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Playout Automation Software With Advanced Broadcast Graphics Overlay Automation
UniplayCG | Time Based Playout, CG and Live Source Automation Software with Streaming and Webcasting Software
Uniplay-CG is a user-friendly Text & Graphics Overlay Automation.With Uniplay-CG user can create and display titles, rolls, crawls, Graphics Promos, Sports Graphics TV Station Logo and Sponsor Logos. Uniplay-CG provides very user friendly and intuitive interface design and supports all types of Unicode True Type fonts, three dimensional shadows, semitransparent masks, complex multilayer compositions, animations etc. can be employed.
It has got Built in Templates for All type of Broadcast Graphics Design like News, Sports, Weather, Ticker, Roll, Entertainment Graphics, Business Graphics for real-time overlay on Video. Uniplay-CG gives full power of Automation for Broadcast Graphics Overlay Workflow. With this Application user can schedule any graphics for Media Specific or any Event like Live Video Broadcast.
The Features are :
Using all available Unicode Windows TrueType fonts;
Symbols and tickers design with complex Shadow, outlines and borders;
Using text processors and graphic editing programs principles;
Fonts with random direction gradients, Bullets including images in Alpha chanel JPEG, BMP, PNG and TGA 32-bit formats;
Anti-aliasing broadcasting rasterization quality;
Line interlacing flicker filter;
Set Time Based or File Based Group of Layers.
Using 16.7 million colours and 256 transparency levels to fill any page elements
Purchase UniplayCG Activation Key :
After Succesful Payment please send us your Machine's Unique ID with Paypal Transaction ID and we will send you the Activation Key.
System Requirements
Hardware Requirements for SD / HD Operations
- Intel Quad Core Xeon or Core i7
- 16 GB RAM(32GB for HD), 500 GB(Minimum 7200 RPM) or Better SATA or SAS HDD for System Drive and SATA or SAS HDD or NAS with Gigabit LAN for Data Storages ,
- 1 GB Nvidia GTX Series 750 or Higher Graphic Card, DVD Writer,
- 3 PCI Express Slot for Graphic Card(x16 Slot) 2 Extra PCI Express Slots free for 2 Decklink/Intensity Pro Cart for Input / Output.
- Blackmagic-Design's Decklink / Intensity Card for Input/ Output (Analog , SDI , HD & HD-SDI)
Recommended OS:
Windows 7(SP1)x64 certified PC or workstation. Or Windows 2008 (SP2) with Windows Media Service(Desktop Experience) certified server with sufficient space to install the selected Blackamgic Design Decklink or Intensity IO card.
Uniplay-CG Installation Instructions
Step 1:
Install MySQL
Click Here To Download mySQL MSI Installer x86
After download install the MySQL Server and while installation it will ask for the "USER" and "PASSWORD" Let the User as default (root) and set you own password in the password field.
Step 2:
Download and install Microsoft Direct-X Runtime
Step 3:
Install K-Lite Mega Codec Pack (Version 10 or higher)
Final Step.
Now go to Downloads >> Demo Installers >> Download and extract the Latest Demo file "Uniplay-CG-Setup-Demo-xx-xxx-xxxx.rar" install the Uniplay-CG Demo Setup.
After installing the setup Restart the system and run the Uniplay-CG (Shortcut on the Desktop).
It will ask for Create or Restore the MySQL Database just enter the password which you already set for the MySQL Server in "STEP 2" and click CREATE DATABASE. It will ask you to Set IP for Connection of Client, Set the IP and PORT Details and restart the Application,
Please Restart Uniplay-CG.
Video Tutorials
How to make Playlist, Media Archive and Schedule Media Clips in Uniplay-CG
Commercial Sponsor Inventory and Creation of Group(SPOTs) or Time Slots in Uniplay-CG
Media Archiving and Spot Break Making for Commercial and Promos in Uniplay-CG
How to make Breaking News from RSS feeds and Manual Entry in Uniplay-CG
How to Create Time Based News Ticker(Fetched from RSS or Manual) in Uniplay-CG
How to put Fillers and Create Filler Library in Uniplay-CG
How to use Graphics with Graphics Page Master and Graphics Editor Interface in Uniplay Basic


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BULAWAYO, Zimbabwe – West Indies start Friday's crucial encounter against hosts Zimbabwe as favourites. But they will take nothing for granted as they seek to reach Sunday's final against Sri Lanka in the One-Day International Tri-Nations series.
Captain Jason Holder said he expected Zimbabwe to come out blasting on all cylinders, still fired-up from their miraculous come-from-behind effort to force a tie against his side on Saturday.
Both teams are desperate for a first win in Bulawayo, in a match which is essentially a semi-final.
"I expect good competition again. They played a very good game against us the last time and I expect nothing different from them," said Holder.
"Their tails will be up seeing this result and still have a chance to go through so the situation is for us to buckle up and close-up these close games".
West Indies coach Roddy Estwick said his players had been committing too many errors and had appealed for more discipline.
"Yesterday we were too full in the first ten overs, we leaked 71 runs and we did not show the discipline we had previously. We were not hitting the pitch hard as I would like," said Estwick, after a training session this afternoon.
"Hopefully we can get back to hitting those lengths. I found once we hit the pitch hard and we made the Sri Lankans play off the back foot they tended to struggle."
Sri Lanka lead the table with 11 points from four matches, West Indies have seven from three matches while Zimbabwe have four from three matches.
The Windies have the leading performers in the tournament so far. Evin Lewis hit a career-best 148 off 122 balls against Sri Lanka and heads the batting charts with 193 runs in three innings. Shai Hope, who made his maiden century (101) in the second match, has 173 runs.
This is Hope's first ODI series with the gloves and he is yet to concede a bye.
"It is a must-win situation we are in against Zimbabwe," said Lewis, whose maiden ODI century brought West Indies within striking distance before losing to Sri Lanka by one run in Wednesday's thriller.
"We have to go out there and regroup as a team and play our best cricket".
The left-hander who was promoted to the opening spot and recorded his second international century of the year following his 100 against India in the T20 Series in Florida, battled cramps in the latter stages of his innings.
However, the Windies skipper has suggested that Lewis would be ready to resume his battle on Friday morning.
"He was there out in the field for 50 overs fielding, and then came back to bat through most of the overs," Holder said.
"It was a bit of cramp, and I don't think it was anything too serious."
There are doubts however over whether fast bowler Shannon Gabriel will play against Zimbabwe after he limped off with a hamstring niggle after bowling only five overs against Sri Lanka.
Miguel Cummins may take his place in the team for Friday's crucial encounter.
"We have to see what the conditions serve up for us and we are just managing some niggles," said Holder, the joint leading wicket-taker with seven wickets.
"Shannon was not able to finish today [Wednesday] so I am not sure that he will be able to bowl in the next game but we will see."
Holder is followed by Gabriel with six wickets and seamer Carlos Brathwaite also six wickets.
Brathwaite recorded career-best figures of 4-48 against Zimbabwe – the best of the tournament so far.
As far as Zimbabwe are concerned, while Tarisai Musakanda might have seemed the romantic choice for a debut earlier in the series, it's more likely that they might turn to experience in this situation. Veteran Hamilton Masakadza could slot in the opener's position in place of Brian Chari, who hasn't been able to take advantage of the Powerplay even when he has looked solid. Masakadza has been somewhat out of sorts recently, but he averages a healthy 34.79 at Queens. There are also questions at the lower end of Zimbabwe's batting order, and the choice of whether to play Elton Chigumbura or Malcolm Waller as their finisher will have to be made.
The pitch being used for tomorrow's match is expected to play similarly to Wednesday's encounter. With a little grass on it, albeit dead, it should hold up through the day and offer a little more for the bat than the ball, without being an absolute road.
Friday's weather forecast suggests a little more cloud cover than the last two days, as well as the threat of thunderstorms in the area.
The match starts at 3.30 a.m.
Zimbabwe (possible): 1 Chamu Chibhabha, 2 Brian Chari/Hamilton Masakadza, 3 Craig Ervine, 4 Sikandar Raza, 5 Sean Williams, 6 Peter Moor (wk), 7 Elton Chigumbura/Malcolm Waller, 8 Graeme Cremer (capt), 9 Donald Tiripano, 10 Tendai Chisoro, 11 Chris Mpofu.
West Indies (possible): 1 Johnson Charles, 2 Evin Lewis, 3 Kraigg Brathwaite, 4 Shai Hope (wk), 5 Jonathan Carter, 6 Rovman Powell, 7 Jason Holder (capt), 8 Carlos Brathwaite, 9 Ashley Nurse, 10 Devendra Bishoo, 11 Miguel Cummins.

subset: commoncrawl


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Dental Crowns Melbourne CBD
Gorgeous Smiles is proud to offer this highly effective restorative procedure at our Central Business District clinic.In a single appointment now with our CAD/CAM technology. No more multiple trips to your dentist, no more moulds and impressions! Have your porcelain crown or veneer done in a single appointment at Gorgeous Smiles.
Dentist that specialises in dental crowns
Patients often cringe when a dentist tells them they need dental crowns. Although it is inarguably one of the most effective ways to both restore and cosmetically augment teeth.Dental crowns have a reputation for costing a lot of money. However, at Gorgeous Smiles, we aim to provide the best care and attention.We also work hard to offer affordable dental crowns Melbourne CBD dental clinic at competitive prices.
Quality matters
Our commitment to quality and professionalism means that you will receive the very best treatment available. A number of our staff offer their expertise as dental crown dentists.They will be able to flawlessly restore your teeth with minimal downtime or discomfort.
What is a Dental Crown?
Dental crowns are a common cosmetic solution to protect and restore vulnerable or damaged teeth. Dental Crowns may be used if the patient has a large cavity that, if left untreated, will cause further damage to the health of the tooth. This type of treatment also has a cosmetic application.For example it can be used to cover over imperfections, gaps, or uneven teeth.
Read about how dental crowns are made here.
What Does Crown Dentistry Involve?
Typically, receiving a dental crown at our Melbourne clinic involves fabricating a tooth shaped cap and fixing it to the damaged tooth using dental cement by using new dental crown technology. This process requires two appointments. At the first appointment, the dentist will take an impression of the tooth for fabrication. During the second appointment, the dental crown is inserted. This procedure is virtually painless as the dentist will administer a local anaesthetic to numb the area and ensure the patient remains comfortable while the process takes place. Read about our Same Day Porcelain Crowns here.
Contact us today
If you are interested in undertaking this restorative procedure at our Melbourne dental clinic, please don't hesitate to get in touch with us on (03) 9042 0483 to speak with our dentist that specialises in dental crowns Melbourne CBD.


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Black Design Talk With Gelareh Alam
We love cool brands and especially for our fans of black design we collect the best ones! Sometimes you find a designer with exactly the same sense of style as we love! All black! Therefor we proudly present Gelareh Alam!
San Francisco based designer 'power pieces' worn by Missy Elliot, Prince and Avril Lavinge
A intriguing black and white invitation for Paris Fashion Week arrived in our mailbox. Curious about the brand and the designer behind it, we asked if there was any interest to share 'a black story'. Why? Because we're always up for meeting new people and especially designers with a passion for the color black. What makes this color so special for Gelareh Alam and her black designs? Take a look at her website and you will notice that it's almost one of her design principles. Read the whole interview with this passionate designer!
When we take a look at your designs we see that we have one thing in common… the love for the color black. What can you tell us more about your brand?
Black is the color of elegance and mystery in general, it's classy and modern, chic and edgy all at once.
To me, black is the color of freedom as well as protection. Black is a forgiving color and it is perfection because it contains all colors.
What are other requirements (besides the color) which are important for your designs and collections?
I am sculptural designer, I love creating textures and techniques, and love to combining different types of fabrics with leather to create layers, silhouettes, and shapes.
Black is like a blank canvas for me to paint on, it's the best platform for me to create on, and it allows me to make very detailed artisanal pieces which stand out at the same time as blend in.
We noticed that a lot of artists worn Gelareh, do you have a specific muse?
I am an elemental designer, inspired by the juxtaposition of natural forces: tension & resolution, feminine & masculine, past and future, and the balance between conflicting energy.
Generally I am inspired by the feeling of empowerment, and being bold and free. My muse is anyone who is not just beautiful outside but they are more beautiful inside. I am inspired with people who live their life with absolute truth, who celebrate their individuality with no fear. My goal is to create pieces that can bring that power within each person out more to the surface, because we all have the badass inside of us. I use my social media and marketing efforts to celebrate badass women and people who embody triumph over fear, conformity, and the status quo.
In what way do you prepare for such busy weeks as Paris Fashion week?
It's a busy time for us. I have lots of help from my team, setting up meetings, arranging events, prepping the line and all of the support materials we need to be successful. A fashion week is more of a marathon than a sprint, and preparation goes into it long before the travel is even booked. I am lucky in that I have a lot of people supporting me and helping me to focus on what is most important: correctly communicating the essence of my designs and being an example of the empowerment I promote in an authentic and sustainable way.
What do you think about your designs and the color black in five years from now? Still a perfect combination?
Well, as artist I do not want to limit myself to anything and I like to explore many styles and many form. It's possible that I may be ready to explore different colors in some point… but I am very loyal to black, as I have been pretty regularly through my career.
Do you have any cool tips on how to wear and combine your fashion/black fashion?
Black is one of the easiest color to put on in my opinion, you can wear black with almost any accent color. You can dress it up with dramatic styling, and make a bold statement when you walk out your door, or you can dress it down and wear it more regularly as an identity piece. All of my major pieces are statement pieces though, which is what Gelareh is known for.
Check out the inspiring black design collection yourself and discover the world of this special designer!


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Into The Mind: Athlesiure
Hi Friends!
I've been on a wellness/fitness high since the fall after participating in Geek Girl Girl Strong Power Program (more on that later this week)! During this "high" I have a new love for.... ATHLESIURE
The trend earned an inclusion in the Webster dictionary: Athleisure refers to casual clothing — like yoga pants, sweat pants, and hoodies — that are designed to be worn both for exercising and for doing (almost) everything else. When a trend makes into the dictionary it's a LIFESTYLE! #bloop
It makes sense as most of us are investing in wellness posting pics on social media of our fitness progress, kale shakes, and avocado toasts.
A few of my favs at the moment are below! The Koral leggings as an FYI are AMAZING they have made my workouts so much better!
$59 - bloomingdales.com
$91 - styletread.com.au
$61 - shopbop.com
From mixing workout leggings with boots and a poncho it's now totally acceptable to take your workout look from the gym to the streets. About time, I'm all for it! It forces designers to use materials that are comfortable for a change!
This week, posts will be focused on self care, fitness and wellness. Times like these we need it :)


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There are 462 days left until the 2016 U.S. presidential election, and we're already in the candidates-using-deadly-weapons-to-cook-breakfast-food phase of the campaign. Seems a little early in the cycle this time, doesn't it?
Recalling that time that Michael Dukakis whipped up a frittata with a bazooka in '88*, as well as Dwight Eisenhower's signature preparation of bayonet-sliced hasbrowns**, U.S. Sen. Ted Cruz of Texas demonstrated a creative, culinary use of firepower in a video for website IJReview, uploaded to YouTube on Monday.
Watch the presidential candidate cook bacon using the muzzle of a gun below. Spoiler: He eats the bacon.
Though the title of the video touts Cruz's creative kitchen utensil as a machine gun, Mashable points out that it is actually a semi-automatic.
Cruz is no stranger to viral videos. In June, the senator performed his best impressions of characters from "The Simpsons" for BuzzFeed.
*This did not happen.
**This did not happen either, but seems slightly more realistic.


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Monday, September 30, 2013
Monocrome Anniversary Card
7 comments:
I love this image and the colours you chose are so sweet thank you for joining us for our current challenge at the House Mouse and Friends Monday ChallengeReplyDelete
Hugs Kate xx
Super cute image. Beautiful coloring. Pretty colors. Thanks for joining us for the House Mouse and Friends Monday Challenge.ReplyDelete
Awww super sweet image gorgeous HM creation.ReplyDelete
Thanks for sharing with us at HM & friends chall this time.
smiles Christine x
Lovely image you have used for your monochrome card... wonderful colouring.ReplyDelete
Thank you for joining us at the House Mouse and Friends Monday Challenge.
Dorte xx
This is a fabulous card, such an adorable House Mouse image and pretty pastel colours. Thank you for joining us at House Mouse & Friends Monday Challenge.ReplyDelete
Pauline GDT
P.S. I have candy on my blog if you would like to take a look http://craftingwithcotnob.blogspot.co.uk/
Super cute card! Bravo!ReplyDelete
Good luck!
Absolutely gorgeous!!!ReplyDelete


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Gupta & Associates, Inc. has a wide and diverse HVAC, plumbing and electrical design experience in various types of buildings and facilities. Engineering design for these buildings and facilities have included state-of-the -art HVAC, plumbing, lighting, fire protection, temperature controls, energy efficiency and sustainability.
- Corporate Headquarters
- Office Buildings
- Retail
- Financial
- Theaters/Entertainment
- Residential/ Multi-Family


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I think I want a hair transplant. Where do I start?
1. Meet with a number of surgeons, not just one. Listen to their plan for your hair for the next 20 years. Listen to their advice on how many grafts to take now and where to put them. Opinions vary.
2. Hear they thoughts about not doing surgery at all. What choices do they bring to the table? Do they advise scalp micropigmentation (SMP) as an option? What are their thoughts about using minoxidil, finasteride or other treatments after surgery? Do they mention it at all?
3. Find a surgeon you trust and can work with. Decide if you view this as a short term or long term relationship. Figure out if your surgeon views this as a short term or long term.
4. Make sure you have time away from work, social and other obligations. 5-10 days is very nice but be sure to get a good understanding of what to expect during your recovery.
Dr. Jeff Donovan is a Canadian and US board certified dermatologist specializing exclusively in hair loss. To schedule a consultation, please call the Whistler office at 604.283.1887


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Custom Homes
Make your dream a reality with an authentic custom home. Receive careful attention at every stage of the building process.Read More
Custom builders in Waxahachie, Midlothian, Maypearl, Ovilla, Ellis County, and Cedar Creek Lake areas.
Custom builders in Waxahachie, Midlothian, Maypearl, Ovilla, Ellis County, and Cedar Creek Lake areas.
You are valued as more than a client at Texas Heritage Custom Homes. We put our 15+ years of home building experience to work for you. Detailed attention to craftsmanship brings to life the beautiful and enduring home you envisioned. When you speak we listen.
Call us now at 972-923-2400. We want to hear from you!
Make your dream a reality with an authentic custom home. Receive careful attention at every stage of the building process.Read More
We are not limited to residential construction. Let us handle your next commercial construction project. Pre-Construction, Design & Engineering, Construction, Finish Out
No addition or make-over is too large or small. Whether indoor or outdoors, rest assured your project will spring to life.Read More
Lance, We wanted to let you know how much we appreciate you through the home-buying process. As first-time buyers, we were so apprehensive about what to expect, but your assistance assuaged our fears and made everything much easier to deal with. We love our new home! It truly is a prayer answered and a dream come true for us. I think what impressed us the most was the attention to detail you put into your homes. The rounded doorways, the fixtures, the frames around the mirrors....there were so many details that were put into this house that made it ideal for us. We also appreciate how accessible you are. From the moment we contacted you about looking at this house to now, you have been availabe to answer questions and give input whenever we needed it. To be so friendly and courteous is a tremendous asset to you and your company. What impressed me the most is when we brought my parents to look at the house, and my father (a master plumber for over 35 years) made one suggestion and you followed up on his suggestion, no questions asked, no doubts communicated - even though you had never met the man. That spoke volumes to me that you would do something like that. I appreciate your integrity and willingness to make the change he suggested. We cannot say enough good things about Lance and our new home. We would have absolutely no reservations about recommending him and his company to any of our friends or family that would be in the market for a new home. Thank you so much for your dedication and hard work. It truly is what makes you very good at what you do. We appreciate you
To Lance & Laurie and Everyone associated with Texas Heritage Custom Homes: our family would like to thank your team for building us such a beautiful home – we absolutely love our house! We feel very secure in knowing that you have given us a well-built, quality custom home that meets all our needs, which we plan to enjoy for many years. Lance has a great talent – he helped us envision our dream home. Since we had never built a home before, his suggestions were most valuable and welcome. Lance is always accessible and quickly responsive to us for all our questions and needs – their guidance through the building process made us feel at ease – no stress. They both possess a positive can-do attitude that made them a joy and to work with. Lance's reputation with his suppliers, subcontractors and associates is flawless – we heard only positive feedback from everyone we came in contact with about the name of Texas Heritage Custom Homes and the way they do business. We are so excited to be in our new home and would definitely recommend Lance and Texas Heritage to anyone wanting to build a new home
We want to thank you for the beautiful home that you built for us. We love it and have received so many compliments on it. We had a great experience building with Texas Heritage Custom Homes. Everyone was very helpful and patient with us during the entire process. Lance was always available and more than willing to answer any question we had. He was a great help with some of the style decisions for the house, always willing to offer up a suggestion. You were always on the job site overseeing things and on top of everything. I think by the end, my husband had him on speed dial. Texas Heritage has also associated themselves with superb subcontractors and suppliers. There are so many details that go into a new house and each person we dealt with made the process painless. They couldn't have been more obliging and with everyone's different experience and expertise we were able to add so much to our home that we would have never thought of. The online updates were a great way to view and spread the progress of our house. Friends and family all over could keep up with our house as it was being built. The website that Texas Heritage has created is fantastic. I used it before, during, and after our house was completed. Between the website and their handbook, they have thought of everything. We loved being able to keep up with the stages and know what to look forward to next. It was also nice to be able to hold onto and organize all of the choices and information on our home. Lance and Laurie, and all involved with Texas Heritage Custom Homes are incredible. We would build with them again and will recommend them to our friends. Thank you again!


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SHAUN Maloney is already working hard on his weaknesses to bring his game up to Premiership speed, according to his long-time team-mate at Celtic, Stiliyan Petrov.
Scotland B international Maloney produced an eyecatching debut at Reading but had admitted in the run-up to the game that he had "a lot of hard work" ahead to "get me up to that level".
Maloney had added: "The Premiership is a quality league and I'm obviously going to have to raise the level of my own game."
Petrov is a long-term admirer not only of Maloney's foot-balling talent but also his mental aptitude.
He said: "Shaun has the talent. He is a strong boy, he is working hard and he knows that if he wants to improve he has to work even harder.
"He does that, he is that kind of boy. If he sees that he is missing something, he will try all the time to improve it. So I don't have any doubts about him."
Petrov has been delighted with the start Maloney has made but promised far more is around the corner.
"The fans havent seen anything yet. He has got a lot more to offer because he has got great ability," he added.
"You can easily forget that he hasn't been playing for a while and once he gets up to full fitness we will see the real Shaun.
"When you have got players like Gabby Agbonlahor, Ashley Young, Shaun Maloney and Luke Moore it gives you a lot of pace and makes you really dangerous and gives us more options.
"These four players will be fighting for two places and they will be a handful for every team to face."
Petrov believes Villa will be far more potent when their quartet of new signings have had time to properly blend in.
"They made great debuts, but they'll need time to settle in, to know the players, that is normal," he said.


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44 Villa Palma is a luxury guest house conveniently situated in a safe and secure area of Kimberley. The guest house provides easy access to the city centre, airport, significant landmarks and museums in and around Kimberley.
Experience great comfort and complete privacy in 19 fully equipped unit with 1,2 or 3 bedrooms with en-suite bathrooms and self catering facilities. Breakfast on request. Conveniently situated in a quiet street, less than 3 km from the Big Hole.
Kimberley Manor Guesthouse nestles in the heart of the Diamond City. Experience the tranquility, comfort and personal attention, found at our luxurious guesthouse where everything is done with style and attention to detail.
A dream oasis in the wilderness. The Cygnature Boutique Lodge is situated on the Magersfontein Memorial Golf Estate and overlooks rolling hills and a beautiful swan filled pond.
Whether you come to Kimberley for business or pleasure, we will do our best to meet your requirements and make your stay memorable. Our goal is to give you an experience that you will cherish for the rest of your life, and your complete satisfaction.
Bishops Lodge is the ideal self-catering accommodation for overnight, long-term stays and families.
Experience the wealth & luxury of yesteryear at this property built in 1895. Offering 8 elegantly decorated rooms all en suite with either bath or shower. Air-conditioning, credit card facility, liqour license,secure parking,tea garden.
Kgosi Lodge offers affordable, comfortable accommodation for all travelers including but not limited to business persons; tourists; travelers on their way to the riches of the Kalahari and Namaqua flower spectacle.
Nestled in the heart of historic Victorian Kimberley, Milner House offers tranquil surroundings and outstanding hospitality and service.
Our interior is elegantly decorated with fine art, wood and leather furniture. Offering swimming pool, table tennis, trampoline and DSTV. Four luxurious rooms en-suite with under floor heating Courtesy Tray, Wireless Internet and a remote controlled TV


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Global Mental Health Initiative
The objective of the Global Mental Health Initiative is to create and sustain a platform to address global mental health as a substantive departmental priority. This platform will integrate clinical, research, service, leadership, and educational efforts focused on global mental health. This new program will unite existing faculty efforts and provide opportunities for new partnerships and initiatives. A core component of the Initiative will be to utilize information technology tools to scale up mental health activities on a global level, taking advantage of the expertise available in Silicon Valley.
Our work in each of the department mission areas
Advancing Science
Develop, implement, and evaluate evidence-based programs addressing the mental health and wellness of vulnerable populations.
Clinical Innovation and Service
Develop and support work in the human rights field through international psychiatry for vulnerable populations.
Example Projects
Educational Excellence
Develop and sustain educational experiences for trainees in the area of global mental health.
Example Projects
Community Engagement and Commitment
Provide a structure for greater connections between Stanford's Department of Psychiatry and other disciplines within the university as well as partner agencies with a focus on mental health for vulnerable populations.
Example Projects
Leadership and Professionalism
Establish our department as a global leader in the prevention of mental disorders.
Example Projects
Affiliated Faculty
Clinical Associate Professor, Psychiatry and Behavioral Sciences - Child and Adolescent Psychiatry
Professor of Psychiatry and Behavioral Sciences (Public Mental Health and Population Sciences) at the Stanford University Medical Center
Clinical Professor (Affiliated) [Vapahcs], Psych/Public Mental Health & Population Sciences
Professor (Research) of Psychiatry and Behavioral Science (Public Mental Health and Population Sciences), Emerita
This profile is not available
Clinical Associate Professor (Affiliated) [Vapahcs], Psych/Public Mental Health & Population Sciences Staff, Psychiatry and Behavioral Sciences
Associate Professor of Psychiatry and Behavioral Sciences (Child and Adolescent Psychiatry and Child Development) at the Lucile Salter Packard Children's Hospital
Katharine Dexter McCormick and Stanley McCormick Memorial Professor in the School of Medicine
Campus Affiliates
- Center for Innovation in Global Health https://globalhealth.stanford.edu
- Pediatric Mood Disorders Program med.stanford.edu/pedmood
- Freeman Spogli Institute http://fsi.stanford.edu
- Haas Center for Public Service https://haas.stanford.edu
- Stanford Alzheimer's Disease Research Center https://med.stanford.edu/adrc.html
Local Partners
- Nuestra Casa http://www.nuestracasa.org/
- Ravenswood Family Health Center http://ravenswoodfhc.org/
- Asian Americans for Community Involvement http://aaci.org/
Global Partners
- Documentation Center of Cambodia https://www.dccam.org
- ALAS Pro Salud Mental https://www.alasprosaludmental.org
- University of Zimbabwe Department of Psychiatry http://www.uz.ac.zw/index.php/chs-departments/361-psychiatry
- NextGenU.org http://www.nextgenu.org
- Mood Swings: an online self help program for Bipolar Disorder https://www.moodswings.net.au
- Global Consortium for the Prevention of Depression: https://preventionofdepression.org


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Garek J Druss
Garek Druss is a Los Angeles based sound and visual artist who creates work that explores the balance between the physical being and the incorporeal or non-being. His aural works create active and engaged listening environments that allow for heightened states of self-reflection and phenomenological awareness. His work utilizes watercolor drawings, video, and vibrant soundscapes to create temporary ambient interactions that examine the human condition. Druss' interest in creating work that develops the public's sonic palette has lead him to several international residencies, multiple museum performances in the U.S. and Europe, album and sound art releases in conjunction with art exhibitions, installations, and live performances. He has collaborated in musical, dance, and performance-based projects, including the atmospheric electronic group, A Story of Rats


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About The Defense Base Act Law
The DBA (Defense Base Act) is known as an extension to what is known as the "federal workers" compensation program that covers harbor and longshoremen workers.
The Definition Of The DBA (Defense Base Act)
The DBA or Defense Base Act is used to cover individuals employed at the U.S "defense-bases" overseas. This DBA has been created to offer compensation and medical treatment to the employees of the defense contractors that have been injured during the course of their employment. There are many defense base act lawyers who specialize in helping those individuals receive compensation.
Who Does The Defense Base Act Cover?
Typically this act covers workers that are employed by the American contractors that perform public work associated with the U.S government situated in the U.S territories such as U.S military-bases that are outside of the continental U.S along with support for military-aid programs that have are associated with allied nations. In addition, individuals who have been employed overseas with morale or welfare projects like the ARC (American Red Cross), the Salvation Army and the U.S.O are typically covered.
Technical Filings And Requirements
The first technical requirement associated with this Act will be to report injuries immediately to the immediate supervisor. The notice associated with such injuries must also be supplied in writing by using what is known as an LS 201 form. Once this requirement is completed, medical treatments will typically be offered. The employee has a responsibility that involves completing a claim form known as an LS 203 and sending it to the Office Of Workers Compensation Programs. This form must be sent within twelve months within the injury date.
Payment Of Compensation
There will be a 3-day waiting period under what is known as the LHWCA. After this, if the injury is considered serious and the worker is unable to return to work, the insurer or employer is required to pay a compensation payment to this injured worker. The compensation amount is typically calculated by using the employees' wages from a year before the injury and then dividing this amount by 52. This amount is known as the AWW (average weekly wage). If this employee has worked throughout this period, the calculation is simple. If the employee has not worked for the year, alternate methods are then used to determine the AWW.
Once the AWW is established, the figure is then multiplied by 2 thirds and this will be the known as the CR (compensation rate) and the amount of cash this injured individual will receive every week that she or he is disabled.
The DBA insurers pay every 14 days. Once a compensation rate has been reached for a "total disability", there will be no changes and no increases will be seen for inflation or costs of living. These benefits are typically paid until such time that the injured individual is able to return to his or her job. This means that when the worker has recovered fully and has been told by a doctor that they are able to return to the workplace, the "total disability" benefit comes to an end. For more detailed information on the defense base act and what exactly it covers, check out Matthew Singer's website


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My name is Daniel Kilback and I am from Lloydminster, Saskatchewan, Canada. I have been working as a teacher, tech director, and administrator since graduating in 1996 from the University of Saskatchewan with a Bachelor of Education degree focused in History and English. I spent the first ten years of my teaching career looking for my niche, and I gained valuable experience teaching kindergarten, fifth grade, and both middle and high school English and history. Although I knew that I had talent and interest in education and was passionate about teaching and learning, I struggled to find my best fit.
I moved to Kuwait in the fall of 2006, and I was fortunate to have the opportunity to transition from the humanities into technology. A combination of staffing changes at the school and my basic working knowledge of Adobe InDesign allowed me to shift to the role of a full time technology teacher. I quickly fell in love with the content and process of teaching technology and found a new sense of purpose, as well as my long sought for niche, in the classroom. Since then, I have taught Graphic Design, Journalism and Publication, Web 2.0, and AP Computer Science, eventually advancing to the post of Director of Technology. Technology has helped me find my passion as an educator and has provided me with an avenue to instruct, innovate, and inspire. To better support this passion, I realized the necessity of taking formal technology classes and enrolling in a technology-centered Master's program.
I began the EdTech program at Boise State in the spring of 2012 in a non-graduating capacity. I wanted to test the waters of graduate work in technology after spending five years working as a tech director. My interests had never been rooted in traditional learning environments or subject matter, which had resulted in a lack of focus, engagement, and poor academic performance in the past. I had been relying on Google, YouTube, Lynda.com and Kelby Training as my schools, and I was concerned about how I might perform in a more traditional graduate classroom. As I reentered the classroom with the 501, 502, and 503 EdTech classes, I experienced academic success and became even more excited about educational technology. I applied in the late fall of 2012 to the EdTech program and was accepted as a graduate candidate. My experience in the program has been outstanding, and it has allowed me to spend time learning from my professors and classmates. Moving forward, I cannot imagine what it would have been like to continue in my career in education without the benefit of having been a part of this program.
Standard 1: Design
"Candidates demonstrate the knowledge, skills and dispositions to design conditions for learning by applying principles of instructional systems design, message design, instructional strategies and learner characteristics." (AECT)
1.1 Instructional Systems Design (ISD) is an organized procedure that includes the steps of analyzing, designing, developing, implementing, and evaluating instruction.
The Instructional Design Project I created for EdTech 503: Instructional Design meets AECT standard 1.1. This project focused on using a series of specific steps to teach students to use Photoshop and InDesign CS6 to create a yearbook spread suitable for print publication. The lessons were analyzed and developed to ensure a logical and comprehensive approach, as well as a level of instruction that was appropriate for all students. The unit employed formative assessment strategies including checklists, teacher-led observations, verbal check-ins, and email correspondence to ensure that students were following the sequenced lessons, that the content was being understood, and that software skills were being developed. These formative evaluations were scaffolded and led to a summative assessment in which students demonstrated the skills they had acquired by creating a print-ready yearbook spread. Engaging in this project brought about a deeper understanding of the important role that well designed and properly sequenced lessons play in a learner's acquisition of new knowledge and skills. I came to appreciate and view instructional design as a "thoughtful integration of process and purposefully designed methodology" (Bennet, 2001, pg. 7).
The interactive presentation titled "Understanding 21st Century Learners" that I developed for EdTech 541: Integrating Technology into the Classroom Curriculum also aligns with standard 1.1. This slideshow analyzes the characteristics of 21st Century learners and presents related information in a logical and scaffolded sequence. This self-directed presentation was intentionally designed to allow learners to progress at their own individual paces. It incorporates video and screenshots of related articles, which provide the learners with avenues for deeper exploration should they wish to move beyond the information being presented in the slideshow itself. This presentation was developed and used as a prelude to a discussion on 21st Century learners at the school where I work. Faculty members were given access to the slideshow two days before a faculty meeting. The slideshow served as a prompt for group discussions in which faculty members explored the validity of the information presented in relation to the topic of 21st Century learners. This peer evaluation of the information provided those involved with an opportunity to reflect on the changing nature of education and their place in it.
1.2 Message Design involves planning for the manipulation of the physical form of the message.
I have chosen two artifacts to illustrate meeting standard 1.2. The first is from EdTech 533: YouTube for Educators and is a video titled "Social Media & Privacy." This video provided me with an opportunity to work with message design and introduced me to Creative Commons, which caused me to stretch my understanding of reusing content for a new purpose. I explored the use of audio, video, and digital images provided under the Creative Commons License and remixed them using Final Cut Pro. I combined still images, an audio track, and two existing video files with some of my own narration to develop a video exploring the themes of social media and privacy. In developing the recorded narrative, I was able to explore my professional position on the subjects while articulating my personal thoughts on these issues. I wanted the video to have a clear objective and for the purpose of viewing the video to be self-evident (Hobbs, 2006). I believe that I accomplished this by being intentional in my design and attentive to how I manipulated the content. I applied the PAT design framework when constructing the video, keeping the audio and visual design simple to help the viewer focus on the message. I was attentive to using white space to create a sense of balance (Lohr, 2007) and audio that did not overwhelm the viewer. I presented black text in a classic font on a light grey background to allow for increased readability, and combined this with an audio track that helped to create a reflective mood for the viewer.
The second artifact I have chosen to represent standard 1.2 is a graphic from EdTech 506: Graphic Design. This image, titled Layering Bracketed Exposures, stretched my understanding of graphic design by prompting me to consider message intention in tandem with message design. This visual presents individual photos, with text identifying their exposure levels, in sequential order. It presents the concept of combining these individual images into one high definition range photo. The use of simple shapes and sequential organization helps the user to comprehend directions, understand the process, and make connections (Lohr, 2007). I used a white backdrop with black text and a simple font to increase legibility and promote readability. In developing this image I learned about the importance of sequencing the elements of a concept in a clear and relatable manner. In my experience teaching the concepts of HDR photography, students often have difficulty understanding exposure levels. Presenting each individual image used in the composition of the final HDR image, along with its respective exposure level, was extremely effective in making a difficult concept more accessible for students.
1.3 Instructional Strategies are specifications for selecting and sequencing events and activities within a lesson.
To illustrate meeting standard 1.3, I have chosen two artifacts from EdTech 502: The Internet for Educators. The first artifact is a Virtual Field Trip of Kuwait. This project required developing web-design skills, proficiency with HTML and CSS, and an understanding of how to embed objects into a webpage. The assignment required us to create an educational field trip that would engage students in an authentic real-world exploration of a place that they may never have the opportunity to visit in real life. We were required to search for material related to our topic, select information that would be beneficial to student learning, and then sequence those artifacts in a coherent manner. Engaging in this process of searching, selecting, and sequencing makes this project an ideal representation of standard 1.3. Additionally, the creation of this virtual field trip required being specific with content and intentional with activities, as both were being presented within the framework of a website and without the guided instruction of a teacher or lesson facilitator. This activity also required students to demonstrate their comprehension of the trip by answering basic questions related to the content presented. At the conclusion of the tour, students were given access to an answer sheet for self-assessment and reflection. This activity was my first attempt at creating a virtual tour and I found the process of creating it to be quite rewarding. I am planning on creating a similar website for new faculty members this fall as part of our new teacher orientation program. I plan to expand upon my original content by including information about our school, parent and student expectations, and a frequently asked question section. Using a website to convey this information will allow new teachers to work at through information at their own pace during the summer months and arrive to Kuwait with a broader understanding of it's history, culture, and our school.
The second artifact from EdTech 502 is a jigsaw activity that explored "Statistics in Baseball." This activity involved continuing to develop competency with HTML and CSS, while also exploring the use of tables in a website. This jigsaw activity required different groups of students to explore sequenced information related to a specific aspect of baseball statistics. These groups then re-formed into new groups comprised of one member from each original group, thereby allowing for a comprehensive understanding of all aspects of this information. One of the fantastic byproducts of the jigsaw is that each participant's experience is different. Students become an expert in their area and then contribute their piece of the puzzle to the group's overall understanding of a concept. I made this activity available to a colleague teaching a group of pre-calculus students in our high school summer school program. This class was involved in testing the rollout of a one-to-one laptop program, and I felt that this would be an interesting lesson for the group to work with. The students and teacher reported enjoying the online element of the jigsaw, the presentation of a mathematics lesson, and the collaboration required in the activity. Students also identified that having the material in digital form made it easier for them to formulate and organize their thoughts. The teacher saw an increase in knowledge and satisfaction amongst the students in the online collaborative environment (Brandon & Hollingshead, 1999). As an administrator focused on adopting the Common Core and emphasizing literacy across the curriculum, I felt that the lesson was a good model for supporting reading and discussion within the math classroom.
1.4 Learner Characteristics are those facets of the learner's experiential background that impact the effectiveness of a learning process.
In EdTech 503: Instructional Design, we were asked to engage in a Learning Analysis as part of our Instructional Design Project (IDP). I included this project previously to represent standard 1.1; however, it also relates directly to standard 1.4. Completing a learner analysis involves collecting information about learners, including their individual similarities and differences, their prior knowledge, and the general characteristics of the learners. Smith and Ragan (2005) argue that "it is critical that designers consider their target audiences, as this knowledge will be important in designing instruction that is effective and interesting to learners" (58). This was an essential step in creating a well-rounded and comprehensive instructional design project. Engaging in the process of collecting information related to my target audience allowed me to gain a more extensive understanding of the skills, aptitudes, and interests of the students who were intending to participate in this unit of study. In the IDP, pages 5 through 15 detail my analysis of these learners and include a survey, data report, results chart, and a detailed description of the learning and transfer context. Furthermore, this analysis includes a detailed description of the learners themselves, as well as a series of thorough task analysis charts explaining the intended learning steps of the project. This portion of the IDP was truly eye-opening. It was the first time I engaged in collecting information about the learners in my classroom prior to designing the unit of study. I found this information to be extremely valuable as I began to articulate the learning outcomes and identify the goals of the unit.
Standard 2: Development
"Candidates demonstrate the knowledge, skills and dispositions to develop instructional materials and experiences using print, audiovisual, computer-based, and integrated technologies." (AECT)
2.1 Print Technologies are ways to produce or deliver materials, such as books and static visual materials, primarily through mechanical or photographic printing process.
I have opted for two artifacts that I believe demonstrate my mastery of standard 2.1. The first is an interactive, print-ready, pdf titled Leadership Characteristics that I created for EdTech 554: Managing Technology Integration in Schools. The goal of this assignment was to create an interactive pdf that could also be printed and used as a teaching reference. I created this document by using Adobe CS 6 Illustrator, InDesign, and Acrobat Pro. These tools allowed me to restrict users from editing the content, while making the document available both online and in a print format. My focus was on extending the impact of a traditional pdf by incorporating an interactive element and also making it print ready. I ended up printing this pdf in a committee meeting exploring the qualities of effective teachers and have since laminated several copies for display in the staff rooms at our school.
The second artifact representing standard 2.1 is a Teaching and Learning Guide I created for EdTech 542: Technology-Supported Project-Based Learning. This guide, created using Pages and available in pdf format for download and printing, was designed as a reference document for teachers facilitating this project-based learning unit. The guide provides a detailed project overview as well as a breakdown of daily activities related to disparate curricular areas. The guide is an essential component of the unit and is intended to be printed and used as a point of constant reference for the teacher during the unit of study. Teachers may easily reference the project overview while also making copies of the project calendar available for student reference
2.2 Audiovisual Technologies are ways to produce or deliver materials by using mechanical devices or electronic machines to present auditory and visual messages.
To demonstrate meeting standard 2.2, I have chosen a professional development presentation created for EdTech 541: Integrating Technology into the Classroom. This instructional tutorial was developed for staff members interested in using Google Forms to track student behaviour issues and share these anecdotal records using Evernote. The development of this tutorial involved storyboarding the various video elements and scripting the audio narrative. I found this project to be quite fascinating, as the concepts I initially explored and subsequently presented to our faculty have since morphed into a standard tool used in our school. Through the contributions of a school discipline committee, I have seen this conceptual Google Form adopted and adapted as we now use it to track all student behavioural concerns and referral throughout our high school.
2.3 Computer-Based Technologies are ways to produce and deliver materials using micro-processor-based resources.
I have chosen two artifacts to indicate meeting standard 2.3. The first is a webquest I created for Ed Tech 502: The Internet for Educators. This webquest was developed to showcase the humanitarianism of Terry Fox in an effort to promote a Terry Fox Run. I developed the site using Adobe Dreamweaver CS6 and designed the site to be simple and clean. I wanted the design to be easy to navigate for students and teachers, and for the instructional materials to be appropriate regardless of where one viewed or accessed them. To make the site engaging and straightforward, I chose a left-hand navigation bar and developed lessons that included text, audio, and video and that made use of the Presentation tool in Google Drive. I believe that both the pedagogy and scholarship of this webquest are sound in that the content is appropriate for any grade level and the activities involved are beneficial to both younger and older learners (Strickland, 2005). This was the first webquest that I created, and I thoroughly enjoyed the process. I did not see value in the concept of webquests initially, as the samples I had previously been exposed to lacked meaning. Through the process of researching and viewing a variety of webquests, however, my opinion of them changed. I now see great value in the concept and believe it can be a very effective tool for engaging students in the learning process. One of my goals in the next school year is to bring a Terry Fox Run to my current school, and I am planning on using aspects of this web quest to introduce Terry Fox to the students and to explain the history behind the Marathon of Hope and the Terry Fox Run.
The second artifact I have chosen for standard 2.3 is a special effects video I created for EdTech 533: YouTube for Educators. This tutorial for using the picture-in-picture special effect feature in Final Cut Pro X was designed and produced using digital material. I used QuickTime to record a screen capture of the process and Final Cut Pro X to edit it. I also used video cameras and still cameras to create the auxiliary images found in the video. I found this project to be challenging, as my experience with Final Cut Pro X was limited at the time. I wanted to focus on creating a tutorial for a special effects feature that could be used for a variety of purposes. I opted to explore the picture-in-picture technique for this project as I could see it being beneficial to video editors everywhere. Special effects are an excellent way to improve the quality and overall effectiveness of educational videos, so I was thrilled to learn this technique. I have used this video to teach the picture-in-picture effect to a group of students involved in creating our weekly school video announcement program and in developing videos for several professional development activities. Furthermore, the experience I gained in recording a screen capture and editing a video using Final Cut Pro X has aided me in my own personal pursuits as a pseudo-videographer. Through the use of diverse imaging devices, and computer hardware and software, these two artifacts are representative of standard 2.3.
2.4 Integrated Technologies are ways to produce and deliver materials which encompass several forms of media under the control of a computer.
I have selected a completed unit on HDR Photography, developed for EdTech 506: Graphic Design, to demonstrate meeting standard 2.4. This was probably the most interesting project I worked on throughout my time in the EdTech program at Boise State. I am keenly interested in photography and have found a variety of ways to bring this personal passion into the classroom through lessons in our graphic design and yearbook classes and also by co-advising an extra-curricular photography club. The website I created was adapted from a template I purchased online and featured some interesting elements including responsive design and one-page layout. I enjoyed the process of working through the template's code and adapting it to fit the vision I had for the page. I created video tutorials and graphic design images in the development of the unit and found myself immersed in the content. I tested this project with the students involved in our photography club and it proved extremely useful in teaching the concepts of exposure and HDR composition. One of the students offered a suggestion for improvement that involved combining the reference images from the unit into a single pdf for easier access. This student took initiative and created the pdf using Acrobat Pro and shared it with the other members of the class. This document proved to be a useful reference for students when they began to take pictures in the field.
Standard 3: Utilization
"Candidates demonstrate the knowledge, skills and dispositions to use processes and resources for learning by applying principles and theories of media utilization, diffusion, implementation, and policy-making." (AECT)
3.1 Media Utilization is the systematic use of resources for learning.
I have chosen one artifact to satisfy meeting standard 3.1: the introductory video I made for EdTech 501: Introduction to Educational Technology. This video was shot with my iPhone and required me to learn how to use a variety of resources, including iMovie, which specifically allowed me to explore using picture-in-picture to use images to support my narrative. This project demonstrates my knowledge of video and audio editing and combining information from different sources in an organized and coherent manner. This video was my first attempt at shooting and editing video for this program, and I can remember being apprehensive about being on camera and producing the video. Over the past two years, with the techniques and knowledge gained through my participation in the EdTech program, I have become far more comfortable and proficient in this area of technology.
3.2 Diffusion of Innovations is the process of communicating through planned strategies for the purpose of gaining adoption.
I have selected a collaborative presentation on the Digital Divide (DD) and Digital Inequality (DI) from EdTech 501: Introduction to Educational Technology to represent standard 3.2. This presentation was my first opportunity to collaborate academically in an online group, and I found the assignment both challenging and enlightening. When beginning work on this portfolio, I immediately saw this artifact's connection to standard 3.1; however, after reviewing the course syllabus and reflecting on the impact the assignment has had on me professionally, I feel that its value can be also seen here in relation to standard 3.2. The intention of the presentation was to have the group research and explore the topics of DD and DI, collaborate to develop a presentation, and then share that presentation with a wider audience. This base purpose was easily met as my group worked cohesively in a variety of contexts, used diverse tools, and designed an engaging presentation. However, a deeper value of the assignment became more apparent to me as I shifted to the role of Assistant Principal at my school and began viewing education through a different lens. I have found this presentation to be of particular use in educating members of my staff on the crucial issues of DD and DI. Our school has established common planning time for teachers teaching the same courses. Our administration and curriculum leaders meet regularly with classroom teachers, and I have used this presentation in this setting to spark a discussion on ensuring the accessibility of technology for students. Additionally, I have used this presentation with our school governance to advocate for greater technology-based investment.
The Instructional Software presentation and blog post I completed for EdTech 541: Integrating Technology into the Classroom Curriculum also represents standard 3.2. The blog post explores the nuanced definition of instructional software, thereby providing a framework for understanding the concept. The Prezi presentation that accompanies the post is intended for an audience of teachers and is designed to explore samples of instructional software. Further, the presentation investigates the educational benefits that instructional software can have and advocates for further adoption and further study. This presentation was the first time that I tested including multimedia in a Prezi document and was also the first time I engaged in research related to instructional software. Both of these things have proved to be of great value in my current job. I create Prezi's for presentations to faculty, students, and teachers and find the embedding of multimedia to be a great tool for greater interactivity and engagement. I have also found that the research I conducted related to instructional software has increased my awareness of instructional approaches and the impact that software can have on these practices.
3.3 Implementation and Institutionalization - Implementation is using instructional materials or strategies in real (not simulated) settings. Institutionalization is the continuing, routine use of the instructional innovation in the structure and culture of an organization.
I chose a professional development presentation that I created for EdTech 541: Integrating Technology into the Classroom Curriculum to illustrate standard 3.3. This presentation, titled Social Media and Community Building, can be connected to this standard as it employs a series of diverse instructional materials, including mobile, audio, visual images, and text in two disparate learning environments: online and face-to-face. I was extremely motivated in creating this presentation as I felt it gave me the unique opportunity to develop something for class that could be a real benefit at my school. I used this presentation for a summer school faculty meeting and found the results to be fascinating. One of the challenges of teaching summer school is that our program is centred on remediation, so our students have experienced significant failure in the contents and classes in which they are enrolled. This presentation and its focus on perceptions was especially pertinent to the staff, as they were charged with connecting with these struggling students and working with them at appropriate academic levels. The staff reported appreciating the opportunity to engage in an online meeting, as they were motivated by its unique format and content. This presentation caused me to stretch my thinking regarding what a faculty meeting could potentially look like. Once the project was completed, I found myself rethinking the current model of information delivery and brief professional development presentations used in my school. It left me wanting to engage our faculty in a more innovative fashion where gathering feedback and comments could be recorded and then reflected upon.
3.4 Policies and Regulations are the rules and actions of society (or its surrogates) that affect the diffusion and use of Instructional Technology.
I have two artifacts from EdTech 502: The Internet for Educators for standard 3.4. The first is a Fair Use Scavenger Hunt I created that explores the concepts of copyright and fair use. This assignment fits into this standard as it connects to student technology use through an exploration of fair use and also poses ethics-based questions for students to reflect upon and answer. This assignment was eye-opening for me since fair use was a concept I had not given much thought to before engaging in this exercise. I have shared this project with several teachers at my school, and one of them used it to teach the concept of fair use prior to assigning a World History project that involved creating a PowerPoint presentation making use of digital images with an emphasis on citing sources. This project has also shifted my focus towards policy-making, and I have initiated the creation of a committee that will develop a digital citizenship unit, with a heavy emphasis on fair use, for all freshman to take as part of their introduction to technology resources in our high school.
The second artifact is a webpage focusing on netiquette. This webpage, designed for high school students, defines netiquette and gives students suggestions of how to conduct themselves appropriately while online. This webpage fits standard 3.4 nicely as it outlines appropriate online conduct and offers guidelines for success. This website has been used as a discussion point with students when exploring proper online conduct. Further, this content presented in this website has led to larger conversations with teachers when exploring and revising our school Acceptable Use Policy.
Standard 4: Utilization
"Candidates demonstrate the knowledge, skills and dispositions to plan, organize, coordinate, and supervise instructional technology by applying principles or project, resource, delivery system, and information management." (AECT)
4.1 Project Management involves planning, monitoring, and controlling instructional design and development projects.
I have singled out my collaborative work with a Qualtrics Survey Assignment from EdTech 505: Evaluation for Educational Technologists to represent meeting standard 4.1. The collaborative nature of this assignment caused me to engage in planning a presentation, monitoring the data that was collected, determining the design of the presentation, and developing the final presentation. This was a demanding project as it required coordinating the schedules of four people, determining and dividing the workload equitably, completing the work, and then coming back together and creating a final product. Engaging in the process gave me an increased appreciation for the impact group dynamics can have on the progression of a group project and made me much more sensitive to the struggles that students may have when they are placed in a group for a collaborative exercise.
4.2 Resource Management involves planning, monitoring, and controlling resource support systems and services.
The Maturity Model Benchmarks Review I created for EdTech 501: Introduction to Educational Technology demonstrates my understanding of standard 4.2. In this review I used the Maturity Model and its various filters to examine both the areas of strength and the areas in need of growth for my current school. The Maturity Model lent itself to examining the current technology-based resources and policies of the school in an attempt to determine if the school's technology culture reflected an island or an integrated stage. The process of examining the school through this lens led to me engaging in personnel, management, and programming evaluations. I used Google Docs to create the scope of the survey and then Google Form to design and deploy it. The results of the survey were compiled, managed, and evaluated in Google Spreadsheet. I then returned to Google Docs to compile the information into a report examining the technology maturity of my school. I have shared this project with several stakeholders in my school in my efforts to push technology investment at the school. The document has been well-received and has prompted a larger study that has resulted in my current work with the Tech Director to make a series of three-year investment and adoption plans for our school governance.
4.3 Delivery System Management involves planning, monitoring, and controlling 'the method by which distribution of instructional materials is organized'…[It is] a combination of medium and method of usage that is employed to present instructional information to a learner.
I have chosen two artifacts for detailing standard 4.3. The first is a thematic unit on Globalization created for EdTech 541: Integrating Technology into the Classroom Curriculum. This is a multi-faceted, cross-curricular unit of study that includes a mobile-based component. This project was designed for high school students exploring modern day slavery and human rights. It is intended for a mature audience and was designed with a cross-curricular emphasis allowing it to touch on English, social science, and technology classes. The unit includes audio and video references, first-person accounts, elements of webquest, textual reading, and opportunities for creation and reflection. I managed the delivery of this content by building a series of webpages that featured embedded YouTube videos, links to other webpages, and downloadable content, all to facilitate learning. The unit leverages these mediums to offer a unique learning opportunity for student engagement. I have shared this project with members of our English and social sciences departments in an effort to emphasize the plausibility of making cross-curricular connections and creating meaningful learning activities for students. It is my hope to help pilot such an activity at my school in the fall of 2014.
The second artifact is my final project from EdTech 542: Technology-Supported Project-Based Learning. This class stretched my understanding of project-based learning and caused me to face some of the negative assumptions I had previously made about the limitations of project-based learning. I chose to focus my site on a cross-curricular study of the game of baseball by linking American Literature, Math, and U.S. History. This project prompted me to use Google Sites for the first time and to work within that framework to design, deliver, and evaluate an educational experience for students. I initially struggled with the user-interface of Google Sites and was unhappy with the limited structure and editing features the platform offered. However, once I began to flesh out my project, I was impressed with the platform and felt that the simplicity prompted me to develop better content. I found the process of researching the topic, developing the content, and placing it on the site in a sequential and logical fashion to be extremely challenging and rewarding. The practical knowledge I gained from engaging in the process of developing this site pushed me towards a greater appreciation of the educational benefits of project-based learning. I can now see how project-based learning can be more enjoyable, challenging, and motivating for students (Norman & Schmidt, 2000). I also have a deeper appreciation for how teachers can use projects to link collaboration, problem solving, creativity, and visual and basic literacy with an area of academic study, thereby providing truly unique and meaningful learning experiences for students. On a side note, the school I work at has recently shifted to Google Apps for Education, and having had the experience of building a Google Site in this class, I intend to assist our tech director in providing training on the platform and its benefits to members of our faculty.
4.4 Information Management involves planning, monitoring, and controlling the storage, transfer, or processing of information in order to provide resources for learning.
The annotated bibliography created for EdTech 504: Theoretical Foundations is an artifact that clearly links to standard 4.4. This assignment chronicles my research on the convergence of communication and educational technology. The project led me to record and summarize my thoughts on each article and to reflect on the benefit the articles may have in my research. To assist with this research, I managed my resource reference by using Zotero. I was not familiar with Zotero when I began this project but came to appreciate this program immensely. I used the Safari Extension and Zotero for Mac client to manage folders of linked research articles and to create bibliographical citations. Through the process of engaging in this activity, I planned a strategy for research, monitored my progress through notation, stored and transferred electronic versions of the journal articles being considered, and processed information by creating the annotated bibliography. This activity increased my awareness of some of the advanced features of Zotero and made me much more proficient with the program itself. These skills have transferred across all of the classes in the EdTech program and have allowed me to better document my research. Further, I have begun using Zotero when developing professional development activities, documenting professional reading, and leading committees in research-related discussion.
The second artifact I chose for this standard is also from EdTech 501. During the first few weeks of the course, we were asked to create an educationally focused RSS feed. At the time, I had been using RSS for several years, so I felt ahead of the curve on the assignment. I enjoyed reflecting on the RSS feeds I was already following and honing my subscriptions to create a more educational focus. Like many others, I was troubled by Google's decision to end Google Reader, so I found myself, for a period of time, feeling rather disconnected from the world. I ended up moving my subscriptions to a pay service as I felt that the benefits of having a reliable and active RSS feed far outweighed the monthly service fee. I have found RSS feeds to be a go-to for staying up to date with current events and for following websites related to personal and professional interests. This assignment only helped to solidify that perspective. I continue to use the Educational RSS folder I created in this assignment and have since shared it with several members on my staff who, at the time, had no previous knowledge of RSS. My principal and I even have a common list of professional RSS links, shared through Evernote, that allows us to keep each other apprised of the sites we are each following.
Standard 5: Evaluation
"Candidates demonstrate the knowledge, skills and dispositions to evaluate the adequacy of instruction and learning by applying principles of problem analysis, criterion-referenced measurement, formative and summative evaluation, and long-range planning." (AECT)
5.1 Problem Analysis involves determining the nature and parameters of the problem by using information-gathering and decision-making strategies.
To represent standard 5.1, I chose this comparative document I created for EdTech 554: Managing Technology Integration in Schools. This project involved identifying a colleague who represented the ideals of a 20th Century teacher and developing a plan to move this individual towards a 21st Century approach to education. This assignment relates closely to standard 5.1 as it involved analyzing a teacher's approach to instruction (nature and parameters of the problem) through observation (information gathering), determining ways this teacher might alter their approach (decision-making), and then identifying ways to shift the teacher's instructional approach. I chose to develop my project by connecting with a colleague whom I have worked with for six years and have a solid professional and personal relationship with. This individual teaches Calculus and Advanced Placement Calculus and employs a traditional lecture style approach to instruction. His lessons involve demonstration through examples followed by sample questions assigned for classroom practice and homework. The students work independently, and, based upon my research and observations, the instructional practice rarely deviates from this pattern. I observed him teach three different lessons, spent time reflecting on these observations, came up with some suggestions for innovation, and then shared my thoughts with him in a post-observation discussion. I loved having the opportunity to analyze a colleague's instructional practice and to develop a plan to prompt a shift in instructional approach. The activity helped me consider current trends of 21st Century education in relation to a specific teacher, while also contemplating how existing technology resources at our school could be leveraged to assist in this shift. The parameters of the assignment were extremely appealing as working with desktop publishing is a passion of mine. I shared this document with the teacher I used as a focus for the assignment, and it was well received. He noted that the "To Do" section was quite appealing as it gave him tangible ways to help broaden his teaching approach that were practical rather than theoretical. The teacher in question has begun considering some of the recommendations I suggested, and I am cautiously optimistic about the possibility of him making the shift I outlined in the document.
5.2 Criterion-Referenced Measurement involves techniques for determining learner mastery of pre-specified content.
For standard 5.2, I have selected a project outline and rubric designed as part of a project-based learning activity from EdTech 542: Technology-Supported Project-Based Learning. The project description outlines elements from previous activities that are to be explored and included in a website and oral presentation. The corresponding rubric defines the standards to be achieved related to content, a group presentation, and group project. Rubrics are a common form of criterion-referenced measurements in that they assess a learner's mastery of a standard. This rubric differentiates between partial, proficient, and sophisticated mastery of the standard and is written at a level that students will understand. The rubric clearly articulates for students the differences between these levels and allows them an avenue for reflection and self-assessment before submitting a final product to the teacher for evaluation. This project challenged me to be specific in identifying exactly what I wanted students to learn from the project (standards) while also writing an evaluative tool in a way that is accessible for students.
5.3 Formative Evaluation involves gathering information on adequacy and using this information as a basis for further development. Summative Evaluation involves gathering information on adequacy and using this information to make decisions about utilization.
I have chosen two artifacts for standard 5.3. The first is the Instructional Design Project I created for EdTech 503: Instructional Design. This project focused on teaching students to use InDesign CS6 to create a yearbook spread suitable for publication. The project represents standard 5.3 in that it uses a variety of formative assessment strategies, including checklists, teacher-led observations, verbal check-ins, and email correspondence to help students learn the basics of using Adobe InDesign CS6. The formative evaluations all occur early in the unit and involve peer collaboration, both of which are needed for effective formative evaluation and community building to occur (Richards & DeVries, 2011). The formative evaluations are scaffolded and lead to the summative assessment in which the students demonstrate the skills they have acquired by creating a yearbook spread suitable for printing. Engaging in this project taught me about the importance of formative evaluation and the need to formally outline it when creating a unit of study.
The second artifact is a paper I wrote for EdTech 505: Evaluation for Educational Technologists to represent standard 5.2. An aspect of this paper, titled An Evaluation of the High School Office Communication Process, involved developing a cogent set of recommendations for improving parent-school communications for the school where I work. This project involved the development of a survey featuring a set of questions designed to gather data related to current practices and preferred methods of communication. I deployed the survey and collected and analyzed the data as I conducted a formative evaluation of current communication practices. This formative evaluation included using the information gathered to create line, pie, and bar graphs detailing parent responses to survey questions. I explored the presentation of data and learned about the different ways data can be used to present ideas. The summative evaluation occurred when I reviewed the data from the formative evaluation and developed a set of recommendations for immediate and long-range changes. These recommendations included adding communication tools and options, as well as emphasizing that specific content be stressed within communication efforts.
5.4 Long-Range Planning that focuses on the organization as a while is strategic planning. Long-range is usually defined as a future period of about three to five years or longer. During strategic planning, managers are trying to decide in the present what must be done to ensure organizational success in the future.
I selected two artifacts to represent standard 5.4. The first is a paper I wrote for EdTech 505: Evaluation for Educational Technologists. An aspect of this paper, titled An Evaluation of the High School Office Communication Process, involved developing a cogent set of recommendations focused on improving communications for the school where I work. This project forced me to disassociate from the existing process and review it from an objective point of view. I examined the collected data and developed a series of long-range recommendations that I then shared with the school administration. This project prompted us to begin a yearlong project for the 2013-2014 school year to collect more data pertinent to the communication process in order to develop a broader set of long-term goals. This exercise has resulted in our recommendation of a student information system that will allow communication with stakeholders through a mobile messaging platform. This recommendation, if adopted, will impact our school-based technology budget dramatically but will also improve school-based communication with parents immeasurably. The process of engaging in the creation of this long-range planning project and its subsequent impact on my professional activities is clear demonstration of standard 5.4.
The second artifact connecting to standard 5.4 is a spreadsheet and database project I developed for EdTech 541: Integrating Technology into the Classroom Curriculum. This project features a variety of ways to use Google Forms, including tracking student discipline and teacher observations and evaluations. Google Forms are a great tool for collecting data, and the examples explored in this project can be used to collect and track data easily. The data is captured by the form and stored in a spreadsheet for easy access. Databases and spreadsheets work in tandem and can help to establish reference data points for administrators when making long-term policy decisions or strategic plans. This assignment was incredibly useful to me in that I have adopted the use of Google Forms in my position as High School Assistant Principal. Our school now uses forms to collect information pertinent to problematic student behaviour, dress code, and tardies. This information has proved to be incredibly useful as we rewrite policy in our student handbook and work to create rules and regulations that work for both students and teachers.
I have chosen the artifacts described in this paper with care. I believe that each artifact demonstrates proficiency with its corresponding AECT Standard and that the descriptions and rationales developed are both thorough and accurate. Reviewing the artifacts and linking them to standards has been a valuable exercise. I have deeply appreciated the opportunity to look back over two and a half years of study and to review the products these years have yielded. When considering assignments or projects as possible artifacts for inclusion in this paper, I was struck by the sheer volume of products created over a relatively short amount of time.
Participating in the MET program at Boise State University has been transformative. I have seen the program impact my personal and professional life in countless ways. The research I have engaged in has caused my educational philosophy to become more sophisticated as it now represents a broader understanding of the field of education. The knowledge and tech skills I have acquired are informing my daily interactions, and I am seeing a propensity towards looking for opportunities to be more innovative in my professional life. I have also noticed the contents of the program infiltrating my personal and professional conversations on a consistent basis as I am eager to share the new ideas being inspired by my participation in the program. Through the challenges and changes it has inspired in my perspectives on education, the EdTech program has been a critical factor in my further development as an educator.
Bennett, R. E. (2011). Formative assessment: a critical review. Assessment in Education: Principles, Policy & Practice, 18(1), 5–25. doi:10.1080/0969594X.2010.513678
Brandon, D. P., & Hollingshead, A. B. (1999). Collaborative learning and computer‐supported groups. Communication Education, 48(2), 109–126. doi:10.1080/03634529909379159
Hobbs, R. (2006). Non‐optimal uses of video in the classroom. Learning, Media and Technology, 31(1), 35–50. doi:10.1080/17439880500515457
Lohr, I.L. (2007). Creating graphics for learning and performance. (Second edition). Pearson Prentice Hall.
Norman, G., & Schmidt, H. (2000). Effectiveness of problem-based learning curricula: theory, practice and paper darts. Medical Education, 34(9), 721–728.
Richards, G., & DeVries, I. (2011). Revisiting Formative Evaluation: Dynamic Monitoring for the Improvement of Learning Activity Design and Delivery. In Proceedings of the 1st International Conference on Learning Analytics and Knowledge (pp. 157–162). New York, NY, USA: ACM. doi:10.1145/2090116.2090141
Strickland, J., Nazzal, A. (2005). Using WebQuests to Teach Content: Comparing Instructional Strategies. Contemporary Issues in Technology and Teacher Education, 5(2), 138–148.
Wayman, J. C. (2005). Involving Teachers in Data-Driven Decision Making: Using Computer Data Systems to Support Teacher Inquiry and Reflection. Journal of Education for Students Placed at Risk (JESPAR), 10(3), 295–308. doi:10.1207/s15327671espr1003_5


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If you could make the world a better place by removing the ability for people to make selfish choices, would you do it? We continue the conversation.
If you could make the world a better place by removing the ability for people to make selfish choices, would you do it?
It's time for Mind Control: The Return to Mind Mountain. The podcast crew focuses on persuasive technology, environmental influences and moral enhancement in part two of this two-part episode.
Mind control is a pervasive fear in dystopian science fiction. What is there to say about the real-life science of manipulating people's thoughts, emotions, opinions and behavior? The podcast crew focuses on propaganda and advertising in part one of this two-part episode.
Last night, the Singularity arrived! Joe, Lauren and Jonathan talk about what we got right, what we got wrong and when to expect your next software patch.
Vision and hearing get all the glory, but humans might be more controlled by our sense of smell than we realize. The podcasters examine some smelly science and discuss how smells figure in to future tech.
What is consciousness and have researchers found the on/off switch? We look at what we know so far.
How reliable is your memory? What if you could make it stronger? Or even erase memories you don't want anymore?
It's a common belief that video games rot your brain, but some studies have shown that video games might actually improve cognitive capabilities. How can we use video games to boost our brains, teach counter-intuitive concepts and even learn about ourselves?
Will we ever be able to beam information directly to our brains? Is there something fundamental about learning a concept that tech can't replace? How will we learn in the future?


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by Don Rackler on March 19, 2013
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Major changes coming to corrections
Related Story
JEFFERSON CITY – The investigatory subcommittee created to examine harassment and hostile working conditions in Missouri's prisons heard from two current corrections employees Thursday morning.
Travis Case, a storekeeper at the Northeast Correctional Center in Bowling Green, Missouri, said he sees problems the second he walks in to work.
"It's like you're walking into hell," Case said. "The negativity, the micromanaging, the power tripping."
Case and other corrections workers said they believe a small fraction of employees have ruined the reputation of the state's entire prison system - and cost Missouri taxpayers millions of dollars - amid continued sexual harassment lawsuits.
Rep. Kathie Conway, R-St. Charles, a member of the corrections subcommittee, said prior to the recent sexual harassment allegations, many corrections officials cited low wages as the key concern facing prison workers. And while Missouri ranks last in the nation in terms of prison pay, she said that isn't the main issue.
Rep. Paul Fitzwater, R-Potosi, the chair of the corrections committee, said it is unacceptable for low-wage workers to have to deal with harassment, as well.
"Because we know they don't make a whole lot of money, we really know that," Fitzwater said. "We're fiftieth in the country when it comes to wages. But no one should have to go to work, and put up with what they do, with the harassment that they do."
Lt. Jason Horn, a corrections guard, is one of many workers who say wages aren't the biggest issue.
"A raise would be great, but it would not fix all the problems that plague us today," Horn said.
Horn cites a culture of disrespect as the key problem. While speaking to the Subcommittee on Corrections Workforce Environment and Conduct Thursday, Horn suggested the department institute stress management classes in order to promote retention, and said the department also needs an objective oversight committee to address future problems.
Fitzwater said one simple step would help.
"There should be a hot line set up, where they can call and address their concerns or their complaints, so they're not retaliated against," Fitzwater said.
Conway said she was shocked when she first found out about the sexual harassment allegations last fall. But Case, who has worked in the Missouri Dept. of Corrections for 20 years, said such harassment issues started long before the public took notice.
"It always has been a, 'you scratch my back, I'll scratch yours' kind of system," Case said. "It's just been magnified, in the last couple of months, because of these lawsuits. Money always brings the attention."
Also discussed during Thursday's testimony: the minimum age of corrections workers.
"We are throwing kids into a dangerous environment," Horn said. "Last week, they were worried about what was for lunch, or who's dating who."
Fitzwater said he hasn't heard any talk of raising the minimum age, but he believes it is a problem.
"We have 19-year-olds, 19-year-olds, who are actually walking our prisons, guarding these inmates. And we've lowered the test scores so that we can get more qualified corrections officers."
Conway said she expects to see a bill to raise the minimum age of corrections employees, from 19 to 21, brought forth at some point this year.
Fitzwater said it's time lawmakers take action to help fix Missouri's Dept. of Corrections.
"I know we have to do something, but I just think the morale across the state of Missouri is poor," he said.
Case, and other employees, agree.
"This department needs to clean up its act," he said.
KOMU 8 News reached out to the Department of Corrections. David Owen, the department's communications director, said, "The department appreciates the work the committee is doing and will look forward to its recommendations."