text:
To interpret
the achievements and setbacks of the last decade, we look
first at educational development generally and secondly at
the way other social and economic changes have influenced
the use of technologies in education. Then we look, in turn,
at developments in computers, broadcasting and distance education
over the last decade examining the ways in which they have
been used to support or provide basic education.
are the theme of other papers but form a necessary backdrop
to this one. Much of the story is gloomy. The setbacks to
education in subsaharan Africa and Latin America in the 1980s
were still affecting education well into the 1990s while,
towards the end of the decade, the Asian financial crisis
was taking children out of schools just as it was taking people
out of jobs. The most depressing figures come from subsaharan
Africa where, 'since the Jomtien conference, a group of 16
countries in the region, accounting for half of all 6-11 year
olds, have suffered a decline in net enrolment rates' (Watkins
1999: 12). In much of the world, the pleas of the international
conferences from Jomtien (1990) to Rio de Janeiro (1992),
Cairo (1994), Beijing (1995) and Copenhagen (1995), have not
resulted in the expansion of basic education that was looked
for in 1990. Absolute levels of world illiteracy have changed
little, with between 850 and 900 million adults unable to
read and write. While gross enrolment ratios at primary level
in developing countries as a whole have been between 90 and
95 per cent for girls and 100 and 105 per cent for boys, they
remain below 65 and 80 per cent respectively in the least
developed countries.
But a
world summary should also take account of the real advances
that have been made. Illiteracy, for example, has fallen dramatically
in Europe, East Asia and Oceania since 1980. Despite the static
ratios, ministries of education have, within the severe constraints
on their work, managed to increase the numbers of students,
at most levels of education in most parts of the world. Even
in the least developed countries, there were in 1996 171 children
in school for every 100 who were there in 1980 and 134 in
1990 (UNESCO Statistical Yearbook 1998). Education has expanded,
even while lagging behind the Jomtien targets. The figures
suggest, too, that there may be one more trend that, while
as yet least pronounced in basic education, may have profound
implications for it in the future. In many parts of the world,
including the least developed countries, female enrolment
has been growing more rapidly than male at all levels but
especially at tertiary and secondary levels (see table 3.1).
The figures
start from a lower base but show a consistent pattern. In
subsaharan Africa, for example, female enrolments in tertiary
education increased by over 250 per cent between 1980 and
1996 (against an increase of 80 per cent for male students);
there is a similar pattern in south Asia - a common feature
of two regions facing the severest educational difficulties.
what we know about the effects of female education, this shift
deserves attention alongside the gloomy overall record. It
may affect basic education in several ways: by increasing
enrolment as the process feeds back from tertiary and secondary
levels; by providing role models that support education for
women and girls; by expanding the number of potential women
entrants to the teaching force and raising their educational
background; and by influencing family attitudes as better-educated
mothers insists on better education for their daughters.
3.1: Educational enrolment trends 1980-1996 ( Not available)
trends within the last decade are creating a new, more complex
communications environment. Major trends include the general
development towards digitisation and digital technologies,
the fragmentation and de-regulation of the communication sector,
new participatory methodologies in development communications
and the new mainstream status of open and distance learning
This new
environment is making an impact on the ways technology is
used in basic education and has opened up both opportunities
and disparities within basic education.
The development towards digitisation
The exponential
expansion in new information and communication technology
is one result of the general process towards digitisation
(the digitisation of images, sounds and data; digital data
compression and new developments in electronic components).
What is emerging is the capacity, for the convergence of telecommunications,
computer and audio-visual technologies 'previously separated
by techniques, legislation and modes of distribution' (UNESCO
The convergence
between, previously distinct, forms of communication has organisational
and technical consequences. At the functional level, the once
distinct communication media - radio broadcasting, telecommunications
and computer technology sectors - have the potential to offer
a more hybrid range of services. Radio broadcasting services,
for example, will be able to transmit signals other than information
or entertainment programmes; the telephone industry will be
able to transmit entertainment in addition to conventional
services of dialogue and data transmission. At the technical
level, old distinctions within the transmission infrastructure
(terrestrial broadcasting, cable, satellite) could become
obsolete. Where information is processed in digital form,
then distribution systems become multi-purpose. This will
undoubtedly have a significant impact on isolated communities
and will open up the potential for new and more regular basic
education opportunities.
The use
of new information and communication technologies, and especially
of the Internet has expanded dramatically within the decade.
Increasingly, as new technologies are becoming integrated
into educational settings, there are new learning opportunities
for learners and intermediaries (teachers, health and agricultural
extension workers): there is the potential for communicating
across geographical distances and time differences with ease;
for accessing new pools of information and resources and for
participating in new learning networks and partnerships.
In communications,
as in every other sector, these developments have been unbalanced.
'Overshadowing the utilisation of the new information and
communication technologies in education are worldwide disparities
in access to these technologies' (UNESCO 1998: 79). Most developing
countries lack the basic infrastructure and training needed
for gaining access. This 'digital divide' compounds existing
inequalities between people within and between countries:
the disparities in access are not random but correlate strongly
with income, education, ethnic origin, location, and gender
(Novak and Hoffman, 1998; NTIA 1998). But access alone will
not be enough to create a level playing field:
is the new asset: more than half of the GDP in the major
OECD countries is now knowledge-based. With such importance
placed on these technologies, the new rules of globalisation
- liberalisation, privatisation and tighter intellectual
property rights - are shaping their control and use.. (and)
have set off a race to lay claim to knowledge.. the global
gap between haves and have-nots, between know and know-nots,
is widening. Tightened intellectual property rights keep
developing countries out of the knowledge sector. Patent
laws do not recognise traditional knowledge and systems
of ownership.
1999: 57)
is the new asset: more than half of the GDP in the major
OECD countries is now knowledge-based. With such importance
placed on these technologies, the new rules of globalisation
- liberalisation, privatisation and tighter intellectual
property rights - are shaping their control and use.. (and)
have set off a race to lay claim to knowledge.. the global
gap between haves and have-nots, between know and know-nots,
is widening. Tightened intellectual property rights keep
developing countries out of the knowledge sector. Patent
laws do not recognise traditional knowledge and systems
of ownership.
1999: 57)
from developing countries therefore face additional risks:
the concentration of the ownership of communications systems;
the dominance of western educational models and market leaders;
exposure to what may be seen as new forms of political, cultural
and linguistic colonialism. The English language dominates.
It accounts for 85-90% of Internet messages, 80% of websites
('and in the common user interfaces - the graphics and instructions')
and 80-85% of all scientific and technical information in
abstracted, published or computer-stored form (UNDP 1999:
62; Kaplan 1993). The consequences may be to downgrade other
languages. But, at the same time, the use of English, already
the key international language, means that those with some
capacity in it have their access to learning widened by the
new technologies.
The development
of the Internet therefore poses difficult ethical challenges.
These may bear particularly on aid agencies. There is a danger
that funding to support Internet development may only nurture
an illusion of egalitarianism while differences in access
to computer communication in fact shore up existing inequalities.
Agency investment in this sector has also been criticised
as principally helping the communications industry penetrate
new markets and set up new dependencies. Aid for Internet
development might divert funds from more traditional forms
of development; the balance between funding for books and
teachers and funding for technology is not easy. At the same
time there is an obvious downside to decisions against funding
Internet growth.
One response
to the demand for investment in communications technology
for education has been the pooling of resources between bilateral
and multilateral aid agencies in the form of large-scale,
collaborative and sector-wide, capacity-building and training
initiatives in telecommunications. Examples include the InfoDev
programme (World Bank), the International Programme for the
Development of Communications (UNESCO), the Intergovernmental
Informatics Programme (UNESCO), BellaNet (CIDA, IDRC, UNDP),
the Telecentre Fund (ITU, UNESCO & IDRC). Emphasis has also
been placed on innovative ways to develop rural communications
including the notion of developing public access points and
resource centres such as community access centres, multi-purpose
rural telecentres, and public communications booths.
The ground
statistics, however, remain salutary: in Africa as a whole,
radio covers 75% of the population, television 40% and the
Internet 0.1% (Panos Media Briefing no 28). 62% of all telephones
lines in the entire world are installed in just 23 countries
(15% of the world's population), one quarter of all countries
in the world have less than one telephone per 100 people,
84% of mobile phone subscribers, 91% fax machines and 97%
of Internet host computers are in industrialised countries
(Communication for Social Change). 63% of users are male and
37% are female, a ratio that has remained consistent over
several years (Panos, op cit).
Media liberalisation and fragmentation
The heyday
of neo-liberalism means that much of the communication sector
has been deregulated and privatised. The decade has seen the
end of some state monopolies of media, a rise in commercial
media and a growth in satellite and community broadcasting.
These changes have ushered in an increasingly fragmented media
environment and, in some countries, regulatory and legislative
bodies more favourable to pluralism. All these developments
have influenced the use of communications technology for basic
One is
that, in some developing countries, there have been new opportunities
for commercial and small community radio stations to develop
educational programming. For example, in some countries of
francophone West Africa - Benin, Burkina Faso, Guinea, Mali
and Senegal - the move away from an exclusively urban-concentrated,
government monopoly has resulted in a new wave of community
radio programmes for non-formal and adult education, targeted
to particular communities and often in a range of African
development is that audio and video technologies have become
cheaper, smaller, more reliable and easier to use. This has
made them usable in a wide variety of contexts and by a broader,
less professional range of people. Needs-based assessment,
discussed in the following section, has given rise to much
wider use of audio and video equipment for recording interviews.
The media have thus become more accessible to more organisations
and individuals working in basic education. Part of this trend
can also be seen in the emerging and innovative private sector
in rural communication - video rental shops, video recording
services for weddings, photocopying, local and long distance
telephone shops, fax services, photo-taking, film processing,
newspaper and magazine kiosks, bookstores, pre-recorded audio-cassette
One downside
of the privatisation process is that many educational bodies
that once had free access to satellites or airtime on national
government stations no longer do so.
Participatory methodologies in development communication
the Jomtien conference, most energy and most attention has
been given to the expansion of schooling through government
action. But this is not the whole of the story; non-governmental
organisations (NGOs) in particular have played a number of
roles in the expansion of education and in rethinking approaches
to expansion and change.
it is difficult to quantify, it seems likely that NGOs have
increased their involvement in basic education, alongside
governments. Their work has benefited from their inherent
advantages: modest scale, an ability to respond quickly to
emergency situations; local knowledge and continuous presence
in particular regions. All these have enabled them to make
small-scale interventions and target specific, often excluded,
populations such women farmers. One consequence of this is
a new pattern of cooperation between government agencies and
NGOs in basic education.
Many NGOs
have brought to their work, and to these cooperative developments,
a commitment to a participatory style of working, arguing
is an important characteristic of development. People's
participation in their own empowerment is critical to foster
a sense of dignity and self-reliance. Small and short-term
projects may work better than long-term and big projects.
Also projects that begin small and then expand carefully
have better chances of success
is an important characteristic of development. People's
participation in their own empowerment is critical to foster
a sense of dignity and self-reliance. Small and short-term
projects may work better than long-term and big projects.
Also projects that begin small and then expand carefully
have better chances of success
(Singhal 1996: 10)
This emphasis
on the participation of rural and urban communities in decision-making
has led to a proliferation of grass-roots initiatives, community-based,
non-formal education programmes and has influenced the choice
and use of technologies within them. Participatory approaches
fit more easily with small-scale, locally developed projects
than with those that are centrally planned and rely on broadcasting
on a large scale. There is, therefore, a tension between the
demand for a participatory approach and attempts to use mass
media on the large scale which their technology allows and
from which their economic benefits flow.
much NGO attention has gone to general programmes of basic
education, many have also given particular attention to the
needs of marginalised basic education groups - girls in some
societies, special needs, war children, displaced communities,
travellers, street children, adolescents, remote, excluded,
religious and ethnic communities. Here, too, in contexts where
conventional approaches to basic education have been least
successful, the more imaginative projects have benefited from
NGOs' freedom of activity and commitment to participatory
Mainstream status of open and distance learning
this decade, open and distance learning has moved firmly away
from its status as the poor relation and begun to be regarded
as a legitimate part of mainstream education to be used separately
or in combination with face-to-face education. There are now
closer links, at all levels, between conventional education
and open and distance learning. Another drive towards legitimacy
has been the professionalisation of open and distance learning
- the proliferation of specialist international, regional,
and national agencies, organisations, interest groups, professional
journals and conferences. As noted above (2.7) two intergovernmental
agencies, the Commonwealth of Learning (COL) and the Consortium
International Francophone de Formation à Distance (CIFFAD)
have come of age and are now putting open and distance learning
squarely on to government agendas. As Nielsen (1990: 21) predicted
a decade back , they have 'moved from early mobilisation to
a phase of consolidation during which research, publication
and international networking are becoming more prominent'.
Our context,
therefore, is one in which technological change is making
it easier for the world to share information. In principle,
this should provide opportunities to build on earlier experience
of using technology to support basic education, and to harness
new techniques to its expansion and improvement. At the same
time, appropriate use of the technologies is likely to be
shaped by changes in the regulatory framework of telecommunications
and by insights from new approaches to education that have
gained prominence in the last decade.
is a wealth of experience in using technologies to serve the
needs of various audiences for basic education. Assessments
are difficult as the documentation is scattered and good evaluations
are rare. Before looking, in section 4, at the ways in which
technologies have been used for different audiences, we examine
here the current state of development of the technologies
and identify various strategies that have been adopted for
their use.
a theme of much recent discussion of informatics is the convergence
of computing and broadcasting technologies, major differences
remain between them, at least from the perspective of an educator.
Both sets of technologies can be used either to make incremental
changes to regular education or to provide access to resources
that are not conventionally available to the classroom or
to the individual learner. But the ways in which they are
used, the challenges they offer to the educator, and their
different cost structure mean that it makes sense initially
to consider them separately. We do so in sections 3.4 and
3.5. We look in section 3.6 at the application of technologies
to distance education.
New information
and communication technologies have attracted much recent
attention among educators. Computers have been used in an
attempt to change, strengthen and improve basic education
in a variety of different ways and for a variety of different
purposes. We start by looking at the rationales for using
computers in education and then at strategies for making them
available to learners.
Rationales for the use of computers
It is
worth distinguishing between various different rationales
for using computers in education so that policy decisions
can sensibly reflect educational purpose. An analysis by the
Commonwealth Secretariat, which drew on reviews of Commonwealth-wide
practice, usefully distinguished four rationales for introducing
computers to education; the development of Internet communications
means that we now need to add a fifth.
1: To build a resource of people who are highly skilled in
the use of information technology. Where governments see information
technology as a means of strengthening the economy, and want
to develop a workforce with vocational skills for computer-related
activities, computer-education programmes have been set up
to develop a cadre of people with specialist skills.
2: To equip all students for a future in which technological
awareness and basic computer skills will increasingly be important
for greater numbers of citizens. Countries have adopted this
approach as they see that, whether or not the country is likely
to be a producer of computer hardware or software, their citizens
need to be in a strong position to take advantage of technological
developments as they arise.
3: To use the technology to enhance the existing curriculum
and to improve the way in which it is developed. Computer-assisted
learning programs, in which the computer takes over some of
the activity of the teacher, fall within this rationale.
4: To promote change in education by moving towards a more
relevant curriculum and a new definition of the teacher's
role. Some computer projects have been designed to shift the
curriculum in the direction of practical learning of information-handling
and communication skills rather than concentration on memory.
5: To allow learners to seek information from databases, especially
through the Internet, and use computer technology to communicate
with other schools, colleges and learning communities. This
rationale opens up new learner-initiated opportunities. This
fifth rationale has been developed in the last five years.
four rationales adapted from Commonwealth Secretariat 1991:
Of course
the rationales overlap and national policies may embrace more
than one but their curricular and cost implications are different.
The first
rationale leads to investment in courses at the upper end
of secondary education, in vocational training, and in tertiary
education. Whole-hearted adoption of the second rationale,
concerning the education of all future citizens, suggests
that computer-related education should be at the upper end
of the universal stage of education. It is likely, too, that
educational content will rely on generic software - allowing
children to develop basic skills in wordprocessing or the
use of databases and spreadsheets for example - rather than
the use of subject-specific computer-aided learning. The third
rationale has been the subject of the most severe criticism;
early computer-aided learning proved to have high unit costs
and, in many cases, simply offered an expensive way of offering
drill and practice, with keyboard and mouse instead of pen
and paper. The fourth and fifth rationale both suggest that,
if computers are to be used in school, it is necessary to
think through their consequences for the curriculum; changes
in the curriculum will not occur through technology alone.
The fifth rationale presents new opportunities for reshaping
the curriculum but demands not only that schools should have
access to computers, but also have, and can pay for, access
to the Internet.
No matter
which rationale dominates, the use of computers in the classroom
presents significant demands to ministries of education. Computer
equipment - hardware - needs to be provided and accompanied
by appropriate software. Staff using computers need training.
Where computers are used mainly, or even partly, for access
to the Internet then reliable telephone access and an agreement
with an Internet service provider are also required. We look
at the costs involved in para.
and turn next to the strategic issues involved in getting
access to computer technologies for schools, and in some cases
for getting access to the Internet.
Strategies for getting access
The use
of information and communication technologies in education
has been constrained by economics. At present, few low or
middle-income countries have been able to develop nation-wide
programmes for the use of computers in the classroom. Where
there are programmes to develop educational capacity in information
and communication technology, they tend either to concentrate
on tertiary education or to be limited to a small number of,
usually, urban, schools in a pilot project. These initiatives
may form the first stages in an overall government strategy
or be piecemeal developments dictated by budgetary limitations,
political interest and serendipity.
the world, there is a clear pecking order when integrating
communication technologies into the formal educational system
- tertiary downwards and with primary education low on the
list. This situation is changing mainly in OECD (Organisation
for Economic Cooperation and Development) countries and NIC
(newly industrialised countries) for various reasons: national
communications policies; increased governmental funding; the
integration of the technologies into all levels of national
curricula; generally far cheaper hardware and software and
increased private ownership. These governments are now funding
nation-wide initiatives to build up hardware, software and
accompanying skills at all educational levels including the
lower secondary, primary and even nursery levels.
As a result,
a variety of different approaches have been adopted to enable
schools to get access to computer hardware and software. Five
approaches can be identified.
1. direct
provision of computer hardware and software to existing schools
2. building
new customised schools or computer suite annexes
3. bringing
resources to schools via mobile units
4. providing
access for children via a variety of community-based resource
centres, e.g. libraries, technology access community centres,
non-profit organisations
5. mediated
access - where someone with access to a computer and Internet
helps children who do not
of these appear in table 3.2. The first three strategies bring
computers to individual primary schools. The fourth takes
children out of school to computers off-site. In the fifth,
the child does not have actual hands-on access to computers
but benefits, directly or indirectly, from someone who does.
one and two put computers into individual primary schools
enabling pupils to have permanent and regular access to them.
But heavy demands accompany computer supply. In some cases,
mainly in industrialised countries and where it is difficult
to adapt existing buildings, strategy two has been favoured
with the building of new annexes within schools.
it is not possible to equip every school, strategy three involves
the development of mobile units equipped with satellite and
computer equipment. Units can then visit schools on a regular
basis, thus offering limited access to a number of schools
within a whole region and on regular basis. They are also
a means for bringing technology to marginalised learners such
as girls in segregated schools and unemployed youth with no
access to formal schooling.
3.2 The fourth strategy to enable children is making use of
computers somewhere outside the school. A number of countries
have developed telecentres, or public access points to computer
facilities. These have parallels to the 'early days of telephones.
In those days, only the elite had their own telephones, so
society evolved the concept of public telephones, which anyone
could use, paying only the cost of their actual use' (Fontaine
and Foote, 1999). Similarly, telecentres are public places
where people can come to use computers. Telecentres exist
in a diversity of forms. Some are commercial while others
are not-for-profit; some are free, while others charge. They
can operate on an appointment or drop-in basis. Some offer
training in software applications and provide induction to
new users while others operate on a solely self-access basis
for experienced users (wanting email, on-line distance-education
courses, Internet access and computer games). Some are highly
equipped, staffed telecentres offering a wide range of other
technological facilities such as reprographics, television/video,
fax, telephones. Others are unstaffed kiosks. In some, the
telecentre is part of a wider community education centre catering
for different target groups, including school children, and
offering classes and meeting rooms. Telecentres exist in range
of locations including libraries, bus stops, cafés, shopping
malls and voluntary sector premises.
The fifth
strategy provides more restricted access to computer facilities.
It assumes that, even without direct access, the schoolchild
can benefit, directly or indirectly, from someone or some
institution that does have access to information and communication
resources and, in particular, access to the Internet. This
type of strategy is a new development, set to expand, and
we are beginning to see innovative initiatives, large and
We can
see examples of the five options operating in low- and middle-income
developing countries but usually with restricted coverage.
Strategies three, four and five hold particular significance
to developing countries for overcoming access problems created
by economic, infrastructural and geographical challenges.
The pooling of resources, through community networks, resource
centres, and telecentres has been seen as an important way
forward and an 'eminently sensible social and political approach'
providing the road to wider and more equitable technological
access (CTC Review, 1998).
In high-income
countries, the first four strategies commonly operate at primary
and junior secondary levels. Provision of computers to individual
schools is widespread and it is increasingly the norm to find
upwards of one computer per classroom in state primary schools.
At the top end, we can see primary schools with classroom
computers as well as dedicated computer suites with one computer
per two children. Strategies three and four are often an extension
of well-established regional library service systems. Increasingly,
well-supported national library services have expanded from
books to include the lending of commercial or educational
CD-ROMs and video- and audiocassettes. In addition to computerised
self-access centres for adults, many libraries have a dedicated
children's section with computers and software, to be used
on a school visit, after-school club and drop-in basis. Many
children also benefit from privately owned computers to which
they have access at home. In combination these strategies
create a range of educational opportunities for school children.
initiatives are led by an increasingly wide number of drivers
often working in collaboration - governments, multi- and bilateral
donor agencies, NGOs, trusts, the communications industry,
companies via tax benefits, computer recycling and donation
schemes. Most of the initiatives, particularly the high-tech
ones, are in a pilot stage, especially among least developed
countries, and have, understandably, tended to prioritise
learning opportunities for teachers, extension workers and
people operating small businesses rather than for young learners.
acclaim for the educational strengths of information and communication
technology there is a widespread concern that access to it
tends to entrench existing inequalities not only between but
within countries. Within low- and middle-income developing
countries, for example, a very clear divide in access to computers
exists between private and public schools, urban and rural
areas. Similar disparities are reported from OECD and NIC
countries despite the much higher level of resources they
can devote to the technologies.
The Internet for professional support
telecommunications may have implications far beyond formal
schooling of the kind which has dominated our discussion so
far. We look below (4.5) at the significance of improved communications
in health and medicine, with potential benefits for health
education. Telecommunications have, for example, the potential
to help countries with limited medical expertise and resources.
Telemedicine and telehealth are health delivery systems that
increase the medical and health resources available to medical
practitioners for diagnosis and treatment between two or more
locations using technology-assisted communications. The technology
can vary between basic telephony, digital land line, cellular/wireless,
satellite and broadband networks such as ATM.
services include access to remote expert systems (teleconsultations)
and remote sensing (telecardiology, telepathology, teleradiology).
It is suitable for long-distance, emergency patient treatment
in areas without a sophisticated health service such as at
sea, in remote or war-torn areas. The consultations, for example,
can take place in real time by radio, telephone or videoconferencing
or off-line via email exchanges. Telehealth, more the domain
of health workers, is to do with preventative health care
or the provision of health services to those who are at a
distance from the service providers but who are not necessarily
ill. This includes access to remote national or international
telehealth resources concerning the prevention and identification
of serious diseases -documentation centres, databanks, information
networks, electronic conferences, on-line medical journals
and courses. Databank examples include INFOLEP, MEDLINE, AVLINE,
BIOETHICLINE, and TOXLINE. Documentation centres include CANCERLIT
and web versions of leading medical journals such as the Lancet.
radio and television have long been used in education, to
raise the quality of education within school and to extend
teaching to audiences outside. Work of this kind continues.
Many countries, of all income categories, continue to offer
schools broadcasts. Radio is widely used for public and adult
education, often as an auxiliary to the work of other extension
in broadcasting have been influenced by the social and technological
changes identified above (3.2.2). The shift of emphasis away
from public-service broadcasting to a deregulated sector,
increasingly dominated by small stations and transmitters,
has been accompanied by technical changes. Many of the newer
stations are broadcasting in FM only; the move away from medium-wave,
AM, frequencies are reducing national coverage. It is possible
that direct satellite broadcasting may, again, bring extremely
wide broadcast coverage. At present, however, direct broadcasting
by satellite exists on a trial basis only, and requires relatively
expensive and specialist receivers.
With these
caveats, radio and television broadcasting remain an important
means for supporting existing formal education. Three approaches
have been followed in using broadcasting to support basic
education: first, direct class teaching which substitutes
for teachers on a temporary basis; second, schools broadcasting
and third, general children's programming on mainstream national
and commercial radio and television stations). The first two
are used directly within schools while the third operates
outside in the more general public domain. The strategies
are set out in table 3.3. One variant of the first approach
- interactive radio instruction - has attracted much international
interest, and is discussed below (3.5.1). It is distinguished
by three main features. It is designed for direct teaching,
rather than enrichment; broadcasts demand frequent responses
by children as they listen; projects have generally devoted
significant energies and investment into curriculum development
so that their development costs have been higher than those
of conventional radio.
Direct class teaching: Interactive radio instruction
The first
approach has been dominated by a series of Interactive Radio
Instruction (IRI) projects. These bring ready-made 20-30 minute
direct teaching and learning exercises to the classroom on
a daily basis. The radio lessons, developed around specific
learning objectives at particular levels of maths, science,
health and languages in national curricula, are intended to
improve the quality of classroom teaching and to act as a
regular, structured aid to poorly trained classroom teachers
in under-resourced schools. Children interact with the radio
presenter by answering questions, singing or performing practical
tasks in carefully timed pauses in the audio script. Teachers
can prepare or integrate the lesson in their own way or where
available, according to suggested extension activities in
printed teachers' notes.
evaluations have demonstrated the educational effectiveness
of IRI: the children consistently perform as well as or better
than control groups in tests; it can narrow gaps in achievement
between rural and urban children and between boys and girls;
where teaching quality is low, it promotes greater standardisation
of teaching in schools; the methods and models in the programmes
can contribute to a teacher's professional development.
We look
at the extensive case-study evidence on interactive radio
below (4.1.3)
Schools broadcasting
The second
approach is schools' broadcasting. Unlike IRI, schools' broadcasting
is not intended to bear the main burden of direct classroom
instruction. Instead, the aim is to provide teachers and learners
with complementary resources and learning experiences not
locally available. Teachers can choose to slot them into their
class work. These programmes, geared to national curricula,
are available in a range of subjects and often with back-up
resources (print, cassettes, CD-ROMs). Typical strategies
include story telling, dramatisations and interviews. They
can be used according to broadcasting schedules or, where
technology permits, the teacher can get them recorded for
later use at more convenient times. In the latter case, broadcasting
stations are used to disseminate educational materials. Schools'
broadcasting materials give greater control to the teachers
than IRI, particularly when in cassette form, and help teachers
draw on a wider range of resources and use a multi-media,
multi-channel teaching approach. However, it is a strategy
that depends very strongly on the ability of the teacher to
integrate the materials into their classroom. The lesson here,
as with IRI, is that educational broadcasting cannot afford
to skimp on teacher and producer training.
We can
see radio and television schools broadcasting in a range of
countries and in a variety of organisational patterns. Some,
in high-income countries, are based within large broadcasting
corporations, have extensive programming (BBC table 3.3 Education
Radio and Television, the NHK Japanese Broadcasting Corporation)
and can broadcast over several national radio and television
channels, sometimes (eg. NHK) on dedicated educational channels.
Others are units based within the Ministry of Education, and
part of collaboration between the Ministry of Information
(where the broadcasters are located), Curriculum Development
Centres and a book production and materials resources unit.
The latter is typical of lower-income developing countries.
They tend to have a far smaller output that is restricted
to certain slots within national or local broadcasting schedules.
Regional or community radio stations can often reach only
modest numbers of schools but may be able to extend their
influence if they can supply programmes in cassette form or
arrange to share material with other radio stations. Within
industrialised countries, school broadcasters can expect schools
to be equipped with recording facilities and therefore freer
of broadcasting schedules than in poorer countries where recording
equipment cannot be assumed.
Non-formal children's programming
The third
approach - non-formal children's programming - consists of
radio and television programmes on community, national and
international stations which are aimed at children in or out
of school at the primary and junior secondary level. These
may provide general and informal educational opportunities
and exist in a variety of radio and television forms, including
popular culture quizzes, story-telling, and educational cartoons.
children's programming has been gaining increasing attention
in the shift towards sophisticated, intergenerational and
multi-channel communication strategies and growing recognition
as an undervalued educational resource. An emphasis on the
need for links between formal and non-formal education, the
recognition that learning is an intergenerational phenomenon
and that children play a crucial role in teaching each other
have all led to an increased concern with informal and nonformal
opportunities for learning both in and out of school. Mainstream
children's programming has a role to play here. We can see
this development most clearly in recent types of health campaigning
which are no longer conceived as one-off projects but highly
planned long-term campaigns based on extensive formative research.
Generally, these combine popular, prime-time radio and television
programmes with a wide range of supporting activities directed
towards different target groups the community. Increasingly
schools are taken into account in these campaigns.
One major
stumbling block here is that children's programming is particularly
vulnerable where market forces rule: advertisers, marketers
and managers see less profit in children's programming than
for other target groups; children's programming (e.g. USA's
Sesame Street and the UK's Tele Tubbyland) is neither an easy
nor a cheap option compared to other programming. Where it
does exist, rampant commercialism has entered children's programming.
It is therefore not surprising that in many countries, particularly
low income, there is very little home-grown children's programming,
educational or otherwise, and instead a predominance of imported
foreign-origin programmes, often cartoons.
A variety
of strategies have been adopted to stimulate the development
of children's programming. First, a small number of countries
have developed and followed well-articulated national policies
for the development of television for children backed by government
support in the form of public-service broadcasting on government
stations or quota demands on commercial broadcasters. A survey
of nine Asian countries, for example, found that China, Vietnam
and Japan had developed policies of this kind (Goonasekera
where children's broadcasting depends on imported children's
programmes, then international agencies have sometimes played
a role in funding the making of good programmes or funding
their distribution. An international consortium of 70 animation
studios, for example, was funded by UNICEF to produce broadcasts
spots for 2 200 broadcasters in 160 countries based on different
articles in the Convention for Children's Rights. These are
intended for both children and adults.
A third
strategy is to produce programmes that can be used in a range
of ways. For example, popular health and children's programmes
can be broadcast at prime family times but can re-broadcast
as schools broadcasting and exploited in more child-appropriate
extension activities.
A fourth
strategy is the using of commercial children's and family
radio and television programmes as educational resources in
themselves and the basis for children's media education.
of distance education themselves use a variety of different
technologies so that they may embrace, even rely upon, broadcasting
as well as print and associated face-to-face study. At some
levels of education, they are beginning also to use computer
As noted
in our retrospective view (section 2) distance-education programmes
have been set up to offer an alternative, out-of-school, form
of primary schooling for both children and adults. They are,
however, the exception and have not proved transferable across
cultures: the radiophonic schools of Latin America, with considerable
achievements to their credit a generation back, have not proved
a replicable model for other parts of the world. There is
wider use of distance education for those who have reached
the top end of primary schools. The open schools of India
and Indonesia, for example, offer an alternative form of junior
secondary schooling and may be a growth point for the future.
Their use of technology tends to be simple, relying heavily
on print with only a modest use of broadcasting or cassette
The other
major use of distance education, discussed in section 4.7,
is to support the work of intermediaries, a blanket term to
include both primary-school teachers and extension agents
and health workers. There is widespread, successful, and continuing
use of distance education for teacher training, using a range
of technologies and reaching both large numbers and significant
proportions of the population.
distance education has used modest and relatively simple technologies:
radio and print have been the staples. There are now the beginnings
of the use of the Internet both to distribute teaching materials
to students and as a means of providing a tutorial service
but these are mainly confined, so far, to higher education.
Within francophone Africa in particular computer and satellite-based
technologies are beginning to be used for the inservice education
of teachers and school administrators, with a number of projects
initiated by CIFFAD. We may expect new forms of distribution
to be of growing importance, especially for professional upgrading
programmes where they may be of particular value for isolated
professionals in small states and states with low densities
of population.
To summarise,
while there are major national and geographical differences
in the pace of educational change, there are a number of common
features which are marking the adoption and application of
communication technologies to education.
severe checks in many countries, and in some cases, especially
in subsaharan Africa, an actual decline in enrolments, the
last decade has been marked by educational expansion, within
which enrolments have been growing faster for girls than for
boys. Expanding demands for education have been accompanied
by developments in communications technology which have prompted
interest in the use of technologies both to extend education
and to raise its quality. At the same time, political changes
have led to an increasing acceptance of a private-sector role
both in education and in the management and control of public
trends can be exemplified by the arguments for, and development
of, the use of computers in education. A variety of strategies
for enabling schools to use computers and get access to educational
resources through the Internet have been adopted and a range
of experimental projects set up in both developing and industrialised
countries. At the same time broadcasting - including direct
teaching, enrichment programmes for schools, and informal
programmes for use outside school - has continued to play
an important, if less attention-grabbing, role in the education
of children and adults. New and old technologies alike have
been used within programmes of open and distance learning,
addressed to individual learners and to groups of professionals,
including above all teachers, seeking professional upgrading.
In the
next section we look in more detail at recent international
experience before moving to an assessment of its significance
in section 5.


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Following a Labour caucus meeting this afternoon, David Shearer has retained leadership of the party. He was seeking to stifle rumours that David Cunliffe was seeking the leadership role, and was about to attempt a coup.
Photo by SNPA Nov 19, 2012
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text:
Sutter agrees to extend dental surgery program
Sacramento County's latest dental-care crisis appears to have been averted for now during a meeting Monday at the Capitol.
Convened by Senate President Pro Tem Darrell Steinberg, D-Sacramento, the gathering brought together community health leaders, representatives from Sutter Medical Center, other care systems, dentists, anesthesiologists and advocates for oral health care policy.
The stakeholders hammered out a short-term solution to ensure that developmentally disabled adults and children have access to oral health care that often requires full anesthesia for the special-needs patients. Some patients with severe autism, for example, are so sensitive that they need to be put under so a dentist can work on their teeth without incident.
The issue arose after Sutter Medical Center officials announced last month that the hospital planned to shut down its dental surgery facilities on July 31, saying they could no longer afford such care due to low Medi-Cal reimbursement rates for low-income and disabled patients. Because laws prevent nonprofit hospitals from denying care to one particular population, Sutter could not keep its dental surgery program open to anyone.
Sutter was the last in a long line of Northern California hospitals to discontinue dental surgery, leaving the medically and emotionally fragile patients with no place to go in the region for oral health care.
But on Monday, Sutter reversed course, agreeing to keep the dental surgery program running at least through September, and possibly longer, Steinberg said. Ultimately, two key issues must be resolved: increasing a low Medi-Cal reimbursement and diversion of the more functional patients to other dental clinics.
Steinberg said he is establishing a new, short-term task force to establish clear protocols defining which special-needs patients need to be seen where.
"There needs to be more information about how to determine the appropriate setting for developmentally disabled patients depending on the severity of their condition," Steinberg said. "Not everyone who ends up in the hospital needs to be there."
Dr. James Stevens, president of the California Dental Association, had said Sutter's initial decision was "clearly an access-to-care crisis for our state's most vulnerable citizens."
About This BlogSacramento Bee reporters Cynthia Craft and Sammy Caiola write about community health issues in the Sacramento region. Their work is in conjunction with the California Endowment, a non-profit health foundation created in 1996.
Cynthia H. Craft is The Sacramento Bee's senior writer on health. She graduated from Ohio State University and previously worked at the Los Angeles Times and California Journal. She was a fellow in 2012 at the National Library for Medicine in Washington, D.C. at the National Institute for Health. Reach her at firstname.lastname@example.com or 916-321-1270. Twitter: @cynthiahcraft.
Sammy Caiola joined The Sacramento Bee as a health reporter in 2014. She is a recent graduate of Northwestern University's Medill School of Journalism, where she was a Top 10 finisher in the William Randolph Hearst College Journalism Awards. Reach her at firstname.lastname@example.com or 916-321-1636. Twitter: @SammyCaiola.
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text:
More in Electrical
If your rooms have wood-framed stud partition walls, you may be able to hide the wires within the wall. How easy this is depends on where you want to install the wiring accessory, and on whether there are horizontal braces or blanket insulation in the way. To gain access to the cavity you will have to drill a hole through the head or sole plates at the top or bottom of the wall framework.
Locate the wall position and lift floorboards or remove insulation to reveal the ceiling. Drill a 1/2-inch hole through the head plate (Image 1).
Feed the wire down through the hole and into the wall cavity (Image 2). It will drop freely if there is no blocking or insulation inside the wall.
Cut a hole in the wall at the new accessory position. Fish out the wire (Image 3), feed it into a clip-in mounting box, and fit this into the hole.
Clad one side of the wall. Drill a 1/2-inch hole through the head or sole plate and draw in the wire from above or below (Image 1).
Drill 1/2-inch holes through the studs and thread the wire through until you reach the position of the new wiring accessory (Image 2).
Drywall the other side of the wall. Then mark and cut a hole for the new clip-in electrical box and draw the wire out through the hole (Image 3).
If you want to avoid tearing up a wall you can run wires inside baseboards or special housings, if you follow local codes. These may include:


text:
I think that this is a cute idea but I would need a different wall color a pretty blue would look nice and I could do it in a living room or hallway. Maybe in my next place
Giant wall clock - would love to do this... such a great way to display family photos and get the message across that family time is VERY important.
Not crazy about the red wall, but the "Time Spent With Family is Worth Every Second" is a super cute idea for the living room
Also on these boards
Related Pins
I'm gonna do this with Tucker this coming year (one picture for each month; calendar clock) and give it to his mama next year for Christmas. You could even change out the pictures for each month/number. Time spent with family is worth every second
Great ideas for the home! Clocks home decor wall decor decorations Home Decor Home Design Home Decorating Home Party Ideas Furniture Decoration Ideas D.I.Y Do It Yourself
Wall Clock - Hope it includes directions!
Love this idea of using different clocks to form one massive clock! The times on each of the other clocks can be stopped at a special time like each persons birth time, when they met, etc.
Could do something like this if I modified the arms of a clock to be loosely telescoping so they only display 3-9.
How unique! Originally pinned by Pascale De Groof onto DIY & Craft ideas - Miscellaneous. Via Melissa Miller (Miss Tique) via Cammie Love this idea!!
Good idea instead of messing with stenciling...house numbers might work!
I will be SO tempted to cover my entire house with maps . . . in between all the books that is. ; )
Family Wall Art!! This could be great with different themes…college fun, girls night out fun, kids playing, summertime.


text:
"Companies can bring their own assets in the form of Java code and Web services and stitch those into this product."
Related quotes
"I still think that Visual Studio .NET is superior to any of the Java tools for Web Services, even if it's only by a little. Microsoft has a clear advantage for rapid application development."
"The world today runs on XML, It would even be more prevalent in coming decades as there's proliferation service-based solutions traded on the web cloud"
"You're not going to have to lug around 20 MB of Java 2 on your back to throw into Windows every time you want to run your app. It's going to be there right out of the box on every Mac,"
"Harrods' selection of Sun's Java Integration Suite is a testament to the depth and breadth of its capabilities and its broad adoption in a number of markets, including retail. We look forward to helping Harrods establish a common view of data across the organization to more effectively serve its customer base and reach the next level of integrated multi-channel retail operations."


text:
School Performance Score Rated "A"
by Louisiana Department of Education
Click HERE for more information!
Congratulations to one of our SBUE Knights, Isabella Johnson. Not only is she our very own STUDENT of the YEAR, but she also won Beauregard Parish Student of the Year! She represents our School and Parish with educational excellence, confidence and style. She is just one of our many awesome students at SBUE!
Important Dates
End of 3rd Quarter
March 12th 2015
Report Cards Issued
March 20th 2015
Beauregard Parish Calendar
5 Day Calendar(2014-2015) - List.pdf


text:
Hotel Pension Baronesse
Located in Vienna (Josefstadt), Hotel Pension Baronesse is close to Theater in der Josefstadt, Vienna City Hall, and Burgtheater. Also nearby are Austrian Parliament Building and Museum of Natural History.
Property Features.
In addition to tour/ticket assistance and a safe deposit box at the front desk, Hotel Pension Baronesse features express check-in. Complimentary wireless Internet access is available in public areas. For a surcharge, guests have access to a shuttle from the hotel to the airport during limited hours.
The 40 guestrooms at Hotel Pension Baronesse include safes and hair dryers. Guests can use the in-room complimentary wireless high-speed Internet access. Rooms are equipped with flat-screen TVs with cable channels. Housekeeping is offered daily.
Good value for the price. Convenient to transit with very helpful, friendly, and…
The room was clean and comfortable. Front desk personnel very friendly and helpful. You…
Enter dates to check prices
Hotel Info: 01 65 69 441from €47
- Superior Double Room Single Use
- Standard Single Room
- Superior Single Room
- Comfort Double Room Single Use
- Standard Double Room
- Comfort Double Room
- Comfort Quadruple Room
- Double Room (Special Offer)
- Comfort Triple Room
- Deluxe Single Room
- Superior Double Room
- Standard Single Room
- Deluxe Double Room
- Standard Double Room Single Use
- Standard Double Room
- Superior Triple Room
- Standard Twin Room
- Family Room
Recommended hotels
At a glance
Key facts
Hotel size
- This hotel has 40 rooms
- This hotel is arranged over 4 floors
- Check-in time 2:00 PM-midnight
- Check-out time is 11:00 AM
- Express check-in
Required at check in
- Credit card or cash deposit required
- Government-issued photo ID required
Travelling with others
- No pets or service animals allowed
- Free WiFi in public areas
- Free WiFi in rooms
- Airport drop off during limited hours *
- No parking
Nearby Four Star Vienna hotels
In the hotel
- Buffet breakfast daily (surcharge)
- 24-hour front desk
- Tours/ticket assistance
- Luggage storage
- Number of buildings/towers - 1
- Safe-deposit box at front desk
In the room
- Premium bedding
- Separate sitting area
- Private bathroom
- Bathtub or shower
- Hair dryer
- Flat-screen TV
- Cable TV channels
- Free WiFi
- Daily housekeeping
- In-room safe
Top Vienna hotels
Recently reviewed hotels in Vienna
- Hilton Vienna PlazaFrom
"pleasant hotel"Mar 8, 2015
- KIBI RoomsFrom
"Good time"Mar 8, 2015
- Hotel Graf StadionFrom
- Starlight Suiten Hotel Am HeumarktFrom
"Loved this hotel. Great location near park and metro. Can walk downtown in 10-15 minutes. Room had living room and very spacious. Staff downstairs were very kind and helpful. Only…"Mar 6, 2015
Nearby hotels
Hotel Pension Baronesse's small print
Mandatory fees
You'll be asked to pay the following charges at check in or check out:
- A 3.2 percent city/local tax will be charged
- 3.2 percent tourism fee will be charged
- Resort fee: 3.2 percent of room rate
Optional extras
Parking is available nearby and costs EUR 16 per 24 hours
Buffet breakfast is offered for an extra charge of EUR 12 for adults and EUR 6 for children (approximately)
Pets are allowed for an extra charge of EUR 10 per pet, per day
Airport shuttle service is offered for an extra charge of EUR 20 per vehicle (one way)
Airport shuttle service for children between the ages of 5 and 16 costs EUR 20
We have included all charges provided to us by this hotel. However, charges can vary, for example, based on length of stay or the room you book.


text:
Markets Down in Technology and Oil
(NEW YORK) -- Stocks were down on Tuesday, with The Dow dropping 83 points, the Nasdaq losing 29 and the S&P giving up 11. The tech and oil sectors were the biggest losers on the day.
A slowdown in China and Europe led to an 11 percent slump in revenue for Chip maker Advanced Micro Devices.
Also crude prices fell nearly a dollar to 85-2, but gas prices rose about a nickel over the past week.
Copyright 2012 ABC News Radio
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text:
Restaurants in Albuquerque, Santa Fe and Northern New Mexico, searchable by cuisine and location, with ratings and reviews. Get educated before you eat!
Chillz Frozen Custard
2720 Central Ave SEUniversity)
Albuquerque NM 87106
(505) 265-5648
Mon-Sat: 11am-10pm Sun: noon-8pm (hours can change without notice)
Cuisine: Ice Cream/Smoothies/Gelato/Fro-Yo
Chillz Frozen CustardWinner of Best Frozen Desserts in our 2010 Best of Burque Restaurants poll. One of the best reasons to celebrate our long, hot summers, Chillz' creamy custard is only made better with the addition of crunch, fruit and syrups. Sometimes brain freeze is a good thing. (Alibi Staff, August 11, 2010)
Today's Events
Lunar Monday at New Mexico Museum of Natural History and Science
Birds of Paradise: Amazing Avian Evolution at New Mexico Museum of Natural History and ScienceMore Recommented Events ››
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We stayed at the Revere for a parent's getaway night (deal through living social). Overall, I'm very happy that we paid what we did as I would probably have been more disappointed if it had been much more expensive. But it was a very nice location and after all - it was our getaway overnight so that right there makes it enjoyable!
I had read the other reviews so was on guard for the "strong scent," the "loud and slow elevators," etc. But I kept an open mind.
We arrived early (noon for a 3:00 check in) and our room wasn't ready yet - I wasn't surprised and I asked the very nice young woman behind the desk not to worry about it as we were planning to explore the city anyways. She let us check our suitcase and we were off to do the tourist thing.
We returned around 2:30 and our room was ready (by the way both my husband and I thought the notorious scent in the lobby was nice. I really liked it, he said it wasn't that bad). We were on the 24th floor, so after receiving our complimentary champagne toast upon arrival we headed up in the elevators. Never during the time we were there, did we have a long wait for the elevator. And we were on the top floor.
The room was beautiful. Not our style as we are more family, cozy types but we can appreciate an attractive decor. Clean lines - it does help if you know the hotel theme of theater inspiration (i.e. sign for door says "talent at rest"). The room was spotless, balcony overlooked the city with beautiful views. I found the bed comfortable, my husband wasn't a huge fan. But that kind of thing is so subjective. There is a "pillow menu" and I am at fault myself for not choosing a different pillow - the feather style pillows that were on the bed were too squishy for my but that's my fault for not asking for a different one.
We had tickets to blue man group (highly recommended) at 8:00, so we went down to the concierge to ask for suggestions in the area for dinner. This was our first disappointment - the concierge (I'll leave him name out) seemed annoyed that either we had not made reservations or that we were pestering him for help with a restaurant. We actually didn't want him to call around to get us a table (although we appreciated him doing that) - we just wanted some names of places. Oh well. Sorry that we bothered you?
We had a wonderful time at the show and returned to our room - this was an odd part - we had taken a nap before going out and had left the bed disheveled. But when we returned at 10:30 the bed had been remade and my clothes had been folded on the bed. Kind of the opposite of turn down service which we would have expected. We're not regular customers at 5 star hotels so I'm not sure if that was what they were going for but it seemed peculiar to us.
Once we turned the lights out we experienced what many reviewers have mentioned - the noise! The noise! THE NOISE! I have never heard so much noise from the hallway as we did here. I would strongly recommend to the hotel that they install sweeps under the doors because the "entranceway" of the room is laminate / hard floor. Most hotels are fully carpeted, causing the doorway to be more sealed. But here there is a significant gap under the door - so much so that we didn't need a nightlight, the room was lit with the light shining under the door. And if the light can get under, the sound can too. The next room was having trouble with their key and we lived through the experience. The saving grace was that we were at the end of the hall so there weren't a lot of people coming by thankfully. And with it being winter there weren't a lot of customers getting ice at the machine next to our door. We did hear noise from the elevators all night long - I can only imagine if we had been next to the elevators themselves. Perhaps because we were on the top floor we got more noise from the equipment being right above us?
The next morning we had a nice breakfast in the Rustic Kitchen restaurant attached to the hotel. Nothing amazing, but convenient and average taste.
So I would give the Revere points for location (lots of points for that!), points for the amazing Skoah skin products (lots of points for that too!), and the staff were very friendly (with the exception of concierge) and helpful. Cons included the NOISE and the NOISE. And the concierge was so - so.
Would we return? Perhaps. But there are so many other places in the area that it would have to be a really good deal to return. I did love the skoah products so much that I plan to order some online for myself (couldn't figure out if we could buy them at the hotel and if so, how to?).
- Official Description (provided by the hotel):
- Discover a destination that redefines luxury and puts its own spin on the Boston experience. Just a stone's throw away from the Commons, our boutique hotel takes inspiration from the city's rich history while reveling in the unpredictable. Each space at Revere complements the next, allowing you to create your own unique and original Boston experience. Our spacious guestrooms will be your hub from which to experience the rest of Revere. Stage a groundbreaking production in one of our innovative venues. Propose a toast to the nights you'll never forget in The Emerald Lounge. Indulge in the true taste of New England with one of Rustic Kitchen's authentic entrees. Explore a completely new side of Boston. ... more less
- Reservation Options:
- TripAdvisor is proud to partner with Expedia, Hotels.com, Booking.com, Orbitz, Hotwire, Priceline, TripOnline SA, Odigeo and Tingo so you can book your Revere Hotel Boston Common reservations with confidence. We help millions of travelers each month to find the perfect hotel for both vacation and business trips, always with the best discounts and special offers.


text:
Man Pleads Not Guilty to Lewd Conduct Charge
(BLACKFOOT) – A Menan man has pleaded not guilty to a charge of lewd conduct with a minor in Bingham County District Court.
Kade Mitchell Blackburn, 18, was allegedly involved in a relationship with a girl under the age of 16 in September, with an additional charge dating back to an incident in May.
Blackburn remains in the custody of the Bingham County Jail on a $20,000 bond.
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text: NEW YORK, NY -- Much to the shock of no one that owns Sony's Playstation 4 Video Game Console, it appears that Microsoft's insidious Digital Rights Management System, or "DRM", reared its ugly head during a local tournament for the Xbox One title Killer Instinct in New York City on 12 December 2013. During a live broadcast of the tournament on Twitch.tv, it appears that Microsoft's DRM system on the Xbox One activated, dropping the players back into the Xbox One Operating Systems' "Home" screen and prompting them to verify that they "own this game or app". It took nearly four minutes to resolve the DRM issue by connecting to the Internet to verify the software as genuine. This issue may prove to be a deal-breaker for the Tournament Organizers Party, which may opt not to run tournaments for games on the system, including Killer Instinct, should DRM issues such as these continue.


text:
BPL Community Profile
John S. (jshann) - BPL Forum Member
You cannot send this user a personal message (PM) because they have not specified a PM email address yet.
All Forum Posts by John S.
Showing 3501 - 3510 of 3856 | Page: 1 ...342 343 344 345 346 347 348 349 350 351 352 353 354 355 356 357 358 359 360 361 ...386
Re: Re: Re: Northern Lites Snowshoes: 25" or 30"?
Dondo, on most trailrunners I don't see a good area in the heel for the back snowshoe strap. Do you need to buy special trail runners for snowshoeing?
Re: Re: Vapo barriers, condensation and bivies
Michael, sorry I missed this question. I have not seen the breakdown between lungs and skin. If I run across something in my websurfing, I'll post it. A theoretical exercise puts a little mo...
Re: Man Vs. Wild
In the rockies episode, he ate that snake right by where he slept. An animal comes into camp because of that mistake and he got scared and bolted in the middle of the night. He admitted not having ...
Re: Interesting points about pyramids
I would not consider those shelters bombproof. Though they are pretty storm-worthy, I do not think they are on the level of mountaineering tents. They would probably deflect more than flap in the w...
Re: Re: BPLRank???? What dat?
Length of time a member and degree of participation in forums.
Re: Re: Re: Re: 1.25 lbs of food per day
My hiking motto is...JUST EAT! All that worrying about ratios and such is nonsense to me. My snickers bars rule. Check the arctic 1000 on their food. They ate more junk food than you can shake a st...
Re: Ultralight in the icebox
Robert, yes active sweating will be minimized in cold weather until the exercise raises your body temperature slightly to induce active sweating. A vapor barrier does not, in my opinion, result...
Re: Re: Re: 1.25 lbs of food per day
PJ, it appears wikipedia agrees. http://en.wikipedia.org/wiki/Digestion P.S. I got caught masticating at work this morning and I wasn't even embarassed!
Re: Observations point to the Obvious
how long is recorded history...a hundred years?
Re: Ultralight in the Icebox
I don't think the below sentence is accurate. Human skin does not sweat in response to "sensing" humidity differentials between "outside" and "inside". "...
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GoLite Dawn
I have had this pack for several years and have taken it on multiple backpacks ranging from 2 days to 6 days. My pack weights have been over 15 pounds a few times with no problems. The materials and w...


text:
Founded in 1787, Marylebone Cricket Club is the most active and famous cricket club in the world and owner of Lord's Cricket Ground - the Home of Cricket.
© Copyright 2015
MCC's Universities scheme writes a number of unconventional cricketing stories - typified by Glamorgan's young quick bowler Mike Reed.Read more
Twenty-year-old Zain Shahzad has been selected to join the MCC Young Cricketers next season after impressing MCC Head Coach, Mark Alleyne, during the 2012 Wisden City Cup competition.Read more
Sarah Taylor, England Women's key player for the upcoming ICC World T20 in Sri Lanka, says joining the MCC Young Cricketers was the best decision of her career.Read more
MCC played their inaugural fixture against a Tower Hamlets District Schools Cricket Association team captained by MCC Young Cricketer Dipayan Paul.Read more
Dipayan Paul, the MCC Young Cricketer who won his place on the scheme after impressing in the Wisden City Cup last year, took match-winning figures on debut.Read more
Tony Greig has used his 2012 Spirit of Cricket Cowdrey Lecture to urge cricket's global powerhouse, India, to show responsible leadership of the game.Read more
Former MCC Young Cricketer Alex Hales came agonisingly close to being the first England player to make a T20I ton as he helped them to victory over the West Indies.Read more
Former England captain Tony Greig will deliver the 2012 MCC Spirit of Cricket Cowdrey Lecture from 6.30pm.Read more
Cambridge and Durham MCC Universities will meet in the MCCU final at Lord's on Friday.Read more
Seven MCC Young Cricketers and MCC Universities women are among the 14-player squad named in Charlotte Edwards' squad to face India in five ODIs and two T20Is.Read more
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Founded in 1787, Marylebone Cricket Club is the most active and famous cricket club in the world and owner of Lord's Cricket Ground - the Home of Cricket.
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Stepping (barely) into the professional market
I drop a paper off at a hardware store and over the last couple of years, the manager and I have developed a decent relationship. He bought some tomato plants from me last year and was going to buy some more this season, but then he asked me about the possibility of supply flats of plants for him to sell. It means a potential loss of at most $200 (the price I am selling them to him vs. what I sell at flea market type events) but that is if I sell none anyplace else. Plus I deliver 100 plants at a time and do not have to sit around waiting for a customer to show up.
But the real reason I wanted to do this is because they have five stores. Next year, they could easily want at least 200 plants per store, maybe more. I can handle this, plus another 500 for me to sell. It would be a nice step toward doing this as a living.
I wouldn't see it as a loss of $200 but a gain, since you weren't selling to them before. (and yes, not sitting around doing the retail end, which means you have time to do other money-making stuff, like growing more plants). making money selling wholesale is about volume.
congratulations on a new venture.
I ended up selling only about 50 plants at the store about $370 in all. Some things I will do differently next year.
First, hook up with more gardening clubs. A place up the road found out I had plants for sale, mostly after they had a great start on the gardens, but I still sold over $100 in a couple of days. Had I had more Bell peppers, I could have sold more.
Sow seeds later. I waited a couple of weeks longer this year than last and was still two weeks too early. The plants were almost too big.
Use smaller containers and sell for less. I used 18-cell trays this year (3" square) and sold the plants for $2 each. Next year I'll use nine four-packs per tray and sell each one for $2.50.
Stagger seed sowing. That way, I'll have good size plants during all of May, not nice size ones for the early planters but giants for the later people.
Promote them more. I'll use Craig's list a lot more next year. I also deliver a couple hundred papers to business owners and I'll make sure to include an order form with each paper as well as offer to deliver them for free.


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Egress drainage
Just wondering what do you use to protect/cover the outside drainage from clogging up by the leaves in the fall?
We have an egrass door into the basement, there is no overhang to protect the leaves from clogging up the drainage. The area is about 3 sq ft, when it rains, the leaves could really clog up the draining (2-1/2 inch in diam.)
I would appreciate any suggestions.
How often do you use this door? Perhaps a wider, screened cover would do the trick.
We have a similar situation (partially covered stair) and I am thinking about making a raised floor out of pressure-treated lumber that would lay on 2x2's directly on the ground, and maybe with some galvanized screening tacked underneath. I think it would be much less likely to clog between cleanings since the water would drip through freely.


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The boy slipped onto a Las Vegas flight, unticketed and unattended.
The father of 9-year-old plane stowaway, his face covered in a hoodie and hat to ensure his anonymity, talked to media members, sometimes through sobs, as he was accompanied by MAD DADS V.J. Smith, right, Wednesday, Oct. 9, 2013.
Photo: David Joles, Star Tribune
The 9-year-old Minneapolis boy who hopped a flight from the Twin Cities to Las Vegas last month won't return to his home yet.
In a five-minute hearing Wednesday morning on a child protection petition, Judge Joseph Klein, Hennepin County human services officials and attorneys for the boy, his mother and father all agreed that it would be best for the boy to remain in outside custody while a second psychological and neurological assessment is made.
"The child is making some progress in his placement," Assistant Hennepin County Senior Attorney Cory Carlson told Klein.
The next hearing will be Dec. 20.
The child wasn't in the courtroom, but his attorney objected to an assessment performed on the boy, prompting the second evaluations. Separate attorneys for the parents also told Klein on Wednesday that they are following case plans.
Last month, the court ordered individual and family therapy while the mother and father receive parenting training and evaluations. Both parents are allowed to visit and call their son.
The boy's mother, who has legal custody, is also working with his school to have him assessed for special education services.
"She's done everything that has been asked of her," said attorney Bob Paule, who represented the boy's mother. "This has been a very difficult time for her with her son out of the home."
The protection petition said the boy had been suspended from school because of aggressive behavior. He also had a history of leaving home without telling his parents where he was going.
Klein has also ordered a "kinship study," an evaluation of relatives, neighbors and other significant figures in the boy's life as possible future guardians — a standard procedure when there is an out-of-home placement.
In early October, the 9-year-old flew from the Twin Cities to Las Vegas without a ticket, slipping past Minneapolis-St. Paul International Airport security and a Delta Air Lines gate agent. He was detained in Las Vegas and later returned to the Twin Cities. The implausible trip triggered a major security investigation at the airport and drew international attention.
Kelly Smith • 612-673-4141
Twitter: @kellystrib


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Westmark Inn Skagway
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TravelPod Member ReviewsWestmark Inn Skagway
Aside from the dark paneling in the halls that give it a very dated look, the service and the room was everything we expected, including a very comfortable bed.
This review is the subjective opinion of a TravelPod member and not of TravelPod.com.
TripAdvisor Reviews Westmark Inn Skagway
Travel Blogs from Skagway
Yukon Territory
... weren't interested in that. Then back to Frasier BC to board the WP&YR for the ride back down to Skagway. one of the most scenic train rides you can take. Words cannot describe.
The weather was again as perfect as you can get, and the locals were thrilled that we had such a pretty day so late in the ...
Tracy Arm
... beautiful green pine trees, mountains all around us, waterfalls and icebergs in the bluish green water. The temperature got colder as we got closer to the glacier. Tracey Arm was beautifu! We couldn't get super close because of seal pups, but our photos were still breathtaking. Later in the evening was an unexciting hypnotist and then dinner at Animator's Palate. This is the restaurant that ...
On to the Yukon
... I told him I was happy to oblige. When we arrived back in Skagway our bus driver met us and drove us to our lunch spot which was billed as a salmon bake but was really a salmon fish fry and ribs. It tasted good but should not have been called a salmon bake. I still hadn't had any great salmon. The gold panning was pretty hokey but it had its moments. We came away with 1.8 grains of gold worth $18. The guy doing the pre-show was hysterical. At this stop there ...
What Would You Do For a Klondike Kate?
... discovered in '98, starting a business hauling freight with her horses. She eventually built a popular and lucrative boarding house.
Mollie Walsh has a park named after her. She left home at 18 to explore Montana and eventually made her way up to Skagway in 1897, where she became an admired waitress among the gold seekers. She had two suitors and apparently married the rougher of the two, who ended up murdering her in a drunken rage! ...
Mt. McKinley and Mammoth, Oh, My!
... in North America, only 31% are successful. So we are officially members of that exclusive club. I just had to buy a pin commemorating that and put it on my jacket. The pictures I took with my IPhone aren't the best, but you can see the peak. Nick's pictures with our camera turned out great. Another highlight of our time at the lodge was meeting Melis Cody. She did an hour long presentation about climbing Mt. McKinley. She's been to the summit 20 times and had just ...


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WWE Staying with NBC Universal?, NXT Star Visits Recording Studio, Legends House Preview
by Staff - May 11, 2014
- Below is the synopsis for this coming Thursday's episode of WWE Legends House:
"The Legends participate in a charity art gala in Palm Springs. Back at the house, Tony Atlas prepares a feast for his polarized housemates."
– WWE NXT star Tyler Breeze posted a photo of himself in a recording studio this week with the caption, "coming soon." The post was re-tweeted by the WWE Music Twitter and speculation is that he was recording vocals for a new theme song.
– There are people in the TV industry who believe a new TV deal has already been cut between WWE and NBC Universal. WWE may be waiting to allow NBCU to announce the new deal at their upfronts this coming Thursday in New York City. For the past few years, NBCU has held their cable upfront parties separately but this year will be holding one mega-event for all 17 of their channels including the USA Network, Bravo, E!, Oxygen and others.
Partial source: F4Wonline.com
|Finn Balor Wishes Good Luck to Hideo Itami, Update on WWE HOF Host, Golf Tournament, WWE Rally Video
The Hottest WWE news, photos and videos delivered to your inbox in one convenient newsletter. Sign up now and give it a try!
|Backstage News on Brock Lesnar Possibly Turning Babyface, How Serious His MMA Training Has Been, More
|Brock Lesnar on Why He's Staying with WWE, Vince McMahon's Offer at Last Night's RAW, More
|WWE Reportedly Planning The Undertaker's Retirement For WrestleMania 32
|WWE RAW Report - 3/23/15
|Backstage Talk on Brock Lesnar's New Contract, Push Coming for Dean Ambrose?, Reigns, More


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Mobile Site You Are Here > CBB Home > Coaches > M > Joe Mullaney
News: s-r blog:Draft Stashes List and Stats
Career Record (major schools): 1 Year, 1-9, .100 W-L%
School: Butler (1-9)
Conference Champion: 0 Times (Reg. Seas.), 0 Times (Tourn.)
Record does not reflect forfeits or vacated games.


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EUGENE, Ore.–Ever wonder how a football player prepares for the NFL Draft? As former Oregon linebacker Tony Washington does just that, KEZI spent the day with him. From setting up autograph signings at car dealerships to grabbing a quick bite and meeting fans, take a look at a day in the life of Tony Washington.
Web Extra: Takeda injury, 10-2 UW win
Hawkins tosses first-ever perfect game
EUGENE, Oregon – There was good news and bad news Friday afternoon for UO ace Cheridan Hawkins, though the bad news wasn't all that bad, and the good news was phenomenal. The junior left-hander threw her first career perfect game in an 8-0, five-inning shutout of No. 19 Washington at Howe Field, more than making … Continue reading »
SSE: Gary Campbell on life, his suits
EUGENE, Oregon – Gary Campbell is one of the longest tenured coaches in college football and about to enter his 33rd year as Oregon's running backs coach with no plans to retire in the immediate future. Campbell spoke recently about his current & past players, coaching, and his impressive suit collection.
Web Extra: UO Falls in NCAA Tournament
Web Extra: Ducks after NCAA tourney win
Web Extra: Ducks Going to the Tournament
Web Extra: Ducks after PAC-12 Title Loss
LAS VEGAS – The Oregon men's basketball team's seven-game win streak was snapped Saturday night in the Pac-12 Tournament Championship game with an 80-52 loss to No. 5 Arizona. The loss drops the Ducks to 25-9 on the year, and Arizona improves 30-3. How It Happened: Oregon used two baskets from Joseph Young to sprint … Continue reading »
Web Extra: Ducks Talk after Utah win
Story: Young lifts Ducks to Title Game
LAS VEGAS – And that's why Joseph Young is the Pac-12 Player of the Year. The first half? Forget about it. But Young made his mark when it counted most, swishing a long-range three-pointer with just 1.2 seconds left to send the Oregon men's basketball team to a 67-64 win over Utah in the Pac-12 … Continue reading »


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Arkansas Gov. Asa Hutchinson says he will not sign a controversial religious freedom measure, at least not in its current form.
Andrea Minichini immediately regretted making a life-altering decision to abort her baby. But one doctor helped her reverse the effects of the abortive pill and helped save her baby.
Many Christian scholars say tthe "train up a child in a way he should go and he will not depart from it," verse is often taken out of context. So what does it mean?
Focus: Reversing Regret: Procedure Stops Abortion in Progress
Hacked in Seconds: Free Wi-Fi Can Cost You Big
Will the Biblical Antichrist Be a Muslim?
Ending the Nightmare: Protecting Kids from Sex Abuse
Christian Colleges' Moral Standards Taking Heat
Brave German Woman's Stand Comes with Hefty Price
Outspoken Islam Critic Calls for an Islamic Reformation
Focus: 'God's Not Dead' Creators Hope for Double Blessing
Keeping a Legacy Alive: Life after Myles Munroe
Company execs visited the site of the Germanwings crash Wednesday amid mounting questions about the co-pilot and how much his employers knew about his mental health.
Kids may finally be eating a little better, according to a new study that shows the number of kids eating fast food dropped between 2003-2010.
National Geographic's latest cover story has generated lots of attention because it sneers at those close-minded Americans - mostly conservatives, of course - who do not accept scientific facts.
In Jerusalem, more than 2,000 years of history are recorded in Herod's Palace. Now, there's new evidence that it could actually be the place where Pontius Pilate tried Jesus.


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KTM again dominates Dakar Rally for Motorcycles
By Mike Hanlon
January 21, 2007
January 22, 2007 The world's most dangerous sporting event is always full of surprises and this year the Dakar Rally continued to write remarkable scripts for its competitors. There was some predictability in that two more competitors died this year - Elmer Symons and Eric Aubijoux – maintaining the average of two competitor deaths a year, with the spectator death toll indeterminate. There's another given about the motorcycle section of the competition and that's that KTM will win - the Austrian brand filled the first four spots and 23 of the first 30 finishers. The winner was Frenchman Cyril Despres (Gauloisses KTM) who finished more than half an hour in front of the field. Despres' win was unexpected as 2005 winner and the dominant rider of the last year, Marc Coma, had led Despres by 52 minutes with just one timed stage remaining of the 8686 kilometre event, after leading the field since January 9. Sadly for Coma, he crashed and could take no further part in the event. Coma and Despres rode identical 72 bhp KTM 690 Rally machines, built specially for the event and competing for the first time.
Despres and Coma are arch rivals and ironically the situation was the reverse what happened in 2006. Despres seemed set to win when he crashed and broke his collarbone, letting Coma take the 2006 title and glory. KTM factory teammate David Casteu was second with American rider Chris Blais (Red Bull KTM) in third place, 52 minutes behind the leader.
Dakar retained its reputation as the world's toughest rally eliminating the remaining five KTM factory riders. Although they were knocked out by various crashes, thankfully all escaped very serious injury. This was a testament to the effectiveness of the new KTM Neck Brace protection system that all KTM factory riders wore for the first time in the Dakar 2007.Share
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1 person found this helpful
"Only plan to work here long-term if you have a PhD "
- Comp & Benefits
- Work/Life Balance
- Senior Management
- Culture & Values
- Career Opportunities
I worked at Institute for Defense Analyses full-time (more than a year)
-Good work/life Balance
-Lots of control over projects
-Heavily utilized my educational background
-Friendly co-workers
-Research-driven environment
-No room for advancement, especially for those with no doctorate degree
-Low raises/bonuses
-Task leaders succumb too easily to sponsor "requests," which distorts the objectivity of analyses
-High turnover rate
Create incentives to retain talented individuals.
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1 person found this helpful
"Relaxed, collegial atmosphere "
- Comp & Benefits
- Work/Life Balance
- Senior Management
- Career Opportunities
I have been working at Institute for Defense AnalysesPros
This is a very flat organization; as a result, there are almost no office politics, and almost everyone is willing to help if you encounter a problem. You get to work with some genuinely smart people, sometimes on important projects. The atmosphere is very relaxed, with excellent work-life balance. Job security seems excellent.Cons
This is a very flat organization; as a result, you will not be promoted to a management position, and there is really no reward for excellence. Salary is based almost entirely on longevity, rather than performance. Although this is ostensibly a research organization, much of the work has devolved into administrative support for other organizations.Advice to ManagementAdvice
The current pay structure does not encourage innovation or hard work. Many employees have figured this out and are coasting; consider getting rid of some of the least productive employees - you have plenty of well qualified applicants willing to take their place.No opinion of CEO
2 people found this helpful
"Important work, with many intellectual challenges, but both importance and challenge are declining. "
- Comp & Benefits
- Work/Life Balance
- Senior Management
- Career Opportunities
I have been working at Institute for Defense AnalysesPros
Interesting, knowledgeable co-workers, who are very collaborative, with little posturing. Pressure to get a predetermined answer on a study is rare to non-existent.Cons
Very poor vertical communications. A lack of forthrightness in the communications. Paternalistic attitudes by management, which is not well enough connected to the staff to get their paternalism right.Advice to ManagementAdvice
Be open with the staff about challenges and opportunities facing the Institute. IDA's institutional relationship with DoD has eroded, and been largely replaced with personal contacts. Under these circumstances, pursue courses of action that elevate the stature of selected staff members and make them more visible, without compromising the discretion for which the Institute is valued.Doesn't RecommendNo opinion of CEO


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[READ: RHOA Nene Leakes To Design Personal Shoe Line! (PHOTOS)]
The bleached blond granny played host to friends and supporters last Saturday night as she premiered the first design from her ShoeDazzle partnership.
ShoeDazzle.com is pleased to have reality star NeNe Leakes reveal her "Nethia" shoe design at a launch party in Atlanta.
Leakes designed a caged lace bootie as part of ShoeDazzle's "Celebrity Shoe Design Program for Charity."
Leakes was joined by her fellow cast members: Cynthia Bailey, Kandi Burruss, Kenya Moore, Phaedra Parks and Porsha Stewart.
More photos below… Continue Reading…