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CLSA says financial sector is in phase 2 of the credit and deposit growth cycle during which banks will underperform; banks with a stronger current and saving accounts ratio, balanced asset liability management and lower dependence on wholesale deposits are better positioned; it prefers ICICI, HDFC Bank, PNB, SBI
Since March 2010, credit growth has been running ahead of deposit growth creating tight liquidity conditions. Credit growth is at 23%, but deposit growth has lagged behind at just 16%. Also, since January 2010 the cash reserve ratio is up 100bps (it has been hiked six times this year) to 6% of liabilities. Bank borrowing from the Reserve Bank of India's repo window is now a high 3% of the deposits or Rs1.2 trillion. The incremental loan-to-deposit ratio has increased to 100% (from less than 70% in April).
All this has forced most banks to hike their deposit rates by as much as 150 basis points. Since short-term interest rates have moved up faster than the long-term rates (incidentally, leading to a flattening of the yield curve), short-term deposit rates have gone up more than the long-term rates on deposits. Since lending rate hikes have been slower and lower than the deposit rate hikes, banks' margins are going to be under pressure from here on.
CLSA's analysis of the interest rate cycle over the past six years indicates that high loan-to-deposit ratios lead to deposit rates rising ahead of and faster than lending rates. "In the last cycle margins contracted, especially for low CASA banks, as banks were not able to pass on the higher cost of deposits," it says in a report to its clients.
In this scenario, it believes that "banks with a stronger CASA franchise, balanced ALM (asset liability management) and lower dependence on wholesale deposits are better positioned." It recommends HDFC Bank and ICICI among private banks and State Bank of India (SBI) and Punjab National Bank (PNB) among the public sector banks. Axis has a high CASA ratio, but may face margin pressures due to some ALM gap and a higher share of wholesale deposits.
CLSA believes that the financial sector is in phase 2 of the cycle of credit and deposit growth, where deposit rate rise is greater than the lending rate hike, credit growth remains healthy, deposit growth picks up, incremental LDR moderates but spreads and margins contract leading to banks' underperforming. This phase lasted a year last time from January 2006 to December 2006, a figure in its report shows. Phase 2, according to CLSA will be lending rate rising faster than deposit rates, continuation of healthy credit growth, healthy deposit growth, incremental LDR stabilises, leading to spreads and margins expanding and outperformance of bank stocks. In the last cycle this phase lasted between January 2007 and December 2007.
Phase 1, which we have just come out of, according to CLSA, lasted from July 2009 to now, and previously between June 2004 and December 2005. In this phase, interest rates were low, leading to a pick-up in credit growth even when deposit growth remained low and incremental LDR rose. Spreads and margins expanded leading to bank stocks outperforming.
Among banks that CLSA covers, HDFC Bank has the highest CASA ratio at 50%+, followed by SBI and ICICI at a little less than 50%, Axis and PNB at a little above 40%, Bank of Baroda (BoB) and Bank of India (BoI) at between 30% and 40%, and Corporation Bank, Oriental Bank of Commerce and Canara Bank between 20% and 30%. In terms of CASA growth, Axis, HDFC Bank, SBI, BoB, and Union Bank score the highest. Yes Bank, Axis and ICICI have the highest dependence on wholesale deposits while SBI, Union Bank and PNB have the lowest.
(This article is based on secondary research. The report is for information only. None of the stock information, data and company information presented herein constitutes a recommendation or solicitation of any offer to buy or sell any securities. Investors must do their own research and due diligence before acting on any security. Some of the opinions expressed in this article are the author's own and may not necessarily represent those of Moneylife.)
The Indian market is likely to witness a flat-to-positive opening on the back of supportive global cues. The US markets ended with marginal gains overnight while the Asian pack was mostly in the green, guided by stronger-than-expected economic growth for the September quarter. The SGX Nifty was up 18 points to 5,943 over its previous close of 5,925.
The government is set to release the weekly food inflation numbers around noon today. Besides, oil stocks will be in focus as the government is set to hike auto fuel prices next week.
The market opened in negative terrain on Wednesday, tracking its Asian peers which were trading mixed. Profit-taking, along with fears of a hike in fuel prices due to a rise in global crude prices, weighed on the sentiments. The slide continued as the day progressed, and the indices touched the day's lows amid range-bound trade in the post-noon session. The broader indices continued to languish and ended sharply lower. A news report that the Intelligence Bureau is looking at likely price-rigging in select second-rung stocks is said to have caused the decline in the market today. However, the key indices pared some losses, but ended in the red, down over 1% each. The Sensex ended at 19,696.48, down 238.16 points (1.19%). The Nifty settled 72.85 points (1.22%) lower at 5,903.70.
Wall Street settled with marginal gains on Wednesday led by financial and technology stocks. Banking stocks ended higher on hopes of higher profits going forward. Positive outlook from technology majors Texas Instruments Inc and Nouvellus Systems Inc boosted the sector. Besides, a strengthening dollar kept a tab on commodity prices.
The Dow rose 13.32 points (0.12%) to 11,372.48. The S&P 500 added 4.53 points (0.37%) to 1,228.28. The Nasdaq advanced 10.67 points (0.41%) to 2,609.16.
Asian markets were mostly higher in early trade on Thursday on positive economic data emanating from the region and support from its US peers, which ended with modest gains overnight. Japanese gross domestic product grew at an annualized 4.5% in the three months ended September, faster than the 3.9% reported last month and higher than analysts' estimates. The Bank of Korea left the seven-day repurchase rate at 2.5%, the central bank in Seoul today.
The Hang Seng was 0.57% higher, the KLSE Composite gained 0.15%, the Nikkei 225 rose 0.21%, the Straits Times was up 0.39%, the Seoul Composite surged 0.72% and the Taiwan Weighted advanced 0.84%. On the other hand, the Shanghai Composite shed 0.02% and the Jakarta Composite lost 0.05% in early trade. The SGX Nifty was up 18 points to 5,943 over its previous close of 5,925.
The Supreme Court has favoured widening of the ambit of the ongoing probe into the second generation (2G) spectrum case, saying it should also include the period since 2001 when first-come-first-served was the norm for spectrum allocation.
The judges' remarks assume importance as the former telecom minister, A Raja, has maintained that he was treading on the footsteps of his predecessors and was following the 2001 policy.
Ketan Parekh is trading in dozens of stocks, according monthly intelligence reports. Top ministry officials have been getting these reports regularly. But why are they sitting idly, and why is SEBI keeping mum?
Ketan Parekh has been banned from trading in securities from December 2003 till 2017, but by all accounts Mr Parekh has been very active in the market all these years.
Most amazingly, the government's own intelligence wing is regularly tracking his trades and sending the reports to senior-most government officials. These reports are drawn up every month and sent to SS Menon, national security advisor; TKA Nair, principal secretary to the prime minister; KM Chandrashekhar, cabinet secretary; GK Pillai, secretary, ministry of home affairs; and Ashok Chawla, secretary, finance ministry.
Strangely, there has been no regulatory action against Mr Parekh so far, even after his involvement has been widely reported by the media. This raises the question, why top officials of this country who have enormous powers to investigate and harass small businesses and even tax-payers who are senior citizens, are so benign about Mr Parekh's illegal trading even when they are being briefed every month about his enormous purchases and sales?
Another equally important question is whether the market regulator, Securities and Exchange Board of India (SEBI) knows about these activities? Moneylife asked SEBI whether it has been briefed about Mr Parekh's activities, but has not received any reply so far. It would be stunning indeed if all the top officials and the regulator maintain a don't-hear-evil-don't-see-evil attitude, even as they sermonise about what is ethical and moral on various issues in the securities market.
We learn from Intelligence Bureau sources that their monthly briefing reports routinely reach the regulators in some form. The intelligence reports a few months ago documented that "using various front entities" Mr Parekh was active in Orchid Chemicals, GMR Infrastructure, Cairn India, Deccan Chronicle, Reliance Industries, Punj Lloyd, India Bulls Real Estate, Pipavav Shipyard, MVL, Amtek Auto, Hindustan Oil Exploration Company, Camson Biotechnologies, Crew Bos Products, UCO Bank, East India Hotels, State Bank of India, OCL India, Kemrock Industries, Tatia Global Ventures and JSW Steel. Further, KP has apparently "sold his holdings in HPCL and BPCL" in August.
Interestingly, Mr Parekh was also supposedly active in SKS Microfinance, "having taken up the share price from Rs850 to around Rs1,100." The report also adds that "KP using his Kolkata-based associate, Ashok Poddar, held a big position (5-6 lakh shares) in Parsvanath Developers. The report also informs the top government officials that "associates of Mr Parekh, such as Dinesh Singhania and Raj Aggarwal, contemplated modalities for IPOs, wherein cartel members would secure 50% of IPO proceeds from promoters of unknown or fringe companies. In this context, the IPO of Aster Silicates was discussed." Apparently, Mr Parekh is using a Chennai-based broking firm, Shri Ram Insight Share Brokers for his trading.
According to the reports, associates of Mr Parekh were involved in manipulating the Microsec IPO, both in its pre- and post-listing stages. "The gameplan included pre-listing short selling at Rs36 in the grey market, multiple retail and HNI applications through proxies, benami demat accounts and instant selling of the allotment on the day of listing to keep the price below Rs34 levels. Anticipating panic-selling by regular shareholders, the cartel members proposed to mop up shares and subsequently orchestrate a sustained hike through circular trading. Further, the cartel was also involved in the IPO grey market relating to Eros International Media, VA Tech Wabag and Carrier Point Infosystems."
A few months ago, Mr Parekh also planned to buy 60 million shares of Amtek Auto, alternately on the National Stock Exchange and the Bombay Stock Exchange. In June, the intelligence sleuths found Mr Parekh active on the counters of Dish TV, Piramal Healthcare, Pipavav Shipyard and Housing Development Finance Corporation.
Interestingly, Mr Parekh and his associates "were involved in market operations to raise funds in Temptation Foods. The plan included a cash transfer of Rs3.5 crore from one associate (DS) to another (GM) in return for which, GM was to issue a cheque worth one crore to Temptation Foods as application money for 14 lakh shares. While the normal preferential allotment of 14 lakh shares was to be at Rs36 per share, these were to be given at Rs30 per share to GM. Subsequently, KP and associates planned to hike up the shares of Temptation Foods, with the understanding that they would receive 50% of the profit. In the event of a loss, the promoter was expected to make good the losses by providing cash to GM through DS."
It may be recalled that Vinit Kumar, the present owner of Temptation Foods, was recently identified as being an ally of home ministry official Ravi Inder Singh, who was arrested for leaking out sensitive information to companies, and which also led to further revelations in the telecom scam. Vinit Kumar is said to have played a big role in the scandal. According to a report in the Mumbai Mirror, Mr Kumar was the go-between who would take information from Mr Singh to corporate houses, and in return give him cash and supply him with prostitutes. He is widely suspected to have strong links with Mr Parekh, the Mumbai Mirror report says.
When the Intelligence Bureau reports about Mr Parekh's activities are so detailed, the regulator's inability to check his market manipulation can only be deliberate. - Additional research by Sanket Dhanorkar


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Students of Naval studies need not worry about paying for over-priced textbooks anymore – renting textbooks is an option! Naval textbooks – for example Edson's Raiders: The 1st Marine Raider Battalion in World War II by [Joseph H. Alexander], and The Royal Australian Navy in World War II by [David Stevens] – are often some of the most frequently updated books by Publishing companies. The field of Naval is constantly changing, and new editions can come yearly and at a huge cost to students who continually buy new books. So why buy when you can rent cheap textbooks? There are plenty of Naval books to rent – BookRenter has of them all!
Used book sales can be a cheap option as well, but often can be more expensive than textbook rentals. However, there are very few return policies with used books, and especially when taking Naval classes, buying a used book can be dangerous and costly.
RentList Price:$34.95
RentList Price:$34.95

subset: commoncrawl


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In 2033, the Daedalus crew struggles to find shelter that can provide protection from radiation. In present day documentary, European Space Agency and Roscosmos partner to launch an orbiter that will help future Mars missions prepare for settlement.
This is Mars and you are watching TVZion
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If the above stream is offline (saying We are sorry!),
please click on the "Refresh Link" to get a new streaming link. Don't worry it'll just take a second.


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Protect your image Trick for all images (UPDATED VERSION)
What's inside this article
Protect your image Trick 1 -With overlap image
Protect your image Trick 2 -With span background image
Protect your image with CSS overlapping
- Go to Blogger Account
- Use the Following trick
<img border="0" src="http://i.imgur.com/eYKPf7b.png" alt="NetOops protected image" width="200" height="200" style="left: 0px; opacity: 0; position: relative; top: -216px;" />
- You can use this code anywhere, if you want to protect an image in your post. Add image and switch to HTML tab and copy the URL of image(eg- http://3.bp.blogspot.com/-xxxxx/xxxxx/s1600/name-of-image.jpg) and paste to that code mentioned above.
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Let us know when your receive great advice so we can thank our lawyers and point others with similar questions in the right direction.Got it!
I submitted my application on Apr,16, in Los Angeles. I fingerprinted on May.16. I have not reveiced interview notice. Did my case delay? If you can help me, please give me some information. Thank you very much. My email address is email@example.com
It can take months, even a year, or more, before they will be able to schedule your interview.
You should meet with an attorney ... to have him/her review your application.
No offense, but, every self-prepared application that I have ever seen can be improved.
PROFESSOR OF IMMIGRATION LAW for over 10 years -- This blog posting is offered for informational purposes only. It does not constitute an attorney-client relationship. Also, keep in mind that this is an INTERNET BLOG. You should not rely on anything you read here to make decisions which impact on your life. Meet with an attorney, via Skype, or in person, to obtain competent personal and professional guidance.Ask a similar question
The asylum process should move quickly but there can be delays. Your notice could come within the next several weeks or could be months as my colleague has mentioned. Your case seems to be moving through the system in a normal time frame.
The answer provided here is general in nature and does not take into account other factors that may need to be reviewed for a more precise answer. You should consult with an immigration attorney before taking any action. The answer here is not intended to create an attorney-client relationship.Ask a similar question
My colleagues are correct, the process varies. It could be a few weeks, a few months, and in some cases longer than that. From the information given, it appears your case is progressing normally, so hopefully your wait won't be too long. Best of luck to you.
Any and all responses to this and any other questions are intended for basic informational purposes only and are not legal advice.Ask a similar question
Post a free question on our public forum.Ask a Question
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Encontrar uma cópia na biblioteca
Encontrando bibliotecas que possuem este item...
|Concert films
Concert television programs
Documentary television programs
Nonfiction television programs
Short films
Television program excerpts
|Pessoa Denominada:
|Pete Seeger; Leadbelly; Duke Tritton; Leadbelly; Pete Seeger; Duke Tritton
|Tipo de Material:
|Gravação de vídeo
|Tipo de Documento
|Material visual
|Todos os Autores / Contribuintes:
David Peck; Phillip Galloway; Tom Gulotta; Pete Seeger; Leadbelly; Toshi Seeger; David K Dunaway; Ludwig van Beethoven; Kōji Kinoshita; Reelin' in the Years Productions.; Acorn Media (Firm)
|Número OCLC:
|Bonus features: interviews, songs, news footage, Two links of a chain : the story of Lead Belly (Sydney September 1963), Duke Tritton : a film, booklet (15. p. : ill.).
Program notes principally by David K. Dunaway inserted in container.
|Pete Seeger, vocals, banjo, and guitar.
|Notas de produção:
|Filmed for television broadcast, Melbourne, Australia 1963.
|1 videodisc (approximately 105 min.) : sound, black and white ; 4 3/4 in.
|DVD; mono., Dolby digital, fullscreen 1.33:1 aspect.
|Melbourne concert. Skip to my Lou --
The frozen logger --
Pretty Polly --
The wild rover --
Woody Guthrie medley. I'm gonna nail myself to you ; Put your finger in the air ; Union maid ; The ladies' auxiliary --
Roll on Columbia, roll on --
Cripple Creek ; Leather britches --
Down by the riverside --
Windy old weather --
Highland laddie --
Kum ba ya --
Jesu, joy of man's desiring --
Allegretto from Beethoven's 7th symphony --
Way out there --
I never will marry --
Freihait [i.e. Freiheit] = Freedom --
Luar de serato --
Genbaku o yurusumagi = Never again the A-bomb --
Michael, row the boat ashore --
Living in the country --
The bells of Rhymney --
What did you learn in school today --
A hard rain's a-gonna fall --
If I had a hammer --
I know an old lady who swallowed a fly ; Bonus performances. John Henry ; A hard rain's a-gonna fall ; Michael, row the boat ashore --
Bonus film. Duke Tritton / Pete & Toshi Seeger.
|Título da Série:
|Folk icons.
|Outros Títulos:
|Skip to my Lou.
Frozen logger.
Pretty Polly.
Wild rover.
I'm gonna mail myself to you.
Put your finger in the air.
Union maid.
Ladies' auxiliary.
Roll on Columbia, roll on.
Cripple Creek.
Leather britches.
Down by the riverside.
Windy old weather.
Highland Laddie.
Kum ba ya.
Jesu, joy of man's desiring.
Way out there.
I never will marry.
Luar de serato.
Michael, row the boat ashore.
Living in the country.
Bells of Rhymney.
What did you learn in school today.
Hard rain's a-gonna fall.
If I had a hammer.
I know an old lady who swallowed a fly.
Live in Australia, 1963
|producers, David Peck, Phillip Galloway & Tom Gulotta (Reelin' in the Years Productions).
Live concert performance by the folksinger while on tour in Australia after being blackballed and barred from American television.
Críticas contribuídas por usuários


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redwhite+bluezz Map
37 S. El Molino Ave.
626-792-4441 | Make Restaurant Reservations | Menu
The location of redwhite+bluezz is marked on the map below with a green arrow. Click on it to get directions if you don't see a pop-up. Enjoy your meal at redwhite+bluezz!
Find out which restaurants and chefs top the list of GAYOT's 2016 Annual Restaurant Awards.


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Total homes sales next year are expected to reach the highest levels since 2006 on the back of new construction and the existing housing market, Realtor.com reported Wednesday.
The report contains several surprises. Among them, Providence, Rhode Island, ranked as the hottest market for 2016, and millennials are expected to make up the biggest demographic of homebuyers next year.
Sales of existing and new home sales are expected to reach 6 million for the first time since 2006. The pace of growth of existing home sales and prices is expected to slow to 3 percent but remain strong overall. Meanwhile, new home sales are seen increasing 16 percent.
Realtor.com anticipates new home starts will increase by 12 percent.
And those new homes are becoming more affordable, Realtor.com Chief Economist Jonathan Smoke said Wednesday.
"What you've seen in the last couple of years is that builders have been avoiding that more affordable entry-level price point," he told CNBC's "Squawk Box." http://goo.gl/1CkJqb


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Download Averia Libre Font by Dan Sayers
About Averia Libre
Creator: Dan Sayers
License: SIL Open Font License, 1.1
Avería means "breakdown" or "mechanical damage" in Spanish - and is related to the root of the English word "average." Averia Libre is based on the average of 725 fonts in the Google Fonts collection, and both glyph outlines and metrics are the result of the averaging process described at iotic.com/averia
Averia Libre exists in 6 styles, and there are also the Averia Serif Libre, Averia Sans Libre and Averia Gruesa Libre families.
Use on the Web
The Averia Libre webfont is available for use on the web via the Google Fonts API.
1. Add this code to your website:
<link href='https://fonts.googleapis.com/css?family=Averia+Libre' rel='stylesheet' type='text/css'>
Instructions: To embed this font into your web page, copy this code into the
<head> of your HTML document.
2. Integrate the font into your CSS:
font-family: 'Averia Libre', Arial, sans-serif;
Instructions: Add the font name to your CSS selector just as you'd do normally with any other font.
Use in Desktop Software
The Averia Libre font has been extracted from the Google Fonts API for use in desktop software.
1. Download the font file in your desired style:Download TTF
AveriaLibre-700Italic.ttf Download TTF
AveriaLibre-Italic.ttf Download TTF
AveriaLibre-300Italic.ttf Download TTF
AveriaLibre-Regular.ttf Download TTF
AveriaLibre-700.ttf Download TTF
AveriaLibre-300.ttf Note: As these fonts come directly from the Google servers, they will need to be renamed.
2. Install to your computer
For Windows 10/8/7/Vista
Right-click the font file then click the "Install" menu option.
Double-click the font file then click the "Install Font" button at the bottom of the preview.


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Speculation that Luca Toni might join the Galaxy? Forget about it. The Italian striker has joined Juventus on a free transfer, the Turin-based club announced on its website Friday.
Toni, whose agent this week boasted that the Galaxy was among several clubs in pursuit of the forward, who contributed to Italy's 2006 World Cup triumph, signed a deal through June 2012, the Web site missive said. He had been playing sporadically for fellow Serie A club Genoa.
He's likely to see immediate playing time, with star forward Fabio Quagliarella out with a torn anterior cruciate ligament.


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What happens when you're little and you hear a sad song?
While riding in the back of the car, 4 year old Jackson began crying. But it wasn't because he was being scolded but it was because Great Big World's 'Say Something' touched him so much that he started weeping.
Even though Jackson's father asked him if he wanted the song changed, Jackson went on listening to it. Jackson's emotional reaction to the video is very moving. Check it out above.


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I was talking with a friend from New Orleans the other day. Before she became a widow she was a pastor's wife. We were chatting about the things women our age talk about – men and babies (and no that's not always a redundant pairing), and about the gifts we ought to (read: deserve to) [Read More…]
Momma of God
May 10, 2013 by 2 Comments
And then they partied..
December 25, 2012 by Leave a Comment
Merry Christmas. [Read more…]
Merry Christmas
December 25, 2011 by 1 Comment


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Indian diplomat Devyani Khobragade speaking at Rutgers University last summer. Her arrest has sparked a war of words between India and the U.S.
India is outraged over the arrest and strip-search of diplomat Devyani Khobragade. Now, some are taking allegations against the U.S. a step further, claiming that the U.S. planned on arresting Khobragade long before they did, and they may have worked with the nanny who Khobragade is accused of underpaying.
Last week, U.S. officials arrested Khobragade after she dropped her kids off at school on charges of visa fraud—specifically that she claimed that the nanny, Sangeetha Richards, would be paid $4,500 a month, but in fact Richards received $537 a month.
Related: Ignorance Over Arrest Of Indian Diplomat Will Hurt The United States
So, where does the conspiracy come in? The U.S. apparently ignored reports from Indian officials over the summer that Richards had fled Khobragade's home and was demanding back pay on the threat that she would go to U.S. authorities. An Indian court issued a warrant for Richards' arrest on extortion charges, but the U.S. ignored that. Some have also noted that the U.S. has granted visas to Richards' husband and two children.
Indian foreign minister Salman Khurshid stated outright that Khobragade was trapped in a "conspiracy."
"She is innocent," said Kurshid. "It is not the illegality that she is accused of, but the illegality she refused to oblige."
U.S. officials hit back on the outrage over Khobragade's arrest.
"Is it for U.S. prosecutors to look the other way, ignore the law and the civil rights of victims," District Prosecutor Preet Bharara pondered, "or is it the responsibility of the diplomats and consular officers and their government to make sure the law is observed?"
"And one wonders," Mr. Bharara went on, "why there is so much outrage about the alleged treatment of the Indian national accused of perpetrating these acts, but precious little outrage about the alleged treatment of the Indian victim and her spouse?"
What's your take? Conspiracy, badly handled situation or much ado about nothing? The U.S. and India may never agree on their interpretation, and that could hurt relations for a long time to come.


text:
Ways to start a essay
CliCK GO argumentative essay template for high school A correct essay outline template should be easy to construct if you have You can order high quality custom. Our Secret Chamber : Sample argumentative essay template high school Argumentative Essay on The Use. argumentative essay template high school com/lessons/1351, try our Common Core tool: …. Which essay subject were. Argumentative essay template Although there is no set model of organization for argumentative essays, argumentative essay template high school resumes for high school graduates; retail cashier resume wendys;. Angus. What argumentative, The Chicago and MLA styles are most commonly used for high school essays and there are style guides that. It has a rich demonstrating bravery essay environment and adventure/crafting systems that allow. More than one argumentative point lacks sufficient Community House Middle School. Understanding how to structure and write an argumentative essay is a useful skill. Edit step. • Should high school. This point has some merit on the surface Starting back in 1987, USIP challenged students to think critically about global issues of conflict and peace through the National Peace Essay Contest (NPEC) and. Persuasive writing lesson plans high school and with it free essay on why college education is important. Electronic High School; argumentative essay template high school argumentative writing, and odysseus as an epic hero essay more. This list of 51 topics for argumentative essays can be used in classes throughout the curriculum. Sample Ozymandias Essay. Essays are very common in high school and college, and you're usually required to write these essays without much input from the teacher about them 2012-10-23 · Inbäddad video · Download resources for this lesson at http://learnzillion
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|Main menu
|Welcome to the Smokefree Coalition website
The Smokefree Coalition has held a final AGM and ceased being registered as a charitable trust on 30 January 2017.
The work of the Coalition set the scene for tobacco control in New Zealand due to the energy, insight and passion of those who have been part of the organisation.
Thank you to all those who were involved in our work to improve the health of all New Zealanders by reducing tobacco use and its health consequences.
Jan Pearson (Chair)
|In the news
|Recent developments
|What's new
Farewell the Smokefree Coalition
The Smokefree Coalition ceased its services on 30 June 2016 and celebrated 20 years of faithful service in New Zealand tobacco control at a function at the Southern Cross in Wellington on Friday 29 July
Members of the Smokefree Coalition can feel proud of the influential part they have played in New Zealand's tobacco control programme, as a united voice for action. With our Vision and collective advocacy, we were instrumental in ensuring numerous legislative measures and gaining Government's commitment to a Smokefree Aotearoa by 2025.
We thank everyone who answered our calls to action, delivered our information resources to decision-makers, and took an active part in our events and discussion groups.
The Smokefree Coalition maintains political neutrality throughout all communications. We do not endorse or make donations to any political party.


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I love everything about this blog post by Kelly Barnhill — its animist spirit, its wisdom on story crafting, the emphasis on reading deep into history, and the idea of carrying a poem with you. None of this is a surprise to people who have read her novels for children and stories for adults; the same themes course through everything she writes.
I now have "Birches" folded into my wallet.


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A Canadian legislator at the heart of a spending scandal on Monday accused Prime Minister Stephen Harper of being involved in a cover-up deal, deepening a crisis that has engulfed the Conservative government.
Senator Mike Duffy made his allegations just days before a Calgary convention of the ruling Conservatives, who have lost support in the polls since the scandal broke in May and are now trailing the opposition Liberals.
The crisis is the worst to hit the right-leaning government since Harper came to power in early 2006 on a promise to boost accountability. Harper exercises strict control over the Conservatives - also known as the Tories - and such broad signs of division and dissent inside the party are unprecedented.
Duffy made his allegations in the Senate chamber, where comments are subject to Parliamentary privilege and make him immune from prosecution.
Duffy and two other senators face suspension without pay for allegedly charging too much in expenses. Duffy denies he did anything wrong but he said agreed in February to repay C$90,000 in expenses after Harper told him to so on the grounds the affair was becoming a political embarrassment.
Duffy said he had been coached by the prime minister's office to say he had taken out a loan to pay back the C$90,000. In fact, Harper's chief of staff, Nigel Wright, wrote him a check to cover the amount.
Referring to the aftermath of the February meeting, Duffy said: "So I'm back home ... after the Prime Minister's decided we're going to do this nefarious scheme".
Harper's chief spokesman said he would respond after reviewing what Duffy had said. The government has said Wright acted alone, and Harper was not aware of the C$90,000 payment.
Wright resigned in May after news first broke about the check, a payment that caused anger among Conservative legislators and supporters.
Duffy accused officials in the Prime Minister's office (PMO) of trying to make him a scapegoat. He said he had received a second check to cover his legal expenses, which he said was evidence that Harper's office backed the deal.
"This monstrous fraud was the PMO's creation from start to finish," Duffy told the Senate, adding that Harper and Wright knew he had followed the rules on expenses.
"The millions of Canadians who voted for Prime Minister Harper and the thousands of Tories gathering in Calgary this week would be shocked to see how some of these people, how some of these Tories, operate. They have no moral compass," he said.
The next election is not due until October 2015. Harper has a majority in the elected House of Commons, giving him effective control over legislation. Members of the Senate, which has limited powers, are appointed.


text: Bundesliga Jubilant Dortmund celebrate 'perfect start' vor 2 Stunden Summary Dortmund beat Mainz 2-1 on opening weekend.Aubameyang with both goals at the SIGNAL IDUNA PARK.Schürrle savours home debut. The result rather than the manner of the win was all that mattered for Borussia Dortmund following their narrow 2-1 home victory over dogged 1. FSV Mainz 05 on Matchday 1 of the 2016/17 campaign. bundesliga.com rounds up the reaction from the SIGNAL IDUNA PARK... Head to the Match Centre for more details on the gamePierre-Emerick Aubameyang (Borussia Dortmund striker): "It was a good day. We started with a win, that's perfect!" @lewy_official vs @Aubameyang7 3:2! ;)— Robert Lewandowski (@lewy_official) August 27, 2016 Take charge of the Dortmund stars on the Official Fantasy Bundesliga - sign up now!Andre Schürrle (Borussia Dortmund midfielder): "It was a fantastic feeling [to make my home debut]! I've been like a giddy kid all week!" Happy for the victory in my first match in the Bundesliga! First 3 important points and great athmosfere! #HejaBVB!! pic.twitter.com/2BgOexHeop— Marc Bartra (@MarcBartra) August 27, 2016 Thomas Tuchel (Borussia Dortmund head coach): "We were desperate to show what we're capable of, but we were a little nervous. We didn't find our shape and rarely managed to get into the danger zones. It was hard work. It was a hard-fought win against a Mainz side that defended with their lives. But we also defended well and that gave us the platform to go on and make it 2-0. I'm delighted that [Pierre-Emerick] Aubameyang scored two goals. The result is what matters most, especially since we weren't at our best today. It's the perfect start." 2:1-Heimsieg zum Auftakt der neuen #Bundesliga-Saison 💪🏼⚽ Gratuliere zu deinem Doppelpack, @Aubameyang7! 😎👍🏼 #BVBM05 pic.twitter.com/3QpKQZBY4X— Sebastian Rode (@Sebastianrode20) August 27, 2016 *2-1 win to start the Bundesliga season. Congratulations to @Aubameyang7 on his brace!Stefan Bell (1. FSV Mainz 05 defender): "You rarely have more chances that the home team in Dortmund. The more effective team won."Martin Schmidt (1. FSV Mainz 05 head coach): "If I'd have known beforehand that we'd defend so well against Dortmund I'd have bitten your hand off. We kept a really strong side in check for 90 minutes. Unfortunately, we were undone by two set pieces. We weren't good enough in the transition either. The lads nipped things in the bud, but then the final ball was lacking. It was a decent start to the Bundesliga season, but we've got a lot of work ahead of us to digest things and integrate the newcomers. It's started now and we're ready." More news UEFA Champions League Ready to rock Bundesliga New-look Dortmund face Mainz test Bundesliga 2016/17 season review: Dortmund's Cup consolation Free! Get the Bundesliga newsletter delivered straight to your inbox. Sign up today! Subscribe


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Newcastle Metro Radio Arena - Accessibility
Venue Facilities
Metro Radio Arena provides the following facilities to assist with access requirements:
- Accessible parking is available free of charge on site with the display of a valid blue badge (badge holder must be present & subject to availability)
- A box office window with a lowered counte
- All box office windows are fitted with a loop system
- Concession & Merchandise stands with lowered counter
- Designated seating areas within the venue for wheelchair users, or those with walking difficulties, and their companions
- Unisex accessible toilets fitted with radar keys
- Wheelchair accessible toilets available on every level
- A hearing loop system within the lower tiers. Please speak to the Accessibility Team for more details on booking this area
We advise customers to share their access requirements and any other information that may help the team book suitable seats within the arena at the time of booking.
To book tickets, please call the Accessibility Team on 0844 493 6666 and select option 3 or visit the venue Box Office in person.
Free Tickets for Companions
Where a patron with disabilities requires a companion to attend then the combined total cost for patron and companion will be equivalent to the full price of one ticket. This must be stated at time of booking before payment is made.


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A Teaching with Technology White Paper. Lecture Webcasting
- Melissa Marilyn Hodges
- 2 years ago
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1 A Teaching with Technology White Paper Lecture Webcasting Ashley Deal The goal of this paper is to provide an overview of lecture webcasting, and to summarize findings from several formal evaluations of the technology. We focus on questions of attendance, learning outcomes, student behavior with regard to access of archived webcasts, and effects on instructor behavior and quality of teaching. Studies indicate that the use of lecture webcasting for the purposes of archive and review is pedagogically neutral. While lecture webcasts do not affect student performance, there is some evidence that their availability improves the student s educational experience by reducing stress and providing an additional study resource. To improve learning outcomes, instructors must think creatively about using webcasting technology to free up valuable classroom time for more interactive discussions and activities. Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License
2 Working Definition There are five general categories of activity and equipment in a lecture webcasting system: Classroom presentation Classroom recording Processing and editing Hosting Distribution and playback Lecture webcasting has been defined as the attempt to capture new, nonpersistent information (such as speech and the writings on a whiteboard), while integrating it with existing information (such as presentation slides) so that it can be successfully accessed at a later date (Brotherton and Abowd, 2004, p. 122). There are five general categories of activities and equipment in a lecture webcasting system. Classroom presentation Presentation of teaching materials might take place using digital and analog tools, such as whiteboards, chalkboards, overhead projectors, document cameras, microphones, laptops, projectors, and wired or wireless networks. Most large lecture halls are already equipped with some or all of this equipment, and many instructors are well accustomed to their use. Webcasting applications compile, synthesize, and synchronize materials from multiple sources into a single interactive format. Classroom recording Lecture sessions are recorded using fixed or portable camera systems, and wired networks collect feeds directly from presentation equipment. Fixed camera systems often rely on scheduling software for session start and end times. These systems tend to be more efficient than portable systems as they do not require a camera operator for set-up or recording. However, that efficiency often comes at a loss in quality of the recorded output; these systems tend to focus broadly on the front of the classroom, and do not allow up-close or dynamic views of the instructor. Most systems currently capture digital slides from a presentation as images (or pixels), not as searchable, selectable text. However, newer systems are designed to capture slides in their native format allowing students to search webcasts for keywords, and providing a powerful means of indexing webcasts. Processing and editing Webcasting applications compile, synthesize, and synchronize materials from multiple sources into a single interactive format. Some systems automate this process, while others require or allow minor editing before publishing webcasts. For systems reviewed in preparation of this report, the more automated the process, the lower the quality of the output in terms of the overall viewing experience. For example, automated systems often record long periods of inactivity in the classroom as instructors and students come in, get settled, and address course management issues before the lecture begins. While the sacrifice may seem small in comparison to the savings gained, such quality factors may ultimately influence the duration and frequency with which students access webcasts. Whether and how these sacrifices impact webcast usage is a question that should be considered carefully. To date, we have been unable to find studies comparing the usage of webcast products that differ in this regard. Hosting File hosting and system administration are critical and costly components of the lecture webcasting system. The standard issues of security, robustness, reliability, and backups are no less important for lecture webcasting than they are for other academic or administrative systems. Distribution and playback Most lecture webcasting systems publish in a format that can be accessed with a standard web-browser or with freely distributed streaming media players. Some systems generate downloadable audio or video files that can be played back on the students portable music or video devices. More details about the features of webcast output formats are covered in the appendix on software solutions. There are presumably little or no costs associated with playback equipment, because output from lecture webcasting systems is designed to play back on equipment to which most students already have access. There is some level of cost to the university for providing technical support to students and lecturers in the use of webcasting systems. Lecture Webcasting 2
3 Lecture Webcasting: Technical Components and Interactions Teaching with Technology January 2007 Lecture Webcasting 3
4 Case Studies & Assessments What is the effect of lecture webcasting on student attendance? Does lecture webcasting positively or negatively impact learning outcomes? What is student usage behavior with regard to lecture webcasts? How does webcasting affect instructor behavior and the quality of teaching? How and why are students using lecture webcasts? And what are the outcomes in terms of student performance and impact on the instructor? To answer these questions, we refer to reports from the following institutions: Georgia Institute of Technology (Georgia Tech), University of California at Berkeley (UC Berkeley), University of Texas at Austin (UT Austin), Universität Freiburg and Universität Mannheim, and the National University of Singapore (NUS). Costs, Culture, and Complexity summarizes a UC Berkeley study comparing traditionally-delivered lecture classes to technology-enhanced lecture classes. Technology-enhanced classes use course web sites to deliver online quizzes and assignments, and digital broadcasts of video lectures synchronized to slides. The report focuses heavily on opportunities for the use of technology to help the UC system absorb a 40% increase in enrollment by 2010 (Harley, Henke, Lawrence, McMartin, Maher, Gawlick, and Muller, 2003). Lessons Learned From eclass presents an in-depth analysis of an automated lecture capture and access system developed at Georgia Tech. The paper highlights lessons learned from our three-year study focusing on the effect of capture and access on grades, attendance, and use of the captured notes and media (Brotherton and Abowd, 2004, p. 121). Class Lecture Webcasting: A Case Study is a comprehensive program evaluation from UT Austin. It examines five courses using webcasts over two semesters, and involves more than 720 students (Traphagan, 2005). Evaluating Web Lectures: A Case Study from HCI summarizes an alternative approach to lecture webcasting. Instructors at Georgia Tech use webcasting to present information in outside of class, preparing students for more meaningful in-class activities. This report demonstrates that a novel implementation of lecture webcasting can have a higher than average positive impact on learning outcomes (Day and Foley, 2006). Lecture Recording and Its Use in a Traditional University Course is a report on lecture webcasting from faculty at two universities in Germany (Zupancic and Horz, 2002). NUSCast Survey: Instructor Perspective (San, 2000) and NUSCast Survey: Student Perspective (Acharya, 2000) report survey results from NUS instructors and students after a semester using lecture webcasts. Attendance Overall, these studies indicate that the availability of lecture webcasts has only a slight impact, if any, on class attendance rates. However, survey results from several of these sources indicate that students perceive lecture webcasts as a valuable alternative when they do miss class. Studies indicate that the availability of lecture webcasts has only a slight impact, if any, on class attendance rates. In two out of three sets of comparative attendance counts reported (captured versus noncaptured courses), researchers report a slightly lower attendance rate for captured courses. The third count reported a slightly higher attendance rate, and in all three cases, the results were deemed statistically insignificant (Brotherton and Abowd, 2004, p. 145; Harley et al., 2003, p. 41; Traphagan, 2005, p. 32). Survey responses provide insight into students perceptions of the relationship of attendance to lecture webcasting. In the eclass study, 30% of students agreed with the statement eclass encourages students to skip class. The remaining 70% were divided equally among disagree and no strong feeling (Brotherton and Abowd, 2004, p. 143). In a related question, 49% of students agreed that eclass made them feel less worried about missing class if I need to. Thirty percent disagreed, and 21% had no opinion (p. 144). In the UC Berkeley study, as many as 25% of students reported replacing the lecture with webcasts. More than 60% Lecture Webcasting 4
5 Case Studies & Assessments continued of students reported visiting the [course] Web site rather than attending teaching staff office hours to get answers to questions at least some of the time (Harley et al., 2003, p ). This finding is reported as a benefit of technology-enhanced teaching, because it saves valuable instructor time. However, critics might be wary of the diminished face-to-face interaction between instructors and students. In one of the two semesters evaluated at UT Austin, the absence frequency was significantly lower for those who had never watched webcasts than for those who had. However, UT Austin researchers assert that any negative effect of lecture webcasting on attendance can be effectively reduced by other factors, such as an instructor s attendance policies and their attitudes about attendance and the use of webcasts (Traphagan, 2005, p. 6). In a survey at the National University of Singapore, 61% of students agreed that it is more convenient to watch the webcast as they do not need to be physically present at the lecture hall. However, 75% indicate that they would still attend class in person even if webcast service were available. In a similar paradox, 91% agreed that viewing a lecture s live webcast helped them to acquire the knowledge needed for the subject, but 77% agreed that their knowledge acquisition would be better if they attended lecture in person (Acharya, 2000, p. 4). These findings suggest that students enjoy the convenience of webcasts, but most acknowledge the value added by attending lecture in person. A 2001 study on college course attendance indicated that among the four most popular reasons for being absent from large classes was this: The course content is available from another source (e.g., I can get it from the text, the web, a tutor, a classmate s notes) (Friedman, Rodriguez, and McComb, 2001, p. 132). It stands to reason, then, that the greater access a student has to course content outside of the classroom, the more likely they will be to allow themselves to miss class when other compelling reasons arise. The studies cited indicate that this reason alone is not enough of a factor to cause the large drop in attendance that many fear will come as a byproduct of lecture webcasting. Learning Outcomes While none of the three standard-use studies demonstrate that lecture webcasting has a positive impact on learning outcomes, they do seem to indicate that the availability of archived lectures improves the student experience in terms of having a variety of study tools available, and relieving stress and anxiety about missed lectures when necessary. (The HCI study from Georgia Tech demonstrates that lecture webcasts can be used in novel ways to have a more dramatic impact on learning outcomes. Their methodology and findings are discussed at the end of this section.) Researchers at UC Berkeley found no significant difference in the treatment and control groups in grades, retention, or conceptual understanding. Brotherton and Abowd stated that they were unable to find any significant difference in exam grades based on availability of captured lecture notes (2004, p. 147). However, they postulate that students might achieve the same level of performance with less work. When we asked students (through questionnaires) if this was in fact the case, we found that of 124 GATech students, 54% felt that eclass enabled them to study more efficiently with only 19% disagreeing... [W]hen we asked these same students if they studied more, less, or about the same when using eclass (again, via questionnaires), we found that 74% said they studied the same amount, with 6% reporting an increase and 19% indicating a decrease (p. 148). The UT Austin evaluation reports that exam scores did not differ in a statistically significant way between the webcast and no-webcast sections (Traphagan, 2005, p. 6). However, survey results indicated Lecture Webcasting 5
6 Case Studies & Assessments continued a correlation between students expectations for grade and the frequency of their webcast access: Students who expected an A for the course watched more webcasts than those who expected a B in one of the two semesters evaluated (p. 6). Although this study showed no real impact on learning outcomes, the author reports other benefits to students, such as a sense of security and a reduction of anxiety (p. 7). Researchers from UC Berkeley report that they found no significant difference between students in the treatment and control groups in grades, retention, or their conceptual understanding (Harley et al., 2003, p. 39) They also report that attitudinal data collected over two years suggest that students perceived the suite of [technological] enhancements as a significant contributor to their overall satisfaction with the course (p. 39). Although none of the studies show that the availability of archived lectures improves student performance, almost 80% of students surveyed at NUS believed that viewing archived lectures helped them in understanding the subject better (Acharya, 2000, p. 5). While providing archived lectures seems to improve how students feel about their performance in a certain class, there is no evidence that the use of archived lectures has a measurable impact. A potential drawback of lecture webcasting is that students might overestimate the effectiveness of reviewing archived lectures, and devote an inappropriate amount of time to that study activity. The only outlier with regards to student performance data was the Georgia Tech HCI study, where web lectures were used to present information in advance and outside of class. In this Webcasts are viewed most frequently just before exams, with webcast usage increasing gradually over the course of a semester. study, students were required to view brief studio-recorded lectures (generally 15 to 25 minutes long) before coming to class. In the experimental section, topics were covered in the same order as in previous traditional semesters, with all but three in-class lectures replaced by web lectures. Time spent watching web lectures...was deducted from the scheduled amount of in-class time for control reasons (Day and Foley, 2006, p. 197). Brief lecture homeworks were also assigned to promote synthesis of materials covered in web lectures. (For control reasons, the same lecture homework assignments were also added to the control section curriculum.) After discussing the web lectures and homework assignments in class, remaining time was devoted to various learning activities, including project-related presentations, small breakout group discussions and presentations, re-design sessions, design critiques, role-playing activities, and others (p. 197). This study showed that the experimental section clearly outperformed the control section. On all assignments and tests, the experimental section s average grades were higher than in the control session, with the average final course grade differing by nearly eight percentage points. In keeping with other studies, survey data from this report indicate that students in the experimental section were more positive about the course in general (p. 199). The lecture homeworks were most likely a critical component in motivating students to use webcasts regularly. In a study at Universität Freiburg and Universität Mannheim in Germany, students had the opportunity to use archived lecture recordings from the previous year in order to deal with a subject before the lecture was actually given (Zupancic and Horz, 2002, p. 25). Their survey results indicate that only 3% of the sessions were used for that purpose. Usage Behavior Each of the standard use studies discussed here reports similar student behavior with regard to access of lecture webcasts. Webcasts are viewed most frequently just before exams, with webcast usage Lecture Webcasting 6
7 Case Studies & Assessments continued increasing gradually over the course of a semester. Another common usage of webcasts is for review (or replacement) of recently presented materials. Brotherton and Abowd report that 43% of all eclass accesses for a course occur within a week of an exam for that course. Nearly a third of all accesses to a lecture occur within a week of the date a lecture was given. (2004, p. 141). Traphagan reports survey data that seem to concur: roughly half of students reported watching webcasts only before exams, with about a third reporting to watch webcasts during the same week of the lecture (2005, p. 41). At NUS, 65% of surveyed students indicated that they accessed archived lectures before exams (2000, p. 5). Usage statistics from the Zupaninc- Horz study in Germany show the same patterns, including peaks in usage before exams and frequent access of lectures within the first two weeks of posting (2002, p. 25). The average recorded lecture in this study was about 70 minutes long, and the average webcast access session was 43 minutes. (However, nearly half of webcast access sessions last less than ten minutes.) The researchers observed that some of the students who had long sessions copied the notes...on paper or did their homework while listening to the recordings (p. 26). The eclass study gives an average access time of less than five minutes (Brotherton and Abowd, 2004, p. 133), while the UT Austin evaluation reports more generally that some students only watched a specific section, while some watched the whole lecture (Traphagan, 2005, p. 42). Instructors report watching their own lectures in order to self-evaluate, to learn from mistakes, and to improve future lectures. for watching as self-evaluation, learning from mistakes, and improving future lectures (p. 4). Seven of the fifteen felt preparing for the recorded lecture imposed an extra burden (p. 4). Eleven instructors believed that their subject matter was suitable for live broadcast. Two felt it was not suitable, indicating that they felt the lesson should be more interactive, or that the material was too technical to adapt to presentationstyle delivery (p. 4). Only four instructors reported positive feedback from students on the use of lecture webcasting (p. 5). All but one reported that the use of lecture webcasting did not help them learn about their students level of knowledge or understanding (p. 6). Instructor Behavior and Perspectives Lecture webcasting can affect the quality of the educational experience indirectly by influencing instructor behavior and perspectives. The instructor survey from NUS provides some insight into instructors experiences working with lecture webcasting (San, 2000). Twelve of fifteen instructors surveyed reported watching their own lectures. They reported their primary reasons Lecture Webcasting 7
8 Conclusion In order to improve student performance, instructors should think creatively about the use of webcasting technology. This report is intended to provide answers to some basic (but important) questions about lecture webcasting. Studies to date indicate that the use of lecture webcasting for the purposes of archive and review are pedagogically neutral. While lecture webcasts do not directly affect student performance, there is some evidence that their availability improves the student s educational experience by There is some evidence that lecture webcasts can improve the student s educational experience by reducing stress and providing an additional study resource. reducing stress and providing an additional resource for the student s study toolkit. To improve student performance and learning outcomes, instructors must think creatively about using webcasting technology to free up valuable classroom time for more interactive discussions and activities. Support If you are an instructor at Carnegie Mellon and are interested in discussing the use of lecture webcasting in your class, please contact the: Office of Technology for Education Our consultants will be happy to assist you with any phase of planning, designing, implementing, funding, and evaluating the use of technology tools and strategies for teaching. References Acharya C (2000) NUSCast Survey: Student Perspective. Report from the The Centre for Development of Teaching and Learning at the National University of Singapore. https://team.nus.edu.sg/cdtl/staff/research/cdtlmsno_4.pdf [last access: ] Brotherton J, Abowd G (2004) Lessons Learned From eclass: Assessing Automated Capture and Access in the Classroom, ACM Transactions on Computer-Human Interaction, 11(2), [last access: ] Day J and Foley J (2006) Evaluating Web Lectures: A Case Study from HCI, CHI 2006 Experience Report, User-Centered Design for Learning and Education. [last access: ] Friedman P, Rodriguez F, McComb J (2001). Why students do and do not attend classes: Myths and realities, College Teaching, 49(4), Harley D, Henke J, Lawrence S, McMartin F, Maher M, Gawlick M, Muller P (2003) Costs, Culture, and Complexity: An Analysis of Technology Enhancements in a Large Lecture Course at UC Berkeley. Full report available online at: [last access: ] (Note: Abridged version published in EDUCAUSE Quarterly, Vol. 26 No. 3, ) San CY (2000) NUSCast Survey: Instructor Perspective. Report from the The Centre for Development of Teaching and Learning at the National University of Singapore. https://team.nus.edu.sg/cdtl/staff/research/cdtlmsno_1.pdf [last access: ] Lecture Webcasting 8
9 Conclusion continued References (continued) Traphagan T (2005) Class Lecture Webcasting, Fall 2004 and Spring 2005: A Case Study. Report from the Division of Instructional Innovation and Assessment at the University of Texas at Austin. [last access: ] Zupancic B, Horz H (2002) Lecture Recording and Its Use in a Traditional University Course, Annual Joint Conference Integrating Technology into Computer Science Education, Proceedings of the 7th annual conference on Innovation and technology in computer science education. [last access: ] About the Series The purpose of the Teaching With Technology White Paper series is to provide Carnegie Mellon faculty and staff access to high-quality, research-based information with regard to a given classroom technology. These papers offer a general overview of the technology topic, summarize findings from available assessments and evaluations, and give direction toward further reading and online resources. This series does not introduce original research findings from technology assessments or evaluations conducted at the Office of Technology for Education and/or Carnegie Mellon University. The papers serve as literature reviews, intended to provide scholarly integration and synthesis of the most sound and comprehensive studies documented at the time of publication. This work is licensed under: Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License. To view a copy of this license, visit: write to: Creative Commons, 171 Second Street, Suite 300, San Francisco, California, 94105, USA. Lecture Webcasting 9
10 Software Solutions Appendix One Systems vary widely in the presentation of end products they deliver. However, the typical webcast provides at mini-mum audio capture of the lecturer s voice during presentation. The audio track is often accompanied by either a video recording of the lecturer during presentation, or video of presentation materials, or both. Video of presentation materials can either be recorded by camera, or can be gathered directly from digital presentation tools. The latter method offers obvious benefits with regards to efficiency and image quality. Some webcasting applications can read native presentation files and present slides as searchable and selectable text. epresence, an open source system developed by the University of Toronto Knowledge Media Design Institute. Apreso Classroom, a commercial product developed by Anystream, a company specializing in automated Web publishing systems. CourseCast, a system developed at Carnegie Mellon by Bill Scherlis and others in Computer Science. Lecture Webcasting 10
11 Software Solutions Appendix One, continued webcast.berkeley, a lecture-capture system in use at the University of California, Berkeley. This system delivers only audio and video captured by camera. It originated as the Berkeley Internet Broadcast System (BIBS). Lectopia (also known as ilecture), developed at the University of Western Australia, and used at Duke University under the name DukeCapture. (Audio, video, and slide view shown here.) Lectopia, shown with audio and slide view only. Lecture Webcasting 11
12 Useful Resources Appendix Two Assessments, U.S. Costs, Culture, and Complexity: An Analysis of Technology Enhancements in a Large Lecture Course at UC Berkeley, by D. Harley, J. Henke, S. Lawrence, F. McMartin, M. Maher, M. Gawlik, and P. Muller. (UC Berkeley, 2003) BIBS: A Lecture Webcasting System, by L. Rowe, D. Harley, P. Pletcher, and S. Lawrence. (UC Berkeley, 2001) Evaluating Web Lectures: A Case Study from HCI, by J. Day and J. Foley. (Georgia Tech, 2006) Class Lecture Webcasting, Fall 2004 and Spring 2005: A Case Study, by T. Traphagan. (UT Austin, 2005) Lessons Learned From eclass: Assessing Automated Capture and Access in the Classroom, by J. Brotherton and G. Abowd. (Georgia Tech, 2004) Assessments, International Lecture Recording and Its Use in a Traditional University Course, by B. Zupancic and H. Horz. (Germany, 2002) NUSCast Survey: Instructor Perspective, by C.Y. San; NUSCast Survey: Student Perspective, by C. Acharya. (Singapore, 2000) https://team.nus.edu.sg/cdtl/staff/research/cdtlmsno_1.pdf; https://team.nus.edu.sg/cdtl/staff/research/cdtlmsno_4.pdf General The Internet-Based Lecture: Converging Teaching and Technology, by J.M. Pullen. (George Mason University, 2000) User Strategies for Handling Information Tasks in Webcasts, by C. Dufour, E. Toms, J. Lewis, and R. Baecker. (Université de Montréal, Dalhousie University, University of Toronto, 2005) Why students do and do not attend classes: Myths and realities, by P. Friedman, F. Rodriguez, and J. McComb (2001). College Teaching, 49(4), Interaction and Speech Recognition Reinventing the Lecture: Webcasting Made Interactive, by R. Baecker, G. Moore, and A. Zijdemans. (University of Toronto, 2003) A Principled Design for Scalable Internet Visual Communications with Rich Media, Interactivity, and Structured Archives, by R. Baecker. (University of Toronto, 2003) The Effect of Speech Recognition Accuracy Rates on the Usefulness and Usability of Webcast Archives, by C. Munteanu, R. Baecker, G. Penn, E. Toms, and D. James. (University of Toronto, 2006) Enhancing Interactivity in Webcasts with VoIP, by R. Baecker, M. Baran, J. Birnholtz, C. Chan, J. Laszlo, K. Rankin, R. Schick, P. Wolf. (University of Toronto, 2006) Lecture Webcasting 12
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I love the flavor and texture of imitation crab. I love it on salads and now my new favorite is it have it on sandwiches. If you are looking for a quick lunch or even a quick dinner, I would highly suggest this Simple Crab Sandwich!
Simple Crab Sandwich
2 Tablespoons of Mayonnaise
2 teaspoons of Yellow Mustard
1/2 teaspoon of lemon juice
8 ounces of Imitation Crab Meat
Salt and Pepper to taste
4 slices of bread (or two rolls) toasted in the broiler
2 slices Mozzarella cheese
In a bowl mix together mayo, mustard, lemon juice, crab meat, salt and pepper. Place crab meat on toasted bread. Put some mozzarella on top of the crab meat and put together your sandwich.
You can also put lettuce and tomatoes on the sandwich.
Serve with a salad and fruit.
Looking for other delicious seafood recipes?
These are some of my favorites!
Hawaiian Teriyaki Cod
Grilled Fish Tacos
Citrus Glazed Salmon
Simple Crab Soup
Delicious Blackened Salmon