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Building a Community of Success
It is probably safe to say that all of us have taken a brick and mortar class that stood out above all others and exemplified a positive learning environment. The class likely stands out to us because we felt that we belonged to a learning community, shared similar goals and interests with our peers, and felt supported in our learning goals. Research suggests that this carries over to the online environment as well, with greater student satisfaction when students have a sense of community (Outz, 2006; Philips & Peters, 1999; Rovai, 2002a; Swan, 2002; & Woods, 2002). This feeling keeps students motivated to go to class and to share their interests with their peers.
Do you remember the student who went to class and only engaged in discussions if required? This assessment allows an instructor to gauge comprehension and guide the student through their learning experience. Whereas traditional classroom discussions can easily be dominated by vocal students, allowing the quieter students to stay disconnected, the online environment can easily require all students to engage through required threaded discussions. Technology enables easy measurement of involvement that would not be practical in the traditional classroom, meaning all students are engaged with an equal opportunity to share their voice and can be assessed for understanding earlier in the learning process. This is extremely important because learning and development is a social and collaborative experience that all students should benefit from.
"Learning would be exceedingly laborious, not to mention hazardous, if people had to rely solely on the effects of their own actions to inform them what to do."
-Albert Bandura, Social Learning Theory, 1977
So, while the benefits of interactivity and fostering learning communities are clear, getting there can be a challenge in an online environment. The first week of class is extremely critical for establishing a sense of connection within the course. During this week, students should be encouraged to engage with their peers and professors via threaded discussions and other social tools, sharing their work and life experiences to make connections. Some of the first assignments for the course should promote interaction when possible. This engagement should be encouraged throughout the duration of the course so students have a desire to succeed each and every week, and share in their successes with their learning community. Leverage reporting to identify those students not engaging and reach out to them, and to identify strong classes to model your programs from. The data helps identify the anomalies sooner and to react to them appropriately.
If students gain a sense of community early and see it is going to play a major role within the course then they will most likely embrace it and become part of a learning community who takes greater ownership of their collective learning experience. Leverage the tools to identify those courses not meeting standards and bring them up to par. If students begin to feel this theme from course to course then you will have a much stronger, more persistent student community.
Drouin, M. (2008, Fall). The relationship between students' perceived sense of community and satisfaction, achievement, and retention in an online course. Quarterly Review of Distance Education, 9(3), 267-284.
Bandura A. (1977). Social Learning Theory. Englewood Cliffs, NJ, Prentice Hall.
Ouzts, K. (2006). Sense of community in online courses. The Quarterly Review of Distance Education, 7(3), 285-296.
Phillips, M. R., & Peters, M. J. (1999). Targeting rural students with distance learning courses: A comparative study of determinant attributes and satisfaction levels. Journal of Education for Business, 74(6), 351-356.
Woods, R. H. (2002). How much communication is enough in online courses? Exploring the relationship between frequency of instructor-initiated personal email and learners' perceptions of and participation in online learning. International Journal of Instructional Media, 29(4),377-394.
Deb Corso-Larson | Assessment and Analytics Group | Pearson eCollege
New Year, Big Challenges
As we embrace this back to school season, I find myself thinking about the classroom, our students and the many expectations we place on their education and what they will be able to know and do as a result of it. Along these lines, I came across a recent series published by NPR featuring several renowned guest speakers giving profound Ted Talks on education and specifically on building a better classroom.
In a recent interview with NPR, Sir Ken Robinson, world renowned expert on education and innovation, argues that building a better classroom requires that we first look at education and its fundamental design. He argues, for instance, that education suffocates creativity. I'll highlight three critical points he makes in his talk and then invite you to share your comments.
Education has a tall order
Sir Ken Robinson establishes the critical importance and vested interest we have in education by noting that it is charged with being the mechanism by which we are to prepare students for a future "we can't yet grasp." He provides the jarring thought that a student beginning school in this year will retire in 2065, a time we have no clue how to imagine or predict.
This point is echoed by what we see across research and news sources. The reality is that while education is tasked with the tall order of preparing our students for the unforeseen near and distant future, college / university majors and degree offerings are facing monumental and unprecedented changes in demand and applicability in the job market. For instance, what was recently considered a clear path to a predictably successful career, a degree in architecture, is now statistically reported as being in the Top 5 of the 13 most "useless majors," having the highest degree of unemployment, nearly 14% among recent graduates (Carnevale, Cheah, and Strohl, 2012).
From this idea of education preparing students for a future we do not yet know, Sir Ken Robinson goes on to correlate this reality with the profound importance of supporting and not stifling creativity in the education process.
Education must prioritize Creativity
Sir Ken Robinson exhorts: "Creativity is as important in education as literacy. And it should be treated with the same status." He goes on to explain that creativity and literacy are not opposites, as he alludes they are often treated in education. He contends that not only are they both critical parts of what education must teach, but that they are actually complementary capacities, with literacy (as the ability to communicate, interpret language and make meaning) encompassed in the many capacities that flow from our creativity.
This theme resonates with the response to the question on the value of a Liberal Arts education in this economy, espoused by Christina Hull Paxson, President of Brown University; in her statement that such education is "Essential", and that "Liberal arts educations produce innovative, creative and adaptable leaders. (Bloomberg, 2012)."
Education must safely permit mistakes
Sir Ken Robinson describes this as an issue of mistruth in the education process, whereby students making mistakes is seen as the worst thing they can make in the process of learning and creativity. He clarifies that he certainly does not equate making mistakes with being creative, but he establishes the reality that an attitudinal sentiment that is never prepared to be wrong will also never come up with anything original. Rather than allowing for mistakes in the learning and creative process, he argues, both schools and even our workplaces actually stigmatize mistakes. The end result is that we educate people out of their creative capacity.
Perhaps saying that education has a tall order is an understatement. The challenges that face us in education are both complex and deep-seated, rooted in a system originally designed to respond to an Industrial era, a time from which we have since greatly evolved. If you can find 30 minutes in your schedule or even in your commute, listen to the full story here:
How Do Schools Suffocate Creativity?
Podcast: http://n.pr/KLMC9J
Transcript: http://www.npr.org/templates/transcript/transcript.php?storyId=155225161
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Comments? Thoughts? Please share them below.
Rachel Cubas
Academic Trainer & Consultant
Assessment Specialist
Bloomberg. (2012). Big Questions, Brief Replies. New York City: Bloomberg Business Week.
Carnevale, C. B. Cheah, and J. Strohl. (2012). Hard times: College majors, unemployment and earnings. Washington, DC.: Georgetown Univeristy Center for Education and the Workforce.
Robinson, S. K. (2012, June 22). How Do Schools Suffocate Creativity? (A. Stewart, Interviewer)
What the Olympics can teach us about online learning…
In just a few days, the 2012 Olympic Games in London will come to a close. It makes me sad. I look forward to the winter or summer games every two years. There's something about athletes not competing for money but simply for the pride of their nations and the world that gets me right here. (You can't see me, but I'm pointing to my heart.) I also find it heartwarming to watch the closing ceremonies, when the athletes put national differences aside and all march into the stadium in one large group.
But, never fear, online learning is here! Maybe not as exciting as the Olympics, but still, it can be a lot of fun. And, really, there is a lot we can learn from the Olympics. Here are a few analogies to consider:
Something for everyone: I've met a few folks over the years who say they just don't like the Olympics, or sports in general. And that's okay; just like online learning, they're not for everyone. But, I think an overwhelming majority can find something about the Olympic Games (summer or winter) that they like. Whether it's the raw athleticism of the track and field events, the grace of the gymnastics, or the death-defying speeds of downhill skiing, there are plenty of "big" events. A lot of people love the odd anticipation and strategy that goes into curling. And, hey, who could forget those rousing tug-of-war matches from the 1900 to 1920 games? Or a great, competitive round of roque?
- Online learning provides learners with opportunities to learn from a vast array of knowledge and experiences. Consider whether you, as an instructor, tie most learning to a textbook. That's okay, but what else could you do to reach students, to make sure that there's something for everyone? Remember that there myriad tools available online that can be easily incorporated into an online course to enhance learning experiences. Spend a few minutes checking out the resources from MERLOT (Multimedia Educational Resource for Learning and Teaching Online), to give just one example.
There is still a role for the experts: There are lots of reasons why we, the human race, enjoy the Olympics. I've named a few above. But probably one of the most fascinating reasons we tune in to various events is because we want to see who is the best of the best. Who is the "fastest woman in the world"? The dead-on accuracy in the archery and shooting events is captivating. The patience, strategy, and then the excitement of every soccer shot on goal brings thousands to their feet. (Maybe millions, if you include us nuts who jump up and start shouting at our televisions.)
- There is a lot of automation in online learning. Scheduling assignments to be available only at certain times, embedding lectures or videos as teaching tools, and of course, autograding quizzes and tests. It is enough that some instructors have wanted to do their own 200-meter dash in the opposite direction of every online learning opportunity. "I don't want some computer teaching my students for me!" they say. But worry not, my friends! If people only wanted to see how silicon chips could perform, we'd have nothing but robots in the Olympics. As I said, people want to see who is the best, and they do this largely because they want to know what is the pinnacle of the human spirit. I don't think it's really any different in teaching. While few of us may ever make some international equivalent of 10-meter platform diving gold medal, we still want to learn from those around us who are doing great things in our fields. We read (and contribute to!) academic journals. We attend conferences to listen to great presenters. We watch the TED Talks videos just to see what neat ideas and strategies are coming to all us educators.
Everyone still needs to do their own work: There have been a number of accusations of cheating at the Olympics over the years. If you follow the games regularly, you probably remember the 2002 hullaballoo in pairs figure skating when a French judge allegedly admitted to the chair of the International Skating Union (ISU) that she had been pressured by the head of the French skating program to show favoritism to Russian skaters Berezhnaya and Sikharulidze over Canadian pair Salé and Pelletier in the finals. Berezhnaya and Sikharulidze took the gold despite a flawed final performance, while Salé and Pelletier originally took the silver. Due to the scandal, Salé and Pelletier were later awarded the gold and Berezhnaya and Sikharulidze kept their gold. And over the years, there have been many accusations of doping, the use of steroids and other performance-enhancing drugs, and even hopping up on ephedrine (the main ingredient in many decongestants), which gives people an adrenaline-like boost.
- The fact of the matter is that winning-at-any-cost has become, for many people, the goal of their entire engagement in anything. Whether in sports or in online learning, we should be focused on what we can do and what we can learn, to the best of our abilities. There is so much societal pressure to win, that many students have lost sight of the point of the exercise: to become better. There is a sad truth as well: there will always be people who will (try to) cheat. The challenge for us, as instructors, is both to find ways to identify and stop the cheating and to be creative in how we assess "success" so that traditional cheating methods (paper mills, having another student take your own exam, etc.) just don't matter anymore. Many Olympic sports have had marred reputations over the years due to one scandal or another; but the outcome is not to just throw in the proverbial towel. Instead, they carry on, finding new ways to identify cheating and new methods in those subjectively judged sports to standardize measures of success. Again, it'll never be perfect; but at least we can keep striving for perfection rather than simply giving up on the whole thing. In online learning, it's the same.
These are just a few comparisons I've noticed. Do you have other observations or ideas along these lines? Feel free to post them in the comments section.
Oh, and one more analogy: Costas is still king. Well, that's not really an analogy of anything. He is just king.
Rob Kadel, Ph.D.
Academic Training & Consulting Manager
Pearson eCollege
What do eLearning and ComicCon have in common?
So I decided to write this post as a comic.
Interested in trying this out for yourself? This comic strip was created using Comic Life (the free trial version, although it is less than $30 to purchase!).
Check out this website as an amazing first (and possibly only) place you need to visit: Comics in the Classroom: 100 Tips, Tools, and Resources for Teachers.
And as more food for thought, here are two blog posts in the Chronicle of Higher Education about using comics in the classroom: Comics in the classroom and beyond, and Using a graphic illustrator in higher education: Comic Life.
– Gail E. Krovitz, Ph.D. –
Director of Academic Training & Consulting
Do you teach your subject? Or do you teach people?
I've just gotten back from a whirlwind tour of the world again. In the past 4 months I've been in 3 countries and presented at 9 conferences, in addition to dozens of other consulting opportunities. During that time I have met with no less than 350 educators, mostly professors or department heads and I have begun asking them a few important questions that stem from something Dr. John Medina challenged me with when he spoke at our CiTE conference last April.
Dr. Medina, a brilliant cognitive scientist who has done nothing but study how the brain works for his entire career (I hope you've already read "Brain Rules" by now...), challenged us in several ways during the conference. My personal favorite quote? "As I was writing Brain Rules, it hit me [that] if you wanted to design a learning environment that was directly opposed to what the brain is naturally good at doing, you would design something like a classroom."
However, there is another piece of information that I haven't been able to shake after reading it and then, after he said it to me personally before he went on stage... He explained, "I consistently read articles by educators who explain how the brain works in terms of learning, cognition, memory, focus, etc. And every time I wonder how I possibly missed the research that proves it! Then, after some digging, I realize that I missed nothing. You see, cognitive scientists and educators never talk. We don't have conferences together, we don't share journals, and we don't typically exist in the same buildings on campus. So, what they observe behaviorally and we observe through experimentation never meet." (This is a pretty close quote - I wrote it down immediately after he said it, although it may not be 100% accurate.)
Does this bother anyone else? I have to admit, I have read DOZENS of articles by education psychologists, seasoned veterans of the classroom, and even those from trusted educational think-tanks without really questioning the validity or science behind them. So, as I have gone around the world talking with educators lately, I have simply asked them two questions:
- Do you read information about how the brain processes information, how the brain remembers, how the brain works, etc., in regard to learning?
- Does your school give you any kind of professional development around how people learn so as to enhance your teaching?
I'm sure you already see where I'm going...
With only a single exception, the answer has been "no" every time. Typically, I hear that people are too busy keeping up with "their field" to worry about student learning. However second place has to be that while everyone wants professional development, there are too few places giving it and nobody has the funds to pay for it.
So, for the past several months I have spent some time seeking out brain research. No, I haven't gotten a subscription to Brain Science Quarterly. But I have sought out some articles and interviews with some of the worlds leading thinkers and researchers with regard to how the brain works. (It's also helped that I had 28 hours of on-demand documentaries while going to Australia. Thank you United airlines...)
To that end, I wish to give you a few resources. Why a few? If you watch "Brain Games - Pay Attention" you will know exactly why. This fantastic introduction to attention and the brain was created by National Geographic video. It's only 1 hour long, but when you view "the brain" through a filter of the STUDENT brain, it becomes an even more fascinating study regarding how we teach.
What is great about the video is that they quote outstanding research scientists like Dan Simon and Daniel T. Levin who wrote, "Change Blindness." This is a great article about just how little we can truly focus on and again, has some powerful implications for students of any age.
Then, I stumbled onto a BBC 5 show called, "Make Your Child Brilliant." And brilliant it was. Even as a person who deals mostly with college students (although also with a 5 year old...) I could not help but be overwhelmed with excitement as Bernadette Tynan illustrated how to help students be creative, focused, and successful, regardless of the environment. She shows how to take a normal, if not "weak" student and, using brain research and cognitive science applications turn them into a successful, "brilliant" student in an extremely short time. It was also exciting to see how personalization, creativity, and curriculum integration were crucial to the strategies she employed. (All things I speak about regularly...whew!)
So that's four great places to start. (You didn't forget Medina's book yet, did you? Again, the National Geographic video will help you understand why you might have.) If you are looking for more, the cool thing is that every resource I just gave you should springboard into 5-20 more resources, etc., etc.
Just remember, you might know more than anyone else about 17th century poetry, the evolution of teeth, or business statistics, but you aren't teaching lit, science, or math. You're teaching people. You are teaching brains which have propensities, wants, needs, and abilities that we understand better than we ever have before. So even if you can't afford the PD at your institution, try these. They are pretty cheap and/or free. All it will cost you is some brain power and a bit of time.
Good luck and good teaching.
Dr. Jeff D Borden
VP of Instruction & Academic Strategy
What we can learn from peer-to-peer learning…
Recently, I read an article in the Chronicle of Higher Education about "P2PU," a rather unfortunate-sounding abbreviation for Peer 2 Peer University. (Here's a link to the article.) But despite the abbreviation, there is a lot we can learn in online education from what the founders of P2PU are trying to accomplish.
The long and the short of peer-to-peer learning is that students can collaborate on learning in such a way so that each brings his or her expertise to bear in solving a problem or answering a question. For example, one person who studies sociology might team up with another person who studies mathematics, and between them, they have the requisite knowledge to teach themselves statistics for the social sciences.
At P2PU, and largely in the open-course environment, the idea is to have this kind of learning taking place without the confines of a traditional institution of higher education. I understand where they're coming from. Professors from traditional universities are branching out into MOOCs -- "massive open online courses." (There's a great article on these in Wired Magazine from a few months ago. You can find it here.) The professors who run such courses -- at schools such as MIT, Stanford, Princeton, and Michigan -- are struggling within their own institutions to determine how to provide some sort of useful credential for those who pass their courses, which in and of itself requires some bona fide way to assess all the students who participate in the course.
For those of us who do teach at traditional institutions of higher education, there is a lot to learn here. Social learning is becoming the canon of online education, and just within the last 12 to 18 months. It's the foundation of peer-to-peer learning, and open-universities like P2PU recognize that. MOOCs also recognize the value of a facilitating professor. And employers -- the vast majority of them still -- recognize the value of a college degree or certificate.
I don't see that any of these strategies or perspectives is right all by itself. But, taken together, we have the ingredients for a successful online program. If you have your own ideas on this topic, please comment -- I'd appreciate some peer-to-peer learning with this blog post!
The Future Of Education?
I've been at my job with (Pearson) eCollege for 10 years this October. I've seen trends come and go. I've watched bells and whistles become staples while staples disappear from existence. Some things change while others stay the same. But during my tenure with the company, in addition to the 17 years of teaching in higher education for which I've never stopped, I am also tired.
I'm tired of defending the same points to people who don't really care about the answers. I'm tired of trying to show people what it's like to move a mile, just to get them to move an inch. I'm tired of the assumptions based solely on "gut" feel or (worse yet) on tradition. You know the fallacy - "We've always done it this way, so we should continue..." I actually heard the head of one of the largest eLearning institutions in the world start a keynote address with this: "We all know that face to face is the best option. But when that isn't possible, here are the best ways to use eLearning."
Huh? Forget the studies that show how online is BETTER in some instances than on-ground. Forget the research which shows how online, with greater transparency and accountability is a better method for getting students through outcomes-based assessment. Forget that data, which can transform education into a personalized learning environment allowing exponentially more students to pass, succeed, and thrive, only comes when we digitize content, delivery, and assessment. And by all means forget that online education is changing the paradigm of learning from those who cannot (be accepted, matriculate, complete, etc), to those who can (pass, graduate, accel). Forget all of that. Let's just keep doing what we're doing that is and has been failing for decades...
...or not! Instead, why not focus on what we can accomplish if education embraces technology like almost every other facet of our world. What would happen if we really opened ourselves up to delivering incredible content, authentic assessments, and practical tasks to help students work, live, and thrive. Imagine.
Imagine a student sitting on a bus. Maybe a flying bus. (Ok, maybe not - did you know we have pictures of "future" vehicles flying dating back to the 1700's?) But this student is looking at her tablet device. She's a pre-med student going through A&P. So, she clicks on her device, powered by the sun of course, and goes into a lesson on the heart. Immediately a 3-Dimensional heart starts slowly turning above her device. This heart can be turned by her, examined by her, and even sliced open to reveal its contents. Of course, with her ear bud in, she can hear the instructor going through the sections as she views them. Or, she can watch a real heart pumping in a video based on various contexts like during exercise, when in distress, or while sleeping. When her bus arrives, she simply clicks off the tablet and heads to work.
Another group of students is studying statistics. There is a problem that asks them to discern numbers within a given culture. They are in a late night study session in their school's commons area. One of them suggests they step into a room where one wall is made entirely of an HD monitor. A student touches the monitor which switches on. He logs into an account and sends a video conference request to a friend in another country. Immediately the wall is transformed into a window for another classroom 10,000 miles away. Now two student groups on two continents start working the problem together. They share ideas, data, and learning methodologies as they also connect on a personal level. They simply use their fingers to draw facts and figures on the wall - many of which are translated into another language, all of which are dually usable by both groups. The session lasts for 45 minutes when both groups decide to take their new understandings and craft a solution. The wall becomes a wall again.
An instructor begins class. Students login to their devices (mobile, pc, etc) to hear her speaking, but only seeing blackness. Soon though, the blackness becomes gray. Her talking continues as she describes the geothermal tunnels she is walking through. She is trying to research potential problems with the Earth's crust through a research grant, but what better opportunity to illustrate her findings with the next generation of scientist? The entire class experience occurs through the camera attached to her helmet, with the students able to ask direct and poignant questions along the way.
A class of 400 is broken into groups of 15. The instructor begins the simultaneous lecture / webcast, "Welcome to History 215. You have been placed in groups and have been given a packet which includes journal articles, websites, riddles, and puzzles. Your job is to find out who Nymon Lester is and stop him from harming our school. This 55 year old has more power than you can imagine and is using it to destroy something valuable to everyone hearing my voice. You only have 48 hours. GO!" Immediately students scatter as they devise strategies, assign roles and tasks, and establish norms for their immersive group experience. The course will be over in 2 days and only one group will win.
Finally, we find a woman in her early 50's. She has gone back to school after raising a family, but she doesn't remember much. She needs help. So, as she opens her Algebra eBook during the lecture, she watches the instructor start to piece together a problem on the eBoard. Soon, he asks the students to try it on their own. When she tries to do a similar problem, she gets stuck on step 2 and the book pulls in some content from a remedial math course to show her a video, give her a simpler problem, and help her get to a place where she can succeed. By the end of the lesson, she is caught up. Her digital course remembers what she struggled with and will remind her the next time she logs on to cement the learning, but she is not nearly as far behind as she could be.
Do you see it? More importantly, are you preparing for it? Because it's coming. Every technology described here is being worked on somewhere and even a few exist today. Oh, and don't forget the administrator who can call all of it up on her computer, create a report of the institution's teaching and learning efficacy, and email that to three accountability groups for quick perusal.
So my friends, when you get tired of the fight, remember these things. If you hear the fallacious arguments from those in power, just nod and smile. They will retire. Or, when the change is finally too great, they'll simply leave. In the meantime, keep setting up the foundations of education to prepare for this reality. It's coming. And it's going to be more than amazing...it's going to be transformative.
Good luck and good teaching.
Dr. Jeff D Borden
VP of Instruction & Academic Strategy
Pearson LTG
Live from Pearson Cite 2012!
This is Rob Kadel, your on-the-scene reporter, coming to you live from the site of Cite! This is the Pearson Cite 2012 Conference, being held at the J.W. Marriott Grande Lakes in Orland, April 10-13. Distinguished lecturers and speakers, presenters from some 65 Pearson Education Partners, 500 attendees, and 200 Pearson employees have gathered together for four days of discussions and collaborations on online learning. And we're loving it.
On Tuesday afternoon, Cite opened with a special, fun treat – an iBand composed of several Pearson employees (yours truly included) playing a medley of songs all from our iPhone and iPad instruments. Silly, yes, but we enjoyed getting the crowd revved up for the conference.
The highlight that afternoon, of course, was an excellent keynote presentation by Dr. Mark Milliron, and author and educational technology consultant currently working with Western Governors University. Dr. Milliron discussed technology as a solution toward increase college enrollments and matriculation, especially among those living in low-income households who need education to break out of the cycle of poverty. But he also challenged us to go further in our thinking, to recognize that simply fitting new technology into an old mold of education may not be the most effective way to deliver learning. We need new ideas about the actual structure of the educational experience to take advantage of technological tools and reach the students who need education the most.
With concurrent sessions focused on everything from mobile learning to assessment and analytics, there was no shortage of discussions around the trends in online higher education. Student want information not only when they need it, but also where they need it. And institutions are getting into a groove now recognizing the potential for data not only to describe their current students, but to prescribe new directions for future cohorts. Dr. Marilee Bresciani's keynote address on Wednesday took such discussions further to show us how outcomes-based assessment can help to identify where true creativity and critical thinking are taking place.
On Thursday morning, Dr. John Medina treated us to a keynote presentation entitled Brain Rules: 12 Principles for Surviving and Thriving at Work, Home, and School. Dr. Medina presented us with neurological research on how our brains actually process information as we learn and what the critical points are in instruction to ensure that students learn.
Overall, it's been a great conference and a great experience. I'm already looking forward to Pearson Cite 2013 in Chicago! (Look for additional information here in the coming months.) I hope to see you there!
Rob Kadel, Ph.D.
Academic Training & Consulting Manager
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Rinse Then Repeat: The Lost Secret to Preventing Plagiarism
Plagiarism.org defines plagiarism as an act of fraud. "It involves both stealing someone else's work and lying about it afterward." As we read what is contained in this definition, it is evident why plagiarism is such a very huge issue. Acts of plagiarism can lead to expulsion, suspension and even job termination for some. These are very strong outcomes for something that can be committed by accident.
What else can be offered about plagiarism that has not already been said? How much more can instructors and administrators hold student's feet to the fire of academic mandates that suggests, "Here are the rules, you must play by them lest we hammer thou into the ground." This was the tone of my graduate school "writing workshop orientation;" a mandatory session that left me with the sense that I could potentially find myself in serious trouble for my writing without even knowing what I did wrong.
As I progressed through the ranks of student to higher education instructor (now since 2004) it became crystal clear that institutions come by their rigid posture against plagiarism honestly. From having to contend with the likes of paper millers such as Ed Dante (a pseudo name for The Shadow Scholar), to the department chair who orders faculty to leave their students alone when they are caught in the web of plagiarism and should rightfully be held to the school and department standards of conduct. Perhaps more can be done to actively assist students how not to plagiarize, innocently or otherwise.
At Pearson's eTeaching Institute, we often hear faculty who take our Web-based courses on special topics related to designing and teaching online, express concerns about preventing cheating. In such cases, we advise a more proactive approach by asking future online instructors to consider, "how they can encourage honesty in coursework," as a way to preempt academic dishonesty. We believe this and more is a good position to take. In addition, I propose that a shared sense of partnership between students, faculty and administration is a proactive step in the right direction to prevent plagiarism. After all, if we are going to maintain tight control with rigid anti-plagiarism mandates in place then, the least we can do is to move a bit closer in the direction of, "here are the rules, you must play by them AND I am going to help you."
Plagiarism.org goes on to suggest that by giving proper authorship credit, we can avoid plagiarism. However, writing a good paper which avoids plagiarism involves much more than citing. If citing sources is all that is needed then why is the practice of plagiarism such a huge issue demanding large expenditures of academic energy and resources to prevent and detect and punish students for committing the act? Are students receiving enough "hands-on" resources and training to assist them with preventing plagiarism outside of doling out the building number, address or web site to the writing lab? Perhaps more of a sense of partnership with students is one way to help accomplish the goal.
Having evaluated many papers from undergraduate and graduate students over the past eight years; some replete with word-for-word transcripts from Wikipedia including links to the plagiarized content listed as the source, I decided to try tactics different from the usual, "don't you dare." The first task in all of this was to focus on that sense of partnership with my students, which I have hawked about previously. I decided to view plagiarism prevention as a shared responsibility that included some very positive and attainable steps students could take to prevent these acts. After all, if we are to hold them to the standards of our plagiarism deterrence tactics then, the least we can do is show them how not to plagiarize; and not necessarily in a one-time event or a syllabus policy or student handbook they may never read in the first place.
Could a more direct approach and (repeated) conversation be appropriate, followed by some very non-threatening steps on how to avoid plagiarism? Should we institutionalize methodologies that suggest to our charges that we recognize the temptation to take dishonest shortcuts then demonstrate that it is possible and relatively easy to avoid acts of plagiarism? After arriving at, "I need to do this without making a part-time job out of it," I developed my mini-lecture, a cliff note of sorts, which included some very critical but important steps to avoiding plagiarism.
The first step in my brief tutorial to students is to make sure they understand what plagiarism is and its consequences. In our August 2010 Online Blogucation entry, my colleague, Dr. Jennifer Golightly noted that instructors should present clear and understandable statements about, "what plagiarism is, how it's defined, and what the consequences for committing it are." This is a first and critical step in the process of deterring plagiarism. I also believe that when delivered with a message of partnership, assistance and other measures that Jennifer discussed, we would likely assist more students from committing plagiarism. Next, I encourage students to:
• Decide what their argument or premise of the paper will be. This may be assigned but sometimes not.
• Find time to read journal articles or other sources which supports the work. This is a requirement.
• Properly summarize and paraphrase sources. This does not mean changing a word here or there.
• Quote sources sparingly using proper punctuation; another mandate.
• Deliberately cite sources within the body of the offering. This will give credibility to the work.
• Reference sources by using a properly formatted works cited or reference page.
• Rinse then repeat. Perform these steps throughout the entire paper.
The session takes about fifteen minutes depending on Q & A and I wrap things up by reiterating my commitment to their academic success (as they should too) and that they should ask me for assistance when needed. Again, it takes much more than the steps above to write a good paper but it's a start.
Practices to prevent plagiarism may seem harsh to students who find themselves caught in the snare of the deed. However, they are necessary and should be refined based on our experiences with the problem. Many institutions see the wisdom of ranking punishment based on the severity and number of offenses. Some schools employ student tutorials as a proactive measure. Others, keep a pile of lopped off heads in the back of the school. Not a first choice in my book.
Where needed, faculty and administrators should ramp-up their efforts to be partners in their students' academic success to the extent that we present regular reminders and brief 'how to sessions' on avoiding plagiarism. Additionally, we should find creative and cost effective ways to assist students to make better decisions such as instilling a sense of partnership, more orientation and training aimed at preventing plagiarism before our students find themselves in really big trouble. The result could save valuable time for faculty and administrators then, schools can plant a nice flower bed where those heads are kept.
Do you have creative ideas about assisting students with preventing plagiarism? What do you think about an online student discussion forum with assignment endpoints addressing how not to plagiarize? What would be the benefit? Post your comments and suggestions in the space below.
Other Resources:
Best Practices to Promote Academic Integrity in Online Learning
Ralph Kennedy, MSW
Academic Trainer & Consultant


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Back in June, Anna Luten became Amsterdam's (and actually the world's) first bike mayor. She's already moving on to better things–literally, NYC, where Luten hopes to set… Read more "Quick, end of 2016 bike news"
Author: daraco
Fun Between Your Legs
Just a thought for a rainy Monday morning because this poster makes me laugh. It edges on the sexist but I like to think it's more… Read more "Fun Between Your Legs"
The girly way of riding a bike
Copenhagen's got it, Amsterdam and the UK, too. It's cycling chic, those websites devoted to the idea that cycling doesn't require special clothes (think: Spandex) and anyone… Read more "The girly way of riding a bike"
The city is owned by cyclists
I tend to agree with this Guardian article that: "Anyone who has ever tried to make their way through the centre of Amsterdam in a car knows… Read more "The city is owned by cyclists"
Berlin Rocks for Bikes
When it comes to cycling, I've had a charmed existence. I've lived in San Francisco, Brooklyn and now, Amsterdam—all places where the quality of living is high… Read more "Berlin Rocks for Bikes"
Cycling Behaviour
How do riders ride their bikes? Amsterdam's Urban Cycling Institute, a department of the University of Amsterdam (UvA), set out do research on just that. While Dutch… Read more "Cycling Behaviour"
Oh those tourists on bikes
Easter is a major weekend for tourists invading Amsterdam. For a capital with roughly one million inhabitants, Amsterdam attracts 250,000 Chinese tourists a year, not to mention… Read more "Oh those tourists on bikes"
Bikes get a second life
Every few weeks, the news (Dutch or otherwise) seems to have an article about there being too many bikes in Amsterdam. Included amongst these are abandoned bikes,… Read more "Bikes get a second life"
Cycling in the Sun
I haven't written a blog post since 2012–a thousand reasons for that. But I'm still cycling, still in Amsterdam, and the sun has encouraged me to pick… Read more "Cycling in the Sun"

subset: commoncrawl


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What happened to Rihanna's instagram account?
Rihanna's fans were unable to access her Instagram account this afternoon, which led to speculation that the social media site had deleted her page, for good.
Last week, Instagram asked Rihanna to take down topless shots of herself to which she obliged, but later posted the same raunchy snaps on Twitter.
But this afternoon Rihanna's Instagram account wasn't visible at all and her fans became extremely upset as a result.
Users who tried to visit her @badgalriri page were met with the message: "This page could not be found."
Fans immediately thought Rihanna had been banned from Instagram and began to trend #InstagramBringBackRihannaBack as a result.
Whether it was a tech glitch or an actual ban, fans can rest easy as Rihanna's account is up and running again.


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Chinese Development Assistance (CDAC) Fund
All employees belonging to the Chinese community may contribute monthly to the CDAC Fund. The Chinese community means every person who is a permanent resident or citizen of Singapore of Chinese descent. The monthly contribution is according to the wage levels indicated below:
Mosque Building and Mendaki Fund (MBMF)
All working Muslim in Singapore are required to contribute to the Mosque Building & Mendaki Fund (MBMF).
From 1st June 2016, MBMF contribution rates have been revised as follows:
Singapore Indian Development Association (SINDA) Fund
All working Indians (including the following groups with ethnic origins in the Indian sub-continents such as Bangladeshis, Bengalis, Parsees, Sikhs, Sinhalese, Telegus, Pakistanis, Sri Lankans, Goanese, Malayalees, Punjabis and Tamils) in Singapore may contribute a monthly sum to the SINDA Fund, according to the income levels indicated below:
Eurasian Community Fund (ECF)
All working Eurasian Singapore citizens and Singapore Permanent Residents may contribute monthly to the ECF according to the wage levels below:


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These characters are the property of Tamora Pierce. I'm borrowing them
Tammy Drabble #50 – Epic
Alanna sat at the table, glass raised, arm aching, wishing the Goddess would strike them all dumb. She didn't blame anyone in the kingdom for wanting to celebrate their victories, but she was weary and had only now returned from the northern border with Scanra, where the end of the war was not so certain, and where Ozorne's death did not impress the warlords at all. She needed to sleep for days, she needed to hold her children, she needed to kiss her husband, and she needed the banquet to end already.
She was so tired that when Gary began his speech, she nearly dozed. For that reason she didn't hear the newcomer creep across the hall. She didn't even know he was there until he'd taken his seat beside her, leaned over and kissed her on the cheek. George. She felt herself smile tiredly. Both tried to turn their attentions to the stories being shared and the heroes being recognized, but this was not the hello she longed for. She swapped her glass to her left hand and dropped her right beneath the table. George instantly took her hand, but he wasn't content simply to lace his fingers with hers. For a few moments they stroked each other's fingers – something that hardly sounded half as thrilling as it felt.
George shifted his chair closer to hers, his movements so cautious that they were almost imperceptible to the crowd around them. When at last his thigh was close enough to touch hers, their caresses became more daring – hands discreetly wandering over skin that ached for more contact. When Gary finally finished the toast and sipped, Alanna nearly missed it. Most of what he'd said had gone in one of her ears and out the other, but she had heard the part about the Immortals War being an epic that would be retold over and over to their children's children. While that was probably true, she was only interested in her epic romance at that particular moment.
"Do you think we can get out of here without being noticed," she whispered very lightly.
She saw the corners of George's mouth turn up in a smile, his hazel eyes twinkling mischievously. "Darlin', I thought you'd never ask," he returned equally softly, his breath dancing lightly over her ear and sending a shiver down her spine. She'd seen that look before. Sleep could wait.


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Traveling Luck for Interchange 3, Arkansas, United States
Where is Interchange 3?What's around Interchange 3?
Wikipedia near Interchange 3
Where to stay near Interchange 3
The timezone in Interchange 3 is America/Rankin_Inlet
Sunrise at 07:08 and Sunset at 16:59. It's Dark
Latitude. 34.7164°, Longitude. -92.2250° , Elevation. 77m
Weather near Interchange 3; Report from Little Rock, Adams Field, AR 1.8km away
Weather :
Temperature: 4°C / 39°F
Wind: 3.5km/h North/Northwest
Cloud: Sky Clear
Weather :
Temperature: 4°C / 39°F
Wind: 3.5km/h North/Northwest
Cloud: Sky Clear
Satellite map around Interchange 3
Loading map of Interchange 3 and it's surroudings
Geographic features & Photographs around Interchange 3, in Arkansas, United States
- mine(s);
- a site where mineral ores are extracted from the ground by excavating surface pits and subterranean passages.
- Dixie Number 2 Mine (2.4km)
- Old Dixie Number 2 Mine (2.4km)
- Ratcliffe Old Workings Mine (2.7km)
- Ratcliffe Mine (2.8km)
- Ratcliffe Lease Mine (2.9km)
- Ratcliffe Mine (3km)
- Brown-Ratcliffe Mine (3.1km)
- Thorpe Mine (3.2km)
- Morgan Mine (3.3km)
- Harley Mine (3.4km)
- England Open Pit Mine (3.4km)
- Dorough Mine (3.4km)
- Keenzel Mine (3.4km)
- Dixie Lease Mine (3.5km)
- Sherrill Mine (3.7km)
- Dixie Number 1 Mine (3.9km)
- Hoekstra Mine (4km)
- church;
- a building for public Christian worship.
- Mount Nebo Church (1.4km)
- Pilgrims Rest Church (1.5km)
- Greater New Hebron Baptist Church (2.9km)
- Hope Church (3.1km)
- Conner Chapel African Methodist Episcopal Church (3.1km)
- White City Memorial Church (3.3km)
- Mount Calvary Baptist Church (3.3km)
- Pilgrim Rest Baptist Church (3.4km)
- Greater Friendship Baptist Church (3.5km)
- Charity Baptist Church (3.6km)
- Gospel Temple Baptist Church (3.6km)
- First Baptist Church (3.8km)
- Moody Chapel African Methodist Episcopal Church (3.9km)
- school;
- building(s) where instruction in one or more branches of knowledge takes place.
- College Station Elementary School (1.4km)
- Frazier School (historical) (2.2km)
- Hatter School (historical) (2.7km)
- Gillam School (3.3km)
- Granite Mountain School (3.5km)
- Badgett Elementary School (3.8km)
- Carver Magnet Elementary School (3.8km)
- Alternative Learning Center (3.8km)
- Local Feature;
- A Nearby feature worthy of being marked on a map..
- Interchange 3 (0km)
- Interchange 4 (1.4km)
- Holy Ghost Tabernacle (3.3km)
- Interchange 1 (3.5km)
- Triumph in Zion Church of God in Christ (3.8km)
- Roosevelt Shopping Center (4km)
- Union Rescue Mission (4km)
- populated place;
- a city, town, village, or other agglomeration of buildings where people live and work.
- Picron (0.4km)
- Fourche (historical) (1.2km)
- College Station (1.3km)
- Gillam Park (3.8km)
- Biddle (4km)
Accommodation around Interchange 3
- cemetery;
- a burial place or ground.
- National Cemetery (3.9km)
- Little Rock National Cemetery (4km)
- airport;
- a place where aircraft regularly land and take off, with runways, navigational aids, and major facilities for the commercial handling of passengers and cargo.
- Adams Field (1.9km)
- administrative division;
- an administrative division of a country, undifferentiated as to administrative level.
- island;
- a tract of land, smaller than a continent, surrounded by water at high water.
- Gates Island (3.7km)
- tower;
- a high conspicuous structure, typically much higher than its diameter.
- KZOU-AM (Little Rock) (2.3km)
- mountain;
- an elevation standing high above the surrounding area with small summit area, steep slopes and local relief of 300m or more.
- Picron Hill (0.8km)
- post office;
- a public building in which mail is received, sorted and distributed.
- College Station Post Office (1.2km)
- dam;
- a barrier constructed across a stream to impound water.
- Fourche Dam (historical) (2.8km)
- stream;
- a body of running water moving to a lower level in a channel on land.
- Fourche Creek (3.7km)
- park;
- an area, often of forested land, maintained as a place of beauty, or for recreation.
- Granite Heights Park (3.2km)
Wikipedia entries close to
Interchange 3
- College Station, Arkansas city city o
- Flughafen Little Rock airport airport
- Sweet Home, Arkansas city city o
- The Tower Building of the Little Rock Arsenal city city o
- Mount Holly Cemetery city city o
- Alltel Arena landmark sport
- Old State House (Little Rock) landmark museum
- Pulaski County (Arkansas) adm2nd adm2nd
- Little Rock city city e
- Arkansas State Capitol landmark government
- North Little Rock city city g
- McAlmont, Arkansas city city o
- War Memorial Stadium (Arkansas) landmark sport
- Wrightsville, Arkansas city city o
- Scott, Arkansas city city o
- Sherwood (Arkansas) city city i
Airports close to Interchange 3
Adams fld(LIT), Little rock, Usa (1.8km)
Robinson aaf(RBM), Robinson, Usa (20.7km)
Little rock afb(LRF), Jacksonville, Usa (29.7km)
Grider fld(PBF), Pine bluff, Usa (83.4km)
Jonesboro muni(JBR), Jonesboro, Usa (238.8km)


text:
One new blog and another brought back from the dead. What does it mean for this site? Click and find out!
Still missing in all of this is a standardized implementation of tap and pay for Android, at least in Cana-duh.
Oh iVerge, you just keep doing you…
Computers and fine jewellery don't really go together all that well.
New HTCs and Samsungs are going to ship with some pretty craptacular bloatware.


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I have one small question I'm hoping someone can help me with. I appreciate there is documentation on this but I wanted to be certain I have understood this correctly.
I run a newsletter for a local even that happens here. We are transfering from our existing mailing system to CampaignMonitor.
What I wanted to double check is; If I select "Single" Opt-In when I am importing email addresses, this will NOT send the member/email address a confirmation email to confirm they want to be on the list. Is this correct?
Likewise, if I was to select Confirmed Opt-In, this WILL send an email to each person asking them to confirm?
The last thing I want to do is have an email go out to every address as it will cause quite a few problems for us, so I just wanted to double check this.
Hey T,
Thanks for the questions. Firstly, I can confirm that no matter what type of list you set up, we will not get in touch with your subscribers and ask them to confirm their subscription. The list type only refers to how you'd like to process any new subscribers that join your list via our provided subscribe forms.
As long as every subscriber on your list complies with our anti-spam policy, you won't have a problem moving across to us.
Thanks Dave :)
Just waiting for Approval now and good to go.
This looks like a great service - Am looking forward to using it.
From Australia to Zimbabwe, and everywhere in between, companies count on Campaign Monitor for email campaigns that boost the bottom line.Get started for free


text:
Make Fudge In 15 MinutesWho doesn't like fudge? Here is a recipe with very few ingredients for delicious chocolate fudge.
No Fail FudgeThis is a no fail fudge recipe, I've been making it for years and it turns out great every time. It really makes a nice gift for the person on your list that has a sweet tooth!


text:
MP MET 2017 Application Form, Exam Dates, Eligibility, Paper Pattern, Result, Admit Card
MP MET 2017 or Madhya Pradesh Management Entrance Test is the entry level examination test commence as the main examination for those who are aspiring for seeking admission to the MBA programmes in the state colleges of Madhya Pradesh.
|Latest Application Forms Available
MP MET 2017 Eligibility Criteria:
- Candidates acquire the UG degree will give priority
- At least 50% marks are eligible to appear in the examination
- Those who consider for choosing at the time of the completion of the PG graduation
- Candidates must have least 50% marks
- There will be the concession in marks to those who belong to the categories such as ST, PH, SC, and OBC.
|Read More Click Here – MP MET 2017 Eligibility Criteria
About Marks Concession Criteria:
- Those who belong to the PH or Physically Handicapped category are relevant to be given marks concession
- Those who have complete with the final year can also be chosen in terms of undertaking NMIMS NMAT test.
- If aspirants have cleared out the examination in concern to the qualifying education selected for appearing in the admission test.
- There will be a certain amount of marks concession to those who are diploma holders
- For reserved and specialized category candidates will be given eligibility for seeking admission to the specialized courses
MP MET 2017 Application Form Submission Online:
Those who interest in seeking the application form need to acquire online mode. Use the suggested site anytime and seek the official website. Visit the link: www.vyapam.nic.in and fill all the details like personal info, etc. Payment of the application form will make via online mode as well. Take out the printout of the application form for future help in case of some urgent requirement. Selection procedure will base on the interview.
|Click Here – MP MET 2017-18 Syllabus
MP MET 2017 Admit Card:
For fetching the admit card, go to the official site. Fill all the requirement info which ask on the page such as name, registration number, date of birth etc. Download the admit card for the entrance into the examination. Always assure for seeking the admit card at the examination center because it is an important document that candidate need to carry along with themselves while moving for attending the entrance test.
Important Exam Dates For MP MET 2017 :
- MP MET 2017 Application Form Last Date Sub : Feb 2017
- MP MET 2017 Admission Notifications and Prospectus: Mar 2017
- Admit Card Online Downloading Date : Third week of Mar 2017
- Exam date: June 2017
- Result Declaration Date : Jun 2017
MP MET 2017 – Paper Pattern:
The question paper base on Objective Type Questions. There will be overall 200 questions that candidates are required to complete in the span of 1 hour and 65 minutes. The paper will comprise of Verbal Ability, antonyms, Synonyms, sentence completion, verbal analogies, writing ability, vocabulary, etc. There will be 50 questions for testing Numerical ability, 20 questions for data interpretation, 20 questions for data sufficiency, and 20 questions for Business judgment
|Read More Click Here – MP MET 2017 Exam Pattern
MP MET 2017 Result:
For the final outcome of the entrance test, one has to use the official website and collect the info. Through the suggested site, avail final results. The site will let you acquire all the info about the results soon!


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Security company, ADT, strives to uphold the motto that the company is "Always There." This slogan is meant to ensure the efficiency and reliability of the security systems, fire protection systems, and alarm monitors; however, ADT is also cognizant in other aspects. In regard to the most recent legal settlement, ADT was there to prevent their existing customers from falling victim to deceptive advertising and sales practices. Read moreGoogle+
Tag Archives: Lawyer
Celebrity Taylor Swift has millions of fans, but it's safe to say David Mueller is not one of them.
This past week, Swift has been defending allegations in a Denver courtroom that the former DJ touched her inappropriately at a meet-and-greet event in 2013. After the photo shoot that evening, Swift reportedly complained to security personnel and family that Mueller, who posed for the picture with Swift and his girlfriend Shannon Melcher, intentionally reached under her skirt and grabbed her rear end. At the time of the incident Swift was 23 and Mueller was 51. Taylor Swift's team told Mueller's employer, KYGO, about the misconduct, which resulted in his termination two days later. Read moreGoogle+
Former NFL Players Rush to Meet Class Action Deadline
Former NFL football players who have suffered from neurological damage and head injuries foresee an approaching resolution to the six-year-long legal battle against the NFL. This fight initiated in 2011 and settled in 2013; however, it was determined that the $765 million settlement was not enough money to cover the cost of compensation for the 20,000 former NFL players involved in the lawsuit. In 2015, after extensive negotiations, a federal judge removed the limit of $765 million to leave room for a potentially higher payout. The family members of those whom have since passed away as a result of chronic head damage may also benefit from this lawsuit. Read moreGoogle+
Fashion Interns Put Their Foot Down on Unfair Labor Practices
Young college students often break into the professional working world by participating in internships with companies that will provide them with enriching experiences. Depending on the industry, a lot of the internships are unpaid, however, the internships typically focus on educational and vocational advancement for the students. The purpose of the internships is to leave the students feeling confident that they have made first steps into the industry or career of their choice. Read moreGoogle+
Starion Energy's Electric Rates Shock Customers
Starion Energy, a Connecticut-based energy provider, is being accused of astronomically inflating consumers' variable rate electric prices. Plaintiff Lydia Gruber filed a lawsuit against defendants Starion Energy Inc., Starion Energy NY Inc., and Starion Energy PA Inc. in January 2017 alleging that the companies falsely claimed that their electricity rates would reflect current market prices of electricity derived from all market sources. The defendants deny the allegations, but have agreed to settle the lawsuit out of court. Customers of Starion's variable rate plan may be eligible for a cash payment. Read moreGoogle+


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LAKE BUENA VISTA, Fla. -- Chipper Jones was passing by Rafael Furcal's locker Monday morning when he heard the second-year shortstop mention he'd like to surpass last year's stolen base total.
''You'd better steal more than 40,'' Jones said in mock seriousness.
Maybe, maybe not. Furcal took the National League by storm last season, becoming the first Atlanta Brave named the Rookie of the Year since David Justice in 1990 by hitting .294 and scoring 87 runs while handling the leadoff spot following second baseman Quilvio Veras' season-ending knee injury.
This year the league will be waiting for him and if manager Bobby Cox is correct, Furcal can expect to see more pitchers using slide-steps and repeated pickoff throws, and managers calling for increased pitch-outs when he reaches base.
''He had to adjust some last year,'' Cox said. ''But he's so fast and quick and smart, he's still going to beat them.''
It's not likely the switch-hitting Furcal will be felled by the sophomore jinx. Even when he's not swinging well, he can always drop a bunt down or draw a walk to jump-start the offense. He led all NL rookies in walks (73) and on-base percentage (.384) last season and led the team with three last at-bat game-winning RBI.
Furcal, who won't turn 21 until August, figures to be even better this season. Veras, his double-play partner, says he may steal ''70 or 80 bases.'' Hitting coach Merv Rettenmund expects Furcal to improve his numbers. Catcher Eddie Perez is thankful he doesn't have to try and throw out the diminutive Dominican.
''I hope they pay attention to Raffy because that's what we want them to do,'' Perez said. ''If they do, it means there will be more fastballs for (Veras) and suddenly Raffy is on third.''
Furcal, who played winter play on his native island until a shoulder injury in December, says a year's experience under his belt will pay big dividends.
''It's my second year in the big leagues and I've got to do things better,'' he said. ''I want to be on base all the time, put the ball in play or take a walk.''
There's room for improvement in Furcal's game. His 23 errors were the most by an Atlanta shortstop since Jeff Blauser was charged with 23 in 1996 and he hit only .250 against left-handers. The more he studies pitchers and learns their tendencies, the better hitter and baserunner he'll become.
The thought of Furcal hitting .300 and topping 50 steals gives NL pitchers queasy stomachs. He reached 40 steals last season without playing regularly during the first two months and the havoc he caused on the bases is still fresh in their minds.
''The idea is don't walk him,'' Rettenmund said. ''And, you can't try and trick him at the plate because if you walk him, you're in trouble.''
Shortstop Kurt Abbott, who played with the New York Mets last season, shook his head when he was questioned about defending against Furcal.
''When you've got a guy who can handle a bat and is that fast, it creates a lot of pressure on the pitcher and the defense,'' he said.
Cox disputes the notion that his managerial style isn't conducive to a running game. He says he has no intention of reining in Furcal, though the youngster will need a green light from the bench to take off.
''I've got to give the green light and I do 99 percent of the time,'' Cox said. ''My guys can steal 100 (bases) if they want, I don't reel them in.''
Furcal made the jump from Class A ball to the majors look easy last season. But, he won't catch anyone by surprise this year, which means he'll have to elevate his game to surpass last season's success. Veras, who figures to hit behind Furcal, expects the kid will make the necessary adjustments.
''I know he has talent. All he needed was an opportunity,'' Veras said. ''He's got more experience now. It's hard when you don't know the pitchers. It should be easier for him this year.''
This article published in the Athens Daily News on Tuesday, February 27, 2001.
© 2017. All Rights Reserved. | Contact Us


text:
- Home
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In beloved memory of Ruth Freidman Schloss (mother of sculptor Lawrence Schloss), who dedicated her life to creating beauty in family and friends.
Prior to her marriage, Ruth Friedman Schloss was a professional commercial artist with the Cleveland Plain Dealer, drawing fashion designs for women's clothing. She studied with the Cleveland School of Art, and later in her life began to create oil paintings.'


text:
DAILYKENN.com -- Government schools in Germany are accommodating their Islamic invaders by purging school menus of pork.
Muslims consider pork to be unclean.
A report in derwesten.de says pork has completely disappeared from government schools in some cities.
Rolf Hoppe, Chairman of the Association Berlin Schulcaterer, noted that "The number of Muslim students has increased, and the quality of conventional pork is questionable."
Quality was never been an excuse to ban pork products prior to the influx of Islamic invaders.
• The accommodation of Islam in Europe, the USA, Canada and elsewhere is a component of genocide.
While most perceive genocide as the massacre of humans, Raphael Lemkin, who coined the term in the 1940s describe it as the gradual dismantling of a culture.
Lemkin defined genocide as follows (emphasis added):
Generally speaking, genocide does not necessarily mean the immediate destruction of a nation, except when accomplished by mass killings of all members of a nation.
It is intended rather to signify a coordinated plan of different actions aiming at the destruction of essential foundations of the life of national groups, with the aim of annihilating the groups themselves.
The objectives of such a plan would be the disintegration of the political and social institutions, of culture, language, national feelings, religion, and the economic existence of national groups, and the destruction of the personal security, liberty, health, dignity, and even the lives of the individuals belonging to such groups.Lemkin understood genocide to be the destruction of a culture, not necessarily the slaughter of the people.
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text:
|Reviews for No Regrets
| Darian21 chapter 1 . 11/14/2011
Very beautiful sad story I really really liked it 8o)))
| Chicken and Cheese chapter 1 . 11/9/2011
*Sniff.* That was very sweet, and very sad-fits the tragedy section! Grammar is perfect, maybe except for the beginning when there no full stops, or maybe just bring the words together. But I really enjoyed that!
(P.S. Review my tragedy? It's called 'Deatheater's Revenge'.)


text:
Educators' newsletter
Chris Conheeny
Tapton School
My STEM club were assessed for their Bronze Award and had so much pride when they got it! The assessor was impressed at the skills they had learned in communication and facing challenges. The whole experience is so valuable!
Rosy Halfyard
CREST Gold Award holder
The whole experience was amazing – I got a real feel for what working in a science setting is like.


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Amelia Earhart
Amelia Earhart was born in Atchison, Kansas on July 24, 1897. While growing up, she was a real tomboy and very daring. She would climb trees with the boys, ride sleds really fast, hunt with a .22 rifle, and other types of things that little girls didn't do in the early 1900s. She didn't want to be stopped from doing things that people thought only men could do. She even kept a scrapbook of newspaper articles about women who had been successful in what people thought were men's jobs.
- Amelia Earhart
- The Beatles: This is about their life,band,songs,and where they went after that.
- This was a 5 min. oral presentation on the Ancient Roman Family. It breifly covers most aspects of Roman Family structure.
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Disclaimer: Please note that some of the links below are affiliate links and I will earn a commission if you purchase through those links. I use all of the products listed below and recommend them because they are companies that I have found helpful and trustworthy. Please let me know if you have any questions about anything listed below.
WordPress (Site builder for your self-hosted blog)(free):
WordPress.org is the site where you go to get your WordPress blog started if you are going to choose your own hosting company, such as Bluehost. The WordPress.com is for free blogs, with very limited choices in design.
If you need my tutorial on this, click here.
Hosting your blog
(where your blog will be stored and delivered):
Bluehost is my hosting company. It was simple to set up and a great price. They have easy to follow directions, and they answer your emails right away. I have used the online chat service with them as well and they were great.
Follow the directions here to get your domain and hosting and install WordPress.
WordPress Theme (how to make your blog look good):
Mysitemyway is the WordPress theme I use. I wanted a WordPress theme that didn't cost a fortune and had lots of options for design. Plus, I wanted to do the whole thing myself and pay someone else to do the work. My site My way says it all — and it got great reviews. One them only costs $35 –one time. And you get lots of support. You can choose from colors and layouts, so give it a try.
Monetize your Blog:
I monetized my blog with Blogher. I was accepted as a blogger when I was using the Blogger platform. It was easy to move over to WordPress, and I am hoping that this will increase my revenue from the Blogher ads. You have to apply to Blogher to get their ads, but they pay out on page view which is great.
Moving your blog from Blogger to WordPress:
If you need to move your blog from Blogger to WordPress — here is how I did it. I originally started my blog on the free Blogger platform and loved it. But I realized that I needed to get away from using a subdomain (.blogspot). I still love Blogger for other blogs, but when you decide to monetize your blog it is better to go with WordPress.


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Sepilok Orang Utan & Proboscis
Duration: Day Trip
Meet, greet and pick-up at any hotel in Sandakan town or at the Sandakan Airport. We will proceed for a 30minute drive to Sepilok orangutan rehabilitation centre. Once at the center, you will witness the feeding of the orangutan at a platform in the forest. Watch the scheduled video documentary at Sepilok information center, which will give you an breif insight into the orangutan rehabilitation process, and the threats to their survival in the wild. Next, we will proceed to 'Puh Jih Sih' temple, situated on the hilltop with a commanding view of Sandakan bay. Built in 1087, this ornate temple is blazoned with red and gold writhing dragons and a gold gilded Buddha. It is believed that the temple protects and brings good fortune to the Sandakan community. After this, we will proceed downhill for lunch at a local restaurant.
After lunch, we will continue on to the Proboscis Monkey Sanctuary, which will take us on an off-the-road route to our destination. Upon arrival, we will proceed to the observation area were you will experience up-close the magnificent sight of these elusive monkeys. Found in most coastal areas of northern Borneo, they are common inhabitants of mangrove forests and lowland rainforests. With its characteristic pot belly, huge pendulous nose and the strange honking sound it makes, it is the one of the most peculiar animals in the world and can only be found in Borneo. After experiencing the Orangutans and Proboscis up close, we will return you to your hotel or Sandakan Airport.
Watch : You Tube Video
MYR560.00 Per Adult/MYR 510 Per Child (Min 2 Person)
- Includes: Transfer, lunch, guide and entrance fees
- Exclude: Airfare and photography fee.
- Download Brochure: Sepilok Orang Utan & The Biggest Nose Of Borneo


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- Please select a date to see the proper prices!
Description of the Accommodation
Rooms, services Welcome to Wangwang Hotel - Yangshuo Guilin! We hope you will be satisfied the offers of the hotel, and will be happy to choose it as a resort to stay at. The hotel is welcoming all guests in Guilin with 33 comfortable rooms to stay in. Wireless Internet connection (WiFi) is available at the hotel, enabling portable devices and smartphones to go online. The exact equipment and the exact list of available services of Wangwang Hotel - Yangshuo Guilin can be read on the information sheet below.
Payment Advance bank card payment or credit card guarantee may be required for the reservation, depending on the chosen date, room and price.
Arrival, opening hours Chinese - China and English languages are spoken by the personnel.
Wangwang Hotel - Yangshuo Guilin rooms Rooms
- Please select a date to see the proper prices!
Accommodation services
Free WiFi in shared places
Desk in the room


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Calling down to Georgia's State Capitol offices and the Culinary History Society of Georgia, nobody could comment on the gustatorial habits of Richard B. Russell, Jr. (1897 – 1971) the famous politician this sweet potato dish is named for. But judging from its ingredients, one thing is sure: Richard Russell had a sweet tooth. Depending on the version you source, this sweet potato casserole—a mainstay going back for generations on Southern holiday tables, includes from two to three cups of sugar. That, plus plenty of butter and pecans, makes this more of a dessert than a side dish. But sidedish, or dessert, there's no denying that the butter-crunchy pecan crust and smooth, whipped sweets beneath taste delicious.
I'm including two versions of the dish. The first, which may be the original, comes from Nicolette Bruner, who got it from her husband's grandmother, Stella Roberts Russell, one of Senator Russell's cousins. It has about half the butter, a quarter of the milk and a third of the sugar used in the second version.
The second version comes to us from Victoria Osteen, who, with her husband Joel, pastors Lakewood Church, of Houston, TX, one of the largest congregations in the country. Victoria's mom's family comes from Georgia and says the dish goes way back on their traditional holiday menu. The second version of the recipe is also one of many family favorites featured in Diane Cowen's popular new book, "Sunday Dinners: Food, Family, and Faith from our Favorite Pastors." Cowen kindly agreed to do an interview with Lost Recipes Found, about the book. We're including that, here.
Interview with Diane Cowen, Food Editor of The Houston Chronicle
Lost Recipes Found intro: The Houston Chronicle is the largest U.S. newspaper with a stand-alone religion section. It's also got a James Beard award-winning food section. Diane Cowen is editor of both. As such, Cowen has spent a lot of time analyzing Sunday traditions, including the dinner table where faith, family and food from many cultural backgrounds, intersect. Her book, "Sunday Dinners," from Andrews McMeel Publishing, gives readers a window in to the Sunday meal traditions of some of the largest churches in America.
LRF: Diane, you've said, the more you think about religion and food, "the more I see what they have in common." Say more about that.
Diane Cowen: Well, I think there's just such a sense of community with both. And we can't forget the family traditions. When I was growing up, Sundays were about going to church in the morning and then having dinner together as a family afterward. Sometimes it was at home with immediate family, but many times it was about traveling to the next county over where my grandparents, aunts, uncles and cousins lived. There such a sense of community in going to church, whether it's Sunday school as a child, Bible study as an adult or simply worshipping regularly with people who share your faith. That's true regardless of where you worship, whether it's a church, temple, synagogue or mosque.
LRF: Houston is home to three of the nation's largest churches: non-denominational Lakewood Church; Second Baptist– the country's largest Southern Baptist church; and Windsor Village–the country's largest United Methodist. You feature interviews and family recipes from the pastors of each of these churches. As huge and busy as these churches are, were you surprised that the pastor families at the helm still keep the tradition of Sunday dinner alive?
DC: Yes, a little bit, to be honest. Those families have so many demands on their time that I was worried they might not have energy for Sunday dinners. They all talked about how important it had been to them growing up and how they wanted their children and grandchildren to have the same experience. It wasreally heartening to hear their stories. They're all at different places in their lives and they're very different families, but the Sunday dinner thread between them was strong.
LRF: How did you decide which churches and pastors' families to feature in this book?
DC: I began with making a wish list of people I know and/or admire. In Houston my list could have been very long but I asked four pastors and they all said yes. Then I thought about other Texas cities and immediately wanted the Frazees and Jakes. From there, I wanted some geographic and ethnic diversity so I simply did my homework as any journalist would. I had interviewed Matthew Barnett and Floyd Flake and really admired them so I asked them for interviews. I lived for a long time in South Bend, Ind., so I knew I wanted a Notre Dame priest. From there it was really about trying to get different parts of the country included. I researched dynamic pastors and found videos of their sermons online to gauge how engaging they would be. I was pretty happy with how all of the interviews turned out.
LRF: Do you have a favorite recipe from the book?
DC: I have a few, for sure. The recipes I make the most are the pulled pork tacos, whole roasted chicken and strawberry cake. One that I really love, but make less often, is Senator Russell's Sweet Potato Casserole. It's rich and fattening and I make it for Thanksgiving and Christmas. When the holidays are over I can't wait for them to come around again so I can make the dish. One more thing I love about the sweet potatoes is that I've made it with Splenda in place of the sugar and it's just as good. I have a friend with diabetes and he seems to get shut out of all of the good stuff at holidays, so I make a special version of it just for him.
LRF: Can you share a favorite pastor-family Sunday dinner story that came out of the research you did for this book?
DC: There were so many that it's hard to whittle down to just one. I really enjoyed my interview with Victoria Osteen and her brother, Don Iloff. They are so, so funny together. I also had a great time with the Jakes family; they really have a special bond. I interviewed the Jakes in their Dallas-area home and when I was done my face hurt from laughing so much. On the other side, my interview with the Rev. Martin Nguyen at Notre Dame was completely humbling. This is a man who could have died many times over, who thought he could die in Communist Vietnam every single day for years and yet he had such hope, founded in God and his dream that someday he'd be reunited with his family. The time I spent with him was really incredible.
LRF: What do you hope people will take away from this book that they might not get from the typical cookbook?
DC: I hope that it prompts readers to gather the people they love and cook for them. There's nothing more fun – to me anyway – than spending several hours in the kitchen and then watching my friends and family devour it and ask for the recipes! My sisters just visited me from Indiana, and I made some new things for me and they each took home three or four new recipes.
A few facts about Richard B. Russel, Jr.:
Richard B. Russell, Jr. was in public office for 50 years, as a legislator, governor of Georgia and U.S. Senator. Russell was best known as national defense expert, but he was proudest of his work advocating for the small farmer and for soil and water conservation. Russell authored and secured passage of the National School Lunch Program in 1946.
Senator Russell's Sweet Potatoes Version 1 (from Russell Family)
- 3 cups mashed sweet potatoes
- 1 cup sugar
- 2 tsp vanilla
- 2 large eggs, beaten
- 4 Tbsp (1/2 stick) melted butter
- 1/4 cup milk
- 1/2 tsp salt
- 1 cup brown sugar, packed
- 1/3 cup all-purpose flour
- 1/3 to 1/2 cup chopped roasted pecans
- 1 tsp salt
- 1/2 stick melted butter
1 -Mix first six ingredients well and place in a buttered 8 x 10 or 9 x 13 casserole dish.
2- Mix brown sugar, flour, nuts and melted butter and sprinkle over the top of the sweet potatoes.
3 -Bake at 350 degrees for 30 minutes, until bubbling.
Senator Russell's Sweet Potatoes Version 2 (Victoria Osteen's Recipe)
- 10 medium sweet potatoes
- 2 large eggs
- 1 cup granulated white sugar
- 1 tsp vanilla extract
- 3/4 cup milk
- 1/2 cup (1 stick) butter, melted
- 2 cups firmly-packed light brown sugar
- 1/2 cup all-purpose flour
- 1/2 cup (1 stick) butter, melted
- 2 cups toasted pecans, chopped
Method Version two:
1 -Preheat oven to 350.
2 -Bake sweet potatoes until soft, about 35 to 40 minutes. Cool, peel and mash potatoes.
3 -Force the mashed potatoes through a sieve or ricer to remove threads.
4 -Combine sweet potatoes with beaten eggs, sugar, vanilla, milk and melted butter.
5-Spread mixture in a 9 x 13 casserole dish.
6 -Mix brown sugar, flour, melted butter and pecans. Sprinkle over sweet potatoes and bake for 50 minutes until topping is bubbling.


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Re: John Skill, NJ/PA +/-1791
In reply to:
John Skill, NJ/PA +/-1791
Diane 7/04/09
I looked at the Phil. Co wills, and there are none that contain the surname Skill, in any way....I also looked on the Philadelphia Yearly meeting records with the same results.If these folks were, indeed, Quakers, there is a very good chance you'll find them in the meeting records where they lived.So, you need to do a little homework and discover what meetings were held in their area and see if you can find extant records for those meetings... the Quakers were prodigious record keepers, a great help to researchers.
Was Samuel married toPatience BICKHAM, who was born about 1733? If so, Samuel was not a Quaker, unless he became one after his marriage.....they married13 September 1760, at Christ Church in Philadelphia, Pennsylvania, and Quakers MUST marry other Quakers in a Quaker meeting...nowhere else.If Quakers before the marriage, they would not have been Quakers after it...they would have been disowned by their meeting ...in this case, this would be recorded in their meeting records.So, search the local mm records.
More Replies:
Re: John Skill, NJ/PA +/-1791
Diane 7/05/09


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Check out these no-cost credit history pictures:
Image from page 368 of "Electric railroad review" (1906)
Image by Web Archive Book Images
Identifier: electricrailwayr162amer
Title: Electric railway analysis
Year: 1906 (1900s)
Authors: American Street and Interurban Railway Association
Subjects: Street-railroads Electric railroads
Publisher: Chicago : Wilson Co
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About This Book: Catalog Entry
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Click on this link to view book online to see this illustration in framework in a browseable web form of this book.
Text Appearing Before Image:
ents properrebonding. And so the railway bond in the beginning installed is leftcarrying repeatedly its proper load, aside from thefact so it has been strained and cracked by continual ham-mering of rims and has now already been niore or less corroded on Itscontact areas or burned from overburden. The bonding problem confronted the Oakland TractionConsolidated roadway at Oakland, Cal., following the quake lastspring, as San Franciscos awful catastrophe caused a largeincrease in population of Oakland and surroimding towns,and trains working at 40 kilometers per hour were so frequent onthe crucial path it was impossible to do any track workduring the afternoon. The difficulty had been even more difficult because of the factthat hefty shield rails for each side of the solution rails pre-vented the simple elimination of the combined plates making it prac-tically impossible to get them back in destination if they wereremoved. The administration decided at first to try bondssoldered toward head regarding the train, which but had been rapidly
Text Appearing After Image:
Joint with Vinyl Plug Bond. We announce the loss of an energetic person in our relationship,Mr. Feeney of New Jersey- Mr. Feeney went to the con-vention a year ago and took a dynamic component in discussions.While I didn't have the benefit of a long personal ac-quaintance with him, i am aware from authorized reports that wehave suffered a deep reduction. The reports to-be provided at this meeting tend to be par-ticularly intriguing and important, a credit to the associationand to your speakers. The assuciation invites a free of charge discussionon both the reports therefore the matter Box, to ensure that we shall allderive interest and benefit therefrom. Finally, I wish to thank the members of the execu-tive committee as well as the connection for commitment and co-operation and I sincerely trust that to all the fellow-workers pres-ent, the meeting will show to be a most effective one. The semi-steel place brakcshoe produced by theSpear & Miller Company, of Chicago, has actually satisfied with highfavor in electric as
Note About Photos
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Image from page 229 of "Penman's Art Journal" (1909)
Image by Internet Archive Book Images
Identifier: penmansartjourna33512nati
Title: Penman's Art Journal
Year: 1909 (1900s)
Publisher: National Penmanship Press
Adding Library: The University of Scranton Weinberg Memorial Library
Digitizing Sponsor: Lyrasis Users and Sloan Foundation
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end up being the short-hand of everybody; those that would overcome the others should they had a fairchance. And just because, as it pertains RIGHT DOWN TO COLD PACTS concise Courses instruct the stating model of stating systems, and teachit into the interest into the future associated with the pupil, but with immediate resultswhich look nearly incredible. Such schools as Duffs University, Pittsburg; Loekyears Bus. University,EvansYille; Lains School, Indianapolis; American Coml School, Allen-town, Pa.; Wichita Coml College; Ferris Institute, Big Rapids; WichitaBus. University; Oakland, Md., Twelfth Grade; Albert Lea, Minn., Coach. Col-lege, and many other people, tend to be more contemplating causes their ownschools than in reports from others. After attempting about all the goodsystems which have been completely long enough for an endeavor, these schools havesettled upon Brief Course. An examination associated with the guide is great, but a practical test could be the realproof. Do not lose-out by failing woefully to provide an effort. WRITE USTO-DAY. ARTHUR J THE BARNES p ST. LOUIS
Text Appearing After Image:
You might be OUTCOMES NOT HOT-AIR ARISTOS (The Best) Or JANES SHADELESS SHORTHAND Produces outcomes which bring GoodMoney. A. Janes, author of Aristoe, wasa Parliamentary Reporter nearly BOyears, and produced Axistjos afternearly 40 years spent within the prac-tice regarding the Art. The famousHarmsworth Encyclopedia, the highest expert worldwide, provides itthe beginning on Practicability, Legibility, efficiency and Brevityover all other standard systems. Dont be a Fossil or a Moss Back or so prejudiced and only someold system that you will not bestir your self enough to examine intosomething that benefit you. Follow Aristos and come out studentswho can compose Rapidly and Read Their particular >otes and just who willProve a credit to yon. AWAKEN, it will cost you nothing to analyze Aristos orJanes- Shadeleas Shorthand. INSTRUCTORS PROGRAM FREE.—i've taught six of thestandard Bystema and examined every other system regarding marketworthy of the title shorthand, and I also believe i understand wbat Im talk-ing abou
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CodePlexProject Hosting for Open Source Software
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It's almost becoming its own feature at this point: who has Huawei sponsored this week? This year the company has signed sponsorship deals with the ITU World Triathlon Grand Finale in London, German soccer team Borussia Dortmund, NZ soccer team Wellington Phoenix, and Australian rugby league side Canberra Raiders. Then there was a China-New Zealand soccer match, the 2011 Italian Super Cup in Beijing, plus Atletico Madrid in last year's Madrid derby, and that's before we get on to Huawei's recent musical tie-ups with Coldplay and, er, the Jonas Brothers.
The latest team to take the company's renminbi is Italian soccer giant AC Milan (one of the two teams who played that Super Cup match at the Bird's Nest in 2011). Huawei has signed a three-year deal to become the Serie A club's mobile partner and chief communications supplier. Significantly, Huawei can now use the AC Milan logo for marketing around the world.
It needs the PR help, because Chinese companies are, simply put, not trusted abroad. Here is my take for this week's Sports Talk column. It was trimmed slightly in print, so I've reposted it in full below:
When Chinese telecoms firm Huawei signed a deal with the Wellington Phoenix soccer club in New Zealand earlier this year, the team released a video in which the players and coaches tried – and failed, to comic effect – to pronounce the name of their new sponsor. It was a clever piece of marketing by a company that is, at best, anonymous outside China and, at worst, seen as something altogether more sinister.
For those not up to date with their American politics, Huawei has effectively been designated persona non grata in the US, a status that will only have worsened in the light of the latest NSA spying revelations. The charge, in essence, is that Huawei's purported links to the Chinese government and military make it too much of a risk to allow it into US infrastructure.
But the rest of the world sees it differently and Europe in particular has been only too happy to welcome the company in various facets of public life. The push has been most noticeable in the sporting arena.
In the last few days, Huawei was announced as a major sponsor of Italian soccer club AC Milan, after inking multi-year deals with German team Borussia Dortmund and Spanish soccer's governing body earlier this year.
The latest deal was borne out of a partnership launched at the 2011 Italian Super Cup, which was played in Beijing, but Milan officials were perhaps oversold on the idea of what Huawei's sponsorship at home could mean for the club abroad, judging by comments about the "fantastic commercial opportunities" they seem certain will follow in China.
Franchises around the world have been looking to expand their brands, with Asia a popular target for growth, and many in the sports industry have long seen Huawei as a company willing and able to part with a few million in sponsorship dollars.
But, in truth, these deals do more for Huawei in the long term than they do for the clubs in the short term. Shunned in the US and blocked in Australia, Huawei has employed the soft power avenue of sports to get its name first known, and then, it hopes, embraced overseas as it continues to expand globally.
Judging by the fact that around one-third of the world's population is connected to networks that use its gear, Huawei already appears well on the way to global domination. Now it's hoping sports will take it all the way there.
In terms of the AC Milan deal, former players and current club ambassadors Franco Baresi and Daniele Massaro were quoted as saying it was in the east where "the greatest part of our supporters are" and that they hope AC Milan can play "more and more matches in China."
1. Sounds like they are confusing fans with followers, as Manchester United have previously done in China. Pretty sure they have more genuine supporters in Italy than in the east.
2. Also pretty sure that AC Milan won't be playing in China in the near future, unless Huawei underwrites the trip. Foreign teams will continue to steer clear of China until the economics change.