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MOOC Matters: Examining 'Flipped' Classrooms
Bonnie Ferri is searching for an answer. The question? What is the best way to structure MOOCs for dual use — for the off-campus audience and also as a platform to enhance on-campus learning?
Ferri, a professor in Georgia Tech's School of Electrical and Computer Engineering, is the "champion" of one of seven mini-innovation hubs studying questions regarding MOOCs.
One method of structuring MOOCs for dual use that is proving to have merit is the "flipped classroom" model that takes a regular class, such as ECE 3710: Circuits and Electronics, and removes all of the lecture material and puts it on the MOOC, then use the classroom time for recitation, active learning, problem solving, and hands-on experiences.
"With in-class hands-on experiences, the students have their laptops and measurement devices, and they're doing mini-experiments at their desks," Ferri said. "They're active. They're engaged with each other, and they're engaged with the instructor."
As part of her group's research, Ferri recently attended a conference on online education and talked with a number of instructors who are using MOOCs in their classrooms.
"They were using MOOCs as extra resources for the class; it was not replacing the lecture because it was all optional," she said.
Another method is to remove all of the lecture material and put it on the MOOC, then use the classroom time for recitation, active learning, problem solving and hands-on experiences.
"The consensus, from talking to a number of people, is if you're going to do this — especially the second method — take all of the higher level learning and do that in class," she said. "Make the most of the time with the professor. [Consider] what do you want the students to be able to do? Have them do the high-level work — synthesis work, evaluation, problem solving — in class. And have them do lower level things, like studying facts they need to memorize, online."
Ferri and her colleagues had some case studies on campus where instructors are replacing lectures in class with the MOOC. One case study was ECE 4555: Embedded and Hybrid Control, taught last spring by Professor Magnus Egerstedt in the School of Electrical and Computer Engineering. The MOOC was on "Control of Mobile Robots," and Egerstedt worked with a 4000-level class.
"This is unusual because it's a mathematical class taken by graduate students as well as seniors," Ferri said. "It's very high level and not your typical MOOC because of the level of depth, and it was rigorous."
In this case, all of the lecture material was online, allowing students to review the material in advance.
"It is a lot more efficient to get through the material in the online format," Ferri said. "It takes less time to cover the material in this format than in class. Students can go at their own pace; some will watch the videos at 1.5 times the speed while others will pause often and also re-watch videos."
Egerstedt replaced the in-classroom time with quizzes on the lecture material (to make sure the students actually listened to the lectures) and with project time, a new element he added to the class. During project time he brought mobile robots into the class and did experiments with them.
Grading was one of the greatest challenges because of the difficulty in accounting for the student's successful completion of the Coursera course. Another challenge is, now that the instructor has wiped the slate clean of lectures, how should the in-class time be used? What are the activities that make sense?
Egerstedt questioned the student workload because he believes with this approach he required more from the students than he normally does because of the projects and hands-on experiments.
Ferri also spoke with Professor Mike Schatz in the School of Physics, who did the same thing with Physics 2211: Introduction to Physics. Schatz agrees there is "perceived increase in student workload" because students think the MOOC format is more work than they normally would have for the class. Schatz added a communications component to the class in which students present a lab report.
One of the biggest challenges is assessment. Is this method working better than the traditional approach? How effective is this as an educational model?
Ferri and her mini innovation hub colleagues are working with the Center for 21st Century Universities (C21U) to come up with a plan for assessing MOOCs, so that instructors will not have to create an assessment plan on their own from the ground up.
"By using a pilot study, we can take this information and feed it back to improve the class," Ferri said.
Moody's Says MOOCs Could Raise a University's Credit Rating
In May, Moody's announced that the Georgia Institute of Technology's MOOC-like master's degree in computer science is credit positive for the university. That report cited increased brand recognition and the potential to increase and diversify enrollment and revenue as major factors in the decision. Source: The Chronicle of Higher Education
MOOC Matters: Offering Labs Online
Figuring out how to offer the lab component of a course has been a challenge for faculty members as they develop massive open online courses (MOOCs) — until now.
Georgia Tech's Introductory Physics MOOC, which launched on May 20, is using video labs to simulate the experience students would typically have in the classroom. This topic has become the focus of one of seven mini innovation hubs that are researching questions related to MOOCs and online learning.
"In some ways, the video labs provide students and instructors with a better experience than being in a traditional lab," said Ed Greco, an instructor in the School of Physics and "champion" of the innovation hub that is examining the question of labs in MOOCs. "The videos single students out in a way that forces them to demonstrate their knowledge in a brief period of time, and it's easier for instructors to hone in on who is getting the material and who isn't."
There are 17,000 students enrolled in the MOOC, 11 of which are a part of a for-credit Georgia Tech version of the course where students have both online and on-campus experiences. (More details on the structure of this MOOC will be featured in a future Whistle article.)
All students are asked to complete five labs as part of the course, which will wrap up the last week of July. Each lab requires students to do the following:
Record a moving object (using any device that will take video).
Analyze the video using the free video analysis package, Tracker.
Create models of motion using computer programs written in Python/VPython.
Compare the observations to the models.
Create a five-minute video lab report.
Upload the video to YouTube.
Videos are then graded by fellow classmates based on a six-item rubric that includes questions such as "Does the author state the problem and show a result?" and "Is the video easy to follow?"
But, there have been a few challenges when it comes to the labs. For example, many of the students enrolled in the course live in countries that ban YouTube.
"Students living in places like Pakistan and China where they don't have access to YouTube have been pretty frustrated with the lack of an alternative," said Mike Schatz, the professor leading the MOOC. "So we're going to have to think of a way to work around this with future versions of the course."
Then there's the issue of engagement. Schatz estimates that of the thousands of students enrolled, about 1,000 are actually regularly participating in some aspect of the course, whether it's watching lectures, completing homework or quizzes, or participating in the online forum. But he estimates that only 300 to 400 are doing the labs.
Both Schatz and Greco agree that this is an issue that this hub will be considering as they tweak the course, which they hope to offer again in the fall.
"We're still trying to figure out what we should expect of MOOC students when it comes to things like time spent on assignments and the money we should expect them to pay for a textbook," Greco said. "Once we get a better handle on this, it will help us address the poor retention numbers that MOOCs typically have."
To join the hub, email Greco. For more about the MOOC, email Schatz.
Head's Article on MOOCs Appears in Chronicle of Higher Education
In "Inside a MOOC in Progress," (http://chronicle.com/blogs/wiredcampus/inside-a-mooc-in-progress/44397)Karen Head (LMC Assistant Professor and Director of the Communication Center in Clough) writes about her experience with a MOOC:
After months of preparation, we finally started our MOOC, "First-Year Composition 2.0," at Georgia Tech. We are now through the first few weeks of the eight-week course, supported by the Bill & Melinda Gates Foundation. Veteran MOOC instructors warned me that the early weeks would be bumpy. The actual experience has often left me panicked—and worried that the course would not be successful. This is not like a traditional course, in which you have a day or two to deal with issues that come up in class. MOOC students expect immediate responses, and that means nearly 24/7 monitoring of the course.
Three Ways MOOCs Will Change Colleges
"When you teach a MOOC, you have to be a deliberate teacher," said Richard DeMillo, director of the Center for 21st Century Universities at the Georgia Institute of Technology, at the U.S. News 2013 Stem Solutions Conference.
MOOC Matters: Keeping Students Engaged
Are my students engaged? This is the burning question that can be challenging to answer when you're teaching students face to face — let alone when they are squirreled away behind a computer screen halfway across the world.
That's why a group of faculty members from Georgia Tech is looking into the issues related to keeping students engaged and involved in massive open online courses (MOOC).
"We're trying to figure out what can and cannot be replicated when you transition a course from an on-campus to an online learning environment," said Al Ferri, associate chair for
Undergraduate Studies in the Woodruff School of Mechanical Engineering and the project "champion." "And we also want to know about subtle things that can help students successfully complete MOOCs."
This project is one of seven being explored by a group of mini innovation hubs that are researching questions related to MOOCs and online learning. The hubs are part of an initiative led by the Center for the Enhancement of Teaching and Learning and the Center for 21st Century Universities.
"As luck would have it, when our hub was forming, ME was getting ready to run a special course called 'The Buzz on Open Online Courses,'" Ferri said. "The students who signed up for the course each took two MOOCs of their choice and were the perfect subjects to help us learn more about our research topic."
During spring of 2013, 13 students enrolled in a number of MOOCs — ranging from Aboriginal Worldviews and Education offered by the University of Toronto to Introduction to Finance offered by University of Michigan — and completed all assignments.
As part of their participation, the students gave final presentations about their experiences with the MOOCs. There were a number of common themes that students shared:
Students enjoyed the convenience and ability to "go at your own pace" that MOOCs provide.
They found technical glitches were particularly frustrating when coupled with the lack of access to a professor.
Students who had peer-evaluation activities associated with their MOOCs mentioned that they did not like it.
Many students mentioned the importance of having a good instructor in their MOOCs. They commented on instructors' "enthusiasm," "expertise," and "care for their students' learning."
Many commented that they wanted/needed to see the professors' heads in the inset box on the computer screen.
The students said forums are an important part of the success of MOOCs, but they must be managed to maintain a high signal-to-noise ratio. Assigning expert personnel to monitor the message boards is crucial in making effective use of this medium.
Students indicated variety is important, even in a world of six-minute modules. They reacted very positively to mixing lectures with demos, interviews, outside videos, etc.
The consensus among the students was that they liked the MOOCs as a way to gain exposure to a new subject area or to review a topic they had already studied, but they acknowledged that the rigor and depth of most of the courses were not up to the level found in their Tech face-to-face classes.
The hub is taking the information gained from the students and will continue their research in the months to come.
"The study that we did in the spring semester showed what sorts of things a MOOC developer could do to encourage students to stay engaged, and what mistakes can discourage or frustrate students," Ferri said. "But we need to know much more about what drives a student to complete a MOOC, why the attrition rate is so high in MOOCs, and why completion and pass rates in face-to-face classes are so much higher in
comparison."
For more information or to join this hub, contact Ferri at al.ferri@me.gatech.edu. For video and PowerPoint presentations from the May 8 showcase, click here.
Udacity and Georgia Tech Cross the Rubicon
Georgia Tech's dean of computing Zvi Galil expressed similar glee when he said in an interview, "You know there is a revolution going on, right?" Source: Forbes
USG Part of National Partnership to Explore MOOC-based Learning and Collaboration
The fast-developing world of massive open online courses (MOOC's) has a new framework today with the announcement of a partnership among ten state university systems and public universities – including the University System of Georgia – and one of the leading platforms for MOOC's, Coursera. MORE »
MOOC Innovation Hubs Provide Updates
When Georgia Tech launched its first massive open online course (MOOC) last summer, the campus community had plenty of questions about the ramifications for teaching and learning at the Institute.
The response? Seven groups of faculty, staff, and students, called "mini innovation hubs," were formed. These groups have been busy defining their research questions and exploring how to address them. Members of six of the seven hubs presented their progress during a showcase a few weeks ago.
"The requirements for the mini innovation hubs were simple," said Donna Llewellyn, director of the Center for the Enhancement of Teaching and Learning (CETL) and associate vice provost for Learning Excellence. "Each group exploring a research question needed a faculty champion and a group of people interested in exploring the topic. The organizers did not tell the groups what questions to ask."
Llewellyn is leading the initiative with Mike McCracken, director of Online Course Development and Innovation for the Center for 21st Century Universities; Wendy Newstetter, senior academic professional in the College of Engineering; and Lauren Margulieux, graduate student assistant in the School of Psychology.
The seven hubs are considering the following topics and questions:
Dual Use: What are the special issues of using a MOOC to flip or blend a course? Champion — Bonnie Ferri, Electrical and Computer Engineering
Delivery Mechanisms: How can mixed- reality technologies be used to enhance MOOC learning and on-campus courses? Champion — Racel Williams, Architecture
Physics Labs: How can a physical science lab experience be designed for students in a MOOC or other online learning environment? Champion — Ed Greco, Physics
Library Support: How can the Library provide resources in a MOOC? Champions — Lori Critz, Library; and Cari Lovins, Information Technology
Motivation: What are the issues associated with keeping students engaged and involved in a MOOC? Champion — Al Ferri, Mechanical Engineering
Math Bridge: Can a MOOC environment help Tech to efficiently and effectively serve incoming students who need a bridge course to ensure success in their first math course? Champion — Shannon Dobranski, Center for Academic Success
Multidisciplinary: How can an online environment be harnessed to offer a truly multi-disciplinary course addressing the challenging issues of today? Champion — Katja Weber, International Affairs
The May showcase was the first update from the hubs, and the research is continuing.
"This is not a closed process," Llewellyn said. "These mini hubs don't have fences around them. They are open to other people becoming involved."
Anyone interested in working with a hub should contact the group's champion.
The videotaped presentations from the showcase are available here.
Georgia Tech Announces Massive Online Master's Degree in Computer Science
The Georgia Institute of Technology College of Computing announced today that it will offer the first professional Online Master of Science degree in computer science (OMS CS) that can be earned completely through the "massive online" format. The degree will be provided in collaboration with online education leader Udacity Inc. and AT&T.
All OMS CS course content will be delivered via the massive open online course (MOOC) format, with enhanced support services for students enrolled in the degree program. Those students also will pay a fraction of the cost of traditional on-campus master's programs; total tuition for the program is initially expected to be below $7,000. A pilot program, partly supported by a generous gift from AT&T, will begin in the next academic year. Initial enrollment will be limited to a few hundred students recruited from AT&T and Georgia Tech corporate affiliates. Enrollment is expected to expand gradually over the next three years.
"Georgia Tech's vision is to define the technological research university of the 21st century. We will explore technologies and instructional approaches that will improve our role as a leading provider of the best and most effective education in the state of Georgia, the nation and the world," said Rafael L. Bras, provost and executive vice president for academic affairs at Georgia Tech.
Georgia Tech has been involved in online education for more than 30 years, and in the past year has taken a national leadership role in massive open online courses. Offering a master's degree in this format is the next step in expanding Georgia Tech's online offerings.
"We are thrilled to be able to join with Udacity and AT&T in taking this bold next step," Bras said. "We are proud of the visionary role of Dean Zvi Galil in the creation of this degree offering from our nationally renowned College of Computing."
"We are excited to team with Georgia Tech, whose College of Computing offers CS degrees of the very highest caliber. AT&T is a champion for innovation in education, and we are grateful for its vision in supporting this endeavor," said Udacity founder Sebastian Thrun. "Udacity has been at the forefront of innovation in online pedagogy. We hope our work with Georgia Tech and AT&T will induce transformational change in higher education."
The OMS CS could help address the nation's growing shortage of qualified workers in STEM (science, technology, engineering and mathematics) fields, one of the primary reasons AT&T decided to lend its financial support. The company also supports vastly expanding the accessibility and lowering the cost of quality education.
"Because of this collaboration, anyone with a broadband connection will have access to some of the finest computer science instruction in the world," said Randall Stephenson, AT&T chairman and CEO. "We believe that high-quality and 100 percent online degrees can be on par with degrees received in traditional on-campus settings, and that this program could be a blueprint for helping the United States address the shortage of people with STEM degrees, as well as exponentially expand access to computer science education for students around the world."
Said U.S. Secretary of Education Arne Duncan: "Massive open online courses (MOOCs) have quickly become one of the most significant catalysts of innovation in higher education. As parents know all too well, America urgently needs new ideas about how to make higher education accessible and affordable. This new collaboration between Georgia Tech, AT&T and Udacity, and the application of the MOOC concept to advanced-degree programs, will further the national debate—pushing from conversations about technology to new models of instruction and new linkages between higher education and employers."
While courses related to the OMS CS will be available free of charge on the Udacity site, only those students granted admission to Georgia Tech will receive credit. Degree-seeking students will pay tuition based either on individual courses or the entire degree program. Georgia Tech and Udacity also will develop a separate credential for those students who successfully complete courses but do not qualify for full graduate standing.
"The OMS CS will set a new agenda for higher education—real, rigorous and marketable graduate education in computer science will now be available to tens, even hundreds of thousands of additional students around the world," said Zvi Galil, John P. Imlay Jr. Dean of Computing at Georgia Tech. "Computing is the catalytic field of the 21st century. Now we could potentially double the number of trained computing professionals worldwide in as little as a decade."
Additional details on the Georgia Tech OMS CS can be found at www.omscs.gatech.edu
About Georgia Tech
The Georgia Institute of Technology is one of the world's premier research universities. Ranked seventh among U.S. News & World Report's top public universities, the Institute enrolls 21,500 students within its six colleges. Georgia Tech is a national and international leader in scientific and technological research and education and is the nation's leading producer of engineers as well as a leading producer of female and minority engineering Ph.D. graduates. Holding more than 848 patents and receiving approximately $689 million in research and development expenditures, Georgia Tech ranks among the nation's top ten universities (without a medical school) in research expenditures. Visit www.gatech.edu for more information.
About the Georgia Tech College of Computing
The Georgia Tech College of Computing is a national leader in the creation of real-world computing breakthroughs that drive social and scientific progress. With its graduate program ranked 10th nationally by U.S. News and World Report, the College's unconventional approach to education is defining the new face of computing by expanding the horizons of traditional computer science students through interdisciplinary collaboration and a focus on human-centered solutions. For more information about the Georgia Tech College of Computing, its academic divisions and research centers, visit http://www.cc.gatech.edu
About Udacity
Udacity is a Silicon Valley-based start-up that brings accessible, engaging and effective higher education to the world. We believe that higher education is a basic human right, and we seek to empower our students to develop their skills in order to advance their education and careers. Udacity has been at the forefront of developing new online pedagogy that bridges education and employable skills with courses in computer science, mathematics, programming, general sciences, and entrepreneurship at www.udacity.com
AT&T Inc. (NYSE:T) is a premier communications holding company and one of the most honored companies in the world. Its subsidiaries and affiliates – AT&T operating companies – are the providers of AT&T services in the United States and internationally. With a powerful array of network resources that includes the nation's largest 4G network, AT&T is a leading provider of wireless, Wi-Fi, high speed Internet, voice and cloud-based services. A leader in mobile Internet, AT&T also offers the best wireless coverage worldwide of any U.S. carrier, offering the most wireless phones that work in the most countries. It also offers advanced TV services under the AT&T U-verse® and AT&T |DIRECTV brands. The company's suite of IP-based business communications services is one of the most advanced in the world.
Additional information about AT&T Inc. and the products and services provided by AT&T subsidiaries and affiliates is available at http://www.att.com/aboutus or follow our news on @ATT, on Facebook at http://www.facebook.com/att and YouTube at http://www.youtube.com/att
C21U Highlighted in President's Spring 2013 Update
The President's Update, now available online, provides a high-level overview of Georgia Tech's impact, as well as research, innovation, student, faculty, and staff accomplishments. Page eight includes information about C21U's role in launching Georgia Tech MOOCs.
"The update provides an opportunity to recap some of the outstanding things that the people of Georgia Tech have accomplished this academic year," Peterson said. "However, for every example given, there are dozens of others that could have been included. It is the collective work of all of our outstanding faculty, staff, students, and alumni that makes Georgia Tech the outstanding institution it is today."
DeMillo Applauds Technology in Education
The Dartmouth
Lectures are among the worst possible teaching formats, Georgia Institute of Technology professor Richard DeMillo said in a lecture on Tuesday. DeMillo, a former Hewlett-Packard chief technology officer, discussed the benefits of online learning and technology in classrooms, arguing that many universities face harsh consequences if they do not adapt to the shifting landscape of higher education.
Read the entire article here.
Traditional Institutions Will Close, Number of Colleges and Universities Will Rise
The following interview is with Richard DeMillo, director of the Center for 21st Century Universities at Georgia Tech, and a distinguished professor in the College of Computing. DeMillo, who has experience in both the private sector and university management, is a leading thinker when it comes to the future of higher education. In this interview, DeMillo explains how the number of institutions will change in 50 years' time, and what it will take for institutions today to survive the coming period of change.
Balch Introduces UGA to World of MOOCs
In some ways, MOOCs are not that different from a large lecture course, where a professor might give presentations to a class of 300 students, said Tucker Balch (Interactive Comp). Source: Athens Banner-Herald
C21U Researchers Contribute to Newly Launched Health Information Technology Certificate Program
Gwinnett Daily Post
Part of a partnership with Georgia Tech, Gwinnett Tech's Health Information Technology (HIT Certificate program launched on February 25. Stemming from a $1.65 million U.S. Department of Labor Employment and Training Administration grant, the program offers tuition stipends for veterans, the underemployed, and the unemployed to boost job creation in the HIT field. C21U's Paul M.A. Baker, Keith Bujak, and Hua Ai have been part of the research team contributing to the development of the program.
Georgia Tech Appoints New Professional Education Executive Leadership Team
Georgia Tech has recently announced the appointment of a new executive leadership team for Georgia Tech Professional Education. Four scholars and education professionals, under the leadership of Dr. Nelson Baker, will lead the Institute's global Professional Education programs and initiatives. The appointments complement Georgia Tech's mission to be leaders in improving the human condition in Georgia, the United States, and around the globe.
"Georgia Tech Professional Education seeks to define and be the 21st century transformational leader in professional education," said Baker, dean of Georgia Tech Professional Education. "The executive team will define new ways to meet global industry needs, and apply cutting-edge research to aid in the education for individuals of multiple generations and their employers."
In addition to Baker, the Georgia Tech Professional Education executive leadership team is comprised of:
Dr. Leo Mark, associate dean for academic programs and student affairs
Patrice Miles, assistant dean of business operations
Dr. Mark Weston, associate dean of learning systems.
Diane Lee, director of development and interim director of Georgia Tech-Savannah
Associate Dean for Academic Programs and Student Affairs
Dr. Leo Mark leads Georgia Tech Professional Education as the new associate dean for academic programs and student affairs. Through this position, he collaborates with faculty and the Georgia Tech community to develop world class academic professional education programs. He also serves as a voice for students enrolled in the division's programs, and oversees all academic offerings including professional master's degrees, the Georgia Tech Language Institute, and student affairs.
A familiar face within the Georgia Tech community, Mark has been an associate professor in Georgia Tech's College of Computing (CoC) since 1992. Prior to joining the Institute, he taught at Aarhus University in Denmark, the University of Maryland, and worked with many private companies. Mark earned both his M.S. and Ph.D. from Aarhus University in Denmark.
Assistant Dean of Business Operations
Patrice Miles is the newly appointed assistant dean of business operations. Miles works hand in hand with Professional Education's executive team to align the division's strategic business objectives for academic programs, while creating and sustaining effective processes to support superior customer service. She oversees and manages the business/finance, communications, human resources, IT, marketing, operations, and space rental sales departments. Additionally, Miles collaborates with campus leaders and faculty members to develop new business models to drive the expansion and growth of Professional Education programs.
Miles most recently served as the director of marketing and sales for Professional Education from 2007-2012. Before joining Georgia Tech, she had a successful career of more than 20 years with Delta Air Lines serving as their vice president of consumer marketing. Miles graduated with a B.A. from the University of Arkansas, Fayetteville, with additional course work at Mary Baldwin College in Staunton, Va.
Associate Dean of Learning Systems
Dr. Mark Weston has been appointed the associate dean of learning systems. His responsibilities include developing and implementing technological solutions and learning management systems to create a better environment for students and industry partners – whether in the classroom, online, or in a blended format. He directs the division's online, instructional design, registration, educational logistics, and new program development departments.
Previously, Weston served as the global education strategist for Dell, Inc., and was the senior national manager for strategic educational initiatives at Apple, Inc. In addition, he has worked with many governmental agencies including the Education Commission of the States, United States Department of Education, and the United States House of Representatives. Weston has taught at the University of Colorado-Denver and at Long Island University. He earned a B.S.S. from Cornell College, M.S.E. from Drake University, and Ph.D. from the University of Colorado-Denver (UCD).
Director of Development & Interim Director of Georgia Tech-Savannah
Diane Lee has been appointed interim director of the Georgia Tech-Savannah campus, the Institute's newest focal point for professional education curriculum. As interim director, Lee is charged with handling campus operations, while working closely with community and business leaders to assess the educational needs of Coastal Georgia and surrounding regions. Lee is also responsible for the development and implementation of a comprehensive fundraising strategy for Georgia Tech Professional Education, including oversight of philanthropy, business development, community relations, alumni relations, board development, and corporate relations. She has been with Georgia Tech since 2007.
Before joining Georgia Tech, Lee worked in senior leadership and fundraising capacities for healthcare, non-profit, and Fortune 50 companies. She has an extensive background in strategic planning, business development, acquisitions, and finance.
C21U Moves to the Klaus Advanced Computing Building
At the beginning of spring semester 2013, C21U relocated to newly renovated space on the second floor in the Klaus Advanced Computing Building. In addition to office space and conference room facilities, C21U's new location includes a large event space known as the "Unconference Room," which will be used for Unconferences, as well as other large meetings and classes.
Campus Community Discusses MOOCs at Tech During Town Hall
When Georgia Tech announced its partnership with Coursera six months ago, "MOOC" was a new acronym to many. But a lot has changed since then.
"We are getting calls about what we're doing and how we're doing it," said Rafael L. Bras, provost and executive vice president for Academic Affairs, during yesterday's town hall on online learning. "We've made a significant impact in a short period of time, and this is a source of tremendous pride for Georgia Tech."
Through Coursera, an online learning platform that has partnered with Tech and other premier institutions to offer free courses for the general public, Georgia Tech has created eight massive open online courses (MOOCs), which currently have a combined enrollment of 162,133 students.
Additionally, the Gates Foundation recently awarded funding to develop three general education courses — English Composition, Physics 101 and Introductory Psychology. Some 10 to 15 other courses are also under development.
During the town hall, members of the audience had an opportunity to share their comments, questions and concerns regarding MOOCs.
Mark Braunstein, a professor of the practice in the School of Interactive Computing, is currently developing a Coursera course titled "Health Informatics in the Cloud." He shared that creating the course had required more work than he initially expected and that he'd found himself putting a lot of thought into how to teach the material in a way that would be clear and compelling.
Bras stressed that professors should embrace creativity when it comes to engaging students, even if it means incorporating technologies into lectures that they may not be familiar with.
For example, if someone wanted to use animations in his lessons but didn't have the subject matter knowledge to create them, he could ask the Center for 21st Century Universities (C21U) or the Division of Professional Education for help, Bras said.
Another member of the audience expressed concern about how faculty members would be compensated for the time they invested in creating and delivering MOOCs.
"There is no question that at least initially the work required to create a quality course in this new format is significant," Bras said.
Those interested in developing a MOOC should first consult with their school chair or supervisor. C21U can evaluate each offering and determine the appropriate support to make it possible for the professor to participate.
"It is clear, though, that these are experiments and educational research that require the individual's self-interest and commitment," Bras added. "As we learn, the development of this type of course will be easier. Furthermore, when MOOCs yield revenues from use outside of GT, the professor, his or her unit and the Institute will benefit. In addition, Georgia Tech's promotion and tenure processes value educational innovation and experimentation with impact. Educational efforts of faculty are always valued."
The audience was also curious about how Georgia Tech could use MOOCs to positively impact the on-campus community.
Bras explained that his office has provided a small grant, "Learning from MOOCs," to the Center for the Enhancement of Teaching and Learning (CETL) to facilitate five teams, or "mini innovation hubs," that will examine questions such as this one.
Over the course of one to two years, each hub, which will be comprised of faculty members and students, will research a question or challenge related to MOOCs (or more generally, technology-enhanced education), which might include, for example, how to take a course designed for a small class and modify it for a MOOC or how to assess MOOCs using qualitative feedback.
During a November event, more than 80 participants brainstormed ideas that could be the basis of one of the questions or challenges that the hubs will examine. The event was organized by Donna Llewellyn of CETL, Michael McCracken of C21U and Wendy Newstetter of the College of Engineering.
"It is really exciting to see the enthusiasm for exploring these types of issues related to learning and teaching," Llewellyn said. "The research mindset that we all expect to see in the technical arenas is being used to investigate how we can answer interesting questions related to higher education today."
By the close of the November event, a set of 10 potential research ideas had been established, each with a "champion" charged with carrying it forward. Each of these champions has been asked to provide one or two paragraphs about their proposed question/issue by the end of finals week. The leaders of the project will then meet with each group to help them plan their next steps.
Faculty who are interested in learning more about the hubs should contact Donna Llewellyn.
Those interested in teaching a Coursera course should click here.
Provost Named to Coursera's University Advisory Board
Dr. Rafael L. Bras, provost and executive vice president of Academic Affairs at the Georgia Institute of Technology, has been named to Coursera's University Advisory Board. Bras is one of nine senior academic officials named to the panel, the company's first advisory board. Each member represents a university partnered with Coursera to offer free massive open online courses (MOOCs).
As a board member, Bras will advise Coursera on strategic academic and business decisions that relate to Coursera's mission of offering top-quality academic content to students everywhere. The group will consult with Coursera leadership and advise the company on a variety of matters, including the selection of additional partner institutions, selection and provision of new content, legal and regulatory issues and other major questions of company policy that affect the partner institutions.
"Coursera is dedicated to creating better educational opportunities inside and outside the classroom, and we could not do it without the blessing and commitment of our university partners," said Coursera co-founder Daphne Koller.
Bras said Georgia Tech is committed to continuing its leadership in higher education.
"We relentlessly seek to improve our residential education and to share with others in the U.S. and the rest of the world some of the educational content and know-how that makes us unique and excellent," said Bras. "This commitment is aligned with Coursera's mission, and we are happy to be their partner. I personally look forward to helping Coursera and all our partner institutions charter the way to a successful revolution in the use of technology in higher education," he said.
"We're fortunate to have the insight of these highly-respected academics in guiding Coursera's development toward our shared goal of providing a high-quality education to everyone around the world," added co-founder, Andrew Ng.
Georgia Tech signed an agreement with Coursera last July to put its web-based courses online and create new opportunities for hands-on learning in the classroom. The first course, Computational Investing Part I, began in October with nearly 50,000 enrolled students. Enrollment is currently open for seven other Georgia Tech classes at https://www.coursera.org/gatech.
About Coursera: Coursera is on a mission to change the world by educating millions of people by offering classes from top universities and professors online for free. Coursera's comprehensive education platform combines mastery-based learning principles with video lectures, interactive content and a global community of peers, offering students from around the world a unique online learning experience. Coursera has partnered with top-tier universities to provide courses across a broad range of disciplines, including medicine, literature, history and computer science, among others. Coursera is backed by leading venture capital firms Kleiner Perkins Caufield & Byers and New Enterprise Associates. For more information, visit Coursera.org.
Georgia Tech Expands MOOC Offerings
With a $150,000 grant from the Bill & Melinda Gates Foundation, the Georgia Institute of Technology will develop three massive open online courses (MOOCs) targeted at those who have yet to pursue or complete a college degree. Unlike many existing MOOCs, which tend to feature advanced topics, the new courses will cover introductory topics in the subjects of English composition, physics and psychology. Each will be available free through Coursera and is scheduled to begin in January 2013.
The Georgia Tech Research Corporation received the grant, and will work with the Center for 21st Century Universities (C21U), the College of Sciences and the Ivan Allen College of Liberal Arts to develop the innovative online learning courses.
"These Gates Foundation awards address one of higher education's most pressing problems: bending the cost curve and improving learning outcomes for introductory courses," said Rich DeMillo, director of C21U. "The Georgia Tech courses being funded by these grants all represent innovation in pedagogy, teaching and technology. If we are successful, courses like these will be a shift in both quality and cost for the vast majority of American college students."
Professor Rebecca Burnett and Assistant Professor Karen Head in the School of Literature, Media and Communication will lead First-Year Composition 2.0. School of Physics Professor Michael Schatz will offer Your World is Your Laboratory: College-Level Introductory Physics, and School of Psychology Professor Emeritus Anderson Smith will lead Introduction to Psychology as a Science.
"MOOCs are an exciting innovation. They hold great promise but are not without challenges, and we are still discovering their full potential," said Dan Greenstein, director of Postsecondary Success at the Bill & Melinda Gates Foundation. "We believe having diverse options for faculty and students that meet a wide array of learning needs and styles can enhance student engagement, improve educational outcomes and increase college completion rates. We are eager to learn from and share the data that will be generated from these investments in MOOCs."
Earlier this year, Georgia Tech announced a partnership with Coursera to offer online courses. Currently, registration is open for eight courses led by Georgia Tech professors. The courses have a combined enrollment of more than 140,000 students. The first class, Computational Investing, Part 1, began in October.


text:
Girls basketball: No. 14 seed E.O. Smith beats East Catholic to win second straight CCC tournament championship
By Claire Greene
GLASTONBURY — Back on Feb. 7, the E.O. Smith girls basketball team had lost its third straight game, to East Catholic, in overtime.
"If you look at the film of when we played them in overtime, we were almost sleeping through our defense," E.O. Smith coach Mary Roickle said Thursday night. "That was not acceptable."
E.O. Smith went into the CCC tournament as the 14th seed out of 16 teams. But after the loss to East Catholic, the Panthers had a renewed commitment to defense. It showed in their win over Conard in the tournament semifinals Tuesday and once again Thursday as they stifled fourth-seeded East Catholic and won their second straight CCC tournament championship, 42-28, at Glastonbury High School.
Courtney Doherty led the Panthers (18-7) with 19 points. But the defense was the story. East Catholic had scored 73 points in a win over Bloomfield in Tuesday's semifinal. The Eagles (18-6) managed 14 in the first half Thursday and only three points in the fourth quarter.
"They just pressured us, essentially," East Catholic coach Jeremiah Brown said. "A lot of active hands. They communicated very well. They're very fundamental on defense. Offensively, we got stale. We didn't have our off-ball screens. We had a lot of standing around. Too much dribbling. Those were our bad habits earlier in the season and we reverted back to those bad habits. A lot of standing around, watching, waiting for somebody to make something happen.
"And they did a good job as far as closing out, getting hands up on shooters. They didn't give our shooters a clean shot. Then we had a hard time, when we attacked, finishing layups."
Cami Pasqualoni led East Catholic with nine points. It was the Eagles' first trip to the tournament championship.
E.O. Smith had been there before and it showed, as the Panthers attacked the basket aggressively in the first half and played equally aggressive defense.
"In our last game [against East], we lost in overtime, when we reviewed the film, we realized there were some things we could do defensively that we felt we didn't do in the first game," Roickle said. "I think a little bit more pressure, a little bit more closing to their three-point shots … their commitment to defense has been just awesome."
The Panthers didn't really care about their seeding. They beat third-seeded Northwest Catholic 59-43 in the first round and No. 6 Glastonbury 50-42 in the quarterfinals. They improved as they advanced, beating Conard 57-28 in the semifinals.
"We got 10 times better over four games," Doherty said.
E.O. Smith led 15-8 after a quarter and 28-14 at halftime. The Panthers' offense slowed in the third quarter, when East Catholic upped its defensive pressure and forced turnovers. But the Eagles had a hard time finishing their shots, especially on the break, and missed some open looks. They trailed 34-25 after three quarters but then went cold again in the fourth quarter, hitting only one shot, a three-pointer by Emily Jeamel with a little over two minutes left.
The Panthers had lost three close games to open the month — to Berlin 47-46, Simsbury 35-32 and then to East Catholic 55-53.
"Kudos to the captains, Allie Raynor, Courtney Doherty and on the floor, the leader, Taylor Golumbiewski, came to me and said 'We're not doing it defensively. We need to create defense,'" Roickle said. "That's what we've focused on to really take the next step.
"When we went into the tournament the 14th seed, we did not feel we were the 14th seed. But we had to come out and prove it. And these young ladies did an awesome job over the past four games."
Claire Greene
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redpajama_set_name: RedPajamaCommonCrawl


We offer a waste haulers insurance program that provides the most comprehensive, cost-effective insurance coverage possible for waste hauling and recycling companies. This program is offered by some of the larger markets in the nation and is administered by a small number of MGA's.
Eidyia brings together underwriting, actuarial, and distribution intermediaries who understand the special insurance needs of the refuse and recycling industry. Insurance is placed with an A-rated and admitted carrier that is acceptable to the government and/or commercial customers of the participants in the program.
The Environmental Industry Association (EIA), the nation's waste industry representative, sponsors this aggressive and comprehensive insurance program for all segments of the refuse industry. This program incorporates comprehensive insurance coverage for companies engaged in almost any type of non-hazardous waste service activity.


text:
La Suite dans le style ancien, , est une œuvre de musique de chambre de la compositrice Mel Bonis.

Composition
Mel Bonis compose sa Suite dans le style ancien pour flûte, violon, alto ou clarinette et piano. L'œuvre, dédiée à Joseph Ermend Bonnal, est publiée à titre posthume par les éditions Kossack en 2006. Il existe quatre manuscrits dont un possède les parties séparées. Un brouillon existe sur lequel le dernier mouvement a été appelé Badinage avant d'être biffé et remplacé par Farandole. Une copie calligraphiée existe avec comme annotation . Il existe une version pour piano à quatre mains, qui ne comporte que trois mouvements. Le troisième mouvement est initialement intitulé Badinage avant d'être barré et renommé Scherzando avant d'être annoté . Le manuscrit porte la mention . Il existe aussi une version pour septuor à vent, avec deux flûtes, hautbois, clarinette, cor en fa et deux bassons. Cette version est publiée aux éditions Eschig en 1958, puis rééditée en 2010 par les éditions Kossack.

Structure
L'œuvre pour musique de chambre se compose de quatre mouvements :

 Prélude
 Choral
 Fuguette
 Divertissement

Dans la version pour piano à quatre mains, elle se compose de trois mouvements :

 Prélude
 Fuguette
 Scherzando

Dans la version pour septuor à vent, elle se compose aussi de quatre mouvements :

 Prélude
 Fuguette
 Choral
 Badinage

Analyse
La Suite dans le style ancien est l'origine de la transcription du Prélude et Fuguette ainsi que du Choral. L'œuvre a un titre proche de celui de la Suite dans le style ancien de Vincent d'Indy ou de celle d'Edvard Grieg avec sa Suite Holberg. Elle fait partie des pièces de caractères de la compositrice. Elle a une variante qui existe sous le titre de Suite pour instruments à vent.

Réception

Discographie

Références

Sources

Liens externes

Œuvre de Mel Bonis
Œuvre pour piano à quatre mains
Œuvre pour flûte
Œuvre pour violon
Œuvre pour violon alto
Œuvre pour clarinette
Œuvre pour piano

redpajama_set_name: RedPajamaWikipedia


text:
Everything we know so far about season 5 of The Crown
It's going to be even juicer!
We're still reeling from the release of season four of Netflix favourite The Crown, but after breezing through those episodes we can't wait for season five to drop. Here's everything we know about the next season, so you can keep up the excitement just a little bit longer.
The last season of The Crown brought us Princess Diana (played by Emma Corrin ), Margaret Thatcher and tumultuous royal marriages.
Season four was heavily criticised in some quarters - with people claiming it had a negative impact on the reputation of the Royal Family.
Andrew Marr said that the show was 'grossly unfair and sadistic' towards the family, but the viewers just can't seem to get enough.
So let's see what we know about season five.
What will season five bring?
Well, for starters, a whole new cast. The throne was handed down from Claire Foy to Olivia Colman at the end of season two.
As we head into a new decade for the Royal Family, Imelda Staunton will be taking on the role of the Queen.
The new monarch will continue to deal with the epic highs and lows of being Head of the Commonwealth, whilst juggling complicated family feuds under the global spotlight.
The new season will bring a new Prime Minister, John Major, and even more drama than before.
In the years following season 4, the Royal Family had three public divorces, plus a load more controversy in the public eye.
What will they cover?
It's likely that the relationship between the Prince of Wales and Princess Diana will continue to be a focal point in the next season, as the relationship between the People's Princess and the Royal Family continues to unravel.
Margaret Thatcher will no longer be in power, so it's thought that Gillian Anderson won't be returning to the role.
Although we can't know for sure, it's likely that The Crown will cover the Queen's "annus horribilis" (horrible year in Latin) in 1992. Her daughter, Princess Anne, officially divorced Captain Mark Phillips, Prince Andrew and Sarah Ferguson announced they would be separating and there was a fire at Windsor Castle.
To add to the drama, Princess Diana's tell-all book was published, outlining her husband's affair with Camilla Parker Bowles, before the couple eventually separated.
The next season is likely to feature more cameos from the younger royals, including Prince William and Prince Harry, as well as their cousins – including Olympic silver-medallist Zara Tindall.
Whether or not the show will feature the tragic death of Princess Diana is still a closely-guarded secret.
How accurate is The Crown season 4? Netflix series fact-checked
Netflix hit The Crown filmed scenes at two Berkshire schools
When will it be released?
Filming isn't planned to start until June 2021, but Imelda Staunton recently said on This Morning that she was concerned that the coronavirus pandemic would push it back further. The show is due to air in 2022.
This is the penultimate season of The Crown. The show has announced that they will cease filming as the story catches up to the modern day.
After the release of the latest season, there was significant outcry about how the show might affect the reputation of the Royal Family, namely Prince Charles and Camilla Parker Bowles.
Some are now calling for the next season to include a disclaimer, clearly stating that the show takes a significant amount of creative license and is partly-fictional.
Prince Charles, Prince of Wales
Zara Phillips
CoronavirusI tried to eat five meals from the Chartwells food hamper and this is what I foundIt's just not enough food
The best wintry walks in Berkshire for this weekend
BerkshireThough make sure you choose one close to home
Hear stories from child evacuees during the Second World War in Reading
Things To Do ReadingThe War Child exhibition -covering the stories of evacuees- is just one of the intriguing events on offer
Newbury Racecourse becomes Covid-19 vaccination centre from today
CoronavirusMore than two million people across the UK have received the first dose of coronavirus vaccine so far
Fish and chip shops in Reading named among best in UK in Good Food Awards 2021
ReadingThey've been recognised with the prestigious award
PS5 stock: updates on Smyths, Argos, Very, GAME, Amazon and Curry's PC World PlayStation 5 restock
ShoppingFans of the console have been waiting for almost two months
New owner of previous 'hellish' Windsor restaurant pleads for new licence
WindsorThe boss now in charge of the old Suede Bar & Lounge wants to sell alcohol and play music
Rose & Thistle pub in Reading named Asset of Community Value
Berkshire PubsThe Reading venue has had to fulfill criteria to meet the grade


Financial institutions in Latin America and Caribbean are focusing attention on clean energy projects, many of whom are realizing that their portfolio presents a wealth of opportunity to finance energy efficiency projects with existing clients. BBVA was one of the first to tap this potential.
In 2007, BBVA Banco Continental (Peru), a signatory Bank of the Equator Principles and the second largest commercial bank in Peru – set out to become a financial sector leader in energy efficiency (EE) and natural gas conversion (NGC) projects. In less than two years the Bank disbursed US$34.7 million in 69 projects, primarily to small and medium enterprises for clean energy projects.
a) A partnership with the International Finance Corporation, IFC, a member of the World Bank Group, helped the Bank build its capacity and project pipeline as well as create viable and sustainable credit product for small and medium enterprises (SMEs) seeking financing for energy efficiency and small-scale hydropower projects.
b) The launch of two national programs to promote natural gas conversion throughout the industrial sector, CENERGIA and CAMISEA. These programs. These programs, and in particular CAMISEA for expanding access to cleaner, less expensive natural gas, creating immediate opportunities for companies to upgrade / replace equipment and invest in broader energy efficiency production equipment.
Optima Energia is a Mexican energy service company that provides energy services including an in-depth analysis of the property, designing an energy efficient solution, installing the required equipment and maintaining the system during a contract period of typically 10 years while at the same time financing the investments.
One of Optima Energia's business lines is an energy service company (ESCO) that provides energy efficiency solutions and the financing to carry them out. This area of the firm specializes in helping hotels in Mexico achieve energy savings with a business model that has proven effective in other countries, but is only now beginning to catch on in Mexico.
The way it works is that Optima enters into performance-based contracts with its clients to implement an energy efficiency project. The resulting savings in energy costs generated by the project are used to pay back Optima's capital investment. Additional savings generated are split between Optima and the client.
The work is expected to have a broader impact as well—the success of Optima's engagements with its hotel clients will encourage more hotels in Mexico to consider such initiatives for their facilities, as well as firms in other industries such as manufacturing and public services that have large physical plants.


India has undertaken more than 70 people-oriented development projects in various fields including health, education, housing, skill development, infrastructure, vocational training among others, all across the country. About 20 such projects are currently under progress.
The overall development portfolio of Government of India in Sri Lanka is close to US$ 3 billion out of which US$ 560 million are in grants.
The Indian Housing Project in Sri Lanka with a grant of over US$ 350 million (close to 50 billion LKR), was the largest Indian grant assistance project in any country abroad. Out of the total commitment of 63,000 houses, 47,000 houses had already been built.
This was disclosed by High Commissioner of India to Sri Lanka Taranjit Singh Sandhu expressing India's support for realization of Sri Lanka's developmental priorities.
He reiterated Government and people of India's commitment to participate with the people of Sri Lanka in their journey towards prosperity and development.
He was speaking at a special event held at Helboda Estate in Nuwara Eliya recently where 98 houses built under the Indian Housing Project were handed over to the beneficiaries.
High Commissioner of India to Sri Lanka Taranjit Singh Sandhu has vested the ownership of these houses in beneficiaries in the presence of Minister of Finance Mangala Samaraweera. Palani Digambaram, Minister for Hill country New Villages, Infrastructure and Community Development, Gayantha Karunathilake, Minister of Lands and Parliamentary Reforms, and Hon. Radhakrishnan, Minister of Special Area Development.
Minister Samaraweera described India as a true friend, always ready to assist Sri Lanka during emergencies and crisis situations.


Ph.D. Program in Urban Education from GC Videography Fellows on Vimeo.
Our program offers a flexible and interdisciplinary program of study related to curriculum and instruction in urban schools and an analysis of broader social, political, and economic aspects of urban education. Students have access to the robust network of intellectual resources that comprise the Graduate Center, enabling students to access a rich selection of elective courses and to work with research faculty in many relevant partner disciplines, including History, Philosophy, Psychology, Sociology, Anthropology, Economics, and Political Science. Working at the Graduate Center, Urban Education doctoral students have the opportunity to gain expertise in the humanities, social sciences, mathematics, digital humanities and educational technology, and the natural sciences, when appropriate to their interests.
Four core courses are required of all Urban Education students. These courses emphasize the study of curricula, classrooms, schools, urban communities, and policies in historical and political contexts. After completion of core courses, students elect to concentrate within one of three specializations: 1) education policy studies and leadership; 2) language, context and culture; and 3) learning sciences. Faculty advisors ensure that students achieve a high level of interdisciplinary sophistication related to their chosen research topic. View a sample timeline to degree.
The program affords its students unique access to and understanding of the New York City public schools, the nation's largest system of urban public education. The many teacher education and educational outreach programs of the CUNY colleges have long-established relationships with the city's diverse schools and districts. Through research mentoring, internship, and teaching fellowship arrangements for doctoral students at all the participating CUNY colleges, the Ph.D. program works to connect conceptual perspectives with the realities of urban schools and school systems.


This work of inquiry occurred in the context of the Cerebral Paralysis. The general objective was to verify the called deficiency cerebral Paralysis and the process of inclusion of children with this special necessity in the regular school and the specific ones had been: To verify the procedures of whitewashing of people with this deficiency; To inquire as the process of inclusion of pupils with this special necessity is possible; To evidence the importance of the paper of the school and family in the inclusion of this pupil. A bibliographical research of qualitative matrix was become fullfilled, as it collects of data, was made a bibliographical revision. The theoretical referencial if guideline in studies of Bobath 1988; Miller 2002; Brando 1992, among others. The University of Chicago oftentimes addresses this issue. The analyses if base on studies of Mantoan 2003 Wallon and other authors and the Brazilian Legislation of inclusion. The result gotten in this research makes in them to evidence that although the paradigm of the inclusion is present in some Brazilian schools, of the existence of professors and resistant parents, still they exist professionals of the education and the health that believe the inclusion and in the changes that the school can offer the education of these pupils, becoming reality the advances in this modality of Education in Brazil. Words key: Cerebral paralysis. Deficiency. Dean Ornish M.D insists that this is the case. Inclusive education.


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It is always sad to see an iconic business, event, institution, or legacy leave, and the Ottawa Holt Renfrew is no different. For the past 78 years, the Ottawa Holt Renfew has taken residency on along the historic Sparks Street. It will close it's doors for good on Sunday, January 25th, 2015.
Outside the Holt Renfew in Ottawa with its liquidation signs.
From a branding perspective, it is always questionable and iffy when a retailer closes up shop. The Ottawa location is not the only one closing; Quebec City is too (where the retailer originated from). Holt Renfrew has decided to streamline it operations and focus more on the bigger Canadian fashion markets like Vancouver, Toronto, and Montreal. Some of the employees at Holt Renfrew have worked at that store for 20 or more years. I can only imagine how hard it would be for them to leave. Some employees will inevitably retire and others will have to look for new opportunities. Having Holt Renfrew on a resume will be sure to work to one's benefit since they are known for their great clientele skills.
When I walked into the Ottawa Holt's a couple of weekends ago, it was in a sad state of affairs. I have never seen the store in such shambles. It honestly looked like Honest Ed's or a Giant Tiger (no offense to people that shop there). There were liquidation signs everywhere with the traditional yellow cardboard and red and black fonts. Everything was at a minimum of 50% off. Merchandise was thrown onto hangers without a care. Half of the store had been cleared out. The store's furniture and fixtures were up for grabs. If you have ever wanted a mannequin bust, a rolling rack or a glass table, now is your chance to get it! I walked away with a bag full of beautiful wooden hangers, and a couple of wooden crate boxes. I paid $30 for everything.
Fixtures and furniture for sale at Holt's in Ottawa!
Holt's in Ottawa has been good to me. I had a personal shopper for a little while, and she was a sweetheart who would transfer in items for me from the Toronto or Montreal stores. This location did not house an extensive library of luxury brands that some shoppers may be used to seeing at some of the flagship locations. What this location did give, was a taste into the luxury world and enabled a strong clientelle to gain access to beautiful things.
The luxury fashion scene in Ottawa will not be left vacant for long. The US retailer, Nordstrom, is coming to town and will be opening it's doors on Friday, March 6th at Rideau Centre.
Rideau Centre gets ready for the arrival of Nordstrom.


text:
Q: Azure commands not working in ISE but do in PS shell I am trying to connect to my Azure AD with my companies O365 account.  When I run the commands in the PS shell, works great.  But trying to make a ps1 script file, commands fail in ISE.  Code and errors below:
Code:
$managedcred = get-storedcredential -Target o365

connect-azuread -credential $managedcred

Error:

Connect-AzureAD : One or more errors occurred.: AADSTS50126: Invalid username or password.
  Trace ID: 3bbf3cba-61c3-45c5-a19f-60973b7c2700
  Correlation ID: 14599060-8bb3-4fce-afda-621efc3660ed
  Timestamp: 2019-10-03 16:05:03Z
  At line:1 char:1
  + Connect-AzureAD -Credential $managedcred
  + ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
      + CategoryInfo          : AuthenticationError: (:) [Connect-AzureAD], AadAuthenticationFailedException
      + FullyQualifiedErrorId : Connect-AzureAD,Microsoft.Open.Azure.AD.CommonLibrary.ConnectAzureAD

Connect-AzureAD : One or more errors occurred.
  At line:1 char:1
  + Connect-AzureAD -Credential $managedcred
  + ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
      + CategoryInfo          : AuthenticationError: (:) [Connect-AzureAD], AggregateException
      + FullyQualifiedErrorId : Connect-AzureAD,Microsoft.Open.Azure.AD.CommonLibrary.ConnectAzureAD

Connect-AzureAD : AADSTS50126: Invalid username or password.
  Trace ID: 3bbf3cba-61c3-45c5-a19f-60973b7c2700
  Correlation ID: 14599060-8bb3-4fce-afda-621efc3660ed
  Timestamp: 2019-10-03 16:05:03Z
  At line:1 char:1
  + Connect-AzureAD -Credential $managedcred
  + ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
      + CategoryInfo          : AuthenticationError: (:) [Connect-AzureAD], AdalServiceException
      + FullyQualifiedErrorId : Connect-AzureAD,Microsoft.Open.Azure.AD.CommonLibrary.ConnectAzureAD

Connect-AzureAD : Response status code does not indicate success: 400 (BadRequest).
  At line:1 char:1
  + Connect-AzureAD -Credential $managedcred
  + ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
      + CategoryInfo          : AuthenticationError: (:) [Connect-AzureAD], HttpRequestException
      + FullyQualifiedErrorId : Connect-AzureAD,Microsoft.Open.Azure.AD.CommonLibrary.ConnectAzureAD

Connect-AzureAD : {"error":"invalid_grant","error_description":"AADSTS50126: Invalid username or password.\r\nTrace ID:
  3bbf3cba-61c3-45c5-a19f-60973b7c2700\r\nCorrelation ID: 14599060-8bb3-4fce-afda-621efc3660ed\r\nTimestamp: 2019-10-03
  16:05:03Z","error_codes":[50126],"timestamp":"2019-10-03 16:05:03Z","trace_id":"3bbf3cba-61c3-45c5-a19f-60973b7c2700","correlation_id":"14599060-8bb3-4fce-afda-621efc366
  0ed","error_uri":"https://login.microsoftonline.com/error?code=50126"}: Unknown error
  At line:1 char:1
  + Connect-AzureAD -Credential $managedcred
  + ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
      + CategoryInfo          : AuthenticationError: (:) [Connect-AzureAD], AdalException
      + FullyQualifiedErrorId : Connect-AzureAD,Microsoft.Open.Azure.AD.CommonLibrary.ConnectAzureAD

Connect-AzureAD : One or more errors occurred.: AADSTS50126: Invalid username or password.
  Trace ID: 3bbf3cba-61c3-45c5-a19f-60973b7c2700
  Correlation ID: 14599060-8bb3-4fce-afda-621efc3660ed
  Timestamp: 2019-10-03 16:05:03Z
  At line:1 char:1
  + Connect-AzureAD -Credential $managedcred
  + ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
      + CategoryInfo          : NotSpecified: (:) [Connect-AzureAD], AadAuthenticationFailedException
      + FullyQualifiedErrorId : Microsoft.Open.Azure.AD.CommonLibrary.AadAuthenticationFailedException,Microsoft.Open.Azure.AD.CommonLibrary.ConnectAzureAD

So it appears that the first command works fine, but the connect fails.

A: According to error message, you do not use the correct username and password to connect Azure AD. Please use the following command to check it.
 Get-StoredCredential -Target O365 -AsCredentialObject

Besides, according to my understanding, you want to connect Azure AD without a prompt. You also can use the following command:
$name = ""
$password = ""
$secpasswd = ConvertTo-SecureString $password -AsPlainText -Force
$mycreds = New-Object System.Management.Automation.PSCredential ($name, $secpasswd)
Connect-AzureAD -Credential $mycreds

Update
According to research, app password is used to complete MFA with the clients which do not support modern authentication, such as outlook. For more details, please refer to https://support.microsoft.com/en-au/help/12409/microsoft-account-app-passwords-and-two-step-verification. So we cannot use app password to connect Azure AD in PowerShell ISE.
According to the situation, I suggest you use service principal to connect Azure AD. For more details, please refer to https://learn.microsoft.com/en-us/powershell/azure/active-directory/signing-in-service-principal?view=azureadps-2.0.

redpajama_set_name: RedPajamaStackExchange


okay, now I just can't get past the guy with the club.
doesn't seem to be working w/ me.. any more things??
Done. Cool. Thanks For The Help Too!
how do you get past the damn vampire!!
There's a little cross on the tombstone above the vampire's coffin. Get it & use it on him when he stands up.
I do same without help.
1.When skeleton appears, click the dog.
2.Use torch to death guy.
3.Use pen whatever to guy without face.
5.Use "+" (I don't know how it write... Sorry!) to vampire.
6.Before orc appears use red flag to tree.
7.Then I'm stuck. Toilet eat me.
GOT IT!!! When Frankie is just on your left of the toilet, click repeatedly over the bushes next to the toilet then the one eyed monster will come out and walk between you and the toilet and get eaten!!!
Note: I'm leaving a re-direct in the broken area until a link is added to this site, so I can remove it from mine.


text:
Looking for Creagan McConnell: The Man and The Myths [1994 documentary]
In 1994 my best friend, Creagan McConnell, announced that he was going to move to Arizona to help his folks build their home. I produced the following video, with the help of many others, to share at his going away party. A second video (posted at the bottom of the page) was also created featuring comments from friends and family who attended the going away party. As should be evident from the content and spirit of the videos, over the years we had a lot of fun together. Rest-in-Peace, my friend, you will never be forgotten.
Filmed on location in Tustin, Mission Viejo, Fashion Island & Anaheim, California in 1994 Video cameras supplied by Tim Booth & Paul Quinby; Additional video equipment by Ben & Josie Bustillos background music: Andy Summers "The Golden Wire" Level 42 "Running in the Family" and James Taylor "Fire and Rain" from the "James Taylor (LIVE)" Theme music: "Island Party" courtesy Smartsound Music at http://smartsound.com
The Producer also wishes to thank: Jennifer Jackson, Don & Margie McConnell, Mich & Paul Quinby, Matt Bustillos, Ben & Josie Bustillos, The Eggers family, Merrilee Harper, Kathie Glassmeyer, Denise Valverde, Kay Streppone & Marie Jones for subjecting themselves to the camera's gaze and the interviewer's probing questions; and, of course, Creagan Edward Charles "Rufus" McConnell for leaving his doors unlocked and for living such an "interesting" life. Written, Produced and Edited by Joe Bustillos
Come Against The Rain
This video began as a 8mm film, originally consisting of mostly "dying" scenes Creagan and I filmed in 1971. Over the course of two years it became a Western about two reluctant pioneers, Chuck & Rufus, heading to San Francisco in the years after the Civil War.
Starring Creagan McConnell as Rufus Joe Bustillos as Chuck Matt Bustillos as Clarence Hush Dave Thompson as Street Fighter Pepuce as the killer dog Filmed on 8mm by Creagan McConnell, Joe Bustillos and Dave Thompson Written, Produced and Directed by Creagan McConnell and Joe Bustillos 1971/1972, 1994 & 2015 versions Edited by Joe Bustillos 1994 version Written by Joe Bustillos Filmed on Location in Mission Viejo, CA 1971/1972 Video soundtrack: Crosby, Stills, Nash & Young, "Woodstock," "Country Girl," & "Deja Vu" from "Deja Vu" Theme music: "Copelandesque" courtesy SmartSound Music at http://smartsound.com
The Producers wish to thank: Don McConnell & Ben Bustillos for letting us transform their backyards into the Post-Civil War American frontier, Don McConnell for original use of the camera and "building supplies," Margie McConnell & Josie Bustillos for looking the other way while we jumped off their roofs and through their plants.
Looking for Creagan McConnell: The McConnell Send-Off Interviews, March 19, 1994
tagged with 1970s, 1990s, creagan mcconnell, documentary, friends, friendship, moving, this ain't goodbye, travels
JBB's Video Projects


text:
* npm install
* npm start

See https://github.com/Tsarpf/babel-webpack-react-eslint-boilerplate/tree/master/src/components/map for how to use style importing

redpajama_set_name: RedPajamaGithub


text:
About DryedMangoez
What is a MaGMCM?
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Season 13 – PH vs The World
Season 14 – Celebrity 2
Recap: The Amazing Race 3, Episode 11 (Hour 2) – "They're Slithering to the Finish Line Like the Rest of Us!"
The Final Leg begins as teams must find the Buddha statue at the Quang Minh Temple in Da Nang. Teams have $250 for this Leg.
Teri & Ian open the clue telling teams to fly to Honolulu, Hawaii. To get there, they must first buy airplane tickets at a travel agency in Da Nang before hopping on a 17-hour train ride to Hanoi from which they will depart for the States.
Ken & Gerard catch up to Teri & Ian at the travel agency. The Oh Brothers describe the experience as a "nightmare" as Ian's aggressive personality rubs them the wrong way when he tries to secure the tickets. Teri agrees as Ken & Gerard suggest a pow wow where they try to get Ian to calm down, believing the ticket agent is being harassed.
After all the tense moments, they are able to secure the tickets. Flo & Zach, meanwhile, are told there are only Business Class seats left. Flo, who started out the Leg very positive is now feeling very negative and pessimistic. Flo says if they cannot secure seats on the same flights as the other two, she wants Zach to book tickets straight home to New York.
Zach decides to buy Business Class seats and hope they can change to Economy Class once in Hanoi.
All three teams are on the train to Hanoi. Zach asks around and is able to borrow a cell phone. He calls a travel agent, Zoom, who is able to secure seats on a flight that actually gets them into Honolulu earlier. But they must meet a Mr. Huey in Hanoi right before the flight departs from Hanoi in the morning.
Teams arrive in Hanoi at 4:10am. Flo & Zach meet Mr. Huey at the hotel and retrieve their miracle tickets.
All teams are on the same flight from Hanoi to Tokyo. Ken & Gerard are suspicious that Flo & Zach might have better tickets to Hawaii. They head to the JAL office and are able to get tickets on the same flight Flo & Zach are on.
At the transfer desk in Narita, Teri & Ian find out about the earlier flight, but there is only one seat left.
Later that evening, rainy weather delays the early flight. Now, the two flights arrive in Honolulu only 15 minutes apart.
Upon arrival in Honolulu, teams hop into waiting Ford Mustangs (before Ford ever sponsored The Amazing Race) and must drive themselves to Puaena Point which opens at 10am.
Teri & Ian catch up to the other teams as they arrive just in time to meet the kahuna who gives them a blessing and their next clue.
That clue tells teams to fly Kauai and drive themselves to Wailua River State Park. Ken & Gerard and Flo & Zach arrive first when Teri & Ian drive the other way. They all get harnessed up and must follow arrows into the forest to the cluebox.
That clue reveals the Detour where they must decide how to reach the clue behind the Wailua waterfall: Quick Drop or Slow Walk. In Quick Drop, teams will take a zipline to the water, swim to shore and follow the flags to the cluebox. In Slow Walk, teams must walk a long, marked trail.
All the teams take the Quick Drop to the next clue that tells teams to fly to their final destination: Seattle, Washington.
Ken & Gerard and Flo & Zach celebrate thinking Teri & Ian are so far behind that they won't be on the same flight to Seattle. But they all make it and it's the Race to the Finish Line.
Upon arrival in Seattle, teams hop into taxis and make their way to Kerry Park. That clue tells teams to abandon their taxis and make their way on foot to the International Fountain at Seattle Center, near the Space Needle.
Teams run through the streets of downtown Seattle and it's Ken & Gerard who find the cluebox first. Teams must now make their way to Lincoln Park. Teri & Ian are right behind them with Flo & Zach now in last.
The teams struggle to find a taxi. Flo & Zach are first to find a taxi with Teri & Ian next. Ken & Gerard move into last after they have a valet call them a taxi.
Flo & Zach arrive at the park and find the next clue revealing the final Road Block. For this Road Block, teams must choose a totem pole and spin the animals to place them in the correct order they encountered them on the Race: donkey, dolphin, horse, goat, manatee. Once the animals are in the correct order, the totem will open to reveal their final clue.
Zach gets started with Ian right behind. Zach's totem opens first and the final clue tells teams to find Gas Works Park. Teri & Ian stay close behind them and they leave just as Ken & Gerard arrive.
It is now a taxi Race to the Finish Line. Flo believes Ken & Gerard are far ahead of them, but Zach thinks they still have a chance. The taxis speed through the streets of Seattle.
And it is Flo & Zach who cross the Finish Line first to claim their Amazing Race win. Teri & Ian are officially 2nd place. The teams all hug each other before Ken & Gerard arrive and finish in 3rd.
Episode Thoughts
So, it may not have been a big deal back then. But these days looking back, the multi-city/multi-country Final Legs aren't the most conducive for competition. It's almost like three different Legs in one. But I get why TAR did this before. They wanted to pack in as many locations in the Final Leg to make seem more epic.
Anyway, this Final Leg (like pretty much all Final Legs before TAR12) was decided by taxis with one or two Route Markers in the final destination city.
But thankfully, these are three teams who can deliver good television and competition regardless of the tasks.
There was a lot of maneuvering in the beginning of the Leg. The travel agency drama with Teri & Ian and Ken & Gerard was great. And Zach's maneuvering in the train to secure the tickets was huge. You definitely won't see that on TAR anymore. Especially as teams don't book their own flights on the Final Leg.
At the same time, all the ticket maneuvering meant nothing since aside from the Finish Line being in a completely different state from where they were going, the first Route Marker in Hawaii had an Hours of Operation lol So that was two equalizers during this Final Leg.
Aside from that, the Detour and the Road Block were both good on their own. The Detour is a typical early TAR Detour back when teams would actually choose walking down instead of a quick zipline.
The Road Block is of course the very first memory Final Task. And it was good. If only every season had a Final Memory Task like this.
I think it was in TAR11 that Teri & Ian said they were only minutes behind Flo & Zach. I would have LOVED Teri & Ian winning. They'd be one of the best winners of all time. But it did look like a very close Race. And again, it all came down to taxis.
This was an alright finale. But definitely much more exciting and epic when watching it paired with the last Leg as a full two-hour episode. Watching them together really makes for an exciting, climactic finish with all the drama and fierce competition to the end.
A Season Wrap-up next week. But watching TAR3 again and actually recapping and reviewing it, I don't love it any less than I did before. It is still the gold standard when it comes to casting, tasks and locations.
My Subjective Team Rankings
Teri & Ian are just an iconic TAR team. One of the all-time best personalities and biggest underdogs-turned-contenders. They ran a solid Leg and also had some luck with the equalizers. But they were right in it and almost won.
Like I mentioned last week, I feel like Ken & Gerard really faded these final Legs. They used to be the biggest contenders and then just lost steam. And so their third place finish here is about right considering how they've Raced these last couple of Legs.
I was definitely not a fan of Flo & Zach back then. But them winning definitely is a great storyline for TV. It was funny how positive Flo was at the start of the Leg and then she immediately goes back to her downer self at the travel agency when things didn't go their way. lol But it didn't matter. They were able to get some luck in Seattle and rode it to a win.
Episode Quotes
Gerard: "Buddha's feet to America's door."
recapThe Amazing Race 3
Recap: Power Rangers Operation Overdrive, Episode 14 - "Have you lost the last marble in your head?!"
Recap: Power Rangers Beast Morphers (Season 2), Episode 36 (16) - "It's dangerous for us to spend any more time in each other's bodies."
Related posts ..
Recap: The Amazing Race 33, Episode 4 – "Don't help them. We're in a Race!"
by dryedmangoez
Recap: The Amazing Race 33, Episode 3 – "I guess the good karma helping other teams wasn't actually good karma."
Recap: The Amazing Race 33, Episode 2 – "It can't be that easy."
Recap: The Amazing Race 33, Episode 1 – "We just can't have all young people winning all the time."
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