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Part of the Oregon Fellows orientation is a series of workshops on professional development, networking, and career counseling. The lead career consultant for the group, Cathy LaTourette, takes an interesting approach to her student consulting–she does virtually nothing (no resume, cover letter review, or interview practice) without first having the students "know their strengths." She helps students discover these strengths through an online assessment tool called StrengthsFinder. This assessment was developed by Donald Clifton, who is considered the father of strength-based psychology, to reveal a persons "natural talents." He believed that people found the most success by focusing their energy on growing these natural strengths.
I actually encountered StrengthsFinder almost exactly one year ago when I attended the Oregon State University's Natural Resources Leadership Academy. Because of this I had already taken the assessment and knew my top five strengths. However, in the Oregon Fellows workshop we were able to spend much more time talking about these in a smaller group. As mentioned in my last post, my Oregon Fellowship cohort better fit the quantitative, analytical classic MPA profile than me, this became blatantly obvious when we looked at a matrix displaying everyone's top five strengths. Virtually all of the cohort had one (or more) of the following four traits: achiever, analytical, input, and learner. I don't have any of those.
In contrast, my five strengths (according to StrengthsFinder) are: Activator, Self-Assurance, Individualization, Relator, and Strategic. Also interesting, these five strengths are spread across three of the four strength categories: influencing, relationship building, and strategic thinking. And if you consider Activator to be the most "executing" of the influencing strengths, then I actually demonstrate strength across all categories. Not sure if that makes me well rounded or what, but it is interesting. Below you can see the description of my five themes as provided by the StrengthsFinder software.
For me, these five strengths make a lot of sense considering my career aspirations and my NPCC project. First, my most prominent strength: strategic. I came to graduate school because I felt that the litigation and lobbyist approach to public policy was not strategic when judged from a community solutions perspective. Likewise, unlike many of my CRES colleagues, I often find the family, neighborhood, and small claims-type mediation frustrating and short-sighted because it doesn't approach the structural, policy issues that frequently underlie or at least influence these conflicts. In terms of project on the Lower Columbia Solutions Group, I believe (in the long run) a video is going to be many times more impacting than a potentially dry, academic white paper–although sorting through all the footage certainly makes for a long run ahead!
My second and third most dominant strengths are relator and individualization. As someone who values individualization, I don't believe in generalizations and blanket assumptions. Instead I believe that all people have unique strengths and challenges, and I enjoy helping to discover and cultivate these attributes, often bringing them together "strategically" to make good teams. This plays right into my relator strength, which suggests that I enjoy close relationships, but am uneasy around superficial ones. I think I am a great connector, but put me in a classic meet-n-greet, mingle situation and I instantly transform to a wall flower. As someone who wants to facilitate groups and bring people to the table, I believe this combination of valuing deep relationships and seeing each person as their own person (not, per se, as just an extension of a group or agency) makes for a winning combination. Considering my internship project, these strengths played out as I individually interviewed 21 stakeholders, helping to pull out their unique perspectives on the situation and now relating them to each other to tell one coherent story.
I will comment on my fifth strength of activator before returning to my fourth most dominant strength. As slow and intentional as individualization and relator make me, activator balances this and brings out my impatience for seeing change take place. The Official Clifton description of this strength says that "people strong in the Activator theme can make things happen by turning thoughts into action." For me conflict resolution is all about finding the common ground not simply to celebrate shared interests, but to find a place to act from to make change for the better. This Lower Columbia Solutions Group project epitomizes that, this group has found much difficulty achieved common ground and they have not sat on the laurels of that for one moment. Instead they have evolved for a cerebral consensus-building process to on-the-ground adaptive management activities. Likewise, I had no fear (as my supervisor Lauren noted in my 2014 internship evaluation) in jumping into this project, driving all over Oregon, interviewing engineers and biologists and other specialists whose specialty I know little about, and learning to operate a camera. Activator seems like it should be in the executing category, but it is in the influencing category. I guess this fits when I read the influencing description: "A dominant strength in this category marks an individual who can take charge, and is the one willing to speak up to ensure that the group is heard." Yup, that's me.
Now to that fourth trait, also in the influencing category: self-assurance. This trait strikes so true that it actually bothers me some. Although both StrengthsFinder trainers I have worked with and all the material I have read clearly states that self-assurance is not the same thing as pride, arrogance, or ego, it does come across that way a bit. The official description states: "People strong in the Self-Assurance theme feel confident in their ability to manage their own lives. They posses an inner compass that gives them confidence that their decisions are right." I have to watch out that this strength doesn't keep me from hearing others or making hasty decisions, but in the last few years I have seen my ability to believe in myself and advocate for myself certainly pay dividends. And yes, I do actually believe in my other strengths, which probably comes across as pretty obvious in the above paragraphs.


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September 13, 2013
Austerity measures in Europe are forcing many language teachers to look further afield for work, and some are heading to the Middle East.
Teachers from austerity-hit Europe have been unpacking their bags and starting out in new schools in the Emirates this week, drawn by the promise of a booming economy.
Ruth Forsythe, a 35-year-old music and performing arts teacher from Northern Ireland is one of hundreds of men and women who have taken the plunge to move their families to the emirate from Europe in search of career opportunities and a new life.
Mrs Forsythe, who left her job as head of music at a school in Northern Ireland to come to the UAE, this week started her new role as director of music at Abu Dhabi's Brighton College.
"In the UK and especially Northern Ireland teaching jobs have become very static with teachers staying in positions for longer, leaving fewer opportunities for those just qualifying," she says. "As a family we decided on a life change and as teaching is universal, my career opened the door to Abu Dhabi."
Her colleague, Andrew McLoughlin, a 36-year-old Canadian who has just taken up a post at Brighton College as an English teacher, agrees.
Read the full article from The National UAE.
Photo: Ravindranath K / The National
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Tuesday, 16 June 2009
Cazzia called me chuckie and we were like 'omgg he's out of the rugrats' and then cazzia said that she should be Tommy and I should be Chuckie... So yeah I decided to do a makeover on the two of us :D I guess you can tell which one is which :L I seriously am sorry about cazzia's transformation to Tommy though- I couldn't make the head bald : :L
Posted by Jade at 14:08 No comments:
Saturday, 13 June 2009
Makeover on Lady_GAGA4ever
Woahh long time no makeover :o
Well for Lady_GAGA4ever's makeover, I decided to go for a girly theme. I made the lips bright pink and changed the hairstyle to bring more of the face out. I added a cute pink star and a bigger pink star to the hair, and moved the beauty spot to just underneath the eye. I kept the eyes quite natural with mascara and then tada :)
By Jade x
Posted by Jade at 04:07 No comments:
Labels: Lady_GAGA4ever
Wednesday, 3 June 2009
my first makeover.
when i saw babi*licious hadnt had a makeover done on here, i jumped to it. beth is one of my very best friends and her medoll is AMAZING. its very beth. so i decided to give her a 'zebra' look, seeing as she is my zebra(short story..) so... here you go :D basically, i added black stripes to her newly colored white hair, to make the zebra look, adding black and white eyes to the look. the skull and bow clips were sweet, so i added them seeing as beth is very sweet:) and lastly, the apple necklace is for our LOVE of twilight<3.>
Posted by cazzia cullen. at 10:48 No comments:
Monday, 1 June 2009
Stunning. (She is stunning!!!)
Hello, Gemma here.
Well, this is a makeover for Stunning.
She is one of my best friends and I decided to change her medoll to pinky.
Posted by Gemma (74Modell) at 11:28 No comments:
Maya asked me to makeover her doll, so here it is :D
I decided as its nice and summery at the moment, i'd give her a lovely summery look :)
First, i made the hair slightly darker, and changed the style.
Used soft, pastel-like shades for the eyes, which include greens and dark purples (softened with white eyeshadow)
Used the aubergine coloured eyeliner and the dark green eyeliner to give a bit of depth to the look, and black mascara.
Added some bronzey coloured blush, to give a nice, tanned look.
And to finish, i added a lovely, sparkly black headband :D
Posted by Katrina. at 08:24 No comments:
Labels: K.O.O.K.S
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mercoledì 24 marzo 2010
Archie Teams Up with Hero Initiative
Archie Comics has joined with Hero Initiative to create 50 one-of-a-kind covers by 50 artists, to be auctioned off online. CBR has an exclusive look at the covers by Jim Mahfood, Jim Valentino and Agnes Garbowska. http://tinyurl.com/yzexzcs
a 11:30
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Initially, biofuels were held up as a panacea for countries struggling to cope with the rising cost of oil or those looking to reduce greenhouse gas emissions. The European Union, for example, plans to replace 10 percent of transport fuel with biofuels made from energy crops such as sugar cane and rapeseed oil by 2020.
But in recent months, scientists, private agencies and even the British government have said biofuels could do more harm than good.
It is not a good idea to use your food and drinking water for fuel.


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Aolcom japan priest mail contact asia hotmailcom 2009 jobs
Pour l'un de nos clients je suis à la recherche d'un développeur Navision 2009 pour une mission de 12 mois en IDF. Merci de me contacter au 01 41 11 66 60
I need a translation.
I need a translation.
i need a translator who very good know for japan market. i need help me to finish my japan amazon website for my products for title, descriptions, keywords like this.
This is Larisa Wong, copywriter and link builder : ) I collaborate with different media here in Europe. At the moment, my clients ask me per media from Japan and Singapur. We want to publish about their business in media of this country. Can you help me?
For an renownd ... german client, we are searching for a SAP FI Consultant based in Tokio, who can advice the team on the legal requirements and configurations of implenting a SAP System in Japan. It would be a flexible consulting project with a few days a month - also depending on your availability. You would also moderate workshops for the team.
...website for non-Japanese people who want to work in Japan. We are looking for a native English speaker who can proofread a news article in English for our website. The number of words is around 290. The target readers of our website are English speaking people, who look for information about working in Japan. The successful candidate should - be a native
...Palestine, Bangladesh and African countries. Sorry for this. You will be reported if you're from these locations. 4. New freelancers are welcome! 5. Freelancers from Singapore, Japan, Australia, England, Germany, Brazil and Ireland are preferred. 6. Are you available for the next 2 or 3 days at least? 7. Please write the name of your favorite color at the
...Palestine, Bangladesh and African countries. Sorry for this. You will be reported if you're from these locations. 4. New freelancers are welcome! 5. Freelancers from Singapore, Japan, Australia, England, Germany, Brazil and Ireland are preferred. 6. Are you available for the next 2 or 3 days at least? 7. Please write the name of your favorite color at the
...also import products into Japan? Are you familiar with any specific industries and have knowledge about international trade? This is a long-term opportunity to earn and grow professionally. To discuss further, please chat. Look forward to your response. Note: Looking for native Japanese freelancers who are currently in Japan and can also speak, write
...it would be a bonus to find a candidate who, afforded some creative freedom, is also comfortable with social media and able to help us improve our social presence in China / Japan / Korea. Ideally we're looking for a candidate comfortable with spoken/written Chinese AND Japanese AND Korean, or at least 2 of these 3 languages Our team will be on hand with
...refrigerated food section. The main customers are in the age group of 21 to 35, Indian. (English speakers) Well acquainted with popular culture and have some understand of Japan and Japanese culture through Hollywood movies, TV Shows and anime. What we require - 1. Brand Name and Logo - As long as it can be written in English and looks and sounds cool
I have started a business in a small island in Japan and need promotional material designs created. One flyer would be for the English school part of the school. I will give you a few samples that I like to work from and the sample I threw together. While some English may be desired the majority of the wording should be in Japanese so japanese language
We are setting up a new logistics business in Singapore which will handle chemical logistics by sea. The company will concentrate on liquid chemical logistics business internationally in iso tanks. The Logo designed must have an international look and look professional. pl look at our website - [se connecter pour voir l'URL] for some more pictures of what we actually do. attached is the p...
Looking to have my character drawn/animated, Scene to take place in Taipei or Japan. and for the character to look out the window seeing that its raining. as he was eating sushi he puts his food down from inside and goes out there in the rain unzipping and tossing the green hoodie off as he enjoys the rain plus sunset shining over him. (As the video
Hallo,Im Oka, in Tokyo,Japan. I gonna new bussines for startup entrepreneur. The service named "eclo" derived from "eclosion". So I need a branding logo for that. thanks
I am looking for a person who helps me. I need a expert with in MS office. Language:English, Japan, Korean, Russian
...The flyer will allow users to choose to either scan a QR code or enter a specific code to gain access to our service. About our service: We create a chatbot for travelers in Japan. We don't use third party apps, our chatbot is available in any web browser. Users can ask for nearby recommendations (restaurants, attractions), make reservation requests
...About me : I am a clean, polite male from France, going to japan for one year, I have my own business and I speak a little Japanese. I am going to Japan to discover the culture and practice Japanese, so If the roommates don't speak English it is even better. I do not have guarantor in Japan for the apartment. Tasks : 1. Find apartments that can match
Hi weneed someone to make a couple of calls to a company in Japan, can you help?


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That's the legal age to drive in Singapore, and also my score for my second driving test yesterday.. I PASSED!!!!! Yay! :)
So happy! At first I thought I had failed cos the tester sent me back to the test centre without testing u-turn.. Heard from Sito later that some test routes had no u-turn. Oooh..
So, I passed. Now, will you let me drive your car? *wink*
PS: Na, think you're the only brave soul to let me drive yours- with you inside!


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Randolph Community College: North Carolina Photography School
Photo of the Week
Professional Portaiture II - Child Portrait. Photo by
Cyndi Hughes.
The assignment was to photograph a child under 2 years of age in a studio setting.
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Arbitration Plan Search engine marketing Standing Management at its finest! Gynexyin can be a rip-off, Fraud, and cheater on the web company, which giving, normal ingredient tablets with day by day use, foundation, for males, whom suffering from Gynecomastia, and enlarge male breast. I've compensated 140$ to their Ebay store, and following a month the manager emailed and apologized the product is just not obtainable and said, he is so sorry to the delay. Then just after 45 days, and I despatched him ten reminders, he stopped communication. Then I contacted gynexin direct and a pair of persons names MARK, and Derrick, apologized and our correspondence took One more 2 month, on a regular basis they have been stating they delivered the item, but following two-3 weeks reminders and follow ups they said the tablets didn't pass us custom.
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Nearly all causes of gynecomastia is often in A technique or other traced back again to excess creation of the female hormone estrogen producing irregular advancement of breast tissue.
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Nicely they may take in soy but it is fermented soy which has another impact on the human body than processed soy used in tofu and soy milk. Look at again quickly as we will have an in-depth report within the distinctions concerning processed and fermented soy.
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Getting male boobs just isn't anything to choose lightly. Learn how Gynexin can help you eliminate your male breasts.
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Originally published on clarionledger.com, 9/11/2013
PDF: When looking for love online, watch for pirates
Millions ofAmericans are looking for love online. Every day, it seems, a new service pops up, promising to help you meet your soulmate, who is just waiting for you to contact him or her. Special "niche" dating sites promise to link people in certain groups. If you farm, love horses, eschew Microsoft, or speak Klingon, you can find a potential love interest among like-minded fellow seekers.
While success stories abound, there is also much heartbreak on the online dating scene. Of course, you'll never hear about it in their glitzy ads, but it's there.Adding insult to the potential injury is the involvement of scammers. Increasingly, the same heartless thugs who take money from little old church ladies and promise to connect you with your incoming ship of fortune — "just-give-me-your-account-number" — have learned there is much lucre to be had in breaking hopeful hearts.
An interesting study of one such scam network called the "Nigerian Yahoo Boys" sheds some light on some of their tactics, even including Voodoo (I am not making this up!)
While I'm no cynic concerning affairs of the heart (I have found my soulmate and can gush poetry as much as the next Romeo), I do fear for those who ply the deeps of cyberspace searching for that one person with whom they can "fill in the missing colors of each other's paint-by-number dreams" — apologies to Jackson Browne. There are pirates, sharks even, in those waters.
Recently, the website Usa.gov has put Americans on notice that online dating is rife with risk. Here are a couple of examples.
International Con Artists may claim to be American, but are working or traveling abroad. After luring you into their virtual lair, they pour their heart out about some misfortune that has befallen them. Of course, the want you to wire them some money to help. The trap is sprung.
The FBI warns that less suave con men (or women) may resort to more brutish tactics, threatening to blackmail you by posting intimate details of your online flirtation: "Which account would you like to use to make the payment?"
But, like the intrepid hunters who have recently rid Mississippi streams of ancient alligators — thus sparing the world from the dangers caused by their yellowing teeth — help cometh your way. There are many online resources, but one of the best is at Wiredsafety.com.


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Jammy's, Home T - Red Hot (LP) has grown on me so much over the past few months. Some really quality tracks on this. A very fresh & pleasant listen.
Track #2 next cut to Robert Lee - Fantasy World
Track #3 next cut to Robert Lee - Lovely Lady
Track #4 next cut to Frankie Paul - Survival
Track #9 next cut to Conroy Smith - Sugar Me
Read full review of Red Hot - Home T on Boomkat.com ©
Saturday, March 5, 2011
Any Style We Drop It
Posted by higher region at 6:30 AM
Labels: 80s Digital, Jammy's
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Tales of a
Marathon Wanna Be
Hi Kristine. I haven't even looked at anyones blog in forever - even my own. I was just looking at all that I've missed. You have been through so much with family, school, and health lately and you always sound so upbeat like you take it all in stride. Amazing!!! How do you focus on anyone or anything else when you have so much to deal with and work through personally. You totally ROCK!!
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originally posted by: AboveBoard
a reply to: IgnoranceIsntBlisss
The signs are obvious?? Really?????
Are you referring to her attempt at humor when bombarded with tons of reporters barking questions? You know, the imitation of being "hit" with a barrage of questions? The clip of which is slowed down and played over and over with scary implications that it's a seizure?? (Hint: that's not what a grand mal seizure looks like, nor a petit mal.)
reagan was an invalid in office, bush junior a full retard.
reagan was an invalid in office, bush junior a full retard.
originally posted by: butcherguy
a reply to: stinkelbaum
reagan was an invalid in office, bush junior a full retard.
Reagan was bucked from a horse the year after he left office. He suffered very minor injuries.
I'd like to see Hillary even sit on a horse's back right now.
originally posted by: UnBreakable
Does anyone find it interesting that the guy who was supposedly her dr hasn't been hanging around her the past few appearances, after he was outed and her health issues were brought to light? Damage control, change the narrative.
originally posted by: Painterz
And so what if she does have Parkinsons? It doesn't affect the mind. Just the body.
And so what if she was incapacitated, isn't that why there is a Vice-President?


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WO2002089094A1 - Computer-assisted system for designing training programs - Google PatentsComputer-assisted system for designing training programs
- Publication number
- Authority
- Grant status
- Application
- Patent type
- Prior art keywords
- lo
- outcomes
- learning
- outcome
- normalised
- Prior art date
- G09B5/00—Electrically-operated educational appliances
- G09B5/08—Electrically-operated educational appliances providing for individual presentation of information to a plurality of student stations
- G09B5/14—Electrically-operated educational appliances providing for individual presentation of information to a plurality of student stations with provision for individual teacher-student communication
Computer-Assisted System for Designing Training Programs
Field of the Invention
The invention relates to a computer-assisted system enabling the training/learning function of an enterprise to produce training/learning programs, using off-the-shelf and bespoke training/learning products and services. It is particularly concerned with a computer- assisted system for assisting the production, planning, control, tracking and other management aspects of training/ learning programs for individuals or groups of individuals of an enterprise, with a view to the individuals (s) achieving learning outcomes by implementing learning objects.
Background of the Invention
For convenience, various terms used herein are defined as follows: "Learning Objects" (LO or LO's) : courses, tests, exercises, simulations, classroom sessions, tutorial sessions, manuals, games, props etc., all in electronic, paper or material form.
"Description Model": an example of a standard description of a LO.
"Outcomes": the learning program and LO objectives expressed in term of what students can do after having taken the learning program/LO.
"Outcomes Thesaurus": a set of normalised outcome names, synonyms and descriptions.
"Parameters" : elements which define a training/learning program or LO, e.g. cost, duration, number of students, schedule, location, facilities, type of instruction, etc. "Parameter Model": an example of a standard set of
Enterprise/LO parameters. "Learning Curriculum" : an organized list of learning activities put together for a target audience to reach a set of capabilities that will support business/enterprise outcomes. In other words, a curriculum is a set of learning objects that are necessary to bring set of outcomes to a student. Normally a curriculum does not include two LO's that are equivalent, i.e. that are associated to the same set of outcomes .
"Pre-requisite" is a set of outcomes that must be acquired by a student before he takes a given LO. The set of LO's in a curriculum is not necessarily a set linked through pre-requisites .
"Enterprise": commercial undertaking or other organization that employs persons to carry out tasks. "Students": an enterprise's staff, partners and/or customers .
When an enterprise's training department organizes a training program, it is usually in response to an explicit or implicit requirement/need of the organization. The inputs that will be taken into consideration are basically a description of expected outcomes, a target audience, and constraints. The expected outcomes can be given in terms of business requirements, which will have to be translated in capability requirements and identification of a target audience, or directly in capability requirements. The target audience are the people involved in achieving the above business requirements. The constraints include time, budget and other constraints, e.g. environmental, infrastructure, policy, practice, etc.
Based on the above inputs, the training/program manager will have to define the best ways to achieve the acquisition of the capabilities necessary to achieve the work required to reach the expected outcomes, within the given time, budgetary and other constraints.
The required capabilities translate into the potential learning objectives for the target audience. Each learning objective can be reached by a learning activity, or "Learning Object" (LO) , or a set thereof.
Organized lists of learning activities each put together for a target audience to reach a set of capabilities that will support business outcomes constitute a set of learning curricula, and a training program will use the curricula within a set of managed processes, where time and other constraints are taken into account . The reason of being of a training program is to increase workers efficiency at work. When an organization launches a training program, it is to support specific enterprise objectives, which are expressed in terms of desired outcomes. The purpose of this step is to define the end goal, which will also be used to apply measurements of success .
The definition of the business objectives is usually given as an input to the training department, as well as the target audience. For the target audience, in organizational terms it makes sense to first look for people having the closest possible capabilities already available, and see how to bring them together to achieve the bespoke business objectives, before defining training curricula and programs. But this decision is an organizational decision, not a training department decision. It is assumed that people capabilities and availability criteria are not met in the target audience, which is why the training program has got justification. The desired business outcomes are often specified in the training program request. If they are - and even more if they are not - it is necessary for the training program manager to make sure that these objectives are clear, and to reformulate them in normalised terms, so that they can be translated into "desired workforce capability outcomes". This will lead to the next phase, defining and prioritizing the set of learning objectives that will helD define the content of the program. A curriculum is composed of a set of LO's and a set of outcomes; more generally, however, a curriculum can be built from LO's only, outcomes only or selection of sets of LO ' s and outcomes . The input for building a curriculum is a set of outcomes and/or a list of LO. The output is an ordered set of LO's (=curriculum) with associated outcomes and an indication, if applicable, of the "coverage" .
To complete a training project within a training program, the training manager needs to attach students and parameters to a curriculum. First the curriculum manager selects one or more than one group of students and attaches it to a curriculum.
To build a curriculum, it is necessary to understand the starting point, so the learning curriculum can be derived from a good representation of current state and desired future state.
A basic curriculum is built on the basis of fundamental assumptions about the target audience capabilities. This first requires an assessment of the capabilities the target audience should have . From this, a distinction is drawn between the capabilities from the "should have" list, which the target audience already has, and the capabilities from the "should have" list which the target audience does not have, and needs to acquire.
The assumptions can be checked or replaced by a Training Needs Analysis.
As a result, the program outcomes can be defined in terms of capabilities to acquire, i.e. learning objectives. We now know, not only where we want to go (the desired future state), but also where we come from (the current state) , and get ready to define a road map to get there.
The next step will be the definition of the learning curricula. Each capability to develop is a potential learning objective for the target audience.
Each learning objective can be reached by a learning activity, or "Learning Object" (LO) , or a set thereof .
The organized list of learning activities put together for a target audience to reach a set of capabilities that will support enterprise goals (desired outcomes) constitute a learning curriculum. For better efficiency of the training program, the curricula will ideally be customized to the personal training needs of the target audience members, as per the result of the training needs analysis, or based on personal assessment. This can lead to a number of personal curricula, all based on a starting standard curriculum with some additions or subtractions.
As each learning objective can be reached by a learning activity, or a "Learning Object" (LO) , or a set thereof, the training program manager needs to identify the possible "solutions" to a capability acquisition problem, within what is available in the various sources he has access to.
The potential LO can be in any format: in-house courses, external courses, online courses, instructor-led, books, tapes, etc.
The challenge for the curriculum designer will be to make a right and coherent choice within a rich learning solutions offer, or to find solutions where there are none or not many available at a cost that would be supported by the available budget, and following modalities that will support the time constraints, while reaching the necessary quality in terms of learning.
As stated above an organized list of learning activities, put together for a target audience, to reach a set of capabilities that will support business outcomes constitute a learning curriculum. Producing a learning curriculum is a recurrent process, starting first with a theoretical, standard, basic curriculum, that will need to be refined, and involves difficulties in particular because all LO do not have the same relevance : the target audience may not need all of them, since the objectives could already be acquired; some of the LO could be complementary, or prerequisites to others; some would address very critical capabilities; and some could be mandatory, some optional etc...
All of these difficulties need to be managed. In fact, the production of training/learning programs for individuals or groups of individuals of an enterprise is highly complex and increasingly work-intensive as the size of the enterprise increases together with the number of individuals/groups having different training needs, taking into account also the variety of available learning objects and budget, time/timing and other constraints.
Reduced training costs and improving staff performance continue to be a high priority for enterprises. There is an increasing demand for on-line services to support the deployment, management and ongoing development of skills. There are numerous computerized learning management systems on the market. However, there is a complete lack of integrated systems and tools for managing the production of training/learning programs which are "upstream" of the existing learning systems .
Background Art
There have been many proposals to use computer systems in a training context .
US Patent 5,416,694 is concerned with assessing an individual's acquisition of specifically identified skills and abilities and the relationship of these skills and abilities to an identified occupation, using a computer- based system. US Patent 5,890,149 relates to an employee training and coaching system in an organization, for disseminating collective knowledge of a body of corporate employees using a computer system. US Patent 5,904,485 discloses a computer system in which a school curriculum is stored for access by students at home. Appropriate material for presentation to each student during each learning session is selected by an intelligent administrator based on the student's learning profile.
US Patent 6,157,808 describes a computerized employee certification and training system designed to support an efficient management of employee development, by developing training materials, career paths and determining an employee's qualifications and performance. This patent is concerned principally with controlling certifications for an employee to be able to perform a given job.
However, none of the prior patents offers a solution to the problem of optimizing the design and production of a training plan for different target groups based on available learning facilities.
Summary of the Invention
The invention aims to facilitate the production of a training plan that fits the needs of any enterprise, making use of available learning objects. It provides a computer-assisted system for the production of training/learning programs for individuals or groups of individuals of an enterprise, with a view to the individuals (s) achieving learning outcomes by implementing learning objects (LO) , which considerably automates design/production of the training program and will enable a training manager, once the training needs have been identified, to produce a plan for implementing the training objectives.
The system according to the invention comprises a computer database (hereinafter "database") of normalised LO parameters wherein LO ' s are described in the framework of a normalised description; a database of normalised LO outcomes wherein LO outcomes are described in the framework of a normalised description; and a database of learning outcome parameters described in the framework of a normalised description corresponding to that of the normalised LO outcomes .
The sys tem further compri ses a curri cula generation module or " learning outcome optimization module " receiving normalised learning outcome parameters and normalised LO parameters , selectable into dif ferent combinations thereof for producing a set of alternate learning curricula , each curriculum comprising a set of learning obj ects that are necessary for the individual ( s ) to reach a set of outcomes .
A curriculum selection module of the system receives curricula from the outcome optimization module and said normalised LO outcomes , and is arranged to provide an interactive indic ia o f the match to requirements of any given LO within a learning curriculum selectable by the user choosing LO ' s corresponding to the normal i sed LO outcome ( s ) and learning outcomes corresponding to the learning outcome parameters , to as s i s t ranking the curricula f or select ion of a training/ learning plan .
The computer-assisted system according to the invention makes use of avai lable computer hardware including adequate processing and memory capacity for storage of the computer databases and management software . The system is programmed with available software for example Enterprise JavaBeans™ technology powered by an Oracle™ database . This technology allows the processes to be encapsulated into obj ec ts that are f lexible , extensible , reusable and can evolve as need be . Using this technology, the main computer system can be stored in a server accessible to the users through an Application Service Provider (ASP) model via a network, in particular the internet . In one embodiment the system according to the invention comprises a learning object analysis and description standardisation unit, an outcome standardisation unit, an outcome optimization module and a curriculum selection module.
The learning object analysis and description standardisation unit comprises a database of normalised LO parameters wherein LO's are described in the framework of a normalised description, and a database of normalised LO outcomes wherein LO outcomes are described in the framework of a normalised description. Means are provided for inputting LO parameters and for comparing input LO parameters with an LO parameter model, there further being means to assist, prompt or effect the conversion of input LO parameters into normalised LO parameters and normalised LO outcomes manually, semi-manually or automatically.
The outcome standardisation unit comprises an outcomes thesaurus database associated with an outcome standardisation module having an input for enterprise outcomes. The outcomes thesaurus database contains a set of normalised outcome names, synonyms and descriptions. The outcome standardisation module is arranged to compare input enterprise outcomes with standardised outcomes from the outcomes thesaurus database and is associated with an outcome verification module, these modules comprising means to assist, prompt or effect the conversion of input enterprise outcomes into standardised/verified enterprise outcome parameters .
The outcome standardisation unit is arranged to normalise and verify the input enterprise outcomes as follows. Normalisation is needed because the system accepts the outcomes as they are given by the enterprise in non-standard format. First it matches them with normalised outcomes stored in the outcomes thesaurus database when the enterprise outcome parameters are expressed in the same or very similar language to stored normalised outcomes. When however the input enterprise outcomes are expressed in words that are different to stored normalised outcomes, these words are converted into synonyms thereof taken from those stored in the outcomes thesaurus, then matched with normalised outcomes stored in the outcomes thesaurus. If there is a failure to find a satisfactory match with normalised outcomes stored in the outcomes thesaurus, the module provides for a verification to complete the outcome standardisation.
In the latter case if some outcomes have been partly standardised by replacing some words with synonyms but there is still a mismatch, the outcome standardisation unit is arranged to allow a verification that identifies the mismatched partly standardised outcome and ensures that it is grammatically and lexically correct. If correction if necessary, this can be done by manual input. After verification, the new outcome is then proposed as a verified outcome for addition to the outcomes thesaurus, such addition preferably being controlled by the user. In this way, the outcomes thesaurus is constantly enriched with new normalised outcomes. The outcome optimization module receives standardised/verified enterprise outcome parameters from the outcome verification module and normalised LO parameters from the LO unit, selectable manually, semi- manually or automatically into different combinations thereof to produce a set of alternate learning curricula.
The curriculum selection module receives curricula from the outcome optimization module, normalised LO outcomes from the LO unit, and normalised enterprise parameters that indicate values an enterprise attributes to the normalised LO outcomes, this module providing an interactive indicia of the match to requirements of any given LO within the learning curriculum selectable by choice of the normalised LO outcome (s) and the verified enterprise outcome (s) for ranking the curricula to select a training/learning plan.
The design of the learning plan or program is the organization of the curricula within a set of managed processes, where target audience, budget, time and the other constraints are taken into account. Through the system according to the invention, this program design stage is considerably automated.
Prior art training proposals using computer systems are based principally on a student-centric model. In contrast, the system according to the invention is centred on learning objects and their learning outcomes in the context of the enterprises who need to organize the training. By this management-centric approach, the invention focusses on the enterprise's training manager, surrounded by the curriculum manager, responsible for the preparation of an overall training program in line with the enterprise's budget and objectives, as well as the training administrator responsible for the deployment of the training program, the student himself who takes the training assigned to him, or prepared by him, and the content manager, responsible for the identification and acquisition of the training content.
According to one embodiment, the system of the invention has a Thesaurus of "Business Outcomes", i.e. learning objectives, linked to learning activities/ learning objects (LO) .
It will further provide an automatic presentation of potential LO's. After selection of the learning objectives, the user will automatically get a corresponding basic curriculum.
At this stage, the curriculum is composed of all LO's that cover at least one of the objectives. Some objectives are covered by more than one LO, some LO cover more than one objective.
The user may then optimize the curriculum: 1) with respect of desired outcomes (e.g. to minimize LO redundancy); 2) with respect of the cost and time aspects; and 3) With respect of other parameters such as use of existing facilities or team, internal policies, preferred learning styles . At the end of the design of a basic curriculum ("Standard curriculum"), the LO can be categorized in mandatory, additional, and optional.
With the system according to the invention, a training manager can:
- Build and customize curricula;
- Def ine the si ze of the target students population;
- Define the project ' s time constraints ; - Add to the system ' s LO database the internal learning modules with their various parameters , such as cost, language, location, calendar, etc . ; and
- Select the complementary services ( e . g . synchronous or asynchronous electronic tutoring and/or conferencing) that will be made available to the students .
The system can automatically provide the user with : a roll-out map ; a total budget computation , including a quotation for the components delivered and charged directly by the system provider ; and, where required, a proposal for a corresponding service level agreement .
With the system according to the invention , curriculum customization is another instance of curriculum design . Authorisation can be given to an end-user to customize his own curriculum, also on the basis of a standard curriculum that has been assigned to him . The necessary authorisations can be managed with a workflow feature of the system' s program.
Once the set of curricula is designed, the training program manager needs to make sure that all LO are actually available in his environment and take into account their delivery conditions . This may need contracting with third parties for instructor-led training ( ILT) , development or acquisition of online courses , customization, implementation and integration in the learning environment , etc .
It is possible for the system provider to offer a vast catalog of existing LO ' s from manv di f ferent suppliers linked to a Thesaurus of business objectives. The client/user can also add his own LO to the suppliers catalog. If the client/user has profession-specific LO's developed himself, he may be offered the choice to share these solutions.
Further features of the invention are set out in the following description and in the claims.
Brief Description of the Drawings
In the accompanying schematic drawings : Fig. 1 is a block diagram of an example of a system according to the invention. Its right-hand part shows the learning object analysis and description standardisation unit. Its left-hand part shows the outcome standardisation unit, the outcome optimization module and the curriculum selection module.
Fig. 2 is a learning outcomes/learning objects matrix.
Detailed Description of the Invention
Table I indicates the process steps A-H carried out in a system according to the invention, with their corresponding inputs and outputs.
Figs. 1-2 show the layout of a system according to the invention including modules A to H which correspond to the respective process steps A to H in Table 1. These Figures show the computer system split according to its principal functions, also showing its interaction with data from Suppliers via a Mapping Unit and a Curriculum Office (of the system manager) , and from Enterprises (the users) . TABLE I
Modules A and B are conveniently located in a mapping unit of the system manager. Here, processes A (LO Analysis) and B (LO Description Normalization) are undertaken for all LO's whose descriptions are to be loaded into the description database. The mapping unit, who will also generate and add to the data for an Outcomes Thesaurus 13, undertakes this activity manually, or with computer assistance.
Learning Objects 10 from a multiple suppliers, including the enterprise for which the training/learning program is being designed, are described in a normalised way using the processes A and B specified in Table 1. This takes place in the LO Analysis Module A and LO Description Normalization Module B shown in Fig. 1. Module A provides normalised descriptions, referred to as "elements of normalised LO description" 11 which are supplied to module B which stores a Parameter Model database. The module B also receives an LO Supplier Description 12 and data from the Outcomes Thesaurus 13, and provides two outputs: normalised LO parameters 14 and normalised LO outcomes 15, which provide input to modules F and G, as described below.
In module A, LO supplier descriptions are examined to see if they contain all the necessary elements for normalizing, using a Description Model. If they do, the normalised elements of LO description are taken from the supplier description and entered into a normalised format as required by module A. If they do not, the LO's 10 are examined, the necessary elements to normalise the descriptions are identified and corresponding entries made into module A's normalised format.
In module B, elements of LO supplier descriptions 12 and, if necessary, elements of standard LO description 11 from module A, are normalised using a Description Model, data from the Outcomes Thesaurus 13 and the Parameter Model database stored in module B. The descriptions established in module B are loaded into a description database of module B for output as normalised LO parameters 14 and normalised LO outcomes 15 .
Similarly, outcomes and parameters are also described in a normalised way, using processes C and E respectively in an Enterprise Outcome Standardisation
Module C and an Enterprise Parameter Normalization Module
In module C, Enterprise Outcomes 16 are systematically compared one by one with normalised outcome names, synonyms and descriptions contained in the Outcomes Thesaurus 13. The Enterprise Outcomes 16 represent outcomes of any given training program, as defined by the enterprise, conforming to whatever model the enterprise uses, e.g. competency model. The level at which the outcome is expected, and the environment within which it is exhibited, are also taken into account. Equivalences are established, and each enterprise outcome is mapped to an outcome name or synonym in the Thesaurus . This activity is undertaken by someone familiar with the enterprise outcomes 16 using a programmed normalization module.
The enterprise will also have the option of using a standard curriculum from a collection of Standard Curricula 17, in which case the normalization will have already been completed, or of modifying a standard curriculum, in which case only the modifications will be normalised.
Module C provides normalised enterprise outcomes which are verified in the outcome verification module D. Each mapping is verified for consistency and coherence - exceptions are identified automatically, and a specialist decides how they will be treated. In the case where an enterprise outcome has not been successfully mapped, a new outcome or synonym is manually created. From these manually-adjusted inputs, a set of verified enterprise outcomes 18 is created automatically, using normalised language, for each training/learning program, the new verified outcomes 18 being sent to the outcomes thesaurus 13 for addition thereto. These normalised/verified enterprise outcomes 18 and normalised LO parameters 14 are then matched or "optimized" by process F to produce a choice of training/ learning programs (each constituting a "curriculum") for a group of students, viz. Enterprise Curricula 19. These curricula 19 are then ranked by process G in Curriculum Selection Module G according to enterprise parameters 21 to produce a single chosen curriculum, the enterprise training/ learning plan 20. In outcome optimization module F, using both the verified enterprise outcomes 18 and the LO outcomes
(normalised LO parameters 14) , a set of alternate curricula 19 are established, with a specialist from the enterprise (the "curriculum manager") making choices on how best to achieve the optimization, the computer system carrying out these choices .
An enterprise parameter normalization module E is provided which inputs enterprise parameters 21 and outputs normalised enterprise parameters. The enterprise parameters 21 are provided by the enterprise, indicating which values it gives for each training/ learning program to the standard parameters contained in the Parameter Model. These are verified automatically.
Curriculum selection takes place in module G, which inputs normalised enterprise parameters from module
E and normalised LO outcomes 15 from module B. In module
G, chosen curricula 19 from module 18 are ranked according to, firstly, the values given to the standard parameters and secondly, the weightings given to each parameter. The computer system presents to the curriculum manager a description of each of the outcomes and each of the LO's being optimized, selectable by the curriculum manager individually and in combinations, and provides the curriculum manager inter alia with an indicia of the match to requirements of a given curriculum through interactive indices, for example through these five interactive indices :
1) percentage of enterprise outcomes which are covered by selected LO's; 2) percentage of LO outcomes which are in excess of enterprise outcomes;
3) desired cost versus actual cost;
4) desired duration versus actual duration; and 5) desired mix of training/learning methodologies versus actual mix.
These indices change as the curriculum manager adds and subtracts LO's from the normalised LO outcomes 15 and adds and subtracts enterprise outcomes from 18. At the end of this process, the curriculum manager chooses a set of curricula 19.
The curriculum manager can thus interactively modify both the values and the weightings of relative importance of the parameters, and have the results presented to him on a computer screen or in a printed report. Parameters which can be expressed in relative terms (cost, duration, mix of training/learning methodologies) are presented interactively on the screen. When the curriculum manager decides that the optimum has been reached, a plan is automatically produced, on screen and/or by print-out. To the extent to which schedules and locations have been selected as parameters, the plan includes scheduling information.
The implementation of the training program needs to be managed and followed-up to ensure success. This phase comprises mainly: curriculum assignment to the target audience; orientation of participants; monitoring and support of learners activities; planning of instructor-led sessions and participants enrollment; and follow-up costs. Principally, outcomes need to be measured and compared with the original objectives, to measure the efficiency of the program. This supposes the ability to measure all costs by category and compare to initial budget, and measure outcomes: did the program reach the goals?
For this, the plan 20 is monitored in an optional module H according to the parameters chosen, periodic reports are produced, and optionally the plan is changed. Using module H, the enterprise can regularly update the parameters selected as the plan is implemented. These are then compared with the parameter values and weightings originally chosen. Periodic reports (such as actual parameters vs. chosen parameters) are produced, a comparative report is automatically generated and if needed a new plan is produced or the existing one amended.
Processes C to H are undertaken for each enterprise training/learning program. In many cases, an enterprise having undertaken C and D for one program will be able to reuse the generated outcomes 18 for other programs .
The system according to the invention is advantageously delivered through an Application Service Provider (ASP) model via the internet. It can be part of a fully-scalable integrated management-centric B2B solution that involves both aggregation of on-line courses and Straight-Through Processing (STP) of training management functions. The system can thus be associated with management tools for sourcing, planning and budgeting the training needs, as well as enterprise training administration and student progress tracking, providing a fully-fledged collaborative e-learning environment for students and a broad spectrum of off-the-shelf content in all knowledge domains (IT, ERP and industry applications, skills and management etc.). Accessed through a tailored enterprise portal, such service will allow integration of enterprise-specific content and non-electronic courses.
In a preferred embodiment, the system content is defined in a Content Description Language (CDL) which allows the definition of company or personal objectives in terms of outcomes. Outcomes are used to normalise the identification of the result that a given training module is expected to achieve. CDL therefore allows to define objectives in generic terms not immediately linked to a given set of training content, to compare alternate training solutions that are expected to achieve similar results and choose the most appropriate with regard to other characteristics (cost, delivery method, etc.), to identify and present the global expected achievement of a set of training solutions and compare with the desired result, and to identify the additional training value of a set of training solutions with regard to the planned objectives.
Managers and students will be able to construct their curriculum through a mixed selection of training solution and identification of desired outcomes. Using the system of the invention, they can optimize the training program or curriculum to match their objectives taking into account other constraints and objectives.
Fig. 2 is a matrix illustrating learning outcomes as they apply to different learning objects. A learning object (LO) is a solution that enables a student to acquire knowledge and skill in order to reach an outcome. A learning object can be of several types : lecture lab, computer-based training, book, test, etc.
Each LO has attributes, including for instance: approval needed from the curriculum manager (yes/no) , if yes time range for approval, expressed in days with value from 0 to n; approval needed from the training administrator (yes/no), if yes time range for approval, expressed in days; last cancellation date (expressed in days before the LO start date) ; feedbacks related to the LO; pre-requisites - a set of outcomes that the student needs to own before registering for the LO; availability dates; for a lecture lab, the maximum number of people, the required number of computers and period, the required room and period, and the trainer/day required. The purpose of the curriculum builder is to select a set of LO that matches best a set of outcomes, Curricula are built by the curriculum manager, using the system according to the invention, in a global form for groups of students, and by the students themselves. To build a curriculum, the users can select LO's from the catalog of normalised LO parameters 14, select outcomes from the thesaurus 13 (viz. at the outcome optimization module F) and/or select standard curricula 17 offered by the system, and combine and modify these in the curriculum selection module G.
A "good" curriculum must present a high coverage for the selected outcomes; a low coverage of outcomes not selected and a low redundancy in outcomes coverage. This can be achieved manually in the curriculum selection module G. An automatic generation of a curriculum based on a selection of LO's and outcomes is also possible. The curriculum selection module G is designed to present information allowing the user to make intelligent choices, for instance: by being informed of the number of LO that address the same outcome, by being informed of the number of outcomes that are part and above the selected set for a given LO, by providing an overview of the coverage and redundancy of the entire curriculum, and by presenting a list of choices of LO addressing a selected outcome and the impact on the entire curriculum.
A matrix such as that shown in Fig. 2 allows the user a good perception of the quality of the curriculum being built. References 30, 31, 32 indicate selected learning objects and references 40, 41, 42 indicate selected outcomes. As indicated in Fig. 2, the number of outcomes by selected LO is 1-within and 2-above for LO 30; 1-within and 1-above for LO 31; and also 1-within and 1- above for LO 32, whereas the number of LO's per selected outcome is 2 for outcome 40, 0 for outcome 41 and 1 for outcome 42.
The business objectives of an entire training program are set by the training manager. There are essentially three scenarios that drive the preparation of a training program, the competency plan, discrete explicit needs and business objectives. In the competency plan, the purpose of the program is to enhance specific competences within the organization, for example to develop security awareness. The discrete explicit needs approach means that the content of the training plan program is predefined, for example migration program to a new platform. In business objectives, the purpose of the training program is to solve a business problem, for example to reduce help desk response time. As such, the objectives of the training program are expressed in free text associated to the training program.
The invention will be further described by way of an example illustrating normalised LO parameters. Table 2 shows an extract of an LO description, including elements of the Parameter description and the Outcome description. In this example, the LO is an electronic course teaching the use of Lotus™ Notes, supplied by Educational Multimedia Corporation, and the system manager is identified as TrainingFox.
In Table 2 , the Parameters are taken from the supplier's description or from the LO itself and inserted into the description. The Outcomes, however, are transformed. This occurs as indicated after the Table.
Table 2
TrainingFox Learning Object Description
Learning Object Identification and Use
Keywords Provided by Provider
Usage Conditions and Required Support Resources
Learning-Outcomes asserted by Provider (Top Ten)
Learning Object Analysis
Analyst's Assertions of Competences
Transformation of outcomes takes place as follows:
1. A client will establish a desired outcome for example using the following words: "Newly recruited employees will all have mastered those features of Lotus Notes R5 most frequently used, after having received training" .
2. The supplier has described the LO as follows: "At the end of this course, students will be familiar with the most important elements of Lotus Notes R5, will understand the functionality, and will be able to undertake elementary operations" .
3. The Thesaurus will have, inter alia, the following entries: basic: synonyms = important, frequently... component: synonyms = element, ... course: synonyms = training, ... function: synonyms = feature, functionality, operation, ... know: synonyms = master, understand, familiar, ... perform: synonyms = undertake, able, ...
4. The Thesaurus is used to normalise the supplier's Outcome description as indicated under the caption "Learning-outcomes asserted by Provider (Top Ten) " in Table 2 : "Know key components of Lotus Notes R5
Know basic functions of Lotus Notes R5 Perform basic functions of Lotus Notes R5".
5. The Thesaurus is also used to link the clients desired output to the normalised description. The system will then present the course to the client as a candidate for inclusion in a client curriculum, as described previously.
Many modifications may be made to the system and the method according to the invention within the scope of the appended claims.
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text:
The Big Game Is Every Night
Locofo Chaps | Moria Books
38 pages; saddle-stitch chapbook
Published February 2017
To read for free online visit:http://www.moriapoetry.com/petersonechap.pdf
To order a paper copy visit: http://www.moriapoetry.com/locofo.html
Anonymous Bouquet
Spuyten Duyvil Press
102 pages; trade paperback
Published Sept. 2015
Anonymous Bouquet is intimately, intensely in conversation with writers and ghosts, the self, living and writing, love, dreaming and landscape, lightness. I began reading with this kind of world forming at the edges of the book and then I was completely in the world. Here, the Civil War is talking to the soul, Vermont is talking to a color. I feel so grateful for this, exhilarated by what poetry can do, by what Andy Peterson does as a poet. I want to say it is like assemblage, but it's so much deeper than that: a kind of cinema of relation. -- Amina Cain
Andrew K. Peterson has given us a strange, startling book of poems. Images that read as elisions revealed via untraditional curves of syntax. Plush and fragile, elusive lines quiver Debbie Harry-like with subtext – with something very wise, regretful, suggestive. A sonnet revises itself in an effort to return. Time withdraws, washes away, wants what it can't have. What we demand of words. Poems that open the terrestrial to the sky. Then a door closes somewhere in the poem but you get the sense you just caught sight of something unsettling behind it. -- Ella Longpre
To order, please visit: http://www.spuytenduyvil.net/anonymous-bouquet.html
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some deer left the yard moving day
BlazeVox Books
100 pages, trade paperback
Published March 2013
Some have said:
To: "quincify." To: "decolonize." Andy's Peterson's some deer is dedicated to "Naropa," the university he attended for two years. There, he drew rancid, ebullient comics and amazed us all – his "blood company" – with stand-up, improvised accounts and physical examples of a contemporary hybrid poetics. As Oscar Wilde said, "There is no such thing as spontaneity." I always understood this to mean that the person who improvises the best [Andy Peterson] is also the person who has enough time inside them that, when prompted, it [time] can come out. By "time," I mean that unique combination of dream-soaked inner life and scholarship that – in Peterson's work – is the capacity to move between a "lit dusk," "its rituals," and the "cheerful madness" that a life in community brings. The experiment is to stay alive. In the words of the author himself via Creeley [quoted] [voltage]: "Poets don't invent the world (they live it)." They: "Forget to ask but remember to release via kisses." And so on. I can't decide. Is this book a "waterfall" or is it a "volcano"? Or is it, as the Buddhist saying goes: "Both-both." Both things at once. – Bhanu Kapil
some deer left the yard moving day is a book of many different kinds of love. It is an engendering room wherein we can ask (and are asked) what it means to be human ("stripped bare, griev[ing] for the weakened white cells"). The thing that I find especially miraculous is that this book lives on in the body like herbs do after intake. I ate some stolen, large-leafed basil today and even when I am not looking directly at it anymore, even when I am not pondering it, it continues nourishing from within. This book feels very much like Naropa to me: the incense wafts forging their way up the figures sitting zazen, the chipping bricks and ivy, the turning of envy into compassionate states. – jj hastain
Once in a while, some poems come along that exude American enthusiasm and disaster: "oi hawk-swirl, / oi pale blue / beast devour." In these poems, Peterson rides onward, outward into horizon and hope and wreckage. Moving Day is made up of structurally juxtaposing serial movements that simultaneously project and deconstruct a poetics of American hospitality, possibility and variation. Conceptualism and sincerity, joy and grief, superimpositions of frames of architectures of sound of collage of derivation radiate imagination over repression. Some Deer is a practice of transforming calamity into a path, echoing, going, fathoming geography of unyielding historical relationship. Read these poems and make marvelous the new-old, "sunflower / your power animal." Be complicit and harbor intricate lyric conspiracy. Follow these symbolic deer into freedom, risk, danger and dream. Watch the bright heart sparks rise. And together, with Peterson, break out into an OUT THERE, becoming, here, a place, when, now, we're leaving again, to get to, now, here, again. – Jared HayesAvailable at: blazevox.org (link to book page), and Small Press Distribution.
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karaoke lipsync operaWhite Sky Books
West Hartford CT / Puhos Finland
205 pages; e-book
Published 2012
j/j hastain has this generousness to say:
Peterson's "atonal rain" pounds gently and hard over the "lily of the rocks" where "a wise woman averts her eyes"—Karaoke Lipsync Opera, although certainly a cultural document (in that it is composed of varying points on a map, passages within thoroughfares) definitely makes the feeling in us while we are going through it, that we are somehow inhabiting deliberate, a-cultural space. This is one of the wonders of all of Peterson's writings, but I feel it particularly here, in the way that KLO moves from form to form, interior to exterior, then beyond those. A wrought spectrum indeed.
A barrage--like a bible mysteriously having been brought back to its glyph state, its insinuation state—KLO is a place of lists. Images--images in positions of strain. Chunks of writing in varying forms, line breaks, paragraph structures, syntax (and not), dashes, usual narrative structures, alternating lines between dyad pairs of poets (eg: Joseph Cooper and Maureen Owen). It is all here in this exciting book!
If I pointed individually to each of the gleaming gems in this work, I would spend my entire life (and another and another) with my appendages aching from extending to the points. Come here, into the land of e-book territory, where thought, movement, impression and image can converge in ways that only add to the lives and imaginations of trees (without taking anything from them (by way of paper)).
Oh my, this work! Peterson's "fat gesture"--a gesture that goes, that takes us far (its "I center
To read or download for FREE, click here or visit: http://whiteskybooks.blogspot.com/
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bonjour meriwether and the rabid maps
runner-up in Fact-Simile Press' 2010 Equinox Chapbook Contest.
Poet-critic-friend Andrew Wessels writes:
"For Andrew K. Peterson, place refers to two things: geographical location and the observation of one's surroundings. This longer serialized poem alternates between specific coordinate locations: "42°N 07' 44.24" / 70°W 45' 9.13"" and sensual interactions with surroundings: "Concealed timber of these rivers, these beds." Though the coordinates are hyperspecific, they work to dis-locate the reader who likely is unable to, without seeking outside help, connect the coordinates to a known location. We keep asking Where are we? as each set of coordinates arises. The descriptions likewise prevent us from being grounded in a specific understanding that we are in a specific named place. Peterson reminds us that we can only know exactly where we are if we stay in the same place and never move. He chooses, instead, to journey forth, echoing René Char: 'How can we live without the unknown in front of us?'"
To purchase, visit Fact-Simile Press. (Sorry, this book is SOLD OUT)
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Museum of Thrown Objects
BlazeVox Books
Published 2010
What some people said:
Andy Peterson's poetry combines visual art, both his own and some found elsewhere in the universe, with words redolent of mystery, thrillers, clues and riddles, and does so in a far more intelligent and sustaining way than present popular literature -- while not adopting any sense of "superiority" to same. Museum of Thrown Objects is a terrific "read" and a likewise "look" as well. -- Anselm Hollo, Guy Fawkes Day 2009
Imagine an ocean leaving its bed to hover above itself, where it should not be, to form a "silhouette" visible against an "afternoon." The technology of displacement is deployed, in Andrew Peterson's brilliant book, to create: not "delay" but "fusion." It makes sense, then, to build a museum out of artifacts that would, in the wetness beyond architecture, disappear by "low tide", but are instead "kept." Locked away in a decaying archive, "the thrown objects" form perverse alliances when the lights dim. Where the genitalia should be, for example, are "leafs and bugs." Intra-species, foaming, future-soaked, and with a "metallic corsage" delicately sewn to the wrist, the figures in Peterson's poems come to get you. And they do. They get you and take you somewhere until: "we are all here together in our new place." -- Bhanu Kapil
Museum of Thrown Objects exists as a poetic architectural phenomenon. Peterson constructs a kaleidoscopic wunderkammer of lyric, vispo, and conceptual experiments. Reading/Performing through its various wings I am activated into an environment of idiosyncratic relations. Things/Objects/Words have a collaged and artificial sensibility; as if Peterson is laughing at the overbearing seriousness of our contemporary museums with some incredulous anarchistic cut & paste. The difference between encasing an artwork behind glass as a stale and defined representation of some imagined mastery and staging things/objects/words in a dynamic and active performance of potentiality. This museum is enacting a perception embedded in things as much as in ourselves and, to me most importantly, things and selves in relationship to each other. Peterson, and the reader emerge throughout as poet-collectors (curators) in the process of mapping and performing transformation and relationship. Museum of Thrown Objects instructs the reader/performer: "Do not deny you are the work of art.". And so doing provides as it performs a dialogic and critical ethics of reading. We experience Peterson experiencing and thus find our own museums everywhere. -- Jared Hayes
Travis Macdonald's goodreads review: "Andrew K. Peterson's Museum of Thrown Objects is a painstakingly crafted poetic curation of eloquent knick-knacks, electric birdsongs and syntactical calisthenics frozen in time, re-contextualized according to the whims of a brilliantly obsessed librarian. Each of these exhibits being equally imbued with the strange and sometimes grotesque beauty that characterizes the unique and fantastic verse of this eminently talented voice just now emerging, it should come as no surprise: You will find your mind wandering the aisles of this collection long after the book has left your hands."
Scott Abels' goodreads review: "Three different handbooks of Joy! What's not to like? This is a collage curated by the spirit of Ted Berrigan, with the alien charm of Jack Spicer leaking from the heart. Peterson's collection of objects is an experiment in salvaging our century with John Wieners. Among the imagination, iambic pentameter is a series of industrial cuts of meat. Something was broken, so Peterson the surgeon making a monster necessarily introduces the idea of vegetables to language. Then: some healing. Then: some unity."
Available at Blazevox, and Small Press Distribution.
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Between Here and the Telescopes
Poetry Collaborations with Elizabeth Guthrie
Slumgullion Press
Published Summer 2008
"As happy proof of the truth of no boundaried person, the two find speech between and string it with bright word-shapes and their fellows. This book of poems is happy to have been made in that garden where "half my voice/is yours, all of it here" and "sings there here, hear." These are almost invisible collaborations, and a wonderful contribution to the growing literature of that way of making." - Reed Bye
"With "Between Here and the Telescopes" Elizabeth Guthrie and Andrew Peterson have generated work that is as unpredictable as it is inevitable. One is drawn in by its unfailing focus, then held by the certainty of the language." - Junior Burke
"Somewhere some poets are having a dialogue and in doing that they skip across borders of authorship, narrativity, and what I imagine to be imaginary constraints, to unveil the mind as a collection of possibilities. It's happening here, where "Between Here and the Telescopes" restages collaboration. In these gorgeous poems, (Peterson and Guthrie) play with experimentation, voice, location and dislocation, cut-ups, abstractions, the quotidian and the familiar, to gather, gorgeously and unselfconsciously, a poetics of possibility. That is what is happening now. Glad I'm here in this new century to receive it. - Akilah Oliver


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07 June 2012
eleven weeks and a flight separate me.
As of 9 o'clock last night, I am the proud owner of a place ticket to Ghana for the end of August (and a return ticket for December.) With a click of the mouse, I made solid plans to enter into one of my longest life dreams. It was exhilarating and also terrifying. Without a doubt, I have built in my head a romanticized version of what Africa will be like. I want that to be broken so badly, but I'm a little scared for it to happen. I can't wait to touch the soil, hug the people, smell the food, listen to the sounds. This is a real place I am going to. I am ready for it to be real for me. I am going to Ghana.
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Average Reviews:
(More customer reviews)"This book will be of interest to engineers in program management and other disciplines who need to understand issues associated with modeling and simulation for the development and operation of space systems. The first portion of the book explores general issues in modeling and simulation, essentials of obtaining an appropriate model and a computer simulation based on this model, and how simulation-based acquisition using these principles can yield superior space systems. This is followed by chapters on the engineering of space system life-cycle phases."
--SciTech Book News
Click Here to see more reviews about: Space Modeling and Simulation
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Neonatologist Attending - Pediatrics
Physician Affiliate Group of New York (PAGNY) is comprised of over 3,000 physicians and healthcare professionals who provide services to NYC Health + Hospitals (H+H), the largest public health system in the United States.Our practitioners are highly skilled professionals with outstanding credentials who deliver the highest level of quality healthcare to patients throughout New York City.EOE M/F/D/V
Lincoln Medical & Mental Health Center, located just 15 minutes from NYC, is an acute care teaching hospital academically affiliated with Weill-Cornell Medical College. Dedicated to providing high quality patient care to a diverse community, Lincoln Hospital is a NYS designated Level I Trauma and Stroke Center and has Centers of Excellence in all medical specialties including its award winning Cancer and Breast Centers.
We are currently seeking a full-time Neonatologist to provide quality Neonatology Pediatric patient care and consults in a level III NICU.
Additional responsibilities include supervision and training of Residents and Medical Students.
- Any specialinterest in research, QI, neonatal nutrition, neonatal palliative care during fellowship or work experience.
- Completion of accredited Pediatric residency training
- Completion of accredited fellowship in Neonatal-perinatal medicine
- Board Certified in fellowship


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In San Clemente, shooting divides Marines, deputies: Sgt. Manuel Loggins Jr. was 31, a big, muscular Marine who had competed as a bodybuilder and frequently took his family to the San Clemente High School running track for early-morning "prayer walks." On the morning of Feb.
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1.5 billion Apple App Store downloads achieved in a year
5:31 AM Edited by Blony
Apple announced that the number of downloaded applications from their App Store has just exceeded 1.5 billion.
Just one short year after the launch of the online application store the figures unequivocally suggest that this is one of the most successful projects in the mobile industry history.
What's even better for Apple is that the download rate is increasing - it was less than 3 months ago when the counter on the company's website flipped over the one billion mark. This suggests that since that moment an average of more than 6 million apps have been downloaded every day.
With more than 65,000 apps available to 40 million iPhone and iPod touch consumers in 77 countries those numbers aren't really surprising but they are a success nonetheless. We are only hoping the quantity will improve quality and the percentage of actually useful apps will be too be on the rise in the future.
Via Gsmarena


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... and it's kinda sucky.
With my boss on vacation this week, I have to crank out the weekly report. On the one hand, it's fairly easy to do and not due until afternoon tomorrow. On the other hand, I haven't done it for awhile, so remembering how to get the correct statistics is a little tricky. If all goes according to plan, I should be finished on time.
Of course, I've stopped working on it today. I did all the graphs and I'm exhausted.
Meanwhile, it's Meat-Free Monday! Enjoy a meat-free meal and tell us all about it by posting a photo on your blog and/or comment here! Many meat-free smooches will be given to participants!
Monday, May 22, 2006
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Grammy winner Alicia Keys, who is ushering in the new year in Singapore as the headline act at the Rock On! 2017 concert at the The Float @ Marina Bay, is ending 2016 on a high.
Not only has she been celebrated around the world for her decision to stop using make-up in a rallying cry for natural feminine beauty, she also released last month an album she calls her "most cohesive" work to date.
Like many of the 35-year-old singer's previous releases, her sixth album, Here, is a commercial success, peaking at No. 2 on the Billboard charts.
It has also been critically acclaimed, with Rolling Stone praising its "gritty, eclectic, political" feel and veteran American critic Robert Christgau calling it her best record since 2001's Songs In A Minor, her breakthrough debut which won five Grammy awards.
Keys says Here has "so much to dig into and talk about".
WHERE: The Float @ Marina Bay, 20 Raffles Avenue
WHEN: Today, from 5pm
ADMISSION: $48 to $218 from Apactix (www.apactix.com)
"It's been the most liberating feeling. I've found a new side of myself through the creation of this music. And I love how we are all connecting on it."
She is equally enthusiastic about her anti-make-up stance, which has led to widespread discussions not just about her looks, but also about how everyone should be able to discover for themselves who they really are.
"I feel blessed to be able to remind myself that as women and as people, we are allowed to discover who we are and what makes us feel good. And we can create what that means for us individually.
"That has nothing to do with make-up. That has to do with freedom of expression and freedom of choice.
"And I love that my own self search is creating a conversation we can all ask ourselves," says Keys, who is of African-American and Irish-Italian-Scottish descent.
This year, she also became prominent on television. She joined the 11th season of popular reality singing show The Voice as one of its new coaches.
Working with the young singers on The Voice gave her a new perspective as a singer, says Keys, the mother of two sons, aged 10 and two, with her husband, hip-hop/ R&B producer Swizz Beatz.
"It makes me realise just how similar we all are, how much we are all just hoping to find and create our dreams.
"I love coaching We, she is an incredible artist with an unlimited future," she says of 17-year-old We McDonald, one of the five budding singers in her team on the show. McDonald finished in third place.
Keys, who previously performed here in 2004 and 2008, says that the audience at the countdown show tonight can expect to see a "raw" and energetic set comprising past hits as well as tunes from Here.
While she is still refining her New Year's resolutions, she says that 2017 will see her busy finding "more ways to get closer to my true self and those that I love, more music and more art".
"I'm also looking forward to us as a world getting stronger, more connected, more tolerant and loving of each other."


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From a gustative point of view:
The superficial rind of hard cooked pressed cheeses such as Comté offers little interest. By contrast, many connaisseurs are very fond of the darkest and driest part under the rind as it reveals strong toasted and woody aromas.
Some soft cheeses with a washed rind like Époisses de Bourgogne do not really have a rind but a thin orange skin almost indissociable from the rest of the cheese. The punchiest aromas develop on that thin skin, the heart of the cheese alone remains rather lactic. In this case, rind and pate eaten together will balance each other in mouth, both in texture and flavour.
Other cheeses with a rather thick grey brown rind like Saint Nectaire or some Tommes are very appreciated for a pronounced taste of ground and underwood giving the cheeses all their character.
As for soft cheeses with white bloom, the Penicillium that coats them, reveals in mouth mushroom perfumes, as well as underwood and smells of farmyard typical of those cheeses. A Camembert De Normandie without its rind is no longer a real Camembert de Normandie!
Most blue cheeses do not have a rind as their making process inhibits it.
Some cheeses are waxed for maturation purpose, the wax should be removed, you knew that i am sure, but i had to mention it!
When making your cheese platter make sure you give as much rind as pate to your guests, the rind is often the best way to identify a cheese and doing so your guest may choose whether to eat the rind or not?
On a Food Safety point of view:
Artisan cheeses are equally as safe ( probably safer ) as any modern pasteurized foods providing obviously they are being looked after in a Food Safe manner. The rind in whichever case will harbour the highest microbiological count, including pathogens if there are any. Those pathogens might well go unnoticed if you are a healthy individual but they may cause havoc with some of you with a weakened immune system.
If you're in a high risk group, if you're pregnant or if you have a weakened immune system (children, elderly, sick, … ) you should be mindful eating some foods, soft cheeses have a higher water activity which may encourage pathogens proliferation, or survival, i usually encourage my pregnant ladies to eat some hard cheese, made from unpasteurized or pasteurized milk doesn't make any difference, the food safety criteria are the same for both at the start of making, most contmainations occur post-production so have a look at your cheese monger' s handling practices, if he does not work in a safe manner, you might want forget about it!


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Thursday, June 20, 2013
Fixed Medical Allowance to Pensioners and Employees of EPRO : Enhancement in the rate of used Medical Allowance from Rs. 1200/- to Rs. 2000/- p.m. w.e.f 01.03.2013, payable to the serving as well as retired employees of the EPFO for outdoor medical treatment - regarding.
Employees' Provident Fund Organisation
(Ministry of Labour and Employment, Government of India)
No, HRM-8/V/12/1/2003/FMA/Vol-117/6160
Dated 13 JUN 2013
All Addl. Central P F. Commissioner (Zones)
Director (NATRSS)
All RPFCs-In-Charge of the Region/ZTIs
RPFC (ASDL), Head Office
All Officer-in-charge of SROs
Sub:. Enhancement in the rate of used Medical Allowance from Rs. 1200/- to Rs. 2000/- p.m. w.e.f 01.03.2013, payable to the serving as well as retired employees of the EPFO for outdoor medical treatment - regarding.
I am directed to convey the approval of the 76th Executive Committee, CBT, EPF held 25/02/2013 and Hon'ble Labour & Employment Minister, Government of India for enhancement of the Fixed Medical Allowance (FMA) for pensioners and employees of EPFO from Rs. 1200/- p.m. to Rs 2000/- p.m w.e.f. 1st March, 2013, subject to the following conditions :-
(i) The enhancement of fixed medical allowance will be available to serving employees and pensioners (including family pensioners) of the Employees Provident Fund Organization. The serving employees of the Organization who are in the Head Office at New Delhi and Regional/Sub Regional Office at Delhi and at stations which are covered by the Central Government Health Scheme will not be eligible for Fixed Medical Allowance. As soon as any employee is covered by Central Government Health Scheme, the fixed medical allowance admissible to him/her shall be stopped.
(ii) If two or more members of family are working in the EPF Organization, only one of them will be eligible for the facility of fixed medical allowance.
(iii) In the case of an employee whose wife/husband spouse is an employee of a Government or any other organization (including private firm/office) he/she will be required to give an undertaking that his/her spouse is not availing of medical facilities in case, lf any granted by their respective employers.
(iv) The Fixed Medical Allowance will be in lieu of the medical facility available for outdoor treatment under the Central Services (Medical Attendance) Ruler 1944 as adopted by the FPF Organization for its own employees and pensioners.
(Authority: Ministry of Labour & Employment, Govt. of India letter no.G-25012/2/2011-SS-I dated 07.06.2013)
You faithfully,
Source : www.epfindia.com
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