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Kingstown, St Vincent - The 1st Twenty20 between the West Indies A and Sri Lanka A at Arnos Vale begins at 2PM Eastern Caribbean Time (1PM Jamaica Time).
Click the following link for live streaming of the match:
Trinidad Express article.
PORT OF SPAIN, TRINIDAD - The Trinidad and Tobago Under-17 cricket team will be stepping up their preparations for the regional Under-17 competition in the coming weeks after the final 14-man squad for the June 29 to July 8 tournament was finalised last week.
Trinidad & Tobago Newsday article.
PORT OF SPAIN, TRINIDAD - West Indies women's captain, Merissa Aguilleira, believes the Atlantic National Primary Schools Competition, will encourage more females to get involved in the sport and provide a wider talent pool later on for the regional team.
WICB Media Release.
KINGSTOWN, St Vincent – Four members of the West Indies World T20 champion team have been named in the West Indies A Team to face Sri Lanka A Team in two T20 matches this week at Arnos Vale Sports Complex.
West Indies Cricket Board Inc.
P.O. Box 616 W, St. John's, Antigua
Tel : 268-481-2450
Fax : 268-481-2498
Email: email@example.com


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Though many of its peers were among the first universities to create open courses, Yale is taking time to evaluate and strategize.
Nonelite public universities are trying to tap into the MOOC excitement to direct students toward traditional credit pathways, generating revenues along the way.
If you are an enrolled student and have any questions, feedback, bug reports, suggestions, or any other issues specific to a particular class, please post on the discussion forums of that class. This is the most effective way to get heard, as both the teaching staff and Coursera staff routinely check the discussion forums, and your fellow students will also be able to answer your questions and help you resolve technical issues.
—Coursera Support Center
anyone out there know whats going on in this Beckett play?
something about death
doesn't get to the point fast enough…like prof winkler
i literally skipped winkler's last 3 lectures, but with 1500 students whose gonna know?
You get out of it what you put into it.
that's what she said!
omg relaaaax
does anyone think godot's ever gonna come?
that's what she said!! lol
omg stopppp
he hasnt by the end of act 1
bet he doesn't come at all. boy, will those two bums be disappointed!
lotta waiting in this sucker.
Know how long I had to wait on line at Best Buy on Black Friday?
look this isn't the time
Ten hours. Ten fricken hours. But I got the TV!
then you should just watch the movie version
of what?
Waiting for Godot. can't remember who stars in it, but it's really slow. nothing ever happens.
Because nothing ever does. it's like real life
Okay, I'm late to this discussion, but what's the question?
What are those two guys waiting for, and why don't they ever get moving?
Good question! Think it'll be on the quiz?
Doesn;t matter. We can always cheat.
I'll pretend I didn't hear that.
Anyway its peer review. I'm grading your quiz.
You mean Winkler doesn't look at them?
You kidding? He's a prof at Harvard!
but he's up there every week, talking to us
That's just a video. Probably made that months ago.
Maybe he's dead.
You mean like Godot?
Plot spoiler!
its not about the plot, its like existential.
That's some help.
It's based on Freud's trinitarian ego, id, and superego structure, asshole.
No, it's all about the Cold War.
It's Plato's allegory of the cave.
I want an answer to my question. I'm going to e-mail Prof. Winkler.
You can't. It comes back "addressee unknown."
Really? Thats like so existential.
That's it. I'm outa here.
They do not move.
Who typed that? Hey! Is that Prof. Winkler? Are you monitoring this? I wanna know, I wanna know! And is this going to be on the quiz?
David Galef directs the creative writing program at Montclair State University. His latest book is the short story collection My Date With Neanderthal Woman (Dzanc Books).
Educators create online courses for the same reasons that they became teachers to begin with: to educate students, broaden their awareness of the world and thereby improve the students' lives. And with massive open online courses (MOOCs), educators can now reach many more students at a time. But MOOCs offer many other benefits to the education community, including providing valuable lessons to the instructors who teach them.
Online courses inherently allow students to create their own pathways through the material, which forces educators to think about the content in new ways. And MOOCs offer professors fresh opportunities to observe how their peers teach, learn from one another's successes and failures and swap tactics to keep students engaged. This is, in turn, makes them better teachers.
MOOCs are still the wild west of higher education, and there is no "one size fits all" approach to building one. At Coursera, we've been working with educators as they experiment with designing courses for this new format, and for a student body of unprecedented proportions. (For example, Duke University's Think Again: How to Reason and Argue by Walter Sinnott-Armstrong and Ram Neta has more than 180,000 enrolled students.) We're reimagining many aspects of what it means to teach a course, ranging from lecture delivery, to assignments, to strategies for engaging the online community of students.
While there are many resources for teachers to learn from when approaching online education, we've become aware that there is still a need for a central space for professors to share successful practices, ask each other questions, and showcase examples of what's worked and what hasn't in their online classes. Recently, we launched a course called Teaching a MOOC, open to all of the professors on the Coursera platform (we'll be launching a free, public version soon). It functions like any of the courses we offer, including video lectures that offer guidelines for developing an online course for the first time, discussion forums and a gallery where professors can see examples from other classes. And that's just the tip of the iceberg.
An educator who's been teaching in a traditional classroom format faces many challenges and unknowns when creating an online course. The lecture creation process is different. The peer-graded homework is different. The process for managing your "classroom" is different. Even the copyright law requirements are different. Jeremy Adelman, a Princeton University professor who teaches A History of the World Since 1300, explains, "When you lecture into a recording box, it's different from lecturing to students in person. I have a teaching style that relies on energy from students, and I had to figure out strategies that would transcend [that style] for my class on Coursera."
Adelman discovered that in putting his course online, he became more focused on what students are experiencing, even though he wasn't in direct contact with them. "When I lectured, I had to ask myself at all times 'What is it that I want my students to learn?' In the old-fashioned lecture hall I was an entertainer, more self-focused rather than teaching-focused, but I was not conscious of this dynamic until I put a course online for the first time," he says. "For me, the lectures alone were a source of continuous learning and adaptation."
Throughout the entire MOOC creation process, educators must constantly be student-focused, figuring out what is the most useful content for their students to experience next. With no admissions office, online students are vastly more diverse than the students in a typical college classroom. They vary in educational background, learning ability, and culture. Students are also at different points in their life, and range from teenagers to working professionals to retirees, and may have different learning goals. Educators have to make classes accessible without underestimating student ability.
Stanford professor Scott Klemmer was pleasantly surprised by his experience teaching a Human-Computer Interaction course. His class was the first to use peer grading (in fact, he worked with Daphne Koller and me to design Coursera's current peer assessment system). After using self-assessment for six years in his class at Stanford, he thought there was "no way" that he could expect students to handle self- and peer-assessment online.
"But it worked amazingly well," Klemmer explains. "When we surveyed students at the end of class, one of the things they rated highest, in terms of what taught them the most, was the act of assessing peers -- they found it extremely valuable. I put a huge amount of time into designing course materials based on rubrics and assessment techniques that I taught in my Stanford class on campus; I had no idea what it would mean to translate that into the online world."
There has always been a tendency in distance education to focus on the physical barriers -- the distance between the professors and the students, and between the students themselves. Many people, including those in academia, believe there to be a broadcast quality to online lectures, with one person delivering lectures to students behind screens, where they can't engage directly with the professor. They wonder, "If the professors don't see their students, how can it be teaching?"
But through today's technological advancements, online courses are very much alive. They are part of an ecosystem that, if nurtured through community discussion forums, meetups, e-mails, and social media (like Google+ hangouts), can flourish and grow. This allows each class's community to take on a life of its own, with a distinct culture that's defined at least as much by the students as the instructor, and which even skillful instructors can only guide, but not control. Nearly every instructor that I've spoken to has been surprised by the deep desire of students to connect with each other as well as with the teaching staff and professor.
University of Michigan professor Eric S. Rabkin found his experience teaching Fantasy and Science Fiction: The Human Mind, Our Modern World incredibly enriching. "I had not anticipated the kindness and excitement I see in this large body of participants. Despite the potential for impersonality, I have received emails of thanks, of enthusiasm, of discovery. I have replied to some of those and some of my replies have been re-posted to the forums by the recipients. The community knows I care and, at first astonishingly to me, cares back. They care enough not only to spend time with each other but to share their experiences, some even through blogs of their own, with the wider world," he says. "Amazingly, this feels somehow like a family. Not like a nuclear family, but like a suddenly discovered distant city brimming with eager cousins one had never known before."
"I have been [teaching] the same way for years -- for decades and decades -- without being mindful of the changes in technology, the changes in our students. Online courses blow up the old conventions. But I think it will take us a while to figure out what works and what doesn't work," says Princeton professor Jeremy Adelman.
University of Pennsylvania professor Al Filreis, who teaches Modern & Contemporary American Poetry, says that teaching online has given him his "most extraordinary pedagogical experience" in 30 years of teaching. "The course is rigorous and fast-paced, and the material is difficult, but the spirit of curiosity and investigation among the students produced very good results," he says. "Several eminent poetry critics joined the course to rate the quality of the students' critical writing and came away very impressed -- and surprised. We discovered that a qualitative, interactive humanities course can indeed work in the MOOC format."
With MOOCs, there is so much more potential for educators to go into each other's classrooms and share resources with their peers. We're seeing this happen more and more, especially when it comes to professors adapting online course structures from other professors.
"Online education means that I have shared more stories with fellow professors about teaching than I had in the eight years I've spent teaching on campus," says Stanford professor Scott Klemmer.
We might not have an answer to the question "What defines a high-impact MOOC?" just yet, but universities and professors who have taken the plunge are constantly learning and growing from their experiences. And what we're seeing emerge from the trenches is an exciting new breed of education.
Andrew Ng is a co-founder of Coursera and a computer science faculty member at Stanford University. He is also director of the Stanford Artificial Intelligence Lab, the main AI research organization at Stanford. In 2011, he led the development of Stanford University's main MOOC platform, and also taught an online machine learning class that was offered to over 100,000 students, leading to the founding of Coursera. Ng's goal is to give everyone in the world access to a high quality education, for free. His Twitter handle is @AndrewYNg.
The rush toward the creation of massive open online courses (MOOCs) is catching on in higher education like wildfire. All it takes, it seems, is to wave a bit of money around, talk up the brave new world of technological innovation, bash the "failed" world of higher education as we know it, and the privatization troops have administrators in a fit of unexamined, swooning technophilia. These "courses," however, in addition to offering false promises, also undermine shared governance, run roughshod over established curriculum development procedures and move colleges toward the era of "teacherless classrooms," which destroy the academic integrity of our institutions and demean the value of the education our students receive.
MOOCs are designed to impose, not improved learning, but a new business model on higher education, which opens the door for wide-scale profiteering. Public institutions of higher education then become shells for private interests who will offer small grants on the front end and reap larger profits on the back end.
At present, MOOCs are being proposed as solutions to enrollment shortages, among other things, in open-access institutions such as community colleges. The MOOC crowd promises cost savings, efficiency, improved access and the answer to our "completion" woes. The concern as voiced by Arne Duncan himself is that in our quest to increase completion, maintain quality and save money: "The last thing we want to do is hand out paper that doesn't mean anything." Wethinks he doth protest too much.
And that's the big lie behind this allegedly noble quest to provide much broader access to higher education and improve student learning. There is not a bit of proof that MOOCs will do so in any meaningful way. The notion is to turn community colleges into Petri dishes for MOOC experiments, principled objections be damned. There are costs to cut in the public sector and dollars to be made in the private sector.
The much-hyped arrival of MOOCs has been made possible by the Bill and Melinda Gates Foundation and a host of the usual corporate education reform suspects, who have long been involved in a full-court press propaganda campaign for their venture/vulture philanthropy.
Some of these interests are trying to figure out schemes for monetizing MOOCs in such a way that the small percentages of students passing MOOCs in cyberspace would pay institutions for certificates of competency awarded for completion of prescribed course regimens. Indeed, colleges and universities conceivably might even cash in further by recommending the most successful students to corporate interests … for fees.
Critics, meanwhile, are easily dismissed as part of the corrupt old world of failed higher education, troglodytes as afraid of this bold new magic as cavemen were of fire. And to the consternation of the self-proclaimed "change agents," those reactionary faculty shielded by union contracts and powerful academic senates stubbornly resist the next new wave. Never are the implications of the MOOC offerings — typically announced with fanfare — outlined with respect to faculty and classified staff workloads (e.g., registering students and setting up and maintaining the technology infrastructure for individual course sections which, in some cases, have enrollments in excess of hundreds or even tens of thousands of students). Students will grade each other, or course work will be evaluated through word recognition computer software programs. Faculty, the promoters tirelessly stress, just must stop lecturing, instead becoming "facilitators" for student engagement in experiential education. And what of the student support services? Or, perhaps, in this idyllic (or should that be dystopic?) educational space, those needing support are just left out in the cold, after corporate partners first have made their millions though software sales.
In the San Diego Community College District we have dared to step in front of the vaunted train of progress that many of us see as nothing more than a repackaged Taylorism for academia. The San Diego City College Academic Senate recently passed a resolution decrying the move toward MOOCs. The resolution followed on the heels of a faculty presentation at the San Diego Community College (SDCCD) Board of Trustees meeting in response to administrative attempts to circumvent the departmental and collegewide shared governance process so as to rush through grant applications for MOOCs at both City and its sister college, San Diego Mesa College, before any campuswide discussion had occurred. This resulted in Chancellor Constance Carroll declaring a one-year moratorium on MOOCs in the SDCCD while a task force investigates the appropriateness of this new form of instruction for our district.
In our view, the central philosophical flaw in the MOOC paradigm is that proponents believe that there is nothing to be lost in turning professors into glorified tutors, parts of a larger information delivery system. What this misses is the key fact that the heart of what we do as college educators has to do with the immeasurable human interaction that we have with our students and the vital social experience of the face-to-face classrooms. This is something that simply can never be reproduced by a new technology, no matter how advanced.
Demoting professors to the level of information delivery systems may be gratifying to our detractors and financially attractive to bean-counters but it won't improve education in the process of "transforming it"; it will degrade it. But to the academic Taylorists, who don't believe in anything that can't be quantitatively measured, this kind of thinking is destined for the dustbin of history.
No doubt the brave new world of MOOCs will give lots of people who can't go to Harvard access to "Harvard," but it won't be same. Indeed, the future of higher education will be less egalitarian and far more two-tiered with the sons and daughters of the elite still receiving real top-quality educations while other folks will get something different, quick, cheap and easy.
But this tale of two futures is perfectly in line with the thinking of the plutocrats who brought us the "productivity revolution" in the business world. There they got a smaller number of American workers to labor longer hours for the same money and fewer benefits while increasing productivity and bringing record profits for those at the top. In the realm of higher education, they can blame the colleges for the fact that fewer graduates are prepared for employment in the austere marketplace that they fostered while milking our schools for profit and transforming them to their purposes at the same time. It's nice work if you can get it.
In the meantime, our job as professors, according to the dictates of the emboldened technocrats, is to become rope-makers for our own professional hangings. The debate here is not really one about technology and higher education, as most of us know that online education is now a permanent part of the educational landscape with legitimate uses. No, what this MOOC debate is about is whether we blithely open the door to the gutting of what is most precious about what we do.
If the unthinking technophilia and new Taylorism which MOOCs represent ends up killing face-to-face education as we know it, it won't be because the technology offers a superior form of education. It will be because our visionless political and educational leaders have almost entirely abandoned educational values for market values. As many scholars have noted, in the era of neoliberalism we have just about given up on the notion of education as a public good rather than a mere commodity. Let's hope we don't allow this near-total triumph of market values to destroy one of the last public spaces in our society not completely determined by greed and instrumentalism. As opposed to the creed of the forces of privatization, we believe that there are still things whose value cannot be determined by the market and that education in a democratic society should be much more than an instrument of our economic system.
Jennifer Cost is chair of English department at Mesa College.
Jim Miller is professor of English at San Diego City College.
Jonathan McLeod is professor of history at San Diego Mesa College.
Marie St. George is professor of psychology at San Diego City College.
Peter Haro is president of San Diego City College Academic Senate.
Jim Mahler is president of the American Federation of Teachers for the San Diego and Grossmont–Cuyamaca Community College Districts.
At HigherEdTech Summit, enthusiasts and a skeptic or two weigh the game-changing impact (so far and potentially) of massive open online courses.
"The best vision is peripheral vision." – Nicholas Negroponte
Back when I was a carefree grad student, some 20 years ago, I decided to write a dissertation about apocalyptic discourse. The millennium was then looming on the horizon like a Mayan baktun or a disruptive innovation, threatening to bring about the end of the world as we knew it. In one corner stood those who confidently predicted that a comprehensive desolation would be visited upon everything that we'd once held sacred, and in the other corner stood those for whom the clanging bell of the millennium would most certainly signal the restoration of a profound peace and a lasting illumination.
Who could resist stepping into a fight like that?
Not only did it sound like fun to tell them they were both wrong, but it also seemed fundamentally true. I felt pretty confident, for a start, that the world wouldn't really end.
I feel much the same today when I confront yet another breathless news story about whatever latest innovation (hint: it's always a MOOC) is going to change higher education utterly, for better or worse, full stop. Except it doesn't, and they never do – film didn't change education utterly, television didn't, the computer didn't, and the Internet hasn't. After all, I write this to you from the cozy corner of a major urban research university; the old ways are still very much with us, even as we make way for the new.
While I don't want to lay the blame for all of this apocalyptic rhetoric at the doorstep of Clayton Christensen, I would still like to have a word.
Don't get me wrong, I'm a longtime fan of online learning (as well as classroom learning; I've studied and taught in both environments, and each has its strengths). I also like change as much as the next person – whether it's the sun coming out in December or a shiny new iPhone. All of these things have something to recommend them. But do any of them portend the end of time? I don't think so.
I read Christensen's Innovator's Dilemma with real interest back in 1997 when I was an IT market analyst. I even reviewed it for a trade newsletter. I think his theories of "sustaining innovation" and "disruptive innovation" offer interesting tools for understanding how a variety of industries have evolved at particular moments in the past.
Whether these theories can be used to predict the future, however – well, I'm not so convinced.
For example, I was surprised to read the following prediction from Christensen's Disrupting Class in 2008: "by 2019, about 50 percent of high school courses will be delivered online." I already knew back then that the penetration of online learning in higher education was nowhere near approaching that level, and I also knew that higher education was far advanced in its experimentation with online learning relative to high schools. While Christensen and his co-authors had some interesting mathematical models to draw upon to support their prediction, common sense and recent history seemed to suggest that the revolution probably wouldn't come as early as they'd anticipated. In fact, if the prediction turns out to be true in six years' time, I'll eat this article.
My real beef, though, isn't with Christensen. He's a smart man, even if he's still something short of a prophet. My real problem is with the acolytes – and I urge any young readers out there considering a dissertation of their own on apocalyptic discourse to keep an eye out for these types. Acolytes tend toward reductivism, simplification, and speaking very loudly. And often they mangle the prophet's core message in the process, occasionally even inverting it.
Take disruptive innovation. Please.
In higher education, at least judging by the recent conferences I've attended, far too many people have come away from Christensen's work (or whatever second- and third-order echoes of it they've picked up from the media) with the idea that, if we all try, we can simply disrupt ourselves. And that way, nobody has to lose a job or a research grant or move back to the home office.
Among this strand of believers, "disruptive" innovation appears to be synonymous with "cool" innovation, or even simply "change" – or even, more simply, "the status quo."
What these believers forget, or perhaps never knew, is that Christensen uses the concept of disruptive innovation as a means of describing how the giant company is so often killed by the little guy with the sling shot – a sling shot that just happens to be cruder, easier to use, less expensive, and more attractive to a heretofore unengaged set of new consumers than the giant's weapon of choice. In other words, if genuinely disruptive innovation does occur within higher education, traditional universities are much more likely to play the role of the giant than the innovator.
And yet some of the more attentive readers of Christensen's work have taken to heart his hopeful message that the only way for incumbent leaders to survive these market disruptions is to create new and separate business units of their own, free from profit pressures and growth strategies of the core business, and allow them to break all the rules en route to coming up with "the new, new thing" that will prove to be the true category-killer. If any institutions within higher education succeed at disrupting themselves, it may be the few that have adopted this model. But for those institutions working desperately to preserve the rules and still somehow survive in a dynamic market – the ending may not be the one they expect.
In the months ahead, I'd like to use this column to reframe and refocus the conversation about innovation in higher education. All of this talk about disruption has become a distraction – an apocalyptic tick. It reminds me of that great line from Tolstoy, "He in his madness prays for storms, and dreams that storms will bring him peace." Let's leave that aside for the time being and look at productive change in higher education from a different vantage point.
"The best vision," Nicholas Negroponte likes to say, "is peripheral vision." New ideas are out there – in the margins, away from the main frames of reference. Their immediate effects may be small or local in scale, but they can gradually introduce meaningful improvements to mainstream practices. In this column I want to examine some of the interesting experiments taking place in the margins of our field of vision – experiments that may well inform how we refine our approach to delivering higher education going forward.
Along the way, I'd like to propose that we focus on a humbler but still worthwhile form of innovation – the kind that isn't dependent upon hype, gadgetry, a singular eureka moment, or the game-changing end of all that came before it. I'd prefer to focus on the kind of innovation characterized by a planned and responsible approach to strategy and management, the kind that continuously seeks to transform products and services in ways that are more responsive to the evolving needs of the contemporary marketplace, and which, as a consequence, delivers enhanced benefits to all participants, whether they be students, faculty, administrators, parents, governments, or the public.
And let's assume the world is still there with us, too.
Peter Stokes is executive director of postsecondary innovation in the College of Professional Studies at Northeastern University.
Rather than having students wait weeks for feedback on homework, MIT professor has developed computer program that assigns diverse group of people to review small chunks of each student's work. MIT may use program in MOOCs.
Clay Shirky is a big thinker, and I read him because he's consistently worth reading. But he's not always right – and his thinking (and the flaws in it) is typical of the unquestioning enthusiasm of many thinkers today about technology and higher education. In his recent piece on "Napster, Udacity, and the Academy," for example, Shirky is not only guardedly optimistic about the ways that MOOCs and online education will transform higher education, but he takes for granted that they will, that there is no alternative. Just as inevitably as digital sharing turned the music industry on its head, he pronounces, so it is and will be with digital teaching. And as predictably as rain, he anticipates that "we" in academe will stick our heads in the sand, will deny the inevitable -- as the music industry did with Napster -- and will "screw this up as badly as the music people did." His views are shared by many in the "disruption" school of thought about higher education.
I suspect that if you agree with Clay Shirky that teaching is analogous to music, then you are likely to be persuaded by his assertion that Udacity -- a lavishly capitalized educational startup company -- is analogous to Napster. If you are not impressed with this analogy, however, you will not be impressed by his argument. And just to put my cards on the table, I am not very impressed with his argument. I think teaching is very different from music; that it is so different as to make the comparison obscure a lot more than it reveals.
But the bigger problem is that this kind of argument is weighted against academics, virtually constructed so as to make it impossible for an academic to reply. If you observe that "institutions will try to preserve the problem to which they are the solution," after all -- what has been called "The Shirky Rule" -- it can be easy to add the words "all" and "always" to a sentence in which they do not belong. This not a principle or a rule; it's just a thing that often happens, and often is not always. But if you make the mistake of thinking that it is, you can become uniformly prejudiced against "institutions," since you literally know in advance what they will do and why. Because you understand them better than they understand themselves -- because they don't or can't realize that they are simply "institutions" -- you can explain things about them that they can neither see, nor argue against. "Why are you so defensive?" you ask, innocently, and everything they say testifies against them.
If someone like me -- a graduate student for many years, currently trying to find an academic job -- looks at MOOCs and online education, and sees the downsides very clearly, it's also true that no one has a more strongly vested interest in arguing the benefits of radically transforming the academe than Clay Shirky and a number of others who talk about the inevitability of radical change. As Chuck Klosterman unkindly put it, once, "Clay Shirky must argue that the Internet is having a positive effect – it's the only reason he's publicly essential." Which is not to say that Shirky is wrong, simply that he must prove, not presume, that he is right.
I have to go through this excessively long wind-up because of the ways that Shirky has stacked the rhetorical deck in his favor. He uses the word "we" throughout his piece, and in this powerful final paragraph, he hammers us over the head with it, so precisely that we might mistake it for a caress:
"In the academy, we lecture other people every day about learning from history. Now it's our turn, and the risk is that we'll be the last to know that the world has changed, because we can't imagine — really cannot imagine — that story we tell ourselves about ourselves could start to fail. Even when it's true. Especially when it's true."
But what do you mean "we," Mr. Distinguished Writer in Residence? I asked Shirky on Twitter if he considered himself primarily an academic, and though he didn't respond, it's important that he frames his entire post as if he's an insider. But while it's certainly true that I am biased in favor of academic labor continuing to exist in something like its present form, he is no less biased by having nothing to lose and everything to gain if academe is flipped on its head. And yet the cumulative rhetorical effect of his framing is to remind us that no one within the institution can speak knowledgeably about their institution, precisely because of their location within it; when Shirky speaks of "we" academics, he does so only to emphasize that "we" can't imagine that the story we tell ourselves is wrong.
It's because he is willing to burn the village to save it that Shirky can speak for and of academe. Because Shirky never has to show evidence that online education will ever be any good; he notes an academic's assessment of a Udacity course as "amazingly, shockingly awful" and is then, apparently, satisfied when Udacity admitted that its courses "can be improved in more than one way." A defensive blog post written by Udacity's founder is enough to demonstrate that change for the better is happening. And when the academic who criticized the Udacity course mentions a colleague whose course showed some of the same problems -- but does not name the colleague -- Shirky is triumphant. The academic in question "could observe every aspect of Udacity's Statistics 101 (as can you) and discuss them in public," Shirky observes, "but when criticizing his own institution, he pulled his punches."
This is Clay Shirky's domain, and also the domain of so many others who point to one or another failing of traditional higher ed to suggest that radical change is needed. The anecdote that illustrates something larger. In this case, the fact that academe is a "closed" institution means it cannot grow, change, or improve. By contrast, "[o]pen systems are open" seems to be the end of the discussion; when he contemplates the openness of a MOOC, the same definitional necessity applies. "It becomes clear," he writes, "that open courses, even in their nascent state, will be able to raise quality and improve certification faster than traditional institutions can lower cost or increase enrollment." It becomes clear because it is clear, because "open" is better, because it is open.
But how "open" is Udacity, really? Udacity's primary obligation is to its investors. That reality will always push it to squeeze as much profit out of its activities as it can. This may make Udacity better at educating, but it also may not; the job of a for-profit entity is not to educate, but to profit, and it will. There's nothing necessarily wrong with for-profit education -- and most abuses can be traced back to government deregulation, not tax status -- but the idea that "openness," as such, will magically transform how a business does business is a massively begged question. A bit of bad press can get Sebastian Thrun to write a blog post promising change, but actually investing the resources necessary to follow through on that is actually a very different question. The fact that someone like Shirky takes him at face value -- not only gives him the benefit of the doubt, but seems to have no doubt at all -- speaks volumes to me.
Meanwhile, did the academic that Shirky criticizes really "pull his punches"? Did he refrain from naming his colleague because of the way academics instinctively shield each other from criticism? It's far from clear; if you read the original blog post, in fact, it's not even apparent that the academic knew who this "colleague" actually was. All we really know is that a student referred to something her "last teacher" did. But suppose he did know who this student's last teacher was; suppose the student mentioned the teacher by name. Would it have been appropriate to post someone's name on the Internet just because a secondhand source told you something bad about them? Does that count as openness?
Open vs. closed is a useful conceptual distinction, but when it comes down to specific cases, these kinds of grand narratives can mislead us. For one thing, far from the kind of siege mentality that characterized an industry watching its business model go up in smoke -- an industry that was not interested in giving away its product for free -- academics are delighted to give away their products for free, if they can figure out a way to do it. Just about every single public and nonprofit university in the country is working to develop digital platforms for education, or thinking hard about how they can. This doesn't mean they are doing it successfully, or well; time will tell, and the proof will be in the pudding. But to imagine that Silicon Valley venture capitalists are the only people who see the potential of these technologies requires you to ignore the tremendous work that academics are currently doing to develop new ways of doing what they do. The most important predecessors to MOOCs, after all, were things like Massachusetts Institute of Technology's OpenCourseWare, designed entirely in the spirit of openness and not in search of profit.
The key difference between academics and venture capitalists, in fact, is not closed versus open but evidence versus speculation. The thing about academics is that they require evidence of success before declaring victory, while venture capitalists can afford to gamble on the odds. While Shirky can see the future revolutionizing in front of us, he is thinking like a venture capitalist when he does, betting on optimism because he can afford to lose. He doesn't know that he's right; he just knows that he might not be wrong. And so, like all such educational futurologists, Shirky's case for MOOCs is all essentially defensive: he argues against the arguments against MOOCs, taking shelter in the possibility of what isn't, yet, but which may someday be.
For example, instead of arguing that MOOCs really can provide "education of the very best sort," Shirky explicitly argues that we should not hold them to this standard. Instead of thinking in terms of quality, we should talk about access: from his perspective, the argument against MOOCs is too narrowly focused on the "18-year-old who can set aside $250k and four years" and so it neglects to address students who are not well-endowed with money and time. "Outside the elite institutions," Shirky notes, "the other 75 percent of students — over 13 million of them — are enrolled in the four thousand institutions you haven't heard of." And while elite students will continue to attend elite institutions, "a good chunk of the four thousand institutions you haven't heard of provide an expensive but mediocre education."
This is a very common argument from MOOC boosters, because access is a real problem. But while a "good chunk" of 13 million students are poorly served by the present arrangement, it is quite telling that his example of "expensive but mediocre education" is Kaplan and the University of Phoenix, for-profit institutions that are beloved by the same kinds of venture capitalists who are funding Udacity. He is right: For-profit education has amassed a terrible track record of failure. If you are getting a degree at a for-profit institution, you probably are paying too much for too little. But would it be any less mediocre if it were free?
Udacity's courses are free to consumers (though not, significantly, to universities), at least for now. And Shirky is not wrong that "demand for knowledge is so enormous that good, free online materials can attract extraordinary numbers of people from all over the world." But Shirky doesn't mean "demand" in the economic sense: demand for a free commodity is just desire until it starts to pay for the thing it wants. Since there is a lot of unmet desire for education out there, and since that desire is glad to have the thing it wants when it finds it for free, it seems all to the good that students can find courses for free. But while we should ask questions about why venture capitalists are investing so heavily in educational philanthropy, we also need to think more carefully about why is there so much unmet desire in the first place, and why so many people want education without, apparently, being able to pay for it. Why hasn't that desire already found a way to become demand, such that it must wait until Silicon Valley venture capitalists show up, benevolently bearing the future in their arms?
The giveaway is when Shirky uses the phrase "non-elite institutions": for Shirky, there are elite institutions for elite students and there are non-elites for everyone else. The elite institutions will remain the same. No one will ever choose Udacity over Harvard or U.Va., and while elite institutions like MIT, Stanford, Princeton, and my own University of California are leaping into the online education world head first, anyone who thinks these online brands will ever compete with "the real thing" will be exactly the kind of sucker who would fork over full price for a watered-down product.
MOOCs are only better than nothing and speculation that this will someday change is worth pursuing, but for now, remains just that, speculation. It should be no surprise that venture capital is interested in speculation. And it should be no surprise that when academics look at the actual track record, when we try to evaluate the evidence rather than the hope, we discover a great deal to be pessimistic about.
Why have we stopped aspiring to provide the real thing for everyone? That's the interesting question, I think, but if we begin from the distinction between "elite" and "non-elite" institutions, it becomes easy to take for granted that "non-elite students" receiving cheap education is something other than giving up. It is important to note that when online education boosters talk about "access," they explicitly do not mean access to "education of the best sort"; they mean that because an institution like Udacity provides teaching for free, you can't complain about its mediocrity. It's not an elite institution, and it's not for elite students. It just needs to be cheap.
Talking in terms of "access" (instead of access to what?) allows people like Shirky to overlook the elephant in the room, which is the way this country used to provide inexpensive and high-quality education to all sorts of people who couldn't afford to go to Yale -- people like me and my parents. While state after state is defunding its public colleges and universities (and so tuition is rising while quality is declining), the vast majority of American college students are still educated in public colleges and universities, institutions that have traditionally provided very high-quality mass higher education, and which did it nearly for free barely a generation ago.
"Access" wouldn't even be a problem if we didn't expect mass higher education to still be available: Americans only have the kind of reverence for education that we have because the 20th century made it possible for the rising middle class to have what had previously been a mark of elite status, a college education. But the result of letting these public institutions rot on the vine is that a host of essentially parasitic institutions -- like Udacity -- are sprouting like mushrooms on the desire for education that was created by the existence of the world's biggest and best public mass higher education system.
Shirky talks dismissively about his own education, at Yale, and recalls paying a lot of money to go to crowded lectures and then to discussion sections with underpaid graduate students. Let me counter his anecdote with my own, When I was a high school student, in Appalachian Ohio, I told my guidance counselor that I wanted to go to Harvard, and he made me understand that people from Fairland High School do not really go to Harvard. I was a dumb high school student, so I listened to him. But although both of my parents worked in West Virginia, they had moved to Ohio when I was young so that I could go to Ohio schools, and this meant that although my grades were only moderately good -- and I had never had access to Advanced Placement classes -- I was able to apply to Ohio State University, get in, afford it, and get an education that was probably better than the one that Shirky got at Yale, and certainly a heck of a lot cheaper. My parents paid my rent, but I paid my tuition myself -- with part time jobs and $20,000 in loans -- and I didn't have a single class in my major with more than 30 students. I had one-on-one access to all of my professors, and I took advantage of it.
It's a lot harder to do this now, of course; tuition at Ohio State is more than double what it was when I started in 1997. More important, you not only pay a lot more if you go to a school like Ohio State, you're also a lot less likely to get in; the country's college-age population has continued to grow, but the number of acceptance letters that public universities like OSU send out has not increased. As Mike Konczal and I have argued, this shortfall in quality higher education creates what economists call "fake supply." If you don't get in to a college specializing in education "of the best sort" (or if your guidance counselor tells you not to apply), where do you go, if you go? You go to an online university, to Kaplan, or maybe now you try a MOOC or a public college relying on MOOCs to provide general education, as Texas now envisions. Such things are better than nothing. But "nothing" only seems like the relevant point of comparison if we pretend that public higher education doesn't exist. And if we ignore the fact that we are actively choosing to let it cease to exist.
Beware anyone who tries to give you a link to WebMD as a replacement for seeing a real doctor.
Aaron Bady is a doctoral candidate in English literature at the University of California at Berkeley, and he writes and tweets for The New Inquiry as @zunguzungu.
It seems at present that nearly every American college and university is wrestling with the question of whether to offer MOOCs (massive open online courses). There is something irresistibly seductive about the idea of simultaneously reaching thousands of students everywhere in the world, effectively seating them in an infinite virtual lecture hall. Indeed, the idea has taken on such allure that the University of Virginia (temporarily, as it turned out) fired its president, Teresa Sullivan, for among other things not jumping immediately on the online bandwagon.
But is Sullivan's skepticism unwarranted? And even if it is in a given university's case, are MOOCs appropriate for small colleges to offer for the world or to license for its students? The MOOC seems much more an extension of the large-university tradition, with its massive lecture halls seating hundreds of students per lecture, than it does of the liberal arts college, with its small, intimate classes centered on discussion. When you look, for example, at Ohio State University's fall 2009 course offerings, you find freshman-class enrollments of 374 (Form, Function, Diversity, and Ecology), 298 (Introduction to Theater), 541 (Principles of Macroeconomics), and 671 (Introduction to Biology). All these involve students sitting together in a single lecture hall. Many liberal arts colleges have smaller numbers in their entire graduating class.
The MOOC, then, is essentially a high-tech extension of the traditional industrial-age university lecture-hall experience — and one, moreover, with an unproven financial model. Despite the apparent resonance with the traditional university lecture hall, there remain challenges for MOOCs even in the large research university environment.
They do not lead to a widely recognized credential. There is no workable revenue model in place for the startups and institutions that are funding them. While nearly $100 million has gone into MOOC funding, none of the major players — edX, Coursera, Udacity — has a business plan. (Harvard University and the Massachusetts Institute of Technology have pumped $60 million into edX. Coursera has raised $16 million in venture capital. Udacity has raised an undisclosed amount of money from Charles River Ventures.)
But back to the liberal arts college. When MOOCs are regarded strictly as a delivery model that is antithetical to the nature of the liberal arts college, the answer to the appropriateness question posed above is clearly "No." But strip away the hype about building a college's "brand" and distributing course material to a global audience and you can find in the technology underlying MOOCs something of great value to smaller institutions.
MOOCs, after all, were originally intended to provide for engagement and collaboration. The first MOOC made use of participatory-engagement tools now familiar to all liberal arts colleges: a wiki, a learning management system, blogs, Twitter, and videoconferencing. And originally, the MOOC was based on four types of activity, all key to the connectivist model:
1. Aggregate, in which students engage with lectures from experts, daily content links provided through a course newsletter, and reading content on the Web.
2. Remix, with students being encouraged to communicate with peers about content and what they are learning, through blogs, discussion boards, or online chat.
3. Repurposing, as students construct or create knowledge.
4. Feed-forward, with students encouraged to publish (and thus share their knowledge) in blogs or other "open" venues.
When it comes to MOOCs and the liberal arts college, then, everything but size matters. Take the "massive" out of "massive open online course" and you have a course delivery program/support model highly useful to liberal arts colleges for outreach and engagement. The media hype over industrial-strength instant delivery to massive audiences obscures the real value of MOOCs: the ability they bring to the smaller institution to respond to articulated strategic needs. Rather than connect your college curriculum to anonymous students who will never come to campus or be granted a credential, consider the opportunity to implement the MOOC platform to address other, very real, strategic needs. Redirect the engagement and collaboration that MOOCs in the connective mode make possible. Create connections to new audiences you want (prospective students) and audiences with which you want to ensure continued engagement (alumni).
The key here is thinking of the MOOC not in the standard way, as asynchronous video lectures and course readings, but in the connectivist way. The connectivist MOOC seeks to provide participatory space. This brand of MOOC is useful for outreach to potential students, creating meaningful connections between motivated high-school students and programs your campus has identified as strategic.
Think, for example, of connecting students in AP calculus courses with your campus's introductory curriculum as part of the admissions recruitment culture. You can generate innumerable relationships between your faculty, your flagship programs and potential students. You can create spaces where secondary school students can interact with one another as they negotiate their college choice decision. The opportunity here for the small liberal arts college lies in the potential to encourage engaged discussion across networks, thus building awareness of what makes your campus special. Similarly, the MOOC platform and model can be used to deepen alumni relations in the context of lifelong learning.
Beyond the specific "to MOOC or not to MOOC?" question, small college leaders should consider the MOOC platform as a means to establish and sustain collaborative relationships with other institutions. In this context, such a platform can leverage the depth of course offerings available across a collaborative consortium to the benefit of all its members. Here are some examples of consortial collaborations that leverage the advantages of interinstitutional relationships while sustaining the value of the small liberal arts model:
Sunoikisis. Sunoikisis is a national consortium of classics programs that began as an initiative of the Associated Colleges of the South (ACS). In 1995, faculty from the institutions of the ACS met at Rhodes College to discuss the challenges facing classics programs at small liberal arts colleges. Sunoikisis was created to increase the academic opportunities for students at small colleges hoping to study the classics and also to support faculty development. In 2000, Sunoikisis began providing interinstitutional classics courses for students. Since its beginning, Sunoikisis has been exemplary in leveraging technology to create extended curricular offerings across multiple campuses, engaging classics students and faculty at its participating institutions. The Sunoikisis program provides students with a wider range of disciplinary coursework and interaction with student peers and faculty than would ever be possible at a single small liberal arts college. Faculty and students from 35 colleges have participated in Sunoikisis since its inception.
(Between 2006 and 2009, Sunoikisis was administered by the National Institute for Technology in Liberal Education, and in 2009 the Center for Hellenic Studies, in Washington, became its primary sponsor. More information is available here.)
New Paradigms. Building on the success of Sunoikisis, the Associated Colleges of the South recently embarked on an ambitious program to connect courses from various disciplines across its 16 campuses, thus broadening academic offerings not currently available at all ACS institutions. New Paradigms seeks to leverage the breadth and depth of a consortium that includes 3,000 faculty and 30,000 students, augmenting regular course offerings on a student's home campus with faculty lectures from across the ACS delivered via multipoint videoconference technology.
Texas Languages Consortium. Last year, NITLE consulted with five institutions to help them form the Texas Languages Consortium, increasing foreign language options for their students by managing technology, faculty, and student demands. Concordia University Texas, Lubbock Christian University, Schreiner University, Texas Lutheran University, and Texas Wesleyan University are the inaugural participants. Through the programs, students will have an opportunity to enroll for courses in German, French, Mandarin Chinese, and Spanish. Enrollment for the courses is managed through the students' home campuses. Each university will provide courses through high-definition video conferencing labs with assigned faculty and proctor support.
Small colleges have been successfully developing such creative connections between students, faculty, campuses, and consortia for many years. Clearly, the value of collaboration has long been a component of their strategy. So perhaps the question for them is less when they should offer that first MOOC and more how they can use MOOC technology to continue creating and sustaining their collaborative tradition.
W. Joseph King is executive director and Michael Nanfito is associate director of the National Institute for Technology in Liberal Education (NITLE).
Inside Higher Ed
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subset: commoncrawl


text:
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text:
With its three operating profiles (day mode, night mode and low battery mode) you can define a range of sleep when the phone battery will save even more with its alternate configuration, also fully configurable.
You can also set the screen brightness and display the current percentage of battery in the Android notification bar.
NOTE: In some terminals normal mode on / off data does not work. This is an alternative mode of operation, you can activate from the configuration.
*** If you like OnScreenOff you may contribute to its development buying the ProKey and unlocking amazing features ***
OnScreenOff offers these features:
* It has three independently configurable profiles: day mode, night mode and low battery mode
* Allows you to manage the behavior of the data connection when the screen turns off or on. The connection can be turned on or off completely, or toggle your online status periodically
* Allows you to manage the same way the Wifi and Bluetooth
* Allows you to enable and/or disable the airplane mode in night and low battery mode
* Allows you to control the connectivities during calls
* Helps protect synchronized bluetooth connections (such as car hands-free, etc)
* Enable and disable connections at a configurable intervals to allow applications to access the Internet while still saving battery
* Can be disabled automatically when the handset is charging
* New features to save more battery are added in each release
NOTE: Some features require the ProKey, available in the Android Market
Permissions explanation:
* To autostart whit the device: RECEIVE_BOOT_COMPLETED
* To manage connections during calls: READ_PHONE_STATE
* To manage data connection: ACCESS_NETWORK_STATE, CHANGE_NETWORK_STATE
* To manage data connection, alternate mode (APN): WRITE_APN_SETTINGS
* To manage wifi connection: ACCESS_WIFI_STATE, CHANGE_WIFI_STATE
* To manage bluetooth connection: BLUETOOTH, BLUETOOTH_ADMIN
* To manage airplane mode connection: WRITE_SETTINGS
* To save application log in SD card: WRITE_EXTERNAL_STORAGE
What's New
Battery HD
- Widget
- Notification bar
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- Usage chart
Instantly know how many hours you have left for:
- Listening to music
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- Talking on the phone
- Internet Browsing ( WiFi / Edge / 3G / 4G )
- Standby
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- Time to use LED Flashlight
- 2D and 3D Games
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- GPS navigation
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- Taking photos
- Recording videos
If you have a new or rare device, please run calibration tests to share your results with the community and make this app even more precise !
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Battery Saver
5 in 1 Toolbox Mix App! – One-Tap Optimizer including Memory Cleaner, Junk Cleaner, Task Killer, Functions Controller. Charging Mode - Track your phone remaining time. App Consumption Tracker - See which application consumes the battery the most. Deep Sleep Mode - Configure your custom saving mode with one-tap! And Super Easy Widget. 5 Features but it's still VERY EASY TO USE! Download this app/widget, become a master of Android Battery Saver & Power Doctor!
★---1. One-Tap Optimizer (functions as Memory Cleaner/Junk Cleaner/Task Killer)---★
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✓ Indicates how many hours you can save with one-tap. Defend your phone from draining!
★---2. Sleep Mode Battery Saver---★
✓ Eventhough you are not using the phone, it syncs data every seconds that will drain your battery life.
✓ While not using your phone, set your "Sleep Mode" to save battery!
★---3. App Consumption Tracker / Uninstaller---★
✓ Tracks and shows you which app drains & save battery life at certain level
✓ Choose the app that drains the most and Uninstall/or/Force Stop to save time!
★---4. Remaining Time Tracker---★
✓ Indicates the remaining/limit time for Talktime,Game,Standby,AudioPlayback,MoviePlayback,WebSurfing,and Reading.
✓ Life level in percent (%) at status bar.
★---5. Power Doctor Widget---★
✓ Access your Battery Saver Function from Home screen Widget
Disclaimer : Results on saving may vary. The numbers 2x-4x on the screenshot, app detail is a result of our various tests and we believe we can deliver good result to you as well, but the battery length is affected by many factors such as screen size, running applications, battery's usage in years etc. Please contact us if you don't feel the difference, we'll look in to it.
Battery Saver 2
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★---1. Memory Cleaner (i.e.Task Killer)---★
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✓ Indicates memory clean level for before / after. Defend your phone from drain!
★---2. Battery Life---★
✓ Battery level in percent (%), and all battery life level is indicated with cool Droid icon.
✓ Indicates the remaining/limit time for Talktime,Game,Standby,AudioPlayback,MoviePlayback,WebSurfing,and Reading.
★---3. Deep Sleep Mode ---★
✓ Eventhough you are not using the phone, it syncs data every seconds that will drain your battery life.
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★---5. Alarm notification---★
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★---6. Status Bar Notification---★
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✓ Also check the health of battery saver through pull-down notification bar
★---7. Battery/Memory Optimizer Widget---★
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✓ Easy access to the Battery Saver App with one-touch
★---8. Application Uninstaller---★
✓ Application manager included
✓ Batch uninstall to save your power life!
The Android robot is reproduced or modified from work created and shared by Google and used according to terms described in the Creative Commons 3.0 Attribution License.
show battery percentage
you can display your battery charge any time, it's addictive!
- Battery life indicator in toolbar.
- Show battery percentage constantly on the top section of your screen.
- Color display between the charging levels: green, orange, and red.
- Display charging icon when charging.
- You can see percentage when charging.
- You can always know the battery percent.
- It's free!
- The battery icon is displayed on the left side.
- In some android versions you will see a more dark and small icon.
Beautiful Battery Disc
Beautiful Battery Disc has two sizes: 1x1 and 2x2.
Widget does not drain battery. It receives only battery broadcasts.
Circle battery widget fits perfect for Ice Cream Sandwich Devices with Holographic User Interface.
To add Battery Disc widget press: Home->Menu->Add->Widgets->Battery Disc
Press Battery Disc widget to display detailed information about your smartphone's battery.
This Battery Indicator will help you to save battery life of you phone by presenting delightful hd graphics showing current battery charge status.
App contains ads from following Ad networks: Mopub, Smaato, Leadbolt
Battery is a small, sleek and elegant app that will help you follow the current battery percentage on your Android device, and even serve as a battery saver.
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We will work constantly to improve Battery, adding in the very near future new features, like useful battery information, battery saver tips, new widgets, and many more.
✓ Displays battery information in percent (%)
✓ Supports the lock screen widget introduced in Android 4.2
✓ Offers quality support for Android devices - from Android 1.5 to Android 4.4
✓ Full support for all known screen resolutions
✓ Power source indicator
✓ The precise battery level is displayed in 1% increments
✓ It is helpful and can serve as a battery saver.
✓ Battery is incredibly lightweight!
✓ Additional battery information:
- Temperature
- Voltage
- Health status
- Technology
Get in touch with us and follow the latest news regarding our apps:
Battery Master-Save power!
Battery Master extends your battery life with intelligent three-stage (fast, continuous, trickle) charging.
Activate Power Saving mode to deactivate features you don't need right now, such as GPS, Wi-fi, Bluetooth and sync. Power Saving mode is activated with a single touch and is completely configurable!
See a list of apps and services running on your phone together with the battery consumption they're costing you.
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Battery Percentage
Battery Percentage shows how much battery power your phone has left in the Android status bar. The percentage fits right in and appears as if its part of the Android OS unlike some battery icon
Supports KITKAT Android 4.4 and Android One
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YOUTUBE Subscribe: https://www.youtube.com/user/WagwanApps
- Simple UI with easy to understand options. Remember Less is More.
- App auto start when phone is rebooted.
- All icons are ICS Roboto Fonts Android 4.x
- Choose from a list of colours to match your status bar colour so the pecentage blends in well.
Black - To blend in with Android 2.2
White - To blend in with Android 2.3.x
Grey - To blend in with Android 2.3.x
Large White - Better visibility on Tablets
Black Original Font - To blend in with Android 2.2
White Original Font - To blend in with Android 2.3.x
Grey Original Font - To blend in with Android 2.3.x
- Very small app with a small footprint. Background service is idle untill a change in the battery state occurs so minimal battery drain.
- Support Android tablets. No pop up every percentage change as with some similar apps.
To remove ads, Support the Dev and for more colour options PLEASE UPGRADE TO THE PRO VERSION.
The Pro version version has more icons: including larger icons for tablets and multi colour icons depending on battery level. i.e 100-50% in green, 49 -20% in yellow and less that 20% in red. Please upgrade to the Pro version for the extra features or donate for your appreciation and hopefully we can keep the updates rolling.
If you have a request please email us and we will do what we can to help
Extensive testing on the following Versions:
Android 2.2.x
Android 2.3.x
Android 3.2 (Honey Comb Tablets)
Android 4.x
- It's not possible to replace the built-in battery icon
- In Android 3.0 or above, and Android 4.0 or above, the Android OS has "automatic shrinking and dimming" for status bar notifications to focus on the main activity. The
icons do remain at thier full size and at full intensity in the notification area when selected,
Please contact us to report any issues or to request feature.
One Touch Battery Saver
Click "Power saving"button again to close the mode and return to last activated mode.
Two kinds of desktop widget(1x1,2x1) to help you quick start and close power saving mode.
*Battery Monitor, clearly shows the status of battery life and usage.
*Switching & managing Wifi, bluetooth, GPS, background light, sound, synchronization in one touch, saves battery with efficiency.
*Self-Customized Saving Mode, user can adjust the battery saving setting freely to fit each one's needs.
*Battery Usage Setting, will adjust the battery usage status automatically to monitor the battery life more accurately.
*3 different battery models to choose, to fit your needs and style.
*Tab widget: comes with 2 styles (1x1, 2x1), different styles of widget allow you to turn on the app with one tap! Easy and fast!
Battery Tools & Widget Android
The app also estimates time left for charging or discharging modes, the time is estimated according to your power consumption; therefore, it will keep varying based on current power consumption.
The estimated time will not appear immediately, the app needs some time to monitor your power consumption to be able to estimate the time left.
And now with the latest version, you can enable your own power saving mode and optimize your power consumption with the optimization feature. both features are adjustable from settings
The app displays the following information:
- Battery level with number and battery icon.
- Battery status.
- Battery temperature in both "Celsius" and "Fahrenheit".
- The estimated time left for charging or discharging modes.
- Battery technology.
- Battery health.
- Battery voltage.
- Charging electric current for wide range of mobile phones.
- Button takes you to system battery usage screen.
- Customizable Power Saving Mode
- Battery optimization feature, you can adjust optimization options from settings
- Available in: English, Español, Română, العربية, Português, Português(Brasil), Pусский, Polski.
The app has setting screen that allows you to set:
- Temperature unit.
- Widget transparent background.
- Show battery level in status bar.
- Power saving options
- Battery optimization options
For any questions or issues, please visit FAQ page at: http://www.devexpert.net/batterytools
* Android is a trademark of Google Inc.
Battery is a small, sleek and elegant app that will help you follow the current battery percentage on your Android device.
With Battery, every time and everywhere you will know if your battery is charged enough to play a game, a movie, or to browse the web.
* Features
✓ Battery level Widget
✓ Displays battery information in percent (%)
✓ Supports all known screen resolutions
✓ Power source indicator
✓ The precise battery level is displayed in 1% increments
✓ It is helpful and can serve as a battery saver.
✓ Battery is incredibly lightweight!
✓ Additional battery information:
- Temperature
- Voltage
- Health status
- Technology
Full Battery & Theft Alarm
This app notifies you when your battery is fully charged. You can also select battery level and many customization.
NOTICE: If you use any task killer app, please add this app to ignore list or white list. Otherwise, application will not work properly.
Anti theft alarm!!!
Don't worry about having to leave your phone charging unattended! Full Battery & Theft Alarm will sound an alarm when your phone is unplugged or battery fully charge. Useful for when a plug isn't near somewhere to sit so that you can leave your phone and know it will be safe.
Charger alarm!!!
Alerts you with audio and vibration when your phone is fully charged.
Great for when you want a quick charge without checking your phone every minute.
Also great if you don't like leaving your phone plugged in after it's charged.
- Charge time.
- Remaining time to 100%
- Sound and vibration alarm when charger is unplugged. (Anti theft alarm)
- Password security for theft alarm.
- Easy to use user interface
- Status message about application
- Choose custom alarm. You can also choose silent.
- Alarm volume control.
- Vibration option.
- Full battery alarm.
- Start automatically option.
- Enable automatically option.
- Notification bar option.
- Different thief alarm sound option.
- When alert full battery alarm, you can unplug your cable to stop alarm.
- "Do not stop alarm until unplug cable" option.
- Turn off theft alarm if all you need is battery full alarm.
- Extra time feature after fully charged.
- Start auto after reboot.
Please Email Suggestions and Bugs!.
To become beta user please join this group : https://groups.google.com/forum/#!forum/full-battery-theft-alarm-test-group
After you joined group, please use link : https://play.google.com/apps/testing/com.pextor.batterychargeralarm
battery indicator free
Battery level indicator.
Battery indicator light.
Show battery life on android.
The display is clear and the colors help to know when it is necessary to recharge.
Check your battery level.
- Always to know what the status of the battery.
- Display color of the battery according to its percentages.
- Constantly displayed battery percentage in the status bar.
- Lightning icon appears when the battery is charging.
- Shortcut to the display of battery life time and usage statistics.
- It's free!
Battery Solo Widget
Perfectly clear, easy readable battery widget providing you quick and accurate information about power you have in your phone.
ATT: The 1x1 widget allows various sizes, check the settings of the widget! (click widget, click settings, cick blue label)
- Resizable Widget (Android 4.0 and later)
- Lightweight program (80 KB)
- Not battery drain.
- Shows accurate data: Level, Temperature, Voltage, ...
- 48 hours graph of the level and temperature of the battery.
- Prediction of battery consumption (see graph)
- Warnings: over temperature, full load, and low battery.
- Upscale 1% in some Motorola
ATT: Warnings (Notifications)
There are three types of notifications: full battery, low battery, over temperature.
Each notification type can be set individually. Click on the blue label and will open the configuration window.
Users report:
- Best battery level indicator for Android.
- Great, simple, accurate. This app is the dark horse of battery status monitors.
- Big numbers and dial give all the info needed at a quick glance.
- Simple, cool, awesome.
Battery Indicator Percentage
- Show battery percentage in your status-bar.
- Battery widget that shows big percentage indicator and remaining time!
- Automatically calculates remaining battery time based on your recent activity! (On first use, it might take up to 30 minutes for the application to correctly calibrate)
- Does NOT consume any extra power. Unlike some other applications available.
- Multilingual: English, German, Dutch, French, Portuguese and Spanish. (If you want to help translate into more languages, please get in touch!)
- Small filesize. Takes up almost no memory.
Some users are confused about the remaining time. It is calculated based on your latest activity! E.g.: Suppose you are watching a movie, which obviously drains the battery quickly. Shortly after watching you start charging, and once it reaches 100% you unplug. The app will calculate the remaining time as if you were still watching a movie! After all, this was your latest activity before you plugged in your phone. Give it some time to adjust (±30 minutes) to your new usage pattern!
Attention Android 4.0 users: You might have to reboot your phone for the widget to show up!
Gauge Battery Widget 2014
★ Do you want to know why this is one of coolest battery widgets on the market? Visit http://www.gaugebatterywidget.com for more info ★
★ App is not working as expected? Visit http://www.gaugebatterywidget.com/faq.html for troubleshooting ★
- small, medium and large versions with high quality graphics
- battery percent in widget (shows percentage of battery life left)
- battery status in status bar (can be turned off!)
- configurable battery widget color options
- customize look of the widget (colors)
- shows temperature and voltage in status bar
- experimental support for Motorola 1% (one percent) change detection
* To improve your phone's battery you should kill running tasks, adjust screen brightness (volume), turn off wifi, gps, bluetooth and Auto-sync
* Uninstall task killer (to add into ignore list is not enough)
* Please note that very small set of features is donator only.
* Internet access permission is required for crash reports and anonymous usage metrics. Contact me if you need more details.
IMPORTANT: This app is home screen widget. Long press on home screen to install.
If you like this app please rate it!!!
If you miss some feature or see bug please DON'T RATE BAD but send me an email! I'll fix it!
Credits: Feature graphics contains http://www.flickr.com/photos/chiaralily/4197480024/in/set-72157619178753958 released under CC license.
More from developer
OnScreenOff ProKey
With OnScreenOff you can extend your battery life by disconnecting the data connectivity, WiFi or Bluetooth when you do not need it. In addition, allows you to automate state changes, connections and disconnections of the connectivities, to save precious minutes of your phone battery.
With the ProKey you will unlock all OnScreenOff's advanced features such as Night or Low battery profiles, plus advanced management of the connectivities.
After installing the ProKey may need to restart your device if OnScreenOff can not detect it properly.
Similar applications: Power Saver, Super Battery, Dr Battery, Smart Profiles, Battery Saver, JuiceDefender, Salva Batteria, Sparen Batterie, Ahorrar batería
New in version 1.3:
* You can edit the label touching it
* Colors are now styles
Tags: Desktop, Label, Group, Organize, Widget, OpenSource, GPL


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Accessorize any outfit with this gold hobo from Merona®. Relaxed yet chic, it is made from smooth, easy-care vinyl and has a single shoulder strap. Dual exterior pockets and an interior zippered pocket keep smaller items organized, while the roomy interior easily accommodates your wallet, checkbook and other belongings.
Shell Material: Vinyl
Closure Style: Zip Closure
Accents: Studs
Compartment details: Exterior pouch pocket
Handle Type: Single Strap
Dimensions: 14.5 " H x 15.0 " W x 6.0 " D
Care and Cleaning: Wipe Clean with a Damp Cloth
other Info.
- Online Item #: 14105759
- Store Item Number (DPCI): 243-01-0001
- Made in the USA or Imported
Content on this site is for reference purposes only. Target does not represent or warrant that the nutrition, ingredient, allergen and other product information on our Web or Mobile sites are accurate or complete, since this information comes from the product manufacturers. On occasion, manufacturers may improve or change their product formulas and update their labels. We recommend that you do not rely solely on the information presented on our Web or Mobile sites and that you review the product?s label or contact the manufacturer directly if you have specific product concerns or questions. If you have specific healthcare concerns or questions about the products displayed, please contact your licensed healthcare professional for advice or answers.


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Last updated: March 28, 2015 at 21:17 pm
Message from the Dean
Welcome to the website of the Reading, Pennsylvania, Chapter of the American Guild of Organists. Chapter membership includes organists and others from the Greater Reading area, encompassing Berks and Schuylkill Counties.
Please contact the chapter dean or one of the other chapter officers listed below for assistance with suggestions for organists available for Sunday substitute work or for a list of available organ teachers offering private instruction.
Local Events
The Reading Chapter, AGO, presents "Pedals, Pipes, and Pizza," a program introducing the organ to young people, on Saturday, March 28, 2015, from 9 a.m. to 12 noon at Maidencreek Church, 261 Main Street, Blandon. Advance registration is requested; please contact any of the chapter officers listed below for further information.
First United Church of Christ, 611 Washington St., Reading, presents "La Fiocco," a period instrument ensemble specializing in music of the seventeenth and eighteenth centuries, in concert on Sunday, March 29, 2015, at 3 p.m. A freewill offering will be received, and a reception follows the program.
Trinity Lutheran Church, 527 Washington St., Reading, presents Karl Moyer, Organ, on Wednesday, April 8, 2015, in a Noonday Recital at 12:05 p.m. Noonday Recitals conclude at 12:30 p.m., and a reception with refreshments follows each program.
Trinity Lutheran Church, 527 Washington St., Reading, presents Julia MacDonald, Soprano, on Wednesday, April 15, 2015, in a Noonday Recital at 12:05 p.m. Noonday Recitals conclude at 12:30 p.m., and a reception with refreshments follows each program.
St. John's (Hain's) United Church of Christ, 591 N. Church Rd., Wernersville, presents "Musica Humana," a chamber vocal ensemble specializing in Renaissance polyphony, in concert on Sunday, April 19, 2015, at 3 p.m.
First United Church of Christ, 611 Washington St., Reading, presents "Irish Mist," a local ensemble performing Celtic and other traditional music, in concert on Sunday, April 19, 2015, at 3 p.m. A freewill offering will be received, and a reception follows the program.
Trinity Lutheran Church, 527 Washington St., Reading, presents Julianne Michalik, Piano, on Wednesday, April 22, 2015, in a Noonday Recital at 12:05 p.m. Noonday Recitals conclude at 12:30 p.m., and a reception with refreshments follows each program.
Trinity Lutheran Church, 527 Washington St., Reading, presents David Gross and Karen Eddinger, Organ Duet, on Wednesday, April 29, 2015, in a Noonday Recital at 12:05 p.m. Noonday Recitals conclude at 12:30 p.m., and a reception with refreshments follows each program.
The Reading Chapter, AGO, presents the annual Members' Recital on Sunday, May 3, 2015, at 3 p.m. at the Jesuit Center, 501 N. Church Road, Wernersville. This event is a fundraiser for the Reading Chapter's Young Organist Scholarship Fund; an offering will be received. A reception with refreshments follows the program.
Atonement Lutheran Church, 5 Wyomissing Boulevard, Wyomissing, presents the Berks Youth Chorus Spring Concert, "Spring Into Song," on Sunday, May 3, 2015, at 4 p.m. For ticket information, please call (610) 898-7664.
"2014 Young Organist Scholarship Winner"
Sarah Woronko, daughter of Thomas and Christine Woronko, is the winner of the Reading Chapter, AGO, Young Organist Scholarship for 2014 – 2015. Sarah has completed Grade 8 at Wilson West Middle School. She is a student of Teresa Kissling. The Reading Chapter, AGO, partners with the Reading Musical Foundation in the administration of the Young Organist Scholarship, which is awarded annually to a student from Berks or Schuylkill Counties in Grades 7 – 11, who is new to the organ (less than one year of organ lessons at the time of the audition). For complete information on the scholarship visit www.readingmusical foundation.org.
"From the Editor"
Unfortunately, many records of the early decades of the Reading Chapter, AGO, were lost some years ago. Every once in a while, though, parts of our otherwise lost history resurface in odd ways. Gathering the information for our 2013 Annual Members' Recital at Frieden's Church, Shartlesville, I turned to my "Organ Handbook 2003," for the stoplist of their Thomas Dieffenbach Organ. (The Organ Historical Society held its 2003 convention in Central Pennsylvania, and Shartlesville was one of the performance venues.) Salem Church, Bethel, which houses an 1872 Thomas Dieffenbach instrument, was also visited by those OHS conventioneers. It turns out that the Salem Church recitalist was John Charles Schucker, a native of Rehrersburg, and the winner of the first scholarship of the Reading Chapter, AGO, presented in conjunction with the Reading Musical Foundation. Mr. Schucker went on to graduate from the Juilliard School. We had forgotten that the Reading Chapter's Young Organist Scholarship had existed–at least briefly–prior to the current series of annual scholarship awards that began in 2002.
– Michael A. Baal, Editor
Chapter Treasurer Mr. Kevin R. Kline coordinates all membership matters for the Reading Chapter. If you are considering joining our AGO Chapter, please contact him by mail: 1406 N. 14th St., Reading, PA 19604; by telephone: (610) 763-7393; or by e-mail: email@example.com
First Presbyterian Church, 37 S. 5th Street, Reading, PA 19602, seeks a part-time Organist/Music Director. Responsibilities include leading senior choir and bell choir; instrument is a 3-manual, 47-rank pipe organ rebuilt in 2006 by Patrick J. Murphy Organbuilders. Resumes can be sent to the church at the address above, or e-mailed to Kim-Marie Coon at email@example.com. (Posted March, 2015.)
Reformation Lutheran Church, 3670 Perkiomen Avenue, Reading, PA 19606, is seeking a part-time Organist/Accompanist for Wednesday evenings and Sunday mornings to assist with the church's music program; salary is negotiable. Please send resume and contact information to the church via e-mail email@example.com, or call (610) 779-0534. (Posted March, 2015.)
Bethany Lutheran Church, 1375 Friedensburg Road, Reading, PA 19606, is seeking an Organist or Pianist for one Sunday morning worship service with a small choir. Call (610) 779-4620 for more information; resumes can be sent to the church at the address above. (Posted January, 2015.)
St. Paul's Lutheran Church, Mertztown, seeks someone to lead their Music Ministry program (10-15 hours per week). In addition to providing musical leadership for congregational worship and choir(s), the candidate should possess handbell experience. If interested, contact the Rev. Jeremiah Sassaman at (610) 657-0269. (Posted January, 2015.)
St. Peter's Episcopal Church, 121 Church St., Phoenixville, PA 19460, seeks an Organist/Choir Director. Responsibilities include one Sunday morning worship service plus special holy day worship services, weekly choir rehearsal preceding the Sunday service, plus youth choir rehearsals as needed; instrument is a 1980 II/24 Austin pipe organ. Annual salary is budgeted at $18,000; additional compensation rates established for weddings and funerals. E-mail resume to firstname.lastname@example.com. Interviews will begin in January, 2015.
Calvary Lutheran Church, 1009 Elizabeth Avenue, Laureldale, Pa. 19605, is seeking a Bell and/or Choir Director. Music education or relevant experience is desired; excellent communications skills are a must. Interested persons can e-mail a resume to firstname.lastname@example.com, or mail the resume to Anne M. Hain, 1760 Ramich Rd., Temple, PA 19560, by October 27, 2014.
Note: these listings reflect the best current information received by the chapter dean about area vacancies. We attempt to keep the list current, but notice of a vacancy being filled is not always reported to us in a timely fashion.
Employers and job seekers are invited to post and search listings of available positions on the Guild's National Website.
Contact Us
Mrs. Teresa A. Kissling, Dean – firstname.lastname@example.com
Mr. John C. Brewster, Sub-Dean – firstname.lastname@example.com
Mr. Kevin R. Kline, Treasurer – firstname.lastname@example.com
Mrs. Miriam I. Borkert, Secretary – firstname.lastname@example.com
Mr. Lee Ferrier, Executive Committee -firstname.lastname@example.com
Mrs. Marjorie Fitz, CAGO, Executive Committee -email@example.com
Mrs. Annamae R. Loose, Executive Committee -email@example.com
Mrs. Kimberly F. Ayrton, Executive Committee -email@example.com
Rev. Michael A. Baal, D.M.A., AAGO, Newsletter/Website Editor – email@example.com


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01-04-2012 Comments (0)
BiotechnologyMarkets & MarketingMyriad GeneticsNorth AmericaPatentsPrometheus LabsResearch
On Monday, March 26, the US Supreme Court sent the much-discussed Myriad Genetics patent case back to…
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It only took them a whole year...
Founder and Lead programmer at OldTimes Software. I also kick out people whenever I feel like it.
It only took them a whole year...
S.T.A.L.K.E.R.: Shadow of Chernobyl - 2003 Gameplay Video - Youtube.com
I really doubt I'd be of help for a mod like Missing Information. I'm happy to team up with any other leak "recreation" mods out there if they nicely ask.
The engine will certainly be open-source since it's based on code released under the GPL license. As for the code for things such as the game-logic, we're still debating whether it will be released or whether we'll keep it closed...
When we get closer to release I'll let everyone know what will be happening in regards to things such as the source-code.
Thanks! We appreciate it.
Daikatana didn't have any motion-blur.
I'd appreciate it if you'd upload the source-code, though considering it's based on the Wolfenstein 3D engine I'd have thought it had to be readily available anyway considering the code was released under GPL license.
I'm late but happy new year to you too :)
Merry Christmas! (almost)
Should probably change the engine to "Quake engine" seeing as it's not custom-built at all and that might mislead some users.
**** da police.
Wow liking it a lot, very unique idea ;)
Brilliant stuff :P
Not exactly difficult to do to be quite honest.
Well the way you pointed out the gravity gun in the description made it seem like it was the final thing. If it's not then I recommend you change it so it's less misleading ;)
I hope most of the content in this video is temporary because I've noticed there are quite a lot of textures from Half-Life and the gravity gun looks like it was taken directly from Half-Life 2...
Great work! Will be sure to check this out ;)
I'd hardly call it the Quake engine anymore ;)
Some actual in-game shots would be nice...
Wonderful details here! I especially love that you can see the actual hand that has cleared the door window :)
Nice work!!
Prove it.
Can't you do something a little more original?
I love you just for simply spending your time making a map for Prey. Thanks!
It would be even more awesome if the footage was actually recorded from a PSP ;)
The really bad lighting and the dozens of mystery boxes placed everywhere.
Lovin' it.
This is the exact same angle as a WC screenshot that was in a magazine when Half-Life was still in development. Not sure if you intended this but I guess you did... else it would be rather spooky.
There's nothing better...
I wouldn't really say this is a big mod.
It's just something I'm doing in my free time.
"it was cancelled thanks to haruhi/hogsy/leo what ever he's name is.." - JoshZemlinsky
Perhaps... We will have to wait and see.


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Highland Outfitters
Fall Whitetail Deer Hunting Package
Starting at
$ 3900 usdAvailable from 02-Nov-2015 to 28-Nov-2015 5 Day / 6 Night package
Highland Outfitters is now booking world class Saskatchewan guided 5½ day trophy deer hunts for the upcoming hunting season.
Our outfitting area is comprised of over 50,000 acres of farmland and forest giving us the best of both worlds.
Package includes:
- 5 ½ day fully guides trophy white tail hunts.
- Enclosed elevated box blinds over active bait sites.
- Exclusive hunting - maximum 6 hunters per week.
- Airport pick up at Saskatoon International Airport
- Skinning, caping and packaging for transport.
- All inclusive meals & lodging.
- Provincial sales tax.
Not Included:
- Federal sales tax (2.5% for non-residents).
- Airfare to Saskatoon, Saskatchewan and hotel accommodations if needed.
- Firearm permit ($25 Cdn.)
- Saskatchewan Hunting License
Package includes
- All items listed above.
All prices are per person and in USD.
For additional information, please see our website or
Tel: (306) 867-9689 / (306) 867-3194
Toll Free: 1(866) 453-9270
Email: firstname.lastname@example.com


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Seven-class football system to stay
PIERRE — Here's the big news about South Dakota high school football. The seven-class system will stay in place for the 2015 and 2016 fall seasons. So will the lineup of three nine-man classes and four 11-man classes.
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