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Arrive dry & in style with our adorable new large Vinyl Monogrammed Dome Unbrella. It features an Easy-grip Curved Handle for ease in carrying while open or close. High quality, automotive grade vinyl in your choice of colors for the Monogram. Measures 35.5" when closed. Choose your font & font color to make it your own!
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Exactly as described! Mongramming is awesome
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Absolutely Love this umbrella! The monogram came out so cute as well!
Posted by Unknown on 12th Feb 2013
I really like it but I wish the monogram would have been closer to the picture. The monogram is smaller than it appears on the picture.
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Solder paste under the microscope.
In electronics we regularly use solder paste in the assembly of printed circuit boards (PCBs). This paste comes in a variety of packages, styles, types and so on. Today I look at one small tub of solder paster under the microscope. Quite literally.
Moto 360 Smartwatch on sale today.
Motorolla's new "moto 360" goes on sale today at 11:00am Central Time (USA) More details are available here. See the launch video here.
Windows ™ versus Linux on intel Galileo
Here is a really quick and dirty, non scientific comparison of a Galileo GEN1 board running Windows ™ against the same board running linux. SPI Flash version is 1.0.2. Login to windows is via telnet. Login to linux is via ssh. Time taken from power-on to login: Linux 48 Seconds Windows 68 Seconds Time taken […]
Galileo GPIO Timing & why it doesn't work for some.
The Intel Galileo is has Arduino UNO compatibility, yet often I see queries from someone asking why their favourite Arduino Shield won't work, or why an interface they have made which works on other Arduino boards, doesn't work with Galileo. Often they say Galileo is no use, or Galileo doesn't do what it claims, or Galileo is […]
iPhone self destructs with bulging battery.
My iPhone 4 has dangerously self destructed, with an unexplained bulging of the battery which broke off the rear cover and cracked the front display.
Reading 1-Wire iButtons using Cypress PSoC 3 and 5/5LP
Previously I posted about using a standard UART to read and write to 1-Wire devices. In this post I look at how to read and write to these devices using Cypress PSoC devices.
LED Matrix built and working
I've assembled and coded up the LED Matrix shield that I designed. It's running on an Intel Galieo, but should also be compatible with other Arduino UNO Compatible boards. Assembly pictures and video demos are included.

subset: commoncrawl


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Futurist Eric Garland is not just elaborating on the obvious when he writes that China will "overtake the United States as the world's number one beer market" before the end of this century.
Garland freely admits in his new book, "Future Inc.," that it doesn't require a clairvoyant or a rocket scientist to figure that out.
"It's always a good idea to consider the impact of the Chinese market when considering the future of anything. When a small percentage of a country with over a billion people starts doing anything more, it can change the dynamics of that industry," Garland writes.
Another reason that the volume of beer consumed in China will before long exceed that guzzled in the United States is that beer drinking, despite heavy advertising by the beer industry, is on the decline here relative to other alcoholic beverages, Garland says.
Garland says that while overall US consumption of alcoholic beverages is steadily increasing, beer consumption is not, because many young, new drinkers are choosing other beverages such as vodka and pinot noir and other wines.
"Beer consumption among young people, once the core demographic for beer, is dropping precipitously -- market preference for beer among this group dropped from 71 percent in 1992 to 48 percent in 2005," Garland writes.
He predicts "trouble on the horizon" for the beer companies if that trend continues. To illustrate his point, Garland offers a futuristic scenario.
"Frat guys, 2021: Dude, it was so weird. My frat brother John had his wacky uncle Russ in town, and he came to our Alpha Alpha October bash. Old dude, in his 40s, but still likes to party. He actually brought an entire keg of beer to the party. Who was going to get through that? I think we all had one or two, but it doesn't mix well with vodka, so there was a ton left over. You know anybody who still drinks this stuff?"
Such scenarios are among the ways Garland suggests for companies and individuals to identify and address technological, economic, and political changes.
The other ways, Garland writes, are systems thinking, analyzing trends, evaluating forecasts, sorting out the implications of forecasts, and communicating findings and forecasts convincingly.
In making his case for the importance of looking ahead, Garland addresses many of the topics that most futurists focus on: the aging of the population; the rising power and falling price of information technology; technological advancements in healthcare, biotechnology, nanotechnology, renewable energy, ecology, and sustainability; and the exponentially expanding capacity of media.
The same method that he uses to forecast the future of beer, he writes, can be applied in all other spheres. The crucial element of that kind of "futuring," Garland writes, is thinking of everything within the context of society, technology, economics, ecology, and politics.
This book on futuring succeeds, as Garland dares to approach the subject differently than most other futurists. He shows how to envision the extraordinary developments of tomorrow by thoroughly researching and analyzing the ordinary fare of today such as beer.


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Which bus tours of GrayLine took you to the most beautiful and scenic places? They have so many and don't know what to choose? (Not necessarily wild life and animals, rather beautiful national parks, mountains, lakes, falls etc.)
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- 1 meridian health protocol
- 2 Fine-tuning South Island Itinerary for February 2018
- 3 Hotel areas in Sydney
- 4 Itinerary decisions
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- 6 Driving Valbonne - Annecy in December. Which route / where to stay?
- 7 New Years Eve in Sydney
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- 9 Last-Minute Trip To Australia - Dec 2017
- 10 Help planning my visit to Uluru in late February
- 11 Great Ocean Road - how much time?
- 12 Help planning Blue Mountains trip
- 13 Diamantina - what can you tell me about Castle Hill
- 14 4 days in Sydney: what would you recommend?
- 15 First time visiting Australia
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- 23 great barrfier reef
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Best/ Most beautiful/scenic GrayLine Tours in Australia and NZ?
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If you don't get any replies from anyone who has actually taken a GrayLine tour--which I have not, you might provide the links to two or three of the tours you are considering and ask for comments on the scenery you are likely to see on those tours. That would be something I, and perhaps others, would be willing to do.
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Never been on Grayline, so no idea where they go, but I've self-driven to many places in Australia and through NZ about a dozen times.
longhorn makes a good suggestion. If you can tell us the options on Grayline, those of us who've driven those particular routes can comment on the scenery, etc.
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I've only taken the coach trip from Sydney to Melbourne and from Sydney to the Gold Coast, years ago when I lived in Sydney and wanted to save money on these point-to-point trips, riding through the night. Not sure if it was Grayline but the same type of coach.
But I've been to many places over the years by many other means, so, as longhorn says, tell us what areas you're wondering about - whether you get there by Grayline or by other means matters less than whether they are places you would/should want to see, and whether Grayline gives you enough time to do so.
For example, I see the one-day tour and the two-day tour (with overnight in Lorne) for the Great Ocean Road out of Melbourne, and would definitely recommend the overnight.
So please be more specific and we'll see if we can help.
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are there any other tour bus companies like gray line in Australia or NZ?
Some of the gray line tours I was thinking about:
from melbourne- the great ocean road day tour.
what about the jenolan caves?
from sydney- blue mountain tour
from adelaide- 1-kangaroo island--is this worth it for scenery or is it mainly just wildlife, exotic animals? I prefer the former
2- Coorong Day tour
From tasmania- 1-cradle mountain day tour
2-Russel falls
3- tasman national park
4-huon valley
from alice spring- 1-uluru- is this worth it?
2-west mcdonnel ranges
from darwin- 1- kadaku national park
2-Katherine gorge cruise, edith falls
3-litchfield national park
In NZ:
from chrischurch-lake tekapo, lindis pass, queenstown
from milford sound- fiordland national park, milford sound
rotorua- is this similar to yellowstone national park?
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Also, are any of these places accessible by bus, train, that we can do ourselves? which and how? We don't want to drive there.
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There are few, if any, of these trips I would want to do as a day trip because there's so much to see and a day just isn't enough. But, if you aren't driving, you don't have much choice in a lot of these places.
Melbourne - GOR Day Trip - This is scenic, but I wasn't "Wow"'d by it when we drove it. I've seen equally or more scenic coastal drives in the U.S. But if this is an area you've always wanted to see, this day trip is not bad.
Sydney - Blue Mountains - This can be done by train from Sydney. No need for a special tour
Adelaide - Kangaroo Island - I went to KI on my first visit as a day trip (flying, not ferry). It actually turned out pretty well, but we got to see more of the island since we flew over from Adelaide. I think there will be more of an emphasis on wildlife on this tour as that's what most visitors go for.
Adelaide - Coorong -- I haven't been there, so can't comment.
Tasmania - While I have been there, we were there mostly for the history at Port Arthur and Richmond, so I can't comment on these tours.
Alice Springs - Uluru - I would hate to do that as a day tour because of the long drive each way. The scenery is interesting for an hour or two, but not for 6 hours each way. I do think Uluru is worth a visit, but you should allow at least 2 nights there. You could fly there and then take tours to Uluru and Kata Tjuta or take the Uluru Express (a shuttle you pay to ride) to take you to those places. This is a place that can be visited without having to drive.
Alice Springs - West McDonnel Ranges - I haven't been there, so I can't comment.
Darwin - Kakadu NP -- A long day, but one in which you should see some very nice scenery. I think this would be a good tour.
Darwin -- Katherine Gorge, Edith Falls -- Again, a very long day, but more fabulous scenery. Both of these places are favorites of mine. If you don't mind the long ride, I think this would be a good tour.
Dariwn -- Litchfield NP -- One of my favorite places in the Northern Territory. The waterfalls, natural pools and termite mounds are well worth seeing. A good place to go for scenery.
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Also, AAT Kings is another tour company in Australia. You might check out their offerings.
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<from milford sound- fiordland national park, milford sound>
Queenstown-Te Anau-Milford Sound and return is a very popular bus tour in NZ. It combines a bus and a cruise on Milford Sound. I just recently did it from Te Anau-Milford and return. Although I've self-driven to Milford in the past, weather and potentially bad road conditions convinced me to take the bus this time. It's definitely worthwhile, especially on a pretty day.
If you leave from QT it's an extremely loooong day - something like 13 hours, eight of which are on a bus. Leaving from Te Anau will cut that down to about 6-7, only four of which are on the bus.
It's easy enough to self-drive too, and I'd recommend that over the bus any day.
<rotorua- is this similar to yellowstone national park?>
On a much smaller scale yes. If you've been to Yellowstone, Rotorua will probably be a let down. It was for me anyway.
Why not self-drive? You can see so much more if you self-drive.
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For the Jenolan caves which I recommend strongly, you can simply take a train to Katoomba and take the bus that waits for the train passengers to take you to Jenolan caves. Read up on this site, it says which train you need to take for that connection, and also think about which cave you wish to visit - they are all different, some are more strenuous and take longer: www.jenolancaves.org.au
You'll need a warm jacket, preferably long pants, and good walking shoes.
Why not driving?
In Tasmania - which I also recommend strongly - you get so much more out of it if you fly to Hobart, visit Port Arthur (which you can do by bus), then rent a car and drive to Strahan and Queenstown and Cradle Mountain, maybe elsewhere, like the north coast (Penguin etc.) and relinquish the car in Launceston from where you can fly out. Give that drive a few days and be happy on your own terms!
If you decide to use Grayline for the GOR, as already mentioned, choose the two-day version of the tours.
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I don't want to drive on the opposite side, never did it before and we don't like driving in general.
Has anyone else visited the places I listed and can comment too?
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I've visited the places you mention in VIC, TAS and NZ, but can't comment about the bus as we always self-drive.
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can you tell me about those places- which you really liked- which places were the most beautiful and scenic, and which not as much?
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Well, loved most everything about TAS and the South Island of NZ (been there a dozen times now and still not tired of it).
Not a big fan of the North Island of NZ so much. Disappointed in Rotorua as we've been to Yellowstone many times. There's just no comparison. If it's Maori culture you want though, Rotorua is the place.
A bit disappointed in the GOR. I think the coastline near Esperance (Western Australia) blows GOR out of the water. It's not a place I'd go out of my way for. Much better coastline elsewhere.
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We went to the Blue Mountains by train and very much enjoyed it. If you have the MyMulti transportation pass for Sydney the train fare is covered and you can go as far along the route as you like. You could stay in Leura or Katoomba and get the hop on hop off bus to take you to the major sites. Great scenery, and lots of hiking in the area.
Have you considered the train?
Don't know why Fodorites insist on trying to talk people into things they have expressly said they don't want to do. If you don't want to drive, don't drive.
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I would take train if it goes to any of the scenic places.
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is coorong scenic?
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Is Coorong scenic? Yes - after a fashion.
Google some pics of it. It's more about wildlife, especially birds.
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I have taken buses, trains, and planes on one trip to Australia and two to NZ. We only drove car once out from Canberra to see the kangaroos and duck-billed platapus, but that is not your interest.
Took train Sydney - Blue Mountains (with partial bus because of track maintenance that day). We thought OK but not dramatic scenery.
In NZ:
I don't remember my exact routes, but I think I took a bus from Christchurch (maybe transfer to shuttle van) to go to Mt Cook. The first part of the route is not dramatic, but I love snow capped mountains, so loved Mt Cook and the approach from Lake Tekapo.
I took a bus across the island to Te Anau and again, not too scenic until close to destination. Nice setting. Scenic drive over the pass to Milford Sound. I am one of the few people who was underwhelmed with the boat on the sound. After two trips to Norway, I now understand that I love being up on the top of mountains to see the view down over the fjords with the mountains surrounding. Something about being at the bottom looking up just isn't as inspiring for me; (I found that to be true for me in Utah as well--prefer Canyonlands to Zion, for example.) Also, if you have been on the fjords in Norway, Milford Sound is not as dramatic.
Rotorua- much smaller than Yellowstone. I have twice enjoyed a visit to the site where one can combine a walk through the geologic features, artists' workshop, and Maori cultural show. But it is not the scale of Yellowstone.
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kay, which bus company did you take to mt cook and te anau?
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I used Atomic Shuttle from Christchurch to Twizel (one short rest stop enroute; not a tour bus). There I had about 1 hour wait at a small shopping center before Cook Connection shuttle picked me up. We stopped for photos enroute to Mount Cook. For return, I took Cook Connection back to Twizel and rode Intercity (nicer buses than Atomic) to Christchurch with short rest stop at Tekapo.
There was a tour bus direct(Great Sights), but it was much more expensive.
I took an Intercity bus from Dunedin w/change in Gore to Te Anau. My old post says it way a boring ride.
I used Trips and Tramps for a van trip, stopping at viewpoints, picnicing on rocks in the river, hiking up to Key Summit, Milford Sound Mitre Peak boat.
I used Atomic Shuttle again from Te Anau to Queenstown Airport.
My last trip was 4 years ago, but all these companies seem to be running the same routes still.
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kay2, thanks for the info. it seems that taking an organized tour with greyhound isn't that much more expensive than doing the shuttle with atomic and cook.
if anyone knows any cheaper ways to do it, please let me know
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Real journeys are a very reputable company in queens town for the Milford tours with the boat included. You can also stay on either Milford or doubtful sound too.
Consider the tranz alpine train from Christchurch to hokatika I think. Whatever bus company you take in the South Island of NZ there is literally only one option to travel from a to b as there is only one road down the west coast, one down the east coast and a few that connect the east and west (Lewis pass, Arthur's pass, Haast pass). So any of the bus companies will take you on a very scenic journey.
I booked my English cousin on the following all public transport:
Fly in to Christchurch. Stay overnight.
Take train to hokatika (tranz alpine follows Arthur's pass), stay
Bus hokatika to franz josef / fox glacier - stay a couple of nights - glacier and lake Matheson visits
Bus glacier to queenstown - long day and could also stay in wanaka.
Stay queenstown 5 nights including day tour to Milford.
Fly out of queenstown (could bus to Christchurch via lake tekapo)
If you have time stay in te anua on way to Milford. Do evening glow worms one night
Hope this helps:
Ps I've never been to Yellowstone but have been to Yosemite. The only similarity to rotorua is likely the geothermal activity in Yellowstone. Not really a national park as such and not picturesque like the South Island...been to rotorua heaps and has nice lakes though and a luge / Maori exhibits. If you are looking at central north Island for something look at the tongariro crossing - considered the best day walk in NZ and taupo also has geothermal activity at craters of the moon
Hope this helps
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thanks osteo
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Reggie Bush: Former Kim Kardashian Victim Will Get 'Live' with Kelly RipaJanuary 3, 2012
After years of playing in Kim Kardashian's shadow, it is time for Reggie Bush to take center stage. Well, he will be sharing it with Kelly Ripa though.
Fox Sports Florida reports Miami Dolphins running back Reggie Bush will co-host "Live! with Kelly" on Jan. 9th. He will be one of five hosts to take on the duty during a sports-themed week.
UPDATE: Monday, January 9th, 4:10 p.m. ET
Reggie Bush featured on Live with Kelly Ripa today as a guest co-host. It was a moment that allowed Ripa to grill Reggie Bush on his personal life. We can assume that Kim Kardashian may get word on what was said. Bush noted when asked about his status: Via The New York Post
Do I have to answer that question? Yeah, I'm single. Sweating over here. Did somebody turn the heat on? It's getting hot in here!
I don't want to be single forever. I want to have a wife and kids and be able to raise a little Reggie and raise some kids some day.
Well, there you go, Kim Kardashian. Your former boyfriend wants it all. The ball is in your court now.
One former athlete may actually be in the front as a possible replacement for the long-time host that left the show in Jesse Palmer. The ESPN football analyst has also been featured on a season of The Bachelor.
Even The Sun-Sentinel rumored, "the handsome, well spoken Palmer might be one to watch as "Live" continues its search for a permanent replacement for Regis Philbin."
It's clear that if any athlete, current or former, is going to step in the shoes of Regis Philbin, it would have to be Palmer.
But not all the sports stars taking the stage have their sights set on a life in live television. Reggie Bush is simply trying to have fun and give this entertainment thing a go.
Per the Fox Sports report, Bush stated:
They asked me if I wanted to do it, and I got an opportunity to do it, and I felt like, 'Why not? Maybe, post-career I can get into TV. We'll see. I've always been a fan of the Regis (Philbin) and Kelly show. Obviously, he's retired now. But I've always been a fan. I felt like this was a great opportunity to go out and kind of step outside the box.
Rumors continue to fly that Bush may be on his way to rekindling his relationship with Kim Kardashian. I think most Dolphins fans will argue that he is doing just fine with out her.
Bush has the image and charisma to be a star after he hangs up the cleats for good. All you have to do is hear the boos for Kris Humphries to remember what kind of vitriol follows the Kardashians.
Bush has finally moved on from his days as reality TV sideshow. It's time for him to concentrate on bigger and better opportunities, because he is bigger and better than all of that.


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9 Reasons "THE RETURNED" is Your Favorite TV Show
Leave it to the French to take well-trodden territory, like zombies coming back to life, and turn the subject into something new and utterly compelling. THE RETURNED tosses out the clichés about the undead to address other issues that can arise when a spirit returns to a world that has moved on since their passing. These issues are a lot more compelling than skin atrophy and senseless roaming.
1. Beautiful dead people.
If you're feeling at all confused by your new crush being a painfully attractive zombie that's fluent in French, don't worry, you're in good company.
2. Cannibal serial killers are creepy.
Police are back on a case involving a murderous cannibal that went cold years ago. But a new victim and familiar attack pattern is causing worry amongst investigators, and survivors of the first incident.
3. Clairvoyance is cool.
Knowing how to commune with the dead is worth its weight in gold in this small town. And people like Lucy Clarsen hold the key. There's an intimacy required, that once achieved, can change the lives of the bereaved.
4. Your family secrets are nothing compared to these.
Sometimes trying to suppress the sins of one family can have damaging effects on everyone involved.
5. It might help you get over your parenting issues.
It's hard enough to explain the world to a child, but THE RETURNED has made it near impossible for young people to understand life, death and the mysterious in-between. Especially since the parents are not capable of figuring it out themselves.
6. Everyone wants revenge, right?
In karma, the rule is what goes around comes around. For Julie, Victor and Pierre this holds true whether in life or death.
7. And to root for star-crossed lovers.
Death may have been an immutable factor for lovers to maintain a relationship before, but in this mysterious Alpine town, all bets are off. The only question is whether this love was really meant to last.
8. One word: Twins.
Being a twin can be a struggle, if not an all out competition, to create your own identity. So it must be infinitely more difficult a dynamic when one twin has been seemingly dead for years and returns from the dead to play catch up… no one wants to be in second place.
9. A water world that is truly frightening.
Submerged within the reservoir rests the old town where many of its citizens suffered at the hands of a dam breach. The drowning may have left the collective conscience, but the victims are not as quick as to be forgotten.


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FREDERICK, Md. (WUSA9) -- Frederick Police Department arrested a 19-year-old man in connection with a rape that happened early Monday morning in Fredrick, Md., according to Frederick Police.
The incident happened around 4:04 a.m. at a home located at E Fifth Street, authorities said. Officers got to the scene and found the victim, a woman. The suspect was identified as Khiree Denziel Curry. Police said the two know each other.
The victim went to sleep and was awoken by the assault, authorities said. Police said residents helped the victim after the assault had already happened and Curry was forced out of the home.
The suspect was located and arrested around 8:30 a.m. in the 900 block of Heather Ridge Drive, police said. Curry tried to flee during the arrest, authorities said.
Officers learned that Curry had broken into an apartment after the assault through a window. Police said Curry knew this victim prior to the burglary and did not have permission to enter the home.
Curry is being charged with one count of second degree rape, one count of fourth degree sex offense, one count of second degree assault, two counts of fourth degree burglary of a dwelling and one count of resisting arrest, police said.


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Sometimes the worst thing that can happen to you is becoming wildly successful... Many people fail to realize the time, energy and effort it takes to be successful in Social Media. It's true that you can definitely reap the rewards... Read more


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by Sam Collins | July 27, 2012 2:27 am
On Thursday morning, stock indices gapped up in response to much higher equity prices in Europe. The run on European stocks resulted from comments by European Central Bank (ECB) President Mario Draghi that the ECB is "ready to do whatever it takes to preserve the euro."
The implication is that the ECB is willing to follow the path of the Fed and embark on "quantitative easing." The spike in the euro drove oil and gold higher as the U.S. dollar fell and the euro closed at a two-week high. Spain's 10-year bond fell to 6.93% from over 7% the day prior, andI taly's 10-year bond fell to 6.06%.
On this side of the pond, the Dow Jones Industrial Average rose 212 points to 12,888, the S&P 500 gained 22 points at 1,360, and the Nasdaq rose 39 points to 2,893. Volume on the Big Board totaled 896 million shares and the Nasdaq traded 504 million. On the NYSE, advancers exceeded decliners by 3.7-to-1, and on the Nasdaq, advancers were ahead by 1.9-to-1.
After Thursday's "bank bounce," the uptrend in the S&P 500 is still intact. Resistance now rests at the July highs of 1,375 and 1,380, following a successful reversal from the lower support line of the bull channel and the 50-day moving average at 1,333.
The Dow has also survived a test of the lower trendline and its 50-day moving average. But the uptrend, like the S&P 500's, is tenuous. Support rests at its 50-day moving average at 12,613 and the 200-day moving average at 12,552. In order to break from its bull channel it must close over the two July highs at 12,944 and 12,943. Its MACD indicator is close to issuing a buy signal, but Thursday missed it by a fraction.
Conclusion: Both the Dow industrials and the S&P 500 have succeeded in maintaining a well-defined trading zone called a "bull channel." Each is holding to a series of higher highs and higher lows, and each rally has been sharp but with flat volume compared to the declines from their resistance lines.
Thursday's advance was the result of the statement from the ECB that it is "ready to do whatever it takes to preserve the euro." Government-induced rallies have a tendency to be fragile, and Thursday's statement almost sounded as if it originated from our Fed. Unless the market is able to break to new highs without such government interference, it is best to remain cautious.
To see a list of the companies reporting earnings today, click here[1].
For a list of this week's economic reports due out, click here[2].
Source URL: https://investorplace.com/2012/07/daily-stock-market-news-government-induced-rally-is-fragile/
Short URL: http://invstplc.com/1fr483n
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8:30 – 9:15
Against re-inventing the wheel: grounding ePortfolio practice in the principles of adult learning. Cathy Leaker, Alan Mandell, Ruth Goldberg, Marnie Evans, Aaron Zachmeier, Empire State College, SUNY.[Longitudinal]
Upon what educational principles do we base our ePortoflio work? Some of the emerging principles of ePortfolio practice--reflection, integration, authenticity, tacit knowledge, mentoring and transformation have long been part of the culture and scholarship of adult learning. In this session, we will introduce a range of practices, radical innovations and persistent issues from the field of adult learning. Through this discussion, we hope to inspire further conversations about the core educational values and traditions that inform our ePortfolio community of practice.
In Pursuit of Future Faculty Positions: The Role of the Academic ePortfolio for Graduate Students. Gabriele Bauer, University of Delaware.[Employability]
In these challenging economic times, academic ePortfolios serve as a powerful means to illustrate academic growth, scholarly engagement, and effective teaching practice. This session outlines how doctoral students can develop a reflective, integrative portfolio for the postgraduate academic job market. Students, guided by a conceptual framework, use Google Sites to create their portfolios. Participants will use the portfolio framework, discuss benefits and challenges for both students and instructor, and identify resources needed. A doctoral candidate will discuss how the portfolio creation enriched his teaching practice and development. Participants will consider ways to support academic portfolio creation at their institutions.
WA39 (2-hour workshop) New Metrics for Learning:Legitimating Authentic Assessment Nate Angell, rSmart; Terrel Rhodes, AAC&U; Wende Garrison, AAC&U.Discover the Collaborative for Authentic Assessment and Learning (CAAL), a project convened by the Association of American Colleges & Universities (AAC&U) to create open, standard practices and technologies that enable educators to build a national repository for authentic assessment. Follow the real work of pilot institutions using the CAAL process of data collection and reporting to enable better measures of educational effectiveness and to help legitimate authentic assessment practices. Walk through benchmark reports that aggregate authentic assessment data from multiple institutions to demonstrate a rich alternative to the dominant measures of academic success. Understand how your institution can use CAAL practices through existing academic technologies or a manual reporting processes.
LaGuardia's Integrative ePortfolio: The Next 10 Years. Bret Eynon, Mercedes del Rosario, Max Rodriguez, Debra Engel, LaGuardia Community College. [Institutional]
How does an institution build a enduring and effective ePortfolio implementation?How can an ePortfolio program serve the needs of students, faculty, and institutional leadership? How can an ePortfolio implementation at a resource-poor urban community college effectively combine student-centered pedagogy and sophisticated faculty development with high-stakes institutional outcomes assessment?How does a mature, institution-wide ePortfolio implementation evaluate its past and plan for future change?
This session will focus on LaGuardia's journey from its initial ePortfolio implementation in 2001 to LaGuardia's international reputation today.It provides an opportunity to analyze LaGuardia's decade of ePortfolio experimentation as a case study in institutional innovation, and to discuss emerging developments and approaches.
Differentiated Assessment and ePortfolios: Making Learning Visible at BU. Evangeline Harris Stefanakis, Gwen Kordonaway, Natalie McKnight, Boston University.[Institutional]
This developmental portrait of Boston University's journey building a culture for e-portfolios outlines the design and development a comprehensive assessment system for undergraduate students' to make their learning visible. This session summarizes two years of implementation in two undergraduate programs using e-portfolios and new technologies to build a culture of differentiated assessment for the faculty and students. This research- based project, supported through the Provost, addresses how to best design authentic assessments for diverse populations combining faculty development with students tech teams to create a pedagogy for portfolio development for professional learning communities.
Empowering Students through Active Interdisciplinary Learning. Kati Lewis, Adam Dastrup, Salt Lake Community College.[Reflection]
If we want students to make connections across disciplines and participate in effective reflection practices, we argue that faculty should be modeling these behaviors for students. Professors Dastrup (Regional Geography) & Lewis (Composition) combined their classes for part of the semester to have their students work on group proposal projects centered on the UN Millennium Development Goals. Students had to work in groups, draft proposals, translate their proposals into a different medium (websites, pamphlets, etc.), write cover letters for their proposals, submit their materials to a target audience (Bill & Melinda Gates Foundation, UNICEF, etc.), present their work to their peers, and reflect on the real-world applications of this project. The workshop will focus on both the projects and the current outcomes of the project.
ePortfolios in Educational Leadership Programs: Faculty Observations of "Best Practices." Minaz Fazal, New York Institute of Technology; Janet DeSimone, Lehman College CUNY [Institutional]
Electronic portfolios are being adopted in many Educational Leadership (EDL) programs in higher education. The proposed presentation will discuss findings from a study that used the survey methodology to examine EDL faculty perceptions regarding ePortfolios, and to explore ePortfolio development and implementation issues in EDL programs. The major research question addressed is: How are EDL faculty using ePortfolios for student assessment? More than 200 EDL faculty responded to the national survey. Findings regarding best practices for EDL ePortfolio implementation as well as the necessary support system required will be presented.
WA44 "Conversations With…"This series of 12 conversations with leaders of the national and international eportfolio community of practice gives you the opportunity to engage in an informal 45-minute open conversation.This one: The Global View of Eportfolios, Rob Ward, The Centre for Recording Achievement, UK; Gerd Braeuer, University of Education, Germany; Beverley Oliver, Curtin University, Australia; Allison Miller, Flexible Learning Framework, Australia.
9:30 – 10:15
More Than a Product and a Grade: Encouraging High Levels of Reflection with ePortfolios. Katrina Strampel, Edith Cowan University. [Reflection].
This presentation reports a case study of a third year class using ePortfolios to document reflections on their learning process. Pre-service teachers in a community service program were asked to engage in an analysis of what it means to be 'inclusive'. The research presented here, as part of a larger PhD study, defines the relationship between reflection and learning and analyzes student ePortfolios by looking for demonstrative behaviors associated with high levels of reflection and cognitive processing. Factors contributing to the levels of reflection students engaged in are identified and instructional strategies for promoting reflection with ePortfolios are shared.
(Continuation of WA39 2-hour Workshop).New Metrics for Learning:Legitimating Authentic Assessment Nate Angell, rSmart; Terrel Rhodes, AAC&U; Wende Garrison, AAC&U.Discover the Collaborative for Authentic Assessment and Learning (CAAL), a project convened by the Association of American Colleges & Universities (AAC&U) to create open, standard practices and technologies that enable educators to build a national repository for authentic assessment. Follow the real work of pilot institutions using the CAAL process of data collection and reporting to enable better measures of educational effectiveness and to help legitimate authentic assessment practices. Walk through benchmark reports that aggregate authentic assessment data from multiple institutions to demonstrate a rich alternative to the dominant measures of academic success. Understand how your institution can use CAAL practices through existing academic technologies or a manual reporting processes.
Linking E-Portfolio to Program Assessment. Margaret T. McLane, Christine Preisinger, The College of Saint Rose. [Institutional]
This session will provide an overview of the evolution of a capstone teaching portfolio to a multi-purpose e-portfolio aligned with program and national standards. Once a general collection of student work compiled during the student teaching semester, the e-portfolio has emerged as a program embedded assessment tool used to measure candidate progress toward acquisition of professional knowledge, skills and dispositions, while also guiding institutional program assessment.The use of the e-portfolio to gather data for evaluation of candidates integrated learning, reflection, and practice will be discussed. Examples of aggregated and disaggregated data will be provided.
An Integrative First Year Initiative and ePortfolio. Michele Cuomo, Victor Fichera, Queensborough Community College. [Institutional]
Queensborough Community College's Freshman Academies Initiative was launched in Fall 2009. The initiative features enhanced academic and student support for first year students through high impact classroom strategies and guidance for student services. EPortfolio and features on the Epsilen platform such as Groups, Wikis and the Learning Matrix have been central to the early success of the initiative, as demonstrated through the Freshman Academy Assessment Protocol. EPortfolio practitioners on campus are furthering the effort through transfer and advisement initiatives.
A Statewide Event to Celebrate ePortfolios K-20. Ellen Marie Murphy, Plymouth State University.[Institutional]
In this presentation, I will talk about New Hampshire's first K-20 Focus on ePortfolio Day, which was held in October 2010.I will share the steps it took to organize the event, the results, and some of my work with various K-12 institutions throughout the State of New Hampshire around ePortfolios.
The Culminating Moment: Capstone ePortfolios and Curricular Transformation. J. Elizabeth Clark, Craig Kasprzak, Kimberly Ramirez, LaGuardia Community College. [Institutional]
This session will explore the role of ePortfolio in supporting Capstone pedagogy.This session will focus on institutional change, curricular transformation, and ePortfolios as a site for culmination, integration, reflection, and transition.It will provide data on the differences between students who create a capstone ePortfolio and those who do not.How does the ePortfolio support student learning and transition?How have capstone courses changed as a result of curricular innovation?It will also explore the relationship between ePortfolio development and professional development for faculty.
The term Personal Learning Environment (PLE) has different meanings depending on who is defining it and in which context it is being used. In 2009, the Educause Learning Initiative defined Personal Learning Environments as tools, communities and services that constitute educational platforms that learners use to direct their own learning and educational goals. Taking advantage of Web 2.0 technologies, PLEs allow learners to be active co-creators of knowledge.
Personal Learning Environments can change the "model in which students consume information through independent channels such as the library, a textbook, or an LMS, moving instead to a model where students draw connections from a growing matrix of resources that they select and organize." With so much of the focus today on standardized tests, it is useful to consider how to teach students to be better learners instead of better test takers.
If we look at some of the activities that students' engage in within their PLE, portfolio development is among the most popular. Portfolios are an educational tool that you can use to share and reflect on your work and experiences. ePortfolios, or electronic portfolios, use digital technologies to allow for multi-media presentations (including text, graphics, audio, and video) and more efficient data collection.
"Conversations With…"This series of 12 conversations with leaders of the national and international eportfolio community of practice gives you the opportunity to engage in an informal 45-minute open conversation.This one: Reviewing Manuscripts for the International Journal of ePortfolio.C. Edward Watson, Peter Doolittle, Virginia Tech.
Potential and current reviewers, authors, and readers of IJeP are encouraged to attend this conversation regarding the journal and its manuscript review process.
10:15 – 10:45
Break; Visit Poster Sessions near AAEEBL Registration Desk, continuing until 11:15:
The Blogs at Penn State: A University-Wide Publishing Platform PromotingSelf-Directed Learning and Digital Literacy. Robin Small, Pennsylvania State University
ePortfolio and Study Abroad. Hugo Fernandez, LaGuardia Community College
From the Beginning: Implementing Professional e-Portfolios in a Physical Therapy Program. Cheryl Riegger-Krugh, Matthew Hudas, Ronald Scott, Walsh University
10:45 – 11:30
Plenary Keynote. Eportfolios in Australian higher education: Graduate attributes, standards and employability. Beverley Oliver, Curtin University, Perth, Australia.
The Australian higher education sector is facing extensive change: policy focuses increasingly on assuring standards for graduate 'fitness for purpose' whether that be employability, further study, or civic engagement. National indicatorsundefinedusually quantitativeundefineddrive funding: in relation to teaching and learning these are currently around student intake, progress and completion; and course experience and graduate destination as reported by recent graduates. New measures will be introduced in coming years, including the Collegiate Learning Assessment. Standards are a particular emphasis in these policies, and various projects are underway nationally to determine the ways in which universities will be able to assure graduate standards. Undergraduate education in Australia is predominantly professionally-oriented: that is, school leavers enroll in degrees which provide them with professional outcomes such as Engineering, Pharmacy, Law and Nursing. These programs are guided by professional accreditation competencies and universities' graduate attributes. In this context, ePortfolios have the capacity to enable undergraduate students to build evidence for employability or future enrollment.This presentation will be a snapshot of some of the initiatives currently underway which focus on student and teaching staff ePortfolio initiatives for communicating and assuring graduate standards.
11:45 – 12:30
Eportfolios and Faculty Development: Charting the Impact on Teaching, Learning and Campus Culture. Beth Klinger, Linda Anstendig, Jim Stenerson, Sarah Burns-Feyl, Samantha Egan, Pace University.[Institutional]
This presentation discusses the ways in which ePortfolios are enhancing teaching and learning as well as positively influencing Pace University's campus culture.We demonstrate faculty development initiatives to re-examine pedagogy, design assignments, and to explore the benefits of using the ePortfolio as an authentic assessment tool. Such methods include: faculty presentations, teaching circle seminars, and outreach to various stakeholders. As a result of our efforts over the past year, we have collected and analyzed data from faculty interviews, an assessment pilot, as well as surveys.There will be time for questions and discussion at the end of the session.
The role of reflection in a Management Skills course e-Portfolio: Choosing artifacts to present a persona to the workplace. Diane Holtzman, Evonne J. Kruger, The Richard Stockton College of New Jersey. [Reflection]
This session will present how the use of e-portfolios in a Management Skills course provides strong evidence connecting the student's knowledge and skills to workplace needs while in college and beyond graduation. The process of constructing the e-portfolio involves students in the personal development aspects of its creation and engages students in a reflective process of selecting artifacts that present a persona to the workplace. In the e-portfolio students demonstrate creativity, career research, and impression management skills. Examples of students' reflections and choices of artifacts for the management skills course e-portfolio will be shown.
Out of Practice: Are *You* Keeping & Updating Your Own Portfolio?
Wende Garrison, AAC&U; Gail Ring, Clemson University; J. Elizabeth Clark, LaGuardia Community College; Judy Patton, Candyce Reynolds, Portland State University.
After AAC&U's January 2011 Eportfolio Forum, where attendees were challenged to actively learn and reflect throughout the day, a small group of eportfolio leaders took that day's challenge to "walk the portfolio talk" to heart. Holding each other accountable week by week, they have each developed different kinds of portfolios--everything from course portfolios focused on professional development to comprehensive portfolios representing all parts of life. Stop by this session to learn to hear what these experts got out of practicing what they preach and see the process they used. They only spent an hour a week to go from not having a portfolio at all to the great examples you will see at this session. If you too would like to practice what you preach, their band of active portfolio-ers is open to all. Join them and see what happens when leading a portfolio implementation on your campus or teaching portfolio to your students truly comes *out of practice*. In this interactive session, you will also identify what keeps you from actively keeping a portfolio and identify one concrete step you could take right away.
Reflection and Iteration: Factors of engagement in 21st century Eportfolios. Lori Hager, University of Oregon.[Institutional].
This session considers how a small-scale arts-based educational technology project can lead to large impact through thoughtful program development and collaboration. ePortfolios began as a faculty-led initiative with ten students and two faculty, and are now integrated in the graduate curriculum through student learning eportfolios, courses, and faculty eportfolios. This session presents the challenges of instituting a faculty-led and eportfolio-centered curriculum reform.Results from a three-year research study will be presented, which examines issues related to student and faculty engagement with emerging technologies and eportfolio applications, institutional culture, and multidisciplinary collaboration. The Arts and Administration Program at the University of Oregon is part of a network of professional schools engaged in developing eportfolio learning processes on the University of Oregon campus, and a member of the 5th Cohort of the Inter/National Coalition for Electronic Portfolio Research.
Wrestling with Concepts for the Real-World: Using ePortfolios to Promote Civic Engagement. Helen L. Chen, Stanford University; Tracy Penny-Light, St. Jerome University; John Ittelson, California Virtual Campus; Kevin Kelly, San Francisco State University. [Reflection]
How can eportfolios motivate and support the development of empowered, informed, and responsible learners who can make important connections between academic content and their roles in society? Participants in this interactive workshop will explore issues related to how to design reflective activities that result in authentic evidence of how students internalize, synthesize, and transfer learning experiences from formal and informal contexts. Case studies from the humanities and allied health fields will be used to concretely illustrate how the ethical values necessary for civic engagement can be promoted through the thoughtful use of eportfolios.
The Implementation of Eportfolio Programs in Transformational Change: A Case Study of Three 2-Year Colleges in the Minnesota State Colleges and Universities System. Marcos J. Motero-Lares, Hamline University. [Institutioinal]
The deployment of eFolioMinnesota™ by the MnSCU System is considered a unique case in the U.S. and around the world because of its support for developing ePortfolios for lifewide and lifelong learning for residents of the state of Minnesota, USA.Individual institutions have adopted and implemented eFolioMinnesota™ to serve high-level institutional goals.This presentation will discuss findings from a dissertation research that investigated the implementation of ePortfolio programs and explored implications for transformational change at three two-year colleges in the MnSCU System.Findings from the study include cross-case themes; lessons learners; and recommendations for research, policy, and practice.
All Aboard!!: getting faculty buy in for portfolios through the development of their own academic portfolio. Peter Ingle, Westminster College.[Institutional]
This presentation discusses the use of faculty academic portfolios as one strategy for building buy in for the use of student portfolios. Faculty at Westminster College (Utah) are using portfolios for contract review and promotion. Support for this effort enabled faculty to understand the ways portfolios could be used, the tools available to create them, and the ease in which portfolios could be shared and evaluated. The presentation provides specifics for the implementation of this strategy, faculty feedback about the process, and ideas for enhancing the process.
"Conversations With…" This series of 12 conversations with leaders of the national and international eportfolio community of practice gives you the opportunity to engage in an informal 45-minute open conversation.This one: The AAEEBL Southeast Conference November 7 and 8, Virginia Tech; The AAEEBL Western Conference and The AAEEBL Northeast Conference. Trent Batson, AAEEBL; Marc Zaldivar, Teggin Summers, Virginia Tech; Gail Ring, Clemson University; Debbie Lord, Central Piedmont Community College; Peter Ingle, Westminster College; James Griffin, Johnson & Wales.
12:30 – 1:30
Lunch in Exhibit Hall
12:15 – 3:30
Exhibit Hall Open
12:30 – 3:25
Technology Classroom Demonstrations in the Exhibit Hall
1:00 – 2:15
A ground-breaking approach to the assessment of student e-Portfolios using the Law of Comparative Judgement. Richard Kimbell, Goldsmiths, University of London; Karim Derrick, TAG Developments; Erin Antonius (BLi America). [Institutional]
This workshop will look at a UK government sponsored pilot project called Project e-Scape and two innovative approaches that this project took to e-portfolios. The first will be to look at the project's use of 'storyboard' portfolios to build a holistic view of learner progression through a project. The second will be to look at using The Law of Comparative Judgement to assess portfolios of work. In both cases, delegates will be given the opportunity to try out these approaches for themselves in a hands-on session.
Using e-portfolios to support successful learning pathways. Allison Miller, Australian Flexible Learning Framework.[Employability]
Several trials were undertaken during 2009-10 to investigate the key factors in using e-portfolios to help learners manage, control and present their own personal and/or professional information.These investigations looked at the way learners can use e-portfolios to demonstrate course requirements, workplace learning and for gaining recognition of existing skills and knowledge.These trials also considered the factors for supporting learner privacy
2:30 – 3:15
Supporting Faculty in the Development of Electronic Portfolios. Debra Dunlap Runshe, IUPUI.[Institutional]
The consultants at the Center for Teaching and Learning at Indiana University - Purdue University Indianapolis support faculty in the development of electronic portfolio environments that focus on a variety of purposes including: teaching and learning; self-representation and identity development; and, accountability and assessment. Some projects involve departments or programs while others focus on an individual faculty member's course. The stakeholders involved in these projects possess different levels of understanding of the portfolio process. The support that is needed for these project of diverse purposes and levels of understanding of the portfolio process will be discussed in this session.
Implementing an Assessment Plan for Technology-Enhanced Courses:Building and Sustaining a Cross-Functional Team Approach. Susan Holak, Barbara Cohen, Sam Michalowski, William Bernhardt, Louise Levine, Kristen Lindtvedt, College of Staten Island CUNY.[Institutional]
The incorporation of ePortfolios at the College of Staten Island/CUNY has been growing steadily over the past two years.Simultaneous with the expansion of technology-enhanced courses, a longitudinal plan for continuous assessment has been piloted and implemented.The dynamic nature of this ePortfolio initiative encouraged an evolution in organizational structure and process at the institution.Specifically, the formation of a cross-functional team including representation from the Office of Institutional Research and Assessment, the campus Faculty Center, technology support areas, and course instructors facilitated a comprehensive assessment plan that was piloted during Fall 2009 and Spring 2010.Elements of the ongoing and evolving assessment process, details of specific instruments, and challenges and program modifications will be the focus of this cross-functional panel presentation.
Can You "Deepen Learning" within the Professional Mandate of Confidentiality? Lilian A Rafeldt, Judy Snayd, Ellen Freeman, Three Rivers Community College.[Longitudinal]
Health care providers have a professional duty to use clinical data only for care of clients. Health care educators facilitate students' ability to reflect on their own learning / practice.How can ePortfolio thrive in conflicting worlds of open story telling and confidentiality? Is it as simple as using a fictitious client name?At Three Rivers Community College reflective learning prompts guided by HIPAA principles are integrated throughout the nursing curriculum.The integration timeline will be shared including analysis of perceived barriers and their continuing resolution.Communication and external review strategies promote the "marriage" of ePortfolio pedagogy with health care practice.
(2-hour workshop) We Make the Road by Walking It: Educating for Generative Knowledge and Lifelong Learning through ePortfolios. Melissa Peet, University of Michigan.[Institutional].
This session will illustrate how ePortfolios can become a vehicle for individual, disciplinary and institutional transformation. In order to adapt to the rapidly changing needs ofthe 21st century workplace, educational institutions must undergo dramatic change. Our curricula and pedagogy as well as our understanding of knowledge and learning must become more integrative. In order to prepare students to learn for life, we must expand our definition of learning to include the knowledge, skills and capacities students are gaining outside the classroom. We must help students demonstrate how their academic knowledge applies to the rest of their lives, and develop assessment approaches that support them in taking ownership of their learning. In an effort to address these needs, this session presents theory, research and methods that foster Generative Knowledge Portfolios for lifelong learning. The term "Generative Knowledge" refers to the evolutionary strengths and capacities people must develop in order to consciously learn, grow and adapt to change over time. Session participants will gain a basic understanding of the concepts, research and principles related to Generative Knowledge Portfolios, and engage in an exercise that illustrates this approach. The session will also include example portfolios from a variety of disciplines and institutions.
Knowing the Disciplines: promoting authentic and integrative learning through the use of eportfolios. Nancy Wozniak, Patricia Aceves, Stony Brook University.[Institutional]
In this session we will discuss the meta-cognitive eportfolio process and the common ways of knowing (perception, language, reason, and emotion) as demonstrated by the various academic disciplines through the many types and uses of eportfolios.As we strive to make authentic and integrative learning through the use of eportfolios part of the campus culture, our first task is to understand the teaching mindset and learning priorities of the disciplines.We hope this presentation and discussion time will lead to a collaborative effort between universities to promote, share, and research the uses and outcomes of eportfolios across-the-disciplines on our campuses.
Observations from the 2011 AAEEBL Membership Survey. Gary Brown, Portland State University; Helen Chen, Stanford University; Jayme Jacobson, University of Idaho.[Instititutional]
This session will present preliminary findings from a newly revised survey administered to the AAAEEBL membership in Spring 2011.The primary objective of the survey focuses on developing a more comprehensive understanding of the continuum between uses of ePortfolios for two purposes: 1) assessment and management of ePortfolio content to address institutional needs; and 2) supporting and facilitating students' individual learning and growth over time.The presenters will engage the audience in an interactive discussion of the implications of these findings for planning and guiding ePortfolio efforts, AAEEBL's role in future research related to this area, and opportunities for advocacy and engagement.
The Students Say… Student description of their learning through ePortfolios. Rowana L. Carpenter, Krys Roth, Portland State University.[Reflection]
A general education program with a long history of using ePortfolios to assess learning outcomes designed a research project to address two questions about the student experience with the ePortfolio process: 1) because of program growth and new faculty participation, how is the ePortfolio being implemented across the program? 2) what do students report they have learned through the ePortfolio process?This session will present findings from two years' worth of student survey data, including quantitative findings linking pedagogical practices to self-reported student learning and qualitative findings in which students describe their learning from and challenges with the ePortfolio process.
"Conversations With…" This series of 12 conversations with leaders of the national and international eportfolio community of practice gives you the opportunity to engage in an informal 45-minute open conversation.This one: Ethical Considerations:Are Students Getting the Best Preparation for Life?Teddi Fishman and Gail Ring, Clemson University.
3:30 – 4:15
ePortfolio and Oral Communication Skills Development and Assessment. Michael Napolitano, Edward Goodman, Hector Fernandez, Rejendra Bhika, Santo Trapani, LaGuardia Community College.[Institutional]
The Business and Technology Department of LaGuardia Community College has completely revamped its approach regarding the teaching and assessing of the oral communication competency through ePortfolio.Faculty members will discuss how their work in a Scholarship of Teaching and Learning seminar led to an experiment with an oral communication "Intervention" in their business classes, with remarkable results regarding improved student performance documented via ePortfolio.Results of this experiment led to a rethinking within the Department of how oral communication was being taught and assessed, and the development of an innovative process which we believe improves student performance and skill development.
Adjusting an Institutional ePortfolio Implementation to Individual Department Practices. Rachid Eladlouni, Pratt Institute.[Institutional]
While, in theory, ePortfolios can support a wide range of pedagogical processes and assessment purposes, a new ePortfolio initiative must take into consideration the practices of individual academic disciplines.This session explores various steps and strategies that individual schools and programs can adopt to facilitate the process of a university-wide ePortfolio implementation.
Why Open Source Portfolio (OSP) in Sakai Works For Us. Nancy O'Laughlin, University of Delaware; Marc Zaldivar, Teggin Summers, Virginia Tech.[Institutional]
Eportfolios have the power to transform learning through reflection, engagement, increased feedback and evaluation. But how do you implement this new pedagogical strategy without allowing the technology to drive the solution?
Two universities will share their perspectives on why Open Source Portfolio (OSP) in Sakai works for them.Presenters will describe the implementation and management decisions made for their own institutions and share the features within OSP that enable them to meet course, program or institutional needs.Then each will critically reflect on those decisions and features summarizing their current situation and plans for the future.
(2-hour workshop, continuation). We Make the Road by Walking It: Educating for Generative Knowledge and Lifelong Learning through ePortfolios. Melissa Peet, University of Michigan.[Institutional].
Connected Learning: ePortfolio and Integrative Pedagogy- cultivating a core social pedagogy. Thomas M. Onorato, Rajendra Bhika, Craig Kasprzak, Ellen Quish, LaGuardia Community College.[Institutional]
The Connected Learning: ePortfolio & Integrative Pedagogy professional development seminar at LaGuardia Community College pioneers approaches to teaching with ePortfolio that maximize its potential as an integrative tool.Central to the seminar are the premises that the learning collected within student ePortfolios should be visible and that this visibility invites, facilitates, and even demands active engagement between the student and his or her audience.The seminar models an integrative classroom, challenging faculty to reflect upon their pedagogy, experiment with new ideas, document their work, andundefinedmost importantlyundefinedcompare strategies with their colleagues via the ePortfolio platform.
Promoting Interdisciplinary learning using ePortfolio for allied health science students. Philip Gimber, Deborah McMillan-Coddington, Clarence Chan, Margaret Norris, LaGuardia Community College. [Reflection]
This session offers an opportunity to explore the use of ePortfolio to promote interdisciplinary learning among allied health students (nursing, physical therapy, occupational therapy, and medical nutrition therapy).It will introduce a newly developed "interdisciplinary ePortfolio" that incorporates course work with student experiences.Samples of assignments, ePortfolios and descriptions of student feedback will illustrate the pedagogy and collaboration used to create a culture of interdisciplinary learning.
ePortfolio Impact -- Identity Development and Cognitive Growth.
Lillian A. Rafeldt, Judy Snayd, Heather Bader, Edith Ouellet, Three Rivers Community College. [Reflection]
ePortfolio pedagogy fosters integrative learning where students make connections across courses, between experiences and throughout their lives. Three Rivers Community College actively integrates eportfolio across the nursing curriculum. Through this pedagogy students develop autonomy, ability to manage emotions, competence, integrity, interpersonal relationship strengths, purpose and identity. Cognitive skills are also developed. Strategies and goals for learning become transparent to the student, "a-has" are realized, reflection in and on action is seen. In this presentation learning activities from each course, reflections, rubrics, eportfolios and student growth will be shared. Theorists will guide the audience to "deeper learning". Questions are welcomed.
"Conversations With…"This series of 12 conversations with leaders of the national and international eportfolio community of practice gives you the opportunity to engage in an informal 45-minute open conversation.This one: Connect to Learning FIPSE-Funded 3-Year Project.Bret Eynon, Judit Torok, Trent Batson, Helen Chen.A conversation with the leaders of the FIPSE-Funded Connect to Learning project.
11/20/2017AEPR V2 N1: Assessment
10/16/2017Early Bird deadline extended!
10/16/2017IJEP 7(2) Published
9/21/2017Registration is open for 2017 SE Regional at UVA
9/15/2017CFP Extended! AAEEBL SE @ UVA, November 6-7, 2017
9/7/2017AEPR CFP V2N2: Out of the Classroom
4060 Post Road/ Attn: AAEEBL


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Wind River is an Equal Opportunity Employer with a commitment to diversity. We prohibit discrimination based on race, color, religion, gender, national origin, age, disability, veteran status, marital status, pregnancy, gender expression or identity, sexual orientation or any other legally protected status.


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HealthPartners Clinic Hudson Information
Clinic appointments: (715) 531-6700, toll-free (800) 993-2325, call Monday-Friday
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New site for Seveer Media
We recently built a new website for Manchester based digital production company, Seveer Media.
Having worked with them previously on our very own client testimonial video we were delighted to build their new website for them – designed and developed to promote their portfolio of work.
We look forward to working with them in the future – if you're looking for a video production company we'd certainly recommend them.


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Spring 2013 Courses
Spring 2013 Courses
- Introduction to Political Theory
- Liberalism and Its Critics
- Classics in the History of Ethics
- Open and Closed Societies
- Who Owns Antiquity?
- Violence & Martyrdom
- Fifth-Century Athens
- Myths and Dreams
- Tyranny: Lence Seminar
- Political Economy and Ethics of Market Processes
- Clash of Civilizations
Introduction to Political Theory
Undergraduate Catalog Honors Coursebook
Instructor: Church
Course Number: POLS 3310H
Class Number: 14850
Day & Time: TTH 10:00–11:30 am
Recurring themes and problems in the study of politics; draws upon classical and modern works.
This course counts toward the Phronesis minor requirements.
Liberalism and Its CriticsUndergraduate Catalog Honors Coursebook
Instructor: Church
Course Number: POLS 3342H
Class Number: 35794
Day & Time: TTH 2:30–4:00 pm
The fundamental tenets of liberalism—individual rights, equality under the law, the value of toleration—are so familiar to our political experience that we rarely give them a second thought. However, many past thinkers have leveled radical criticisms against liberal principles and institutions, and these criticisms continue to arouse political discontent in many parts of the world today. In this course, we will address these criticisms by first examining the origin and basis of liberalism in its classic articulations (Locke and Mill). Second, we will turn to the criticisms of liberalism from the Left (Rousseau and Marx) and the Right (Burke and Nietzsche) to investigate what the source of these criticisms are, what merit they may have, and finally what implications these criticisms have for contemporary liberal politics.
This course counts toward the Phronesis minor requirements.
Classics in the History of Ethics
Undergraduate Catalog Honors Coursebook
Instructor: Morrisson
Course Number: PHIL 3358H
Class Number: 30540
Day & Time: MWF 10:00–11:00 am
What systems of thought have come to shape contemporary Western morality? In this course I will examine this question through readings of Hume, Kant and Nietzsche. The goal of our reading will be to explore three texts that diverge significantly on the origins of modern Western ethical thinking. We will closely consider the roots and implications of these divergences.
This course counts toward the Phronesis minor requirements.
Open and Closed Societies
Undergraduate Catalog Honors Coursebook
Instructor: Sommers
Course Number: PHIL 3395H
Class Number: 36126
Day & Time: TTH 4:00–5:30 pm
Open societies and liberal democracies are celebrated for its protection of the dignity and liberty of the individual. But can societies have an excess of freedom, as Plato argued in The Republic? Can some degree of social control be justified if it leads to greater harmony and happiness among the populace? Are citizens in democracies sufficiently well-informed and well-educated to govern their lives and their country? Does the individualist ethic promoted in a free market democracy lead to stark inequalities, alienation, or demoralization? Is there a single best form of government for all human beings, or might a political order that emphasizes individual freedom be suitable for some cultures but not others? This course will explore these questions and others from a variety of historical, cultural, and literary perspectives. Texts include Plato's Republic, Huxley's Brave New World, Popper's Open Society and Its Enemies, Mill's On Liberty, Berlin's Four Essays on Liberty, Fukuyama's "The End of History," and selections from Marx, Durkheim, and De Tocqueville.
This course counts toward the Phronesis minor requirements.
Who Owns Antiquity? The Battle over our Cultural Heritage
Undergraduate Catalog Honors Coursebook
(Petition for Honors credit.)
Instructor: Dué Hackney
Course Number: CLAS 2366
Class Number: 34608
Day & Time: M 1:00–4:00 pm
Who owns the past? This class combines the study of ancient objects with readings in ancient primary sources, modern journalistic accounts, and current debates surrounding cultural property. It aims to imbue students with a broad understanding of the issues at stake. We will think about why history matters, what purposes historical narratives and artifacts serve, who gets to interpret them, and why. While we will consider questions of museum ethics and policy, the heart of the class will be far reaching discussions about why we care about the past, when and how we seek to control it, and the influence historical narratives have on current conflicts. In addition to exploring why modern nations seek to own the past by laying claim to the world's antiquities, we will consider how the aesthetics and artistic movements of different time periods have been influenced by the discovery of antiquities. Finally, we will debate what role the study of antiquity should play in a modern education.
Course is limited to 20 students; be sure to register early. This course counts toward the Phronesis minor requirements.
Violence & Martyrdom
Undergraduate Catalog Honors Coursebook
This course is cross-listed as RELS 4360, 38014 "Clash of Civilizations."
Instructor: Zecher
Course Number: CLAS 3397H
Class Number: 34676
Day & Time: TTH 2:30–4 pm
Is there a difference between suicide and martyrdom? Between martyrdom and lawful execution? How can so many groups justify different claims to divine favor by a violent death or something like it? To answer these kinds of questions, this course will look at the surprising ways in which violence was understood in Antiquity. We will explore the Greco-Roman and Jewish discourses of violence and, through these, examine how Christian martyrs emerged as a phenomenon which would—and still does—play a crucial role in shaping secular societies as well as religious.
We will first explore traditions of noble death in Greco-Roman literature—ranging from the death of Socrates to Livy's History of Rome and Euripides' tragedies. We will then examine the rise of Jewish martyrdom through selections from Maccabean literature and Apocalyptic texts. We will then explore in depth early Christian notions of martyrdom, for which we will read selections from the Acts of the Martyrs, as well as short pieces from the first centuries like Tertullian's "Cure for the Scorpion's Sting," Origen's "Exhortation to Martyrdom," and Eusebius' church history.
Classes will be a mix of lecture and discussion over primary texts, evaluated via critical papers and in-class participation.
This course counts toward Classics and Religious Studies minors. This course counts toward the Phronesis minor requirements. This course is an Honors Colloquium.
Fifth Century Athens: Readings in Intellectual, Literature, and Political History
Undergraduate Catalog Honors Coursebook
Instructor: Dué Hackney
Course Number: CLAS 4305H
Class Number: 34609
Day & Time: W 4:00–7:00 pm
This course gives an overview of intellectual trends and political history of fifth-century BCE Athens. Topics include the development of Democracy, the birth of Tragedy, the Persian Wars, Athenian Empire, court system, art and architecture, the Peloponnesian Wars, the Sophistic movement, and the death of Socrates. The readings come from the primary sources of the period, including Herodotus and Thucydides, Greek comedy and tragedy, and the dialogues of Plato. This course was designed for the Classics major and minor, as well as the Phronesis, World Cities, and World Cultures and Literatures minors, but all are welcome. It fulfills the Writing in the Disciplines Core requirement.
This course counts toward the Phronesis minor requirements.
Myth and Dreams among Ancients and Moderns
Undergraduate Catalog Honors Coursebook
Instructor: Armstrong
Course Number: CLAS 4353H
Class Number: 34607
Day & Time: M 4:00–7:00 pm
This course will look to the function of myths and dreams as they play out in certain key texts from antiquity, and how modernity in turn uses the concepts of myth and dreams in the reception of ancient culture. Assignments will include dream analysis, so all wild dreamers are welcome. Readings will draw from Egyptian, Greek and Roman literature as well as modern authors like Bachofen, Schiller Nietzsche and Freud.
This course counts toward the Phronesis minor requirements. This course is an Honors Colloquium.
The Lence Seminar: Tyranny
Undergraduate Catalog Honors Coursebook
Instructor: Hallmark
Course Number: POLS 4394H
Class Number: 38551
Day & Time: TH 5:30–8:30 pm
The goal of the seminar is to recapture, to the degree possible, the essence of a Lence course. This will not be easy. For those who knew Professor Lence as a teacher, colleague or friend, no explanation of him is necessary; for those who did not know him, no explanation will ever suffice. While this is true, the Honors College and the alumni who conceived the seminar—all students of Professor Lence—are in agreement that the seminar is quite worth the effort, because it will provide a unique educational experience, while at the same time keeping the memory of Professor Lence alive. It is anticipated that members of the Honors College and former Lence students will play an active role in the seminar, and there may be special events, guest lecturers, or classes that are team-taught.
I took my first class with Professor Lence in the fall of 1974. It was a selected topics class, POLS 368T – "Tyranny," that met in the morning on Tuesdays and Thursdays in 302 AH. So, for the inaugural Lence Seminar, I have decided to go back to my beginning and reexamine the topic I first studied with Professor Lence nearly 40 years ago. The course will, for the most part, follow Professor Lence's original syllabus, although I have taken the liberty of dropping some thinkers (positivist Gustav Bergmann and Marxist Herbert Marcuse) in favor of others (Aristotle, Shakespeare, and Montesquieu).
The course will begin, as it did before, with an article by Leo Strauss. Xenophon's Hiero, which is a dialogue between the tyrant Hiero and the poet Simonidides regarding the life of the tyrant, will come next, followed by Plato's Republic, portions of Aristotle's Politics, Machiavelli's Prince, Shakespeare's Macbeth and Richard III, and two fables by Montesquieu, Lysimachus and Sulla and Eucrates. The two plays by Shakespeare reflect the influence of my teacher Harry Jaffa, along with Allan Bloom and others who view Shakespeare as a serious political thinker. Montesquieu's two fables, especially Sulla and Eucrates, are remindful of the Hiero, so the course will come full circle, from the Ancients to the Moderns.
Registration for this course requires the instructor's approval. Contact Terry Hallmark (email@example.com) or Andy Little (firstname.lastname@example.com) for details.
This course counts toward the Phronesis minor requirements. This course is an Honors Colloquium.
The Political Economy and Ethics of Market Processes
Undergraduate Catalog Honors Coursebook
Instructor: Granato
Course Number: POLS 4394H
Class Number: 35790
Day & Time: MW 1:00–2:30 pm
This course studies the relation between citizens and market processes. The course covers three broad areas. The first area of emphasis is on introducing students to a variety of market mechanism concepts. This includes the role of prices in allocating resources and the process of creative destruction. The second area focuses on the role of government in market processes and how that influences citizen choice, the relation between citizens and the government, and the consequences for material well-being. The third and final area centers on the ethics and morality of the market mechanism viewed from a classical liberal perspective.
Students who take this course will be required to evaluate all issues by asking the following questions: 1) What are the alternatives to a particular viewpoint?; 2) What is the cost (i.e., trade-offs) of the particular viewpoint?; and 3) What is the hard evidence supporting a particular viewpoint?
Using these three questions and integrating them with the course material, students will develop basic competency in:
- The use of analytical tools for purposes of interpreting important issues in public policy.
- Expressing abstract and applied ideas and arguments.
- Abstract—and critical—thought.
This course counts toward the Phronesis minor requirements. This class is an Honors Colloquium.


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Busted: Bristol Police Arrests Over The Weekend
The Roundup offers current arrests made by the Bristol Police Department.
These are arrests made over the weekend.
Bristol Police arrest blotter for Sunday, 9/18/2016.
Bristol Police arrest blotter for Saturday, 9/17/2016.
Bristol Police arrest blotter for Friday, 9/16/2016.
Useful Resources
You can compliment an officer or department employee or file a citizen complaint about a police officer online. You can also visit the Police Headquarters at 131 N. Main St. Bristol or by calling (860) 584-3000
Day care emergency notification and registration: On-Line Registration Form
Traffic sign damage or missing: On-Line Sign Report
Alarm registration: On-Line Registration Form
Traffic division: Motorcycle Unit
Child seat installation: Request for a child seat install CT Guidelines for child passenger seats
Recruitment: Police Recruitment Process 2015 Recruitment Summary
Crime Watch: Crime Watch E-mail
Printable Forms
|Alarm Registration Form
|Department of Motor Vehicles Forms
|Freedom of Information Request
|Pistol Permit Application Package
|Parking Ticket Appeal Form
|Data Request Form
|Civilian Complaint Form
|Ciudadano Formularion de Queja
Animal Control
Animal control officers can be contacted at the Animal Shelter located on Vincent P. Kelly Road across from the Bristol Public Works Department or by calling (860) 584-3087.
If the call is an emergency, call the Bristol Police Department at (860) 584-3011.
The Bristol animal shelter is not equipped to pick up cats. If you have a stray or unwanted cat, contact the Connecticut Humane Society or call (860) 594-4502.
If you have a general wildlife problem such as a skunk in the yard or a bee's nest, please contact the Department of Environmental Protection. or call (860) 424-3333.
Useful Law Enforcement & Protection Links
Connecticut Department of Environmental Protection – Visit the State of CT DEP Home Page for information on all facets of Wildlife and Environmental management, rules, regulations, fees, local offices, recreation facilities, etc.
Connecticut Department of Motor Vehicles (DMV) – This is a complete, easy-to-use directory of all CT DMV functions.
Connecticut Sexual Assault Crisis Services – Located at 110 Connecticut Boulevard, East Hartford, CT 06108, this well-built assistance site offers information on domestic violence, assault, phone numbers, advocacy groups, and much more. For more information call (888) 999-5545 or visit the Crisis Services website.
Sex Offender Registry – The Connecticut Department of Emergency Services and Public Protection updates this information regularly to try to assure that it is complete and accurate. However, this information can change quickly and information on registered sex offenders is often provided by the registered sex offender themselves as required by law. This information may not have been verified by local law enforcement officials at the time it is posted on the website. You are cautioned that the information provided on this site is information of record and may not reflect the current residence, status, or other information regarding a registered sex offender.
Library – This is a vast resource including archives, public records, and more.
State of Connecticut – Details all the departments in the State of Connecticut, Superior Court addresses, appeal procedures, contact numbers, state employees, as well as statistical data pertaining to the state.
U.S. Department of Justice – Here you can find help and information for crime victims, missing persons, inmates, seized property, fraud, and more.
The Roundup is a popular magazine style publication covering local news, events and information about the greater Bristol Connecticut area. The Roundup, started by Bristol native Mike Uchalid currently has over 5,400 subscriptions and a local social media following of over 50,000 readers across multiple sites, pages and groups. The Roundup provides accurate information, events, news and so much more. We hope you enjoy the site!
Roses for Autism Releases Ardent Rose Perfume Rollerball for Holiday Gift Giving
Fighting Fake Clinics
New Gigs in The Greater Bristol Area: 11/20/17
The Road to Somewhere: Road is on the fast track
Dog up for adoption in Burlington
Thanksgiving week service schedule announced
Police starts anonymous online tip feature to combat vehicle thefts
Police seek missing Bristol teenager
UNICO donates to Shepard Meadows
Zoppo-Sassu Announces New Executive Administrator
Bristol inundated with news coverage about Muslim speaker's cancelled event
Busted: Bristol Police Arrests For 11/14/17
Bristol police to hold fundraiser for individuals with intellectual disabilities
VIDEO: Bristol by Bicycle, The Third Ride
Bristol Police to Hold Annual Christmas Toy Drive
Busted: Bristol Police Arrests For 11/13/17
POLL: What's your favorite plaza in Bristol?
Tunxis offers free student aid help sessions
Bristol's first female mayor inaugurated, calls for civility
ESPN Launches SportsCenter on Snapchat
A Stamford mother faces deportation after living in Connecticut for 25 years
NEW HAVEN — Miriam Martinez will turn herself in to ICE Monday morning after decades of trying to become a legal citizen. She came to The United States illegally from Guatemala in 1992. She fled the war-torn country with hopes of a better life. Martinez met her husband in Stamford and they had two children together. Everything was fine until an unfortunate diagnosis derailed her life. "Type one juvenile diabetes," says Glenn Formica, Miriam's lawyer. "In the case of Miriam's […]
Glastonbury restaurant owner charged for 2nd time with sexually assaulting incapacitated woman
GLASTONBURY — The owner of a now closed restaurant has been charged for a second time with sexual assaulting a woman who was incapacitated. Police said Julian Rodriguez, 38, of Glastonbury, was charged with first degree sexual assault. Police arrested Rodriguez on Friday and said he allegedly had sexual intercourse with an adult female victim while she was mentally incapacitated and unable to consent in the suspect's now closed Jalisco Restaurant. Rodriguez was arrested in September for the same offense […]
Model accuses Russell Simmons of sexual misconduct
LOS ANGELES — Model Keri Claussen Khalighi has come forward to accuse Def Jam Records mogul Russell Simmons of sexual misconduct in 1991 when she was 17 years old. In a report Sunday in the Los Angeles Times, Khalighi says that Simmons coerced her to perform a sex act and later penetrated her without her consent. She says the film producer and director Brett Ratner, who has also been accused by multiple women of sexual harassment, was present. Simmons, now […]
Brady picks apart Raiders in Patriots' 33-8 win in Mexico
MEXICO CITY, MEXICO— Tom Brady felt right at home in his first appearance in Mexico by throwing for 339 yards and three touchdowns, to the delight of an adoring crowd, in the New England Patriots' 33-8 victory over the Oakland Raiders on Sunday. Brady completed his first 12 passes and picked apart Oakland's suspect defense to chants of "Brady! Brady!" from an amped-up crowd at Azteca Stadium. The large contingent of Patriots fans in the well-divided crowd for a Raiders […]