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The U.S. government on Friday proposed eliminating restrictions on the use of corn and soybean seeds that are genetically engineered to resist a common weed killer, a move welcomed by many farmers but feared by scientists and environmentalists who worry it could invite growers to use more chemicals.
The herbicide known as 2,4-D has had limited use in corn and soybean farming because it becomes toxic to the plants early in their growth. The new seeds would allow farmers to use the weed killer throughout the plants' lives.
Among its critics, 2,4-D is best known as a component of the Vietnam War-era herbicide Agent Orange, which has not been produced since the 1970s.
Agent Orange has been tied to health problems in Vietnam veterans, but scientists do not believe 2,4-D was the culprit. Instead, their research focused on dioxin, a cancer-causing substance found in another ingredient known as 2,4,5-T, which was banned by the EPA in 1985.
Farmers have been eager for a new generation of herbicide-resistant seeds because of the prevalence of weeds that have become immune to Monsanto's Roundup. But skeptics are concerned that use of the new seeds and 2,4-D will only lead to similar problems as weeds acquire resistance to that chemical too.
"It's just so clear. You can see that you have this pesticide treadmill effect," said Bill Freese, a chemist with the Washington, D.C.-based Center For Food Safety, which promotes organic agriculture.
Most corn and soybeans grown in the U.S. are already genetically engineered. Before Roundup was introduced in 1976, most farmers tilled their fields prior to planting, flipping the soil over and burying the weeds to kill them. The technique also exposed tilled earth to the air, creating problems with erosion and runoff.
Herbicide-resistant seeds permitted most farmers to stop tilling because they could spray fields after their plants emerged, killing the weeds but leaving crops unharmed.
The new generation of plants "allowed us to do a better job of controlling the weeds, and therefore, we've been able to do a better job of preserving the soil, which is our primary natural resource," said Ron Moore, who grows 2,000 acres (809 hectares) of corn and soybeans with his brother in western Illinois.
The U.S. Department of Agriculture's plant-inspection agency concluded that the greatest risk from the new seeds developed by Dow AgroSciences was increased use of 2,4-D, which could hasten the evolution of weeds resistant to it.
But, the agency said, resistance could develop anyway because 2,4-D is the third most-used weed-killer in America.
Freese and other advocates also raised concerns about possible health risks from increased use of 2,4-D and the chemical's tendency to drift beyond the area where it is sprayed, threatening neighboring crops and wild plants.
Dow AgroSciences has attempted to address that by developing a new version of 2,4-D and new equipment to use with it, company spokesman Garry Hamlin said.
The seeds and new 2,4-D have been approved in Canada but not yet sold there. The company has targeted their release in the U.S. for 2015, pending approval by various federal agencies. In anticipation of that, it has received import approval from seven nations and has applications pending in about six others to allow farmers who use the seeds sold under the Enlist brand to export their crops.
Some nations, particularly in Europe, have been resistant to genetically engineered crops, and consumer concerns have created a market for organic and other foods made without genetically modified ingredients. Minneapolis-based General Mills announced Thursday that it had switched the sugar and cornstarch in original Cheerios to make that product GMO-free.
For now, Dow AgroSciences' seeds can only be used in tightly controlled trials.
The Center for Food Safety and the environmental group Earthjustice threatened legal action if restrictions are the seeds are lifted.
The Environmental Protection Agency is conducting a separate review on the impact of expanded use of 2,4-D, although it previously found the herbicide safe.
The EPA plans to release a report in the coming months, and the two agencies are expected to make final decisions simultaneously on use of the chemical and seeds. It was not clear when that would happen.
Dow AgroSciences has asked the USDA to deregulate one corn and two soybean varieties, all resistant to both 2,4-D and glyphosate, the generic form of Roundup.


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Framed Art Print
Choose from a variety of frame styles, colors and sizes to complement your favorite Society6 gallery, or fine art print - made ready to hang. Fine-crafted from solid woods, premium shatterproof acrylic protects the face of the art print, while an acid free dust cover on the back provides a custom finish. All framed art prints include wall hanging hardware.
Stanzas for Music
There be none of Beauty's daughters
With a magic like thee;
And like music on the waters
Is thy sweet voice to me:
When, as if its sound were causing
The charmed ocean's pausing,
The waves lie still and gleaming,
And the lull'd winds seem dreaming:
And the midnight moon is weaving
Her bright chain o'er the deep;
Whose breast is gently heaving,
As an infant's asleep:
So the spirit bows before thee,
To listen and adore thee;
With a full but soft emotion,
Like the swell of Summer's ocean.
— Lord Byron (George Gordon)

subset: commoncrawl


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Shalosh regalim
this wiki
The Three Pilgrimage Festivals, known as the Shlosha Regalim (שלושה רגלים), are three major festivals in Judaism — Pesach (Passover), Shavuot (Weeks), and Sukkot (Tents or Booths) — when the Israelites living in ancient Israel and Judea would make a pilgrimage to Jerusalem, as commanded by the Torah. In Jerusalem, they would participate in festivities and ritual worship in conjunction with the services of the kohanim ("priests") at the Temple in Jerusalem.
After the destruction of the Temple, the actual pilgrimage is no longer obligatory upon Jews, and no longer takes place on a national scale. During synagogue services the related passages describing the holiday being observed are read aloud from a Torah scroll on the Bimah (platform) used at the center of the synagogue services. During the Jewish holidays in modern-day Israel, many Jews living in or near Jerusalem make an effort to attend prayer services at the Western Wall "emulating" the ancient "pilgrimages" in some small fashion.
Sources in the Hebrew Bible
- Book of Exodus: "Offer a sacrifice to Me three times each year. Keep the festival of Matzos [i.e Passover]...the reaping festival [i.e Shavuot]...the harvest festival [i.e. Sukkot]...Three times each year, every male among you must appear before God the Lord..." (Exodus 23:14-17) [1] and "Keep the Festival of Matzahs [i.e. Passover]...Keep the Festival of Shavuot through the first fruits of your wheat harvest. Also keep the harvest festival [i.e. Sukkot] soon after the year changes. Three times each year, all your males shall thus present themselves before God the Master, Lord of Israel." (Exodus 34:18-23) [2]
- Book of Deuteronomy: "Safeguard the month of standing grain so that you will be able to keep the Passover to God your Lord, since it was in the month of standing grain that God your Lord brought you out of Egypt at night...Then count seven weeks for yourself. From the time that you first put the sickle to the standing grain, you must count seven weeks. You shall then celebrate the festival of Shavuot to God your Lord, presenting a hand-delivered offering according to the extent of the blessing that God your Lord has granted you...When you bring in the products of your threshing floor and wine vat, you shall celebrate the festival of Sukkot for seven days...Three times each year, all your males shall thus be seen in the presence of God your Lord in the place that He will choose: on the festival of matzahs, on the festival of Shavuot, and on the festival of Sukkot. You shall not appear before God empty-handed." (Deuteronomy 16) [3]


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In NYMag's The Year in Film: A Collection of mini-riffs, they cover some important topics that made headlines in 2012–like Nicole Kidman peeing on Zac Efron and the Top Two Films of the Year That Involved Someone Riding Through a City in a Stretch Limo (1. "Holy Motors" and 2. "Cosmopolis").
They also consider the tragedy of the "romantic lead trapped in an action hero's body," Taylor Kitsch:
"At the start of 2012, Taylor Kitsch, the 'Friday Night Lights' star, seemed destined for glory. Then came 'John Carter,' which crash-landed. Next up: 'Battleship,' a movie based on a board game that played out as if it were based on a Michael Bay acid trip. A starring role in Oliver Stone's 'Savage's failed to salvage this disastrous run. And just like that, a promising career seemed to lay in ruin."
The modern day Marilyn Monroe (male version), and People magazine's Sexiest Man Alive, Channing Tatum:
"it is surely obvious — even objectively provable — that Tatum, with his reversible name and his box-office potency, is the leading Sex Symbol of our times. He is the male Marilyn Monroe."
And the trashiest film of the year:
"'The Paperboy' embraces everything the year's more tasteful films carefully avoided: lust, sex and all the mad desires that guide (or misguide) so many of our actions. In fact, despite — or maybe because of — all its sex, silliness, madness and jellyfish, 'The Paperboy' may have been the year's least cynical film. It's trash, yes. But it's trash you can believe in."


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You're seeing this message because you're using an older version of Internet Explorer that is unsupported on our website. Please use these links to upgrade to a modern web browser that fully supports our website and protects your computer from security risks.
FSU's Department of Music Presents Brass Ensemble Concert
Assisting the Brass Ensemble students will be FSU music faculty Philip Klickman on horn, Dr. Dereck Scott on trumpet and Dr. Bomi Lim Tunstall on piano. Brass Ensemble director Kevin M. McManus will perform his trombone transcription of Aaron Copland's "Laurie's Song," accompanied by Tunstall.
The Brass Ensemble will present the following "Old American Songs" by Aaron Copland, transcribed for brass by McManus: "The Boatmen's Dance," featuring Scott on trumpet; "The Dodger," featuring Heather Buchanan on trombone; "Long Time Ago," featuring Spencer Brown on trombone; "Simple Gifts," featuring Joseph Carter on euphonium; "I Bought Me a Cat," featuring Hunter Martin on tuba; "The Little Horses," featuring James Heck on trumpet; "Zion's Walls," featuring Marc Williams on trombone; "The Golden Willow Tree," featuring Brooke Speake on trumpet; "At the River," featuring R.J. Hauling on tuba; and "Ching-a-ring Chaw," featuring Klickman on horn.
McManus arranged and transcribed several other works the ensemble will perform, including "The Star-Spangled Banner," Gawthrop's "Sing Me to Heaven," Holsinger's "On a Hymn Song of Philip Bliss" and Carl Orff's "O Fortuna" (from "Carmina Burana"). The ensemble will also perform "Simple Gifts" arranged by Bryan Powell, "Loch Lomond" arranged by Michael Forber and "Under the Double Eagle" by Joseph Franz Wagner.
For more information, contact the FSU Department of Music at 301-687-4109.
FSU is committed to making all of its programs, services and activities accessible to persons with disabilities. To request accommodations through the ADA Compliance Office, call 301-687-4102 or use a Voice Relay Operator at 1-800-735-2258.
For further information on this release, contact:
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Transportation Services
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Luminaria: Rise of the MOOC
by Nathan Schiller on November 19, 2013 in Luminaria with No Comments »(To view a PDF of the print copy, click here)
- Welcome Letter from Dwight Hodgson
- I Took A MOOC
- Interview: MCNY President Vinton Thompson
- Learning To Learn
- MOOCs At MCNY?
- Low MOOC Completion Rates
- A Brief Tour of MOOC Providers
- MOOCs And Math
- LEC Students on MOOCs
As the new Coordinator of the Learning Enhancement Center (LEC) and Mentor & Leadership Development Program (MLDP), I am excited to welcome you to another edition of Luminaria. This edition seeks to unfold the MOOC phenomenon. Recently, I have found myself thinking about my past professional experiences in non-conventional environments, which have given me an array of perspectives on education and learning. As the Education Center Coordinator for an adult basic education center, I analyzed issues ranging from the residual effects of a flawed K-12 system to the impositions of family life on the adult learner. As the Coordinator of a CUNY access program charged with getting young minorities involved in biomedical research and the world of STEM, I worked with students at the top of their undergraduate classes—students who didn't need remedial intervention but who needed to be introduced to, and guided through, research opportunities, internships, and summer programs. And as Associate Director of Diversity and Inclusion at a premier city high school, I promoted diversity within an intelligent and articulate but, from the perch of interpersonal engagement, socially and culturally uninformed student body.
In each of these situations—and in many more like them—MOOCs have the potential to fill an education gap by giving students the time and space to step in and out of the classroom experience without interrupting their work flow. Having seen early college students selflessly offer up their naivety in exchange for an introduction to different cultures, I imagine students will bring that same innocence and yearning to the global, virtual MOOC classroom. I like to think that, in the same ways my former students strung their life experiences outside the classroom into an applicable learning device when they worked with their tutors, students enrolled in MOOCs will use their experience to enhance the experience for all. And I also believe that the communal MOOC environment will foster an opportunity for students to chime in on topics they never imagined they could have anything of substance to offer.
I am not concerned, and do not think, that MOOCs will replace the traditional classroom. More likely, they will supplement the brick-and-mortar education system richly and robustly . . . with many hiccups along the way. And that brings me full circle, to my role with the LEC and MLDP here at MCNY. As online classes and MOOCs continue to expand throughout higher education, support services—where confused and introspective students converse with real, live human tutors and mentors—will become all the more vital. As you survey the perspectives of this issue, I hope you take a moment to consider how the digital MOOC model might add to the analog nature of your education and your life. Happy reading.
I Took A MOOC
By Polly Bresnick, LEC Writing Specialist
Why take a MOOC?
I have to admit, I love being in a classroom. I enjoy trudging or skipping to class under an umbrella or behind sunglasses. There's nothing quite like the tangy stench of white board marker or the sharp smell of chalk and the gleam of ideas filling a once-empty board—learning takes hold of the space, and the world outside the classroom melts away. I had never taken an online course before, and, though I feared I would miss the inimitable experience of classroom learning, I was excited to join the worldwide movement of students enrolling in Massive Open Online Courses. I was intrigued to try my hand at learning in this new "classroom" in which the student is simultaneously alone and in the company of thousands.
Subject Matter
I chose a course called "Foundations of Teaching for Learning" because I knew it would apply directly to my work at the LEC and other teaching jobs. There were other interesting course offerings (literature, philosophy), but I suspected it would be difficult to stay motivated in them, as I know I learn certain subjects best in the company of others in discussion-based seminars in "brick and mortar" classroom environments. This course was described as an overview of basic, student-centered teaching practices, and I thought it would be a great opportunity to review what I already knew, engage with teaching as I was practicing it day-to-day, deepen my understanding of new research in my field, and expand my set of skills and resources.
Time Commitment
The course description predicted that this course would require 4-6 hours each of the four weeks. This seemed manageable to me. (I ended up spending a bit more time on weeks that included an essay assignment.)
First Impressions
The class "went live" on a specific date, and I logged in as soon as I had a free moment. I was "greeted" by a welcome statement, and it was initially a little uncomfortable to realize that I was reading it, rather than actually being welcomed by a person/teacher. (There I found the first of a surprising bounty of typos in the regular written correspondence from course administrators.) I felt excited to start, and I took an optional "getting to know you" survey. I imagine the survey is a way to help the course designers understand their audience/student population. My excitement around this reminded me of how thrilling it was to take those quizzes in Seventeen magazine to find out what your "fashion personality" was. Who doesn't love being asked about oneself and filling in little bubbles to answer? My first interactions with my MOOC were not so different from early-internet quizzes ("Take this quiz to find out your animal spirit —CLICK HERE!"). Most of the questions on the survey were straightforward ("What is your level of education?"), and the final question asked me to identify my gender! Interesting!
The welcome email also encouraged me to poke around the course site. I am easily intimidated by technology, but the course design seemed sensitive to that, and I found the "base site" quite user-friendly. It was like a web-based syllabus/course schedule, with hyperlinks on a sidebar leading to the course materials. The page for each week contained four video lectures available to click on and view as many times as you'd like, with the ability to pause, rewind, and fast-forward. Each week's course material page also included suggested activities to enhance learning, and some of the practices were interspersed between the video lectures—short videos of teachers in action or speaking about their practice, worksheets to use for evaluating oneself or one's students, and additional reading material. I would take a multiple choice, electronic quiz, accessible at the bottom of each week's course materials page. The quizzes "went live" at the end of each week, and I would submit them electronically by the middle of the following week. I would complete two essay assignments, and submit them electronically for peer-assessment, a process I had not heard of. As part of the peer-assessment system, I would evaluate the completed essays of two fellow students based on a common assessment rubric.
Without an essay assignment, suggested activity, or a video lecture to watch, I was impatient to start, so I went to the forum, hesitantly, to check out what was going on there. The first post I read started with: "Hello everyone, My name is Y____ and I live in India. I have got a degree in Electronics and Communication Engineering and an M.A. in English Literature." India! There was also a student in Guyana, and one from Burma! The Philippines, Mexico . . . There seemed to be a lot of ESL-focused teachers in the group.
Finally, the first lecture was available to view. It was a clear, thorough introduction to what the course would cover and how to use the technical aspects of the course. In order to ensure fairness, an introductory email stated, all students participating must agree to abide by an academic honesty code of conduct. I was delighted to agree to this and eager get going with the course!
What Made It Great
The week-long modules were broken into 10- to 15-minute video lectures, which I could easily make time for throughout the week. I wore headphones and took notes while watching the lecture videos, to help me focus and concentrate. If I missed any information, I appreciated having the option to "rewind" and listen again. If I wanted to spend more time looking at an image the professor showed on screen, I could pause the video for as long as necessary. And, of course, if I was interested in reviewing any of the material covered in previous video lectures, I could access them any time.
The quizzes at the end of each week were challenging! After struggling through the first one, I made a point to review my notes and the course material from each week before taking the quiz.
The two short essays offered another valuable opportunity to review my notes, synthesize my reactions to the information from the lectures, and articulate how I planned to apply what I was learning. Two other students taking the course "peer-assessed" my essays and I "self-assessed" my own essay! I thought this form of assessment was a truly innovative way to offer feedback to thousands of students. It was an interesting challenge to evaluate myself honestly—a valuable lesson in personal accountability and independent learning.
Because the subject matter related to my work, I could directly apply what I was learning as I was learning it. This gave me the self-motivation necessary for an online learning situation in which there wasn't a "live" teacher taking attendance and holding me, the student, accountable. I approached the course with the goal of professional development. The information I absorbed through taking this course significantly added to my "bag of tools," and it deepened my intellectual engagement with my work.
What Could Be Improved
I know it was an introductory course, but some of the information felt too basic and, at times, gratuitous. The final week's video lectures, "A World of Change," "Outside of School," "Professional Development," and "Questions of Professionalism," for example, felt drawn-out and were far less practically applicable than the earlier lectures. The lectures in week two, for example, "Thinking About Thinking" and "Teaching for Learning," were particularly interesting and useful to me, as they deepened my pedagogical approach to engaging students with specific metacognition practices (a scholarly term for "thinking about thinking"). I had difficulty self-motivating and engaging with the course during this last week. I think the information presented in the final week of the course could have been condensed into one lecture or left out.
Final Thoughts
The video lectures and announcement emails often urged students to engage with the "forums." When I first started the course, I peeked briefly at the forums. They were always brimming with hundreds of entries posted by enthusiastic students from all over the globe. I was mentally overwhelmed and exhausted after spending about three minutes scrolling through, and the experience discouraged me from looking at the forums again. I suppose it might have been interesting to discuss the course material with my fellow students—to have, for example, a "dialogue" of my experience incorporating the practices suggested in the video lectures—but I didn't feel like I had time to engage in this way, and besides, I was able to share and discuss what I was learning with my friends and colleagues—far preferable to "e-discussion," even if it's multi-perspective, international, fellow student/fellow teacher "e-discussion." Nonetheless, I value the experience of taking this course. I certainly plan to take more MOOCs in the future to continue flexing my self-directed learning muscles and adding to my professional skill-set. I do think I'll stick with professional development MOOCs on subjects I can discuss and activate with real people in the real world. In fact, I've signed up for another MOOC on a specific ESL teaching approach. It starts later this month. Even though online learning can't quite replicate classroom learning, it appears I've caught the MOOC bug.
Interview: MCNY President Vinton Thompson
By Nathan Schiller, LEC Writing Specialist
MCNY President Vinton Thompson did not go to college to become a college president. He studied biology at Harvard in the late '60s, writing his senior thesis under the late Stephen Jay Gould, the renown evolutionary biologist, and then pursued a Ph.D. in evolutionary biology at the University of Chicago, where he carried out investigations in experimental fruit fly population genetics. In 1980, he was hired as a full-time Assistant Professor of Biology at Roosevelt University, in Chicago, an urban university serving a largely adult, commuter student body. At Roosevelt, he took on administrative roles, eventually becoming Provost, and helped grow the university's downtown campus. In 2004, he was named Provost and Vice President for Academic Affairs at Kean University, in Union, New Jersey, where he oversaw the revitalization of faculty scholarship and the development of many new programs, including the university's first doctoral programs. Four years later, in 2008, he became President of MCNY. His work here has involved stabilizing enrollment, increasing the enrollment of new students, leading the college through a successful regional reaccreditation visit, and extending the campus to the Bronx. In this interview, he talks about the history of distance learning, online classes, MOOCs, and the changing nature of higher education in America.
Can you talk about the history of distance learning?
Historically, distance education, particularly by the federal government, has been viewed with some suspicion. People have always treated correspondence schools like they were vocational things not of very high quality. I think people tended to look at distance education that way. And there's still absolute schizophrenia of the federal government's approach to this. On the one hand, the federal government would like people to do lots of online education to reduce costs. On the other hand, it's extremely suspicious about whether the quality of the program is good, and whether we're really verifying that the person who says they're out there at the other end of the connection is the person they say they are. These are not unreasonable concerns.
We've democratized, fantastically, higher education: if you go back to the period before the Second World War, fewer than ten percent of people went to college, and barely ten percent of people graduated from high school. We're now in the situation where something like 70 percent of people go on to higher education. We've gotten high school graduation rates up, and high school dropout rates aren't nearly as bad as they used to be, and this is true not only for white students but for black and Latino students. We said education is important, and people have pretty much taken that to heart. The issue is, now, that a lot of people aren't getting through college. That's especially true of people who come from relatively disadvantaged backgrounds. In a certain respect we've solved the problem of access. Now there's great concern that we haven't solved the problem of success and completion. And there's angst over the question of whether through this process we've diluted the nature of college degrees. And so this whole issue of MOOCS and online education plays out in that context.
What do you think colleges most fear about online education?
There is a good bit of concern, on our own board and nationally, that the net consequence of moving toward a lot of online instruction, in which more initiative is put in the hands of students, may advantage the already-advantaged and disadvantage the already-disadvantaged, and lead to a brutally two-tier system of education in which an elite handful of students study in a more traditional mode at residential colleges with live professors, and everybody else takes online course with anonymous people somewhere who may not be real professors in the traditional sense. I think there's probably a danger of things moving in that direction.
When was the first time you encountered online distance learning?
In my last three years at Roosevelt University in Chicago, 2000-2003, I was Provost and Academic Vice President and oversaw all the academics at the university. We had an early and active online program in which we put a couple of degrees at the master's level entirely online. It was through interacting with the dean of the college of continuing education, who oversaw this effort, and the person working immediately under her, that I first really got lessons in understanding what online courses were, and how they might function, and some of the ins and outs of putting them together.
How did the students respond?
We marketed those programs essentially as separate programs; they were not closely integrated. So students came specifically because they wanted to take a fully online degree program, and we enrolled people in places like Poland. The people in the program were positive, because that's what they were looking for. There wasn't this issue we face now of blended classes, where you have a population that is, in many cases, involuntarily exposed to distance learning.
Do you have a similar vision for distance learning at MCNY?
When I got here [five years ago], there had been a lot of tentative efforts at instituting distance learning opportunities. At that point, we had achieved some fully online courses. We had not achieved any encompassing strategy for distance education. I thought it was important that we do so, and when we did our 2009-2014 Strategic Plan, we incorporated a number of goals related to distance education, which probably the most encompassing was a goal of achieving initially 20 percent—we've now modified that to 20-30 percent—of content in every program through online delivery, either through pure online courses or through blended courses, recognizing that the circumstances in different programs might lead to different approaches.
What are the reasons for doing that?
There are a variety of reasons. One—and I think this is the single most important one in this circumstance—is to give flexibility in the schedules of individual students. We serve adult students as our primary market. One of the major characteristics of adult students is that they're balancing a number of things in their lives, and typically school is their third priority, after their family and their job. The nature of our education, where we encourage people to study full-time while they often work full-time and have significant family responsibilities, leads to extremely full schedules. We had talked loosely in the past about offering flexibility to our students, and what we've really offered is convenience in the scheduling, in the sense that we offer classes in the evenings and on the weekends. But actual school schedules are inflexible—you come when we schedule classes, and there's not much choice in those schedules, because people go through a fixed program. One way we could introduce flexibility in that structure is to give students a choice about when they study, through distance learning, so that they can take the 20 to 30 percent of their course work through distance learning at times that suit their complicated schedules. And that should both make life easier for our students individually and make our programs more attractive for students. The option of working full-time while going to school full-time is a very attractive thing; it's one of the main reasons students come here. But we have to find realistic ways for people to actually do that.
Another major reason for introducing distance learning is that you can do things in a distance learning mode that you can't do in traditional, conventional classes pedagogically. At this point in history, it would be utterly unconscionable to graduate students who have no experience working in an online environment. Almost anyone, right now, who does any job that's not manual labor—and most of our student graduates are not going to be doing manual labor—does a lot of work, if not all, in an online environment. There's a major practical learning experience involved in working in depth in an online environment. You learn that by doing it, and you do it in part by working in these courses.
And the third consideration—and this is also important institutionally—is that if we administer online learning well, it should reduce the pressure on our classroom space. For instance, right now we tend to be chockfull of students Monday through Thursday evenings. Our classrooms are relatively unoccupied during the day. They're fairly well occupied on Saturday, but not as well as they could be. It's very expensive, particularly in New York City, to rent space to accommodate peak demand. To the degree that we can reduce pressure on classroom space by administratively well-chosen schedules for distance learning opportunities, we can serve more students for less facilities costs. In the long run, that puts less pressure on tuition, which should enable us to lower costs for students.
Another consideration—and it's a significant one, though it wasn't the driving force—is that this will enable us this coming January to move to a 14-week academic schedule. We presently run three full 15-week semesters a year. I'm not sure I know any non-profit four-year school that does that; typically, what happens is that summer sessions don't offer either a full schedule or don't last 15 weeks. A 15-week schedule poses difficulties for students and staff, because there's not a lot of down time. With a 14-week schedule we will be able to start a week later in January, which will give a longer holiday break. It will give more time for people to get grades in and processed; from the point of view of recruiting, it will give more time to enroll new students without a rush in the beginning of January. We'll also be able to increase substantially the summer break, which our faculty are really looking forward to. And, there'll be longer breaks in the summer and winter for students. It would not be possible to run a 14-week schedule without the incorporation of distance learning.
Do you ever see MCNY offering a MOOC as an elective or transfer credit?
I anticipate that, going forward, we will see one of two things happen. First, we will see people bringing, for credit, on transcripts, as transfer students, courses that they've taken in MOOC form. My guess is that we will accept those courses, like we accept other transfer courses, once they're on the transcript. There's already a New York non-profit institution that does a lot of distance education itself and is making a specialty validating MOOC courses—Excelsior College, in Albany.
Second, people will come to us with MOOCs that have not been transcripted somewhere else. We will eventually have to have some policy on that. My guess is that our policy will be to follow the guidelines of recognized national organizations. We already give credit for certain types of military experience, and there are guidelines for doing that, published by the American Council for Education. We adhere to those guidelines; it's one of the ways we're a veteran-friendly school. The American Council for Education is also working on mechanisms to give credits for MOOCs, and should they do so, I think it would be very likely that we will accept those courses in one form or another. In that sense, MOOCs pose a challenge that isn't all that fundamentally different from students bringing all external credit. You often have situations where the transfer credits don't directly correspond to any particular course that you give in your institution, so you give credit and make informed decision about what substitutes for what in your own curriculum.
Do you think there is chance that the MOOC will be remembered as a "fad"?
I think that it's not just a passing fad. But I think the nature of MOOCs is going to transform. There are hopes that people can find the mechanisms to take online courses and perfect the pedagogy in such a way that they're not only inexpensive or free but very effective and, particularly in situations where students need remediation. Gates Foundation and Lumina Foundation, which are the big private funders of higher education initiatives and innovations in the United States, are both putting money into this. Whether it'll be successful or not, I don't know. My own intuition tells me that in situations where students need a helping hand, human interaction is an important component. And I am skeptical that we're going to solve this whole issue of cost, in conjunction with access, through online education.
However, it also seems to me intuitively that online opportunities, particularly in things like mathematics, combined with the support of live, empathetic instructors, may be, in the long run, more effective than what we do now, particularly for students who are struggling. And there, I suspect—because I think a lot of money is going to be thrown at this sector—within a few years we're going to end up with some really good online tools. I also see a world in which people are conducting more and more of their lives through the Internet. People will come to expect to be able to do a lot of their school work and interactions through the Internet, and this will inevitably have to translate in one way or another to pedagogical forms that respect that. Distance education as it exists now is the harbinger of that. What this is going to mean overall for colleges, I don't know.
It seems like, at their core, online classes and MOOCs are attempts to address growing needs/issues in higher education.
Society, on a per-capita basis, isn't willing to put the investment into individual college students that we did in the 1930s, 1940s, and 1950s, when a much smaller portion of the population went to college. So now, what do you do? One of the answers for the last ten, twenty years in particular is, "Well, we're going to solve that problem by making loans easily available, and that's okay because all you folks who run colleges have convinced us that a college education has such wonderful effects on peoples' earning potential, and therefore college is primarily a private good, and for people who are getting this private advantage, it's reasonable that they pay for the good, and we'll front the money, and then they can pay it off later." But people are now very concerned about whether the ratio of debt to return, economic and otherwise, is sustainable. And, again, one answer to that is to say, "Okay, we'll just find cheaper ways to do higher education, and then people won't have to go into so much debt to achieve it." MOOCs, I think, are so attractive in many corridors because they seem to offer a glimmer of possibility for doing that, in, what ostensibly, on the face of it, is a highly democratized environment. What could be more democratized than [anyone] being able to take a course at Stanford?
Learning To Learn
By Parker Pracjek, Director of Academic Support
Skeptics and proponents alike typically love to predict the fate of emerging innovations. For those meant to succeed and become integrated into the fabric of a market or culture, there are often a host of lessons learned and interesting standards that take shape. And so it has been with the MOOC.
Though only a few years into the MOOC experiment, nationally, it seems, we are moving beyond a honeymoon stage and into a serious reckoning of what this phenomenon means for higher ed, for MCNY, and for individual learners. Already the radical MOOC has entered adolescence, growing pains and all, and its adult features are starting to take form. Some of these features include 1) democratization of access to learning from field experts, 2) technology and instructional design as co-facilitators of learning, and 3) a shift from instructor/institution-directed instruction to student-directed. The emergence of these features is good news for many, but particularly for adult learners.
In looking to answer my curiosities about the relevance of MOOCs for the MCNY community, I returned to readings about adult learners and andragogy. Andragogy, a system of ideas, concepts and approaches to adult learning, was first popularized by educator Malcolm Knowles in 1968. This model sees instructors more as facilitators helping learners maximize their learning abilities. This approach is in sharp contrast to teacher-directed instruction, which can be said to promote dependence and obedience (Knowles, 1984). What Knowles and others observed, and what many MCNY students would consider self-evident, is that "people who take initiative in educational activities seem to learn more and learn things better than [. . .] more passive individuals (Hiemstra & Sisco, 1990). Indeed, MCNY's Purpose-Centered Education asks that the learner be a student of their own learning through regular, intensive shaping and application of knowledge in the field. So at its core, MCNY seems to capture the importance of individual learning continuing long after the formal learning activity is completed in class. But is this enough to satisfy the needs of today's adult learner?
Enter MOOC stage left. Suddenly, much of what we know and revere about the traditional classroom is called into question. With the appearance of this MOOC on our stage, certain things many of us have long taken for granted can be seen in high relief: the traditional instructor/institution has full responsibility for making decisions not only about what will be learned, but how and when it will be learned and if it has been learned.
In many ways, the traditional classroom structure is alienated from the way we gather and process information in our extracurricular lives. As we navigate a city like NYC, a multitude of adult demands and curiosities sparked by access to new troves of information and media, we are naturally engaging in the very activities required of learners in any MOOC scenario: we are making connections with "various 'nodes' of content [. . .] on the Web, aggregating content and creating knowledge" (Morrison, 2013).
Certainly adult learners—to varying degrees and depending on the course content—have the ability, need and desire to take responsibility for their learning (Knowles, 1980). Theories of adult cognitive development tend to agree that adults are motivated to learn by a sincere desire to solve immediate problems in their lives and that mature adults cherish independence and are responsible for their own actions (Hiemstra & Sisco, 1990). In the MOOC model, and more than in classic distance learning, the learner is necessarily an empowered driver of his or her learning and an active participant in the assessment of knowledge.
At every turn, the LEC and the Office of Academic Support promote independent, lifelong learning. Self-directed learning skills set all of us up to be adaptive, inquisitive and connected in a world in which rapid change seems to be the only stable characteristic (Knowles, 1975). Thankfully, the MOOC has lasted long enough to impact how we think about our learning and, quite possibly, how we can learn without being taught.
Hiemstra, Roger. (n.d.). "Moving from pedagogy to andragogy," Adapted and Updated from Hiemstra, R., & Sisco, B. (1990). Individualizing instruction. San Francisco: Jossey-Bass. Retrieved from http://www-distance.syr.edu/andraggy.html
Knowles, M. (1980). Modern practice of adult education: from pedagogy to andragogy. Revised and updated. New York: Cambridge.
Morrison, D. (2013, February 5). The MOOC honeymoon is over: three takeaways from the Coursera calamity [Blog]. Retrieved from: http://onlinelearninginsights.wordpress.com/2013/02/05/the-mooc-honeymoon-is-over-three-takeaways-from-the-coursera-calamity/
MOOCS at MCNY?
By Claire Machia, E-Learning Coordinator
As MCNY continues to expand the number of courses offered as either hybrid or fully-online, we cannot ignore the MOOC craze that has shaken up higher education over the past year. Therefore, the Office of E-Learning continues to monitor the trend toward MOOCs offered through providers such as Coursera, edX, Udacity, Udemy, and others. In coordination with the faculty and academic administration, we also hope to develop a procedure for offering credit for MOOCs delivered by another provider or institution that fit the necessary criteria for our different programs.
New MOOCs in varying content areas are being rolled out all the time as this method of course delivery continues to develop and become more popular. I believe that eventually there will be MOOCs offered that can apply to all of the programs here at MCNY. Some day in the future, we would love for MCNY to offer its own MOOC through one of these providers. The Emergency and Disaster Management MPA program has considered the development of a MOOC in an effort to build on the momentum and global networks made during the SMARMIE Conference held at MCNY in March.
MOOCs are definitely here to stay, and the Office of E-Learning hopes to incorporate this type of learning environment for students here at the college in the near future. If you have taken a MOOC on your own, we would LOVE to hear your feedback on the experience. You can email email@example.com to share.
Low MOOC Completion Rates
By Aleksandr Rusinov, LEC Math Specialist
Nowadays, MOOCs are getting a lot of positive attention in the mainstream media. One year ago, the New York Times published an article titled "The Year of the MOOC." Clearly, MOOCs are part of the future of education. But before we praise them as the future, we should examine their alarmingly low completion rates in more depth.
MOOCs attract many participants for two main reasons: they are inherently "massive," and traditionally they have not charged tuition fees. This has led to completion rates—typically defined as earning a certificate—hovering around 10 percent. In many cases, the statistics are worse (right). Last fall, for instance, of the 12,725 students enrolled in a MOOC called Bioelectricity, at Duke University, only 345 of them (2.7%) attempted the final exam.
To contextualize the low rates, let's look at a doctoral study titled "Deconstructing Disengagements: Analyzing Learner Subpopulations in Massive Open Online Courses." By surveying three Stanford MOOCs—Computer Science 101 (high school), Algorithms: Design and Analysis (undergrad), Probabilistic Graphical Models (grad)—the study identified four types of participants: auditing learners, who watch video but take few quizzes or exams; completing learners, who view most lectures and take part in most assessments; disengaging learners, who take part only at the start; and sampling learners, who watch the lectures at various times. For each course, the study tracked the percentage of participants according to these populations (below). In all three classes, the highest percentages of participants were sampling learners, while only the high school class had greater than 8% of participants completing learners.
One reason for low completion rates may be that MOOC participants are often professionals with a college degree. MOOCs give these participants control over where, how, and with whom they learn, but the participants do not seem to take advantage. Another reason could involve the fact that about 3 in 4 MOOCs students are from outside the United States (below). It may be difficult for MOOC participants who do not speak English as their first language to stay with a course. A leading challenge for MOOC participants lies in overcoming the lack of social presence and the high level of autonomy. Without the ability to work alongside a teacher and fellow participants on problems and projects that involve collaborative explanations, MOOC participants may have less incentive to bother with courses.
We must also consider, though, that perhaps completion rates are not the most useful tool with which to measure MOOCs. While the traditional educational structure of the brick-and-mortar classroom renders completing a course and earning a degree vital for employment, the ultimate purpose of MOOCs may prove to be imparting information to as many participants as possible. But, at the same time, in January, Georgia Tech will offer its highly-ranked Master's Degree in Computer Science entirely through MOOCs (and at a discount of $34,800). This ground-breaking move could be the first sign that education administrators view MOOCs on the same level as traditional classroom courses. We should pay attention to how many students enroll in the program—but we should be far more interested in how many complete it.
First Walk on the MOOC: A Brief Tour of MOOC Providers
By Yasmine Alwan, LEC Writing Specialist
For curious individuals interested in taking a live dive into a MOOC course, this article aims to offer a thumbnail view of four major MOOC providers: Coursera, edEx, MIT Open Courseware and Udacity. I had not heard of MOOCs before our Luminaria issue, and I hope my first impressions will offer a starting place for your explorations of this new learning format. If you head out into MOOC territory, I'd like to know what you find.
Udacity has blossomed in the last two years, and its partnership to San Jose University shows its Silicon Valley affinities, that is, a diverse engagement with all things Internet. In terms of breadth of subject, Udacity courses focus on five areas, all somewhat technology-oriented: business, computer science, mathematics, design and science. Courses such "How to Build a Startup" or "Web Development—How to Build a Blog" could spark an MCNY student's interest.
Like most MOOC providers, courses are free. If one wants to get credit or certification for job purposes, "modest fees" apply. All courses have open enrollment, and often have quizzes along what seems to be an adjustable timeline. Looking over the list of available courses, there appear to be 28 classes at the time of this writing. Courses are helpfully divided into beginning, intermediate and advanced levels. Courses are close-captioned in English, and can have subtitles in Spanish, Chinese, French, Portuguese, and even Latin! To help students transition into a new learning format, they often offer videos and self-assessments.
Among its 82 "starting soon" courses at the time of this writing, Coursera offers classes across a wider spectrum of subjects than Udacity. Coursera has a greater offering in the humanities, with classes such as "Modern and Contemporary Poetry" or "9/11 and Its Aftermath." Stand out social services courses include "Saving Lives Millions at a Time: Global Disease Control Policies and Programs," "Care of Elders with Alzheimer's Disease" from The John Hopkins University, "Introduction to Sustainability," "Disaster Preparedness," or even "The History of Rock."
Coursera currently has 433 courses listed, although it is unclear how many are currently available. Coursera attempts to stand apart from the herd pedagogically through interactive exercises and use of peer review for student work which could be useful particularly for humanities courses. In fact, it could be said that peer-to-peer feedback is one of the most beautiful possibilities in MOOCland; unlike classes bound by time and space, you have the chance to bounce ideas against others—literally—around the globe. Coursera boasts courses from universities such as Columbia, Yale, Stanford, Princeton, Museum of Modern Art, Caltech, and the University of Pennsylvania. Having established relationships with global universities, Coursera also offers classes in Spanish, French, Arabic, Chinese, Italian and German.
The descriptions of courses are smoothly-packaged and more consumer accessible to this potential customer. Is sum, my visit to Coursera stood out among providers. See Polly Bresnick's article (Page 3) for an account of her experience taking a MOOC through Coursera.
MIT Open Courseware
In 2002, MIT Open Courseware began as an impressive not-for-profit initiative by Massachusetts Institute of Technology (MIT) to place all undergraduate and graduate course material online for global accessibility across time and space. Currently, more than two thousand courses offer a range of materials, reading lists, lecture notes, and, in some cases, complete textbooks by MIT professors, a lure for this writer! Fewer courses are provided in a more structured format, with video lectures.
Courses are given in English, Chinese, Dutch, French, Hebrew, Japanese, Portuguese, Spanish, Thai, Turkish, and Vietnamese. Courses tend to be science-oriented, such as "Innovation and Commercialization," "A Global History of Architecture: Part 1," "Classical Mechanics, Introduction to Aerodynamics," or "Flight Vehicle Aerodynamics," "Introduction to Philosophy: God, Knowledge and Consciousness."
There is a different feel moving through the Open Courseware's site, in part due to MITOC's different purpose and history. Rather than a start-up channeling an innovative educational product, MITOC unfolded specifically as a university's attempt to turn itself inside out as a public resource. I am struck by the generosity and boldness of this first move by a university so nationally and globally esteemed.
An offshoot of MIT Open Courseware, edEx is a joint effort of MIT and Harvard. Course subjects spanned the humanities, medicine, law, nutrition to name a few. My walk-through of the site yielded 51 new and current courses and 17 past courses. Courses that dovetail with LEC student interests include "Statistics," "Descriptive Statistics," "Introduction to Bioethics," "Ideas of the Twentieth Century" or "Introduction to Global Sociology."
The edEx user experience appears very smooth; they include a demo MOOC course, and a fairly similar set of supports that other sites offer; their meet-ups around the world seemed a stand-out feature.
I wish you a dynamic expedition into the thickets and wilds of a new learning form that is likely to innovate and proliferate even more than we can yet imagine.
MOOCS And Math
By Barrington Scott, LEC Math Specialist
Many of my favorite math courses—calculus, differential equations, linear algebra—are offered online, for free, for anyone in the world, and are taught by distinguished professors from elite universities like MIT and Harvard. I believe MOOC math courses are appropriate for enhancing learning across all levels, from basic skills to advanced disciplines. But many advanced math courses assume that a student has taken prerequisites, which many colleges, including MCNY, do not offer. MOOCs could efficiently tackle the prerequisite problem, though how well they will prove as a math teaching tool is unknown.
I find that students fear math in a way they do not fear writing. Writing is similar to speaking, something we do all the time. Math, however, is similar to little we do in our everyday lives, and it involves formulas and calculations many students find scary and confusing. To succeed in math, one must become fluent in a discipline before moving to a more complex one. Finance classes ask students to calculate the risk of an investment. But to do that, students need to know how to apply standard deviation, which means they have to take statistics—otherwise they must play catch-up. I see a lot of this at MCNY.
A classroom is an ideal place for math teaching. In math, students do best in participative learning environments, where they can speak out and share information. But instructors have a lot of information to get across in a class session, and this doesn't always leave time for questions. Many math students need tutoring so that they can ask how to get from Point A to Point B at the moment an equation is being presented.
Many MCNY students, who balance school with jobs and families, don't have the time for independent tutoring. Eventually, students most pressed for time will need to learn math online. MOOCs could prove a viable alternative to in-class instruction. Until the advent of the MOOC, many math professors taught online classes by Xeroxing textbook chapters and posting them online. This was not necessarily the instructors' fault, as there had not been great formats to post lecture videos, but it made online math learning difficult. MOOCs are changing these online platforms by allowing professors to post videos of their lectures, where they patiently explain topics using whiteboards and additional graphics.
I am considering taking a Stanford MOOC called "Statistics in Medicine." I'm excited to see how the instructors will use standard deviation, test hypotheses, and correlate variables. Without a doubt, I will rely on my statistics background for support.
LEC Students on MOOCs
Venita Rice: I'd rather sit face to face with the professor. If I need a question answered, I need it answered right away.
Clarita Liepolt: The right professor needs to manage the course, someone who motivates the discussions and is not a "Ghost."
Huarquidia Dominguez: They seem like a great option for people who want to learn from home and feel comfortable with computers.
Tara Rowley: I work, and I'm always rushing to school, and the train is annoying. With MOOCs, I could go home, take a shower, drink a cup of tea, and then go online and learn.
Ronald Knight: There are students who you don't want to be in classroom with—they steer the professor away from the topics. This setup can be a waste of time. MOOCs can change that.
Seving Senol: I travel home to Turkey. With MOOCs, if I still want to attend my classes, I can. If my visa expires, I can take my classes. If I could meet with my professor over Skype, that would be great.
Dawn Mulcahy: They make you more accountable. I like that. I don't like to be micromanaged: assignments or expectations can get miscommunicated, though webinars or voice chats diminish those instances.
Yenie Perez: As much as I try to run away from it, eventually everything is going to be online. I wouldn't want to take an entire Master's degree online. I need to be in class setting. MOOCs take discipline. You have so much freedom—you don't have to go to class, no one takes attendance. But it brings spice to your learning to see teachers from Australia and England. The next generation, that's what they'll be doing in schools. It's good and bad.


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Richard Matheson: 1926-2013
The prolific and influential sci-fi and horror writer has died at the age of 87...
We at Shadowlocked are saddened to announce the passing of a writing legend, Richard Burton Matheson. Born on February 10, 1926 to Norwegian immigrants, Matheson was raised in Brooklyn and graduated from Brooklyn Technical High School in 1943. He served as an infantry soldier in World War II, earned his bachelor's degree in journalism from the University of Missouri in 1949, and moved to California in 1951. He married Ruth Ann Woodson on July 1, 1952 and the pair had four children (three of whom – Chris, Richard Christian, and Ali Matheson – became writers of fiction and screenplays).
Matheson was a very influential writer, writing not only many novels, novellas and short stories that were adapted for television and film – I Am Legend, The Shrinking Man, What Dreams May Come and A Stir of Echoes, to name just a few – but also writing 14 memorable episodes of Rod Serling's The Twilight Zone. 'Nightmare at 20,000 Feet' is probably his most known, if only for William Shatner's wonderful performance of a man who has recently had a nervous breakdown claiming he has witnessed something tearing the plane apart from outside of the cabin. He also adapted his short story Steel into an episode of the same name, which would then be adapted in the 2011 film Real Steel. Matheson also wrote the fan favorite episode 'The Enemy Within' of the original Star Trek series, and adapted several of Edgar Allan Poe's stories for film for director Roger Corman. He also wrote for The Alfred Hitchcock Hour, Rod Serling's Night Gallery, The Martian Chronicles and Amazing Stories, contributed to the Western television series Lawman, and wrote several western stories and novels as well as several suspense stories.
Matheson received the World Fantasy Award for Life Achievement in 1984, as well as the Bram Stoker Award for Lifetime Achievement from the Horror Writers Association in 1991. He was inducted into The Science Fiction Hall of Fame him 2010. At the annual World Fantasy Conventions he won two judged, annual literary awards for particular works: World Fantasy Awards for Bid Time Return as the best novel of 1975 and Richard Matheson: Collected Stories as the best collection of 1989. He was scheduled to receive the visionary award at the Academy of Science Fiction, Horror and Fantasy Films' Saturn Awards on Wednesday. The organization said the award will be presented posthumously and the 39th annual ceremony would be dedicated to Matheson. According to Robert Holguin, the academy's president:
"We are heartbroken to lose a writer of towering talent, unlimited imagination and unparalleled inspiration. Richard was a genius whose visions helped bring legitimacy and critical acclaim to science fiction and fantasy. He was also a longtime supporter of the academy, and everyone associated with the Saturn Awards feels emptier today to learn of this enormous loss."
His work influenced many writers and directors, such as George A. Romero, who was inspired by I Am Legend to create Night of the Living Dead. Stephen King was an avid fan, and dedicated his novel Cell to the writer. Anne Rice claimed his story A Dress of White Satin fueled her interest in vampires, which inspired her to write Interview With The Vampire and the subsequent Vampire Chronicles. And The X-Files creator Chris Carter named a character after him, because of his love for Matheson's work on two of his favorite programs, The Twilight Zone and Kolchak: The Night Stalker.
Richard Matheson passed away on June 23, 2013 at the age of 87. He is survived by his wife and four children.
If you're interested in writing for Shadowlocked (disc and screening reviews, etc, or just getting some extra coverage for your extraordinary writing talent, get in touch with us.


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NEW YORK, Tuesday—Yesterday afternoon, at the session of the state directors of the National Youth Administration, they discussed the problem of obtaining better health facilities for the youth of the nation through the cooperation of the Social Security Agencies. First a doctor painted a very pretty picture of the health facilities available through state departments of health and local set-ups, and then gradually this charming picture was spoiled by the reports of actual conditions in the field.
One encouraging thing was the ingenuity which has been developed in certain places by the NYA directors in their efforts to obtain cooperation from state and local health groups. They have gone on the principle of "give, so that others may give unto you." In many cases it has proved a very good theory of action. One young man has his NYA projects making oxygen boxes, tuberculosis collapsible tents and incubators, and in return he receives a health examination for all the young people on his projects.
Since we are all interested in the training program now, which may be of service to youth whether it is called to war or whether it is allowed peacefully to pursue its livelihood at home, there will, I hope, be a coordinating of all the facilities for training young people. Among these, the trade schools of the nation will be extremely valuable. I was interested to find that the United States Office of Education has information on just what facilities are available.
We have in this country 1,053 well equipped schools in 825 cities, representing every state in the Union. There is a joint investment totalling a billion dollars in all these schools, one-half of which is in equipment. In addition to this, there are 155 engineering schools on the higher level of technical ability. With their equipment they could increase their present enrollment by 30,000 trainees per year. This information is valuable in coordinating our efforts in the field of training.
I am sure that many people who, like myself, have lived long periods of time in foreign countries, are feeling heavy-hearted these days because of the sorrow which is engulfing friends in other nations. This taking over of three small countries by Russia may be a case of self-defense, but we used to think ourselves equally well-defended by friendly neighbors. The plight of France, which has been a refuge for so many exiles from other nations, brings up a sad picture of what may happen to these refugees, as well as to the natives of France itself.
The German people have been fortunate that neither in the last war nor in this one, has much of the fighting been on their own soil. I sometimes think that has built up insensibility among them to what it means to be invaded. One does not expect mercy from their leaders, but one hopes almost against hope that the qualities of the individual Germans, whom so many of us have known and respected and loved, will make it impossible for them to carry out harsh and unjust demands made upon their gallant enemies.


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text: Donald Trump Does Something Okay for Once, Reverses Trans Woman's Disqualification From PageantMadeleine Davies4/04/12 12:10pmFiled to: PageantsDonald Trumpgloria allredJenna Talackovatransgendertweet59EditPromoteShare to KinjaToggle Conversation toolsGo to permalink Human sandpaper Donald Trump has done something okay for once by reversing Miss Universe Canada's abrupt decision to kick contestant Jenna Talackova out of the pageant for being a transgender woman. Of course, Trump's overruling follows Ms. Talackova's move to lawyer up and hire none other than legal fishwife Gloria Allred, making it safe to assume that his decision allowing her to compete has more to do with avoiding negative branding and losing money than it does his heart growing three sizes. Still, progress is progress — rules for all Miss Universe pageants are now being reviewed and edited to reflect the laws of gender pertaining to the country where the contest is taking place and might be changed overall to allow transgender women to compete across the board. Good! All women, no matter how they were born, should have the right to contend in super stupid contests.


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This report describes the historical weather record at the Pittsburgh International Airport (Pittsburgh, Pennsylvania, United States) during 1970. This station has records back to January 1948.
Pittsburgh, Pennsylvania has a humid continental climate with hot summers and no dry season. The area within 25 mi of this station is covered by forests (78%) and built-up areas (19%)
Daylight saving time (DST) was observed at Pittsburgh, Pennsylvania during 1970. There were two time changes during 1970:
1970 was not a leap year, so it has 365 days and no February 29th. The first leap year before 1970 was 1968 and the first after was 1972.
The summer and winter solstices and the spring and fall equinoxes mark the passing of the seasons. They fall on nearly the same day each year, with differences of a day or two depending on the year. In 1970 they occurred on:
Spring Equinox | Saturday, 21 March 1970. |
Summer Solstice | Sunday, 21 June 1970. |
Fall Equinox | Wednesday, 23 September 1970. |
Winter Solstice | Tuesday, 22 December 1970. |
The hottest day of 1970 was July 1, with a high temperature of 90°F. For reference, on that day the average high temperature is 81°F and the high temperature exceeds 88°F only one day in ten. The hottest month of 1970 was August with an average daily high temperature of 82°F.
Relative to the average, the hottest day was January 29. The high temperature that day was 59°F, compared to the average of 35°F, a difference of 24°F. In relative terms the warmest month was May, with an average high temperature of 75°F, compared to an typical value of 70°F.
The longest warm spell was from September 12 to September 27, constituting 16 consecutive days with warmer than average high temperatures. The month of May had the largest fraction of warmer than average days with 77% days with higher than average high temperatures.
The coldest day of 1970 was January 8, with a low temperature of -5°F. For reference, on that day the average low temperature is 22°F and the low temperature drops below 7°F only one day in ten. The coldest month of 1970 was January with an average daily low temperature of 13°F.
Relative to the average, the coldest day was January 8. The low temperature that day was -5°F, compared to the average of 22°F, a difference of 27°F. In relative terms the coldest month was January, with an average low temperature of 13°F, compared to an typical value of 21°F.
The longest cold spell was from March 27 to April 9, constituting 14 consecutive days with cooler than average low temperatures. The month of January had the largest fraction of cooler than average days with 71% days with lower than average low temperatures.
The longest freezing spell was from January 6 to January 16, constituting 11 consecutive days with temperatures strictly below freezing.
The clearest month of 1970 was May, with 26% of days being more clear than cloudy. The longest spell of clear weather was from May 18 to May 23, constituting 6 consecutive days that were clearer than they were cloudy.
The cloudiest month of 1970 was December, with 94% of days being more cloudy than clear. The longest spell of cloudy weather was from November 9 to December 2, constituting 24 consecutive days that were cloudier than they were clear.
This station reports both the quantity of liquid precipitation and categorical observations of precipitation (e.g., moderate rain, or heavy snow). Both are subject to erroneous reports, but the former is particularly prone to false reports, especially ones indicating an excessive quantity of precipitation. Please bear this in mind when reading the extrema reported in this section.
The day with the largest quantity of precipitation was October 30. That day saw 1.854" of liquid (or liquid equivalent) precipitation, compared to a median value of 0.120". The month with the most precipitation was October, with 4.835", compared to a median value of 2.307".
As determined by quantitative measurements, the longest dry spell was from August 2 to August 12, constituting 11 consecutive days with no measured precipitation. The month with the largest fraction of dry days was August, with 77% of days reporting no measured precipitation at all.
The month with the largest fraction of days with at least some measured precipitation was January, with 74% of days reporting some measured precipitation.
This station reports when significant weather events (including precipitation) are visually observed at or near the station. Such events do not always correspond to measured quantities of liquid equivalent precipitation, such as when the event is near by not at the station, or in the case of solid precipitation that does not melt in the collection basin.
The day in 1970 with the most precipitation observations was January 2. There were 24 hourly weather reports that day (out of a maximum of 24) in which some form of precipitation was observated at or near the station. The month with the most precipitation observations was January, with 377 hourly present weather reports involving some form of precipitation.
As determined by the present weather reports, the longest dry spell was from August 4 to August 12, constituting 9 consecutive days with no observed precipitation. The month with the largest fraction of days without observed precipitation was August, with 68% of days reporting no observed precipitation at all.
The month with the largest fraction of days with at least some observed precipitation was January, with 87% of days reporting some observed precipitation.
In this section we consider only those weather reports that indicate liquid precipitation. For the purposes of this analysis, we include thunderstorms even though some thunderstorms are not accompanied by liquid precipitation.
The month of 1970 with the largest number of those reports was November, with a total of 129 reports. The day with the largest number of those reports was October 30, with a total of 23 reports.
This station reports when snow is observed falling but does not report the quantity of snow that has fallen or the depth of snow on the ground.
In this section we consider hourly weather reports that contain an observation of falling snow. These reports do not necessarily correspond to accumulation.
The first reported snow fall in 1970 was on October 17; the last was on April 4. The month of 1970 with the largest number of those reports was January, with a total of 338 reports. The day with the largest number of those reports was January 2, with a total of 24 reports.
Humidity is an important factor in determining how weather conditions feel to a person experiencing them. Hot and humid days feel even hotter than hot and dry days because the high level of water content in humid air discourages the evaporation of sweat from a person's skin.
When reading the graph below, keep in mind that the hottest part of the day tends to be the least humid, so the daily low (brown) traces are more relevant for understanding daytime comfort than the daily high (blue) traces, which typically occur during the night. Applying that observation, the least humid month of 1970 was April with an average daily low humidity of 39%, and the most humid month was November with an average daily low humidity of 66%.
But it is important to keep in mind that humidity does not tell the whole picture and the dew point is often a better measure of how comfortable a person will find a given set of weather conditions. Please see the next section for continued discussion of this point.
Dew point is the temperature below which water vapor will condense into liquid water. It is therefore also related to the rate of evaporation of liquid water. Since the evaporation of sweat is an important cooling mechanism for the human body, the dew point is an important measurement for understanding how dry, comfortable, or humid a given set of weather conditions will feel.
Generally speaking, dew points below 50°F will feel a bit dry to some people, but comfortable to people accustomed to dry conditions; dew points from 50°F to 68°F are fairly comfortable to most people, and dew points above 68°F are increasingly uncomfortable, becoming oppressive around 77°F.
To take some examples, and basing our categorization on the daily high dew point in 1970, January had 31 dry days, no comfortable days, and no humid days; April had 23 dry days, 7 comfortable days, and no humid days; July had no dry days, 17 comfortable days, and 14 humid days; and October had 14 dry days, 17 comfortable days, and no humid days.
The highest sustained wind speed was 47 mph, occurring on July 18; the highest daily mean wind speed was 23 mph (April 2);
The windiest month was February, with an average wind speed of 12 mph. The least windy month was August, with an average wind speed of 7 mph.
Visibility is the maximum distance at which a given reference object or light can be clearly discerned. In the United States, visibilities that are greater than or equal to 10 miles are typically reported as 10 miles.
The day of 1970 with the lowest average visibility was February 8, with an average visibility of 0.3 mi. The month with the lowest average visibility was January, with an average visibility of 7.8 mi. With an average visibility of 11.7 mi, the month of April had the highest average visibility.
The cloud ceiling is the altitude of the lowest layer of clouds that are at categorized as broken (mostly cloudy) or overcast (cloudy). If no such cloud layer exists then the ceiling is unlimited and no value is reported.
The day of 1970 with the lowest average cloud ceiling was February 8, with an average cloud ceiling of 113'. The month with the lowest average cloud ceiling was December, with an average cloud ceiling of 4280'. The month of March has the highest average cloud ceiling, with an average cloud ceiling of 15638'.


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Despite the advent of power tools that do everything from drilling holes to driving nails, conventional hand tools are still strong sellers. You may have some in your house, and you might assume they're much safer than their electric brethren.
But don't get overconfident. While hand tools do not pose the same lethal threat as some power tools, they are still a factor in a number of accidents each year.
Here are some guidelines for safe use of simple tools:
Always wear safety goggles. Your eyes are the most vulnerable part of your body when working with tools.
Dress for safety. Even the most cautious workman or home handyman has to be prepared for the unexpected. When working with tools and building materials, you should make sure to wear long sleeves, work gloves, and full-legged canvas trousers or heavy blue jeans.
Always pull, rather than push, a wrench for greater control and balance. That way, if the nut or bolt should suddenly loosen, you're less likely to go flying.
Never try to get more torque from a wrench by using a cheater bar or other device to extend the leverage. It could slip off suddenly, causing you to lose balance and control.
Handsaws become dangerous when a user pushes down on the top edge in an effort to free a saw that gets stuck while cutting wood. Avoid touching the actual blade. It can be hot from the friction of sawing, and even the non-jagged edge is dangerous.
A screwdriver should fit snugly into the slot of a screw without hanging over the edge. If after applying reasonable pressure to loosen a screw and it still won't turn, try using a different-sized screwdriver. Applying too much force can strip the screw or cause the screwdriver to slip, marring the work surface or, worse yet, puncturing a palm.
Do your work on a solid surface, such as a workbench. Holding a toaster in your lap and driving a screwdriver down toward your thigh is just asking to get stabbed.
A common mistake is using a screwdriver as a prying instrument for everything from opening a paint can to taking down a wall. If excessive pressure is applied to a screwdriver that does not have the steel shank running through the entire handle you will be applying pressure to the weaker handle as well as the shank and the handle could crack into pieces.
Another no-no: using a screwdriver as a chisel. The metal blade can separate from the shank or the blade can crack into two jagged pieces that go flying.
Pliers can hold a nut or bolt in place, but use a wrench to tighten or loosen. Pliers tend to slip off suddenly.
How and Why to Keep a Training Log
Play It Cool in the Hot Tub
How Intense Is Your Workout?
Now Is the Time to Get Moving
Exercise Your Way to a Healthy Pregnancy
The ABCs of Safer Sit-Ups
Spice Up Your Workouts with a Little Variety
Working Out in the Cold
Staying Fit the Old-fashioned Way
Everyday Ways to Activate Your Life
Fitness Folly Times Five
Fitness Gifts That Keep on Giving
How Do You Fuel Your Workout?
Can You Work Out With a Cold?
Interval Training Can Spice Up a Workout
Target Your Heart Rate for Better Health
Ways to Improve Your Workout
Exercise Can Ease Fatigue of Chemotherapy
Exercising With Arthritis
Set Your Clock to Workout Time
Kayak Your Way to Better Health
Shape Up to Hit the Slopes
Gym Exercises That Work
A Positive Step Toward Fitness
It's Snow Fun: Skiing and Snowboarding
Move to the Music: Dancing as Exercise
You Can Be Your Own Fitness Coach
Stretches for Your Lower Legs
Make a Splash with a Water Workout
Dancing Is the Star
What's Up with Shortcut Workouts?
Make Exercise a Family Affair
Moving Beyond All-or-Nothing Thinking
The Inside Scoop on Outdoor Fitness
Seniors Can Maximize Happiness by Minimizing Clutter
Weight Training for Women
Choosing the Right Group Fitness Instructor
Exercise for the Ages
Help Girls Stay Active as Teens
Take a Hike to Family Fitness
Pilates: A Core Conditioning Program
How to Fit In Fitness
Getting Back on the Workout Wagon
Basic Training: Build Your Own Boot-Camp Workout
Strength Training at Home
Working Out a Workout at Work
How Much Exercise Is Enough?
When Exercising, Don't Skip Stretching
Teach Teens to Stretch
Offbeat Ways to Eat Better, Exercise More
Fit for the Ages
Give Your Health a Lift
Preparing for Your Best Year of Fitness
Putting the 'Fun' Back Into Fitness
Five Fresh Forms of Indoor Fitness
Exercise Your Way to a Healthy Heart
Exercise Goals for Healthy Living
Ready to Exercise? Take It Inside
Have a Hearty Workout for Your Heart
Increase Your Energy Level Through Sleep, Nutrition, Exercise
Keep Moving to Manage Your Weight
Tips to Become More Active
Striding Forward
Family Fitness(1)
Keep on Walking
Varying Your Workout
A Better Abs Workout
Taking That First Step
Exercise Helps in Bone Development
Keeping Hydrated
Exercise Intensity
Exercise Need Not Be Difficult
Go for the Variety
To Work Safely in the Garden
How to Lift Weights Safely
How to Find Time to Exercise(1)
Illness Should Mean No Exercise
Exercising in Form
How to Find Time to Exercise
Moderate Workout Better
Workout Motivation


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Lot 5: Large Art Deco over mantle mirror with etched
General Sale of Antiques & Collectables
by Chalkwell Auctions
October 10, 2012
Southend On Sea, United Kingdom
Past Lot
No Image Available
Looking for the realized and estimated price?
Description: Large Art Deco over mantle mirror with etched peacock design (133 x 105cm)
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7 years, 3 months ago
I've just been reading some excellent posts by Burt Adsit on altering the order of the Admin Bar menus by user role. Thanks Burt, its enlightened me greatly!
I'm wondering though, if its possible to define the order of the My Blogs section of the menu bar by Blog ID.
When adding blogs in mu, I went to great lengths to set the BlogID's to appear in the logical order for my site, so that as site admin, I could logically make changes.
What I'm finding with MyBlogs is that the root blog (blogID 1) is appearing as the 3rd blog in the sequence.
Whilst it could be considered minor, it would nice to know how to fix it, as well as being able to change the order of future-added blogs that I want to appear higher up the order as my site develops.
Is this possible to do with some custom changes, without editing core files?
Any help appreciated. Thanks
7 years, 2 months ago
I also think this would definitely be a nice feature


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Taxpayers in Canandaigua can hear the details of the $68.7 million 2014-2015 proposed budget at a series of presentations May 5 through May 13.
Presentations are scheduled as follows: Monday, May 5, at 6:30 p.m., middle school library; Tuesday, May 6, at 2:35 p.m. at the PTSA Meeting, Canandaigua Academy auditorium; Wednesday, May 6, at 6:30 p.m., district operations center, 5500 Airport Road; Friday, May 8, at 9 a.m., administration center, 143 North Pearl St.; Friday, May 8, at 12:15 p.m., New York Wine & Culinary Center; Tuesday, May 13, at 8 a.m., elementary school auditorium; Tuesday, May 13, at 12 p.m., Canandaigua Country Club, 3280 Fallbrook Park.
The budget proposal was adopted by the board of education April 10. Full budget details are on the school district website, www.canandaiguaschools.org.
The budget vote and board of education election will be held Tuesday, May 21, from 7 a.m. to 9 p.m. at the Cheshire Fire Hall and elementary school auxiliary gymnasium.
Canandaigua to present $68.7 million budget
May 2, 2014 at 3:30 PM


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Sparco Wood Frame Cork Board
24" x 18" - Brown Cork Surface - Oak Frame
Corkboard features thick cork that is laminated to sturdy fiberboard with a sealed back. Design provides long-lasting service and prevents warping. Cork is 0.8mm thick with an 8.5mm backing. Pushpins and tacks penetrate easily and hold firmly. Corkboard has an oak frame and factory-mounted hangers.


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Our Rolls-Royce convertible is chauffeur driven, features red carpet service and is furnished with champagne bucket, ice and glasses. Primarily used between ceremony and reception with excellent photos at both locations and the trip in between.
We stand behind our reputation as one of the finest transportation companies in Colorado. Our chauffeurs are courteous and will be on time to pick you up. We are licensed and fully insured.
Our mission is to provide professional, courteous and reliable limo service combined with competitive prices to all of our customers.
Offers a 1956 Rolls Royce Silver Cloud I, 1964 Rolls Royce Silver Cloud III, 1976 Rolls Royce Silver Shadow. For any Special Occasion Regardless of the event (wedding, anniversary, birthday, engagement, or prom), celebrations deserve out-of-the-ordinary experiences.
Avanti Limousine is dedicated to providing the most enjoyable, comfortable and safest ride to your mountain destination.
CME Premier offers private car luxury transportation service to popular mountain destinations including Summit County, Vail Valley and Aspen Snowmass.
Monument Limousine Service's motto is "Setting a Higher Standard in Limousine Service." Chrysler 300 Limousine, H2 Hummer Limousine, Chrysler 300 Sedan, Denali S.U.V, Escalade S.U.V. and more!
For nearly ten years our Colorado Springs Limousine Service, has provided luxury transportation for countless weddings, and other meaningful events throughout Colorado and other surrounding areas.
Professionalism, experience and superior quality are at the heart of our business philosophy. Working with U-Save classic cars ensures ease of planning, efficient execution and a successful outcome.
With Box Canyon Limos, you are ensured of a safe and hassle free journey as we are committed to providing first-class transportation service that is prompt, reliable, safe, and eco-friendly.
Mountain Limo is the most dependable and experienced ground transportation company in Telluride. We pride ourselves in comfort, safety, and reliable service.
Charter a vintage train car or the whole train with your special group. Customize your destination and itinerary. Perfect way to make your wedding day even more special.
We have the experience to take care of all the details of your wedding transportation and video/photo shoot needs by offering you a more unique experience using unique wedding vehicles.
Let Premier Limousines provide for all of your transportation needs on your wedding day.
Classic Limo is proud to introduce the newest addition to our fleet in the form of our Custom 300C. Classic style with a modern twist!
Our fleet of limousines consists of 2 to 20 passenger limousines. We have everything from a simple 10 passenger for a nice quiet evening to a rolling karaoke 20 passenger night club.
Royal Limousine was established in 1983 and is the premiere luxury transportation service in the Sioux Falls region. Our fleet includes; Limos, Sedans, Vans, Shuttle Buses, Limo Buses and a 45 & 56 Passenger Coach. Let our professional chauffeurs add that elegant touch to your wedding and treat you like royalty.
Our dedicated chauffeurs are committed to ensure that your time spent with us is a memorial and a safe experience.
On your special day, you deserve the best in transportation, and no car matches a bride and groom quite like an elegant 2001 Tuxedo Cadillac 6 passenger executive limousine.
We connect local vintage car owners with brides & grooms for wedding-day transportation. We are a full-service booking agency and absolutely love what we do! Thanks for letting us be a part of your big day!
Classic / Vintage / Hot Rod cars for hire. Parties, special events, prom, weddings, banquets, or just need a ride out one night. We can do it!!! Different cars to choose from. 40's -50's and pin-up drivers.
Our super stretch SUV can hold up to 16 of your wedding party passengers! Custom designed wet bar, surround sound stereo, fiber optic lights, strobe lights, fog machine and more!
At Advanced Limousine Service we believe that our service makes the difference. We feature many models of new luxury sedans, town cars, classic and exotic limousines.
Offering the stretch Chrysler 300 and stretch Cadillac Escalade. Not exactly 'classic' cars, but you'll arrive in classic style with these beautiful cars!


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Chef Justin Beckett Opening Restaurant in Old Beef Eaters Building
New Times archives |
Looks like the vacant Beef Eaters building at 300 West Camelback Road will be getting a little Beckett in the future: Chef Justin Beckett, that is.
The 37-year-old chef-owner of Beckett's Table and his partners, wife Michelle Beckett and Scott and Katie Stephens, will open a restaurant there in the fall.
Beckett's new spot will join a second location of Changing Hands bookstore along with other uses for the sprawling 17,000-square-foot-space (you can read more about them here) as part of a major adaptive reuse project.
The Republic reports Beckett's new restaurant won't be a second location of the original, that the chef and his team are brainstorming various concepts, and that the new restaurant will include and indoor/outdoor bar, open kitchen, and weekend brunch.
Beef Eaters, the British-themed restaurant built by Jay Newton in 1961, closed in 2006, after 45 years. Vacant for seven years, its deterioration made it more or less an eyesore for passers-by, including those on the nearby light rail.
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Just for fun today, nothing about school assemblies, or science assembly programs or portable planetariums at all.
Just for fun I am announcing that this blog will now host a Dog of the Month. The winner will receive nothing ... sorry. But I will post the dogs photo and description on the blog. International fame and celebrity will no doubt follow for the lucky pooch!
Simply email a photo and description of your dog to me at email@example.com, along with at least one good reason why I should pick your dog for this great honor. Oh, and by the way, I am the sole judge in this competition (and I can be bribed!)
For our first months winner, of course, I chose my own dog. Big surprise, right?
Her name is Roxy and she is a proud crossbreed. Her mother was a Border Collie and her dad was a dog. Smart as a whip, energetic and fun loving. She is a sweetheart.
OK, so I showed you mine, now show me yours!
Geoff Beauchamp is the Regional Manager of Mobile Ed Productions where "Education Through Entertainment" has been the guiding principal since 1979. Mobile Ed Productions produces and markets quality educational school assembly programs in the fields of science, history, writing, astronomy, natural science, mathematics, character issues and a variety of other curriculum based areas. In addition, Mr. Beauchamp is a professional actor with 30 years of experience in film, television and on stage. He created and still performs occasionally in Mobile Ed's THE LIVING LINCOLN


text: Jamal Crawford Has An Incredible MemoryTom Ley2/24/14 12:45pmFiled to: jamal crawfordmemorylos angeles clippersnbabasketball23EditPromoteShare to KinjaToggle Conversation toolsGo to permalink Jamal Crawford got himself into a duel with Kevin Durant yesterday, answering KD's 42 points with an incredibly efficient 36 of his own on 13-20 shooting. But Crawford didn't just flex his genius on the court, he also proved that his memory is just as sharp as his crossover.At halftime, ESPN's Lisa Salters asked Crawford if he could name all 17 head coaches he's played for, right on the spot. And Crawford did it! I am impressed by this, because I've had, like, five bosses in my life, and I could probably only name two of them in the heat of the moment. AdvertisementAdvertisementh/t The StartersReply23 repliesLeave a reply


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Originally, Chiron was a Thessalian god of healing, but in later Greek mythology he survived as one of the centaurs. Unlike the others of his race, Chiron was wise and had an extensive knowledge of the healing arts. He had been the tutor of, among others, Asclepius, Theseus, and Achilles. When he was accidentally hit by a poisonous arrow shot by Heracles, Chiron relinquished his immortality (in favor of Prometheus) in order to escape the pain by dying. After his death he became the constellation of Sagittarius. Chiron is regarded as a son of Cronus and Philyra.