text:
Bus from Freyung to Munich and return
Find cheap coach tickets for your bus journey from Freyung to Munich and back
You want to travel for less? You're looking for a coach route from Freyung to Munich? Have a look on our webpage, we'll help you catch the intercity bus that suits you perfectly. Compare all the times, durations, prices, routes and comfort features on CheckMyBus and decide yourself, which coach company you'll take. This bus route is currently offered by .
Find out more details about the service on your bus from Freyung to Munich and return
These are the possibilities for your onward journey
Here's a selection of possible connections for your onward journey. Simply click on the one of your choice and you'll find all the details about your bus route!
Coach connections
- Freyung ↔ Berlin
- Freyung ↔ Greding
- Freyung ↔ Leipzig/Halle Airport
- Freyung ↔ Wunsiedel
- Freyung ↔ Rötz
- Freyung ↔ Fuchsmuehl
- Freyung ↔ Oberviechtach
- Freyung ↔ Erbendorf
- Freyung ↔ Gefrees
- Freyung ↔ Weißenstadt
- Munich ↔ Berlin
- Munich ↔ Stuttgart Airport
- Munich ↔ Frankfurt am Main
- Munich ↔ Nuremberg
- Munich ↔ Karlsruhe
- Munich ↔ Ulm
- Munich ↔ Cologne/Bonn Airport
- Munich ↔ Duesseldorf
- Munich ↔ Augsburg
- Munich ↔ Dresden
International coach connections


text: Europe's General Data Protection Regulation (GDPR) will come into effect on 25th May 2018, leaving all organisations that process the data of EU residents with less than 18 months to meet the stringent requirements of the regulation. Organisations must implement a cloud security strategy that supports compliance and minimises their organisation's exposure to the new breach notification requirements and financial penalties, as high as 20 million Euros or 4% of total annual turnover. Still figuring out how your organisation is going to comply? What actionable steps you should be taking today? Look no further. Join Oliver Pinson-Roxburgh, EMEA Technical Director from Alert Logic for an in-depth discussion about GDPR, highlights include: - Cutting through the ambiguity and focusing on the key cloud security considerations - Data breach responsibilities and what that means to your organisation - What is the role and expectation of your cloud provider when it comes to GDPR - Insight into real-life case studies Register for this must-attend webinar as we provide you with a way to help reduce risk and keep the regulators happy.

subset: commoncrawl


text:
Baseball bat
March 2006Posted:
March 31, 2006
Credit: O'Keefe Murphy Gaff, Creative Director: Peter Murphy, Art Director: Jason Hynes, Photographer: Garth Oriander
Popular Reads
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from £0 / night help Price for guests, Nights
1 Bedroom Apartment near Makat – Home 1106171 Apartment
- 1 bedroom
- 2 sleeps
- min stay varies
1 Bedroom Apartment near Makat – Home 1106171
- Apartment
- 1 bedroom
- sleeps 2
- min stay varies
Apartment / 1 bedroom / 1 bathroom / sleeps 2
Key Info
- Swimming pool
- Not suitable for children
- Air conditioning
- No pets allowed
Description from owner
Enjoy the comfort and convenience of staying in a place with the comfort of your home, amenities of a resort and services of a hotel without sacrificing your budget.
The apartment comes with own kitchen where you can cook your favorite meals, and a living room for you and your family to spend bonding moments while watching your favorite TV shows.
Take a dip on the 4 outdoor pool available, or just simply enjoy the 360 degrees view of the city at Iris Observatory, or be with your kids as they enjoy playing on the play ground.
Stay with Home Edge Serviced apartments and make most out of your vacation.
Bed & bathroom
- 1 Double Bed
- 1 Family bathroom
- Wi-Fi available
- Air conditioning
- Shared outdoor pool (unheated)
- Children's pool
- Balcony or terrace
- Internet access
- Linen provided
- Towels provided
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- Not suitable for wheelchair users
- Payment
- This rental can only be paid for online through Holiday Lettings using your credit/debit card or PayPal (never by bank or wire transfer).
- Smoking
- No smoking at this property
- Cancellation policy
View Policy
About the owner
Home Edge Accommodations T
- Response rate:
- 25%
- Calendar updated::
- 16 Sep 2014
Languages spoken: English
This Apartment has 1 bedroom, 1 bathroom and sleeps 2. It's been listed on Holiday Lettings since 23 Jan 2014. Located in Metro Manila, the average weekly rate is £0.
The Owner has a response rate of 25% and the property's calendar was last updated on 16 Sep 2014.
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Mobile Home Parks in New Hampshire (NH)
To look up mobile home communities in New Hampshire, please select a city or county below.
Cities in New Hampshire
Don't see your city? Click on a nearby city or click here to see the list of all cities in New Hampshire
Counties in New Hampshire
B | Belknap County |
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R | Rockingham County |
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Latest Mobile Homes for Sale in New Hampshire
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text:
In accordance with University of Iowa policies and in compliance with principles of librarianship established by American Library Association, the University of Iowa Libraries' strategic plan places a high priority on efforts to abolish intolerance and cultural invisibility by promoting understanding and inclusion through our work.
The UI Libraries serves all, including people of color from all nations, immigrants, people with disabilities, LGBTQ, and the most vulnerable in our community, offering educational resources that transform, open minds and promote inclusion and diversity.
Diversity initiatives within the UI Libraries
ACRL Diversity Alliance — The University of Iowa Libraries is a charter member of the ACRL Diversity Alliance, an organization that unites academic libraries that share a commitment to increase the hiring pipeline of qualified, talented individuals from underrepresented racial and ethnic groups.
As a member of this Alliance, the UI Libraries has:
- Established a residency program for at least one individual that lasts a minimum of two years (three years preferred).
- Committed to designing experiences at the local level to expand the residents' interests and skills, e.g., mentorships, rotation through other library units, etc.
- Agreed to serve as a resource, i.e., advisors and guides, to those institutions participating in the ACRL Diversity Alliance.
- Provided at a minimum the same level of professional development support provided other library faculty/staff/employees.
- Provided a salary for the resident commensurate with the salaries of equivalent entry-level library professionals.
Staff Development & Diversity Program Team — The UI values diversity among students, faculty, and staff and believes that a rich diversity of people serve to enhance the quality of the educational experience at the UI. This belief is guided by three foundational commitments and seven core values that direct planning, setting priorities, and "carrying out every aspect of its [the University's] mission." Diversity, a core value, and Inclusion, a foundational commitment, are two of these directives. We therefore seek to expand our awareness and understanding of the diversity of our community and promote inclusion – within the Libraries', the University, and beyond.
This Team advises the Coordinator of Staff Development & Diversity Programming on the development of programs for Libraries' staff. Specifically, the Team identifies, recommends, promotes, and assists in the delivery of programs for all Libraries' staff that will:
- expand their awareness of diversity issues;
- expand their awareness of relevant services, faculty scholarship, and university initiatives taking place at the UI;
- expand their awareness of trends and issues in librarianship;
- expand their supervisory, managerial, and leadership skills;
- support and expand their awareness of wellness, safety, financial health, and other, similar university goals.


text:
lifted ofI love Fall by ScrappyCoyoteScrapkit BestYearEver by TrixieScrapsPhoto by kpmelly (2006)
Beautiful page. Love all the layering of the different papers. Super cute photo. Looks like a whole lot of fun!
I'm very honored to be scrap lifted, Melly! You are an awesome layout artist! Super paper layering and I love the splatter! Perfect cluster work!! Thank you for honoring me in this way!! Well done!!


text:
Latest news
Codex of Victory out now
1C announces that Codex of Victory has been released today. This sci-fi turn-based strategy with real-time base building elements is now available for Windows, Linux and Mac OS via Steam and other digital stores.
View MoreCodex of Victory is coming to PC!
1C is pleased to announce that Codex of Victory, a sci-fi turn-based strategy with real-time base building elements, will be released on March 16th 2017 (Windows, Linux and Mac OS) through Steam and other digital stores. Codex of Victory's developers are Ino-Co Plus, experienced creators of Warlock, Majesty 2 and Elven Legacy.
View More


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During my short time as a Graduate & Postdoctoral Programs at CTE, I have come to realize how outstanding CTE's graduate and postdoctoral programs really are. Our programs support UWaterloo graduate students and postdocs in their knowledge and skill development as university TAs and current and future instructors. The three programs offered, at no cost to the student, include the Fundamentals of University Teaching and the Certificate of University Teaching for graduate students and the Teaching Development Series for postdoctoral fellows. Continue reading Graduate and Postdoctoral Programming Updates – Jessica Jordao
Category: Teaching Resources
Course Design Broke my Brain – Crystal Tse
I took Course Design Fundamentals a few weeks ago, and it broke my brain – in a good way! I have taught before, but this was a great opportunity for me to revisit the course that I've been teaching for the past few years from a fresh perspective.
Here are a couple of my take-aways from this workshop that lays out the best practices for course design:
- Alignment, alignment, alignment – between the intended learning outcomes for your students in the course, the course activities, and the assessment of students' learning. It was great to have this connection made explicit. However, it was also a jarring experience as some of the concepts I wanted my students to learn were not made explicit in the activities the students engaged in. Time to remedy that!
- Concept maps for your course are tough to make! I had never created one before for my course and was at a loss at first of how to structure it and what the main concepts I wanted my students to get out of my course. A bit of brainstorming and lots of sticky notes later, I finally fleshed out the main concepts. Two of them were actually not about course content. One was about helping first year students transition to university life (e.g., coping with stress effectively, how to study and take tests). I spend my first lecture telling students about my own experiences as a first year student – that it's difficult and stressful, but that this stress was temporary and would soon be overcome. I revisit this point by telling stories of my own failures and successes, talking about healthy living, and checking in with students throughout the term. Another way to help with students' transition is to build community in your classroom so students have support networks they can draw on in times of stress and uncertainty.
- The other concept was to encourage metacognitive skills (i.e., how to encourage students to reflect and think about their own learning). I do different lecture wrappers (e.g., one minute summaries where students spend a minute writing about the main take-away from the class and what questions they still have that can be addressed in the next class). CTE has a great tipsheet on strategies you can use to encourage self-regulation in students' learning that can be quick and don't require a complete overhaul of your course. There are also many evidence-based strategies based on psychological research that can help students study more effectively and engage in more critical thinking.
- Thinking more about incorporating students' own experiences into the course in addition to my own perspective. Students come with a wealth of prior knowledge and life experiences that can be drawn on. In the past I have solicited students' anonymous comments about a topic in the course (especially one that can be particularly controversial or sensitive) prior to class so they are ready for discussion. I'm excited to do this more!
Image provided by Aaron Silvers under the Creative Commons "Attribution" license.
Crowdmark – Online grading for large courses
This Fall 2016, the University of Waterloo will have 25 courses with a class size of between 500 and 1000 students and 10 courses of between 1000 and 2000 students.
The amount of paper handling to administer the potential 33,000 final exam papers from these large courses will be monumental. (For fun, guestimate the volume of paper this amounts to.)
The Mathematics Faculty has been successfully experimenting for a year with a online grading system called Crowdmark, a company founded by Professor James Colliander of the Mathematics Department of the University of Toronto.
Professor Colliander was faced with a similar problem: grading 5000 Canadian Open Mathematics Competition (COMC) papers each year with 100 volunteers. As with final exams, each paper is typically graded by a number of markers so keeping track of which questions are graded on which papers and when the papers are free to be passed to another marker is a time consuming and error prone business.
Crowdmark (CM) attempts to eliminate some of the time and trouble spent managing the grading process. We are not talking about a quiz system with automatic grading. Crowdmark is hand-marking done online. Skilled people still grade, and tests and assignments are still created for printing on paper so there is nothing new in this part of an instructor's routine.
So, what is it that makes the marking process more efficient when done online?
- Markers are able to grade the same paper at the same time. No more locating and waiting for a paper that someone else is grading. Or waiting for a batch of papers to arrive at your location to begin your stage of grading. Grading can be done concurrently at multiple locations and times.
- Grades can be automatically summed, collected, summarized, distributed and recorded in a Learning Management System without needing to check for arithmetic or transcription errors.
- No time needs to be spent returning piles of exam papers.
There is a time and money cost to using online grading. The physical papers have to be scanned into digital format (PDF file) before grading can start. High speed scanners (500 pages per minute) can process 1000 10-page exams in 20-30 minutes once delivered to the scanning machine.
Here I'll briefly discuss how instructors and students use CM.
Steps for an instructor:
- upload one test or exam pdf file into CM (leave 2 inches blank on the top of each page for CM ID info and set 1 question per page)
- CM duplicates the test pdf for each student and adds a paper and page ID to each page
- download from CM the pdf file of student tests and print it
- after the test scan all written test papers into a pdf file and upload the file into CM
- CM arranges the pdf file pages into a grid pattern: each row holds a student's test pages
- each marker clicks on a page in the grid to read, comment, and grade it
- when grading is complete page grades are summed for each test paper by CM
- match each test paper cover page student ID with a student name in your CM course (assigned seating at UW can eliminate this step)
- you choose whether CM sends each student their grade and a CM link to their graded test paper or to keep the grades and graded papers private and just download the grades for inclusion into a course grade
Steps for a student:
- write the test paper by hand as usual
- may receive an email from CM with a link to a CM page showing their test results
The links at the end of this post provide further details about Crowdmark. In addition, 2 live sessions demonstrating Crowdmark are coming up at the end of August and the beginning of September. The first is an introduction to Crowdmark on Wednesday August 31 and the second follows up a week later on Wednesday September 7 (1:30-3 PM) with details about a University of Waterloo system named Odyssey that works with Crowdmark. Odyssey organizes test papers, students and exam room seating providing relief from some time-consuming management overhead.
Crowdmark is not a free service, but the University of Waterloo has a licence so there is no charge to individuals (instructors or students) at the university.
If you are interested in learning more about online grading for your course please get in touch with me.
Paul Kates
Mathematics Faculty CTE Liaison
firstname.lastname@example.com, x37047, MC 6473
Intro to Online Marking using Crowdmark: Wednesday, August 31, 2016 – 10:30 AM to 11:30 AM EDT
Crowdmark home page, help pages and youtube channel.
UW Odyssey Examination Management
Online Math Numbers at Waterloo, and Comparative Judgments as a Teaching Strategy — Tonya Elliott, CEL
Online Math Numbers
If you weren't already aware, here are a few numbers about online math at the University of Waterloo:
- The Math Faculty has been offering fully online courses since Fall 2003 and, since that time, has offered 55 unique online courses to more than 21,000 students
- The Centre for Education in Mathematics and Computing (CEMC), with support from the Centre for Extended Learning (CEL) and local software company Maplesoft, was the first group on campus to release a large set of open educational resources (OERs). Called CEMC courseware, the OERs include lessons, interactive worksheets, and unlimited opportunities for students to practice skills and receive feedback. At the time of this post, the resources have received over 1.8 million hits from 130,000 unique users in 181 different countries.
- In 2015, the Canadian Network for Innovation and Excellence (CNIE) recognized CEMC, CEL, and Maplesoft for their OERs through an Award of Excellence and Innovation.
- The Master for Mathematics for Teachers (MMT) program has the highest enrolment of all the fully online Masters programs offered at the University of Waterloo. MMT and CEL staff who work on the program were one of three teams from Waterloo who won a 2016 Canadian Association for University Continuing Education program award.
- Maplesoft is using a focus group from Math, CEL, and CTE to develop a new authoring environment that will specifically target the needs of online STEM course authors. It is anticipated that this tool will be released in early 2017 and, over time, should save development costs by 50%.
- The Math Faculty, together with the Provost's office, has dedicated $1.2 Million over the next three years for additional work on online projects; over 90 course development slots allocated by CEL have already been filled.
These numbers are some of the reasons Waterloo is considered a leader in the area of online math education.
Comparative Judgments
From June 19 – 22, a small group from Waterloo and I joined an international team of mathematics educators to discuss digital open mathematics education (DOME) at the Field's Institute in Toronto. Lots of great discussions happened including opportunities and limitations of automated STEM assessment tools, integrity-related concerns, and practical challenges like lowering the bar so that implementing fully online initiatives isn't the "heroic efforts" for Faculty it's often viewed as being today. Of all the discussion topics, however, the one that got me most excited – and that my brain has returned to a few times in the month since the conference – is using Comparative Judgement (CJ) in online math courses.
The notion behind CJ is that we are better at making comparisons than we are at making holistic judgments, and this includes judgments using a pre-determined marking scheme. It doesn't apply to all types of assessments, but take this test on colour shades to see an example of how using comparisons instead of holistic rankings makes a lot of sense. Proof writing and problem solving may also lend themselves well to CJ and three journal articles are listed at the end of this blog for those who would like to read more.
Here are some of the questions I've been pondering:
- Are there questions we aren't asking students because we can't easily "measure" the quality of their responses using traditional grading techniques? How much/when could CJ improve the design of our assessments?
- Example: Could CJ, combined with an online CJ tool similar to No More Marking, be used by students in algebra courses as a low-stakes peer assessment activity so students could see how different proofs compare to one another? Perhaps awarding bonus credit to students whose proofs were rated in the top X%.
- Which Waterloo courses would see increases in reliability and validity if graders used CJ instead of traditional marking practices?
- How much efficiency could Waterloo departments save if high-enrolment courses used CJ techniques instead of marking schemes to grade exam questions or entire exams? Could CEMC save resources while using CJ to do their yearly contest marking?
I don't have answers to any of these questions yet, but my brain is definitely "on" and thinking about them. I encourage you to read the articles referenced below and send me an email (firstname.lastname@example.com) If you like the idea of CJ, too, or have questions about anything I've written. If you have questions about Waterloo's online math initiatives, you're welcome to email me or Steve Furino.
Jones, I., & Inglis, M. (2015). The problem of assessing problem solving: can comparative judgement help? Educational Studies in Mathematics, 89, 3, pp. 337 – 355.
Jones, I., Swan, M., & Pollitt, A. (2014). Assessing mathematical problem solving using comparative judgement. International Journal of Science and Mathematics Education, 13, pp. 151–177.
Pollitt, A. (2012). The method of Adaptive Comparative Judgement. Assessment in Education: Principles, Policy, & Practice. 19, 3, pp. 281 – 300.
Blackboard image courtesy of AJC1.
Meaningful Conversations in Minutes – Mylynh Nguyen
With constant media stimulation, increase in competitiveness, and stress overload, "Is it possible to slow down" (1)? Our culture can be self-driven and individualistic so it is no surprise that for many, time is a finite resource that is draining away. As a result, we try to do as much as we can in a very short time period. Our minds are filled with constant distraction, thus limiting opportunities for self-reflection to ask oneself "Am I well or am I happy?" (1).
We'd like to believe that we have been a good friend, partner, or child at various points in our life. However, upon remembering that significant person in your life, do you know or have you ever asked what were the moments when they were the happiest? The times when they were crying from tears of joys to the time when they felt the most accomplished? Surprisingly for many, we are unaware of these stories that ultimately define whom that individual has become today. We mindlessly pass every day without pondering about the conversations that we had or the connections that were made. By simply being mindful of the questions that we pose, more specifically "questions that people have been waiting for their wholes lives to asked … because everybody in their lives is waiting for people to ask them questions, so they can be truthful about who they are and how they become what they are," as beautifully said by Marc Pacher (2).
So what is the action plan?
1.Invite people to tell stories rather than giving answers. Instead of "How are you" substitute
- What's the most interesting thing that happened today?
- What was the best part of your weekend?
- What are you looking forward to this week? (3).
2. Enter a conversation with the willingness to learn something new
- Celeste Headlee in her TED Talk 10 Ways to Have a Better Conversation describes how she frequently talks to people whom she doesn't like, and with people whom she deeply disagrees yet is still able to have engaging and great conversations. She is able to do this as she is always prepared to be amazed and she seeks more to understand rather than to listen and state her own opinion and thoughts.
3. Lastly "being cognizant of [your] impact is already the first step toward change. It really does start at the individual level" my friend once said (5).
- Brene Brown in her Power of Vulnerability talk said, "Many pretend like what we're doing doesn't have a huge impact on other people". But we'd be surprise of what we are capable of when you allow yourself to be vulnerable as this "can be the birthplace of joy, of creativity, of belonging of love… the willingness to say, "I love you" the willingness to do something where there are no guarantees" (6).
That being said, you don't have to be the most intellectual or outspoken person in the room, but what is key is the willingness to be open and the questions that are posed. There are many simple things that can be easily integrate into our daily lives, by being more mindful of the question that we ask to ultimately have a more memorable and enriching conversation. In the end it is to have better connections, new understanding and awareness to savor the moment.
At CTE, Microteaching Sessions are offered where you can choose from various topics to conduct an interactive teaching lesson. For my first topic I will be talking about the importance of communication. All participants will not only be giving feedback but will receive constructive feedback and ways to improve from knowledgeable facilitators. It's a safe environment where you have the chance to present to fellow graduate students from various departments. Many have found these sessions beneficial as you are working on skills relevant to work, field of study or for your own personal growth. I am excited and nervous for this opportunity to talk about something I am passionate about and I hope I can successfully engage others and deliver the content well. In order to help participants formulate an effective teaching plan, the Centre for Teaching Excellence website has provided many resources such as well written guidelines, lesson plans outlines, and facilitators review the lesson before you present.
As a follow-up post, I had the chance to facilitate an hour session for an AIESEC conference for participants from various universities such as Toronto, Waterloo, Laurier, and York, that recently returned from their international exchanges. There were lots of discussion so thank you to the Graduate Instructor Developers, Charis Enns and Dave Guyadeen, and Instructional developer, Stephanie White for their great feedback and helping me make this session more successful!
- Carl Honore – TED Talk: In Praise of Slowness
- Mac Pacher – TED Talk: The Art of the Interview
- Chris Colin and Rob Baedeker- How to Turn Small Talk Into Smart Conversation
- Celeste Headlee – TED Talk: 10 Ways to Have a Better Conversation
- Taaha Muhammad – Musings of a 20-year-old who aspires to inspire
- Brene Brown – TED Talk: The Power of Vulnerability
- Centre for Teaching Excellence – Microteaching Session
Early Student Feedback — Paul Kates
Feedback from students doesn't have to wait until the time of end-of-term course evaluations. Getting feedback early and often in a course allows you to build on what's working and make changes towards what can work better, all in time to have an impact on your students.
Asking students at the start of the term about their expectations for the course, the lectures, the textbook even their own work habits can give you an insight into why your students are in your course and let you address expectations immediately should they be out-of-line with the way the course is going to be run.
Eric Mazur in his book Peer Instruction gives a start-of-term "Introductory Questionnaire" to his Physics class where he asks
- What do you hope to learn from this course?
- What do you hope to do with this new knowledge?
- What do you expect the lectures to do for you?
- What do you expect the book to do for you?
- How many hours do you think it will take to learn all you need to know from this course? Include everything: lectures, homework, etc.
(This and the following set of questions are attributed to Prof James Sethian, Department of Mathematics, University of California at Berkeley.)
With the answers in hand he addresses each of the questions in class – supporting and encouraging his students and expanding on student answers with his own goals for the class:
I want the material we cover to be useful to you beyond the exam. I want you to become good critical and analytical thinkers, able to tackle not just familiar problems but also unknown new problems or questions. Not only to plug numbers into equations but able to develop new models and theories, to make qualified assumptions, and then use those models and assumptions to break new ground in science and technology.
He also has the opportunity to address student expectations, realigning and influencing those expectations about the lectures, text and workload.
He gives a sample reply to all the questions above (ask me for a copy), but here I'll only quote the answer to the question
What do you expect the lectures to do for you?
There were many very thoughtful responses to this question, but I did encounter a number of misunderstandings about the lectures that I should address to avoid falling short of your expectations. The most serious misconception I encountered is that the lectures will present and explain the fundamental concepts, while the book will clarify the ideas presented in the lecture. This is not what is going to happen. You will be reading the material before coming to class. The book will introduce the basic terminology and definitions, hopefully raise some questions, perhaps even confuse you a little ("to wonder is to begin to understand"). The lectures are intended to challenge your thinking and thereby help you assess your understanding of the concepts you read about, to further and deepen your understanding of these concepts, to stimulate and inspire you, and to show you how things "fit together." The book will then provide further reference. In addition it will be a source for questions and problems.
Some of you expect to practice problem-solving in lecture, but problem-solving is not the main focus of this class. I want you to understand things, not just be able to "plug and chug." This is clearly reflected in the way you will be tested – take a good look at the exams in the back of the syllabus. Close to half of the questions on each exam are not the traditional, quantitative problems you may have seen before. The solutions to many of these don't involve even a single equation. Rest assured, the sections and homework assignments will offer ample opportunity to sharpen your traditional problem-solving skills. The lectures are meant to stimulate your thinking, to further your basic understanding. I guarantee that a better understanding of the concepts will improve your problem-solving abilities, whereas the reverse is not necessarily true. Here is what I think of some other answers given: …
After a month Prof. Mazur uses the following questionnaire to gauge how students are settling in to the course. This is another early opportunity to address concerns, misunderstandings and expectations.
- What do you love about this class?
- What do you hate about this class?
- If you were teaching this class, what would you do?
- If you could change one thing about this class, what would it be?
If you have your own in-course questionnaire and want to share it I'd be happy to use it along with any comments you care to include in a follow-up post.
Further readings:
- How to use and understand student feedback
- A question collection gathered from feedback questionnaires from many schools (made available by Smith College Sherrerd Center for Teaching & Learning)
- How to make a student survey in the university course management system LEARN.
What is the "Case Method"?
Teaching using case studies has typically been used in Business Schools, Law Schools, and Medical Schools but it is a technique being used by other disciplines to provide exposure to complex real world problems for which there is no "right" or "wrong" answer. At Waterloo, cases have been used in disciplines including Engineering, Biology, Accounting, Social Work, Environment and Business, English and others.
The traditional "Case Method" used in Business Schools involves a three stage process where:
- students are given the case and asked to work on it individually to come up with a recommendation or course of action (done outside of class time). The key here is for students to be able to justify and support their choices or decisions.
- students meet in small groups of 4 or 5 to discuss the case and their recommendations (done outside of class time) – the objective here is to share perspectives, not come to a consensus as a group
- the case is discussed in class with the entire class with the Professor acting as a facilitator to guide discussion.
The amount of learning increases over each stage with exposure to different perspectives.
While this is the typical method used in MBA programs where cases are used in most courses, it can be modified and adapted. For instance, students can read the case and prepare before class and class time can be used for small group discussion and then discussing the case as a large group (i.e. the entire class). It is important to communicate expectations to students about coming to class prepared as the quality of discussion depends on proper preparation. One technique to encourage students to prepare is to give them questions about the case to answer and submit before class begins.
These techniques of using small group work for peer teaching (i.e. small group work to share perspectives) and facilitating a discussion with the entire class can be adapted and used for other contexts than just cases.
If you're interested in learning more about the Case Method or using cases in your course, contact Scott Anderson in the Centre for Teaching Excellence.
Waterloo Cases in Design Engineering also writes and supports the use of cases in Engineering courses.
Erskine, J., Leenders, M., and Mauffette-Leenders, L. (2012). Learning with Cases, 4th Edition, Ivey Publication Services, Richard Ivey School of Business, Western University, London, Ontario, Canada.
Erskine, J., Leenders, M., and Mauffette-Leenders, L. (2003). Teaching with Cases, 3rd Edition, Ivey Publication Services, Richard Ivey School of Business, Western University, London, Ontario, Canada.
Mauffette-Leenders, L., Erskine, J. and Leenders, M. (2001) Writing Cases, 4th Edition, Ivey Publication Services, Richard Ivey School of Business, Western University, London, Ontario, Canada.


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May 2 2008 | 11:44am ET
When it comes to its hedge funds, no news is good news for Citigroup. Unfortunately for the financial giant, today, there is news.
An investor in one of Citi's MAT funds has sued the firm, alleging it lied about the nature of the fund when marketing it. The suit, filed yesterday in Manhattan federal court, seeks class-action status.
The Marie Raymond Revocable Trust accuses Citi of promising that MAT Five would "produce stable cash flows in a tax-advantaged arbitrage opportunity" by investing in high-quality, tax-exempt municipal bonds. But instead of receiving "a 7% to 8% yield, income tax free," the lawsuit alleges that investors "have suffered the cessation of distributions and extreme loss in value of the shares."
The suit alleges that marketing documents for MAT Five "were false and misleading in that the strategy to be employed would not protect investors." Some hedge funds in the ASTA/MAT family have lost more than 90% of their value due to the credit crisis.
In March, Citi sought to prop up the ASTA/MAT funds with $1 billion in equity. Last month, the firm offered to cover some of the losses in the funds, provided investors agreed not to sue.
Mar 23 2017 | 5:39pm ET
Several years of extremely low interest rates have pushed some investors into equities...
Dec 22 2016 | 9:23pm ET
Spending on Wall Street holiday parties has largely returned to pre-2008 levels...
Mar 8 2017 | 9:24pm ET
The explosive growth of private debt over the past few years has caused the lines...


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This recipe is my adaptation of the Pumpkin Cake II recipe found on Allrecipes.com (click here to see the original).
1 (18.25 ounce) package yellow cake mix
1/2 cup white sugar
1/2 cup vegetable oil
1 15 oz can pumpkin
2 tbsp water
2 teaspoons ground cinnamon
1 teaspoon ground nutmeg
1/2 teaspoon ground cloves
4 eggs
Preheat oven to 350. Dump all ingredients in a bowl and mix well. Pour into desired pan and bake until done. For a bundt pan, I think it baked 50 minutes.
I made a glaze of powdered sugar, vanilla, and milk.
My co-workers raved about it and my students quickly devoured it as well. The cake was incredibly moist, and the spices really add a lot of flavor (as well as using the entire can of pumpkin and decreasing the water, which is what I did from the original recipe).
Categories: Cake, Pumpkin


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Additional Information
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A variant of the Gaussian beam expansion method consists in expanding the Bessel function appearing in the Fresnel–Kirchhoff integral into a finite sum of complex Gaussian functions to derive an analytical expression for a Laguerre–Gaussian beam diffracted through a hard-edge aperture. However, the validity range of the approximation depends on the number of expansion coefficients that are obtained by optimization–computation directly. We propose another solution consisting in expanding onto a set of collimated Laguerre–Gaussian functions whose waist depends on their number and then, depending on its argument, predicting the suitable number of expansion functions to calculate the integral recursively.
© 2009 Optical Society of America
Full Article | PDF ArticleOSA Recommended Articles
Emmanuel Cagniot, Michael Fromager, and Kamel Ait-Ameur
J. Opt. Soc. Am. A 27(3) 484-491 (2010)
Ronan J. Mahon and J. Anthony Murphy
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Zhangrong Mei and Daomu Zhao
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Vortex Point 8
The gang needs to perform an exorcism in an abandoned lighthouse. Care to join?
4.15 / 5.00 5,050 ViewsAll new stuff, brought to you buy stone and terkoiz. These animations were never completed simply for the fact that we never wanted to end the fun.
Cameo appearance by Flux.
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using System; using System.Collections.Generic; using System.Linq; using System.Web; using System.Security.Principal; namespace SecurityFilters.Controllers.Services { public class PageAccessManager { public static bool IsAccessAllowed(string Controller, string Action, IPrincipal User, string IP) { if (Controller == "Public") return true; if (Controller == "Registered" && Action == "Login") return true; if (Controller == "Registered" && Action != "Login" && (User.IsInRole("Registered") || User.IsInRole("Admin"))) return true; if (Controller == "Admin" && User.IsInRole("Admin")) return true; return false; } } }
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hi guys just bought a new htc tattoo. i have installed many applications n games on my phone. and now it says low on space and i realise all the applications r geting stored on the phone memory and its almost full now. the problem is i dont see any option to select memory card when installing the applications through sinc or market. also how can i move all the aplications to the memory card. is my memory card not supported or i m missing out some basic setting. how to set the default storage of the phone to the memory card so tht next time i install any application or nythin it goes directly to card. pleazzz help me out guys cant fix this problem hav tryed everthin..
yes i have seen the sd card and phone settings but it does not have ny option to make the sd card default memory of the phone or even to move applications to the card all it does is display the remaining memory on the sd card and phone. and all the options are in grey (non highlighted) and cant be edited except for unmount sd card.
Android currently will only let you install and run applications on the internal memory and use the SD card for additional application support files. Google is working on a way to allow for securely runnings apps from the SD card.
That Sucks... Thanks for the info, i hope they fix this problem soon or else we cant enjoy much applications on the phone.
If you are not aware already, you can swap them in and out of the phone memory onto the SDcard easily using AppManager (my favourite) or Astro (expect paid for apps). I keep the ones I just use occassionally on SDcard so that I dont have to go onto the market to get them again. I still have 50 apps in the phone memory with 80Mb to spare though - you must have heaps of apps installed? - Mark
i have also used astro. are u sayin that we can move installed aplications from the phone memory to the sd card n they still run on the phone >?? i have already tried that but i couldn't find the installed applications on the phone memory also i didnt know which files to move on the sd card.
Unfortunately not. You can't run them from the SD card. But you can use it to move apps you want to the SD card temporarily, and then use Astro to being them back into phone memory for when you want to use them. Just use it for the apps you don's use that often and leave 20Mb or so available on your phone. - Mark
Good news! one of the major changes with Android 2.1 is that you can install and run apps from the SD card....with the update scheduled soon...this problem will be fixed for us
are you sure about that? because nexus one is using Android 2.1 and it still doesnt support the A2SD. maybe android 3.0 will support this.. hehehe.
well as for now i m quiet satisfied with the 1.6 OS on my phone, except for 2 major problems, 1 no blue-tooth file transfer n 2 soft-wares cant b installed on sd card. i just hope they fix these major issues then solving smaller bugs in the next upgrade.
Agree, but I think there is an additional issue very important: the possibility to configure a proxy server when using WiFi connection. No way to use a company wireless network without it !


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Sleeps | 2 |
Bedrooms | 1 |
Bathrooms | 1 |
Space | 0 sq. ft. |
Property type | villa |
When you book through the HomeAway checkout, your booking is backed by our Book with Confidence Guarantee™ offering comprehensive payment protection.
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The hotel furthermore features an outdoor pool and offers a wide range of wellness and sport facilities.


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Tuesday, October 25, 2016
Preview: The State of the Media Industry 2017 Report - Full Release Wednesday
Vogue Paris, Swarovski Set Collection
Digital Publishing: What Hyperlocal Can Teach Newspapers
Business Insider Launches Markets Data Site with Help from Axel Springer
Is Media Bias Really Rampant? Ask the Man Who Studies It for a Living
Twitter Planning Hundreds More Job Cuts As Soon As This Week
The New York Times Is Buying The Wirecutter for More than $30 Million
MPA–The Association of Magazine Media has released its 2016/17 Magazine Media Factbook today, the definitive source of magazine media research. Since 1985, MPA has been compiling and packaging the most compelling and comprehensive facts and figures around magazine media. Derived from third-party sources and MPA's own research and data collection, the new Factbook has nearly 100 pages of current and useful information.
"Nothing informs a discussion better than solid data," said MPA's President and Chief Executive Officer Linda Thomas Brooks, "and the 2016/17 Magazine Media Factbook has plenty of conversation starters. The research continues to show that magazine media is the most trusted, inspiring and influential of all media, and several new studies provide even more proof of magazine media's unique ability to drive sales."
Nielsen Catalina Solutions (NCS), the leader in helping CPG marketers optimize return on advertising spend (ROAS) with in-store purchase data, presented the study, "Yes, Advertising Works. Now, What's My ROAS Across Media Platforms?" at the Advertising Research Foundation's Audience Measurement 2016 conference. The study generated benchmarks that allow marketers to compare the return they should expect from every dollar of their cross-media, digital video, display, linear TV and magazine advertising spending. In its analysis, NCS worked with The Advertising Research Foundation, CBS Corporation, Meredith Corporation, Sequent Partners and a prominent technology and display advertising company.
February 08, 2017
Conrad New York
Contact Alison Heisler, firstname.lastname@example.com or 212-872-3740, for details and custom opportunities.
Former President George W. Bush and his wife, Laura, gathered their closest friends under a starlit Texas sky and officially two-stepped into the seven-decade club over the weekend: Their birthday photo album was shared exclusively with People.


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A school in the UK has won a three-year domain-squatting case against some Canadian domain parkers. The school, called Framlingham College, wanted to set up shop at framlinghamcollege.co.uk, but the domain parkers beat them to the punch, and put up a page with links to, among other things, online dating sites. Apparently these sites then had links to "mature porn," which upset the administrators of the Christian school, and gave the BBC justification for the tasty headline "School's links to porn site end." It seems right that the school was able to wrest control of the site back from domain parkers, illustrating that in this instance, the dispute and resolution system worked. That said, was it such an important battle? The head of the school notes "I have no doubt that people who were seriously interested in the college will have found this site and then run a mile" -- so it's not as if people were being fooled into thinking it was the school's actual site. And there are these things these days called search engines that many people use to locate sites they're looking for, rather than just trying random URLs. Perhaps the College would have been better off using some of the resources it devoted to this battle on search-engine optimization, since its real site doesn't seem to appear in the first five pages of Google results for a search on its name. Isn't people being able to find the school's site more important than the URL it uses?
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Reader Comments
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inc, 14 Jan 2009 @ 10:17pmI'm sure it would've been cheaper to make the domainer an offer to buy the domain rather then pay lawyers to have it forcefully taken.
I bet the owner of the domain would've taken $10,000 upfront then pennies per click. -
It might have been cheaper, but I bet the school would not have done any such thing on principle. The squatters had not right to the domain, and certainly no right to $10k just for having bought it first. Besides, the legal system does work differently outside of the US, and the school may have been awarded their legal fees on top of the domain (if this did make it to court - it actually looks like a simple dispute process with Nominet, which doesn't need lawyers AFAIK).
As for whether this whole case was worth it, it depends on how you see it. The domain was clearly their rightful property to begin with, so simply getting it back may have been worth it to them. Besides, having a relevant domain name such as this can help search rankings in Google without further action. Some people will still try to guess domain names before they go to a search engine, so it's probably a good move. -
Analyst (profile), 14 Jan 2009 @ 10:27pm
Ethics Matter
A thought on value: Albeit delayed, search engine optimization will still occur, and now with the optimum URL and a clean neighborhood. Framlingham College has won a moral and ethical victory here. This is a strong indication of character to prospective students, alumni and the community alike. -
Anonymous Coward, 14 Jan 2009 @ 11:09pmSquatters get nothing. That was the whole point of the fight. Sure it may have been cheaper and quicker to pay them off, which is what the domain grabbers wanted, but they get nothing.
tl;dr:ROW ROW FIGHT THE POWAH -
joe, 15 Jan 2009 @ 4:16amthe dispute resolution system is a farce. it is front-loaded, through heavy arbitration fees, in favor of the squatters.
Donkey beater, 15 Jan 2009 @ 5:59am
No right?
PaulT... why in the world would they have no right to the domain? Just because someone else has a similiar registered or are operating under a certain name, doesn't give them absolute control over that name. ESPECIALLY since they weren't trying to convince anyone they were the school in question.
Even copyright only copyrights and EXPRESSION of an idea... not the idea itself. If the school's name was trademarked AND an idiot in a hurry might mistake the squatter site for the school site (obviously not the case) THEN they would have had a case.
Instead, this was an example of a school who used the system to bully someone else because of their own lack of foresight. -
Your Gawd and Master, 15 Jan 2009 @ 9:41am
Re: No right?
I just love how you use the word "bully". Tell me, if I kidnap your family and ask for a ransom, if you call the police, are you bullying ME?!?!?
Do you realize there is actually a process that you go through to settle domain disputes and it doesn't involve "bullying". Hell, it doesn't even involve the courts(most of the time). -
Anonymous Coward, 15 Jan 2009 @ 6:07amI hate domain-squatters!
I can not even get a decent domain name any more. I have goofy or excessively long urls which is not practical. -
Anonymous Coward, 15 Jan 2009 @ 6:21am
AC -> "I hate domain-squatters!
I can not even get a decent domain name any more. I have goofy or excessively long urls which is not practical."
Isn't it true that most squatters are the registrar ? -
Dave Zan, 16 Jan 2009 @ 5:19am
Re: Re:
Isn't it true that most squatters are the registrar ?
Any stats to back up that assertion? -
Anonymous Coward, 15 Jan 2009 @ 7:44amMaybe they just didn't optimize for the Google search? Live and Yahoo bring them up right at the top.
Regardless, it's a complete dodge to say they should have invested in search optimization when Canadian squatters were essentially extorting their school's "name as a domain" and linking it to mature content. And it taking 3 years to resolved does not sound like the dispute and resolution system "worked". It sounds more like they eventually lucked out. -
Another Paul, 17 Jan 2009 @ 5:17pmIf the school had taken the time to file a remotely adequate complaint back in 2005 they would have won the name 3 years ago. Instead, their 2005 complaint was deemed inadequate even though the domain holder didn't even bother to respond to it. The "battle" was only brought about by the schools incompetence.
As for the importance of the domain vs seo - having the most logical domain helps those who directly navigate and also helps with seo.


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At a rival press conference, Brian Faulkner is critical of the Northern Ireland government for introducing the local government franchise now.
Faulkner's criticism is largely due to a lack of consultation with the rest of the party and the people it represents. According to Faulkner, the introduction of such a measure shows how out of touch the government is with the currently explosive situation in the country.
Faulkner comments that it fails to satisfy the civil rights movement, it fuels the fires of distrust within the Unionist Party, and furthermore, it puts the rule of law at risk in Northern Ireland.
Title: |
Parliament Votes for Universal Franchise |
Clip Duration: |
00:01:44 |
Material Type: |
Video |
Clip Title: |
Faulkner Critical of Timing of Decision |
Series Title: |
RTÉ News |
Information: |
A RTÉ News report on Brian Faulkner discussing the implications of the parliament vote for universal franchise broadcast on 23 April 1969. |
Local Keywords: |
Northern Ireland 1969, One Man One Vote, Brian Faulkner, Franchise, Northern Ireland, 1969 |
Coverage: |
Ireland, Belfast |
Topic: |
Wars and Conflict |
Publisher: |
First Broadcast Channel: |
Broadcast Date: |
23/04/1969 |
Production Year: |
1969 |
Country of Production: |
Ireland |
Original Identifier: |
IPR Restrictions: |
Rights Reserved - Free Access |
Rights, Terms and Conditions: |
Copyright RTÉ. This material may not be replicated in any form or manner without the prior express permission of RTÉ. Any form of reproduction in print, television, video, multimedia, web site or other electronic media or any form of dissemination for commercial or non-commercial use must be licensed by the RTÉ Archives. If you wish to licence video or audio clips, still images or text, or would like further guidance please contact us. RTÉ Archives are committed to respecting the copyright of others and have attempted to source and credit the copyright owners of all material used here. RTÉ would like to hear from any copyright owners who are not properly identified here so that the necessary corrections can be made. If you feel your copyright has not been respected please contact us. |
Item Type: |
part/extract |
Colour: |
Black and White |
Sound: |
Mono |
Aspect Ratio: |
4:3 |
Language: |
English (eng) |


text:
From the chef of Spoon and Stable in Minneapolis, this recipe for piquillo peppers filled with creamy risotto on a bed of sautéed kale brings a Mediterranean sensibility to summer produce from America's heartland.
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The author and avid surfer dishes on cooking outdoors, casual cool and the tyranny of risotto. She also shares a recipe for a summer-berry pecan crumble you'll be making all summer.
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In Jersey City, a preschool serves up tofu, butternut squash risotto and kale.
Historically influenced by outsiders, the Ukranian port city of Odessa offers elegant old-world architecture, an acclaimed classical music scene—and a stubbornly nonconformist streak
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A guide to the ubiquitous veal dish that defines—and divides—the Italian fashion capital: cotoletta alla Milanese.
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Photographer Chris Leidy launches his New York studio, and Luca Guadagnino releases his latest film, 'A Bigger Splash.'
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Content engaging our readers now, with additional prominence accorded if the story is rapidly gaining attention. Our WSJ algorithm comprises 30% page views, 20% Facebook, 20% Twitter, 20% email shares and 10% comments.


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text:
"It looks slightly gold. Is the the whole watch rose gold?"
This watch is beautiful! The face is smaller than some of the others which is great for my small hands/arms. I've been wearing it everyday and it's just as shiny as when I received it. I bought another at the same time, for a gift and I know she is going to be delighted!
This classic timepiece by Michael Kors features a rose goldtone stainless steel case and bracelet. A White mother of pearl dial, precise quartz movement and a water-resistance level of up to 50 meters finish this fine timepiece.- Case: Stainless steel
- Caseback: Stainless steel, screw-down
- Bezel: Stones, stainless steel
- Dial: White mother of pearl
- Hands: Rose goldtone
- Markers: White
- Bracelet: Rose goldtone
- Clasp: Fold over clasp
- Crystal: Mineral
- Crown: Push/pull
- Movement: Quartz
- Water resistance: 5 ATM/50 meters/165 feet
- Case measurements: 33 mm in diameter x 33 mm long x 10 mm thick
- Bracelet measurements: 16 wide x 6 inches long
- Model: MK5403
All measurements are approximate and may vary slightly from the listed dimensions.
Women's watch bands can be sized to fit 6.5-inch to 7.5-inch wrists.
Click here to view our Watch Sizing Guide.
Features | |
Material | Stainless Steel |
Type | Analog, Casual |
Movement | Quartz |
Strap Color | Rose-Tone |
Dial Color | Mother of Pearl, Silver, White |
Water Resistance Depth | 50 Meters |
Case Shape | Round |
Case Diameter | 33mm |
Closure Type | Fold over Clasp |
Color | Gold |
Dial Window Material | Mineral |
Product Features | Calendar Date, Second Timekeeping, Three Hand, Water Resistant |
Strap Width | 16mm Strap |
Dimensions | 33 mm W x 33 mm L x 10 mm H |
Warranty | 1 Year - Limited Distributor Warranty |
Model Number | MK5403 |
Country of Origin | Japan |
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Customer Reviews
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Beautiful and stylish watch. This product met all of my expectations. It presents a very rich and stylish presence. It perks up many outfits and serves as wonderful piece of jewelry on my left wrist.
Read Moregravelite Jan 24, 2013 - Helpful 1
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this is no cheap knockoff, this is the real thing! This watch is beautiful! The face is smaller than some of the others which is great for my small hands/arms. I've been wearing it everyday and it's just as shiny as when I received it. I bought another at the same time, for a gift and I know she is going to be delighted!
Read Morejuneirose Dec 13, 2013 - Helpful 0
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Michael Kors Watch Was an excellent buy for the money. Love the rose gold. I will recommend the Overstock site for this product.
Read Morebartram66 Oct 8, 2013 - Helpful 0
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Great watch! This watch looked exactly like the picture. Was great quality and made an excellent gift.
Read Moredeewya Dec 27, 2012 - Helpful 0
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A beautiful timepiece Originally saw this watch in Macy's for $$$$ + tax. When I saw the price of the exact same watch on Overstock, I thought - it couldn't possibly be the same one. But, after receiving it...it was the exact same watch - it was just like $80 cheaper. The rosetone is the perfect color. The watch IS pretty weighty, but I do like that. The face is a perfect size - not too big but easy to read and looks very up-to-date. Overstock is absolutely the best place to shop when looking for a good deal.
Read Moretappan01 Apr 17, 2012 - Helpful 0
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Questions & Answers
It is a rose goldtone color.
"what kinda box will it be in?"
It will come as if you had purchased it from a store.
Shopping Tips & Inspiration
Best Reasons to Buy Michael Kors Watches
Best Reasons to Buy Michael Kors Watches from Overstock.com. Our guides provide customers with information about Michael Kors watches.
Stocking Stuffer Ideas
In the hurry and flurry of Christmas Day, don't overlook the gifts found in Christmas stockings. Stocking stuffers are usually smaller and less expensive than what you put under the tree, but they're a thoughtful and ideal way to celebrate the personality or interests of those on your list. Peruse our options and you'll be ready to grant the holiday wishes of the special people in your life.
Guide to Womens Watches
Learn everything you need to know before buying a women's watch. Shop our huge selection of women's watches at Overstock.com.
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Keep time with fashion and update your spring look with colorful watches.
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Men's and women's watches with automatic winding technology are stylish, interesting, and low-maintenance. These Frequently Asked Questions will help you to choose an automatic watch that fits your lifestyle.
How to Measure a Watch Case
You can use wristwatch case measurements to choose new watchbands or find a men's or women's watch with the right-sized dial for your look and style. Follow these steps to quickly and accurately measure a watch case.
Watch Movement Buying Guide
Some watches contain intricate manual movements, while others use tiny vibrating crystals to stay on time. Read on to explore the fascinating world of horology and learn more about various available watch movements.
Water-Resistant Watch Quick Facts
So you want a waterproof watch you can wear while you're washing dishes or swimming? You'll find a wide selection of water-resistant watches to wear for work, play, and formal occasions.
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Watch Buying Guide from Overstock.com. Knowing some information on the basics before purchasing a watch will help you make a more informed buying decision.
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