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Rapid Communication
Evidence-based path to newborn screening for duchenne muscular dystrophy
Version of Record online: 23 MAR 2012
DOI: 10.1002/ana.23528
Copyright © 2012 American Neurological Association
Annals of Neurology
Volume 71, Issue 3, pages 304–313, March 2012
Additional Information
How to Cite
Mendell, J. R., Shilling, C., Leslie, N. D., Flanigan, K. M., al-Dahhak, R., Gastier-Foster, J., Kneile, K., Dunn, D. M., Duval, B., Aoyagi, A., Hamil, C., Mahmoud, M., Roush, K., Bird, L., Rankin, C., Lilly, H., Street, N., Chandrasekar, R. and Weiss, R. B. (2012), Evidence-based path to newborn screening for duchenne muscular dystrophy. Ann Neurol., 71: 304–313. doi: 10.1002/ana.23528
Publication History
- Issue online: 23 MAR 2012
- Version of Record online: 23 MAR 2012
- Accepted manuscript online: 12 JAN 2012 11:16PM EST
- Manuscript Accepted: 5 JAN 2012
- Manuscript Revised: 31 DEC 2011
- Manuscript Received: 15 NOV 2011
Funded by
- Centers for Disease Control and Prevention. Grant Numbers: 5U50DD000030, 1R18DD000344
- Research Institute at Nationwide Children's Hospital, Columbus, OH
- Paul D. Wellstone Cooperative Muscular Dystrophy Center, Nationwide Children's Hospital. Grant Number: 1U54HD066409-01;JRM
- Ohio Department of Health
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subset: commoncrawl


text:
Few of us are cut out for the fast-paced grind of high finance, and after two action-packed years working as a commodities trader in Toronto, Crystal Obuck decided it was time to make some big changes. She moved back to her home town of Calgary and began working in sales for wine distribution company Select Wines, […]
When it comes to aging, it's a man's world — or at least it's a "middle-aged "man's world. Otherwise, how could one explain an abundance of grey hair as being considered sexy and crow's feet perceived as distinguished? This couldn't ring truer for Dave Kelly. After more than 20 years in show biz (as a presenter, actor, writer […]
It's hard to make sense of the rationality behind how we choose/purchase our personal possessions. Though fashion trends are fast and furious — design trends tend to evolve more slowly. Jeannie Sturdy (of Sturdy Design Co.) who has spent more than 10 years in the design industry (with an impressive portfolio of design accolades) agrees that while […]
Style and the City Profiling Calgarians with a flair for fashion. It's a common daily occurrence. We have a task – a home project – but absolutely no knowledge of a taskmaster – a pro – the right person to do the job. Using our trusted database of connections (friends, coworkers, neighbours and basically anyone's […]
It's encouraging to know that there are a considerable number of skate, surf and urban lifestyle fashion designers growing their brands here in Calgary. Where as only a few years ago, most of these trend setters felt they had to move to a larger venue (Vancouver or Toronto) to be successful. One of these new, up-and-coming lines is 6streets — a men's apparel street wear brand created by Andy Nguyen.
At just 27 years old and a journalism degree tucked neatly under his designer belt, Sunjeev Prasad has found his niche. He officially made the leap by starting up his own boutique communications agency almost one year ago.
"Lead by example," says Tamara Cain, human resources business partner at Enmax Corporation. "It's important that you emulate what you're expecting others to wear. I can't tell someone not to wear a short skirt if I'm wearing one!" "I would dress this way anyways," Cain continues. "I always have. During the week, I am often in a suit as I prefer the uniform (look) for office attire. My suit is my amour — my work personality."
When Gabriel Chen received his law degree more than eight years ago in his hometown of Halifax, he had absolutely no idea that his journey would lead him to helping the homeless in Calgary.
Twenty-five-year-old Alexandra Broeders currently works in facilities for an energy company downtown, but fashion has always been her creative infatuation. "I've always been interested in fashion," says Broeders. "My mom is very fashionable. It's always been around me. I learned how to sew in high school. My instructor was my mentor. I even made my graduation dress."
She's like a "breath of fresh air." Not exactly the first "fashion" image that comes to mind when you think oilsands, but there she is in all her feminine, yet corporate, glory. As senior account representative for oilsands at ATCO Structures and Logistics, Vicki Braaten manages the task of being work-appropriate and polished without looking like "one of the boys."
There's a rising star among us and Bobby Wills finally has the hardware to prove it. On Sept. 8, first-time nominee Wills was awarded the CBC Rising Star award at the Canadian Country Music Awards in Edmonton.
Never judge a book by its cover. Or in this case, a man by his vocation. Garry Mushens is an accountant by profession. A partner at Ptarmigan Oil and Gas Accounting Ltd., providing production accounting to small and junior oil and gas companies. Having grown up in Scotland, he believes that his cultural environment and deep interest in music and the arts have come to define his current style.
For most of us fashion lovers, it's hard to remember when exactly we went from not caring about what we wore to being fully immersed and committed to the latest trends. Not so for Jill Strueby. "I'm originally from Saskatchewan and I was involved in dance for most of my life growing up. I started to look at the fashions in the dance studios which cross-over to street wear," says Strueby. (Think Flash Dance or more recently — Black Swan to hip-hop). "That's when I started to discover my love of style. It was in dance class."
You may know Charron Ungar as one of Calgary's premier home builders, but the newly appointed president of the Calgary Home Builders Association has a passion for style that once led him down a very different path.
In the past few years, Kerri McGovern has taken a cathartic journey from Top 40 Under 40 (software and venture finance consulting) to Top Mom of One (two-year-old Madeline). "It's more important to value my consciousness as a mother than any of my former business accomplishments. I understand why it's so difficult for women to shift roles," she says.
You might say Patti McCunn-Miller is a style risk taker. With a fearless ability to coordinate colours, textures and patterns, she says her playful style comes naturally. "I try not to overthink it and just have fun with it" she says.
Catriona Otto defines a new generation of fashion savvy young lawyers. "I can be professional and stylish without being mundane," she says. "I love fashion more than anything — except the courtroom."


text:
Track using Order ID
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|In The Box
|Sales Package
|Cable Length
|1.5 m
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|Connector 2
|Connector 1
|Micro USB
|Additional Features
|Other Features
|Data Synchronize and Charge for Blackberry Phones from Laptop and Computer, Works with Blackberry Phones with micro-USB Port
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text:
An extension of the communicative approach seeking to develop linguistic skills appropriate to students' future career and social needs.
The number of people who are learning Chinese as a second language is increasing very
rapidly. It is also the second most common language on the Internet. As China is an
increasingly important business partner of New Zealand, learning Chinese will give
you the edge over other candidates for a wide variety of jobs.
CHIN 334 builds upon the proficiency developed at the intermediate level (acquired through completion of CHIN 231 and CHIN 232) and continues to further develop students' language skills and understanding of Chinese culture and society.
|Paper title
|Advanced Chinese 1
|Paper code
|18 points
|Teaching period
|First Semester
|Domestic Tuition Fees (NZD)
|International Tuition Fees (NZD)
- Prerequisite
- CHIN 232 or CHIN 212.
If you have previous knowledge of the language you can still enrol in this paper via Special Permission by proceeding with your application process to the Review and Submit page or email email@example.com for assistance.
- Restriction
- CHIN 331 or CHIN 335 or any other more advanced Chinese language paper
- Schedule C
- Arts and Music
- Eligibility
- Suitable for students specialising in any discipline.
- Contact
- email@example.com
- Teaching staff
- Convenor: Dr Paola Voci
- Paper Structure
- Each week students are scheduled to study two short texts focusing on various topics on Chinese culture and society, including origins of the Chinese nation, the tradition of arranged marriage, family planning, Chinese education, Chinese legend and how to see a doctor in China. Students are also required to approach authentic Chinese by watching provided Chinese movies/dramas with Chinese subtitles on screen and given in print. The paper also encourages students to read texts in other Chinese text books of an advanced level. The teaching is interactive between the instructor and students, and every class hour involves students gaining practice in listening, speaking, writing and reading.
- Textbooks
- Weijia Huang and Qun Ao. Chinese Language and Culture an Intermediate Reader (Hong Kong: The Chinese University Press, 2002). (Available at the University Book Shop)
- Graduate Attributes Emphasised
- Global perspective, lifelong learning, communication, cultural understanding, self-motivation.
View more information about Otago's graduate attributes.. View more information about Otago's graduate attributes.
- Learning Outcomes
- By participating in lectures and tutorials, completing the assigned homework and via
other independent learning activities (practice with Language Perfect, meetings with
language match partners and exercises based on suggested online resources), students
will gain:
- An advanced-level understanding of the Chinese language structure
- Increased confidence in their conversational skills
- Advanced reading and writing skills
- A written vocabulary of about 2000 words
- The ability to express opinions and describe and narrate events/stories
- The capacity to read authentic texts independently
First Semester
- Location
- Dunedin
- Teaching method
- This paper is taught On Campus
- Learning management system
- Blackboard
|Weeks: 9-12,14-16,18-22
|Mon : 11:00-11:50
|Weeks: 9-12,14-22
|Tues, Wed : 10:00-10:50
|Weeks: 9-11,14-22
|Fri : 11:00-11:50


text:
Phrase Trainer$29
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Total Downloads:4,085
Date Added:Aug. 17, 2006
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File Size:1.71MB
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text:
June 2, 2014
I am in the Intellectual Property, Digital Revenue Design business located in Beacon, N.Y.
Meeting new people in Dutchess County, learning about interesting people and introducing myself.
I specialize in intellectual property and digital revenue design. I work with business owners ready to transform intangible assets into intellectual capital and intellectual property.
Meetup members, Log in
By clicking "Sign up" or "Sign up using Facebook", you confirm that you accept our Terms of Service & Privacy Policy


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Select Local Merchants
Bauer Interior DesignRead MoreMISSING LEDE. Bauer Interior Design knows that a decaying floor is the last thing you want. For any flooring needs, you'll want to call them today! You'll love the flair a brand new floor tile can add to your home. If you're looking to redecorate quickly, bar is here to help with any tiling needs. Next time you need a space decorated, you'd be wise to trust the services from the cultured decorators at Bauer Interior Design.3886 17th StreetSan Francisco, CA US
Kenneth WingardRead MoreReady for a change? Treat your home interior to an upgrade with some brand new furniture pieces from Kenneth Wingard in San Francisco. With the right furniture, it's easy to create the room you've always wanted, so come see what's in store for the bathroom. What goes hand in hand with summer and sun? Patio furniture! Check out all the latest and greatest offerings for the best backyard on the block. When unforeseen circumstances strike, it may mean replacing all of the office's furniture. When you take advantage of the great deals at store, it won't hurt your wallet half as much as their competitors. Find bold and trendy furniture here, such as living room furniture, and give your living room a makeover. Keep your bedroom stylish and comfortable with some new bedroom furniture, such as bedroom furniture. If your walls are looking a little bare, spruce them up with items like curtains and mirrors. For the homiest of homes, add some warmth with goodies like rugs, throw pillows, and vases. If you're in the market for a bold piece of art, check out the beautiful works featured here. Here you can find the latest and greatest kitchen gadgets and tools to help you prep a tasty meal. If you are visiting Kenneth Wingard, you can take advantage of the nearby parking options during your stay. Visit Kenneth Wingard in San Francisco and browse the great selection of furniture items, from living room sets to kitchen sets.2319 Market StreetSan Francisco, CA US
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text:
Police: One man fatally shot in Glendale
PHOENIX — A man was fatally shot at a Glendale apartment complex Tuesday, police said.
The shooting happened at an apartment complex at 6565 W. Bethany Home Road. When officers responded, they found the 50-year-old victim laying in the parking lot.
"They immediately performed first aid on the male and he was treated by Glendale Fire and transported with life-threatening injuries," said Tracey Breeden with the Glendale Police Department. "Upon arrival to the hospital, he was declared deceased."
Police believe the shooting was not random.
"We do believe that this was no random incident and that the suspects and victim may have known each other," Breeden said.
The suspects, described as being to black males, fled the area in an older model black sedan. One of the suspects may have been injured.
The victim has not been identified.
No other injuries were reported.
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text:
The kids are alright. More than alright, in fact. Widely dismissed as a lost generation with few job prospects, towering student loans, and a bleak future, the so-called Millennials, most of whom have reached adulthood since 2000, could surprise America and the world in coming years with their economic might and spending power.
Industries from housing and autos to retailing and financial services could be transformed by their collective demands and desires, while their growing wealth, coupled with their doubts about the future of government entitlement programs, could usher in a new era of saving and a bull market for stocks.
Things haven't been easy for the members of this generation almost since the day musician Kurt Cobain, one of their patron saints, died in 1994. They've known two U.S. wars, mass shootings, terrorist attacks, the financial crisis, and the lean years since, which coincided for many with their graduation from college and frustrating attempts to launch themselves into adulthood and careers.
Yet the Millennials are far from the slackers the media and popular culture portray -- a generation of adult children living at home with Mom and Dad, texting away and refusing to grow up. The evidence suggests that their march up the career ladder hasn't been aborted so much as a delayed by economic circumstances and personal choice. Once they get going, however, and marrying, starting families, and moving into their high-earning years, their influence could approach that of their baby-boom parents.
FOR ONE THING, THE MILLENNIALS -- sometimes called Generation Y, and defined by many demographers as ranging from ages 18 to 37 -- make up the largest population cohort the U.S. has ever seen. Eighty-six million strong, it is 7% larger than the baby-boom generation, which came of age in the 1970s and '80s. And the Millennial population could keep growing to 88.5 million people by 2020, owing to immigration, says demographer Peter Francese, an analyst at the MetLife Mature Market Institute.
This echo-boom generation totals 27% of the U.S. population, less than the 35% the boomers represented at their peak in 1980. When the baby-boom generation drove the economy in the 1990s, growth in gross domestic product averaged 3.4% a year. As the Millennials hit their stride, they could help lift GDP growth to 3% or more, at least a percentage point higher than current levels.
The Millennials already account for an annual $1.3 trillion of consumer spending, or 21% of the total, says Christine Barton, a partner at the Boston Consulting Group, which defines this cohort as ages 18 to 34. As the economy pulls out of an extended period of sluggish growth, helped in part by this rising generation, annual growth in consumer spending is likely to revert to its long-term average of 3.5% to 4% from about 2% now. Likewise, consumer spending on durable goods could rise sharply.
The Millennial generation has already made a big mark on one industry: education. The number of students enrolled in college in the U.S. climbed by 30% from 2000 to 2011, helping to fuel a building boom on campuses across the country. But that's something many schools could regret in coming years, given the past decade's sharply declining birth rate.
Owing in part to the Millennials' surge, apartment demand is strong around the country. Housing could be the next major industry to benefit from their size and maturation, but Wall Street could reap the biggest rewards. The MY ratio, which compares the size of the middle-aged population of 35-to-49-year-olds with that of the young-adult population, ages 20 to 34, explains why.
Middle-aged folks have higher incomes than younger people, and a greater urgency to save for retirement. They invest their savings, which drives up stock prices. When the MY ratio is rising, meaning the older cohort outnumbers the younger, the stock market typically does well. The ratio has been falling since 2000, which has exerted a drag on stock prices.
Alejandra Grindal, a senior international economist at Ned Davis Research, notes the MY ratio will bottom in 2015 and then rise through 2029. It is one of several reasons the firm is bullish on stocks. According to financial-services providers, the Millennials already have started saving, spurred in part by fears that dwindling Social Security payments could make their retirements largely self-funded.
THE BABY BOOMERS FOUGHT IN VIETNAM -- and fought against the war there. They gave us flower power, rock 'n' roll, civil rights, The Feminine Mystique, and Bill Clinton. Having transformed the culture, they are now reinventing retirement -- as a second adolescence, but with worse knees.
Their children, who are also entering adulthood in fraught economic times, are highly educated, ethnically diverse, and team-oriented, says Neil Howe, an economist, historian, and author of several books on demographic and generational trends. They trust government, and voted for Democrats in the past three elections, sending President Obama to the White House twice.
They grew up in an era when children were rediscovered -- often in soccer uniforms in the back of a minivan. Child safety was a parental priority, and helicopter parenting became the norm in many families, facilitated by the ubiquity of cellphones, which encouraged constant communication. That alone separates the new generation from Generation X, which grew up as divorce rates soared. Gen Y, on the other hand, "is sheltered and expects to be sheltered," says Howe.
Millennial women could be a particularly powerful force in coming years, says Francese, and one that marketers ignore at their peril. They have more education than the men of their generation, and in about a third of marriages, they have higher incomes.
Above all, the Millennials are connected -- to the Internet and each other. They brought us Facebook and popularized YouTube, Twitter, and phrases like 24/7, which describes how much time they spend on the 'Net and personal electronic devices. Nielsen estimates that 74% of young adults between the ages of 24 and 34 own smartphones, up from 59% in mid-2011. According to Advertising Age, consumers in their 20s switch between communications platforms and devices 27 times per nonworking hour.
THERE IS NOTHING NEW about worrying about future generations. Chances are, even the cave parents did it. To be sure, many Millennials got a bum deal by coming of age during the great recession, but a multitude of statistics suggest their prospects are improving.
Take unemployment, which remains high for young adults between the ages of 20 and 24. Last month's 13.3% unemployment rate for this population was down, however, from January's recent peak of 14.2%.
As for those ages 25 to 34, the unemployment rate was 7.4% in March, below the national average of 7.6%, and well below 8.9% in January 2012. Dick Hokenson, an economist who heads ISI Group's Global Demographics Research team, says 25-to-34-year-olds have recovered almost 75% of the jobs they lost to the recession. "They're finding jobs; they're moving out and doing normal things," he says.
Again, the numbers tell a cautiously hopeful story. Nineteen percent of U.S. men ages 25 to 34 live with their parents, says Mark Mather, a demographer with the nonprofit Population Reference Bureau. But that is up only five percentage points from 2007. The percentage of 25-to-34-year-old women still living at home is 9.7, up from 9% in 2007.
There is almost $1 trillion of student debt outstanding in the U.S. today, which could limit the purchasing power of Millennials. "These people have a mortgage and no house," Francese says.
But here, too, total figures are misleading. The average student loan among Gen Y-ers is $25,000, and the median loan is nearly $14,000, according to the Federal Reserve Bank of Kansas City. Less than 1% of student loans are larger than $100,000.
AS THE MILLENNIALS' EMPLOYMENT situation improves, more young adults living at home will pack their bags and move out. That could spur an increase in U.S. household formation, which turned negative in 2007-08. Since then, the number of newly created households has recovered to about a million a year, still well below an annual average of 1.5 million since the 1970s, according to Census Bureau data.
Greater financial security could mean an increase in the birth rate, which typically slumps during economic downturns. Francese sees the average birth rate for U.S. women rising to 2.1-2.2 in coming years from a depressed 1.9 recently. "A lot of Millennials put off having babies, and now they will get to work," he says.
That suggests they will also start buying homes. Pat Tschosik, a consumer strategist at Ned Davis Research, figures there will be more home buyers than sellers in the 12 years ending with 2019, giving the housing market a boost.
Robert Turner of Turner Investments agrees. "We're big believers in this housing recovery," he says, noting his firm has invested in Home Depot HD 1.210476120607439% Home Depot Inc. U.S.: NYSE USD137.96 1.65 1.210476120607439% /Date(1469739614745-0500)/ Volume (Delayed 15m) : 3132158 AFTER HOURS USD137.9 -0.0600000000000023 -0.04349086691794723% Volume (Delayed 15m) : 97806 P/E Ratio 24.24604569420035 Market Cap 169570585408.919 Dividend Yield 2.000579878225573% Rev. per Employee 234779 More quote details and news » (ticker: HD), the home builders Lennar LEN -1.145912910618793% Lennar Corp. Cl B U.S.: NYSE USD38.82 -0.45 -1.145912910618793% /Date(1469739720915-0500)/ Volume (Delayed 15m) : 3159 P/E Ratio 10.356418738661828 Market Cap 10144634861.3217 Dividend Yield 0.4121586810922205% Rev. per Employee 1311710 More quote details and news » (LEN) and Toll Brothers TOL -0.41855598186257414% Toll Brothers Inc. U.S.: NYSE USD28.55 -0.12 -0.41855598186257414% /Date(1469739724552-0500)/ Volume (Delayed 15m) : 1734643 AFTER HOURS USD28.55 % Volume (Delayed 15m) : P/E Ratio 13.792270531400966 Market Cap 4754718889.14818 Dividend Yield N/A Rev. per Employee 1156240 More quote details and news » (TOL), and mortgage companies. "The leverage in these companies is underappreciated," he says.
The National Association of Home Builders market index has risen 163% in the past two years, an indication that the industry's sunny prospects haven't been ignored. Dennis McGill, director of research at Zelman & Associates, sees more gains ahead, and is bullish on Pulte PHM -1.7639077340569878% PulteGroup Inc. U.S.: NYSE USD21.72 -0.39 -1.7639077340569878% /Date(1469739732342-0500)/ Volume (Delayed 15m) : 9118511 AFTER HOURS USD21.72 % Volume (Delayed 15m) : P/E Ratio 14.289473684210526 Market Cap 7597438301.77002 Dividend Yield 1.6574585635359116% Rev. per Employee 1481210 More quote details and news » (PHM), Toll, and Lennar. The firm also likes Home Depot and Lowe's LOW 1.8697374938088163% Lowe's Cos. U.S.: NYSE USD82.27 1.51 1.8697374938088163% /Date(1469739695600-0500)/ Volume (Delayed 15m) : 4251630 AFTER HOURS USD82.26 -0.012155099064057371% Volume (Delayed 15m) : P/E Ratio 27.51505016722408 Market Cap 71561840115.5807 Dividend Yield 1.701713868968032% Rev. per Employee 222881 More quote details and news » (LOW), as well as Sherwin-Williams (SCH), Fortune Brands Home & Security FBHS 3.3678756476683938% Fortune Brands Home & Security Inc. U.S.: NYSE USD63.84 2.08 3.3678756476683938% /Date(1469739756628-0500)/ Volume (Delayed 15m) : 3076549 AFTER HOURS USD63.84 % Volume (Delayed 15m) : P/E Ratio 27.20763723150358 Market Cap 9472501939.82909 Dividend Yield 1.0025062656641603% Rev. per Employee 221266 More quote details and news » (FBHS), American Woodmark AMWD 1.0067114093959733% American Woodmark Corp. U.S.: Nasdaq USD75.25 0.75 1.0067114093959733% /Date(1469739600300-0500)/ Volume (Delayed 15m) : 172414 AFTER HOURS USD75.25 % Volume (Delayed 15m) : P/E Ratio 21.1376404494382 Market Cap 1213903046.60797 Dividend Yield N/A Rev. per Employee 169115 More quote details and news » (AMWD), and carpet maker Mohawk Industries MHK 1.0396837018597158% Mohawk Industries Inc. U.S.: NYSE USD207 2.13 1.0396837018597158% /Date(1469739724422-0500)/ Volume (Delayed 15m) : 610932 AFTER HOURS USD207 % Volume (Delayed 15m) : P/E Ratio 20.11661807580175 Market Cap 15179023508.4668 Dividend Yield N/A Rev. per Employee 245233 More quote details and news » (MHK).
THE MILLENNIALS ALSO could have a big impact on Detroit, which saw annual vehicle sales plummet to 10.4 million in 2009 from an average of 17 million a year in the early to mid-2000s. This year sales are likely to recover to 15.3 million, before rising gradually to 17 million in 2017, says Jeff Schuster, senior vice president of forecasting at LMC Automotive, formerly a division of J.D. Power & Associates.
Whether higher sales volumes translate into fatter profits for car makers is another matter. When the Millennials become parents, Ford Motor F -8.164739884393063% Ford Motor Co. U.S.: NYSE USD12.71 -1.13 -8.164739884393063% /Date(1469739626214-0500)/ Volume (Delayed 15m) : 141413639 AFTER HOURS USD12.72 0.00999999999999979 0.07867820613690008% Volume (Delayed 15m) : P/E Ratio 5.716470270756499 Market Cap 54984036814.609 Dividend Yield 4.720692368214005% Rev. per Employee 770734 More quote details and news » (F) expects that they will be looking for low-cost, fuel-efficient utility vehicles, says Erich Merkle, U.S. sales analyst at the auto maker. Ford's response, at least for the 2014 model year, is the huge and boxy Transit Connect Wagon. Retail prices for the Transit Connect are expected to start at $22,000, a few thousand dollars below starting prices for minivans such as the Toyota Sienna, a mammoth people mover favored by boomer parents.
As the generations shift, new retailers could have the wind at their backs. These include merchants specializing in children's apparel and furniture, and companies that offer value, such as Family Dollar Stores (FDO). But other concerns, with more appeal to teens and mature, high-income adults, could encounter head winds. Among them: Abercrombie & Fitch ANF -1.1599806669888835% Abercrombie & Fitch Co. U.S.: NYSE USD20.45 -0.24 -1.1599806669888835% /Date(1469739657162-0500)/ Volume (Delayed 15m) : 918862 AFTER HOURS USD20.45 % Volume (Delayed 15m) : P/E Ratio 24.058823529411764 Market Cap 1398995699.18205 Dividend Yield 3.9119804400977993% Rev. per Employee 71321.2 More quote details and news » (ANF) and American Eagle Outfitters AEO -1.0129431626336522% American Eagle Outfitters Inc. U.S.: NYSE USD17.59 -0.18 -1.0129431626336522% /Date(1469739663032-0500)/ Volume (Delayed 15m) : 3549436 AFTER HOURS USD17.59 % Volume (Delayed 15m) : P/E Ratio 14.781512605042018 Market Cap 3214504308.72879 Dividend Yield 2.8425241614553722% Rev. per Employee 94490.6 More quote details and news » (AEO), as well as Tiffany TIF 0.38028838535889714% Tiffany & Co. U.S.: NYSE USD63.35 0.24 0.38028838535889714% /Date(1469739674843-0500)/ Volume (Delayed 15m) : 1023398 AFTER HOURS USD63.35 % Volume (Delayed 15m) : P/E Ratio 18.20402298850575 Market Cap 7952995914.39392 Dividend Yield 2.841357537490134% Rev. per Employee 330623 More quote details and news » (TIF), Nordstrom JWN 1.1453950444132772% Nordstrom Inc. U.S.: NYSE USD43.27 0.49 1.1453950444132772% /Date(1469739724238-0500)/ Volume (Delayed 15m) : 2302918 AFTER HOURS USD43.27 % Volume (Delayed 15m) : P/E Ratio 15.620938628158845 Market Cap 7419548983.844 Dividend Yield 3.42038363762422% Rev. per Employee 199614 More quote details and news » (JWN), and Coach COH -0.6960556844547564% Coach Inc. U.S.: NYSE USD42.8 -0.3 -0.6960556844547564% /Date(1469739820310-0500)/ Volume (Delayed 15m) : 2807756 AFTER HOURS USD42.8 % Volume (Delayed 15m) : P/E Ratio 30.571428571428573 Market Cap 11983092523.1476 Dividend Yield 3.1542056074766354% Rev. per Employee 274766 More quote details and news » (COH).
Macy's M 0.47619047619047616% Macy's Inc. U.S.: NYSE USD35.87 0.17 0.47619047619047616% /Date(1469739700119-0500)/ Volume (Delayed 15m) : 5018518 AFTER HOURS USD35.87 % Volume (Delayed 15m) : P/E Ratio 11.570967741935483 Market Cap 11009701343.0748 Dividend Yield 4.209645943685531% Rev. per Employee 168575 More quote details and news » (M) defines the Millennials as 13 to 30 in age, and estimates that they control $65 billion in spending. Last year, the department-store retailer outlined plans to use more technology in stores and online to create a "fun" and convenient shopping experience that it hopes will attract and retain Gen Y customers. Among other things, the company will step up its use of QR codes and tap-and-go transactions.
THE GOOD NEWS FOR Wall Street is that Millennials know they need to save, and they're not afraid of stocks, which account for more than 70% of their portfolios, according to Vanguard. They are also poised, along with their Gen X predecessors, to come into some serious money as the boomers age and die. The two younger generations combined could see their wealth grow to $28 trillion in the next five years from $2 trillion now, as they earn more and claim their inheritance, says Christopher Tsai, head of Tsai Capital in New York.
Banks and money managers aiming to woo this generation must embrace technology, as Citigroup C -0.11330160888284614% Citigroup Inc. U.S.: NYSE USD44.08 -0.05 -0.11330160888284614% /Date(1469739617336-0500)/ Volume (Delayed 15m) : 13179128 AFTER HOURS USD44.06 -0.019999999999996 -0.045372050816696916% Volume (Delayed 15m) : P/E Ratio 9.350274696137284 Market Cap 128680164334.778 Dividend Yield 1.4519056261343013% Rev. per Employee 367242 More quote details and news » (C) is doing by opening branches with media walls that display news, local weather, and event listings. Financial advisors pursuing the Millennials need to brush up on blogging and Webcasts.
As the Millennials become parents, expect them to focus on grown-up financial products such as life insurance and college-savings accounts. In other words, it is only a matter of time before this slow-to-launch generation resembles -- you guessed it -- Mom and Dad.
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e.b. kowal is an artist; avid boater; author of more than 600 poems and nine poetry collections; and the creator of five young adult mystery-history adventure books featuring Sara, Sara s best friend forever Ashley and the enigmatic Purple Doll. Kowal spends winters in the Arizona desert and summers cruising the Salish Sea of the Pacific Northwest with Polly, the polydactyl cat.
Sara's Astonishing Time-travel Troubles-Book 4-The Sara Seriesby e.b. kowal
- LendMe LendMe™ Learn More
Sara Winter and her best friend forever, Ashley Porter, now experienced time travelers ... or so they think, find that things are not always what they seem. This new and exciting adventure gives the daring duo, along with stowaway, Skinnybones, Sara's beloved cat, the opportunity to change history ... or rather, keep it as we know it. Can a terrifying, ghostly voice avoid a mutiny and protect the discovery of the New World by one of the most famous explorers ever known? Will an ingenious plan save the day? More importantly, can they get home again? The effort to return to the 21st century becomes confused. Instead of a jump forward, there is a leap three thousand years into the past. It is hot. Tall stone columns rising to the sky carved with strange symbols and pictures, floors decorated with pools of water and floating lotus plants, ceilings painted with flying birds. Where have they landed? Does Skinnybones really become a goddess? Will Ashley become the wife of the most famous pharaoh known to mankind? Without warning, during a great party, the threat of danger arises. They must leave at once. Immediately. Will a mysterious woman help them find their way out? And then ... the secret passage. But will it take them home? Reversing their journey back to the 21st century has suddenly become far more complex. Their escape is not to the comfort of Sara's home but to a forbidding ice encrusted landscape complete with wooly mammoths, filled with danger everywhere. Unease, to put it mildly, is settling in. How will they return? Can they return? Or will these three explorers of time and space become the subject of a million year old archeological find? Could the furry stowaway have the answer?
Product Details
- 2940013170827
- Publisher:
- Glass Key Press
- Publication date:
- 08/08/2011
- Series:
- Sara Series , #4
- Sold by:
- Barnes & Noble
- Format:
- NOOK Book
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- 158
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Enjoy the second edition of In My Pocket!
Coaching and feelings.
I'm developing online courses using an LMS I've never used to author anything before. I won't name the LMS, you can probably guess which of those available might be the only one to frustrate me to the point of actual tears. For serious. Tears came out of my eyes.
I found it so counterintuitive, organized in a way that, to me, was overwhelming and confusing and redundant and alarmingly annoying and with every second I was forced to interact with it, I wanted to scream. My blood pressure raised, breathing became faster… I vented to my husband and yes, indeed, he agreed that the platform was frustrating to work with, that it wasn't just me, and several in my PLN agreed.
But that doesn't much matter, because I don't get to choose the tool. The organization does. And the point of this post isn't to say it's the right or wrong decision or all instructors should be able to choose their platform because certainly that would create issues with continuity and what not.
For heaven's sake, I'm a tech coach! I can't be so easily frustrated by technology! Can I?!
What this experience made me realize is that, beyond having someone show me click-by-click where I needed to go to add elements to my course, beyond accessing the readily available video and screencast tutorials for the LMS, I needed someone to empathize with my situation.
I needed someone to care.
I needed a coach.
A skilled coach can sense that you're struggling. Can look at the situation and try to understand why. What elements of the situation are causing angst? What skills, if acquired, will help reduce anxiety and lead to success? What strategies can the coach use to simultaneously calm your fears, address your concerns, and enhance your skill set?
Some teachers aren't open to coaching, not because they wouldn't appreciate the development, but because they're not comfortable admitting they're uncomfortable. They don't want to let their guards down. We see a teacher who's reluctant to innovate and we consider them stubborn, traditional, grounded in their ways. What they allow us to see isn't enough to understand why. We need to know what they're feeling.
If you're a teacher struggling, whether it's with technology integration or with a new instructional strategy, don't be afraid to communicate honestly about your emotions surrounding the situation. That can only help your coach better design support strategies for you.
If you're a coach and you don't acknowledge the feelings of those with whom you work, you're doing it wrong. The person comes first. Development won't happen without essential relationship-building.
My increasing frustration working with a new LMS made me realize that when I coach teachers, I need to find out why they're nervous or reluctant about tech integration, why they're over-the-top zealous about it, why they display negative feelings about it. Everyone's past experiences shape them as a teacher, as a learner, as a leader. I know I didn't always put feelings first in my approach to working with teachers, and I would go back and change some of my strategies if I could.
The real value of a coach is having someone willing to be by your side when the learning gets tough. Whether it's coach-teacher, teacher-student, admin-teacher, remember to acknowledge the fears, the needs, the aspirations of the person you're learning alongside.
In My Pocket – The Premiere
Sometimes in the early morning hours, I manage to put together something worth sharing. This morning "In My Pocket," a collection of things I've curated whilst reading and learning online, is born. Enjoy!
Reconsidering what's "required"
Recently I read a post by my friend Bill Ferriter titled Making Room for Uncertainty in the Required Curriculum.
Bill shares this article that states that instruction centered on facts has largely failed our students. Teachers are handed required curricula, complete with scope and sequence, and in some schools teachers are expected to teach lesson A on day 1 and lesson B on day 2 and continue onward and upward and they'd better make sure they cover everything that's expected to be covered. This approach leaves some kids in the dust and fails to challenge others. And it completely overwhelms teachers. I tackled that in a post years ago.
The top form of resistance I encounter as an instructional technology coach when trying to urge teachers to consider the use of more inquiry or project-based, technology-infused activities in their classrooms is their fear of losing time and therefore not being able to cover the required curriculum.
Bill, a teacher in practice, tells it like it is:
If moments of genuine discovery are going to make their way into my classroom, something has to give — and that 'something' is going to end up being content that is currently listed in my 'required' curriculum.
As a former principal, I'd prefer to stumble upon those moments of "genuine discovery" in my classrooms rather than check a teacher's lesson plans to ensure they're on track to cover required curriculum. Not all leaders share that mentality, however. Because standards and testing and accountability. What if a teacher gives her students the freedom to spend time blogging in class, but her students' mid-term reading proficiency scores aren't any better than any other students' scores? Should they carry on? Do we stop to consider the "untestable" impact of their blogging practices? Their connections to other classes and cultures worldwide? Their constantly improving writing practices and the digital citizenship skills learned? Perhaps the principal is concerned because due to blogging, these students are losing time completing the lessons of the prescribed language arts curriculum. But if we're not inspiring and challenging our kids and allowing them to make important discoveries leading to enduring understandings, then "covering" curriculum doesn't much matter, does it?
The comments on Bill's post also made me ponder our ready access to information and how we find it and use it. We've all heard the "If you can Google the answer, it's not a good question" argument and "If kids can look up the answers online to cheat, then it's not a good assessment" line. Perhaps, although every question and every assessment has its own context worth considering. David Jakes goes on to reply that he uses Google to answer questions every single day, which allows him to better understand the work he's doing. And, as David says, they shouldn't be the only questions we're asking, but they help us make connections that lead to bigger understandings. I have to agree.
Sometimes I think teachers quickly email a colleague or submit a help desk ticket to tech support or their instructional coach without pausing to think, The resources I need to answer this question are readily available to me. I can find the answer to this.
I want to tell them: Google it. Seriously. I can't tell you how many times I received a query for help, I typed the exact question into Google, and seconds later the answer was listed for me in step-by-step format. Next I'd relay this information to the inquirer either by linking to the answer online or by summarizing it. In the time it took the staff member to compose an email with their question, they could have conducted online research to find the answer themselves.
Would the learning be more powerful if the teacher or administrator conducted the search on his own? Struggled through the process a little? Discovered new venues through which to answer questions?
I think so. And we'd be modeling something powerful for our students. I hear teachers complain constantly that our kids stink at Google searches… are we any better?
Would it take more time? Perhaps. What I think many don't realize is that "tech savvy" folks aren't tech savvy because they are born that way. They devote themselves as learners first. The learning is hands-on and minds-on. They've Googled. They've trial and error-ed their way through developing blogs and learning the ins and outs of Google Drive and have connected with other educators to make sure they surround themselves with people who are smart and willing to share. And much of these learned content and skills are not "required."
The freedom to veer from the required curriculum requires administrators who believe in their teachers' abilities to learn alongside their students and to roll with it… to identify students' needs and passions and provide them with the FREEDOM to learn. A curriculum is great, it's neat, it can serve, when well-written, as a guide for teachers to help students know and understand important content. But we can't expect our teachers to innovate given the constraints we've placed them under. It's very possible to provide this type of freedom while still maintaining high expectations for learning. I'd wager you may even have some happier, less-stressed teachers and students on your hands. #eduwin
I will continue to ponder how we can best free teachers and students from the constraints of what's "required" to provide conditions better suited for innovation… would love to hear your thoughts on how you've made this happen in your schools!
P.S. I'm on leave from my tech coaching position this semester, blessed with the opportunity to keep a new, tiny human nourished and entertained while simultaneously giving her older brother the exact same amount of love he had in his pre-baby-sister-days and maintaining some semblance of an organized household. #supermomma
Given those responsibilities I still can't stop reading and connecting and learning, it's a curse. I'll also continue consulting and presenting and webinaring so be sure to contact me if you and your organization are looking for an energetic, passionate learner and leader!
Some thoughts on rotational learning.
Oh, hey, blog. How you been?
One of the things I enjoy most about reading others' blogs and tweets and Google+ postings is that I get a glimpse into what other schools and classrooms are up to. In the tech coaches world, there are plenty of fascinating things being shared and a lot of important questions being asked as we start the new school year. I thought I'd write a bit about rotational learning.
Rotational what-now?
Our district has embarked on another year of implementing the PA Hybrid Learning Initiative. In its initial stages, we implemented the model in middle school classrooms, and last year we piloted in grades 1 and 6 in our three elementary schools. This year we've expanded to grades 2-5.
We decided as a district to refer to it as "rotational learning," rather than hybrid learning, since that term can invoke feelings of tech-dominated learning environments, and we'd prefer not to think of the model in that way.
Rotational learning is, quite simply, a method of managing a classroom in three learning stations, through which students rotate during a block of time. For us, at the elementary level, it's during Language Arts (120 minutes) and Math (90 minutes) blocks.
Direct Instruction – The teacher meets with a small group of students who have been grouped according to their academic data and delivers a lesson targeted to their needs.
Collaborative Station – Students work with one or more peers on an activity or project. This collaborative project usually builds upon content learned during direct and/or asks students to problem solve and work through concepts they'll be learning in their direct group. It likely also incorporates content from science and social studies.
Independent Station – Students work independently on a learning task, including interacting with digital content providers.
Friends, this isn't earth shattering. It's not new. Especially in elementary-land. (It's been marketed well. Districts in our state are all over it. Because education. Because edtech. Because profits.) We know the power of small group instruction, because we recognize value in establishing personal connections with kids and designing instruction to best meet their needs. This model attempts to provide a framework to organize the rotations and help districts understand how to organize the use of the technology they've provided to classrooms. (I do believe it is causing more a shift in what instruction looks like in our secondary classrooms, and I do believe it's making a positive impact.)
One summer a few years ago, it was announced our intermediate students would be 1:1, and the laptop carts showed up in classrooms, with no preparation or teacher development on what a 1:1 learning environment looks like. Those laptops remained in the carts for quite some time. No one is comfortable handing out devices to every student in the room and expecting magic to happen. Many schools are encountering similar scenarios. The devices are coming in… now what do we do with them? What should we do with them?
We are very fortunate that we are able to provide a variety of technologies for student and teacher use. We also try to provide "people" support.
- Kindergarten classes have a COW (computer cart on wheels) to share, some buildings have access to a computer lab.
- Grades 1 and 2 – 1:1 Chromebooks, expanding to grades 3-4 in years to follow
- Grades 3-6 – 1:1 PC Laptops
- Our teachers have laptops and classrooms have Polyvision interactive boards and audio-visual setups.
- We use content providers and services such as ST Math, Achieve 3000, Reading Eggs, Raz Kids, Edublogs, GAFE, IXL, and Defined STEM.
- We have a large technical support staff, and this year one technician is stationed directly in each elementary school, which has been fantastic. We have an elementary tech coach (me, I rotate among three buildings) and a secondary tech coach who serves grades 7-12.
- We contract with our local IU to provide days of coaching to every elementary team each month. This looks like the IU coach spending time in classrooms, talking with teachers and kids, providing feedback to teachers, helping them brainstorm ideas for projects and activities and brainstorm solutions to issues that arise.
What are we finding? (These are my thoughts from an elementary perspective).
Rotational learning #wins:
- Reduction in the amount of whole-group instruction time. Does whole group instruction have value? Of course it does. But to use it all day, every day… you might as well guarantee you're losing 50% or more of your kids as you enter your 8th minute of lecture. And does every student in the room need to hear the content you're sharing in whole group every lesson, every time? Not likely.
- Allows for teacher flexibility with how the model looks, based on the needs of their classroom. This may mean adding a fourth or fifth rotation (some teachers add a Writing station, some actually do 6 rotations for shorter periods of time to keep things moving along). Our teachers are champs at this. They're not feeling pigeon-holed by a model, they know their kids best, and they're making it work for the students in front of them each day.
- Lots of motion. No one is sitting still for 45-60 minutes at a time.
- Students take ownership over schedules, transitions, roles they play, and their assigned devices. Many teachers incorporate leadership roles for kids like "computer captains" and "switcher" to help keep everything running smoothly in the classroom.
- Requires thought into how technology is used in the classroom. What role will it play during direct instruction? During collaborative projects? How will students engage independently? How will we know if it's making a difference?
- Realizing that collaboration is hard. Kids (and adults) don't inherently know how to be productive members of a team. This means that we spend time teaching accountable talk, establishing group roles, modeling positive group interactions, teaching kids how to problem solve and resolve conflicts in a group, and more.
- Incorporate a coaching model to support teachers through this process. Preferably, use coaches that have classroom teaching experience as well as instructional technology integration experience.
- There are no pull-out groups for kids. All instruction happens in the general education classroom. Support specialists, Title teachers, learning support teachers, etc. run intervention groups and specially designed instruction in the classroom. (This is actually the model we moved to before using rotational learning.)
Rotational learning #fails:
- When differentiation doesn't happen. When the same direct instruction lesson is being taught to three different groups that contain kids with varying needs.
- When no thought is given to the work happening in Independent, but rather content providers are just used as glorified babysitters. Similarly, when a teacher does not use data from said content providers to plan instruction.
- Teachers and admin who are uncomfortable with noise. Quality collaborative stations are busy, busy places. Filled with conversations. Of course student voices need not overpower the voice of the teacher who is delivering direct instruction, but please let the children talk.
- Admin who micromanage. Consider that this model requires teachers to triple+ the amount of planning they do to ensure they meet the needs of a diverse group of students. Let's not nitpick the way we require them to write and format lesson plans.
- Failure to incorporate student choice and voice into rotation activities.
- Not involving parents and community members. Parents hear "hybrid," parents hear "1:1," parents think their 6-yr-old is sitting in front of a laptop all day, every day. (Hopefully) not the case.
- Thinking that because we're using the rotational learning model and our classrooms are 1:1, we're doing something innovative.
- Not providing teachers with enough collaborative planning time, or, failure of teams to capitalize on the common planning time that IS available in their schedules. Planning for rotational learning is no small undertaking. You need each other.
As with all initiatives, the majority of successes we experience with rotational learning can be attributed directly to the teacher and his ability to effectively plan, co-plan, instruct, create, assess, and manage. Teacher feedback has ranged from "this is so great, it makes the day go quickly, I love seeing students in small groups so often," to "this is too overwhelming, we don't have enough time to plan for collaborative," etc. Students definitely seem to enjoy the variety it brings to the day, and our preliminary data indicates that we are helping our students make appropriate academic gains.
I'd love to hear your thoughts on rotational learning or similar and the types of things you're experiencing and learning as you work with your students!
Blogs and Smores and Texts, Oh My!
This summer I worked on solidifying the ways in which I communicate with my staff to support their learning. As an instructional technology coach who works in three elementary schools with 100+ staff, digital communication is essential. I can't be in every school every day, and I certainly don't have the luxury of face time with all of my teachers on a consistent basis. Now in my third year of coaching, I feel like I have established a communication plan that is going to work well for us. I will keep tweaking and evaluating the effectiveness of what I share, but here are some ways I've going to reach out and stay connected with my staff this year:
Elementary Instructional Technology Blog – This Edublogs site (our district uses Edublogs K-12) is my main hub for communication. A place where I share resources weekly, house content provider and device tutorials and must-knows for teachers, and link to other important spaces and places like our @elancoelem Twitter and Pinterest feeds. Whenever I receive an email question re: "How do I do this?" or "What are the login credentials for that?", the answer is almost always found in this space. I encourage teachers to subscribe by email, and although I don't email blast every post I write, I do, on occasion, email the elementary staff en mass with a link to a blog post that I feel is beneficial to everyone.
The Google – This summer I published a 2015-16 Elementary Tech Updates Google doc, shared internally via GAFE. I utilized Google Doc's Table of Contents feature to allow teachers to jump to topics of interest and it helped better organize the updates. Did every staff member read it? I'm not sure, but there's pertinent information there that they'll definitely need to know before starting the year. If I receive a question that's answered on the doc, I'll reference it and make sure teachers know how to access it and to read it as soon as possible. I've used Google Drive shared folders to share unit or lesson resources easily with teams, teachers, and administrators, and I'll use Google Classroom with staff to support some asynchronous professional learning opportunities this year. In addition, since our elementary schools run on a common schedule, we're going to to utilize Google Hangouts during common planning times so I can meet virtually with two schools while I'm physically meeting with the third, allowing a PD session to expand to all three buildings and not limit the learning to where I am physically stationed. We're hoping this platform inspires our teachers to reach out to one another across building lines more often! The secondary tech coach and I also use Google Forms to ask teachers to self-evaluate on the Spartan Digital Competencies we've developed, and to set goals for the year in instructional tech integration. This allows us to better focus our coaching efforts.
Smore – I fell in love with Smore's easy to use interface and designs for creating interactive flyers a few years ago, and I've been using them to create Tech Tidbits to share on the elem tech blog and through social media channels. I plan to continue using Smore to share resources I find while browsing online. Its ability to easily incorporate text, photos, videos, and links, as well as share via link or embed code, makes it a no-brainer choice for me to spice up my communications!
Remind – My first experience with Remind (then Remind 101) was about five years ago when I was elementary principal, and we signed up for the service to announce weather-related closings and delays to staff, eliminating the need for a clunky phone chain. (No one wants to answer the phone at 5 AM on a potential snow day!) I loved that it was opt-in, that there was no exchange of phone numbers or email addresses, and that it was dead simple to communicate quickly with a large number of people. I didn't consider using it to support professional learning until Kyle Pace shared his strategy of connecting with conference participants to continue sharing resources with his Kyle's GAFE Tips & Resources class. What a great idea! I love receiving Kyle's updates via text. I read a lot on my mobile device, and it's simple to access his shared links, be inspired, and save them to spaces where I can access later.
This year I'll use the Mrs. Hilt's Tech Tidbits class to share resources, tips and tricks via Remind. Join us! Here are the instructions to join my class:
Here's the full set of directions if you'd prefer to subscribe via email. I plan to start sending updates once the school year begins later this month, and I promise not to bombard the system!
Wired Wednesdays – This year I'm offering after-school, hour-long professional learning sessions on a variety of tech topics. Since the elementary has a limited amount of common planning time devoted to instructional tech PD, I'm hoping teachers will take advantage of these sessions and join me for some fun Wednesday afternoons!
Along with face-to-face team meetings and check-ins with teachers, I'm hoping these digital communication strategies will help inspire my teachers and provide them with the resources they need to successfully use technology to support student learning!
How will you communicate with staff and your school community this year?
What's changed for you?
In 2011, I attended my first ISTE. Shortly thereafter, I wrote this.
It was a post about a list and Klout scores and who's who and what I learned from my experiences at ISTE. How I most enjoyed seeing student displays, how exciting it was to meet members of my PLN face-to-face, how I was honored to be part of the Connected Principals panel moderated by Scott McLeod, and how irritating it was to witness adult social interactions mirroring those of immature junior-high school students.
With ISTE 2015 only a few weeks away, it's interesting how my thoughts about being a connected educator, integrating technology into teaching & learning, and engagement with social media have shifted over the past four years.
In 2011, I was newly connected. I had an emerging following and people read my blog. On the post I linked above? Over 15 people commented. Blog posts today? Comments are hard to come by. I've heard the same feedback from other bloggers.
How is it that I have 10,000+ more followers than I did in 2011, but fewer people engage with my content? I did reduce the amount of time I spent in these spaces after my son was born – my bad, I guess, for needing to be a mother to a newborn and an educator – and sadly I can say as a direct result of my hiatus, I received fewer requests to connect and work with schools over that time.
So, what's changed? How was 2011 different than 2015? How does being a connected educator then compare with being a connected educator now?
Maybe my newer stuff is crap. Perhaps I was only interesting when I was a principal. I don't blog as much as I used to. Sometimes I find it extraordinarily difficult to think of things to blog about. I don't want to blog for the sake of blogging simply because at one point I was a more prolific blogger.
It's easier to engage with others' content in ways that are far less rewarding or meaningful. RTs, Likes, 1+s… it's a click, a tap. An acknowledgment. It's not engagement, though.
There are a lot more educators in the Twittersphere and social spaces discussing education. (I use the word discuss loosely.) What this means is that I have to more carefully craft the lists of people I follow to ensure my feeds aren't getting bombarded with absolute nonsense. And lately that's becoming more difficult to do. It's why I appreciate our tech coaches' Google+ community. People are there because they want to be. Because I moderate the posts. Because you have to be an approved member.
When Andy and I talked about the need to reinvent our PLNs, we did so because we've been noticing these changes. We see the same garbage shared over and over again, and we see people sharing and resharing it. And that's frustrating. We see the same voices rise to the top, drowning out the voices that need most to be heard. We see Twitter chats. We look away. We see cats talking lifelong learning. And we're okay with that. (Oh, and Andy and I are going to talk learning environments at ISTE 2015. You should come. Monday at 2:30! Oh, and I'm talking digital competencies and badges with my colleague Tim on Wednesday at 8:30! You should come!)
So, if you're still reading, what's changed for you? Since the start of your connected educator journey, to now… what's different? What's improved? What's on the decline? What strategies do you use to make the most out of your experiences? How do you anticipate #ISTE2015 (or any ed conference) to be different now, than back then?
And don't tell me I need to be gentle with educators new to these spaces, because I don't want to hear it. It's not fair to them. Let's be real and honest about what these interactions mean to us, how they have changed us, for better or worse, and how to make their experiences worthwhile.
Would love to read your comments.
Or not. Just RT the post.
Don't forget to include my handle.
I Remember.
I remember building with blocks. Naps on mats. Performing in a Christmas play.
I remember being asked to sit in my teacher's rocking chair and read Charlotte's Web to my peers sitting on the carpet while she stepped into the hallway to take a phone call.
I remember phonics workbooks. I remember the day I spelled "of" as "uv" on a spelling test, and I was utterly and abashedly disappointed in myself.
I remember walking to school with my brothers. I remember recess. We played by the trees, we dug in the dirt, we gathered acorns, we listened to Thriller on our "portable" cassette players, and we had pretend weddings.
I remember the Challenger explosion being broadcast on a television on a cart in front of the wall of windows in our cafeteria as we sat and ate lunch.
I remember field days. I remember three-legged races with my best friend, a full head taller than me. We won first place every year.
I remember moving to a new town and a new school at an impressionable age. I remember not having any friends. I remember sobbing at my desk. I remember teachers who showed compassion.
I remember when my teacher read aloud Where the Red Fern Grows and nicknamed me Little Ann.
I remember math facts fluency speed games and wanting to win. I remember the first time I got an F on a quiz. Early Explorers. I remember that was the day I stopped enjoying social studies.
I remember falling asleep in class while my peers recited The Gettysburg Address. We all had to do it. I remember my teacher waking me up with a smile and telling me I could go to recess. I remember the next day, my teacher put a Peanuts comic strip of Lucy falling asleep in school on my desk as a clever way to remind me of that funny thing that happened.
I remember Where in the World is Carmen Sandiego? on an Apple IIE and relishing every day it was my assigned day to the computer.
I remember The Westing Game read aloud, which continues to be my favorite book of all time.
I remember my science log. We drew pictures and added captions to help us understand the concepts we were learning. I remember that I was a sketchnoter before sketchnoting was a thing.
I remember having the same classes with the same group of kids through all of grades 7 and 8. And how we developed as peers and friends and foes. I remember electives. I remember choreographing a dance routine to C & C Music Factory's Everybody Dance Now in eighth grade PE.
I remember writing notes back and forth in a journal with my best friends, sometimes using secret languages, passing them to one another between (during?) classes or delivering notebooks to lockers. #thatwasoursocialmedia
I remember the smells associated with cutting open a frog. And freshly cut grass right before field hockey practice. And catcher's equipment. And baking pancakes in home economics.
I remember sitting on a sidewalk with a stopwatch, timing cars as they pass to learn s=d/t.
I remember reading plays and comparing/contrasting them to contemporary musicals. I love musicals.
I remember a chemistry teacher telling his class to listen. To look at him, listen to his words, think, and then write notes. Listen.
I remember the Notre Dame fight song, note for note, because our Algebra teacher used it to signal two minutes remaining during test time.
I remember performing in plays and laughter with classmates. I remember journal writing in high school English and making up an entire book I then wrote a book report about and submitted it to a long-term substitute thinking I was the cleverest gal around.
I remember our U.S. Government teacher taking the small handful of students who didn't ditch school to try to see President Clinton at the local university to a country store, a few miles from school, because he received a tip the President would be stopping there en route home. I remember shaking the hand of, talking to, and being photographed with the President of the United States.
I remember projects and teamwork. I remember my teachers' smiles. I remember their stories and their laughter. I remember being able to feel which teachers were passionate about working with their students, and those that weren't so much.
I remember learning how to be a teacher, and falling in love with the craft.
I remember my first class of my own. I remember loving those kids and that experience to infinite amounts and being grateful for the opportunity to serve them.
I remember the good in school because these memories shaped me to become the educator I am today.
These memories don't happen without teachers.
Here's to appreciating teachers every day, everywhere.
What do you remember?
Why not?
Scott McLeod has issued a #makeschooldifferent challenge and asks us to acknowledge 5 ways of doing business in schools and how to think differently about what it means to teach and learn to support today's learners.
Instead of…. why not?
Instead of teachers defining all intended learning outcomes for students and plastering them on whiteboards and in lesson plans, why not let the learners ask the questions, develop plans, research, dig deeper, question again, draw conclusions, and share findings? (Subjective outcomes? Worth exploring: #rhizo15)
Instead of…. why not?
Instead of attributing a child's lack of success to his home life or his chosen peer group or his refusal to do homework or his off-task behavior, why not sit with him during lunch and inquire more about who he is, what he feels, and what he needs from you as an educator in his life who cares about him?
Instead of…. why not?
Instead of holding pep rallies and celebrations and hosting fun events for kids during standardized testing weeks, why not make every day a day in school a worth celebrating? Because feelings.
Instead of …. why not?
Instead of micromanaging every minute of teachers' professional development time, why not ask teachers to lead the way? What are their strengths? Needs? How can you incorporate teacher-led learning opportunities through edcamps and innovation days and action planning cohorts and world cafes and other ways to transform professional learning? Why not build capacity within your organization by making teachers leaders?
Instead of …. why not?
Instead of saying to yourself, "Nothing I have to say would be valuable to anyone else" – "I have nothing interesting to contribute to online learning spaces" – "No one wants to read what I would tweet or blog about" – "I am comfortable being a lurker" – why not watch this and this, start surrounding yourself with inspiring educators who contribute, and become a contributor yourself. We will thank you. You will thank you. Your students will thank you.
Why not?
I'm not going to tag 5 specific members of my Poetic Ladybug Network, but I'm going to insist some of you who read this write your own response to Scott's challenge. 🙂
About a community.
Last week at IntegratED in Portland (a conference filled with crazy-inspiring people, blog post on that coming soon), I had the chance to facilitate a session about developing digital learning communities using Google+.
We explored driving questions such as, What are the essential ingredients of a strong learning community? Of a digital learning community? Are they one and the same? Can they be? Should they be? Participants shared their thoughts on communities here, and together we summarized the responses into five essential components of a powerful learning community:
- Active participation
- Trusting culture
- Openness to new ideas and new learnings/willingness to learn by participants/risk taking
- Purposeful, goal-driven
- Connecting out to a wider community -outreach
So, how can a digital learning space like a Google+ community help support these ideals? The goals of the participants were varied. Some wanted to join pre-established Google+ communities to grow professionally. Others wanted to set up their own communities to promote sharing among their local colleagues and beyond. We then considered some key questions when both searching for communities to join and creating new spaces.
"Is it a place you want to spend your time?"
Two years ago I started the Instructional Technology Integrators and Coaches community, with the intent of finding support among other educators in the technology specialist/coaching roles as I transitioned to a new position in my district. Full disclosure: I created this community out of pure selfishness. I wanted to surround myself with people that were smarter and more resourceful than me to support my work in schools.
Now, with over 3,500 members (and yes, I realize they're not all contributing members), the community has blossomed into an active space where educators can pose questions, share resources, provide feedback, and search through archived conversations on topics ranging from collaborative learning activities to account management to digital citizenship to best practices in a 1:1 classroom.
It is a place I like to be. I enjoy reading each and every post and the responses that follow. Moderating duties do not exhaust or irritate me. (Although as more members joined, I did seek help moderating- thankful for Doug and Susan who also devote their time to this community!) Which brings me to more questions to consider.
"Do you believe in the community's purpose? Is it moderated by people who care? How can you tell?"
From the beginning, I did not want this community to become a place where people simply linked to their blog posts or shared their edu-events or plugged their stuff without engaging other members of the community. Do people occasionally do this? Yes, they do. I miss the boat sometimes and maybe should remove more promotional posts than I do. But if a post is flagged as spam, even from a reputable educator, it's usually because the post was shared out among several communities. And, if there was no other content added to the post aside from the link, I typically choose not to post it in our community. All members have to be approved before they can post. I look at the profile of each member who requests to join, searching for some sign of an educational affiliation. I don't approve requests from companies or vendors, even those with an edtech focus. I block people who take advantage of their memberships, and remind people of our community's purpose via comments on their posts and in posts I write.
In a digital learning community, just as in a real time, face-to-face community, purpose matters. Intent matters. Etiquette matters. Respect matters. Members in our community freely give their time, ideas, and feedback to others. They deserve to learn in a space that honors what they give as professionals.
To make the most of your experience in a Google+ community, find (or create) a community that has a clear purpose, is well organized, has moderators that help make the learning experience streamlined and meaningful, promotes opportunities for discussions, has a variety of resources shared around the common purpose, displays evidence of respectful participation and engagement among a diverse membership, and openly accepts and encourages members' critical questions, thoughts, and ideas.
Google+ communities as well as Hangouts and other community tools can help create spaces for "intellectual collisions" that can promote sharing and innovation in your organization. But the success of this type of community has little to do with the technological aspects of the shared space and much more so with the people involved. While Google announced earlier this week that Google+ was undergoing some changes, I don't believe Communities will be leaving us anytime soon. But, even if they do, I know there are a band of people who will come along with me to whatever space we inhabit next.
Find yourself some good people. I am thankful each and every day for the voices that contribute to our community.
Here are my slides from the session and here's the link to the page where participants accessed resources.
How are you using Google+ communities in your teaching, learning, and professional growth?


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The Web Urbanist counts down twelve of the best ultra modern home designs with a descriptive slideshow.
Web Urbanist
In its 5th year, the Solar Decathlon had submissions from 20 different countries and from schools like SCI-Arc/Caltech's and Appalachian State University, writes Diana Budds for Dwell.
A Colorado man has put up a sign warning potential buyers about activities that occur at his house.
The Denver Post via 9 News
The New Home Company intends to build 85 homes on land that has become "dilapidated and vandalized." The land has been target for a redevelopment process which is located in Marin County.
Renaissance Homes, a Portland builder, is attempting to revitalize its business by transitioning from suburban, large-scale development to multiple infill projects.
The Oregonian
Vancouver is working to incorporate more density in traditional single-family neighborhoods by allowing additional dwellings in the backyard, adjacent to alleys.
From 2000 to 2010, Kendall County, Illinois was the fastest growing county in the country. Today, it seems the downturn has caught up with Kendall.
Chicago News Cooperative
Jack Layton, longtime advocate for a national housing policy in Canada has succumbed to cancer just months after leading his New Democratic Party from third party status to official opposition.
Toronto Star
Detroit has become our most notorious story of urban collapse. But reporter Matthew Power suggests that we consider the city's official motto: "It shall rise from the ashes."
OnEarth Magazine
The New York Times, in a front page article, was startled to conclude that the housing market continued to suffer, because "buyers now demand something smaller, cheaper and, thanks to $4 a gallon gas, as close to their jobs as possible."
The New Republic
Buffalo is the emptiest city in the state of New York, with 15.7 percent of its housing standing vacant. The problem is spreading to the nearby suburbs.
The Buffalo News
In the housing crash of 2007, Atlanta's Pittsburgh community was a focal point for mortgage fraud, mortgage defaults, and foreclosure. By forming a nonprofit community land trust, Atlanta is working to turn the neighborhood around.
The Atlanta BeltLine brings much promise to the city of Atlanta, but will elevated housing costs be an unwelcome addition? Atlanta is looking to a community land trust to preserve affordability for the long-term near this new asset.
Shelterforce Magazine
A new report from NYU's Furman Center for Real Estate and Urban Policy reveals that the parking minimums required for new developments are a significant part of why housing in New York is so expensive.
With tens of thousands of unoccupied housing units on the market, the full impact of "problematic" real estate investments on the country's economy remains to be seen.
The New York Times
Twin Cities developer and software guru Rick Harrison believes that, through innovative urban design configurations such as 'coving,' suburban areas can be transformed from "disdainable to sustainable."
Star Tribune
Indonesia cities are the product of sparse planning, floods, overdevelopment, brownouts and epic traffic jams magnified by the dearth of public transit. In response, private planned cities like CitraLand's Singapore of Surabaya are growing rapidly.
The New York Times
With property values now half their boom-time peaks and a flood of additional supply on the way, the emirate's residential market may not recover in the foreseeable future, says Angela Shah.
Tim Culvahouse argues that while the widely published and discussed post-Katrina rebuilding project is a worthy undertaking, its designers should take more cues from local building traditions.
Created by Nathan Mendelsohn, California City is the state's thrid largest in size but exists mostly in his imagination. Home to 14000 people who inhabit one end of the massive tract, just a corner next to over 185 square miles of empty development.
Los Angeles Times


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» There is simply no evidence from any kind of regulatory authority that they
» are going through clinical trials. It's not on the US website and it's not
» on the EU website. They say they're going through clinical trials, so why
» isn't it listed?
You're right, KO. Personally, I don't believe that they are going through clinical trials now.
roger_that is located in MARYLAND and he is available to meet: YES
email email@example.com to arrange a meeting.
Complete thread:
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(a) books: I tend to read for research, so my favorite book is probably the dictionary. (b) movies: I tend to like B-Movies , Sci-Fi , Action, and Horror , but there are lots of movies I love which don't fit those categories like The Princess Bride , or Little Miss Sunshine .
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