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Building Effective Virtual Learning Communities in MBA Online Programs
- Coral Preston
- 3 years ago
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1 Journal of Modern Education Review, ISSN , USA July 2013, Volume 3, No. 7, pp Academic Star Publishing Company, Building Effective Virtual Learning Communities in MBA Online Programs Valentina Chappell (Graduate School, Friends University, Kansas 67213, USA) Abstract: For years, educators have discussed how to assure successful online course outcomes while increasing student satisfaction and retention. Most literature advocates developing learning communities as the best way to engage students and provide quality online learning. However, course and program outcomes must be based on individual student achievement. Therefore, to increase retention and create an effective virtual classroom of adult learners, it is first necessary to bring out the best in each student. It takes time and directed faculty interaction to support each student in achieving his or her best performance and developing self-confidence. These qualities are necessary prerequisites for student participation and building a strong learning community. For example, first year MBA students usually do not meet standards of online discussion. Besides lacking necessary knowledge, many of them suffer from stage fright. When listening to an online lecture, each student is sitting on the front row as a passive and invisible recipient. But during group discussion and problem solving modules, each student becomes the central figure where the whole group can observe and evaluate his or her performance. Guided instruction by the professor will help each student develop their academic growth, professional confidences and business communication skills so they become capable of contributing to the discussion which is the basis of any community of learners. Once created, the community will help affirm each other s self-esteem, social recognition and growth. Therefore, a quality online classroom consists of three major interrelated entities: professor, student, and course content. The dynamic interaction between the professor and each student within the course content will prepare them for constructive business communications with other students in the online forums. Only individuals with independent critical thinking, professional confidence and business communication skills are capable of contributing to discussion thus creating an effective and long lasting community of learners. Key words: online MBA programs, building effective online learning communities, virtual classroom, focus on individual students, guided online instruction 1. Introduction This paper is based on four years of practical experience in teaching online MBA courses and participating in outcomes assessment for cohort-based online programs. A cohort is a group of students who complete a sequence of courses together. Over 200 students have been surveyed after each of the twelve courses and at exiting the program. Valentina Chappell, Ph.D., Professor, Graduate School, Friends University; research areas: online education in the graduate school; managerial decision making
2 Each cohort of students admitted to the MBA program initially does not function as a learning community. Though students are pursuing the same goal, a wide range of their personal and professional backgrounds does not allow defining the cohort as a community. It takes time and directed efforts to help each student achieve his or her best performance and develop the self-confidence which is a necessary prerequisite for each student to participate in and become an effective contributor to an online learning community. The second reason why students are not immediately ready to meet standards of online discussion is the fact that most of them suffer from stage fright. When listening to an online lecture, each student is sitting on the front row, but he or she is a passive and invisible recipient of information. However, in group discussion and problem solving modules, each student becomes a central figure on stage with everyone observing and evaluating their performance. Introverts were traditionally considered to be the primary candidates for online education. But since they initially do not possess qualities necessary for comfortable performance in the spotlight, they feel overwhelmed when it comes to posting their ideas online. Shifting the professor s focus and pedagogical efforts to developing each student as a valuable participant in the course makes them feel more comfortable in expressing their ideas and eventually will lead to the creation of an efficient learning community. 2. Pros and Cons of Online Instruction The shift towards online or blended course delivery and its impact on learning is still one of the most frequently discussed issues in education. Opinions range from considering distance education as more effective than traditional modes of course delivery at the university level to sharp criticism of non-accredited online programs. As a result, some businesses are reluctant to hire graduates who received their MBA degrees from online graduate programs. Advantages and disadvantages of distant learning have been analyzed in hundreds of books and articles. Online education is being scrutinized by various accreditation organizations (Eaton, 2002), by governmental agencies overseeing the international quality assurance of education, not to mention software and instructional technology publications on this subject. The Student Satisfaction and Reported Learning report by the State University of New York Learning Network found that students were twice as likely to actively participate in online discussion and to ask for clarification as in the traditional classroom. (Shea et al., 2002). The quality of teaching and learning in virtual classrooms is an important issue for professors and the reputation of their universities. Such aspects of online education as learning and cost effectiveness, plus faculty and student satisfaction have gained attention from the very inception of distant academic education (Bishop and SchWeber, 2002). Research has also been conducted to analyze student performance measures, such as the amount of learning, time to complete a degree, satisfaction, motivation, enjoyment, and participation. The discussion about success factors in online education is still going on as new technology becomes available and more research is done. Most literature on online learning emphasizes the importance of learning communities as a primary tool for success. The American Council on Education defines collaboration as Learning enhanced through cooperation and reciprocity among students. The learning process involves collaboration and a social context, where working together helps each student. Sharing ideas in a group setting improves thinking and deepens understanding. Study 508
3 groups, collaborative learning, group problem solving, and discussion of assignments can be dramatically strengthened through technologically-mediated learning (Chickering & Ehremannin Eaton, 2002). Some authors go further and stress the importance of students learning how to collaborate. For example, Alfred P. Rovai believes that creating learning commuities could increase the quality of education (Rovai, 2002). Rena M. Palloff and Keith Pratt are pioneers in researching effective strategies for building learning communities in cyberspace (Palloff & Pratt, 2007). Their research was influenced by the fact of rapid growth of online education and dissatisfaction with the results. Many faculty engaged in online and blended teaching share the following list of distance learning parameters identified by the above authors: The separation of teacher and learner during at least a majority of each instructional process The use of educational media to unite teacher and learner and carry course content The provision of two way communication between teacher, tutor, or educational agency, and learner Separation of the teacher and learner in space and time Volitional control of learning by students rather than by the distance instructor (Palloff & Pratt, 2003). Regardless of the approach chosen by an educator, all of them agree that successful learning will not happen without an actively engaged student which means much more than creating active discussion forums. The above quoted authors emphasize the importance of creating an efficient learning community in a virtual classroom. The authors provide detailed lists of instructional techniques to facilitate community formation and online instructional techniques to address various learning styles (Pratt, 2003). Though helpful as recommendations for instructional technology, these techniques alone do not guarantee the desired online course and program outcomes. In their podcast, Rita-Marie Conrad and J. Ana Donaldson, authors of Engaging the Online Learner, also treat creating communities of learners as the most important tool on the way to achieving course outcomes (Conrad, 2010). They differentiate between the following stages in creating a constructive learning environment: Phase one is Connect. Connect with the people in the learning environment. Phase two is Communicate. Expand the conversation from social to academic. Phase three is Collaboration and Cooperation. Now the learners are in one phase together. Phase four is Co-Management and Co-Leadership. We re all in this together, learner ownership. Building communities of learners in cyberspace as the primary way to achieve course objectives in reality may detract from the process of establishing working relationships between a professor and each student within the context of the virtual classroom. 3. An Online Learner Literature on the subject of online education differentiates between a student attending a brick-and-mortar school from that of a student receiving a distance education. It presents a wide range of descriptors of an online student, such as motivation, self-discipline, and clear vision of the goals. I share the author s statement that an online student should have skills of being an independent learner and feel comfortable in the realm of textual materials (Sherron & Boettcher, 1997). Without questioning the list of an online learner characteristics, those of us who have experience in teaching in a face-to-face environments, would probably agree that most of them could be attributed to successful traditional students as well. Current statistics of online university students proves almost the opposite as far as age is concerned. Younger students choose to learn through electronic media more often than older students. This choice is rooted not only in 509
4 the new generation s fluency in electronic communication but in the variety of choices. In many cases a student chooses to reach outside of their university or country to take the best possible course from the best professor regardless of where they live. 4. Unethical Online Education Practices Unfortunately, rapid development of online education has opened the door to frequently reported bad practices. In interviews with The Chronicle of Higher Education and lawsuits filed around the U.S.A., more than a dozen current and former professors from six of the seven largest publicly traded education companies say they were told to dumb down courses, offer lengthy extensions to complete assignments, and change failing grades. They describe a system in which expectations are low, cheating and plagiarism are tolerated, and faculty are under tremendous pressure to keep enrollment up so U.S.A. federal student aid keeps making huge profits for company investors. We were supposed to keep students in the classroom by any means necessary, says Lucia Rogers, a former professor at Career Education Corporation's Collins College, who says the college fudged grades and forgave repeated plagiarism claims that the college denies. It was all about keeping people in the seats to keep the federal money coming in (Field, 2011). Former instructors on Louisiana and California campuses of ITT Technical Institutes have filed lawsuits claiming that they too had been fired after reporting inflated grades or refusing to raise grades. 5. Problems with Some Online MBA Programs Since online education has become an indivisible part of higher education reality, graduate MBA degrees have turned into one of the hottest products on the international market. According to GetEducated.com s national survey of online universities, as of 1989, distance MBAs were available from only three accredited universities in the U.S.A. As of 2011, Gradschools.com reports that there were 10,961 online MBA and Business programs available in the U.S.A. (Gradschools.com, 2011). MBAs continue to be among the most popular degrees available online. The total number of graduate business degrees increased by 47% from 2000 to 2009, according to U.S. Department of Education data. More of those degrees are being offered online. This rapid growth in the United States proves that there is market demand. This demand is growing every year thus encouraging the supply. But market demand is not an objective indicator of a product s value. There are two distinct trends in the American online MBA offerings. The first trend is development of online MBAs by brick-and-mortar universities alongside with traditional face-to-face delivery. The second trend is rapid explosion of brand new virtual schools based on top-notch technology and powerful databases whose sole purpose is to sell online MBA s. In most cases those schools do not hire the best available professors with a proven success record of research and teaching in traditional brick-and-mortar universities. Because the major purpose of those unaccredited MBAs is their own profit, they have earned the name of diploma mills. Numerous articles such as USA, King of the Mostly Online Diploma Mills (Hendel, 2011) contain sad proof of this statement. Sham schools continue to operate years after the well-publicized incident of Chester the dogearning an MBA online. These scams pose challenges both for students seeking serious academic training and to genuine, distance-learning programs trying to establish their credibility. If Chester the dog could get an MBA, 510
5 why couldn t I? is still the question to be considered very seriously (Parry, 2009). There are now more fake online MBA programs in the U.S. than real ones, says Vicky Phillips, founder of GetEducated.com, a website that evaluates accredited online degree programs and educates consumers about them. Data from the British-based screening agency Verifile Limited illustrates which U.S.A. states contain the most questionable schools and accrediting agencies, with California (134), Hawaii (94), and Washington (87) topping the list. The database now includes 2,615 known bogus education and accreditation providers [globally], states Verifile s March 2011 report on diploma mills, an increase of 48% in just one year.. In North America, Verifile reports there are 1,095 that operate or claim to operate, a jump of 23%, and the U.S.A. holds the crown for the most in the world at 1,008. These fake diplomas, Verifile notes, are offered mostly online (Hendel, 2011). The MBA controversial development in the U.S.A. illustrates Vygodsky s statement that individual development is defined and delimited by possibilities available to it in a given culture or subculture at a given point in time (Vygodsky in Campbell Gibson, 1978). 6. Effective Ways of Building Online MBA Learning Communities Research consistently reports that regionally accredited, distance MBAs are as good as if not better than their on-campus counterparts. One of the biggest misconceptions of incoming students, and the general public as well, is that an online MBA program is easier than a traditional on-campus program. (Poet & Quants, 2011). Quality online MBA programs bring people together from different paths of life, with different educational, cultural, professional and often international backgrounds. Most of these students choose to earn their MBA online because they live far away from the campus plus their business schedules and family obligations do not allow them to attend a brick-and-mortar school. Online MBA students who are enrolled in reputable colleges and universities have clearly defined goals and have made a well thought-out decision to adjust their personal and professional schedules in order to incorporate a graduate level program into their busy lives. In most cases, motivation is strong and based on future gratification. There are a lot of similarities in group dynamics in virtual and on-campus MBA cohorts. A student s character and culture determines their behavior as a learner regardless of how the course is taught. Furthermore, distant teaching is not distant at all. Students are a keystroke away and accessible 24/7. More than that, they believe that their professor is online 24/7 and expect an immediate response to their questions. The major difference between a brick-and-mortar and online classrooms is that there is no back row in a virtual classroom everybody is in the spotlight. Every word is visible and clearly heard. Students, who would be sitting in the front row in a traditional classroom, are always first to participate in online forums thus creating the feeling of ownership and often dominance. The back row people usually wait for a group to start talking before joining a discussion. Some of them choose to post their individual assignments a few minutes before deadline. Each professor is a leader in a traditional classroom. Their professionalism and emotional intelligence defines the microclimate in each cohort. The same is true in a virtual classroom. Both virtual and brick-and mortar classrooms are dynamic combinations of the professor and student-students and student-professor interactions aligned with the course objectives and directed towards achieving course outcomes. There is an equal probability that a course will become unproductive or fantastic regardless of whether it is conducted in a traditional face-to-face environment or taught by distant education if the instruction is not centered on each student. 511
6 An online MBA cohort can be viewed as a business organization characterized by its transparency and personal accountability. A cohort s organizational culture should be supported by clearly defined rules, non-threatening and respectful environment, as well as encouragement to apply theoretical concepts to resolving or analyzing business issues. It takes time and directed efforts to create an effective business culture. The same is true when creating a dynamic online cohort of students. The professor plays many roles, but the most important is to teach and inspire each student. This is the main reason why building learning communities through discussions cannot and should not be the first priority in online education. The process takes time, pedagogical skills and patience to lead each student so they develop the skills necessary for participation in discussions and forums. The second reason why online participation cannot be successfully developed at the initial stage without proper preparation is because in an online classroom each student appears as a central figure. There are no rows of desks or students to hide behind. The stage lights are on each student and everybody is free to observe his or her performance and judge it. Not all students easily deal with public judgment even at the level of an online course. Introverts who were traditionally considered the primary candidates for online education do not initially possess the skills necessary for success in an online environment. However, eighty percent of MBA students are well-established professionals and many of them hold managerial positions. All of them are proficient in using social media such as smart phones and ipods on a regular basis. My post-course conversations with students consistently reveal that most of them were not comfortable in posting even their answers on the discussion board, not to say anything about expressing their interpretation or referencing their own business experience. When a hundred and seventy students were asked to list the factors that prevented them from active engagement in a discussion, most of them mentioned fear of being misunderstood and looking stupid as the primary reasons. They were afraid of being visible to every members of their cohort. Students take it personally if their posts are not commented on by other students. Introverts had more trouble adjusting to the online environment because they are not used to being in the spotlight. Those who considered themselves to be extraverts mentioned that they were frustrated because their postings had not been read attentively and thoughtfully by peers. This is an excerpt from a student that reflects many others: Instructor enthusiasm towards the subject matter ranks among the highest factors. It is true, enthusiasm is contagious. It quickly becomes apparent which instructors are passionate about teaching vs. ones that are just going through the motions Along this journey I would be remiss if I did not mention that several professors provided that extra encouragement to do a good job. I always felt that I had the individual attention of the professor if I had any issues....sincere, caring and positive nature really showed through in your online communications and I really appreciate that. The inflated value of creating a learning community could lead to setting up a false starting point in online teaching. Formal techniques of creating a learning community developed by researchers could lead to disastrous results which do not have anything to do with course/program outcomes. Adult students learn very fast about their professor s expectations. Discussion boards can be filled with students posts which formally meet the instructors requirements and earn points in the grade book. But, in reality, such kinds of discussions are counter-productive as almost all highly structured activities are. They do not contribute to major outcomes of courses such as the development of competencies, encouraging creative growth and self-confidence of each student. The sum of academically correct answers posted on time on 512
7 the discussion board will add points to the grade book, but will never create conditions for an engaged student or discussion of controversial issues resulting in learning as a process of collective contribution of individual points of view. So, creating a learning community as a group of people moving toward a common goal is a process and requires a complex approach lead by the professor. Personal accountability is one of the most important business characteristics each MBA student must develop to be a valuable contributor to the team/cohort s decision making and problem solving skills. An MBA professor s number one task is the same as it has been for centuries in traditional education be responsible for each student s growth. Only a group of individuals where each of them is becoming competent in the subject matter would feel confident in exhibiting independent critical thinking and skills of professional business communication skills. This condition will lead to the creation of a learning community which in turn will contribute to other important goals, such as the affirmation of each student s self-esteem and social recognition. As a professor who teaches the final course in the MBA program, I usually deal with a very distinct cohort culture. It could be formal : a student complies with all Syllabus requirements, but would never initiate a discussion or express their opinion regarding issues under consideration. It could be semi-formal: two or three students will be pulling their cohort forward to a certain conclusion at the end of discussion period. It could be a combination of explicitly expressed movers and followers. And the best treat for any professor is a cohort that picks up an issue under consideration, analyses it and takes it to the next level by applying it to either a specific business case or individual business problem. Whatever pattern a cohort has adopted through a two-year graduate program, there is always a waiting period at the beginning of each course. Students evaluate their professor based on their initial postings or lectures, and then play the game accordingly. Competent and confident students can easily create an efficient team working environment when needed. It is each student s level of confidence that I am always striving to reach in my courses. A student stays in a cohort for two years, and then moves on with his or her life. They should be taught to make decisions individually and take responsibility for their decisions. Emphasis on developing an individual instead of a collective learner helps a person express their own unique and valuable point-of-view which often leads to discoveries and entrepreneurship in business. It contributes to developing self-respect and realistic evaluation of one s own competencies. A self-confident person is not disturbed by facts they do not know or problems they cannot solve, because they understand the complexity and vastness of knowledge, as well as the impossibility of being an expert in all fields plus the importance of using the cohort s collective wisdom. An efficient learning community is built by experienced and invested professors by molding a group of individual students who are striving to achieve their own proficiency without fear and discomfort, but with openness and gratitude for constructive criticism. Among many tools used to encourage each student s growth, one of the most important is a professor s ability to patiently teach a student how to express his or her point of view and clearly convey their ideas. A cohort does not take the time to dig into each foggy posting and usually leaves it unattended. What seems to be ignored could quickly inhibit attempts to communicate in the future. The ability to see the essence of often long and unclear messages and to immediately respond to them by paraphrasing in a way the rest of the cohort could easily grasp the meaning and respond, is one of the most difficult teacher s tasks which requires a lot of patience, time and tact. If correctly administered, it does work. If a 513
8 student feels appreciated and heard by their professor, the rest of the cohort does not have to invest time in deciphering their disconnected posting. Two or three comments by the professor to clarify the student s response usually correct the problem. All students in the cohort then benefit from learning to express themselves more clearly and professionally. It helps them in the virtual classroom but also translates efficiently into their real-life business practices. 7. Conclusions The analysis of post-course and exit surveys of 210 successful and not very successful online MBA cohorts confirmed the assumption that it is not a random and temporarily community of learners that determines success or failure of students but a professor who creates a comfort zone for each and every of them. The survey results confirm that success is guaranteed if each student is appreciated and supported in the first place by the professor. Confident participation in group discussion can be achieved only if the primary emphasis is placed on developing each individual student s competences from the very first online course. Individual student accountability and achievement are the basis of outcomes assessment. Pedagogy should be aligned with outcomes and facilitate professor-student-students through guided participation within the context of an academic course. Educational technology should support the student professor course objectives and provide appropriate tools to support development of each student s academic growth. There is an old saying: Elementary school teachers love their students; high school teachers love their subject matter; and college professors love themselves. It is my sincere belief that in order to be successful, an online professor has to possess all three qualities. References Bishop T. and SchWeber C. (2002). Linking quality and cost, in: Bourne J. and Moore J. C. (Eds.), Elements of Quality Online Education: Learning Effectiveness, Cost Effectiveness, Access, Faculty Satisfaction, Student Satisfaction, USA: The Sloan Consortium. Campbell Gibson C. (Ed.) (1978). Distance Learners in Higher Education: Institutional Responses for Quality Outcomes, Wisconsin: Atwood Publishing. Conrad R. M. and Donaldson J. A. (2010). Engaging the online learner, available online at: learning.com/podcast-engaging-learners. Eaton J. S. (2002). Maintaining the Delecate Balance: Distant Learning, Higher Education Accreditation, and the Politics of Self-Regulation, USA: EDUCAUSE. Field K. (2011). Faculty at for-profits allege constant pressure to keep students enrolled: Instructors say they have been encouraged to dumb down courses and change failing grades, available online at: Hendel J. (2011). Should you get an online MBA degree?, available online at: (2011). Online MBA rankings National survey of best distance MBAs: What is an MBA and how popular is it?, available online at: Are_Offered_Online%283F%29. Palloff R. and Pratt K. (2003). The Virtual Student: A Profile and Guide to Working with Online Learners, San Fransisco, USA: Jossey-Bass: A Wiley Imprint. Palloff R. and Pratt K. (2007). Building Online Learning Communities: Effective Strategies for the Virtual Classroom, San Fransisco, USA: Jossey-Bass: A Wiley Imprint. Parry M. (2009) Unmuzzling diploma mills: Dog earns M.B.A. online, available online at: 514
9 Poet and Quants (2011). Available online at: (2012). Professor s take on what students should expect from online MBAs, available online at: Rovai A. P. (2002). Building sense of community at a distance, available online at: Shea P., Swan K., Fredricksen E. and Pikett A. (2002). Student satisfaction and reported learning in the SUNY learning network, in Bourne J. and Moore J. C. (Eds.), Elements of Quality Online Education: Learning Effectiveness, Cost Effectiveness, Access, Faculty Satisfaction, Student Satisfaction, USA: The Sloan Consortium Sherron G. T. and Boettcher J. V. (1997). Distance learning: The shift to interactivity, CAUSE Professional Paper Series, #17, USA: EDUCAUSE. 515
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La Hacienda Colorado Steel ChimeneaFrom La Hacienda
- Large fireplace mouth
- Made from high quality material
- Features a stainless steel top
- Focal point for your backyard
The Colorado Medium Steel chimenea is a contemporary outdoor fireplace, ideal for warming you and your friends on those cooler summer evenings. With its sleek appearance, smooth finish and simple design, you can understand why the Colorado was displayed in a garden that won a GOLD medal at the Royal Chelsea Flower show in 2014. The Triangular fireplace allows you to see more of the fire, this gothic-inspired chimenea is a stunning sculpture to enhance your outdoor space, as well as being an effective patio fire to keep you warm! A black painted steel chimenea is ideal for modern or contemporary backyards and patios. Made from heavy gauge steel and finished in black high temperature paint. This is a stylist way of adding ambience and heat into your backyard.More Details and Pricing »

subset: commoncrawl


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Lumbar spine arthritis is a medical condition characterized by pain and stiffness in the joints that connect each spinal segment, or vertebrae, according to About.com. The condition often occurs along with disc degeneration and spinal stenosis.
Although lumbar spine arthritis can affect people in all age groups, it is mostly seen in older individuals, notes About.com. Additional factors that increase the risk for developing the ailment include obesity, performing heavy labor on a regular basis and prior spine injuries. Treatment depends on the scope and severity of the condition but includes physical therapy, weight loss, anti-inflammatory medications, chiropractic treatment and epidural injections. In the most severe cases, spinal fusion surgery may be necessary.


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Harvard Depository | Harvard University Archives | Library Digital Initiative | Office for Information Systems
Office for Scholarly Communication | Open Collections Program | Records Management Office | Weissman Preservation Center | Staff Resources
nAbout HUL
: Archive
nMaking a Gift
nStaff Resources
<< Return to News
Widely acknowledged as the driving force in developing Harvard's renowned preservation programs, Merrill-Oldham received her award from Nancy M. Cline, Roy E. Larsen Librarian of Harvard College, on behalf of ALCTS. Photo by Brian Smith/Boston.
February 28, 2011—Jan Merrill-Oldham, Harvard's Malloy-Rabinowitz Preservation Librarian from 1995 through 2010, has received the Ross Atkinson Lifetime Achievement Award from the Association for Library Collections and Technical Services (ALCTS). Widely acknowledged as the driving force in developing Harvard's renowned preservation programs, Merrill-Oldham received her award from Nancy M. Cline, Roy E. Larsen Librarian of Harvard College, on behalf of ALCTS.
According to Cline, "It is Jan's knowledgeable tenacity, her ability to develop programs and staff, and her broad international network of colleagues that have made such a difference for Harvard's preservation program."
It is to Jan Merrill-Oldham's credit that Harvard's libraries benefit from a carefully coordinated relationship between collections conservation and special collections conservation; state-of-the-art conservation labs in Widener and the Weissman Preservation Center; a multifaceted special collections program for the conservation of books, paper, photographs, and film; a preservation review program; a comprehensive imaging services program; and a proven Library Collections Emergency Team. Her comprehensive approach to preservation yielded more than $11 million in support from the National Endowment for the Humanities.
"Harvard's library preservation programs stem from Jan's wise decisions and her direction about people and programs, and her overall philosophy of preservation," stated Harvard Library Executive Director Helen Shenton. "It is one of the paradoxes of preservation that at first glance it is about the past, but in fact, it is all about the future."
Before coming to Harvard, Jan Merrill-Oldham established the University of Connecticut Libraries' preservation program. She holds a bachelor's degree in English from the University of Connecticut and a master's degree in library and information science, which she earned through a unique program that combined courses at the University of Rhode Island, the University of Connecticut, Yale University, and Southern Connecticut State University.
Merrill-Oldham's extensive and substantive contributions to the literature of preservation include four books: Preservation Program Models: A Study Project and Report, Guide to the ANSI/NISO/LIB Library Binding Standard, Guide to the Library Binding Institute Standard for Library Binding, and Conservation and Preservation of Library Materials—as well as chapters in numerous other books on preservation, conference proceedings, and articles in domestic and international journals. Her presentations on preservation at conferences, meetings, and workshops read like a travelogue ranging from Boston, Chicago, and San Francisco to Quebec, Ontario, The Hague, Stockholm, and Uppsala.
The award honors the memory of Ross Atkinson, a distinguished library leader, author, and scholar whose extraordinary service to the ALCTS and the library community at large serves as a model for those in the field.
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When is a presidential golf game just a golf game, and when is it something more?
For journalists who study Bill Clinton's movements like kids do an ant farm, the president's solo round on the links last week was nothing less than a metaphor for his presidency - and an opportunity for amateur psychoanalysts everywhere.
Playing alone in a steady drizzle and finishing up the 18th hole in the dark, Mr. Clinton looked, to journalistic observers, to be a melancholy chief executive in his sunset year, abandoned by a campaigning wife and vice president, left to contemplate his legacy in solitude.
"Is the president getting wiggy in the final days?" wondered syndicated columnist Maureen Dowd. "Will he start talking to the portraits in the White House?"
Oh, good grief. "Silly" is how deputy White House spokesman Jake Siewert characterizes that kind of analysis. From a player's point of view, he says, "any day playing golf is better than a day at work."
But what about the president's choice of golf partners? Is it too far-fetched to find any political meaning there?
Hm-m-m. Last Sunday, a crisp day when gold and orange just kissed the tree tops, Clinton and three fellow golfers set out for the Army Navy Country Club across the Potomac, in northern Virginia.
One was presidential buddy and Democratic fund-raiser Terence McAuliffe. The other two, said a White House official who supplied the names, were simply "friends" of the president.
As it turns out, one was New Yorker Thomas Golisano, who'd spoken on the phone with Clinton but who'd never before met him. Mr. Golisano is the head of New York's Independence Fusion Party, a small but influential party whose endorsement the president would very much like to win for his wife's possible Senate bid. A businessman from Rochester, N.Y., Golisano has twice run for governor and has strength upstate, where Mrs. Clinton needs buttressing.
In New York, the names of mainstream candidates can appear not only on their party's ballot line, but also on the line of any other party that might endorse them.
"It's really essential that Hillary has an additional line on the ballot," says New York-based pollster John Zogby, adding that the Working Families Party is likely to endorse her. "When I see Hillary Rodham Clinton, Hillary Rodham Clinton, Hillary Rodham Clinton on the ballot, it has an impact," he says.
In a phone interview, Golisano said that's exactly the point the president made - not on the wind-whipped golf course, but aprs sport, when the two settled down at the White House to talk politics.
Golisano says Clinton never asked flat out for the endorsement, although he mentioned that it is important for Mrs. Clinton to have "more than one line" on the ballot. The New Yorker, in return, mused that it had certainly helped Democrat Charles Schumer, who won a tight US Senate race against Alfonse D'Amato last year.
That's as far as that discussion went, and Golisano says it's still too early to endorse.
So, what did Golisano and Clinton actually talk about out on the green?
"You talk about the good swings, the bad swings. You talk about how to sink puts. You talk about alignment so you don't hit the ball out of play. ... You talk about what you had for dinner last night."
Sometimes, a presidential round of golf is, in the end, just a round of golf.
(c) Copyright 1999. The Christian Science Publishing Society


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|16 Jul 2012
How to this UAC message don't showed up
and I try find on forums solution and one gay has somthing like me that problem and he say type this is help him:
NTFS.com Windows password reset. Active@ Boot Disk.,
will I try do this Thanls anyway :)
|My System Specs
|16 Jul 2012
Yesssss I start my Pc computer in a Safe Mode and I now my standard user change to administrator yesssssssssssssssssssssssssssssssssssssssss
Thanks all for oyur avidences and try to help me Inšallah :)
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Kousa Mahshi (Stuffed Marrows)
Chef's Note
"This is a delicious recipe found in many variations throughout the Middle East, specially Jordan, Syria and Lebanon. This dish is seved hot as a main course with rice, salad and pita bread. Please note, this is the vegetarian version, you may use minced meat in place of tomatoes and onions for the stuffing to make it a meat dish and you may add a layer of lamb bones (on top of the tomatoes and then layer the marrows on top of the bones) to flavour the stock but discard them before serving. Edited May 14, 07: I never had a problem with the liquid boiling over. To avoid such a mishap, as had mentioned in the directions, kindly use a large pot or casserole."
READY IN:1hr 45mins
Ingredients Nutrition
- 1 kg medium sized baby marrow or 1 kg courgette
- 1⁄4 cup olive oil
- 1 teaspoon ground allspice
- 1 tablespoon salt
- 2 tablespoons tomato paste
- 500 g tomatoes, sliced
- 1 garlic clove, crushed
- 2 cups vegetable stock
For the stuffing
- 100 g onions, finely chopped
- 100 g tomatoes, finely chopped
- 1 bunch fresh parsley, finely chopped
- 2⁄3 cup uncooked basmati rice, washed and drained
- salt and pepper
- Hollow from one end of the marrows with an apple corer or a small spoon leaving about 1/4 inch thick shell all around.
- Wash them thoroughly and dry.
- To make the stuffing, mix the ingredients for the stuffing in a bowl, add a little oil, 1/2 tsp allspice and season with salt and pepper.
- Stuff the marrows upto three-quarters full (do not fill to the brim as the mixture will expand when cooking and leak out).
- In a large casserole or saucepan, first oil the base, then place the sliced tomatoes at the bottom of the pot.
- Sprinkle crushed garlic on top and then layer the stuffed marrows.
- Season with remaining half of the spices and oil.
- Mix the tomato paste with the vegetable stock and pour into the pot to cover the stuffed marrows.
- Cover the marrows with a plate or something similar to hold them down lightly to keep them in place while cooking so the stuffing doesn't run out.
- Put the pot to cook on high heat and bring it to a boil.
- When it comes to boil, lower the heat and simmer gently for 1 hour.
- Uncover and simmer to thicken sauce, if needed.
- Serve hot.
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Niagara Falls, one of the worlds greatest natural wonders, can only be described as breath taking. No matter what time of year, whether it's the beautiful rainbows glistening in the mist, or the magnificent ice bridge created by the cold of winter, Niagara Falls always seems to amaze it's viewers. Schoolbooks called it one of the greatest wonders of the world, bringing to mind pictures of a far away, unattainable place. It seemed like a larger-than-life miracle of nature. As a child, I believed that Niagara Falls, like Mt. Rushmore and the Grand Canyon were all very real attractions of the United States.
I was given the facts and numbers, but never could my young mind comprehend the actual size and greatness of the falls. This past June, I was given the opportunity to travel to Canada and see the expansive falls with my own eyes. Perhaps the most amazing aspect of the falls is that they are not in some far away place in the country. They are right smack in the middle of a town, the town of Niagara Falls. As a child, I envisioned the falls as a giant rushing shower of water.
However, I could never have imagined the great beauty and breathtaking view the falls offer. The falls serve as a border between the U. S. (New York) and Canada (Ontario).
The falls actually consist of the American Bridal Veil Falls and the Canadian Horseshoe Falls, collectively called Niagara.
The Term Paper on Paul Kennedys arguments on the rise and fall of great powers
... major powers in his book entitled: The Rise and Fall of the Great Powers: Economic Change and Military Conflict From 1500 to ... , Ottoman Empire, USSR, China, Japan and Great Britain. Measures for rise and fall of a great power state The countries in this regard ... The argument of Kennedy Paul about the rise and fall of the world's greatest powers over human history is to a ...
They were created 12, 000 years ago when large glaciers retreated allowing the Niagara River to flow over large sections of rock. There are several ways to view the falls, but perhaps the best way to observe the splendor and majesty of Niagara Falls is through a tour. Our tour guide directed us through many of the unseen attractions including the man-made tunnels behind the falls. Here, several look-out points allowed us to observe the incredible speed at which the water rushed over the rock. The water flows at an amazing 212, 000 cubic feet of water per second. We were also guided to the basin where the falls originated miles away.
In fact, over the last 12, 000 years, the falls have eroded back seven miles. The incredible history of the falls came to life when I actually viewed them with my own eyes. No schoolbook could possibly give an understanding of the vastness of the falls. Nor could a book bring to life the remarkable history behind this amazing wonder of nature.
Niagara Falls has been nicknamed the "Rainbow City." On any given sunny day, a rainbow can be seen over the falls, adding to the charm of the city. People from around the country travel to see the falls, but unless they are also viewed at night, one cannot fully comprehend their true beauty. Each night, various-colored lights illuminate the falls. Blue, yellow, purple, green, and pink light up the falls, creating a flowing rainbow of water for all to see. The lights change every few minutes fading in and out, softening the effect of the water. A photograph could capture only a small part of Niagara Falls.
A simple snapshot could never capture the wonderful rushing sound of the water pouring over and splashing into the basin below. A picture could not possibly create the wonderful motion of the water as it continuously flows over the rocks. To fully take in the sights and sounds of the majestic falls, one would have to visit them personally. Although many photographers have tried to capture the startling essence of Niagara Falls, no picture could possibly do them justice. The city of Niagara Falls is definitely bustling with activity and people no matter what time of year. It is no secret that Niagara Falls is a tourist town.
The Essay on Fantasy City
... laughing it was so fun. The slide was like a rainbow it was so colorful and it I though the slide ... end of the slide. Then I splashed in to the water well that's what I thought it was it was ... grin came on my face. I continued walking into the city I saw a little cabbage man walked directly in front ... the flying bus dropped me in the entrance of the city there was the candy arcs cave over my head. I ...
Particularly in the summer, there are tour buses, tourists, and cameras everywhere. The hotels are packed, as well as the souvenir shops. Niagara is home to numerous museums including the Niagara Falls Wax Museum and the Schoellkopf Geological Museum, which offers information on the history and geography of the falls. The famous Rainbow Bridge, connecting the U. S. and Canada also sees much travel during the tourist season.
The whole city is a buzz with the wonderment involving one of nature's most exciting creations, Niagara Falls. A simple description or picture of Niagara Falls may spark interest in this natural wonder of the world. However, childhood imaginations and simple musings could never render true the spectacular display that Niagara Falls offers. The natural beauty and magnificence of the falls can only be comprehended through one's own eyes. I am pleased to say that I am among the many who have traveled to see this amazing spectacle which nature has given to us, and have been forever changed by it's greatness.


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Cool website for free live TV streaming over the internet. Here you can stream live TV and news channels without using satellite or TV tuner card. No need to register, download or install anything. All you need is a broadband internet connection. Go to www.inner-live.com, navigate to the channel of you choice and wait for it to load. By default the channel window is pretty small but if you want there is an option to switch to the full screen mode.
Inner-Live is pretty comprehensive and lists most of the popular news and other channels, including Discovery, ESPN sports, ABC News, CNN, Sky News, NBA TV, MSNBC etc.
You can browse channels by country (about 40 countries), channel type (News, Music, Movies, Sport, Kids, Education / Science, Government, Arts, Lifestyle, Religious and so on), or both. One really handy features is the integrated chat window – it lets you see whether anyone else watching the same channel as you and chat with them.
Check out Inner-Live @ www.inner-live.com
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They want a credit card number ,this is not free.
is it safe to get updated versions of adobe and java to watch
Having a problem.. I have a mac book pro and I continually get an error message....
"application/x-mplayer2â€. Because you don't have a plug-in installed for this MIME type
(well thats the main part anyway) I have downloaded flip4mac and perian....but neither of them helped the situation....I would really appreciate any help you can give. As we are desperately missing live news since ditching cable tv. Thanks!!
Link doesn't work.
wow cool


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Consumer Assistance Hotline:
(518) 474-8583
(800) 697-1220
The New York State Department of State Division of Consumer Protection alerts consumers to an increase in lottery scams. Lottery scammers use telephone calls, faxes, e-mails, and cell phone (mobile) text messages to connect with potential victims, and include persuasive messages to lure victims into responding. Consumer should keep the following tips in mind:
Last Modified: April 26, 2011


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This ebook is for the parlor/banquet/stage performer that wants to add funny, well-thought out, and highly visible routines to his or her act.
A performer that wants tricks that actually work. Where the nasty things, like angles and spectator management have been thought out.
The material is:
1st edition 2015, 107 pages.word count: 15827 which is equivalent to 63 standard pages of text
If you find anything wrong with this product listing, perhaps the description is wrong, the author is incorrect, or it is listed in the wrong category, then please contact us. We will promptly address your feedback.


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Includes inspection all fluid levels and condition. Inspect air filter. Check belts and hoses. Lube door and hood hinges, lube steering, suspension and driveline. Clean exhaust system. Includes up to 5 quarts of motor oil. Diesels and synthetic oil may be slightly higher.
* The advertised price does not include sales tax, vehicle registration fees, other fees required by law, finance charges and any documentation charges. A negotiable administration fee, up to $115, may be added to the price of the vehicle.
* Images, prices, and options shown, including vehicle color, trim, options, pricing and other specifications are subject to availability, incentive offerings, current pricing and credit worthiness.
McDonald Chrysler Dodge Jeep Ram Big Rapids
14061 Northland Dr
Directions Big Rapids, MI 49307


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Last week I talked about how to create a back to school routine for your family.
Now this just doesn't apply to your kids. This applies to you as well.
My husband has told me time and time again that I do my best work, have the best attitude, and become overwhelmed a lot less often when I make a routine for myself and stick to it.
I'm very good at creating routines and schedules. Oh I could spend all day crafting charts, finding cute images to correlate with each task, and displaying them so neatly on my refrigerator. My problem comes with the follow-through. My personality despises doing anything wrong or pretty much "not perfect" in my eyes. I freeze when I can't or don't know how to start something just the right way.
I need to remind myself constantly that these charts and schedules I create are for our family to use. They are of no good to anyone if they don't accomplish the goal, which is to have a calm, peaceful, smoothly running household (as much as humanly possible).
These schedules are also designed to be flexible. Just because it says dinner is at 6:00 pm does not mean it's always going to be at 6:00. Our schedule is a guideline for us to know if we're getting on or off track with our daily duties.
I also customize our schedules and routines to help our 2 ADHD/ASD kiddos. Everything I've read stresses the importance of having a consistent routine and a visual schedule. Honestly, these tips work for any child. They thrive off of knowing what to expect. This provides security for them.
For children with special needs, such as ADHD or Autism, consistency and visual cues help tremendously with learning how to navigate and live in this often confusing and frustrating world.
These are just a few of the tools we use in our home to keep us all as sane as possible. Obviously there are days when things just don't go right. And there are days when no matter how much you try to stick to the schedule it's just not going to happen.
What I try to learn and teach my kids, during times like these, is that we still have a choice over how we react to what's happening in the moment. We forget to pack our homework, or our lunch, or I forget my phone (have mercy if that ever happens!!!), or my work shoes, life is not over. No it's not going to run exactly as planned but that's OK. The most important things we have covered. God is in control, He is always with us and He loves us more than we can imagine.
In this week's newsletter I'll be sharing in more detail the specific schedule and routine I use as the "Family Manager" as my husband likes to call me. To sign up for the weekly newsletter (it's free and also includes a free pdf "51 Ways to Calm an Anxious Child) click here.
New Coaching Package!
Would you like to have systems in place in your home that will end the nagging, complaining, and feeling of overwhelm?
Would you be delighted to have a home with a sense of peace and calm, rather than disruption and chaos?
Would it feel so nice to have a plan in place for all the daily tasks you are responsible for?
Go ahead, what are you waiting for? Click on the image for more information.


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Nativity Tots at Brandon Marsh
Thu, 01/12/2016 - 10:30am - 12:00pm
Event details
Thu, 01/12/2016 - 10:30am - 12:00pm
Join us for some Christmas fun this December!
Join us for some Christmas fun this December! Nature Tots is getting ready for Christmas, we'll be making Christmas crafts indoors and we'll still be heading out, no matter what the weather so dress up warm, for lot of fun and games. This session is suitable for children aged 2 to 4 years. If you have any problems booking online please call: 02476 302912. For other enquiries about this event contact: email@example.com
For more information about our Education team and its activities please call: 024 7630 8999
Venue location
Visitor Centre,
Brandon Marsh SSSI Nature Reserve and Visitor Centre,


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Anxiety is a dilemma that all of us have faced some time in our lives, and we wonder "is this who I really am? Are there others like me?"
Why do some people become more excited than others, although each may have experienced, relatively speaking, the same factors ? Well, people react differently due to heredity, perhaps biological factors, or even how each was raised as a child.
If you currently subscribe or have subscribed in the past to the The Spencer Magnet, then simply find your account number on your mailing label and enter it below.
Click the question mark below to see where your account ID appears on your mailing label.
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Stand Up!
I believe in standing. One of the greatest problems America faces today is obesity. One of the main causes of obesity is lack of exercise. The simple solution to this problem is to stand up. Get off your chair and do something. Anything! It is as easy as that. On the other hand, there are times when you should stand still. The world these days has become incredibly fast-paced. Everything is being invented and rebuilt to be faster. This faster pace causes us to lose sight of the simple things in life. Take a few minutes to just stand still and "soak in" the world around you. Relax. Be silent and listen to the wind blow.
The fast paced lives we live can also become extremely dull and boring because nothing changes. You wake up, go to work, come home from work, go to bed and repeat the process over and over again. In my case it would be school, which is close enough to a job. Stand up from this boredom and do something for yourself. Go skydiving, climb a mountain, or simply play with your dog.
I believe in standing up for yourself and what you believe in. Sixth grade made me realize how important standing up is to leading a successful and happy life. I went into sixth grade a nerd and somewhat of a loner. In my gym class I got beaten up in the locker room by a random kid. All the while I did nothing but sit around. Near the end of gym class and the middle of sixth grade I began to stand up for myself and what I believed in. It turns out that standing up changed the rest of my middle school experience. I was not a loner anymore and the kid that was beating me up stopped.
I believe in standing up to applaud other people's success. You should never be envious or angered because of another's success. You should congratulate them for their hard work and dedication. Success does not have to be a huge promotion. Success could easily be a member of your family getting an "A" on their report card. Applauding their success not only boosts their confidence it also encourages them to continue trying to succeed. All of us should share the excitement of success. Someday another person will stand up and applaud you for your success and you will know the joyous feelings it brings.
I believe in standing. It is as easy as that. If you stand you will be healthier, more relaxed, less bored, feel stronger in yourself, and make others around you feel good. In the words of Bob Marley, "Get up, stand up."
If you enjoyed this essay, please consider making a tax-deductible contribution to This I Believe, Inc.


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Tuesday, November 10, 2015
Edmund Fitzgerald Commemorative Beacon Lighting
7 comments:
That's really nice Dennis. Thanks for sharing.ReplyDelete
Is that a painters pole photo? I like the diaphone horns in the composition.
Thanks Paul, yup, painters pole -- works for the hard to reach spots.ReplyDelete
my friend at uniclade firestone made them hornsReplyDelete
- Jan Lynch, Woodbury MNNovember 12, 2015 at 3:46 PM
Beautiful photo! Great play of light and shadow, as evidenced by being able to see the design on the horn house roof tiles. Have it as my computer screen background (which is usually one of your photos). Keep 'em coming.ReplyDelete
- AnonymousNovember 13, 2015 at 3:40 PM
What's the current status on the Cornelia anchored outside ofReplyDelete
the Harbor? Anyone know anything? :)Replies
- AnonymousNovember 13, 2015 at 10:26 PM
This was posted on Twitter regarding Cornelia which has been anchored off the Duluth Ship Canal since Thursday, Nov 5th.Delete


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KARCO Engineering has over 10 years of experience in testing highway hardware and is an ISO 17025 Accredited Laboratory for MASH and NCHRP Testing.
Manufacturers of highway hardware and State Departments of Transportation (DOTs) are strongly encouraged to comply with the American Association of State Highway and Transportation Officials (AASHTO) Manual for Assessing Safety Hardware (MASH) that was adopted in October of 2009. Often times, before a roadside safety feature or appurtenance can be put in service, it must first meet the testing requirements of MASH. These dynamic impact tests are conducted using a range of vehicle sizes, from subcompact passenger cars to large trucks.
KARCO Engineering can perform all tests outlined in MASH, including the accommodation of up to 600 ft. of installation length, and can arrange construction requiring special conditions.
Tests of appurtenances include:
- Sign Posts (Permanent and Portable Sign Stands)
- Crash Cushions (Attenuators, Sand Barrels, Water Barrels)
- Bridge Rails (Railings, Transitions)
- Temporary Concrete Barriers
- Guard Rails (W-Beam, Cable, Steel/Wood Posts)
- Cable Barriers


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Good landscaping shrubs include oakleaf hydrangea, fountain butterfly bush, Korean spice viburnum and summersweet. These hardy shrubs produce flowers and require little maintenance, but climate and site conditions determine the right planting location.
For shrubs, cold tolerance is the key factor for regional plant location. Use the lowest winter temperature average and compare it to the hardiness temperature of a plant to determine if a shrub thrives. For landscape location, consider the amount of sun, wind, water and snow the plant is likely to receive.
Oakleaf hydrangea is a good shrub for the southeast United States, and Korean spice viburnum is a good choice for the northwest. Both shrubs are able to withstand temperatures of minus 20 degrees Fahrenheit. The hydrangea produces large cone-shaped flower clusters in summer, red-colored leaves in fall and rich brown bark in winter. The viburnum shrub is colorful also. It produces fragrant white flowers in spring and blue fruit in summer
The fountain butterfly bush is a good choice for the Rocky Mountain states because it is able to withstand temperatures of minus 30 F while producing lilac flowers in spring. In the northeast United States, summersweet, a shrub that withstands temperatures of minus 40 F and thrives in shade, works well. It produces fragrant white and pink flowers and, like the other shrubs, does not require pruning or fall cleanup.


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Create an Account - Increase your productivity, customize your experience, and engage in information you care about.
The Thomas' Photographic Services welcome all of Flossmoor to participate in the first ever Flossmoor Yearbook.
Whether you live in Flossmoor, are a member of a Flossmoor based organization or business, they want to take your picture! How does it work?
The goal for owners Colin and Angela is to create a piece of modern history and togetherness for our community. In 2011 and 2013, the Thomas' created town yearbooks for the Village of Homewood, which brought the community together by photographing people in front of their homes, businesses, organizations, churches, and events.
Thomas' Photographic are accepting application until December. Set up an appointment on Facebook or call 708.960.4265. The cost is $25, which includes lights and set up for the shot of you and your family in front of your house or business. You will receive your own 4x6 print and your picture will appear in the yearbook. The yearbook will be available for purchase.
Pre-order price before July 31, 2015 will be $75 each. After July 31, the price will be $89. The Thomas' come out to your home or business and professionally take portraits of people and property. All house numbers and street names are erased from the picture to protect people's privacy.


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Outdoor Plant Collection
Pey Art is planting passions from 1992. Our nursery include a wide range of indoor and outdoor flower and plants collection which are mostly of Mediterranean origin, or sub-tropics and other types which are compatible with Mediterranean climate.
PEY-ART nursery is constituted of 20.000 m2 closed and 115.000 m2 open air land which is full of various types of plants. Indoor and Outdoor plants are produced and stored in house in Pey-Art nursery and greenhouses.
Come and meet us directly at our home we will be glad to bring you around our variety of plant and flowers.


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This is the first year for the state Department of Education to issue a Pennsylvania School Performance Profile on each individual public school, which are being released this morning.
These profiles serve a multitude of purposes from allowing taxpayers to see what the return on their tax dollars to starting next year, factoring into teacher evaluations and the year after, principal evaluations.
The following attempts to answer seven general questions about the profiles.
Q. What will the school building profiles show?
A. Each will include fast facts about a school along with data detailing students' performance and academic progress as measured by standardized tests, and a myriad of other indicators. In addition, each school will be assigned an academic score.
Q. What does this score represent?
A. It represents how a school building performed on a number of different indicators that include standardized test results, academic growth, and other measures such as attendance rates and graduation rates. Districts, as a whole, however, will not be graded.
Q. Who does the scoring and how are scores determined?
A. The state Department of Education is the grader. It uses a 100-point scale that breaks down this way:
• 40 percent based on percentages of students who scored at or above grade level on standardized tests;
• 10 percent on a school's progress in closing the achievement gap between white and historically under-performing groups (poor, minority, non-English speaking, and special needs students).
• 40 percent on academic growth as determined by the Pennsylvania Value-Added Assessment System, which tracks academic progress of groups of students from year to year in tested subjects.
• 10 percent on other academic indicators that assess factors that contribute to student achievement such as graduation rate, grade promotion rate, attendance rate, among others.
Schools also can get extra credit for high-level performance on state and industry assessments as well as the percentage of students earning scores on Advanced Placement tests that qualify for college credit.
Q. Why did the state make the switch from the Adequate Yearly Progress report to these profiles?
A. The Adequate Yearly Progress reports were required under the federal No Child Left Behind Act. The state obtained a waiver from that law's requirements to allow for this type of accountability system.
It not only provides the public with information about their local school's performance but in future years, it also will be used in evaluating teacher and principal performance. The department also hopes it will better identify areas where some strengthening of curriculum or instruction may be needed.
Q. Does this mean that the federal requirement for 100 percent of all students reading and doing math at grade level by 2014 disappears?
A. The desire to achieve that level of student performance remains, but the punitive actions associated with the No Child Left Behind Act for those who fail to achieve it have gone away.
In their place, the education department will provide additional support, resources and money to schools who score in the bottom 10 percent to help turn then around.
Q. What information won't be in the profiles?
A. The profiles will not include any teacher or principal or student specific data, which is not being made available to the public.
Also because 2013-14 is serving as the baseline year, a school's performance on certain indicators that measure progress from one year to the next won't be included in this inaugural school profile.
Q. What can a parent/taxpayer do with this information?
A. After studying the results and perhaps using the "compare" tool on the website to do some comparisons to other schools, a community may want to throw a pizza party for a school's stellar performance.
Or if performance is lower than hoped, a visit to the school or a school board meeting might be in order to inquire about what's being done to address weak areas.