherms off British Columbia are steep-sided, six-story glass castles. The biostromes extend over distances many times the length of the island of Manhattan.
Individual glass sponges, whether freestanding or on a reef, grow from three-quarters of an inch to two and three-quarters inches per year. In some animals the rate is faster than in others, perhaps because they're located in better feeding areas. Most grow more rapidly when they're young, and, like us, slow down as they age. The largest known sponges are thought to be 450 years old.
Glass sponges were first sampled in the late nineteenth century during the Challenger Expedition, a pioneering four-year ocean research voyage. Since then, modern instruments such as scuba, submersibles, and remotely operated vehicles (ROVs) have vastly expanded our understanding of glass sponges and their environment. With an ROV like Canada's ROPOS (Remotely Operated Platform for Ocean Sciences), it's now possible to study the ecology and physiology of the sponges in situ.
Scientists have learned, for example, that glass sponges fall into two main categories, based on the type of skeleton the animals produce: those with a loose spicule skeleton, called lyssacine sponges, and those with a fused spicule skeleton that forms a rigid exterior, called dictyonine sponges. Glass sponge reefs are formed by the dictyonine type.
Non-reef-forming glass sponges are found in the depths of the Caribbean, the Indo-Pacific, and the North and South Atlantic. They're also found in four places where the waters are shallow, but deep-sea-cold: Antarctica, the fjords of New Zealand, scattered caves in the Mediterranean, and the coastal waters of western Canada. To date the only known living glass sponge reefs are off the Pacific Northwest, including along the seafloor thirty miles west of Grays Harbor, Washington. Other glass sponge reefs may exist where there are favorable conditions, such as in the Bering Strait.
Three main species form living glass sponge reefs: Chonelasma calyx, the goblet sponge; Aphrocallistes vastus, the cloud sponge; and Farrea occa, which has no common name. The ocean environment off the Pacific Northwest offers an enticing locale for these reef builders. More than 13,000 years ago, glaciers covered much of Hecate Strait and Queen Charlotte Sound. Icebergs scoured their way along the continental shelf, leaving behind berms of coarse gravel. It was on these berms that the sponges likely began their construction.
The sponges turn silica from ocean water into long, sharp shards, which they mount together like sets of tent poles. The skeleton is formed as these small pieces, called spicules, are welded into a three-dimensional structure. As the sponges grow, the scaffold enlarges. Some 80 percent of a glass sponge is skeleton, "a delicate construction of glass that's covered by a thin veneer of soft tissues," says Leys. Young sponges attach to adults, building the glass palaces ever upward.
"The result is a solid structure of silica," says Leys, "locked into a reef." Like coral reefs, glass sponge reefs form with new generations growing atop the remains of previous ones.
The first three are found throughout the coastal waters of the Pacific Northwest. Water temperatures at depths where reef-building glass sponges live are between about 45 and 55 degrees Fahrenheit. Little light reaches the sponge reefs; all are in very deep waters. And levels of dissolved silica—low in both the Atlantic Ocean and the tropical Pacific—are high in the coastal waters off British Columbia.
The role of sediment in the lives of glass sponges is more uncertain. While some sediment is needed to cement the skeletons into a reef matrix, reef-forming glass sponges, which subsist on bacteria, don't survive where particulates in the water are high.
Most animals that sluice water to feed—such as glass sponges—have ways of foiling sediment clogs before they happen, however. When sediment increases, an "off " signal reaches all parts of the sponge and causes it to stop filtering. After a few minutes the sponge starts again, but if the irritation is still present it stops, "testing the waters" until they're clear. "
Glass sponges are unusual animals because the majority of their tissue is one giant multinucleated cell called a syncytium," says Leys. A reef-building glass sponge sends electrical signals through its entire body, in much the same way signals travel through nerves, but without the need for separate conductive structures. The signals can only propagate in cold water, because they use an exchange of calcium and potassium ions that requires low temperatures.
Glass sponge reefs' invisible filtering is beneficial to every species in the ocean, says Leys. She and colleagues calculated that a reef one and a quarter miles long can process 21,000 gallons of water each second, "a breathtaking amount," Leys says. "To get enough bacteria, their main food source, the sponges need to filter a lot of water. Glass sponges process many times their body
volumes of water each day."
The reefs form one of the densest communities of deepwater suspension feeders, with up to forty oscula in one square yard of reef. That square yard clears bacteria from as much as 1,000 feet of water above it every day. Since the reefs are 500 to 650 feet down, "the sponges would easily deplete their food source if new bacteria didn't arrive with currents flowing by," Leys says.
The water the sponges "clean" of bacteria is recycled and—laden with carbon dioxide and ammonia—returned to the surface. High nutrients in waste products from the sponges promote bacterial growth at the sea's surface.
Leys recently developed new instruments for measuring water and oxygen flow into and out of glass sponges. "So far, the records are superb," she says, "showing a perfect drawdown by a sponge of all the water it filtered. Once we analyze the data, we will know whether glass sponges use more oxygen during periods of increased tidal flow."
Ultimately, there's "no free lunch" for glass sponges. Every bit of water they obtain costs them energy.
Adding another twist to the tale are the reef-building glass sponges that live in the open ocean west of Grays Harbor, Washington. Discovered in 2007 by marine geologist Paul Johnson of the University of Washington, they appear to be thriving on specialized bacteria that consume methane gas. The gas, a simple carbon hydrogen compound derived from organic matter in ancient sediments, flows out of the seafloor in copious amounts.
"While undersea methane seeps aren't unusual," says Johnson, "these sponges are sitting right on top of one—remarkable indeed."
At other cold seeps, and at scalding-hot deep-sea hydrothermal vents, a cocktail of chemicals provides nutrients for bacteria that support entire animal communities. The methane gas beneath the Washington glass sponge reefs also could be fueling a food web.
"I've spent a lot of time looking at the exotic animals around hydrothermal vents," says Johnson, "but glass sponge reefs and the ecosystem they support are even more incredible."
Whether sustained by methane from beneath or by particles from above, glass sponge reefs provide habitat for an amazing variety of organisms, echoes Tunnicliffe. "They form the base of an ecosystem that extends well beyond the reef area."
It extends to adjacent nonreef areas and to the dead reef skeleton framework, which, for some marine species, is more enticing than the sponge reefs themselves.
Wherever the seafloor is covered with sponge skeletons, openings of different sizes and shapes attract new tenants, including several that are commercially important. Juvenile and pregnant rockfish, for example, are abundant in both the living and dead sections of the reefs, indicating that all parts of a reef have a "nursery function."
Nearby, octopuses are often arm-to-arm. Crabs are common, as are other crustaceans—shrimp, prawns, and lobsters.
"If you look at the reef and surrounding areas as one entity," says Johnson, "it's like an overcrowded aquarium in an expensive Japanese restaurant."
All is not well in these deep-sea palaces of glass, however. Many have been severely damaged by fishing practices.
"The reefs off Washington seem to be completely trawled," Leys says. "We might have discovered these glass sponges 100 years too late."
In one reef off British Columbia Conway surveyed, living but broken sponges and dead sponge debris were common. The near-absence of rockfish at these damaged sites, compared with undisturbed reefs, where rockfish were abundant, indicated reefs that had been trawled.
"A startling summary of observations from the British Columbia groundfish bottom trawl fishery shows that between 1996 and 2002 about 253 tons of corals and sponges were harvested as bycatch," states Leys in a 2007 paper, "The Biology of Glass Sponges." Because they are noncommercial species, it's thought that additional observations went unreported.
An analysis of the regions where the most bycatch happened showed twelve locations where 97 percent of all coral and sponge by-catch occurred. Many were next to or directly on glass sponge reefs. The effects were reduced after trawl fishers agreed in 1999 on a voluntary avoidance of the reefs. But landings continued in areas near glass sponge reefs.
In 2002, the Canadian government stepped in and mandated trawl fishery closures directly over the reefs. Despite these closures, however, new damage to previously unaffected reefs has been found. Researchers in submersibles have observed glass sponge reefs in Hecate Strait with broken skeletons, the remains piled in mounds on the seafloor.
"It was a shock to find that the northernmost reef in Hecate Strait has been damaged," says Krautter. "What was once the most pristine part of these reefs will take thousands of years to recover—if it ever does."
Brighter days may be ahead for glass sponges. In June 2010, Canada declared the reefs in Hecate Strait an "Area of Interest" for a Marine Protected Area, the last stage before their conservation can be legally established. CPAWS is working to secure fishing closures and protection for the Strait of Georgia glass sponge reefs, and to obtain international recognition for the Hecate Strait reefs. The latter would become a UNESCO World Heritage Site.
Otherwise, the glass sponge reefs of the Pacific Northwest may join their European counterparts in history. In death, their lovely silica glass bodies hollowed out and fossilized, they, too, will have become mummies.
To watch the video of Glass Sponge Reefs click here
To watch the video of Animals of the Reefs click here.


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Welcome to
Hullabaloo Stories
What's all the Hullabaloo?
The excitement is all about our chidren's bookstore & botique!
Born out of a love for reading, we at Hullabaloo Stories set out to help shape early learning devlopment and literacy at the youngest age. Children, young and old, will enjoy our hand-picked selection of fantastic children's books and educational tools that promote a love of learning. Help teach your child to learn to read, spell and use their imagination, order a book to read with your child today!
–noun, plural
hul-la-ba-loo also hul-la-ba-loos
Great noise or excitement; uproar.
hul-la-ba-loo also hul-la-ba-loos
Great noise or excitement; uproar.


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Build Digital Magazines with InDesign CS5.5 and Adobe Digital Publishing Suite
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[ADOBE CREATIVE SUITE 5.5 DESIGN PREMIUM] [BUILD DIGITAL MAGAZINES WITH INDESIGN CS5.5 AND ADOBE DIGITAL PUBLISHING SUITE] [Terry White] Hello and welcome to the brand new Creative Suite Design Premium CS5.5. My name is Terry White, worldwide design evangelist for Adobe Systems and it's my pleasure to not only walk you through some new features in InDesign CS5.5, but also in this particular case, the new Digital Publishing Suite from Adobe. Now, of course, with InDesign CS5.5, you have the ability to create publications for print, interactive publications for the web, and now, interactive publications for tablet devices such as the iPad, the multitude of Android devices like the Motorola Xoom, and of course, the PlayBook. So with that in mind, let's take a look at how this whole workflow works. So let's start with an InDesign document that I have open here. I'm going to go ahead and scroll through it, and as you might notice, I'm in my Interactive Workspace. And of course, the Interactive Workspace is not new to CS5.5, but there is one new important addition and that is the addition of the Overlay Creator. With the Overlay Creator, we can take objects that are seemingly static on the page and we can turn those into interactive objects for tablet devices. So, for example, I have this--again, it looks like a still photo-- but actually when I open up the new Overlay Creator panel, we can see that this is set to be a 360 degree view. That's right--it's basically the photograph of the bike at 360-degree increments or angles that we can now go ahead and make interactive. And again, I get to control all of that inside of InDesign CS5.5. So for example, I can choose what will be the first or initial image. I can choose whether or not it plays on load, so the minute the person swipes to that page, the bicycle will start spinning around. Or I can choose to have the person swipe through it, tap the Play or Pause, so forth and so on. So again, with this Overlay Creator, I can build upon the tool set that's already in InDesign CS5 with CS5.5 and make things interactive directly inside my InDesign document so that they go out to tablet devices. So for example, if we continue scrolling through this, one of the other examples here is that we have a photograph that is really a slide show. When we click on this and we look at our object states which were introduced in InDesign CS5, we have the ability to take multiple objects and stack them together, but now, with the Overlay Creator, we have the ability to turn that multiple-stack object or the object states into a physical slide show. So again, you control how it works. Do they tap it and it just starts to play? Do they swipe through each photo? Do you set up buttons that change the states? It's all up to you with InDesign CS5.5. So let's go ahead and scroll through this content and one of the other things that we can see here--there's another slide show or actually the ability to zoom in. So in this case, we have a photo that we can see the photo zoomed out, but what if you wanted to actually zoom in on the artwork? Well, if we click on this photo--and again, we go to the Overlay Creator-- we have the ability to choose a Pan and Zoom. So if I choose Pan and Zoom, then the user will be able to tap and the photo will zoom up to its full resolution and pan their way around inside the photo directly on their tablet devices. So with that, there's one more thing I want to show before we actually go and look at it on the iPad, and that is this interactive map, or this interactive display. Now, in this case, we've done something pretty clever using some of the features that were built into InDesign CS5 and of course, building upon those features in CS5.5. We have another object state here, and again, stack of photos, but in this case, instead of swiping through or having a slide show play, what I'd love the user to be able to do is tap on different pinpoints of the map to show that location's photo. So in other words, each one of these is a button all set up in InDesign and the button is set to go to a particular state of the object stacks. So with that, we can have the user tap to go to a specific spot and actually show that spot right on the tablet device. So now that we've seen how to build the interactive publication in InDesign, what if you wanted to test it first? What if you wanted to make sure it was doing exactly how you programmed it or set it to do inside of InDesign? You want to test your interactivity; you want to test that map to make sure it all worked. Well, instead of having to load it on to the device first to test it, we're introducing the Adobe Content Viewer for your desktop. So with that, I can go ahead and switch over to the Content Viewer. In the Content Viewer, you can just drag and drop your .folio file right into it--the one that you produced from InDesign-- and your mouse becomes your finger at that point. So I can flick up to go to the next page, I can interact with that bicycle that we talked about, and so you can see that it is areal, 360-degree revolving bicycle. Also, if you have an internet feed--in this case, I have an internet Twitter feed loaded on the right-hand side, so that will come in and allow me to test that as well. And again, we can flick up, we can play the video that was on this page here. And again, we have the ability play that video inline or full screen. Let's go ahead and go up, and as we saw before, we have the ability to tap--and this was, again, just the slide show that's playing automatically. And remember the Pan and Zoom? Well, we can click, zoom and pan in on that photograph, so it's working exactly as I indicated from the InDesign document. We're able to test it first, so from here I can actually tap the pinpoints so that we can see the images change from each tap on the map. So now that we've seen it in InDesign, we've built it in InDesign. We've seen it in the brand new Adobe Content Viewer. Now let's take a look at how this look on a device like the iPad. So here I am on the iPad, and I'm just going to go ahead and launch the free Adobe Viewer. This is available on the App Store so you can download it today. Once the viewer comes up, I see my document, so just go ahead and tap View. And again, the same experience that we saw in the Content Viewer. I can flip up to go to the various pages. I can interact with the content, such as the bicycle that I can spin around. This is working great. I also have the table of contents, or the thumbnail that we saw there earlier, and large and flip up here. We have our video. And again, we're playing the video inline, but of course, using the Overlay Creator, I can also have that video play full screen. So I can tell it what to do inside of InDesign CS5.5 and of course, that translates to the tablet device both horizontally and, of course, vertically. So let's go ahead and come out of full screen on that. We'll go ahead and pause it, and you noticed I'm horizontal now, but I can continue reading my content, reading my document. So we can tap to play the slide show, and again, this was the slide show that we set up in the Overlay Creator that's just going to autoplay when the person taps on it. We can also go to the photo that we want to zoom in on. We can tap the photo and it will load the larger version that we can pan around, we can pinch and zoom. And this, again, was a popular request; people wanted to be able to zoom content inside of their digital publications. So again, my favorite page in this spread or this publication: the interactive map where you tap the pins on the map to change the photo. So we can go to the map, we can tap on different pins and see those spots on the map--the actual photos that represent those locations. As you can see, we have taken the content that we started with in InDesign CS5.5 and we took it out to ePUBS earlier--eBooks. And now, we've taken it to a digital publication using the Overlay Creator to add the interactivity for tablet devices that allow a touch interface, such as the iPad, or the multitude of Android devices or the PlayBook. The Adobe Content Viewer: the same content, one document publishing out to multiple formats, multiple devices, and of course, it's the Creative Suite Design Premium CS5.5 that is powering all of this technology and you should get your hands on it today. So thanks again for watching. My name is Terry White. [ADOBE CREATIVE SUITE 5.5] [ADOBETV] [tvadobe.com]
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Duration: 9 minutes and 6 seconds
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Language: English
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Posted by: adobetv on Mar 28, 2011
In this video, Terry White shows you how to create immersive digital magazines for tablet devices using InDesign CS5.5. He will show you some of the incredible interactivity you can add to your publications, such as an image sequence and the ability to pan and zoom on content, and show you how you can preview on your desktop using the content viewer for desktop.
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text:
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text: Log into your gmail account and on that page in the bottom right you will see some pictures that say "show imagery". Click on that and add your picture. It can be our secret little island on google maps where we can live uncomfortably until Google discovers this flaw and removes us.


text:
Posted by TTUHSC El Paso on Monday, April 9, 2018 · Leave a Comment
Tech Talk: HSC El Paso brings you up to speed on this week's news and events. Check it out!
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I came across this quote from typographer and designer Helmut Schmid,
"Typography needs to be audible. Typography needs to be felt. Typography needs to be experienced."
I would like to add that typography needs to be worn.
Particularly in the form of these lasercut microfibre suede scarves. Wrap yourself up in this Lowercase scarf.
If you regularly overuse the 'Caps Lock' key you may prefer the Uppercase version, both come in black or white.
Can't decide between black or white? The Helvetica scarf combines the two.
I love these, I'd spend ages looking at the letters and seeing if I could spot any words in there. Scarf wordsearch – you'll never be bored on public transport again.
They are available from The Literary Gift Company for £48, the Helvetica version is 40cm longer and is £54.
There are also coasters in the same design.


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Last August, on the set of Christopher Nolan's The Dark Knight Rises, I was able to participate in a group interview with producer Emma Thomas. Unlike the actors who were careful with every word they said, Thomas went into specific detail when talking about the movie. Then again, when you're married to the director, you know exactly what you can and can't say. Here's a few of the highlights from the interview:
- For the Bane character, they've "retained what works for this universe and for our world. He's definitely recognizable. But then there are some things that we've changed, because I think they wouldn't have fit into Chris Nolan's version of the world."
- The Dark Knight Rises will have a different visual aesthetic than Batman Begins and The Dark Knight.
- Christopher Nolan and David S. Goyer drew from comic book elements for the script, but ultimately their plan was to complete the stories that were started in Batman Begins and The Dark Knight.
- They decided to shoot in Pittsburgh because they had shot "every inch" of Chicago for The Dark Knight and didn't want to repeat themselves. They wanted The Dark Knight Rises to feel like something no one's seen before.
Continued after the jump.
Here are a few more of the highlights from the interview:
- Bane makes his plans known to the public during the professional football game that he interrupts.
- They didn't want to revisit the Joker character as a villain, so they decided on Bane because he represents a physical challenge to Batman.
- They shot in India, England, Scotland, Pittsburgh, L.A., and New York.
- They shot a lot in IMAX. Sometimes they shot in both IMAX and 35mm, and other times they just exclusively used 35mm.
As usual, I'm offering you two ways to get the interview: you can either click here for the audio, or the full transcript is below. The Dark Knight Rises opens July 20.
Emma Thomas: Basically, this scene is in a football stadium and we've got the Gotham Rogues playing the Rapid City Monuments. It's really fun for us, shooting in Pittsburgh, because we had the Pittsburgh Steelers here this morning; they're playing some of the Gotham Rogues.
What happens in this scene is, and this is the total top line rather than giving you the whole thing…basically, Bane (Tom Hardy) comes and subverts it and, as you probably know, he's one of our villains. He takes this moment to tell Gotham what his plan for them is.
Is that to do with all the craters?
Thomas: You'll see that. There's going to be quite a lot of explosions during the game. You'll see all that later on, hopefully.
Does Ben Roethlisberger get blown up?
Thomas: No, we're not going to be blowing him up, although he was he was here this morning. It's a shame you got stuck in traffic. We just shot all the Steelers for the national anthem moment and he was here.
So is this Bane's introduction in the movie?
Thomas: No, it's not his introduction. This is the moment, though, where he makes his plans known.
What can you tell us about what Bane's agenda is and how close it is to the comic book roots? He was a lifelong prisoner and had a Spanish accent in the comics. How much of that is intact in the movie?
Thomas: Without saying too much, I think we've retained what works for this universe and for our world. He's definitely recognizable. But then there are some things that we've changed, because I think they wouldn't have fit into Chris Nolan's version of the world.
Are you surprised at the level of interest around the world in your production? This is, in my opinion, the most set photos that have ever hit the net. Were you prepared for this or did it hit you blindside?
Thomas: We've definitely been surprised by it. It's interesting because every film that we make…certainly with this film because of the property and because of the success of The Dark Knight, there's definitely a whole different level of interest based on the tie with that. But also, every time we make a film, every two years, what's interesting to me and what I find fascinating, is that technology has changed. Twitter wasn't a big thing even on Inception, it certainly wasn't on The Dark Knight. It just seems to me that there's so much more…people communicate in a whole different way now.
It's partly a function of what we're shooting. On The Dark Knight, for example, we were shooting mostly night shoots in the Loop in Chicago, so there was no one around to take photos. There were a few die-hards that would come down to the set and be there for everything, but this is slightly different. We're shooting in the middle of the day and in the middle of Pittsburgh. There are lots of different reasons why there's a lot more interest, but one of the most interesting things to me is the way that technology is different. Where, on The Dark Knight, if someone had taken a set photo, it might end up online maybe the next day or maybe a couple days later. But now, I'm literally looking on the computer and, a half an hour after we've shot something, it's everywhere! It's crazy! And I think it's a bummer, personally. I love that people are interested and excited, but I'd prefer people waited for the movie.
What about the choice of Bane for this movie, which is obviously very different from the Joker. The Joker was very intelligent, very methodical…you'd imagine Bane to be all brawn. Was it deliberate to go that rout with this movie, to be more action based?
Thomas: That's something that Chris can speak to a little bit more than me, and probably Tom, too. I think that's one of the interesting things about Bane as a choice. We were obviously never going to revisit the Joker and you don't want to be trying to chase that. So it's fun to have a very different sort of villain in this and a different sort of challenge for Batman to meet, much more physical. It's almost a more even match in some ways, you know, in a physical sense. You just don't want to do the same thing again.
You've got another very iconic character, probably the next biggest after Joker, one would argue, although you've not actually said she's Catwoman anywhere…
Thomas: We haven't, it's true. As we were just saying, there's so little that we can control about what goes out there at this point. It's actually quite nice to not give everything away.
Those pictures went out yesterday, didn't they? The first pictures of Anne (Hathaway) as Selina Kyle?
Thomas: Yeah. Exactly.
Did you feel you had to release those pictures after some of the photos had been taken on Twitter, just to have more of an official image?
Thomas: We knew that we were going to be shooting outside on those steps and we knew it wasn't going to be Anne, because it's her stunt double who does that. We weren't going to send Anne down on that part. We're not often reactive, but we were trying to be proactive there. We didn't want the first still out there of Anne…of the character, to be the stunt person; we wanted it to be Anne herself.
Can you talk about any of the comic book storylines that may have influenced this? Clearly, when you bring up Bane, everyone thinks of the Knightfall storyline. Are you actually culling from existing storylines for the basis of the film?
Thomas: Not being one of the writers, it's difficult for me to talk about that sort of inspiration. I think that Chris and David Goyer are very mindful. It's great for them to have that massive treasure chest, really, of the comic book storylines to draw from. Once again, as I was saying in terms of how things fit into our world, ultimately what they're doing is completing the stories that were started in Batman Begins and The Dark Knight. They're drawing from comic book elements, undoubtedly. I can't speak to which specific elements because that's their thing. But it's a mixture of both.
One of the things that people have remarked on is that you're shooting so much in the daytime. Is Chris going for a different visual aesthetic on this one?
Thomas: It's definitely a different aesthetic. Once again, we didn't want to just be repeating the same old thing. I don't think anyone would want to see just the same old thing and it certainly wouldn't be any fun for us to tell the same old story. Visually, I think the same thing applies to that. It's meant to be winter in Gotham, so that right there is going to lend a whole different look to the film. So far, we have shot rather more in the daylight than we did in The Dark Knight, but we've got a lot of nights coming our way, too.
What are the pros and cons of being here in Pittsburgh instead of Chicago where you shot the first two movies?
Thomas: It's great to be in Pittsburgh. We're having a really great time here. One of the biggest reasons we came here was that Chicago…we had a fantastic time there and we loved it, but we literally have shot every inch of that city. As I said, we don't want to be retreading old territory, whether that be visually or in terms of the storyline. We want this to be a stand-alone movie that just doesn't feel like something anyone's seen before.
Gotham is meant to be a massive metropolis; it's meant to be a huge city. I think we felt like if we went back to Chicago we would be limiting the scope and we just wanted to make it feel massive.
There are locations in India, too?
Thomas: Yeah, we shot a small piece in India. We've been all over the place. We've done India, England, Scotland, here, and going to L.A. next, and then New York.
What's the final percentage of the film shot in IMAX?
Thomas: Gosh, that's actually very difficult to say at this point because basically, at the moment we're shooting a lot in IMAX…a LOT in IMAX, much more than we shot in The Dark Knight. We're actually shooting a lot in IMAX and 35mm, and then some exclusively in 35mm. So, I don't know at this point what the final [percentage will be.]
Are you using the new, small IMAX prototype cameras?
Thomas: We're still using the big ones, which is great. Obviously there are real limitations in terms of dialogue scenes and heavy drama stuff, so we've shot some of that with both and some of it exclusively with 35mm. There's no doubt there'll be a lot more on IMAX than there was on The Dark Knight.
One of the more interesting things about Bane's character is that, beyond being a physical match for Batman, he might even be smarter than him. Is the intellectual component of Bane very much present in this movie or is it more physical?
Thomas: I don't want to sound like it's all about brawn, because it's not. He's definitely a smart guy. We are definitely touching on that, there's no doubt. I think that that's why it's an interesting match for Batman after the Joker, who was just purely about chaos and playing with people. Bane has a plan.
Everything in this movie is epic, including the casting. People have remarked on just the sheer number of actors involved in this. What can you tell us about some of these other characters like Tom Conti and Matthew Modine and Alon Aboutboul and Christopher Judge, all those guys?
Thomas: Once again, we feel very lucky to have such an amazing cast. Chris's attempt has always been, beyond the big lead roles, to flesh out the world with believable characters. A big part of that is getting really amazing actors to play the parts.
For more from our The Dark Knight Rises set visit:
- 20 Things to Know About The Dark Knight Rises From Our Set Visit; Plus a Recap of the Filming Including Bane's Big Entrance
- Christian Bale Talks Shooting in IMAX, Ending the Trilogy, Fight Scenes with Tom Hardy and More on the Set of The Dark Knight Rises
- Anne Hathaway Talks Fighting in Heels, Adapting to Christopher Nolan's Universe, Filming in IMAX and More on the Set of The Dark Knight Rises
- Tom Hardy Talks Following Heath Ledger's Joker, Bane's Costume and More on the Set of The Dark Knight Rises


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Doctors offer advice on speaking to children about shooting
Expert: Focus on all positive aspects of event
Child experts in New Hampshire are giving some helpful, age-appropriate tips to guide parents through the tragedy in Connecticut.
Joann Cobb, with the Child and Family Services, said it's OK to protect young children from the news on television. She urged parents not to force the issue, unless the children talked about it first.
"If the child is really young, you don't want to bring up the subject at all, you know. Young (children), I mean under 6, you don't really want to talk about it at all unless they bring it up to you," Cobb said.
Cobb said parents can offer age-appropriate explanations and reassurances.
"(You can tell them,) 'Sometimes bad things happen, but you're safe. Your school is safe,'" Cobb said.
Older children, on the other hand, can have different needs, said Dr. Kevin Becker, a psychologist specializing in trauma and crisis intervention.
"As children are a little bit older, they may need to talk about it a little more and be reassured that steps are taken in their neighborhood to keep them safe," Becker said.
Experts said parents should validate feelings if children bring it up, allow them to talk about it even if time has already passed and keep the family routine normal. Experts also advise that children may need more closeness, more hugs from parents and more focus on the safety in their own lives so they feel secure.
"It's helpful for the parents to focus on the positive things, the things that the kids did to keep themselves safe, how they listened to police, how police were there so quickly, how they ran out of the school. (Focus on) all the positive aspects of the event, as opposed to the gruesome facts," Becker said.
Experts said parents can also reassure children that the students at Sandy Hook Elementary are being cared for by loving parents.


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|Shift Happens is available for download at:
|Photo: FreeDigitalPhotos.net
Shift Happens: The Entrepreneurs, Wonks, and Investors Revolutionizing the Learning-to-Employment Landscape examines the challenges facing employers and the players working to close the skills gap through new models of learning and hiring.
Recent data suggest that traditional learning-to-employment pathways haven't kept pace with the needs of the U.S. labor market. One national survey found that while 59 percent of college graduates thought they were ready to apply their skills and knowledge to the real world, only 23 percent of employers felt the same way. And investors are taking note: in 2014, over $400 million in investments went to startups focused on hiring and recruiting.
"The shift to competency-based learning and hiring is here to stay," said Jamai Blivin, Founder and CEO of Innovate+Educate. "We believe the shift is critical to creating pathways to employment for the many workers struggling or left behind in the current education-to-employment system."
The paper provides an overview of how technology is being applied across the education, training and hiring landscape, from so-called people analytics tools used by HR chiefs, to accelerated learning providers, credentialing platforms, and social networks like LinkedIn that help job applicants showcase unique skills and talents. Authored by Blivin and Ben Wallerstein, Co-Founder of Washington-based consulting firm Whiteboard Advisors, the paper also highlights the role of philanthropy in the shift and surfaces critical considerations for policymakers and practitioners, including the need for interoperability amongst credential platforms, and a greater emphasis on the needs of traditionally underserved populations.
Read more...
About Innovate+Educate
Innovate+Educate is a national nonprofit working across the U.S. to create new pathways to training and employment based on competencies and skills. Innovate+Educate works with communities, foundations, venture capitalists, and workforce thought leaders to implement research-based, demand-led strategies that will lead to the national adoption of competency-based hiring and training by employers. http://www.innovate-educate.org
About Whiteboard Advisors
Whiteboard Advisors advises the most transformative businesses and organizations in education, health, and wellness. Our team of policy wonks, geeks, and storytellers brings an unmatched understanding of the political and policy landscape to bear on strategy. With offices in Washington, DC, and Silicon Valley, we help our clients navigate complex regulatory issues, conduct policy and market research, and implement creative communications strategies. http://www.whiteboardadvisors.com
Source: PRWeb


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Lesson 2: Components of the Lecture and Strategies for Making Each Component More Interactive
"Tell your students what you're going to tell them.
Tell them.
Then, tell them what you told them."
- The Introduction to the lecture ("Tell students what you're going to tell them.")
- Prepare your students to learn by previewing the day's session.
- Provide an agenda. This will help you "keep on track" and will allow students to speak up if they find they aren't "getting it."
- Show them the "big picture," which involves tying the topic into what happened in the last class session, and what will happen in future sessions.
- In advance, ask a student to summarize what happened in the last class period and ask another student to do the same for the next session.
- Use an attention getter to arouse interest in the topic.
- To find out what students' assumptions are about a subject, have them jot down the answers to a "what" or "how" question about the topic. Have them work on this either individually or in pairs.
- Pose a problem and elicit solutions from the students.
- Ask the students how the topic/reading/assignment relates to their lives.
- In small groups, ask students to decide on three things they know to be true about the subject.
- Use a cartoon, interesting or famous quotation, or video clip applicable to the content.
- Relate the topic to future work/professional experiences.
- Ask students to bring a quote to class from the reading that they found meaningful, confusing, interesting, etc. Ask volunteers to share why they selected it.
- Ask students to bring a one or two page essay to class on the reading or on a question which stems from the material for the day.
- Make the purpose and outcomes of the lecture clear.
- Give students the terminology they will need to understand new concepts.
- Give useful directions at the beginning of the class, such as whether or not they need to take notes, when the best time to ask questions is, etc.
- Prepare your students to learn by previewing the day's session.
- The Body of the lecture ("Tell them.")
- "Uncover" the content in an organized manner while you explicitly (and
transparently) communicate your method of organization to them.
- Provide a skeletal outline, lesson plan, map, or tree diagram of the lecture. Refer to this during the lecture.
- "Chunk" the information by subdividing your topic into two or three mini-lectures, which last only ten or fifteen minutes and around which only one major point is made. It is reasonable to cover only two to three major points per fifty-minute class.
- Follow each ten to fifteen minute lecture with a
student-active break, such as a "quick-think," or
"change-up" for
two to fifteen minutes. Ideally, change-ups should be timed to give
students the opportunity to integrate or apply the most
important concepts covered in class. Examples of "change-ups" or "quick-thinks" include the
- Write a Question
Ask the students to take two to three minutes to write a question they have about the material just covered. Ask for volunteers to ask and answer questions.
- One-Minute Papers
Ask students to write down what they consider to be the most important point covered so far.
- Think-(and/or Write)-Pair-Share
After ten to fifteen minutes of lecturing, pose a challenging question and have students either think or write their response for a few minutes. Then ask the students to share their response with their neighbor. Ask volunteers to share their responses with the class.
- Finding Illustrative Quotations
Alone or in small groups have students find a quote in the reading which supports a specific position. Different groups can look for support for different positions.
- Truth Statements
Ask small groups to decide on three things they know to be true about some particular issue. This is a good way to examine their assumptions.
- Pair and Compare
Ask students to pair up and compare notes, expanding upon them as needed.
- Pair, Compare and Ask
Students do the above (Pair and Compare) but conclude by writing a question. Before continuing the lecture, you may want to respond to a few of the questions, or have students do so.
- Periodic Recall
Students stop taking notes; close their books and write down two or three of the main points from the lecture thus far. Students could then compare and discuss what they have written with a partner.
- Solve a Problem
Pose a problem or even a multiple choice question and have students try to answer it individually. They could then compare their answers with a neighbor.
- Re-order the Steps
Present a series of steps in a mixed order and have students re-order the steps correctly. They can do this in writing, or assign each student a step and have them physically arrange themselves in the correct order.
- Graphic Representation
Ask students to represent a key topic in a non-narrative format (i.e., picture, graph, etc.).
- Value Lines or Stand Where You Stand
Students line up according to how strongly they agree or disagree with a proposition or how strongly they value something. This gives a visual reading of the continuum of feelings in the group. You could then sort students into heterogeneous groups based on where they are standing so that you have students who agree and disagree in the same group. Ask students to listen to differing viewpoints in their groups and fairly paraphrase opposing positions. (Wright, 1994, p. 5)
- Write a Question
- Organize your points either
- chronologically.
- in ascending or descending order.
- by presenting a problem and following with possible solutions.
- by asking a question followed by short or full explanations.
- by moving from the simple to complex.
- by moving from the familiar to the unfamiliar.
- Between each major chunk or mini-lecture, summarize what you have just covered and provide a preview of what is to come. This provides continuity and helps students see the big picture.
- Select meaningful examples/stories to help with understanding and remembering information. Ideally, they should relate to the students' experiences.
- Identify appropriate teaching materials or props (i.e., visual
aides) to support your explanations.
- Use a variety of media, such as PowerPoint slides, pictures, cartoons, videos, video clips, music, and maps.
- When using visual aides, ask students to tell you what they see before you tell them what they are seeing.
- When using a video,
film or musical piece,
- introduce it by providing an overview of the content, a rationale of how it relates to the current topic being studied, and a reason students need to know and care.
- direct students' attention to specific aspects of the presentation by asking them questions, which they will be required to answer following the presentation.
- it is unnecessary to show all of a video or film, or play an entire song. Using the most relevant parts of the media may be the best use of class time and have the greatest impact.
- it may be useful to stop the presentation at appropriate points for discussion or clarification.
- follow-up a video or film with an activity that allows students to respond to or extend ideas presented. Discussions, short writing assignments, or application exercises, for example, will reinforce the concepts and increase learning from classroom audiovisuals. (Middendorf, 1993, p. 3)
- Bring "real" items that students can touch, feel, smell, taste, and handle.
- Invite participation.
- Stand close to students versus behind a podium.
- Consider the size of the classroom and desk configuration when delivering a lecture. A U-shape desk configuration invites participation.
- Explain why you expect their participation.
- Look at students when they are talking. Don't turn your back on a student who is talking.
- Use eye contact as much as possible.
- Punctuate your lecture with questions.
- It is important to keep in mind class size when using questioning techniques. Classes with one to twenty students allow both the instructor and students to ask many questions, resulting in greater participation. (Sullivan and Wircenski, 1996)
- Use students' names when asking and answering questions.
- When students ask or answer a question, repeat or paraphrase before continuing so that all students can hear the question or answer.
- Start by asking easier questions, building to more challenging ones.
- When a student asks a question, instead of answering, ask another student to answer.
- Students are more likely to answer a question when there is more than one right answer.
- After making a major point, pose a multiple choice question based on the content just covered. Have students vote on the right answer and then have them turn to their neighbor and try to persuade them that their answer is right. When time is up, take another vote.
- If readings have been assigned, refer to them and ask questions related to the reading.
- Stop the class after ten or fifteen minutes of lecturing and ask each student to write down one or two questions they have about the material just covered. Ask volunteers to share their questions and have students answer them.
- Vary the format
- Do something different every ten to fifteen minutes. (See section 2,A. above on "change-ups" for ideas.)
- Use role-playing, case studies, debates, and presentations.
- Let students (or groups) go to the board to write the result of small group work or to write the results of a class problem, such as math.
- When students' attention starts to wane, consider handing out crackers or chocolate. The food helps to wake them up and the activity refocuses their attention.
- "Uncover" the content in an organized manner while you explicitly (and transparently) communicate your method of organization to them.
- Conclusion ("Tell them what you told them.")
- This is an opportunity to tie everything together and help students see the relevancy of the topic and its relationship to the big picture.
- Summarize major points, or better yet, ask students to do so.
- Provide instructions on what the students are responsible for preparing for the next class session. Allow time for questions.
- At the end of class, have the students take a short quiz individually or in small groups. They should be able to answer the question(s) (without much difficulty) based on the lecture and their class participation.
- Assign a One-Minute paper by asking students one or more of the
following questions:
- "What do you consider to be the main point(s) of today's class?" or "What one or two things stood out for you from today's class?"
- "What was the muddiest point?" or "What question(s) still remains uppermost in your mind?" Collect these papers and start the next class session by noting any trends in the students' responses and/or by addressing their muddiest points and questions.
- During the last three minutes of class, have students write everything they can recall from the lecture. (According to one study, this strategy, along with change-ups, resulted in much better comprehension and retention of lecture material. In some cases, students went up two letter grades.)
- If possible, stay after class at least five minutes to answer questions students might be reluctant to ask in front of their classmates, or arrive to class early to allow for questions.
Quick Tips on Delivering a Lecture
"A lecturer often makes you feel dumb at one end and numb at the other." - Evan Esar
- Call on students by their names.
- Speak neither too slow nor too fast.
- Vary the volume and tone of your voice to fit the explanation.
- Look at students for cues, but use assessment (student feedback tools) to find out if they are in fact "getting it."
- Be well prepared and organized but allow for spontaneity.
- Move around the room. Do not sit on or behind a desk.
- Prepare lecture notes to:
- stay on topic
- cover the main points without forgetting something
- enable you to relax and focus on delivery instead of worrying about what point to make next (Sullivan and Wircenski, 1996)
- Do not read from notes or a book for any length of time. You will most likely lose expressiveness, eye contact, and psychological contact.
- Use humor if your comfortable with it, but not at the students expense. Avoid sarcasm.
- Pause. Remember to breath.
- Avoid distracting mannerisms, such as the use of fillers (e.g., "um" and "er") or jiggling your keys or coins in your pockets, excessive pacing, etc.
- Repeat, rephrase, and slow down when you are presenting new ideas or using new terminology.
- Be aware of which side of the room you look at more. Make a conscious effort to make eye contact with everyone.
- Evaluate the quality of your lectures by
- asking students for feedback through a Small Group Instructional Feedback (SGIF) or via questionnaires,
- having a class videotaped and either viewing it alone, or better yet, with a trusted colleague, and/or
- having an experienced colleague or faculty developer observe a class and take notes using a checklist that indicates what you want the observer to look for.
Davis, B. G. Tools for Teaching. (1st ed.) San Francisco CA: Jossey-Bass, 1993.
Johnson, D. W. Active Learning: Cooperation in the College Classroom. Edina MN: Interaction Book Company, 1991.
Johnson, G. R. First Steps To Excellence In College Teaching. (3rd ed.) Madison, WI: Magna Publications, Inc. 1995
Magnan, B. 147 Practical Tips for Teaching Professors. Madison, WI: Magna Publications, Inc. 1992.
Nilson, L. Teaching At Its Best: A Research-Based Resource for College Instructors. (1st ed) Bolton MA: Anker publishing Company Inc. 1998.
Pregent, R. Charting Your Course: How To Prepare to Teach More Effectively. Madison, WI: Magna Publications, Inc. 1994.
Silberman, Mel, Active Learning: 101 Strategies to Teach Any Subject, p. 72, Allyn and Bacon, 1996.
Sullivan, R and Wircenski, J. Technical Presentation Workbook. ASME Press: New York 1996.
Weimer, M. Improving Your Classroom Teaching. (1st ed.) Newbury Park, CA: SAGE Publications, 1993.
Weimer, M and Neff, R. A. Teaching College: Collected Readings for the New Instructor. (4th ed.) Madison, WI: Magna Publication, Inc. 1990.
Most of the above reference materials are available on a lending basis in the Center For Teaching Excellence (TLC 324).
Internet References
University of Kansas Center for Teaching Excellence, "Teaching Roles: Lecturing" http://www.ku.edu/~cte/resources/teachingtips/lecturing.html
The Reading Room, "Delivering Effective Lectures" http://www.reproline.jhu.edu/english/6read/6training/lecture/delivering_lecture.htm
Indiana University, Middendorf, J., Kalish, "The Change-Up in Lectures" A. TRC Newsletter, 8:1 (Fall 1996). http://www.indiana.edu/~teaching/changeups.html
Middendorf, J. (1993). Active viewing for video, films, and other audio visuals. Teaching Resources Center Newsletter, 4 (1), 3. http://www.fpg.unc.edu/~scpp/pdfs/spruceup03.pdf
Wright, D. L. (1994). Using learning groups in your classroom: A few how-to's. Teaching at UNL (University of Nebraska - Lincoln), 15 (4) 1-2, 4-5. http://www.fpg.unc.edu/~scpp/pdfs/spruceup03.pdf
Lessons: Index, 1, 2, 3, References
Center for Teaching Excellence
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Phone: (517) 483-1680
Email: email@example.com
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See Prabal Gurung's Full J.Crew Collection — Now Available Online!
See Prabal Gurung's Full J.Crew Collection — Now Available Online!
>> Prabal Gurung's six-piece collaboration with J.Crew — which features looks from his past collections recreated in new colors and materials —
<product target="_blank" href="http://www.jcrew.com/AST/Navigation/prabal-gurung.jsp#/collection">launches online and in select stores today</product>. The collection ranges from $198 for a pair of tuxedo trousers to $450 for a tulle rose top with a mesh back, and only 50 pieces were created for some of the designs.
"I played with volume and scale and focused on a few special pieces with a story to tell — it's very modern, chic, and put-together, but there's also a lived-in quality," Gurung said of the collection. "There's a subtext and sub-layers to the designs we chose for J.Crew," he noted, adding: "I worked closely with the J.Crew team to determine the looks that would translate well with both of our audiences. They did a stellar job producing each piece and I could not be happier with how everything turned out."
Eddie Borgo's J.Crew collaboration, meanwhile, hits in July — a preview can be seen here.