text:
|Publication number
|Publication type
|Application number
|Publication date
|Jan 29, 1985
|Filing date
|Nov 12, 1982
|Priority date
|Nov 12, 1982
|Fee status
|Publication number
|Robert A. Bennett
|Original Assignee
|Bennett Robert A
|Export Citation
|BiBTeX, EndNote, RefMan
|Patent Citations (10), Non-Patent Citations (4), Referenced by (7), Classifications (8), Legal Events (4)
|External Links: USPTO, USPTO Assignment, Espacenet
1. Field of the Invention
This invention comprises a children's game for promoting the recognition of numbers, alphabet letters and simple words by the player.
2. History of the Prior Art
There is a long recognized need for advancing the preschool education of children to the point that they have achieved alphabet and number recognition and even reading recognition of simple words prior to entering their formal grade school training. Children that have this ability have a distinct advantage in the early grades of school over those who enter school without such ability. Unfortunately, preschool training is generally not available on a no fee basis, hence parents with limited incomes are effectively precluding from giving their children this head start along their educational path.
Alphabet and number recognition games have heretofore been proposed. See for example U.S. Pat. Nos. 1,210,614 to Dorer, 3,811,206 to Gaccetta, 3,815,919 to Cain et al. and, 3,853,321 to Claffie. While each of these prior art games does involve alphabet recognition, and in the case of the Gaccetta patent, recognition of a few words, each such games is limited in that once alphabet recognition or the limited number of words recognition has been achieved by the player, the game is of no further educational value to the particular child. Additionally the contest created by the game is too complicated and not interesting to a pre-school child.
There is a need, therefore, for an educational game providing contest interest to the pre-school child wherein the child can progress in his recognition from number and alphabet characters to simple three letter words, and thence to more complicated words.
This invention contemplates a playing board which may be either of flat, two dimensional configuration, bearing a picture thereon, or a three dimensional configuration. With either type of playing board, a random path is printed or formed on the playing board from a beginning area to a goal spot for winning the game. The random path is divided into a plurality of spaces, at least twenty-six discrete spaces if the full alphabet is utilized.
For a child that has had no prior educational training, adhesive backed labels can be provided, each bearing a letter of the alphabet and these labels are applied in proper sequence to the spaces on the random path. A deck of cards is then provided with the cards carrying numerals and a limited number of cards carrying some of the same alphabet characters as the path. As a child draws a card, he (or she) is encouraged to count the indicated number of spaces and then pronounce the corresponding letter on the random path provided on the playing board. The child can then advance his marker or playing piece to that position. The alphabet cards drawn by the child may permit him to either advance on the path up the mountain, if he draws a letter of the alphabet following the letter on which his marker is resting, or he may have to retreat down the path if he draws a letter preceding that on which his marker is resting.
The cards introduced into the playing deck bearing numbers teach number recognition and facilitate counting. The drawing of a card with a number will permit the child to advance his marker the number of spaces represented by the number of the card. The alphabet cards add an element of risk with the possibility of moving in either direction and more spaces than the highest number card.
To add an additional element of suspense to the game, the random path may include a plurality of spaces labeled "Draw Again" or the equivalent. Likewise, cards bearing the legend "Draw Again" may be included in the pack and the drawing of such cards will permit the child to advance his marker to the next "Draw Again" space above the current position of his marker on the random path.
After the child has mastered recognition of the alphabet and the number characters, new adhesive labels may be applied to the spaces in the random path carrying simple three letter words, and a corresponding deck of cards provided. The game would be played the same, but now the child is required to recognize the word appearing on the space where he is to move and to move his marker to the space on the random path bearing the same word.
Further objects and advantages of the invention will be readily apparent to those skilled in the art from the following detailed description, taken in conjunction with the annexed sheets of drawings on which is shown a preferred embodiment of the invention.
FIG. 1 is a top plan view of a game board embodying the invention;
FIG. 2 is a schematic perspective view of adhesive labels bearing alphabet characters for application to the game board;
FIG. 3 is a view similar to FIG. 2 but illustrating adhesive labels bearing simple three letter words for application to the game board;
FIG. 4 is a plan view of a playing card corresponding to the alphabet recognition labels shown in FIG. 2;
FIG. 5 is a view similar to FIG. 4 of playing cards corresponding to the word recognition labels shown in FIG. 3;
FIG. 6 is a view similar to FIG. 4 of a playing card corresponding to the draw again spaces shown in FIG. 1; and
FIG. 7 is a view similar to FIG. 4 of a playing card corresponding to numbered cards.
Referring to FIG. 1, there is illustrated a playing board 1 embodying this invention. As illustrated, the board 1 is of flat, two dimensional configuration bearing thereon the graphical illustration of a mountain 1a. Alternatively, the playing board 1 may be fabricated in three dimensional form to provide a realistic representation of a mountain, but of course, at considerably increased cost. Furthermore, although a mountain has been illustrated, any random path representation would be suitable.
In either event, a random path 2 ascending the mountain is outlined thereon. Path 2 extends from a area labelled "START" to an area at the top of the mountain labelled "GOAL". Intermediate the "START" and "GOAL", the path 2 is divided into a plurality of sequential spaces 3. A minimum of twenty-six such spaces must be provided in order to respectively accommodate a letter of the alphabet which may be printed thereon, or applied by printing on an adhesively backed label 4 (FIG. 2). Preferably a number of spaces 3 greater than twenty-six is provided and at random intervals, such additional spaces 3a are labelled "DRAW AGAIN" or an appropriate symbol indicating that the player can draw another card, as will be subsequently explained. Also, although upper case letters are shown, lower case letters could be utilized, either alone or in combination with the upper case letters.
At a convenient location on the playing board 1, a magazine area 5 for holding a deck of playing cards is indicated. Preferably, the area 5 is defined by upstanding tabs 5a which are cut from the body of the board 1 and define a rectangular area to accommodate the playing cards 6 (FIG. 4). If desired, the playing card area 5 may be pictorially represented as a pot 5b and then the legend of a pot applied to the spaces 3a to indicate that the player should draw again. Of course, any picture could be utilized in place of the pot 5b.
For the beginning player, i.e., a child who has not achieved alphabet or number recognition, the cards 6 will respectively contain a series of numbers plus a limited number of cards bearing letters. Each player is provided with a suitable marker (not shown) and which are all positioned at the "START" space at the beginning of the game. Each child successively draws a card 6 from the card magazine 5. Such card will contain a number which the child is encouraged to orally identify and then he may move his marker that number of spaces to one of the spaces carrying a letter of the alphabet. Typically, the numbers are zero (card 10 shown in FIG. 7) through nine or ten to extend the game a reasonable length of time.
To permit the child to concurrently acquire alphabet recognition, the child is encouraged to orally identify the letter of the space 3 on which he lands. Furthermore, a number of cards 6 containing letters of the alphabet are included in the stack. The drawing of a card bearing a letter permits the child to advance or return along the random path 2 to the space corresponding to the letter drawn. In the event that the next draw by a player is a letter appearing in the alphabet subsequent to the letter on which his marker is resting, the child may advance his marker to the letter drawn. On the other hand, if the letter drawn precedes the letter of the alphabet on which the child's marker is resting, he must retreat his marker down the path 2 to the new letter. Thus, the progress of the child's marker along the random path 2 is determined solely by the luck of the draw and an interesting element of suspense is added to the game, particularly when the child draws a letter in order to finally advance from the letter spaces to the "GOAL".
An additional element of interest may be incorporated in the game by including a number of cards card 9 shown in FIG. 6. labelled either "DRAW AGAIN" or showing the pictorial representation of the pot representing the stack of cards. The drawing of such cards means that the child may advance his marker upwardly along the path 2 to the next space bearing the legend "DRAW AGAIN" or showing the pictorial representation of the pot. If the marker is between the last "DRAW AGAIN" space and the "GOAL", the child may be required to move back to the "DRAW AGAIN" space. Also, during play, the child's marker can land on a "DRAW AGAIN" space when moving the number of spaces indicated on one of the number cards. At this point, the child may be allowed to draw another card.
A particularly valuable feature of the aforedescribed educational game is that its educational value is not lost once the child has mastered alphabet and numeral recognition. This is accomplished by providing additional adhesive labels 7 (FIG. 3) bearing simple three letter words arranged in alphabetical sequence as illustrated in FIG. 5. Additionally, if desired, the labels 7 may also contain a pictorial illustration of the three letter word. Thus, the word "cat" will have a picture of a cat, "dog" will have a picture of a dog. The labels 7 are then applied to the path 2 and a new set of playing cards 8 (FIG. 5) bearing the three letter words and, if desired, the pictorial representation of such three letter words are substituted for the alphabet cards in the stack of playing cards contained in the magazine 5.
The playing of the game proceeds as before with the child being encouraged to orally identify each three letter word either before or after he moves his marker to the same word appearing on the random path 2. The incorporation of cards bearing words and "DRAW" legends will add to the suspense of the game in the same manner as previously described.
Those skilled in the art will recognize that the educational utility of the described game may be greatly expanded. A set of more complicated words can be applied by a new set of adhesive labels and the word recognition of the child is expanded through playing the game with the new words applied to the random path 2 and with playing cards carrying the new words and, if desired, a pictorial representation of such.
Modifications of this invention will be readily apparent to those skilled in the art and it is intended that the scope of the invention be determined solely by the following claims.
|Cited Patent
|Filing date
|Publication date
|May 5, 1919
|Apr 27, 1920
|Horatio G Cress
|Dec 16, 1930
|Apr 18, 1933
|Fisher Frances E
|Educational device
|Mar 23, 1932
|Jun 25, 1935
|Quine Harry Lenardson
|Aug 31, 1960
|Sep 17, 1963
|John E Becker
|Arithmetical teaching aid game
|Oct 31, 1960
|Nov 2, 1965
|Margaret M Rheingruber
|Game apparatus with board, markers, and tokens bearing word fragements
|Jul 31, 1974
|Oct 5, 1976
|Maud Verral White
|Game apparatus
|Nov 5, 1975
|Jul 19, 1977
|Massey Janet E
|Educational game
|Jun 24, 1976
|Oct 25, 1977
|Kreischer Lois A
|Board game apparatus
|Title not available
|Title not available
|"Alphabet Game", Cleo Learning Aids Catalog, Feb. 1976.
|"Seven League Boots" Games and Puzzles Magazine, Sep. 1977.
|Alphabet Game , Cleo Learning Aids Catalog, Feb. 1976.
|Seven League Boots Games and Puzzles Magazine, Sep. 1977.
|Citing Patent
|Filing date
|Publication date
|Oct 31, 1990
|Oct 8, 1991
|Pellerin Curtis L
|Method and apparatus for the play of a matching game
|Oct 5, 1992
|May 31, 1994
|Bryson Kirk R
|Vocabulary board game
|Jul 21, 1994
|Mar 4, 1997
|Kramer; Colleen A.
|Bath toy and a method of use of the same
|Jun 7, 1995
|Oct 28, 1997
|Dream Makers, Inc.
|Game board apparatus
|Oct 31, 2002
|Jun 8, 2004
|Mattel, Inc.
|Sequence tile board game
|May 1, 2006
|Nov 9, 2006
|Brian Yu
|Board games with corresponding pairs of player movers and methods for playing the same
|Oct 31, 2002
|May 15, 2003
|Jonathan Bedford
|Sequence tile board game
|U.S. Classification
|273/249, 273/282.2
|International Classification
|Cooperative Classification
|European Classification
|Apr 25, 1988
|Fee payment
Year of fee payment: 4
|Sep 2, 1992
|Maintenance fee reminder mailed
|Jan 31, 1993
|Lapse for failure to pay maintenance fees
|Apr 13, 1993
|Expired due to failure to pay maintenance fee
Effective date: 19930131


text:
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subset: commoncrawl


text:
Supervisor contract services Jobs in Nuneaton, England156 Jobs
Filter Jobs
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- Client Technical Support Manager Supervisors to drive service delivery. • This is a high profile role acting as the interface betweenCarillion2.6 50 Reviews CarillionBirmingham, England
- Concession SupervisorApply on GlassdoorConcession Supervisor Contracted hours : 40 per week Must have previous sales experienceBags etc LtdBags etc LtdBirmingham, England
- NVQ/QCF Assessor/Trainer and Supervisor and surrounding areas. Care Services is not an agency and does not operate zero hours contracts. WeCare Services5.0 3 Reviews Care ServicesSolihull, England
- Night Shift Production/Finishing Supervisor (15k-18k) We are currently recruiting for a Night Shift Production/Finishing Supervisor to work at ourFirst Call Contract Services LtdFirst Call Contract Services LtdLutterworth, England
- Electrical Supervisor/ Data Supervisor and Operatives/ Electricians Licence . PASMA DATA SUPERVISOR DUTIES Reports to the Senior/Contract Engineer (project manageraxians3.0 1 Review axiansBirmingham, England
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- Sales Coordinator Keywords: SearchReset IdJob TitleLocationBusiness LineClosing Date 4150 ContractsHanson4.0 12 Reviews HansonShepshed, England
- Mobile Multi-skilled Supervisor on National Grid contract from the Birmingham office. Main Responsibilities & Duties Service DeliveryIntegral5.0 1 Review IntegralBirmingham, England
- Multi Skilled Engineer - Gas/Combustion Bias , mechanical, water and building fabric planned, reactive and extra works engineering services across a regionCarillion Plc (Corporate Account)Carillion Plc (Corporate Account)Birmingham, England
- Maintenance Operative (Gas Fitter) - Nuneaton - E Servicesmore Brand Elliott Contract type Permanent Schedule type Full Time LocationAlgeco Scotsman2.9 5 Reviews Algeco ScotsmanNuneaton, England
- Cover Supervisor needed as an Employment Business in providing temporary or contract job-seeking servicesTeacherActive3.0 1 Review TeacherActiveSolihull, England
- Lunch Supervisors required as an Employment Business in providing temporary or contract job-seeking servicesTeacherActive3.0 1 Review TeacherActiveSutton Coldfield, England
- Cover Supervisors Required as an Employment Business in providing temporary or contract job-seeking servicesTeacherActive3.0 1 Review TeacherActiveSwadlincote, England
- Highways Supervisor and in accordance with the work programme and to carry out HSEA site inspections in accordance with contractAmey Plc3.2 33 Reviews Amey PlcBirmingham, England
- Gas Team Leader / Supervisor Commercial Gas Engineer / Team Leader / Supervisor Your new company My client is oneMonster UK3.0 509 Reviews Monster UKBirmingham, England
- Warehouse Supervisor - Weekends ; Comfortable running a demanding contract to high service levels; Passionate, resilient and with a positiveGleeson Recruitment GroupGleeson Recruitment GroupLutterworth, England
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- Multi Skilled Engineer - Gas/Combustion Bias , mechanical, water and building fabric planned, reactive and extra works engineering services across a regionCarillion2.6 50 Reviews CarillionBirmingham, England
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- Conference and Banqueting Floor Manager - The Belfry of the department, ensuring excellent guest service is delivered by the team at all times. Our comprehensiveThe BelfryThe BelfrySutton Coldfield, England
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- Payroll Supervisor and manufacturing recruitment consultancy established in 1978. The services advertised by Jonathan Lee ContractsJonathan Lee Recruitment Ltd4.0 3 Reviews Jonathan Lee Recruitment LtdSolihull, England
- Warehouse First Line Manager FLM Due to further expansion and extended contracts, a great opportunity is available for FLMs to joinRobertson Recruitment4.0 1 Review Robertson RecruitmentDaventry, England
- Operations Manager PROFILE: 3 to 5 years experience in managing e-com services, reverse logistics, wholesaleGap PersonnelGap PersonnelLutterworth, England
- Housekeeper- Fixed term contract . Remove trash, dirty linen, and room service items. Check that all appliances are present in the roomMarriott3.7 2,254 Reviews MarriottBirmingham, England
- Transport Planning Supervisor An experienced Transport Planning Supervisor is needed for a market leading 3PL basedPage Personnel LogisticsPage Personnel LogisticsBirmingham, England
- Helpdesk Supervisor - Birmingham - £10.58 per hour FM HELP-DESK SUPERVISOR - IMMEDIATE START - BIRMINGHAM - £10.58 per hour Our leading FacilitiesRandstad CPERandstad CPEBirmingham, England
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Industry News
BP-Husky to invest $400 million in Toledo refinery01/18/2010
BP-Husky to Invest $400 Million in Toledo Refinery
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Working collaboratively, the BP/Emerson team developed the first intrinsically safe, mote-based system to capture measurements in BPs challenging refinery environments.03/23/2007
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Best Practice DCS Migration Webinar
Plant managers, engineers, operators and maintenance people - learn how to upgrade your legacy system without high cost or high risk for improved performance and profitability. Upgrade experts will share lessons learned that have helped over 1,000 plants modernize reliably and safely. Ask questions. Get answers.09/19/2011
Bertelkamp Automation Is Now a Mitsubishi Electric Certified Training Center
Mitsubishi Electric Automation, Inc. has authorized Bertelkamp Automation, Inc. as a Mitsubishi Electric Certified Training Center (CTC).07/01/2013
Berra moves up to chairman at Emerson Process Management
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The fan blows cold air but clicks when you transfer to heat and heat doesnt come out most of the time. Like something is stuck?????
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text:
The FE sector is going through some difficult and challenging times at the moment. One of the key aspects they need to work on are the Area Based Reviews.
One aspect of the area based reviews is that they must "embrace technology".
Great, let's embrace technology…
I can do that…
I can embrace technology…
Well, I think I know how to embrace technology…
Well, what does that actually mean, I am sure it means more than just hugging your laptop.
Okay let's delve a little deeper into this.
The actual line from the government document says:
A willingness to embrace the possibilities provided by technology via blended, independent and online delivery and assessment, which can increase the quality and scope of provision and improve efficiency.
Hopefully embrace means more than just a passing hug…
What would an FE College (or whatever comes out of the Area Based Reviews) look like once it had embraced technology?
How could you describe an FE College that has embraced technology?
What would the learner experience be like from the learner's perspective? From a member of the teaching staff and their perspective? From the perspective of someone from learner support or business support?
Most use of learning technologies that I have seen, read about in conference papers, news items, listened to at events, and personally experiences when working in FE, is less about embracing technology, much more about holding hands or giving a peck on the cheek to technology. Not much holistic embracing of technology by the whole organisation.
Part of this is because we really don't know what is meant by "embrace technology" and we have no real idea of what it could look like.
A vision of how the learner experience should be, with references to how this experience would embrace technology is a good place to start.
The entire learner journey from where they are interested in undertaking a programme of study, from enquiry, enrolment to induction. The programme of study, schemes of work, lesson planning, resources, content, activities. How technology would be used to enhance and enrich the formal and informal learning. How will the learner use technology to find information, media and manipulate data? How will the learner use digital creation tools to support their learning? How will technology impact on research and scholarship? What role does innovation play in embracing technology? As part of their learning journey, what digital tools will a learner use for group and peer communication, how will they work together using online collaborative tools? What will be the role of digital social networking tools?
What will be the role of technology in supporting that learner experience? The use of data, analytics, online resources, digital content all need to be considered and integrated into the learner experience. The learner experience does not exist in isolation, the business support processes that lie behind that experience also need to be sure they don't frustrate or block the use of technology that is being used to enhance and enrich.
How will the use of technology support the learner once the course has been finished?
The next stage will be look a potentially different experiences, ones that would not be possible without technology, or ones that take advantage of the affordances of digital technology. This is where online learning comes into play, flipped learning and providing a more personalised and flexible approach.
Embracing technology is easy to say, easy to write down. Ensuring that you actually holistically embrace technology across the whole organisation, as part of a wider review is challenging and difficult. We haven't really done this before, so I don't think we can assume it will just happen now.]]>
The Association of Learning Technology Conference in Manchester is the biggest conference of its kind in the UK. Over the course of three days, hundreds of delegates (in the main from HE and FE) descended onto the University of Manchester to listen, discuss, network and discover what was happening in the world of educational technology and learning technologists.
You get a real mix of attendees at the conference, as well as a large smattering of delegates from overseas, there are people employed across HE, FE and Skills. They are in a variety of departments, from dedicated IT staff, staff development as well as technology enhanced learning. They are also in a variety of roles, from learning technologists, managers, leaders.
This is the first time since 2012 (which was in the same venue) that I have attended the whole conference, I missed it in 2013 and only managed one day in 2014. It was great to meet up with old friends and meet new ones. Back in 2012 there was only a few people from FE at the conference, it was refreshing this year to see many more FE people at the event. The people I spoke to certainly seemed to be enjoying the conference.
As has happened before there was a lot of talk about how there was still too much focus on small scale initiatives with little big picture thinking taking place. I heard discussions about how we had heard many of these things before, but with a slightly different gloss or skin.
To be honest I am not surprised, as the ALT Conference is very much about showcasing the work of learning technologists in institutions, their small scale pilots and projects. They are on the same journey that we made years before in discovering how they and their small cohorts can take advantage of new technologies, tools and services. If you think about it, the conference process isn't totally conducive to showcasing large scale holistic change,
The paper submission process, geared to attending the conference, will push the focus to those projects that are research based, small scale, small cohorts, the work of individuals or small teams. This is not to say you won't find gems in the conference on large scale implementations, but they will be rare and limited. Can you really for example talk about whole institutional change in 15 minutes?
This isn't a criticism of that process and I think it is a valuable way for learning technologists to focus and present on their work in front of an expert critical audience. However if you attend the conference with the aim of finding out how to approach the embedding of learning technologies holistically across an entire organisation, you may find yourself disappointed, and you may need to think about scaling up the projects and outcomes you do get to hear about.
So why do I attend this conference:
As you will have seen in previous blog posts I did plan where and what I was going to do in quite some detail. This was also to help me as I made a point of noting down room numbers too. This worked quite well, there were some last minute changes I sadly missed David Kernohan's session, which by all accounts was fantastic.
I also forgot to note I was chairing a session and was in another one, when I got tweeted that I was needed somewhere else.
Highlights for me included the session on digital capability, where Helen Beetham talking to a packed room explored the new Jisc digital capability framework. This certainly demonstrated the interest in the framework from the sector and how it is a real issue in institutions in how they build digital capability. The content of the session resonated with people in the room and during the round table discussions, I heard lots of positive comments and interest in the framework and the project as a whole. It was evident from those conversations that people like the framework and see it as a useful tool to discuss digital skills and capabilities.
There is also a demand for some kind of diagnostic tool to assess staff skills in digital and support in helping those same staff to improve their skills. As project manager for this area at Jisc I particularly welcomed the interest in the project.
I also enjoyed Lawrie Phipps and Donna Lanclos' session, Are learning technologies fit for purpose. I do like a good debate and this session did not disappoint. There was a lot of discucssion about what was a learning technology, it certainly is more than a VLE or an LMS, there was debate about what purposes these tools serve and something we need to define before we can really say anything about fitness for purpose. The discussion really then moved onto the importance of understanding people's motives when it comes to the use of learning technologies and the levers of change that need to be in place before change can happen. One clear conclusion from the session, was that the technology was less important than the leadership, management and skills of the people involved in the delivery of learning.
I have heard Steve Wheeler speak many times, most recently at FOTE 14, and I felt that Steve wasn't really saying anything new. It was interesting to hear from his two learners, but as they were his learners, I expected that they would be using learning technologies in interesting ways, well Steve is their teacher. It will be interesting, as they were learning to be teachers, if they utilise technology in their teaching over the next four years, as they did as learners in the last four!
After this session, my plans were slightly scuppered as I was asked to chair the sessions happening in the main hall. Both presentations were certainly interesting and I particularly found the session, Engaging learners in computer-based summative exams: Reflections on a participant-informed assessment interesting and relevant to those who are looking at computer based assessment.
Of all the keynotes I felt that the one that I got the most from was Johnathan Worth's keynote. As most people are probably aware, Jonathan Worth is renowned in both the edtech and photography world down to his #phonar photography MOOC which almost built by hand, behind the scenes, attracted 35,000 learners.
What was interesting was the journey he took, starting off as a photographer and moving through the MOOC and other directions.
The keynote has been featured on mainstream tech site Boing Boing.
I spent some of the Wednesday talking about FELTAG, both as part of the FELTAG session which has been accepted as part of the conference proper and the launch of the FELTAG SIG, which attracted a lot of attention, including this article in FE Week.
On Thursday I went to Laura Czerniewicz's keynote on inequality as higher education goes online. I wasn't sure how much this was going to be of interest, as it did focus on HE, however I did find it quite an illuminating talk, lots of questions, but as Laura says, very few if any answers to the many problems she discusses in her keynote. It's one thing to ask questions, but finding and providing answers is a lot more challenging. The main thrust of her talk was the importance of commons and openness. As a result there is a conflict with market-led solutions.
On the coffee front, yes I was disappointed with the fact that the café at the Museum was closed for three weeks, however I did manage to find an equally nice (or even a slightly nicer) place for coffee over the road at the Christie's Bistro. Those who regularly read the blog will know that I have a thing about conference coffee, and as it usually is quite poor and awful I do try and find alternatives and find some real coffee whenever I am at a conference.
Overall I left Manchester feeling exhausted, but full of enthusiasm for learning technologies. There was so much to take away from the conference that even now weeks later I am still reflecting on the sessions I attended and even those that I missed. Don't miss it next year.]]>
There is also a recording of the talk.
Laura Czerniewicz is the Director of the Centre for Innovation in Teaching and Learning (CILT) at the University of Cape Town (UCT) in South Africa. Previously the leader of UCT's OpenUCT Initiative engaging with open scholarship from a southern perspective, she was also the founding Director of the university's Centre for Educational Technology. She has worked in education for several decades as an educator, academic and strategist. A rated researcher, Laura's interests include academics' and students' digitally-mediated practices, issues of inequality, and the changing nature of higher education.
I found this an interesting talk, lots of questions, but as Laura says, very few if any answers to the many problems she discusses in her keynote.
The main thrust of her talk was the importance of commons and openess. There is a conflict with market-led on the solutions.
I have been "messing" about with sketch noting at the conference and here are my notes from the talk.
This morning's keynote is considering inequality as HE goes online with Laura Czerniewicz.
At 10:35 I am off to the session with Amber Thomas from Warwick on Participatory approaches towards more consistent and coherent learning technology provision [926] in room 2.218 This resonates with the project I am working on for Jisc on building digital capability.
After the coffee break , back to room 2.218 for David Kernohan's session, "I watch the ripples change their size but never leave the stream": Trends and patterns in education technology prediction [808]
Then we have lunch, and before the final keynote I am looking at attending Building an e-learning platform in WordPress [811] again in room 2.218.
Another packed day and difficult choices on what to attend.]]>
It's the second day of the annual Association of Learning Technology conference here in Manchester. Yesterday was an exciting and exhausting day with some great sessions.
Disappointed that the Museum Café is closed for three weeks, so no real coffee for me.
Really looking forward to the keynote this morning from Jonathan Worth, who will be talking about photography and his journey.
After that I am presenting a FELTAG session in 4.206. In this session we will be talking about ideas and strategies in regard to implementing the FELTAG recommendations.
After the coffee break, straight into digital capabilities with Helen Beetham and Lou McGill, Here Comes Everybody: digital capabilities across roles and boundaries [908].
After lunch, I am going to 4.204 to see CMALT: recent trends in learning technology specialisms and CPD opportunities as I am working with the team to get our CMALTs.
The ALT AGM is at 4:05pm where the business of ALT will be confirmed.
At 4.45pm in the Main Theatre I will be leading the FELTAG SIG and open FE forum. Find our how working together and collaboratively we can support each other to support the implementation of the FELTAG recommendations.
So another busy day.]]>
The abstract doesn't give very much away about what Steve is going to talk about so we will have to wait and see what it will all be about. Looking forward to a heated discussion on the Twitter.
After the usual coffee break, popping over to the Museum Café for a decent coffee methinks, it's a series of parallel sessions. One of the challenges of ALT-C is finding the right session to go to. This isn't an issue of signage and location, but finding a session, that will inspire, challenge and make you think. There is nothing wrong with going to a session that you know you will enjoy, but sometimes you need to find a session that will challenge your approaches and make you rethinking about how you work.
Often I go to a session that is been delivered by someone I know, whom I have heard before, and I will know deliver an interesting and thought provoking session, but often it just reinforces my thinking and thoughts. This doesn't mean I won't go, but you take it for what it is.
I was going to attend Using CMALT as a vehicle for team-building and professional development [990] as I am working with my colleagues at Jisc in helping them (and me) to complete their CMALT. This is less a session that will challenge and inspire, but more of a session to help and support my practice. Alas I found out yesterday it has been cancelled, so time to choose something else.
I quite like the sound of To BYOD or not to BYOD: Factors affecting tutor acceptance of faculty and student mobile devices in their classroom practice [856] as I am currently reflecting on the different models around learners bringing their own devices.
There are generally two reasons behind BYOD, the first is a financial saving, if learners are bringing their own devices then the institution won't need institutional devices, this reduces capital outlay when refreshing equipment and reduced support costs. The second reason is to create a paradigm shift in the way that learning takes place by taking advantage of the devices learners are bringing to college or university.
In terms of the first reason, the potential savings that can be made need to be offset with the improvements in infrastructure that need to take place to ensure a seamless experience for learners.
The second reason also requires investment, but more investment in ideas how to design a curriculum that takes advantage of BYOD, how to deliver sessions when learners are using their own devices and also designing their assessments.
Similarly I also quite like the thought of attending Sharing stories around the microphone: digital storytelling as a collaborative learning experience [1013] as digital story telling is something I am aware of, but actually know very little about.
Over lunch I will be on the Jisc stand, available to discuss digital capabilities with interested parties.
I am trying to choose between a few sessions, most of which will aid my thoughts in the project I am currently managing for Jisc. This session, Learning technology from the middle out: Breaking down functional tensions and resistances between stakeholders to lead institutional change [913] sounds like it might well be of interest in how they overcame the barriers that institutions face when building digital capability.
Don't tell Lawrie, but I am also interested in attending Badging the Open [940] as I do feel I need to know more about the practical aspects related to open badges and the impact they can (or may not) have.
At 3:05pm I am going to attend Lawie's and Donna's session, Are learning technologies fit for purpose [881]. This is going to be a fun sessions, one that I am sure I am going to enjoy.
This presentation and paper will open up the debate, reporting on discussions and engagement after the original debate and eliciting more viewpoints to further the discussion and encourage delegates to think critically about their existing use of technology. It will also propose a continuum of practice with technology, seeking to not identify a right or wrong answer, but instead provide a series of questions, checks and balances that institutions should consider in their deployment of technology.
At 4:45pm it's a pity that Bex Ferriday's session, Mighty Oaks from Little Acorns Grow [803] has been cancelled as Bex's sessions are bright, loud and fun. So a slightly more serious option will be Harmonious Developments in Learning Technologies; how to align IT and LT cultures. [1009]. This session reminds me of my presentation on the dark side I delivered at FOTE 14 in London.
After a long day it doesn't stop and I will be off to the Palace Hotel for the Gala Dinner.
So what does your day at ALT-C look like?]]>
As I write I am sitting a slightly cramped seat on a CrossCountry Voyager train to Manchester, heading towards the annual Association of Learning Technology conference. This is the first time since 2012 that I have attended the full conference. I missed it in 2013, having just finished one job and starting another, and could only attend one day in 2014.
I will be presenting in two sessions and also supporting in a third. In addition I will be on the Jisc stand talking and discussing digital capabilities.
What I like about the ALT conference is a combination of the sessions, the people, the networking and the sharing of ideas and solutions.
I have attended ALT-C before in Manchester and the venue is quite nice, however the coffee leaves a lot to be desired. As a result at previous conferences I would pop over the road to the Museum café where the coffee is pretty good.
I think I have packed everything, nowhere near as bad in some years demonstrating mobile learning or other technologies, as I would often have a complete suitcase full of laptops and devices. A few years ago I would bring a portable TV studio with me… two jobs later that's one "gadget" I no longer have.
I think I have remembered all my cables and chargers (along with a four way gang). I am also intending to take more photographs this year, but instead of using an iPhone, it's a 16GB model with limited storage space, I am going to use my Canon DSLR. The fact I also have multiple lenses means I am intending to capture the essence of ALT-C on film (well digital images and upload to Flickr).
Looking over the programme, there looks to be some great sessions and keynotes, looking forward to it all.]]>
In a recent Ofcom report, the decline of SMS was noted.
SMS use fell for the second consecutive year, from 129 billion messages in 2013 to 110 billion messages in 2014, largely due to increasing smartphone take-up and use of internet-based communications.
This move from SMS to other forms of internet based communication is partly the result of the increase in the number of people owning internet capable smartphones, also the increase in the use of 4G (making it faster to do so).
…during 2014, 4G subscriptions have leapt from 2.7 million to 23.6 million
In addition we are seeing an increase in the availability of wifi both on campus and in urban areas.
The decline may be happening, but SMS usage is still much higher than it was a few years ago, back in 2007 we sent 52 billion texts.
So what does this all tell us?
Well there are three things we should take away from this.
Firstly if you are already using SMS to support teaching and learning (or learner support) then keep doing so, the decline is there, but the use of SMS is very much embedded into the daily lives of many people and will continue for the next few years.
Secondly, note that the increasing smartphone take-up and use of internet-based communications, means that in addition to SMS you should be using internet-based communications as well.
Finally if you're not using either SMS or internet-based communications, then planning for the future, the focus should be on internet-based communications and not that means to ignore SMS, but note that it is in decline and resources may be better placed elsewhere, as the growth in internet based comms will continue to replace SMS.
What this report demonstrates is how challenging it can be to keep pace with changes in technology, that some technologies come and go, and that sometimes you need to move fast to take advantage of technological advances before they become obsolete.
Image source.]]>
Then, that David Hopkins, decides to write a blog post, not using images, but a video clip, another hashtag, #blideo, and then decides to challenge me (and Julian Stodd, and Terese Bird) with this clip from The Italian Job.
I have to admit my first reaction was to ignore it and dismiss the challenge. It's not as though I've not done these before, back in 2008 I was challenged by someone called Steve Wheeler on a meme called Passion Quilt.
Right. It's an interesting challenge and looks a little like a chain letter, but here goes. Mike Hasley, of TechWarrior Blog, has laid down a challenge for me and 4 others to add to a collection of photos that represent our passion in teaching/learning. I have to tag it 'Meme: Passion Quilt' and post it on a blog, Flickr, FaceBook or some other social networking tool with a brief commentary of why it is a passion for me.
That Doug Belshaw challenged me in 2011 to write 500 words on the purpose of education. There was also an image challenge with that too
So for this challenge I need to look at the video clip, and what it makes me think of, professionally or personally. As I said I was going to dismiss it, but hang on a minute…
The Italian Job is one of my favourite films of all time. I like it for a lot of reasons, it's also the same age as me. I am surprised it didn't make my cinematic advent calendar I did in 2012.
It's a classic British 1960s crime caper. It's got Michael Caine in it, as well as Noel Coward. Yes it's full of cliché, yes it's rather sexist and does have a fair few unfair stereotypes in there too, the Italian Mafia and Camp Freddy are examples of this. Having said that, if you can forgive a film of it's time, this is an enjoyable romp through 1960s London and Italy, with a great script, photography and cast.
The story tells how Charlie Croker gets out of jail and plans a heist of Chinese gold that is been delivered to the Fiat factory in Milan. The film has a classic chase sequence as the three Mini cars are filled with gold and driven across Milan, with the Italian police in pursuit.
The film ends with the cliffhanger clip shown above, showing that despite a successful heist, crime doesn't pay…
From a professional perspective, what does this clip mean for me?
Well what the film shows is a robbery, but an expertly planned and executed h, one that takes into account a range of issues and the plan mitigates these. The success is dependent on the planning and planning down to the smallest detail.
"You're only supposed to blow the bloody doors off!"
From checking how the Mini cars would perform with all the gold in the boot, the amount of explosive to evading the traffic jams.
"If they planned this traffic jam, then they must have planned a way out of it."
In addition there is a lot of preparation to ensure the success of the plan, from people to resources, to computer programming.
However as the clip shows, despite all the planning resulting in success, one slight mistake and success is on the cliff edge (literally) with the prospect of it going either way. Despite all the careful planning, innovative thinking is required if disaster is to be avoided.
I am a great fan of careful planning and good preparation, when it comes to teaching and learning. When I was a teacher I would plan out the entire year in advance, including lesson plans for each lesson. Alongside these I would prepare the majority of the resources required and these would be printed in advance and stored ready for use. When I "discovered" the internet, for some courses I created my own "VLE" and the scheme of work and resources were available for learners to access and download. On the site were additional resources, links, news items and a discussion forum – this was in a time when not many people had internet at home.
However what was also important was having the space to be innovative and responsive to accommodate unexpected events and issues. In addition there was space to allow for topicality and for ideas from the learners. When opportunities arose, they were grasped (as there was the flexibility in the planning to allow for this) and not ignored because we had to stick to the plan.
If you think of the impact snow can have, or service failure, having the space and the initiative to adapt is critical to take account of these unexpected million to one chances that happen nine times out of ten.
I know speaking to teachers over the years, that many don't like this approach, they see planning as inflexible and doesn't take account of what happens in the classroom on a weekly basis. So as a result they don't plan. They take a more ad hoc approach, though this can work for some people, often it can result in core elements been missed or rushed.
Good planning does not mean rigidity or lack of flexibility. Having a plan doesn't mean there isn't any room for innovation. No effective planning, will build in room for innovation, will be flexible and will allow for topicality and spontaneity. In reality an ad hoc approach usually results in a bland approach falling back on using the same methodology,
We often do things because we have always done it that way. We take the same route to work, we go the sandwich place for lunch, we choose the same thing from the menu when we go out to lunch.
I recall an apocryphal story about the Royal Horse Artillery who have not used horses for a hundred years, but still have five people for each artillery piece, four to fire the gun and one to hold the horses. The essence was that we do things because we have always done them that way and sometimes the reasons for doing it this way have actually changed or disappeared, but we still keep doing it.
Doing everything last minute, usually means doing everything the same way every time. Planning allows for innovation, creativity and the last minute cliffhangers.
Just going back to the Italian Job, if you didn't know, a few years ago the solution to the problem was "discovered" in a 2009 competition.
In addition to that competition, according to a making of documentary, the producer Deeley was unsatisfied with the four written endings and conceived the current ending as a literal cliffhanger appropriate to an action film which left an opportunity for a sequel. The documentary describes how helicopters would save the bus seen on the cliff at the end of the first film. The grateful gang would soon discover that it is the Mafia that has saved them, and the sequel would have been about stealing the gold bullion back from them.
So as this is #blideo in theory I have to challenge someone with a clip, well here's the clip, as for the challenge, well that's open to everyone.
Four years is a long time in technology, but how much has happened since 2011?
Back in November 2011 I was asked by the AoC to present at a conference with Donald Taylor on emerging technologies and how FE Colleges should be preparing for them.
My slides and Donald's are in this slidedeck.
My notes from that presentation are here, but how much has changed since then and had education really embraced and started to embed these emerging technologies.
Electronic Books
Who here has a Kindle or reads books on their iPad?
Amazon have said they sold more e-books than paperback books in the last quarter of 2010. They have sold millions of Kindles.
Apple sold 15 million iPads then they released the iPad 2.
It was in 2010 that JISC Collections started the e-Books for FE project which really helped libraries across FE start to embed the use of e-books and provide a decent sized collection for learners. Most learners should be able to understand what e-books are, how to access them and many are using them to support their learning. We still have DRM and copyright issues over "lending" ebooks and these don't look like going away anytime soon. With the growth of learner owned devices and BYOD strategies, we should expect the use of e-books to increase. One thing we do need to consider is that learners are more likely to be using phones to access e-books and that the use and sales of tablets is on the decline.
So when was the first mobile phone call? 1946
When was the first handheld mobile phone call? 1973
Mobile phones are not a new technology. However the phone as a mobile computer, the smartphone, though about ten years old now, will dominate the phone market.
Does anyone actually buy "dumb" mobile phones these days? Or even feature phones? The cost of smartphones has dropped considerably in the last four years, yes the iPhone 6 Plus is a very nice phone, but a decent Android handset can be had for next to nothing these days. I do notice as I walk around how many people are using Samsung Android smartphones to do stuff on. Not only are phones getting cheaper, they are also getting more powerful and better at doing things. Back in 2011 the iPhone 4 had just been released and though the camera was good, it was nowhere near as good as the camera that can be found on the current iPhone or other newer phones. This means that they are better at capturing content than ever before. Storage has also grown, still can't quite believe that you can have an iPhone 6 with 64GB of storage, I still think 64MB Compact Flash cards I used with the CompaQ iPAQ back in 2000 were huge.
Though smartphones are now the standard phone across learners, the reality is that curriculum design, delivery and assessment have not taken advantage of these technologies that learners carry in their pockets. BYOD is not just about the power of the technology, but also how effectively the design of the curriculum and assessment, and how this is delivered takes advantage of the learner owned devices that are carried on a day to day basis.
Augmented Reality
…is the application of a digital information layer over the real world. Hold up your phone to a building and get information on its history and current use. Hold up to a college and see what courses that organisation offers. In an engineering workshop, hold your camerphone up to a piece of equipment and overlaid will be information, on what it is, what it can do and relevant health and safety information.
Back in 2011 I used the example of QR codes been used to transfer links from library shelves to a user's mobile phone. Today we have technologies such as Aurasma, this image recognition technology uses a smartphone's or tablet's camera to recognize real world images and then overlay media on top of them in the form of animations, videos, 3D models and web pages.
In many ways this is quite easy to do, however what is more challenging is to create the effective content that sits behind the Aurasma experience (and to be honest QR codes as well).
What augmented reality shows us is that often the real challenge is not the embedding of the technology, anyone can print QR codes or markers for tools such as Aurasma, but much more what does the learner experience as a result of engaging with the markers and codes?
Game-based Learning
Casual and mobile gaming is really big now in the UK. From the Nintendo Wii , the DS to the iPhone and iPad, as well as the Playstation and xBox. Gaming is huge and lots of different people do it.
When we talk about learners having a short attention span, can't sit still for ten minutes in a lesson, how is it these same learners can play World of Warcraft for four hours…
Using games for learning is not new, as an old economics teacher I use to use paper based business games a lot. However video games now offer so much more and there are lots of ways that gaming can be used to enhance and enrich learning.
Back in 2011, many colleges were using Brain Training on the Nintendo DS and there was lots of talk about creating learning video games.
This week, Jisc published their gamification toolkit.
This infokit explores gamification and its application to the field of education, learning and teaching. It is written for instructors such as lecturers and teachers, and is also of interest to learning system developers, education technology organisations, metadata specialists, librarians, and anyone concerned with effective learning either within, or outwith, curriculum requirements.
There is still a long way to go before we see colleges and universities embracing and embedding gamification, even if they do it at all. The focus on skills and employability may mean the idea of gamifying the curriculum is left in the cupboard. One spin off that does appear to be gaining traction though is the use of badges and especially open badges.
Gesture-based Computing
The iPad is all about gestures. Microsoft Kinect allows you to play games without needing to use a controller. It won't be long before we control our devices by waving our hands about!
I said in 2011 it won't be long, well it is looking like it will be longer than I thought it would be back then. I have to say though gesture based physical interaction on the iPad does make it so much easier to use.
Learning Analytics
You probably already know a lot about your learners, colleges gather huge amounts of data about each and every learner, about them, their progress, their success and their failure. The question is are you making use of that data to make business decisions? Are you analysing learners on entry, during their course and where they go, in order to make decisions about which courses you are running and importantly which courses you should close.
Learning analytics is the measurement, collection, analysis and reporting of data about learners and their contexts, for purposes of understanding and optimising learning and the environments in which it occurs.
This area still probably has some way to go before it is embedded into colleges and universities, but there are many places out there who have been using big data and analytics for a while. In addition Jisc have a co-design project looking at analytics for the sector.
Universities and colleges use student data to help make informed decisions which can lead to improved student satisfaction, retention and attainment. However the learning analytics market is undeveloped. Organisations would benefit from tools and exemplars so that they can implement the best solution for their needs and priorities.
Our aim is to provide a set of basic learning analytics tools drawing from a range of data sources and using proven metrics.
3G already offers fast wireless speeds, the future though will be 4G which will allow learners to have download speeds in excess of 20 Mbps, or even faster. This means that learners will be able to stream video content, access a range of media using mobile devices where and when they want to.
In 2011 there was no 4G, and now there is. My experience with 4G has been very positive apart from the cost! The speeds are incredibly fast making it possible to easily consume high quality content such as audio podcasts and video streaming, as well as upload content fast to the web.
We are seeing some price drops in 4G costs, but at the moment it is beyond the price point of most learners.
Connected Televisions
80% of televisions sold today can be connected to the internet, they can be used to access content and resources. Whether they are actually connected is a different question. However popularity of services such as YouTube, BBC iPlayer, 4OD and other content delivery systems, demonstrates that this could be a real way to deliver learning in the home.
Though some colleges and universities experimented with their own TV channels, the real way into the home through connected televisions appears to be through YouTube. However the challenge there is the creation of compelling useful content and avoiding the complication that rights and copyright adds to delivering video over the open internet.
A passing comment mentions other technologies
There are other technologies as well: fibre broadband, voice recognition, voice commands, cloud computing to name a few.
Fibre broadband is on its way to cover most of the country, well not my end of the street. The concept of having really fast broadband, is a reality for a lot of people, making it easier for homes to do multiple high-bandwidth activities all at the same time. Streaming HD video is seemed as quite normal and easily done through devices, computers and televisions.
Tools such as Siri from Apple and Cortana from Microsoft are showing how voice recognition, voice commands and personal assistants are becoming more and more mainstream. Google has built voice recognition into search, and though you need an internet connection for most of these services to work, they are a real leap forward from the voice recognition technologies we were dealing with five years ago.
As for cloud computing, well it's probably easier to note who isn't using it, rather than who is. Usage of tools such as Google Apps, Dropbox and Office 365 shows that cloud computing is embedded into people's day to day activities, whilst tools such as Microsoft Azure and Amazon S3 (simple storage service) show how easy it is for enterprise level applications to be hosted in the cloud. Of course what cloud really means, is letting someone else host your data and applications rather than do it yourself, it's still on a computer somewhere, just not on yours!
Predicting the future accurately is a real challenge, and nigh on impossible to do, however what is certainly possible and feasible, is to prepare an institution for the future. By ensuing the strategic approach of the organisation can accommodate what may and could happen, it makes it much easier to prepare for change and importantly take advantage of what the future might bring.
In another post about a seminar six months later, I reflected on why we don't prepare for the future.
As for the next five years? Well that's another blog post… sometime in the future…]]>


text:
Collateralized debt obligations (CDOs) are a type of structured credit product in the world of asset-backed securities. The purpose of these products is to create tiered cash flows from mortgages and other debt obligations that ultimately make the entire cost of lending cheaper for the aggregate economy. This happens when the original money lenders give out loans based on less stringent loan requirements. The idea is that if they can break up the pool of debt repayments into streams of investments with different cash flows, there will be a larger group of investors who will be willing to buy in. (For more on why mortgages are sold this way, see Behind The Scenes Of Your Mortgage.)
TUTORIALS: Mortgage Basics
For example, by splitting a pool of bonds or any variation of different loans and credit-based assets that mature in 10 years into multiple classes of securities that mature in one, three, five and 10 years, more investors with different investment horizons will be interested in investing. In this article, we'll go over CDOs and how they function in the financial markets.
For simplicity, this article will focus mostly on mortgages, but CDOs do not solely involve mortgage cash flows. The underlying cash flows in these structures can be comprised of credit receivables, corporate bonds, lines of credit, and almost any debt and instruments. For example, CDOs are similar to the term "subprime", which generally pertains to mortgages, although there are many equivalents in auto loans, credit lines and credit card receivables that are higher risk.
How do CDOs work?
Initially, all the cash flows from a CDO's collection of assets are pooled together. This pool of payments is separated into rated tranches. Each tranche also has a perceived (or stated) debt rating to it. The highest end of the credit spectrum is usually the 'AAA' rated senior tranche. The middle tranches are generally referred to as mezzanine tranches and generally carry 'AA' to 'BB' ratings and the lowest junk or unrated tranches are called the equity tranches. Each specific rating determines how much principal and interest each tranche receives. (Keep reading about tranches in Profit From Mortgage Debt With MBS and What is a tranche?)
The 'AAA'-rated senior tranche is generally the first to absorb cash flows and the last to absorb mortgage defaults or missed payments. As such, it has the most predictable cash flow and is usually deemed to carry the lowest risk. On the other hand, the lowest rated tranches usually only receive principal and interest payments after all other tranches are paid. Furthermore they are also first in line to absorb defaults and late payments. Depending on how spread out the entire CDO structure is and depending on what the loan composition is, the equity tranche can generally become the "toxic waste" portion of the issue.
Note: This is the most basic model of how CDOs are structured. CDOs can literally be structured in almost any manner, so CDO investors can't presume a steady cookie-cutter breakdown. Most CDOs will involve mortgages, although there are many other cash flows from corporate debt or auto receivables that can be included in a CDO structure.
Who Buys CDOs?
Generally speaking, it is rare for John Q. Public to directly own a CDO. Insurance companies, banks, pension funds, investment managers, investment banks and hedge funds are the typical buyers. These institutions look to outperform Treasury yields, and will take what they hope is appropriate risk to outperform Treasury returns. Added risk yields higher returns when the payment environment is normal and when the economy is normal or strong. When things slow or when defaults rise, the flip side is obvious and greater losses occur.
Asset Composition Complications
To make matters a bit more complicated, CDOs can be made up of a collection of prime loans, near prime loans (called Alt.-A loans), risky subprime loans or some combination of the above. These are terms that usually pertain to the mortgage structures. This is because mortgage structures and derivatives related to mortgages have been the most common form of underlying cash flow and assets behind CDOs. (To learn more about the subprime market and its meltdown, see our Subprime Mortgage Meltdown feature.)
If a buyer of a CDO thinks the underlying credit risk is investment grade and the firm is willing to settle for only a slightly higher yield than a Treasury, the issuer would be under more scrutiny if it turns out that the underlying credit is much riskier than the yield would dictate. This surfaced as one of the hidden risks in more complicated CDO structures. The most simple explanation behind this, regardless of a CDO's structure in mortgage, credit card, auto loans, or even corporate debt, would surround the fact that loans have been made and credit has been extended to borrowers that weren't as prime as the lenders thought.
Other Complications
Other than asset composition, other factors can cause CDOs to be more complicated. For starters, some structures use leverage and credit derivatives that can trick even the senior tranche out of being deemed safe. These structures can become synthetic CDOs that are backed merely by derivatives and credit default swaps made between lenders and in the derivative markets. Many CDOs get structured such that the underlying collateral is cash flows from other CDOs, and these become leveraged structures. This increases the level of risk because the analysis of the underlying collateral (the loans) may not yield anything other than basic information found in the prospectus. Care must be taken regarding how these CDOs are structured, because if enough debt defaults or debts are prepaid too quickly, the payment structure on the prospective cash flows will not hold and the some tranche holders will not receive their designated cash flows. Adding leverage to the equation will magnify any and all effects if an incorrect assumption is made.
The simplest CDO is a 'single structure CDO'. These pose less risk because they are usually based solely on one group of underlying loans. It makes the analysis straightforward because it is easy to determine what the cash flows and defaults look like.
Are CDOs Justified, or Funny Money?
As mentioned before, the existence of these debt obligations is to make the aggregate loaning process cheaper to the economy. The other reason is that there is a willing market of investors who are willing to buy tranches or cash flows in what they believe will yield a higher return to their fixed income and credit portfolios than Treasury bills and notes with the same implied maturity schedule.
Unfortunately, there can be a huge discrepancy between perceived risks and actual risks in investing. Many buyers of this product are complacent after purchasing the structures enough times to believe they will always hold up and everything will perform as expected. But when the credit blow-ups happen, there is very little recourse. If credit losses choke off borrowing and you are one of the top 10 largest buyers of the more toxic structures out there, then you face a large dilemma when you have to get out or pare down. In extreme cases, some buyers face the "NO BID" scenario, in which there is no buyer and calculating a value is impossible. This creates major problems for regulated and reporting financial institutions. This aspect pertains to any CDO regardless of whether the underlying cash flows come from mortgages, corporate debt, or any form of consumer loan structure.
Will CDOs Ever Disappear?
Regardless of what occurs in the economy, CDOs are likely to exist in some form or fashion, because the alternative can be problematic. If loans cannot be carved up into tranches the end result will be tighter credit markets with higher borrowing rates.
This boils down to the notion that firms are able to sell different cash flow streams to different types of investors. So, if a cash flow stream cannot be customized to numerous types of investors, then the pool of end product buyers will naturally be far smaller. In effect, this will shrink the traditional group of buyers down to insurance companies and pension funds that have much longer-term outlooks than banks and other financial institutions that can only invest with a three- to five-year horizon.
The Bottom Line
As long as there is a pool of borrowers and lenders out there, you will find financial institutions that are willing to take risk on parts of the cash flows. Each new decade is likely to bring out new structured products, with new challenges for investors and the markets. (For more insight, read Why Are Mortgage Rates Increasing?)
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Investing Basics
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What is a Force Majeure?A force majeure clause frees both parties in a contract from fulfilling their obligations in the event of some catastrophic or unexpected occurrence.
Credit & Loans
Explaining Equated Monthly InstallmentsAn equated monthly installment is a fixed payment a borrower makes to a lender on the same date of each month.
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What percentage of a diversified portfolio should be exposed to the insurance sector?It is beneficial to innovate financial models and techniques used in quantitative analysis to improve performance and adapt ... Read Full Answer >>
What's the difference between a collateralized debt obligation (CDO) and a collateralized ...A collateralized mortgage obligation, or CMO, is a type of mortgage-backed security (MBS) issued by an lender that handles ... Read Full Answer >>
Who do hedge funds lend money to?Many traditional lenders and banks are failing to provide loans. In their absence, hedge funds have begun to fill the gap. ... Read Full Answer >>
What licenses does a hedge fund manager need to have?A hedge fund manager does not necessarily need any specific license to operate a fund, but depending on the type of investments ... Read Full Answer >>
What do hedge fund analysts do?A hedge fund analyst primarily provides support to a portfolio manager on how to best structure the hedge fund's investment ... Read Full Answer >>
Can mutual funds invest in hedge funds?Mutual funds are legally allowed to invest in hedge funds. However, hedge funds and mutual funds have striking differences ... Read Full Answer >>


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10 reasons why Halloween is the absolute best holiday
I don't have a BF yet. Is something wrong with me?
My room is a disaster...HELP!
Exclusive: The Invisible Sister cast rocked sight-seeing on set in NOLA
October Boots 'n' Jackets Giveaway: Week 1 winners
We found the *perfect* sweater weather outfit
A polka dot mani you can actually DIY
GL's tasty tea guide is here to get you through fall
Sneak a peek at our awesome October/November issue starring Bea Miller!
GL's Exclusive Look at GMW's "Girl Meets World of Terror 2"
More Friends = More Fun
GL Tweets !
9 HOURS AGO Hey, West Coast! @rowblanchard + @parisberelc's #InvisibleSister on @DisneyChannel debuts in just 30mins! Who's watching? 👯👤✨💞
11 HOURS AGO Sip this! GL's tasty tea guide to get you through fall: http://t.co/cNmr79i98A pic.twitter.com/QWh5sARKMy
13 HOURS AGO Will you read the new gender-flipped #Twilight? Still can't get over it: http://t.co/ayJeNgNHfd pic.twitter.com/pJQtnyguvk
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Are you the sassy sister, the shy sister or the supportive sister? This quiz—inspired by the new graphic novel Sisters from Raina Telgemeir—provides a peek into your personality…and shares what your friends and family love most about you.
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Peeing Cupid - The Wet Dating Service, submitted by Breetai. How many dates have gone sour when you lean over and nuzzled your nose in your lovers ear, whispering "i already have a man, now its time for the female rain"? Thankfully, the internet has come to answer your urinary desires without the threat of seeming creepy at all.
I have been in the lifestyle for quite sometime with my adult daughter and her adult friends.
Thank god we have another infested sore on the internet's back for more maggots to go hide in. What's more disturbing than a website where people tout their urinary abilities is that for this to exist there must be at least two people on this website. It's not just some single overweight pasty guy reusing images all over the place to try and get one girl out of the heavily stained woodwork.
With all these great tats, it's safe to say I'm the most unique person on earth. Which sounds great, until you realize how lonely it is.
FULLY SPOTTED DOG - My attempts to remove the spots from a Dalmatian completely backfired, and now I have a useless dog that is all spots and nothing else.
Welcome to Tony Ha (loading... loading...) wk's Pro (unreadable due to blurry texture)
The Goons make political Magic: The Gathering cards (with bonus jokes for people who actually play)!
In the latest Metal Gear twist, Big Boss could be ANYONE - politicians, celebrities, dogs, even YOU!
Awful Links of the Day spotlights the worst and weirdest websites on the internet. And we're not talking "weird" in a good way either.
Copyright ©2015 Rich "Lowtax" Kyanka & Something Awful LLC.


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The Top 10 In Action Sports
01Kenton Cool And The Legend Of Everest
02The Martyn Ashton Interview: Meet the Man Who Got Back on the Bike
03Legends Behind the Lens: The Dan Milner Interview
04We Asked Surf Star Coco Ho For Her Step-by-Step Guide to the Basics
05The Tony Hawk Interview: How Is The Birdman Still Flying High After All These Years?
06We Toured Britain's Action Sports Hotspots With The New Ford S-MAX
07The Legend Of El Dorado: One Man's Obsession With Finding A City Made Of Gold
08I Am Legend: How Audiences – Real Or GoPro'ed – Can Affect Your Mind And Performance
09Watch A Freerunning King Defy The Laws Of Gravity In This Urban Assault On London
10Living On The Blood and Urine of Dead Sea Turtles: The Shocking Story of A Sailor Stuck in Hell
Quiksilver Pro Gold Coast 2012 - Round 3 Highlights
The Quiksilver Pro and Roxy Gold Coast presented by Land Rover, the opening stop on the 2012 Men's and Women's ASP World Championship Tours, ran for the third consecutive day at Snapper Rocks today, and the world's best surfers collectively lifted the high-performance levels today in two-to-three foot (1 metre) waves at Snapper Rocks.
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Adam Shostack here. Forrester Research just released a report on threat modeling and the SDL. We're really excited to see this report affirming a critical component of the SDL, our approach to threat modeling and supporting tools. Forrester characterizes the Threat Modeling Tool as a unique tool that allows developers to identify and mitigate security risks to make applications more secure from the onset. Their recommendation to security and application development professionals is clear: catch vulnerabilities early in the development stage by implementing Microsoft's SDL Threat Modeling Tool. If you're already a Forrester customer, you should go check out the report and whether you're a current Forrester customer or not, you should download and evaluate the threat modeling tool.
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Home > Brazil > Santos FC > Squad > Profile: Vladimir
Vladimir Santos FC
Profile of the Brazilian footballer Vladimir, who currently plays as a goalkeeper at Santos FC. The 26-year old player Vladimir joined Santos from Santos FC and wears the number 12 shirt.
Vladimir Career
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Michael O�Neill backs depleted Northern Ireland to finish job against Greece
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Niall Quinn backs Sam Allardyce to revolutionise Sunderland
Robbie Keane returns Roy Keane�s jibe before Republic of Ireland face Germany
A club divided: high-flying Heracles haunted by ghost of Steve Mokone
J�rgen Klopp would be fantastic for Liverpool, says Mats Hummels


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It was perfect!
Terrific service. What a treat to not have to pack diapers in our luggage.
There were 8 of us traveling together (6 adults and 2 children) and the groceries were there when we arrived late in the evening. This was such a big help with milk and cereal for the kids, orange juice, bottled water, etc. I placed a good sized order and was thrilled with the service and the online ordering system. Perfect way to start our vacation! Will use Garden Grocer anytime I travel to Florida!


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Betton Hills is one of the oldest and finest neighborhoods in Tallahassee, Florida. Nestled close to downtown, between Thomasville and Centerville Roads, the residences in this neighborhood blend design from old and new Tallahassee. More About Us…
Upcoming Events
Fall Festival 2015
Oct 25, 2015 at Winthrop Park
October, BHNA Board Meeting 2015
Oct 19, 2015 at Ashford Club Apartments
Latest Newsletter
This issue highlights the Betton Hils Easter Egg Hunt, the Block Party Festival, and the BHNA Annual Neighborhood Garage Sale.
Latest Meeting Minutes:
Get Involved
Membership in BHNA is optional, but we encourage you to join! Our neighborhood is also on Facebook.
Also, we are recruiting board members! Learn more about how to get involved below.


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Hisoka/Hysoka Figurine (Hunter x Hunter)
Figurine of Hunter x Hunter character Hisoka. Imported figurine with no articulation. Hisoka cannot be separated from the base which he stands on. As far as I can see, the product has no physical flaws.
Figurine of Hunter x Hunter character Hisoka. Imported figurine with no articulation. Hisoka cannot be separated from the base which he stands on. As far as I can see, the product has no physical flaws.
A figurine of Josuke Higashikata, protagonist of JoJo's Bizarre Adventure Part 4. The figure is fully capable of standing on its own feet without risk of falling over and can be separated at the hip. As far as I can see, no product flaws.
2.4 by 2.4 by 2m grow tent brand new in unopened box and an 8inch rvk extraction fan with filter in great condition. £200 Call are text 07591584294
[Lost] this is an acrylic painting by Irish artist S.mchugh on a very large canvas signed by artist.
This is my last Scarface canvas! The many faces of Scarface from throughout the film are captured in this canvas - from his meagre beginnings as a Cuban immigrant to his powerful and wealthy status as a major crime lord. This is a must-have fo
Me to you counted cross stitch kit Mistletoe. Fin . Size approx 41/4x 3.
All Our Yesterday's Counted Cross Stitch Kit . Strolling the Waves size approx. 14x 11.
Wise Guy Charted Cross. Stitch kit size approx 153/4x1/2 - 40cms x11cms.
Cast Iron LNER Railway Sign cast iron sign that measures approx 3FT 2" X 4" "ANY PERSON WHO OMITS TO SHUT AND FASTEN THIS GATE IS LIABLE TO A PENALTY NOT EXCEEDING FORTY SHILLINGS". On one side it states - LNER and the other side the numb
I paperwork Counted Crossstitch kit approx size 5 x 7 ins 14 count cotton Aida and embroidery.
Heather Anne. Needle craft Samplers. Fritillaries. Design size approx 41/2x9ins - 11.5cmsx 23cms
Heather Anne Needlecraft Samplers. Design size 41/2x9 ins - 11.5cms x 23cms. Sweet Peas.
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Winnie the Pooh. Tiggers fish counted Crossstitch .approx design size 51/2x51/2 - 14cmx14cm.
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Counted Crossstitch kit . Best Friends Tummy Tickle Time size approx 7x5 ins. Moderate Task
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The Margaret Sherry Collection . purr - Fect Harmony . 14Count .size 51/4x16 ins
Country companions. 21 individual designs and full alphabet. Collectors edition. DMC Creative World.
Pooh & friends verse cushion). Counted Crossstitch. Size Approx 10x10. 25cmx25cm. Designer Stitches. .
Fleur de Lis counted cross stitch kit. Friendly Talks. Size 25x 18 cm (10x7).
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Design works cross stitch kit size approx 5x7 Balanced Diet. 100 per cent cotton.
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2 adults rangers fc tops tennents top xl and ntl top is a large nike in very good condition £6 for the two
three linfield football tops for sale in excellent condition..red umbro top is small..and both blue umbro tops are also small..hardly ever worn £6 for the lot


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4.74 out of 10 (what is this?)
Public Records
Karen House khouse16 Social Search
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Karen House
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Karen Elliott House, 52 years old, lives in New York, NY. Other places in which she has lived are Brooklyn, NY and Long Beach, NY. She has worked for Board Member, Chief Executive Officer, Dow Jones & Company, Human Resources Executive, Council Onforeign Relations, Senior Vice President-strategy & Business Development, Council Onforeign Relations Inc. and Dow Jones & Company Inc.. Her work experience includes positions as Director.


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Motorcycles might be engineered to be incredible machines of speed and mobility, but they're also designed with striking features to offer an impressive look. Does your bike need a little help getting it back to the pristine condition that it was the day you bought it? It's a good thing that we carry a variety of motorcycle cleaners.
We have a large selection of many types of cleaning products. You might not believe how good your bike can look again with the right cleaner. We have options to clean off the dirt and grime; we have others to take out scuffs and polish up your bike. Looks are just half of the story, of course, and you'll find plenty of cleaners that will keep your motorcycle's parts running efficiently.
When you're finished with your bike, why not give your gear the cleaning treatment as well? We have products to keep your helmet looking good as new. We also have leather polish to make sure that your jacket and chaps look great.
If you're looking for a specific brand, you'll likely find it here among our large inventory. With nearly two dozen of the big names, you know that you're in good hands. We carry brands like Motul, Bel-Ray, 1.7, Mothers, PJ1 and many more.
Don't put it off anymore – pick up a motorcycle cleaner today.
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Your bike is your pride and joy.10 minutes into the mud hole can mean hours of cleaning.This is a great tool to lessen the time, make bike parts slick.Read All Reviews
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ok for a quick shineRead All Reviews
MATT in IL
White plastics scratch, scuff, and stain very easily. Have to use something more than just water to get them clean, and this stuff has worked as well as anything else.Read All Reviews
Justin in CT
Wax on wax off Yama lube does the jobRead All Reviews
Jonathan in SC
This stuff really does work well. Really makes chain cleaning easy. If you've owned an older KTM you know that the countershaft seal can be impossible to stop from seeping a little. On the bright side, it keeps your chain nice and lubed. On the other side, sand and dust stick to your well lubed chain and make for a messy clean up. This stuff really gets all the grime and grit out of/off of your chain.Read All Reviews


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Press Releases
Sample Itinerary for Tour Groups/Individuals
A brief summary of some of the MANY options available during the festival. In addition to this itinerary, we suggest you look at our brochure and incorporate some of the special events and activities. The festival truly has something for everyone. [more]
Tulip Festival Poster Artist Selection Information Available
Any artist working in any medium is welcome to apply to become our annual poster artist. We have been selecting artists since 1993 and have developed a specific process. [more]
2015 Sponsor Report Now Available
We're pleased to share our report to our sponsors, highlighting many of the great events and activities their support allows us to share with our friends and fans. [more]
Our News Articles
Local Festival With an International Reputation? YES! Marinus Rouw is IFEA's Volunteer of the Year!
Our own Marinus Rouw is the Zambelli Fireworks International Festival & Events Association Volunteer of the Year, recognized recently at the annual conference in Tucson! [more]
The Skagit County Historical Museum Invites You To Take Their Historic Barn Tour
The Skagit County Historical Museum has created a heritage barn tour including 55 historic registered barns. The self-guided tour includes info about the structures and in many cases, the family history of Skagit County pioneers. [more]
Washington is a gorgeous state, known for iconic landscapes, including Padilla Bay
The folks at Nature Conservancy Washington identified Seven Hidden Wonders of Washington. Neaby Padilla Bay is one of them....well worth a visit when you're in the beautiful Skagit Valley. [more]


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A Few Clouds ~
High: 82°F ~ Low: 63°F
Wednesday, Oct. 7, 2015
Fyrne Lake 10K, 2-mile walk and youth races
November 5, 2012
The second annual Fyrne Lake 10k trail run, 2-mile walk and youth races were held on Saturday, Nov. 3. Fyrne Lake provided a unique challenge for runners who ran over rolling hills, trails in the woods while enjoying wonderful scenery. The event included bands throughout the course, food and prizes and was organized by Christ Classical Academy's Athletic Director Travis Laird. The proceeds from the event benefited CCA Athletics.
TCAT of Newbern receives funds for 3-D printer (10/05/15)
Pumpkins for sale (10/05/15)
Reelfoot Arts and Crafts Festival (10/05/15)
Dyersburg Football at Milan (10/03/15)
Coon Creek (10/01/15)
September yard of the month (09/30/15)
Dyersburg City School award recipients (09/30/15)
2015 Dyersburg High School Volleyball (09/28/15)


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China may invest in agriculture of the Crimea
China may invest in several projects in the agricultural sector of the Crimea, informed the source from the Russian delegation within frames of the official negotiations in Shanghai during the visit of Vladimir Putin, President of the Russian Federation, to the People's Republic of China on May 20-21.
According to the source, China confirmed that the Government is interested in investing in agriculture, processing, transportation, and construction of the plant on drip irrigation technologies in the Crimea.
Also, he added that the intentions are expressed rather cautiously yet, due to fear of possible sanctions by the United States against Chinese companies which can take part in the reporting projects.
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In 2015/16 MY, Russia to produce sufficient volumes of buckwheat - Ministry of Agriculture
In the first week of October, Russia exported 840 thsd tonnes of grains – Rosselkhoznadzor
In 2015, Russia to produce more than 100 mln tonnes of grains — A.Tkachev
On October 6, Russia purchased nearly 9 thsd tonnes of grains to the intervention fund
Yesterday, 16:05
Russia harvested over 97.5 mln tonnes of grains – Ministry of Agriculture
Yesterday, 09:50
On September 28 –October 4, Russia increased grain exports from the seaports
October 5, 13:30
Russia exported over 9.7 mln tonnes of grains - Ministry of Agriculture
October 5, 10:10
Russia harvested over 95 mln tonnes of grains – Ministry of Agriculture
October 2, 10:50