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Teaching Certificate Program
Please note that the Teaching Certificate Program is ending during the 2012-13 academic year. The program is being replaced with the Certificate in College Teaching.
Co-sponsored by the Vanderbilt University Center for Teaching and the Graduate School
The Teaching Certificate program has been designed to help Vanderbilt graduate students, professional students, and post-doctoral fellows develop and refine their teaching skills through three cycles of teaching activities, each consisting of inquiry, experimentation, and reflection phases. Participants who complete the program receive a Teaching Certificate from the Graduate School and the Center for Teaching. The Teaching Certificate is designed to help you:
- Clarify your goals for current or future students' learning
- Develop proficiency in effective instructional methods that recognize cognitive diversity
- Improve your capacity for assessing and understanding current or future students' learning
- Value teaching as a community endeavor
- Approach teaching in a scholarly manner that has an impact on teaching practice
Components of the Teaching Certificate Program.
The Teaching Certificate program is made up of three cycles, each of which includes phases of inquiry, experimentation and reflection. Each of these cycles, the program planning, and exit interview, are described below.
- Program Planning Process
The program planning meeting is designed to orient participants to the program and to develop a program plan. The program planning process includes an online application and program plan meeting. After the meeting, you will add your program plan and teaching statement to your personal Teaching Certificate wiki.
- Cycle One: Building a Teaching Foundation
The purpose of this cycle is to build a strong foundation of understanding and practice in basic teaching practices. During the cycle, participants will focus on one or more teaching practices to develop and/or refine.
- Inquiry
Participants attend one or more teaching workshops focusing on their chosen teaching practices.
- Experimentation
Participants then experiment with ideas encountered in the workshops through a classroom observation sequence in which a CFT consultant observes the participant teach.
- Reflection
After a post-observation discussion with the CFT consultant, participants write a summary of their experience in this cycle.
- Inquiry
- Cycle Two: Putting Pedagogical Theory into Practice
During the second cycle, participants directly engage the literature on teaching and learning in higher education.
- Inquiry
Participants explore the established literature on teaching and learning in higher education either on their own or in a CFT Reading Group.
- Experimentation
Participants then experiment with ideas encountered in the literature through a classroom observation sequence in which a CFT consultant observes the participant teach or conduct a workshop on teaching in their department.
- Reflection
After a post-observation discussion with the CFT consultant, participants write a summary of their experience in this cycle.
- Inquiry
- Cycle Three: The Scholarship of Teaching and Learning
In the third cycle, participants design and implement a scholarly project on student learning, joining a Scholarship of Teaching and Learning Working Group for this purpose. The goal is for participants to reflect on their own teaching by analyzing evidence of student learning.
- Inquiry
Participants draft a project proposal describing the goals or questions they have identified for their project and detailing the teaching and assessment activities planned to address those goals or questions.
- Experimentation
Participants conduct the teaching and assessment activities detailed in their project proposal.
- Reflection
Participants then analyze the evidence of student learning gathered during the Experimentation phase and share their project in an appropriate public setting.
- Inquiry
- Finishing Process
As the final part of the program, finishers participate in an exit interview which provides them with an opportunity to synthesize and reflect on their experiences in the program. Prior to the exit interview, participants prepare and submit a synthesis of the materials from their electronic portfolio and an updated teaching statement.
Program Planning Process
Program Planning Meeting
Upon receipt of a participant's application through the online system, the CFT will schedule a program planning meeting with the participant and CFT consultants, in which they will orient the participant to the program, help him or her identify goals for development as a teacher, and draft a plan for meeting those goals through the program. In addition, the new participant will be instructed in how to use his or her own Teaching Certificate wiki.
Drafting a Program Plan
Following the program planning meeting, the participant writes a plan for his or her participation in the Teaching Certificate program using the "Program Plan" template provided in the Teaching Certificate wiki. This plan outlines his or her individual goals for participating in the program, the teaching skills and experiences he or she wants to develop, and the activities by which he or she will complete the requirements of the program. Most of the time during the program planning meeting will be spent helping the participant develop this program plan, so this second step largely consists of documenting that discussion.
Posting the Plan
The participant will post the program plan on his or her Teaching Certificate wiki. Since a participant's goals and teaching opportunities may change over time, he or she should update the program plans after each cycle in the Teaching Certificate program. These updates will keep the participant on track for completion, and will ensure that the CFT consultants understand what the participant may need as he or she progresses toward the certificate.
Prepare Initial Teaching Statement
After completing the Program Plan, the next step in the Teaching Certificate Program is to write a Teaching Statement. This process is designed to help participants reflect on their goals, values, and practices as teachers. The teaching statement also provides CFT staff with insight that is useful in helping participants plan their participation in the program. Participants are likely to find the CFT's guide on writing teaching statements useful as they write this first draft. It is meant be a starting 'snapshot' describing who participants are as teachers when they enter the program. We thus encourage participants not to take too much time composing this teaching statement—they should use it to "get started" in thinking about how they want to grow as a teacher. Later, at the end of the program, participants are required to revise their first drafts, giving them an opportunity to note their progress and create a teaching statement that may be submitted to hiring committees when applying for faculty positions. Participants will post their Teaching Statement to their wiki, inform the CFT that they have done so, therefore signaling that they are ready to start with Cycle One.
Cycle One: Building a Teaching Foundation
Cycle One offers participants the opportunity to build a strong foundation of learning about basic teaching practices, and then to apply that understanding. Examples of such teaching practices include, but are not limited to lecturing, leading class discussions, facilitating in-class cooperative learning activities, and designing course syllabi.
When selecting teaching practices on which to focus during Cycle One, participants are encouraged to consider the kinds of teaching they expect to do in the future in relation to their teaching experiences thus far. For example, a participant who has graded papers and held office hours as a teaching assistant for a few semesters, but who expects to be teaching his own seminar courses as a future faculty member, might consider focusing on discussion-leading skills during Cycle One. In other words, we encourage participants to consider future faculty teaching roles when planning and carrying out teaching activities to complete the Teaching Certificate program.
During the experimentation phase of Cycle One, participants experiment with the teaching practices they have decided to develop during Cycle One. As a result, participants should also consider the teaching opportunities they are likely to have in the near future when identifying their Cycle One goals. For example, a graduate student acting as a lab assistant may be able to practice her lecturing skills during the "pre-lab lecture" portion of a lab session. She may be able to experiment with her approach to working one-on-one with students during lab, as well. However, she is not likely to have the chance to design a course syllabus as a lab assistant. Participants are encouraged to think creatively, but realistically, about matching their Cycle One goals with their available teaching opportunities.
In summary, participants choose one or more teaching practices to develop or refine during Cycle One. Factors influencing the choice include: their future faculty teaching roles, opportunities to teach in the near future, and available CFT workshops.
Inquiry Phase
Required: During the Inquiry phase of Cycle One, participants are required to attend at least one teaching workshop addressing the teaching practices they plan to develop or refine during Cycle One. Participants also may participate in workshops offered by other units on or off campus, including various departments and programs, the Writing Studio, the Office of Medical Education, and at various professional conferences. Participants having trouble finding an appropriate workshop are invited to email or call the CFT for suggestions. After attending a workshop, participants respond to reflections questions in their Cycle One wiki.
Optional: In addition to attending teaching workshops, Cycle One participants are also invited to consider observing an instructor (faculty member or graduate student), with his/her permission, and then meeting with him or her to discuss that observation. Participants are encouraged to review the teaching observation guidelines available from the CFT prior to their observations and discussions.
Experimentation Phase
Required: During the experimentation phase of Cycle One, participants experiment with ideas and strategies they learned about during the inquiry phase. To do so, participants must teach a class session or otherwise interact directly with students in which they are observed teaching by a CFT graduate teaching fellow (GTF). Participants meet with the CFT before and after the classroom observation to plan for and reflect on their teaching experiences.
Participants with regular teaching opportunities, such as those teaching their own course or acting as teaching or lab assistants in courses taught by faculty members, may select any one class or lab session to fulfill the requirements of this experimentation phase. Participants with more limited teaching opportunities are encouraged to think creatively about opportunities they may have to interact with students. For example, participants may be able to arrange one of the following teaching opportunities:
- A guest lecture in a course, perhaps on a topic with which the participant is particularly familiar or for a faculty member away at a conference
- A review session for a course, particularly if the course is one that the participant has taken or for which the participant has acted as a teaching assistant in the past
- A class session taught as part of a Vanderbilt Summer School course
- A class session taught as part of a course at another Nashville-area college or university
Participants ready to begin the experimentation phase should:
- Contact the CFT by phone or email to schedule a three-part classroom observation sequence with a graduate teaching fellow. The three parts consist of a pre-observation consultation, the classroom observation, and the post-observation consultation. Please let the CFT know as soon as possible.
- Respond to the reflection prompts in the Cycle One section of their Teaching Certificate wiki before their pre-observation consultation.
- At the pre-observation consultation, discuss a particular aspect of teaching they have explored in the inquiry phase and situate this aspect in the context of the goals for the teaching session to be observed.
- Update the wiki to include an outline or lesson plan for the teaching session to be observed to the Cycle One section of their Teaching Certificate wiki.
- At the classroom observation, experiment with the aspect of teaching identified in the pre-observation consultation by teaching a class, discussion session, lab session, review session or other teaching opportunity. The teaching session is observed by a GTF and may optionally be videotaped.
- Respond to the reflection prompts in the Cycle One section of their Teaching Certificate wiki before their post-observation consultation.
- During the post-observation consultation, participants and the GTF consultants discuss the teaching session in light of their discussion in the pre-observation consultation.
Reflection Phase
Required: After the post-observation consultation, participants write a summary of their experience in this cycle, reflecting specifically on "What actions did you take to refine the teaching practices in your targeted areas?" and "How well did those efforts seem to work? Did you discern any impact on student learning?"
Once participants have completed documenting and reflecting on their work in Cycle One, they should email the CFT. Once the participants wiki has been reviewed, the CTF will provide any appropriate feedback on the document and note that the participant has completed Cycle One and is ready to move on to Cycle Two.
Cycle Two: Putting Pedagogical Theory into Practice
In Cycle One, participants' encounters with pedagogical theory are mediated by CFT workshop leaders and consultants. During Cycle Two, participants directly engage the research literature on teaching and learning. The second cycle challenges participants to continue the work of the first cycle by interrogating literature that addresses issues of pedagogy relevant to their discipline. Participants will emerge from Cycle Two with a deeper understanding of the issues they explored through Cycle One, and a stronger foundation for beginning the work of Cycle Three.
Inquiry Phase
Participants have two choices for engaging in the inquiry phase of Cycle Two:
Option 1: Cycle Two Reading Group
Participants may join a CFT-sponsored reading group, providing them with a community in which to explore the literature on teaching and learning in higher education. Every semester, the CFT organizes one or more reading groups for Teaching Certificate participants. Participants read and discuss selections from the established literature on teaching and learning in higher education. Initial meetings focus on core texts with broad, cross-disciplinary relevance. Later meetings offer participants the opportunity to focus on specific pedagogical topics, techniques, or methods related to their individual needs and interests.
Reading List
Each reading group reads the following core texts:
What the Best College Teachers Do, Ken Bain.
"Teaching as Community Property," Lee Shulman, Change, November 1993
They also select one of the following as a third core text:
Making the Most of College: Students Speak Their Minds, Richard Light
Clueless in Academe: How Schooling Obscures the Life of the Mind, Gerald Graff
Understanding by Design, Grant Wiggins and Jay McTighe
How People Learn: Brain, Mind, Experience, and School, edited by John Bransford and Ann L. Brown
The Skillful Teacher, Stephen Brookfield
A Handbook for Teaching and Learning, Heather Fry, et al.
Each reading group participant also chooses one or more articles on pedagogy particularly relevant to teaching in their respective disciplines. Links to lists of disciplinary teaching journals are available on the CFT Web site.
Option 2: Cycle Two Individual Literature Survey
Participants may independently conduct a survey of pedagogical literature on their own. They may read selections on a pedagogical topic, technique, or method in preparation for a CFT workshop or conduct a survey of literature on a pedagogical topic, technique, or method relevant to teaching in their discipline. Participants are encouraged to meet with a GTF for assistance constructing reading lists. The reading list used by the Cycle Two reading group is a useful starting point for participants choosing to read independently (see above).
Response Document
In addition to discussing the reading during meetings of the reading group or reflecting on it through independent study, participants will prepare a brief document for inclusion in the Cycle Two section of the Teaching Certificate wiki. Each document will include an assessment of individual texts, a broader survey of the literature, and reflections on the implications of this literature for the participant's teaching. The balance of each type of response should match participants' particular goals and disciplines. An appropriate response document could be one of the following:
- A comparison of two books advancing alternative or complementary approaches to a teaching topic that assesses the strengths and shortcomings of each, describes their influence on the participant's teaching, and identifies related texts and questions for further exploration of the topic
- An annotated bibliography organized around a teaching topic that provides limited analysis of a broader selection of texts and highlights passages relevant to the participant's teaching practices
- A reflection paper that focuses on a participant's teaching with reference to relevant texts or passages
This document should help participants answer the following questions: "What are some insights you gained about your teaching practices from your encounters with literature on teaching and learning?" and "What are some steps you might take to enact what you've learned?"
Experimentation Phase
Participants then apply what they have learned from their exploration of the literature on teaching and learning in higher education through a classroom observation sequence similar to the one in Cycle One. In this cycle, however, participants may be observed in either of the following two settings.
Option 1: Teaching a class, discussion session, lab session, or review session, perhaps as part of their teaching assistantship or as a guest lecture in a faculty member's class, or
Option 2: Facilitating a departmental or discipline-based workshop on a pedagogical topic relevant to teaching in that discipline.
Note that the workshop option is not available in the Cycle One classroom observation sequence. Option 2 is primarily intended for participants with extremely limited teaching opportunities (who may not be able to arrange for Option 1), and for participants with more extensive teaching experience who may not benefit as much from Option 1. Participants interested in pursuing the workshop option should consult with a member of the CFT's professional staff for more information.
Regardless of the option they choose, participants will engage in a classroom observation sequence essentially identical to the sequence conducted in Cycle One (see that description in the Cycle One section for more information). Accordingly, they will update their Teaching Certificate wiki with a plan for this process, as directed by a prompt provided in the Cycle Two section.
Reflection Phase
After the post-observation consultation, participants write a summary of their experience in this cycle the Cycle Two section of the Teaching Certificate wiki. Once participants have completed documenting and reflecting on their work in Cycle Two, and updating their Program Plans, they should inform their Cycle Two GTF consultant. He or she will provide feedback as needed, and will note that the participant is ready to move into Cycle Three.
Cycle Three: The Scholarship of Teaching and Learning.
In Cycle Three, participants engage in the scholarship of teaching and learning (SoTL). As explained in the CFT's teaching guide on the topic, SoTL involves:
- asking questions about student learning and the teaching activities designed to promote student learning in an effort, at least in part, to improve one's own teaching practice
- answering those questions by systematically analyzing evidence of student learning
- sharing the results of that analysis publicly in order to invite review and to contribute to the body of knowledge on student learning in a variety of contexts
Participants share results by designing and completing Cycle Three projects intended to help participants 1) develop deeper understandings of teaching and learning processes, 2) realize ways in which they can approach their teaching in a scholarly manner, 3) contribute to the larger community of teachers, and 4) prepare for future faculty roles in assessment and accreditation efforts.
Examples of past Cycle Three projects include the following:
- "Lecture vs. Laboratory Learning in Developmental Biology,"Hillary Hager Carter, Graduate Student, Cell and Developmental Biology
- "Assessing Graduate Student Understanding Using Concept Maps,"Eve Proper, Graduate Student, Peabody/LPO [VUnetID and password required]
- "Cooperative Learning Strategies Enrich Student Learning," Brandon Lute, Graduate Student, Neuroscience
- "Assessing the Impact of Chemistry-in-Context Vignettes on Student Engagement and Learning," Timothy Troyer, Graduate Student, Chemistry [VUnetID and password required]
- "Investigating Sub-Vocalization During the Second Language Writing Process," Rachel Nisselson, French [VUnetID and password required]
- "Concept Maps: Revealing and Remodeling Student Knowledge Structures by the Use of Absolute vs. Conditional Terms," Jennifer Osterhage, Biological Sciences
See this collection of past projects for more examples.
Program participants begin Cycle Three by participating in a sequence of four orientation sessions offered each semester by the CFT. These one-hour sessions are designed to help participants develop an understanding of the term SoTL, learn about print and Web resources useful for engaging in SoTL (including a Cycle Three wiki designed specifically for Cycle Three participants), identify questions about student learning that participants may investigate in their Cycle Three projects, learn about ways to collect evidence of student learning that may help them answer these questions, and reflect on the ethical issues associated with conducting SoTL projects. Participants use portions of Enhancing Learning through the Scholarship of Teaching by Kathleen McKinney as a text for the series.
After completing the orientation to Cycle Three, participants join the Cycle Three working group consisting of other Cycle Three participants, a graduate teaching fellow (GTF), and a member of the CFT's professional staff. The working group provides participants with support for and feedback on their projects as they design, implement, and make sense of them. While there is a fixed time for Cycle 3 working group meetings, the group meets only when members have information to share about their projects and/or would like input or feedback on their projects. As a result, group meetings occur initially on a weekly basis then according to an "as needed" schedule as participants advance in their work on their projects.
Participants are advised to complete the orientation to Cycle Three and join the Cycle Three working group well in advance of the teaching opportunities in which they intend to conduct their Cycle Three projects. Designing a SoTL project takes time, and it is in participants' best interest to solicit and to incorporate feedback on their project designs from their working group colleagues before attempting to implement their projects. For example, if a participant intends to conduct her Cycle Three project in October of a particular fall semester, she may complete the orientation series during the summer prior to that semester and join the working group at the start of the semester, sharing her initial project plans during one of the first meetings of the working group.
Inquiry Phase
After completing the orientation to Cycle Three and joining the Cycle Three working group, participants begin the inquiry phase of Cycle Three by identifying one or more questions about student learning that may be answered by collecting evidence of student learning during teaching opportunities available to the participants. Participants are encouraged to share their initial ideas with the working group, particularly if they find it difficult to identify a particular inquiry question amenable to study. Participants often start with a broad topic (e.g. the impact of cooperative learning activities on student learning) that is refined to a researchable question through working group discussions.
Once participants identify one or more lines of inquiry, they then determine what evidence of student learning they should collect during an upcoming teaching opportunity in order to answer those questions. Student comments, behaviors, and written work can all be evidence. Participants should determine how and when they plan to collect and analyze this evidence. They are encouraged to share their plans for teaching and assessment activities that may generate this evidence with the working group. Discussions about options for collecting quantitative and qualitative evidence, as well as direct and indirect evidence of student learning, can help participants collect evidence that more readily helps them answer their questions about student learning.
Participants then draft a project proposal describing their inquiry questions and the teaching and assessment activities planned to address those questions. The CFT provides a template for this proposal on the Teaching Certificate wiki with question prompts designed to help participants think through various aspects of their projects.
Participants should share their completed proposal either with the working group (if they have not already shared details of their projects with the group) or with the CFT staff member facilitating the working group. Participants should revise their project plans based on feedback on their proposals.
At this point, participants may submit their project to Vanderbilt's Institutional Review Board (IRB) for approval. This is required for participants interested in sharing their project results beyond Vanderbilt (perhaps at a conference or in a publication). Once a project is submitted to the IRB, the review process can take anywhere between two days and two months (or more) to complete, so participants should factor this into their timetables. Participants who are not interested in sharing their projects outside of Vanderbilt may skip this step. The IRB review process is described in detail during the orientation to Cycle Three.
Experimentation Phase
For the experimentation phase of Cycle Three, participants conduct the teaching and assessment activities outlined in their project proposals. This effort requires participants to teach in some appropriate setting. See the Cycle One portion of this handbook for suggestions for identifying possible teaching opportunities.
Because the goal of the participants' activities in this phase is to uncover evidence of student learning for later analysis, participants are welcome to invite members of their working group to observe some or all of these activities. Participants may also arrange to have some or all of the activities videotaped by the CFT in order to better document student learning.
Reflection Phase
After teaching and collecting evidence of student learning, participants then analyze the evidence they have gathered, attempting to answer the inquiry questions they have identified. Making sense of students' written work, comments, and behaviors can be difficult, and so participants are encouraged to seek assistance from their working groups in identifying patterns in the evidence they have collected. There are a variety of quantitative and qualitative methods by which to analyze this kind of evidence, and Cycle Three participants often suggest methods used in their disciplines that complement the methods used by participants in other disciplines.
Once participants have analyzed their evidence and drawn some conclusions, they update their wiki using the question prompts provided on their Cycle Three wiki pages. In addition, participants are required to create a project poster using the template provided on this page below as an attachment. Or, participants may use another poster format of their choosing, as long as it can be converted into a PDF file and measures11 by 17 inches when printed. These posters are similar to those seen at poster sessions at scholarly conferences that outline their questions, methods, and results. Participants must share their posters with the CFT staff member facilitating their Cycle Three working group. This staff member will provide participants with feedback that they should use to revise the poster.
After sharing their completed (or nearly completed) projects in the context of the Cycle Three working group, participants are then required to share their project in some other appropriate public setting, perhaps by giving presentations in their departments, at regional or national conferences, or in sessions convened for this purpose by the CFT. For example, the CFT has organized panels of Cycle Three participants at the Graduate Research Symposium conducted each spring by the Graduate Student Council. Participants may submit an article about their project to a scholarly publication, but this is not a requirement of the Teaching Certificate program. In fact, Cycle Three projects are not intended to be large enough in scope to warrant a publication. Some participants treat their Cycle Three projects as pilot projects, planning to conduct a second version of the project at a later date intended for publication.
The CFT requires Cycle Three participants to "go public" with their projects because doing so is part of taking a scholarly approach to one's teaching. Faculty members and graduate students share their disciplinary research at conferences and in publications in order to invite feedback and critique, and to allow others to learn from and build upon their work. Cycle Three projects are intended to be similarly scholarly, and so participants are required to "go public." Participants identify an audience interested in learning about their projects and able to offer feedback on them. Many past participants have been able to find such audiences in various contexts at Vanderbilt.
Bear in mind that participants who do not obtain Institutional Review Board approval for their projects are not allowed to share their projects beyond Vanderbilt.
After going public, participants are required to submit their final poster by letting the CFT staff member who has facilitated their working group know that they have updated the Teaching Certificate wiki. The staff member will then communicate with participants about the finishing process for the Teaching Certificate (see details below) and place the participant's poster in an online gallery of Teaching Certificate Cycle Three projects. In addition, posters will be featured at the Center for Teaching's annual "Celebration of Teaching" event.
Finishing Process
Once participants have completed all three cycles, they write a statement synthesizing and reflecting on their experiences in the program as an introduction to what they have posted on the Teaching Certificate wiki. They also include a revised teaching statement. They then complete a short survey about their experiences in the Teaching Certificate program and participate in a focus group consisting of those finishing the program to provide feedback to the CFT on the program. Participants then receive a certificate from the Graduate School and the CFT during the CFT's annual Celebration of Teaching. Graduate student participants also receive a cord to wear during their commencement and receive special recognition in the printed commencement program.
In order to help CFT staff meet internal deadlines regarding the Celebration of Teaching, participants will receive detailed information about the finishing process approximately six to eight weeks prior to the event.
Frequently Asked Questions
Why did the CFT make changes to the Teaching Certificate Program?
While we felt that the former Teaching Certificate Program was great (and we've tried to keep all of the best parts of it!), we listened to the feedback from participants and saw an opportunity to improve upon some aspects of the program. Particularly:
- The teaching certificate program was intended to be self-directed, yet many participants expressed a desire for it to be less so. So we've clarified some of the requirements, set "start" and "end" dates, and tried to create a program that still allows participants to have some self-direction but also provides structure so that participants complete the program in a timely manner.
- One of the most popular aspects of the teaching certificate program was the cycle two reading group. In this group, participants got to interact with other participants (often from very different disciplines) and spend an hour each week discussing teaching. So we've kept that and expanded on it. In the new program, from day one, participants will be engaged in on-going conversations with their peers around teaching topics during the regularly scheduled meetings.
- One of the most challenging aspects of the teaching certificate program (for many students) was the teaching observation requirement present in both cycle one and cycle two. Many participants got "stuck" at the beginning of cycle one waiting around for a teaching opportunity to arise and never progressed to some of the richer discussion taking place in cycle two. To address this issue, we rethought the observations and removed the in-class teaching observation from the Seminar. Now participants who might not have teaching opportunities can still join in, participate in the discussion, and complete micro-teaching in front of their peers. Those who do have teaching opportunities can then move on to the Practicum and undergo in-class observations. This separation allows those who don't have available teaching opportunities the ability to stop after completing the Seminar and still have successfully completed a professional development activity.
- The teaching certificate program contained three cycles – the third of which was to complete a small-scale research project that would assess student learning. While participants who completed cycle three felt like it was one of the most valuable parts of the program, the time commitment that the cycle required was often too intensive for many to complete. So we took cycle three and spun it off into the SoTL Scholars Program (read more about that here). By doing so, we hope that more students will be able to complete the Certificate and that those interested in learning more about the scholarship of teaching & learning will pursue the Scholars Program separately.
What if I'm a participant in the Teaching Certificate Program and I haven't finished it yet?
Don't worry! You have some options. Depending on where you are in the program, you may be able to finish it this academic year (2012-13). In general, we suggest that if:
- You were in cycle 1, we ask that you simply start the new program. Let us know you're interested in the Seminar and apply to join us this fall or in the spring.
- You were in cycle 2, we ask that you either: (a) begin with the new program, or (b) finish cycle 2 and cycle 3 during the 2012-13 academic year. If you want to finish cycle 2, please be aware that the CFT will not be offering a 'reading group' and instead you'll be asked to complete the readings individually.
- You were in cycle 3, we ask that you finish cycle 3 or the SoTL Scholars Program during the 2012-13 academic year. If you are unable to do so at this time, we'll be glad to have you participate in the new program or in the SoTL Scholars program in the future.
The CFT sent individual messages to each participant in the Teaching Certificate Program in July 2012. If you did not receive a message from us, please let us know.
I have questions and need information on the Individual Reading Plan. Where can I find out more about that?
Right here. We've put together a quick guide that provides an overview of the individual reading plan. As the cycle two tab on this page mentions, the goal of the "inquiry" phase within Cycle Two is to explore some of the vast literature of teaching and learning in higher education. Participants read from a group of selected readings and then write a response document integrating insights from the various readings with reflection on your own teaching practices. The guide also includes two sample response documents.
If I completed the Teaching Certificate Program, can I also participate in the Certificate in College Teaching or in the SoTL Scholars Program?
Sure! We'd be glad to have you. Simply apply and let us know you'd like to join us.
When I complete the Teaching Certificate program, will someone from the CFT write a letter of recommendation for me? What documentation will the CFT provide as to my participation in the Teaching Certificate program?
When you complete the Teaching Certificate program, the contents of your Teaching Certificate google site will provide a flexible way to document and share your participation in the program. You may choose to make your entire e-portfolio available online for academic job search committees or other interested parties, or you may choose to make only a portion of your e-portfolio available in this way.
The CFT is not in a position to write you a letter of recommendation since we will not be evaluating the quality of your work in the Teaching Certificate program. Instead, we certify that you have participated in the program in the ways listed in the program description. The value of your work in the program and the lessons you have learned about your teaching through the program will be evident in the contents of your e-portfolio. The CFT will, however, provide you with a letter describing the program, which you may use in your application materials to give context to your work in the program.
Other Questions?
Please visit the Teaching Certificate Portal for more detailed information about the process. Contact the CFT if you have further questions.


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Importing countries of automotive parts from France in 2017
Importing countries of French made automotive parts and accessories* in 2017 (in 1,000 euros)
Importing countries of French made automotive parts and accessories* in 2017 (in 1,000 euros)
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- * Parts and accessories for tractors, motor vehicles for the transport of ten or more persons, motor cars and other motor vehicles principally designed for the transport of persons, motor vehicles for the transport of goods and special purpose motor vehicles.
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- Volkswagen Group vehicle deliveries worldwide between 2017 and 2018, by key region (in 1,000 units)Number of Volkswagen Group deliveries sales by region 2017 & 2018
- Renault Group's revenue from FY 2010 to FY 2018 (in billion euros)Renault Group - revenue 2010-2018
- Renault Group's vehicle sales in FY 2018, by region (in 1,000 units)Regional vehicle sales of Renault Group 2018
- Toyota's net revenue from FY 2007 to FY 2019 (in billion Japanese yen)Toyota net revenue 2007 to 2019
- Toyota's motor vehicle sales between FY 2017 and FY 2019, by region (in 1,000s)Toyota motor vehicle sales by region 2017 to 2019
- Automotive suppliers
- The leading global automotive suppliers in 2018, based on revenue (in million euros)The leading global automotive suppliers based on revenue 2018
- The world's largest tire producers in 2018, based on tire-related sales (in billion U.S. dollars)Tire producers - based on global revenue 2018
- Bosch's revenue from FY 2000 to FY 2018 (in billion euros)Bosch - revenue 2000-2018
- Continental AG's revenue from FY 1999 to FY 2018 (in million euros)Continental AG's revenue 1999-2018
- Denso's global revenue from FY 2014 to FY 2019 (in million U.S. dollars)Denso - global revenue 2014-2019
- ZF Friedrichshafen AG's sales from FY 2009 to FY 2018 (in million euros)ZF Friedrichshafen AG sales 2009-2018
- Magna International's total sales between FY 2017 and FY 2018 (in million U.S. dollars)Magna: total sales 2017-2018
- The future of cars
- Global light vehicle production forecast from 2015 to 2023 (in million units)Global light vehicle production forecast 2015-2023
- Global automotive transmission type market share between 2010 and 2025Global automotive transmission outlook 2025
- Outlook on worldwide light vehicle sales from 2016 to 2024 (in million units)Worldwide light vehicle sales - outlook 2016-2024
- Projected autonomous vehicle sales worldwide in 2040, by country or region (in million units)Autonomous vehicle sales - globally by region 2040
- Importing countries of automotive parts from Italy in 2017
- Importing countries of automotive parts from Poland in 2017
- Export value of automotive parts from European countries in 2018
- Importing countries of automotive parts from Germany in 2017
- Importing countries of automotive parts from Czechia in 2017
- Industry revenue of "automotive parts, accessories and tire stores" in the U.S. 2011-2023
- Valeo: research and development (R&D) expenditure from 2014-2017
- Italy: top ten destinations of automotive components exports 2016
- Eberspächer: annual results from 2011-2017
- Canadian automotive industry - exports by country 2014
- Valeo: operating margin from 2012-2016
- Eberspächer: sales by business segment in 2015 and 2017

subset: commoncrawl


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1,391 Individuals Affected
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Memorial Healthcare System
10,000 Individuals Affected
University of Mississippi Medical Center
Privacy Rule Violation – Impermissible Disclosure
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Privacy Rule Violation – Paper Records
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79 Million Indivduals Affected
33,000 Patients Affected
M.D. Anderson Cancer Center
No Business Associate Agreement
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412 Individuals Affected
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4 Million Individuals Affected
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13,000 Patients/Research Participants Affected
Feinstein Institute for Medical Research
344,579 Individuals Affected
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Our services are designed to maximize your valuable time and customized to meet the "reasonable and appropriate" standard for your office environment. From primary care providers to health app developers, we understand what healthcare providers and organizations need to have in place to meet their HIPAA security and privacy compliance requirements.
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On Sunday, the average gallon of gas in Maine cost $2.27, down $1.17 from one year ago.
The surprise global drop in crude oil prices has broad implications internationally and raises specific challenges for domestic gas and oil producers, but a new report gives a sense of the average benefit for the approximately 506,191 Maine households with cars (according to the latest census survey, from 2014).
The new report from the JPMorgan Chase Institute put hard numbers to the impact of lower gas prices, by state and county, using data from about 25 million anonymized credit card customers.
The report compares spending on gasoline for the most recent winter (December-February) with the same period for 2014.
The conclusion: the average household will have about $700 more to spend this year and they will spend about 80 percent of that on things other than gasoline (about 20 percent of savings, the report found, was spent on restaurants).
"With lower gas prices expected to last through the year, this extra disposable income is fueling consumer spending on categories other than gas," the authors of the report, drawn from a pool of 57 million Chase card customers, wrote in a summary of the findings.
The impact for Maine is on the higher side. The study found Maine and New Hampshire were among the top 10 states — mostly in the South and Midwest — ranked by total gasoline spending.
(All of the bottom 10 states for total gasoline spending, the study notes, are in the East and West, except for Virginia and South Carolina.)
Three of Maine's poorest counties — Somerset, Piscataquis and Washington — were among those where average monthly spending on gas dropped the most from the winter of 2014 to the winter of 2015.
The study found changes in gas prices have a larger impact on young people and low-income households, with average savings equalling more than 1 percent of monthly income for households making less than $30,000.
Statewide, the data showed average monthly gas expenditures in Maine dropped by more than $30 in the winter of 2015, compared the previous year. As the price and total spending fell, the report estimated that gasoline consumption increased.
In aggregate, the study notes that the change in pump prices represents a small share of consumer spending with impacts "easily overshadowed by other economic forces."
But the comparison with last year, the report states, shows the different impact changes in gas prices have by region and by income level, informing wonky discussions of gas tax policy, transportation policy and financial services.
On transportation, the report concludes: "…gas price fluctuations contribute to spending volatility. Reduced reliance on gas, for example through electrification of the transportation sector, could reduce volatility particularly for low-income earners."
On financial services: "…innovative financial services could assist consumers in hedging gas price volatility. For example, to assist consumers in saving, credit cards (e.g. especially gas rewards cards) could develop a savings feature that activates when gas prices drop."
And on tax policy: "These state-level differences provide a more granular understanding of how gas price fluctuations impact regional economies and should inform good decisions about optimal gas tax rates and structures."
Check out the full report here:


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By Cengiz Candar
December 20, 2017
The roots of President Recep Tayyip Erdoğan's "New Turkey" can be found in the decades that preceded the foundation of the Turkish republic. The ultranationalist Young Turks who ruled the Ottoman Empire during its final years – with catastrophic consequences – have extended their tentacles into the present. To preserve his power, Erdoğan has made a Faustian deal with their incarnations.
By Svante E. Cornell and Halil Karaveli
December 6, 2017
Reza Zarrab's testimony in early December to a New York court was hardly helpful in breaking the impasse in Turkish-American relations. By implicating Turkish President Recep Tayyip Erdogan directly in the oil-for-gold trade that is the subject of the trial, Zarrab may have contributed to a new low in the fraught alliance. However, the case is symptomatic of the fact that Turks and Americans lack basic trust. It also illustrates that they are now on completely different frequencies. The Zarrab case means entirely different things to Turks and Americans, and this disconnect risks contributing to a break that neither party may actually want.
By Nicholas Danforth
November 8, 2017
In both the United States Congress and Executive Branch, previous efforts to assuage Turkish President Recep Tayyip Erdoğan's anti-American anger are increasingly being seen as a form of appeasement. However, the risk is that Erdoğan's paranoid view of American intentions could prevent Ankara from responding rationally to the pressures of the United States. Matters are complicated by what appears to be the Turkish president's genuine belief that the United States is seeking to depose him.
By Suat Kınıklıoğlu
October 13, 2017
The U.S. suspension of visa services in Turkey is an indication of the depth of the fissures between the West and Turkey. While Turkish bureaucrats are trying to maintain functioning relations with the West, there are growing calls in Washington, Ankara and Berlin to redefine Turkey policy. Is Turkey headed for an incremental divorce with the West?
The Turkey Analyst is a publication of the Central Asia-Caucasus Institute & Silk Road Studies Joint Center, designed to bring authoritative analysis and news on the rapidly developing domestic and foreign policy issues in Turkey. It includes topical analysis, as well as a summary of the Turkish media debate.


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When I began drawing as more than a hobby back in 2016, adult coloring books and pages were taking off. Multiple people suggested my line art was a great fit for this fad, so I created two different sets of coloring cards – Intention Cards and Goddess Cards.
Intention Cards are a simple way for you to record an intention, reflect on your progress, and personalize the art with color or other decorations.
Goddess Cards were created to celebrate the shape of the goddess, the female form, in all its shapes and sizes. The back of the card has space for you to name your goddess, describe her powers, and what she brings to your life.
I've also created coloring pages from both series, although only Goddess Cards (below) are available through the site right now.


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The next large letter project has been completed – E is for Eggs! :o)
You can purchase prints, tote bags, duvet covers, wall clocks, and other fabulous items with this lovely doodle on over here: Society6.
If you would like to join in with the next project you'll need to download Doodling Together – share your passion for doodles and help create something awesome! :o)
Thanks to the 29 artists involved: Annekepan, Becky, Carippin, Caryl, ChaosCoyote, Charmarose, Colette0101, Craftypooks, crtail, DoodleMag, Ella1d, Flocassam, Jayna309, JTC, Katherine, Kimmiegirl, Melwandelt, Moe, Nanct, PureJoye, Rebekad, Shawnanna, Shellbart, TheSieve, Trilbycole, Trixey, Ulrike, Witsend45, zentanglebuf


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Top 5 facts to know about PE pills
Dapoxetine is a #1 drug for curing and recovery from rapid emission of semen. Getting to the sexual finish prior than a partner is a major problem for most male patients who suffer from the disease silently. The problem of early semen emission will not go off on its own. It requires proper treatment in complex of medicines and psychological approach. The drug is also marketed as Priligy. It is a specific compound which is sold as in pills or is added to other sex drugs to provide complex help to male patients suffering from erectile disorders and sudden semen emission. Many patients feel depressed and desperate about their condition and cheap Dapoxetine looks like a real salvation. But whether Dapoxetine online is as safe and as effective as it is marketed. We collected top 5 facts about the drug you must know before you will buy Dapoxetine.
Premature semen emission definition and diagnostics
Right before taking a decision to buy Dapoxetine online, you must know what is unexpected early semen emission and what are the causes of the condition.
Not every case required Dapoxetine without prescription
Rapid semen emission is a condition of rapid uncontrolled emission of semen right after the start of physical or mental sexual stimulation or right after the start of physical sex. Patients having the physical state commonly ejaculate with little or almost no sexual stimulation. Early emission or as it is also named rapid emission of semen does not pose any risk for a physical health of patient, but it sufficiently affects the quality of life. With early emission sexual life turns out to be of low satisfaction or of no satisfaction at all. Constant dissatisfaction leads to anxiety and stresses which can outgrow into depression and suicidal thoughts as a man is unable to control sex at all. The emission may happen right before sex due to extreme mental stimulation.
The key symptom is a great reduction of time from the start of erectile processes till emission. Some patients, however, are unable to last long. In such cases you must buy Dapoxetine online and visit your sex therapist to consult whether cheap Dapoxetine online is a proper solution for you. In most cases health care providers prescribe cheap Dapoxetine uk with no additional tests and examinations.
What is Dapoxetine?
Initially the drug was developed as an antidepressant. However due to short period of action in the body of a patient it was withdrawn from the market of antidepressants. Prolonged sexual intercourse was noticed as a side effect. After due lab tests this side effect was proved in 99,7% of cases. This was a valid reason to market the drug as a potent treatment for rapid emission.
Dapoxetine comes to the market in pills of 30mg dosage and 60mg dosage. Any male patient can buy Dapoxetine online only in pills. There are no other forms of the drug available. If a patient is going buy cheap Dapoxetine online then always check an offered dosage.
Dapoxetine online pharmacy warns that there are many cases of selling fake drugs online. Please check the dosage pills of Dapoxetine without prescription carefully. If you find an offer to buy Dapoxetine cheap in any other dosage (for example, 15mg or 50mg), then be sure this is a fake drug.
Dapoxetine does not assist your health condition in the long view. And it does not cure the problem. It is an auxiliary drug which assists your sex ability and helps you to last longer in bed. To enjoy effect you must take a proper dosage of Dapoxetine at least 30 minutes prior to a planned sex or right after foreplay starts.
Which dosage of Dapoxetine is right for me?
Let us start with existing dosages. If you buy Dapoxetine uk from an official reputable online store, then you will find only two dosages available which are 30mg and 60mg. We strongly insist on starting with the lowest dosage of the drug. Why you are recommended buy Dapoxetine online uk in the lowest dosage?
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#1 – pills of Dapoxetine must not be split. If you buy Dapoxetine online cheap but a dosage of 60mg will appear too much for you, then you will need to place another Dapoxetine online order;
#2 – if you order Dapoxetine in pills of 30mg and you will feel that this dosage is not enough for you, then you CAN take a double dosage safely. It will not overdose you;
#3 – starting from a low dosage is right for you if you buy Dapoxetine without prescription.
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Dapoxetine is available online and offline. There are benefits of both ways. The major advantage of buying Dapoxetine offline is its immediate availability. You can buy Dapoxetine canada and take it as soon as you pay for it. However this way of getting Dapoxetine features major disadvantages:
you will not be able to get the drug without a prescription – this takes time. You need to find a gap in your tight schedule, get an appointment with your doctor, explain your problem and get prescription. In some cases your health care provider can decide to administer you additional examinations and tests. This can also take time.
offline pharmacy stores commonly sell the drugs twice as expensive as online stores. There are almost no ways to save on Dapoxetine in offline store.
When you buy Dapoxetine online canada from an official online reseller you face another disadvantage. You can not get the drug as soon as from offline store.
Moreover if you buy Dapoxetine online australia you must not only wait of delivery, but there is a high risk of getting a fake drug.
Is Dapoxetine safe for me?
Dapoxetine is a safe drug. Its safety and efficiency is proved not only by numerous lab tests but with millions of happy cases of male patients who have improved their sexual lives with a single pill of Dapoxetine.
If you do not exceed an indicated dosage then Dapoxetine will not harm your health. You must not take the drug only in case you suffer from severe allergic reactions to medicines or have kidney or liver problems.
Mind that only one pill of Dapoxetine is allowed per day. If you are taking Dapoxetine, then you should plan your sexual life properly. A single pill of Dapoxetine will last for about 4 hours.


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Blake's Resolve
Young hunter overcomes injury to finally take his trophy buck
By Steve Blanchard
October 2016 was the start of Blake Blanchard's quest to find his first buck with a bow. It didn't take long to find a mature deer that we thought was a good deer to remove from the pasture, and would be good for a 12-year-old bow hunter. Blake and I hunted hard for the next month and a half in hopes of taking the deer, but had no luck. We went to a tower stand to see if the buck was still in the area, and he was.
After filming him the second time that year, we viewed it back at the house with the other lease members. After studying the deer some more, we decided it might be best to give him another year to ensure his age. Blake was a little disappointed, but he knows our strict harvest policies. This would give him more time to practice with his bow, more time to pattern the deer, and most important, the buck gets a chance to get bigger.
In September 2017 the deer reappeared in the same area, but had grown to an 11 point with a split brow tine. Blake was so excited the first day he saw a game camera picture of the deer. A couple days before Thanksgiving, Blake and I had just finished filling some feeders with the seed tender when another hunting buddy came by. He asked if Blake wanted to go riding around with him in his truck, an older model Ford F-150 extended cab with rear suicide doors.
A turn for the worse
After completing the work, Blake accepted the invitation and tried to get in the back seat. The driver opened the rear door for him. Blake stepped forward to get in, but before he could, the truck started rolling. The driver quickly realized he hadn't put it into park. He jumped back in the driver's seat to hit the brake, but in a moment of panic hit the gas instead. The truck took off.
Blake got pushed into the corner of the seed tender, spinning him, and throwing him to the ground under the truck. The truck ran over his legs, crossing around his knees. Eventually the driver stopped the truck and I rushed to my son. He had a 3-inch hole in his upper thigh and would not let us touch his legs. He wanted to get on his feet quickly, but he couldn't put any pressure on his legs.
The EMTs met us in the town of San Diego, and they quickly advised us Blake needed to go to Driscoll Children's Hospital in Corpus Christi. My wife jumped in the helicopter as I sped to meet them in Corpus Christi. Upon arriving the doctors had already preformed an MRI and CAT scan. Thankfully there was no internal bleeding. He needed 18-20 internal stitches, along with 20 or so external stitches on his thigh. The x-ray of his legs showed he had not broken a single bone. It was a gift from above.
Back in the saddle
Before leaving, Blake asked the doctor if it was OK for him to go back to the ranch, which took his mom and me by surprise. "As long as you take it slow, get rest, and can take the pain, its fine by me," the doctor said. At this point I realized either my kid is way tougher than me, or his passion for deer hunting was far greater than mine. Either way, he impressed us with his resolve to hunt his deer.
The next day we had to build a pop-up blind in a different spot in order for me to carry him in and out. He could move, just not so well in the brush with crutches, so carrying him was the best option. The rest of the week I hauled him in and out of that blind with no luck. He sat for hours, trying not to let me know he was in pain. I hoped this deer would come out for him, but it never happened.
After the holiday week ended, we returned home and back to reality. Between getting him back in the groove of school, doctors' appointments, and his daily bow shooting practice, I wondered when we would get back to the ranch. As the next weekend approached he started asking when we would go back, and I would ask him how he felt. He always came with the same quick answer: "I'm fine. Let's go to the ranch."
The young hunter returns
His momma gave him the green light, and we returned. For the first two hunts, we had no sight of the buck. On the morning of the third hunt, as it got just light enough to make out shapes, we had an animal feeding in front of us. While it was only 14 yards away, you couldn't see what it was without using binoculars to draw in more light.
But it was the buck. Fifteen minutes later I could see him clearly with my camera and he was still feeding. I gave Blake the nod, letting him know it was time to start pulling the bow. Right as he started the deer jumped due to an incoming doe.
As quickly as he jumped out of view he reappeared 20 yards away, standing broadside and looking at something down the sendero. Blake drew the bow back, settled the pin, and let it rip. Perfect shot.
After watching the film and high fiving for 30 minutes, we decided to get out and call everyone for tracking help. When we got to the sendero we found the buck 50 yards away. The arrow had hit its mark perfectly, and Blake had killed his first buck with a bow. We're so thankful he wasn't badly hurt, and very proud he stuck with his pursuit of the buck with his bow.


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12 Benefits of Not Wearing Makeup
Posted on May 25, 2016
Doesn't it sound liberating just to get up and go out without makeup? There are so many reasons why you should try this: they are great for saving your time and money! Check them out.
1. You Don't Need It
When you reach the comfort of not using make-up, it will feel weird to wear it again. Soon you will realize how fresh and natural you can look when you don't use any. You will also see that less = more.


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If you're like me:
- Congratulations! I live a very, um, interesting and, uh, special life.
- You are only excited about the Super Bowl because it means the end to another interminable football season, office betting pools, and maniacal large painted people who have come to terms with their husky mid-sections.
- You watch the Super Bowl for the commercials and the half-time show, hoping for something that will occupy the news for weeks so you can say you saw it when it happened.
- You attend Super Bowl Parties rather than do your taxes because it's more fun to eat 5,000 calories with a crowd. It only feels like you're eating 500 calories because someone keeps filling the bowls and trays, thus making it appear as if you didn't just eat all those wings, nachos, and 11″ Subway sandwiches.
- You don't know anything about football but don't want to look like a buffoon in front of your friends, family, and possible next love interest.
If you're not like me:
- It's okay, I'm sure you have some redeeming qualities that make you a fine person, even if you go ga-ga over hurling oval balls and gladiator-men slapping each other's tight ends.
- You feel very superior to the rest of us football dolts, especially on Super Bowl Sunday. Until now. That's right. You heard me. Until now.
I'm going to let People Like Me in on some very valuable Super Bowl Intel that will make you fit in this Sunday like you've followed football for at least a week. Yup. I know. It's hard to believe, but stay with me, People Like Me. Who better than the Number One Football Dolt to tell you about how not to be a Number One Football Dolt?
Don't answer that.
Just read these answers carefully and commit them to memory. If you do, even the most die-hard football fan will be impressed. (Maybe not with you, but s/he will be impressed with something, I can guarantee you that!)
What is Super Bowl Sunday? It's a football game that takes place on a Sunday.
Why do they call it a "Super Bowl?" Either because someone a long time ago couldn't spell "ball" or was from the South and said, "This here's gonna be one heck of a super bo-wool game, Billy Bob!" And the person who heard it was from the North and thought they said "bowl" (as in cereal) rather than "ball" (as in bouncy). This is also why, beyond the slavery thing, the North and South don't see eye to eye. They have a communication issue.
Who gets to play in the Super Bowl? Two football teams.
Which ones? That's tricky. I don't think it's one from a "blue state" and one from a "red state." It could be one from the South and one from the North, but that's not right, either. Maybe it's and Good Witch from the East/West thing. That sounds like it. This year it's all about some birds against the not-quite-50 crowd. Ravens? 49-ers?
How is the game played? In fits and starts, but mostly stops. And lots and lots of downs. It's kind of depressing, really.
How long is the game? Until at least Monday.
How does the scoring work? That is a secret.
What are some of the most commonly used terms in the game and what do they mean?
- Blitz: This a delicious thin pancake often rolled and stuffed with savory or sweet fillings. Oh, that's a blintz. Sorry. A blitz is when the quarterback is rolled and stuffed by the other team.
- Fair Catch: A single and really good-looking player, spectator, vendor, or anyone on Game Day who is interested in you (as long as you're available, too). It also has something to do with some guy receiving a punt or a kick and not being tackled if he actually catches the darned oval ball.
- Interception: When you are supposed to pass on something delicious that is meant for someone else, but you can't resist and you gobble it up yourself. This is allowed because, hey, all is fair on Game Day. This also applies to oval balls spinning in the air. Even if it wasn't thrown at you, you can catch it. Personally I'd duck at an incoming projectile, but that's just me.
- Red Zone: I have this patch of skin around my butt that is inflamed. It covers about…never mind. The Red Zone is close to the End Zone. Hey, wait a minute…
- Unsportsmanlike Conduct: It's not nice to run up behind people, jump on them and pin them to the ground. Or run smack-dab into them at full speed. Spitting is gross, too. But all this is perfectly sportsmanlike in football. Sticking out your tongue and saying "Nanny-nanny-boo-boo" is what the refs don't like. Also double-dipping in the onion dip at the Game Party is forbidden.
- Wide Receiver: 87% of the people you see from behind at Walmart. Also one of the kinds of players on each team.
So, now you are armed to mix with the Super Bowl fans on Game Day and not feel like a complete idiot. Either that, or do what I do. Go to the movies and see the best picture nominees for the Academy Awards. Trust me, no one will miss you.


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Pragya looks stunned! Kumkum Bhagya 6th June 2016 Episode Written Updates :- The last night episode of the TV series Kumkum Bhagya begins with Nikhil is scolding Pragya as she tries to trap him. But Pragya taunts him that she is worry for his unborn kid as the kid's both mother and father is not taking much care for him.
Kumkum Bhagya Episode Written Updates
But Nikhil also taunts to Pragya that due to Tanu is in hospital and she was about to have miscarriage and now surely Abhi is going to call her. Tanu asked to him that you are disgusting as you even use your child for your bad motive.
Now Pragya call Sarla and cries that she has lost again from Tanu, Dadi has been seen giving consoles to her and Pragya is now completely broken down as Tanu is again in the Mehra house with her drama. Now Mitali bring coffee for Daasi.
Daasi was in washroom and now she come from the washroom and she shocked to know that now Tanu is all set to comeback in the Mehra house. Tanu is in hospital and she asked to Nikhil that why Nikhil now supports her.
Nikhil said to Tanu that he did so as he doesn't wanted to lose the CEO's position from the Mehra group business and he leave now. Now Nikhil leaves and Abhi arrive to the Tanu's room, and Tanu acts like she is sleeping.
Now Abhi asked forgiveness from Tanu as because of him now Tanu is in hospital and she was about to lose her baby. Tanu is now having crocodile tears on her eyes and she asked to him that she doesn't want her baby to have father like you.
Abhi became emotional and announces that he will be divorce Pragya and marry her as soon as possible and also he asked her to comeback in the Bhalla house. Now Nikhil asked to Pragya that Tanu is all set to comeback in the Bhalla house.
Tanu now asked to Nikhil that she has to see Pragya's face as she has lost to us now. She says my acting helped me once again. Pragya hears everything and enter by clapping.


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running coast(ie) to coast(ie)
Winter has finally given way to spring and summer is nearly here. I've been out of the water for months. I would love to blame the cold winter from my surf hiatus, but instead an injury kept me on land and out of the water.
After weeks of rest, recovery, and physical therapy I finally feel strong enough to get back in the water. To say I am rusty would be an understatement; I actually feel I am demonstrating all of the things not to do while surfing. So I've been trying to manage my time in the water by avoiding crowds, this way I am a danger to far less people.
To compound my reintroduction to surf, because of the nature of my leg injury I've decided a change was needed to protect my leg from getting reinjured. Since I began surfing I've always had a regular stance, which…
View original post 189 more words


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This part explains how to pass instructions/commands to the GLCD. On a high level, these are the steps:
- Select the GLCD half-section
- Put the Enable Pin LOW
- Put RS, RW and Data pins HIGH or LOW based on your command
- Put the Enable Pin HIGH
- Wait 2 milliseconds
- Put the Enable Pin LOW
- Wait 2 milliseconds
- GLCD responds
And you're done! Easy-peasy!
Well, not quite. Let's look into each of these steps in a little more detail. Here's an image from the last part for quick reference:
- Select the GLCD half-section: As discussed in the previous part, to reach a particular pixel, we need to first select a half-section. The way this is done is by the Chip Select (CS) pins. There are 2 of these – CS1 and CS2. If CS1 is set then the instruction goes to the left half. If CS2 is set then it goes to the right half. If both are set, then the instruction goes to both.So, with this logic, we have the following combinations possible (Please note: For the JHD12864E, "setting" a pin or a register means taking it HIGH or 1 and "clearing" it means taking it LOW or setting it to 0. For some displays made by other manufacturers, "setting" means taking the pin LOW or 0 and vice versa for "clearing". Always make sure this is clear otherwise it can cause a lot of grief later on):
CS1 CS2 Result 0 0 Nothing is selected, no instruction is received by either of the chips 1 0 CS1 is set. So it receives the instruction 0 1 CS2 is set. So it receives the instruction 1 1 Both CS1 and CS2 are set. So, both will process the instruction
- Put the Enable Pin LOW – This step is necessary to ensure the Enable pin isn't accidentally HIGH. When the state of the enable pin changes from LOW to HIGH, that's when the display reads the instruction and acts on it when the Enable pin changes from HIGH to LOW again
- Put RS, RW and Data pins HIGH or LOW based on your command – Below, you can see the instruction set for various commands taken from the datasheet:
It's a good thing that the GLCD has only 7 possible instructions. Makes our lives easier! But if you see this, you'll realise that every instruction requires 10 bits – 1 for RS, 1 for RW and 8 for the actual data. Looking at this instruction set, it's just a matter of making the corresponding pins HIGH or LOW before you make the enable pin HIGH
- Put the Enable Pin HIGH – After you've got the CS pins set, RS and RW set, the data pin set with the instruction code, you are now good to take the enable pin HIGH.
- Wait 2 milliseconds – The important thing to remember is that the KS0108 chips take some time to register the instruction. Hence this wait is important. If you look in the datasheet, you'll see the following diagram:
The E cycle specifies a minimum of 1000 nanoseconds or 1microsecond for it to operate properly. Lots of forums suggest 2 "milliseconds" though which is quite a bit. In practice, I would suggest start with something like 4-5ms when you're trying to set it up and then gradually reduce it once the display starts working. I've been able to bring the delay down to about 1microsecond and it still works quite well. The lesser the time, the faster the refresh rate.
- Put the Enable Pin LOW – Bring it down to LOW or 0 again to signal the end of the instruction
- Wait 2 milliseconds – Again, same reason as before. Give the GLCD time to react. I've been able to bring this down to 1 microsecond as well
- GLCD responds – Yay! It works!
Next: Part 4 – Getting started with a 128×64 Graphics LCD Display – Pin configuration
Prev: Part 2 – Getting started with a 128×64 Graphics LCD Display – Screen resolution and locating pixels


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