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First-grader Thomas Tsangaropoulos stands before a laptop during his Spanish class at Lake Parsippany School, smiles broadly into its tiny webcam and waves.
"Hola," he says to the image of a young girl appearing on the computer and on a large screen in the front of the Parsippany classroom. "Me llamo Thomas."
Across town, first-grader Mariah Colon peers into a laptop at Troy Hills School and waves.
"Hola. Buenos días," she says.
Remember when technology in schools meant computer labs and internet connections? New Jersey teachers and students are slowly but increasingly using the tools of Web 2.0 — the so-called second generation of the web that includes creative, collaborative, shared content.
Students are writing on wiki pages, blogging about their classroom activities, recording audio files for band practice, videoconferencing with people around the globe and chatting online about literature.
For a generation that has embraced a joystick and a mouse since they were toddlers, these technologies can help them learn how to be creative, how to communicate and how to work together, said Lisa Thumann, a senior specialist in technology education at Rutgers University's Center for Mathematics, Science and Computer Education.
"This is what our students are going to see when they get to college, ... when they enter the work force," Thumann said. "Our ultimate goal is to prepare them for the real world."
Many educators say digital technology engages students, shows how what they are studying is relevant to the world around them and helps them retain what they have learned.
"All of those things add up to higher levels of achievement," said Chris Dede, a professor in learning technologies at Harvard University's Graduate School of Education. "It's not so much the technology, it's about how to make meaning out of the complex by using technology as a partner."
Still, schools cannot assume every student has a computer at home to continue with the lessons, and the new tools of teaching have encountered other problems.
A survey of 1,200 school administrators nationwide by the Consortium for School Networking found the number one problem with students using Web 2.0 tools is "wasting time and distractions."
Complaints from educators included technical glitches, and the restrictions their districts place on web access.
The educators said other downsides include students using nonauthoritative sources, accessing inappropriate materials and giving out personal information online.
"Does Web 2.0 improve learning in our schools? The answer is, 'It depends,'" said James Bosco, a professor emeritus at Western Michigan University's department of educational studies, who was involved with the CoSN study. "It depends on the teacher. It depends on the kind of school organization."
With many Web 2.0 applications free online, educators say the cost to the districts comes from their investments in computer hardware and increasing bandwidth to allow all the information to move quickly.
The Parsippany district, for example, with a total budget of about $130 million, spends $375,000 a year for instructional hardware for its 7,300 students and 800 teachers. That's about $75,000 more than a few years ago, said Barry Haines, the district's coordinating supervisor of educational technology. The district's internet connection and network bandwidth cost about $250,000 a year, or about $100,000 more than five years ago, Haines said.
When the bell rings at the end of Carol Scheese's Advanced Placement English class in Sparta, she knows that doesn't mean the spirited discussion of "Jane Eyre" is over. Far from it.
For homework, Scheese often writes a question about the 19th-century novel on her password-protected class webpage. For homework, every student must join the online conversation, answering Scheese's query and responding to two classmates.
"It gives voice to students who may be reluctant to speak up in class," said Scheese, who has been teaching for 24 years. "We're having a much larger conversation than we would in class, I think. I can steer the discussion in another direction by posting another question. It's kind of amazing."
Her students — although they may gripe that it's still homework — say they see value in the online conversations.
"A few people don't contribute to class discussions but will go home and write something brilliant" online, said senior Michael Sullivan. "Everybody gets the chance to speak."
For every parent who has tried to pry information from a child about the school day, Sparta Middle School teacher Erica Hartman may have the answer.
Her sixth-graders often write about their activities on their class blog (hartmanhoopla.blogspot.com) for all the world to read.
On a recent day, Hartman's students used school laptops to write short entries about dealing with cyber-bullies. Later, Hartman posted the responses (without the students' complete names) on the class blog.
"I think our class blog is fantastic," Bridget Higdon wrote in an e-mail. "It's a great way for us to express our own creative writing and to keep up with what's happening in the classroom."
Hartman — who teaches a required course called Connections, a blend of critical thinking, writing and research — writes some of the blog entries. They often are a blend of YouTube clips and links to sources that relate to the class. Occasionally, students can write a post themselves about the days' events.
"When they put stuff out there on the web, they have to realize the audience is not just me. ... They are more focused on making things perfect," Hartman said. "They check their spelling. They check their writing. Accountability plus motivation equals achievement."
Distance learning in Parsippany schools once meant reserving a specially equipped classroom to connect with others outside the building. But with laptops and the availability of free online software, videoconferencing capability has become "anytime, anywhere," Haines said.
Parsippany Spanish teachers Norma Sudak and Beatriz Betancourt Cortes underwent training in the summer and began videoconferences for their elementary school students this fall.
Sudak and Betancourt Cortes said they hope to webchat in coming months with a class in a Spanish-speaking country and maybe visit a virtual museum in Spain.
"It gets them interacting with one another," Sudak said of her first-graders. "They're definitely more engaged than just me up at the front, having traditional teaching."
At Parsippany Hills High School, five history classes recently video-chatted with British author Roger Crowley after reading his books.
"It's nice to be able to talk about his intentions. We got to ask what he meant by certain things, where his research came from," said senior Andrew Wright, 17, who said he videoconferences on his own with relatives overseas.
For some Brooklawn Middle School students in Parsippany, the coolest band on their iPods may soon be themselves.
Brooklawn band director Michael Iapicca plans to record band rehearsals in coming months and upload the audio files to a class website he's developing.
That way, his young musicians can hear themselves on their home computers or download their performances to their music players. Then he will assign written questions about each performance so they can discuss it at the next rehearsal.
"They should be able to give me feedback on what they hear and whether it's the correct way to perform it or not," Iapicca said.
Book reports in Jennifer Caruso Doney's fifth-grade class at Glenwood Elementary in Millburn will never be the same.
Every time they complete a book, Doney's 38 language arts students write a review of it on their own wiki page.
Wikis are collaborative websites with pages that can be read and edited by others. On Doney's class wiki, after students post their book reports on their password-protected page, they can — and are encouraged to — read and comment on their classmates' reviews.
"It motivates students who aren't necessarily into reading and gives them some sense of ownership of publishing their ideas," said Doney, who introduced her students to the wikis last month. "It's almost like a little trick for kids who don't like reading. They're so excited to be using the computer, they forget they're talking about reading."
Doney's students write on their wiki pages during school. They can access them from home, though that is not required.
"It's a nice way to connect with people about books. It's different in a good way," said Eloise Burn, 10, as she finished writing her review of "Ella Enchanted." "I like leaving comments and reading what they're reading. I can get a lot of recommendations."
When Doney first experimented with wikis last spring, she says, she noticed her students' online spelling, grammar and punctuation were not what she had hoped.
She worried they were treating the wiki more casually than other schoolwork. This year she is redoubling her efforts to remind students to make their posts the best they can be.
"This is schoolwork and needs to be done formally and not in a relaxed sort of way," Doney said. "It's not a casual thing just because it's fun."


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A pioneer of the bathroom.
In 1994, AXOR and Philippe Starck triggered a revolution with the Salon d'eau. The first modern bathroom/living space. And the first bathroom collection from AXOR. Groundbreaking at the time. Now a classic. Besides the joystick handle, bathroom design has been enhanced by other innovations: the shower column and the manual shower. Creations characterised by minimalism.
This design principle runs through the four collections: AXOR Starck, AXOR Starck Organic, the glass mixer range AXOR Starck V and the shower collection AXOR ShowerCollection. Designed by Philippe Starck.

subset: commoncrawl


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Footprints: Zidan Barchan - A jovial and respectful son
He was an active individual. He was caring. He was smart and he was fun.
He was Zidan Marvin Barchan.
Born on March 11, 2005, in Kingston, his parents, Chenesia Chow-Grandison and Marvin Barchan, remember Zidan as a jovial and respectful son.
Zidan was always polite to everyone he met.
Not only was he polite, but he was pleasant.
"He loved smiling. He was just a happy person," his mother shared.
Zidan Barchan was affectionately called 'Marlo'.
He was a humble 10-year-old who attended the Cockburn Gardens Primary and Junior High School.
Zidan was a grade five student there and he enjoyed playing football and dancing.
"One of my best memories of my son was when he would dance for me. He could dance," Chenesia said with delight.
Zidan was a loving brother.
He had two brothers - Tyreek and Chavion - and one sister. He grew up in Kingston and he enjoyed watching television.
"His TV was everything. He would watch anything," his mother recounted.
His family cherished and adored him. They enjoyed the times they spent with him and appreciated the memories they could make before his promising life was cut short.
Zidan Marvin Barchan passed away on November 16. A thanksgiving service will be held on December 20 at the Seventh-Day Adventist Church on Olympic Way to celebrate his life. On this day, his family and friends will say their final goodbyes to the sweet and compassionate soul they knew and loved.
Zidan Marvin 'Marlo' Barchan will be deeply missed.
- Rasheda Myles


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Articles > Pre & Post Natal Fitness Articles
Pre natal & post natal fitness articles
We have free articles on fitness guidelines for Pre Natal & Post Natal fitness training, training while pregnant, accepted standards for intensity and type of exercise, and some of the physical changes to expect before and after pregnancy. Can't find what you're looking for? Ask us your question on pre or post natal health & fitness.
Tips on the supine position during pregnancy
Pregnancy week by week: a calendar of your pregnancy
Pregnancy and back pain: why is back pain during pregnancy so common?
Cardiovascular changes during pregnancy:
The pregnancy, prenatal & postnatal personal training content displayed on these pages is for information and educational purposes only. It does not replace, nor should it be considered an alternative to, a medical consultation. Always consult a doctor, personal trainer, or other health professional before beginning an exercise program. All content copyright Complete Personal Fitness Training Manly Sydney NSW 2004 & 2005.


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Healthy communities build a healthy nation. My staff members and I at BLH Technologies have long supported good health here in our own community, at work, and at home.
Recently, I came across a handy tool that you can use to obtain valuable information on health status by county. As a business executive wanting to improve the health of my employees, I find it useful, and you might too.
County Health Rankings & Roadmaps is a national publication that provides key information on the health status of local communities and that measures the health of nearly all counties in the Nation and ranks them within States.
The rankings factors include tobacco use, diet and exercise, alcohol and drug use, sexual activity, access to care, the quality of care, education, employment, income, family and social support, community safety, air and water quality, housing, and transit. These classic population health measures extend beyond the reach of the health care system to assess the health of people where they live.
A seventh updated edition of the County Health Rankings & Roadmaps was released in March 2016. It includes such new measures as frequent physical distress, frequent mental distress, drug overdose deaths – modeled, insufficient sleep, residential segregation – black/white, and residential segregation – non-white/white.
Local officials have used County Health Rankings & Roadmaps to improve health outcomes in their counties. For instance, the Marquette County Health Department in Wisconsin used County Health Rankings & Roadmaps to prioritize the activities of a newly created health educator position, including emphasizing obesity prevention and improving the built environment, economic development, and education. Another example is Kentucky Educational Television, which aired a program on how communities are using rankings data. The Health Three60 program, "Healthy Competition: How County Health Rankings & Roadmaps Are Catalyzing Change," featured three regions of the State and highlighted local health advocates sharing information on how communities can unite to improve health outcomes.
As a small business owner, I am most interested in improving my employees' health. If you are a business leader who wants to determine how to improve your employees' health, check out the County Health Rankings & Roadmaps. I'm sure you'll find, as I have, that better health means better business and that investments made to improve employees' health by offering preventive, wellness, and lifestyle change programs and services can help increase their productivity.


text: SKYPE Classes: I am a native speaker from the UK. I have Experience in PET, FCE, CAE, I can provide English Language Study Material pdf Downloads Free for Various Examination tests like PET, FCE, CAE, etc. I will also include notes and short tricks to improve your English conversation and listening skills? Let´s talk! PRONUNCIATION OR CONVERSATION FOCUSED. I CURRENTLY HAVE AVAILABILITY I have taken students through the Cambridge 1st Intermediate, Advanced and business. Prior to teaching, I worked in sales. Price: 20 euros for 1 hour Genuine replies only, please no time wasters. non-negotiable, not open to discussion or modification. Please email email@example.com or telephone, 697567877 English teacher, responsible for providing students with the skills and knowledge necessary to gain employment in their training field. I'm originally from England, with a business and sales background. Certified in TEFL, I have been teaching English for 10 years to various companies and private students. Having taken many students through their exams, I look forward to helping new students reach their potential via multi-media platforms.


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Abuse isn't just about bruises. Not all forms of abuse leave bruises where we can see them,Domestic Violence Speech Intro in 2018 . Although physical abuse is terrifying and needs to be addressed immediately there are other forms of abuse that can cause significant damage. One type of abuse that is very difficult for outsiders to detect is financial abuse. Marriage should be a partnership but when one spouse completely dominates the finances to the point that the other spouse has no control and no options financial abuse may be occurring.
What Are Signs of Potential Financial Abuse?
Every married couple handles their finances differently. In some cases one spouse handles the majority of the finances. They manage the accounts, pay the bills and deal with creditors. That does not by itself equal financial abuse.
Financial abuse occurs when one spouse is treated like an irresponsible child and Domestic Violence Essay . They are cut off from funds and their knowledge about the couple's finances is severely limited. Some signs of financial abuse include:
•Strict Allowances. This isn't an amount that the spouses have agreed to limit themselves to but is instead a set amount that is grudgingly handed out from one spouse to the other and is all that will be given.
Documents, documents, documents. Written evidence is incredibly strong and can range from credit card bills showing that there is a credit card but that you aren't named on it to emails from your spouse that show the financial abuse.
Other witnesses can be incredibly powerful on your behalf. Financial abuse is hard for people outside the relationship to detect. So when someone credible comes in and tells the judge that it is happening and they can see it the judge will listen and Domestic Violence Gun Laws .
Domestic Violence Speech Intro in 2018 ?
When the economy dips, domestic violence often increases, affecting your workplace. This is the first of two articles on preventing DV from hitting your office.
Workplace Policy
A proactive approach to domestic violence should include designing and implementing a specific domestic violence in the workplace policy. This will not only protect your organization from liability, it will protect your employees, and help victims of domestic abuse feel supported.
Your policy should, at a minimum:
- Mitigate the effects of domestic violence in the workplace by providing victims with a link to community resources that offer counseling and advocacy. (Your organization is not required to do this itself.)
- Heighten awareness about domestic violence among all employees.
- Address issues related to the need for time off and security.
- Design an appropriate workplace safety plan, including resources, materials, and training or educational programs, as needed or as funds and time permit.
- Establish links between your organization and the local domestic violence advocacy community.
- Review existing employment policies and manuals to ensure that the domestic violence policy and program make sense in the organization's culture and environment.
- Review your EAP's policies and identify those providers who possess the requisite knowledge and experience to identify and respond appropriately to domestic violence.
- Establish and train an internal Domestic Violence Response Team, composed of designated managers, supervisors, and employees identified as the "go-to-team". Ensuring that your policy complies with the applicable laws in every jurisdiction in which it conducts business.
Safety Procedures
There are a number of security measures you can take to protect both the victim of domestic violence and all your employees. These procedures will also add protection in the case of a disgruntled former employee seeking to harm the past employer.
Imperative for the Targeted Individual:
- Consider adjusting parking and office situations (is she in an office with a window on the street; or is her office far from the main cluster?)
- Arrange for a security escort to and from buildings.
- Give temporary assignments if possible, so employees can leave on short notice if necessary.
- Be sure she knows what she can and should do if the abuser comes to work.
- Attempt to prevent gossip about an abused individual's situation
- If she has a protection order, be sure security guards and the front desk have a copy, as well as a photo of the individual.
- Help her develop a safety plan (Legal Momentum Organization website has some examples.)
- Minimal security against unauthorized persons (check-in or badges help.)
- Provide informational pamphlets in private places, like restrooms.
- Establish staggered, flexible work hours.
- Raise awareness: Use posters during October (Domestic Violence Awareness Month); organize clothes or toy drives for battered women's shelters; or otherwise connect with the anti-DV community to let employees know you care.
- Increase sensitivity: Provide training for managers, and for the DV contact team-- about how to recognize the signs of domestic violence in their staff and how to discuss the workplace policies around the issue.
- Educate: Employee training, brown bag seminars, newsletter articles, and brochures on domestic violence all create an environment where it is safe to talk about domestic violence.
Domestic Abuse Help - Who Is Responsible for the Abuse in Abusive Relationships?
Maya had the dream life. She had a career she loved. She married when she was mature enough to pick a partner for the right reasons. She had a partner, a son, a daughter and a lovely puppy. Add the picket fence and you could say she had it all. On the surface of course...
Beneath the surface she was struggling with the demise of a marriage due to the malicious interactions of a verbally and emotionally abusive mother in law who was going unstopped in the family. This women had such control over the men in her family, that she could say and do as she pleased, and no one would stop her from viscious behavior. Maya became the victim of emotional and verbal abuse, first from her mother in law, then her extended family members, and then ultimately from her husband. She was a highly educated women, so how could anything so serious be happening in her life?
The walls came crashing down upon Maya, when her mother in law crossed the line to not only verbally and emotionally abuse her, she repeatedly hurt her infant son too. The saddest thing about this situation, is that her mother in law "did not intentionally" verbally and emotionally abuse anyone. Even though she was the former manager of a pre-school, she did not consider that flying into a mad rage directed at Maya in front of her 2 month old son, would ultimately harm the baby.
After experiencing from Maya how bad abuse can get from an intimate family member, I have committed my life's work to spiritually healing abuse survivors, so you become the mothers, lovers, and the professionals you deserve to be. I will be publishing a series of articles called, "You're the First", that will be about how women and men have turned around difficult situations, and become highly successful in their own right. Believe in yourself, you can get anything you dream of...


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After guiding a team to Everest Base camp in 2010 as part of the Global Schools Project a smaller team of us headed back into the Himalayan mountains from Kathmandu. For the past six years I have had some good friends who have also acted as guides for me on polar and mountain expeditions.
On this occasion there was Mark Kelly who had been with me on the Arctic Schools expedition in 2008 and had also guided for my company Snowball Expeditions to Mount Everest Base Camp. Jon Geldart had been a strong part of the Geographic North pole team in 2006 along with being supportive in expedition logistics and UK training. Finally Pete Bradley who at a young age has already an incredible back log of mountain and trekking expeditions.
Due to bad weather covering Nepal and surrounding countries we headed into the mountains by helicopter three days behind schedule. These missing days were defiantly on our minds as we wanted to move slowly to acclimatise.
We worked as a team calculating the ground to cover against how we felt individually. It took just one day to trek from Lukla the airport 2700m to Namche Bazar - 3450m. As we caught up on one of our days we decided to rest at this level for a further twenty four hours before proceeding to Pheriche.
On route we stopped in Tengboche Monastery - were the local Lama blessed the expedition and team members. I'm not a religious man but you need to have a respect for the areas you operate in. It was a great moment for all of us.
After another rest in Pheriche we headed towards Dingboche and on towards Island Peak base camp. We found it hard to sleep in the tents as the hours ticked by until we could get up and start ascending the mountain. At four in the morning in darkness we started to progress. As we trekked slowly up the mountain side Jon and Pete decided that the quick assent had been too much and they headed down towards base camp. Mark Kelly and our guides Mauli and Singi reached the snow line and we fixed our crampons for the final stage. Shortly afterwards we crossed a crevasse and headed to the steep final section. Hanging off the static line one hundred metres from the top Singi our leader who had climb Everest and many peaks around the area before warned us of soft snow and potential avalanche. Mark and myself looked at each other and laughed - we had got so close! We headed down to be met by Jon who had made tea (how British) for me it was one of my favourite expeditions as I was with a group of good friends - working as a team in an incredible area of the world. The helicopter flight back through the Khumbu valley from Namche Bazaar was a great end to the journey.


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There have been some "Outstanding" sheep over the course of time that I'd like to point out to Ewe. The first are a pair of Merino sheep from New Zealand named Shrek 1 & Shrek 2. Shrek 1 avoided the shearers for more than 6 years. Shrek's 60 lb. fleece was used to make 20 men's suits, which were auctioned for charity. Shrek 2 roamed for 7 yrs., & had a fleece of 68.2 lbs.!
|Shrek 2 managed to hide out for over 7 years & missed being sheared 7 times!
|The shearers finally caught up with Shrek 1 & he felt 60 lbs. lighter!
|The question is," Are Ewe Feeling Lucky"?
|Lucky was a beloved family pet!
Dolly, the first mammal to be cloned, gained instant fame in 1997, when the Roslin Institute of Scotland announced her birth. Dolly had three different mothers; One provided the DNA; another provided the egg the DNA was injected into; & the third mother carried the cloned embryo. It took 276 attempts before finally achieving success. Dolly had 6 lambs before dying 6 years later. Dolly was stuffed & put on display in the Royal Museum of Scotland.
|Dolly posing with her first lamb. Do Ewe like their Genes?
|Hello Dolly! Don't Ewe think Dolly is looking a little "STUFFY"?
|Things are really not looking that "Baaa...D"!
|Ewe might sat I have a different perspective on life!
|A double minded sheep is unstable in all his ways!
The last famous sheep to look at is "Shaun the Sheep". He is an animated sheep that is no ordinary sheep. He can paint, dance, & play a guitar. He's chock full of clever ways to lead his flock both into & out of trouble. Shaun was first seen n 1995 in a Wallace & Gromit short called a "Close Shave". He surfaced again in 2007 in his own animated series by Aardman Animations.
|Watch me on You tube! It's not that "Baaa...d" of a series!
Sheep are very ordinary domestic animals in many ways, yet each has its own distinctiveness. The Shepherd has the shear joy of caring for all the different varieties.
|My distinctive Face should bring a SMILE to EWERS!
"Like a father pitieth his children, so the Lord pitieth them that fear Him". Ps. 103:13


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And the the Foodie Blogger says, WAIT DON'T EAT THAT YET
We have been blogging for almost two years now and have over 250 posts, and I would say one out of every three occasions when we are eating something that we'd like to to share on the blog, I shout out "Wait! don't eat that yet!" The other two times, I'd shout, "CRAP! I forgot to take a picture."
Blogging has really changed my eating habits. Some would say for the worse (well, at least my manners if anything). I've even done this to my mother-in-law when she makes something nice for Amanda. At least she finds it flattering.
I didn't know the effect blogging would have on my life. I'm always thinking about how I can "spin this" for the blog. Either it's someone emailing me a tip, or seeing something new in the store while shopping around. "Gotta get my phone out and take a picture of it on the shelf and tweet it out to everyone!" "Oh these are good! We have to blog about this." These are my new most commonly used phrases, just ask Amanda.
Now, it's just a matter of remembering or finding the time. We usually go on blogging sprees during the weekend. It's tough. I hate to shatter anyone's dreams, but we typically have posts written up to one month ahead of time. It's hard to keep up sometimes because we are posting every two to three days. If we weren't queued up, we wouldn't be able to blog as often as we do.
Are you thinking of blogging? Let us know! We would love to help you get started and promote your blog. We need some more local gluten free bloggers in Edmonton. Also, we always love to have guest bloggers help us out with posts of their own adventures, findings and ideas about living gluten free. In the meantime, check out some of these Edmonton bloggers that often blog gluten free:
- Tasty and Gluten Free
- The Gluten Free Insider (Official Kinnikinnick Blog)
- Sometimes A Critic
2 comments :
Hi I totally get that line "Wait don't eat that yet!" ha ha - and your honest admitting that you do write up posts beforehand at times :) I am just starting out blogging gluten free - I had a personal blog that was starting to be filled more and more with facts and posts about being a celiac and having to be gluten free - so I was inspired by yours and others blogs so I started up one just dedicated to that. I have just started up and would love to have more readers to "spur" on my motivation. :)ReplyDelete
Again thanks so much for the continued motivation, help, and inspiration ~ all the work you guys have done! You rock!
Thank you :)
Hi Sherri,ReplyDelete
Thats great that you are blogger. We just met up with a few Celiac's in Edmonton and talked briefly about the need for more gluten free bloggers in Edmonton. I hope you do keep it up. What you are doing is needed. I am glad you enjoy our blog. I added your blog to my Alberta Gluten Free Blog role. Give us an email any time!
--Abisaac Saraga


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Ventus LTDViper
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VENTUS is the aerobar of Ironman champions like Caroline Steffen and Luke McKenzie. The carbon-fiber aerofoil basebar, tiny brake levers, and integrated stem make it the world's fastest and most aerodynamic bar. The basebar is set at the optimum angle of incidence for the least drag. A full range of adjustment optimizes rider position, so athletes with widely differing physiques fit VENTUS perfectly. The extension bars adjust front-rear for reach, and vertically for height. Elbow pads move with the extensions, preserving a constant relationship between hands and elbows. Standard straight extensions can be swapped for straight or ski-bend extensions, available as 3T Accessories. VENTUS is one of the most radical designs ever seen in competition, and the foremost expression of ultimate performance by 3T.
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Working hours: 9.00 AM to 5.45 PM from Monday to Friday (1.00 PM to 1.45 PM Lunch)
11.09.2015 to 14.09.2015:विश्व हिन्दी दिवस - लेख प्रतियोगिता--
1.विश्व की नज़र मे बदलता भारत
2.हिंदी राष्ट्रभाषा से विश्व भाषा की ओर
3.हिंदी संयुकत राष्ट्र की आधिकारिक भाषा बनने में अड़चन कहाँ? (250 शब्द)
First three winners to be facilitated by Ambassador of India on September 14, 2015 on the occasion of celebrations of 'World Hindi Day' in the Embassy auditorium in Brussels. All the candidates must write their name, address and phone numbers and send their entries latest by September 11, 2015 to email@example.com).
21.4.2015 to 23.4.2015:India participated in the Seafood Expo Global -- the world's largest seafood trade event in Brussels that also saw participation of a large number of exporters, importers, machinery manufacturers, media, and other seafood professionals from around 80 countries.
The Marine Products Export Development Authority (MPEDA), in association with the Embassy of India in Brussels, organised India's participation in this event. A specially designed 'India Pavilion' themed 'Incredible Seafood from incredible India' was set up. Apart from MPEDA, 20 exporters from India set up their stalls in the 'India pavilion'. The event provided an opportunity to a large number of Indian exporters/traders/agents to interact with their business counterparts. MPEDA team led by its chairman, MsLeena Nair met a large number of visitors and explained them about trade opportunities with India.
Ms. Lowri Evans, Directorate General for Maritime Affairs and Fisheries (DG MARE), the European Commission, along with her team of officers visited India Pavilion on 22nd April and interacted with Chairman, MPEDA and exporters.
During the Expo, an 'India Event' was organised on 22nd April. The Event was inaugurated by the Ambassador of India, H.E. Mr. Manjeev Singh Puri. The Event included a presentation by Chairman, MPEDA, followed by an exclusive Indian seafood lunch for around 200 invited guests.
26.3.2015:Corporate Social Responsibility (CSR) Night organised by Tme4Society in Antwerp-Ambassador, H.E. Mr. Manjeev Singh Puri, was the Key Note speaker at the Corporate Social Responsibility (CSR) Night organisedby Tme4Society. He spoke on "India and CSR: Legislation for a bright future" and highlighted the CSR tradition in India practiced by prominent business houses, Mahatma Gandhi's notion of 'trusteeship' and provisions of Clause 135 of the Companies Act 2013 of India that mandates certain companies to spend 2% of their net profit on CSR activities.Mr. Kris Peeters, Deputy Prime Minister of Belgium and Mrs. Cathy Berx, Governor of Antwerp also spoke at the event. Time4Society is planning its second 'Gateway2India' event in November 2015.
26.2.2015: Panel discussion on 'Make in India' in Luxembourg-Ambassador, H.E. Mr. Manjeev Singh Puri, participated in the panel discussion on 'Make in India' in Luxembourg organised by the Embassy of India in Brussels in association with the Indian Business Chamber of Luxembourg (IBCL) and Luxembourg Chamber of Commerce. The panellists included H.E. Mr. Sam Schreiner, Ambassador of the Grand Duchy of Luxembourg to India, Mr. Heike Carl Zatterstrom, Chief Communications Officer, Boson Energy, Luxembourg, Mr. Francis Michaud, Senior Manager Marketing, Paul Wurth SA, Luxembourg.
"Make in India is a mind-set, it's a philosophy, and it's an initiative to encourage manufacturing in India," Ambassador said, introducing the topic. He emphasised that "Make in India" is a major national program designed to present the 'ease of doing businesses" in India, facilitate investment, foster innovation, enhance skill, protect intellectual property and build best-in-class manufacturing infrastructure. Twenty five sectors have been identified by the Government of India for promotion under the Make in India campaign andan interactive portal www.makeinindia.com has been designed to give detailed information on opportunities in each sector. The investors can also seek guidance on specific issues posting their queries in the portal which will be promptly responded by experts of Make in India. An Investment Facilitation Centre (IFC) has been created within Make in India to offer handholding services. Ambassador opined that for Luxembourg, which already has a longstanding history of investment in India, this will open doors for greater investment.


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Council Member
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Posts: 35782
Location: Sawyerville, USA
Posted: Sun Mar 26, 2006 5:04 am
Post subject: Aislynn's Practical Vidder's Guide To Windows Movie Maker
First of all, I'm certainly no expert; I'm just somebody who's been working with (and fighting with!
) WMM versions 1 and 2 since January 2005 or thereabouts. I decided to compile all of the things I've learned by trial, error and research along the way.
Note: All of this information was for the XP version of WMM, so some of it may not apply at all or may not work in the same way with the Vista version. But hopefully it can still be of some small help!
If you're getting ready to make your first vid, I've included some hopefully helpful info in
The Basics
to get you started. If you've been vidding for a little while and are ready to try to get a little more fancy,
then maybe
More Advanced
will have some things of interest. Just about
who's worked with WMM will need
at one time or another. Then there's
to round things out.
As I said, I'm no expert. If the way that
do something doesn't work for you, then by all means do it the easiest way for
. And hey, drop me a line and tell me about it so I can include it here to hopefully help other WMM users, won't you?
I tried to be specific but not to the point of outrageousness. However, feel free to ask for more details if anything's not clear.
Table of Contents
(Click the headings to jump to that section)
The Basics:
Finding Clips
Starting A Vid
Saving As A Movie/Rendering
More Advanced:
Audio Editing
Adding Audio Clips
New Transitions, Effects And Titles
Reversing a clip through use of an animation program by Jo
Thanks so much to Jo for your answer!
Checking The Essentials: Version Number, RAM, And Hard Drive Size
Aspect Ratio Problems and Music Problems
When WMM Freezes
The Making Of A Vid: Behind The Scenes Of Aislynn's "Saving Sun"
Achieving Different Looks With WMM's Fade In/Fade Out To White Effect
Final thoughts
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Posted: Sun Mar 26, 2006 5:04 am
Post subject:
The Basics
Finding Clips
To make a video with WMM, you need 3 things: video clips and/or still pictures, music, and a lot of patience.
To get clips, you'll need to find a site that has some available for download. Here are some places to try:
WMM should work with any clips that are in the .WMV or .AVI format. It absolutely
work with .RM (Real Media), which unfortunately seems to be found in a lot of places. As I understand it, there are programs that will convert .RM into something that WMM can import. If there's any interest in this, I'll research this further.
The thing to remember is to NOT take your source material from other people's vids. This is called Clip Theft and will
make you any friends. More info on Clip Theft can be found here:
If you get an error that WMM can't import your clips because of a codec error, you probably will need to install the DivX codec package (which will also usually make sure that you'll be able to watch .AVI vids in Windows Media Player at the same time). The codec package IS free, though it might not look like it is at first glance. You don't have to take the free trial it will offer you, just uncheck the box during installation and you won't owe anything later.
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Post subject:
Starting A Vid
Once you've downloaded your clips, all you have to do is click File - Import Into Collections, then browse to the folder you put the clips into, select the clip and click import. I recommend doing this one at a time rather than trying to import a batch of clips at the same time. As with most things WMM, it's best to keep things as simple and easy as you can.
You import the song you want to use in the same way. WMM will allow songs with the .WMA, .MP3, and .WAV extension. .WMA or .MP3 have always worked well for me and are much smaller in size than .WAV.
You can also drag-and-drop both clips and songs into the Collection files from their folders instead of using the File - Import Into Collections method.
From your Collection files, you simply drag-and-drop the song onto the Audio/Music line (it will basically come to you as you move the song down). You also drag-and-drop the video clips to the Video part of the timeline. From there, you can trim the clips (by grabbing the "handles on the left or right side of each clip, then clicking and holding the left mouse button as you drag it the way you want it to go), add transitions (the Video Transitions menu is at the top of your Collection Files; you just chose a transition and drag it in between whichever two clips you want), and effects (also available at the top of the Collections files or by right-clicking a clip on the timeline and clicking Video Effects). To add titles, click Tools - Titles and Credits and follow the directions it will give you.
Also, the Set Audio Level button (see the red arrow) is set as a default to let you hear the sound from the Audio/Music track and the Audio from Video at the same time. Unless you're planning on using dialog or sounds from the show, slide it all of the way over to the Audio/Music side.
If any of this is needed in greater detail, feel free to ask.
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Posted: Sun Mar 26, 2006 5:05 am
Post subject:
Saving As A Movie/Rendering
Once you've finished your vid, it's missing one final step before it's ready to be uploaded and shared with others. It needs to be saved as a movie (also known as rendering).
Here's what to do:
1) Click File, Save Movie File, then save movie to My Computer, and Next.
2) Enter the name you want for your vid or accept the one that it's going to offer, which is the name you gave the .MSWMM project file. You can delete the extra numbers it adds at the end of the file name if you want. Click Next.
3) Usually the best quality for the smallest size can be found under Other Settings, Video for Broadband 512 kbps. Or you can also pick Best Fit To File Size if you want to make sure that your vid is under a certain megabyte size, such as 10 MB or whatever. If you don't like the way it looks with one, then play around with them until you find one that you like.
Once you click next, the rendering will begin. Depending on how long your vid is, it will probably take anywhere from a few minutes to up to 15 to 20. Once it's done, it'll give you the option to play the movie when you click Finish.
Now you'll have a finished vid with the Windows Media Video extension (.WMV) that's ready to be watched by others. For free hosting places, see Hobbes's Free Video Hosting Guide:
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Post subject:
More Advanced
Audio Editing
If you have a song that's too long or has something in it that you'd rather edit out than have to try and vid (repetitive repeats, lyrics that don't fit the vid you're doing, that sort of thing), then you actually can try to fix it with WMM.
The thing is to put the song on the timeline first (or save your project file, then delete the video while you're working on the music). You can make cuts in the audio track in the same way that you cut the video clips. Just find a place in the song at the part that you'd like to remove, cut it, then trim the ends. Don't forget to move the second piece of audio back over to the left until it touches the first so you won't have a gap of silence trapped in there. The audio doesn't "pop" over to the left like the video does.
You'll have to play around with trimming both ends until you get it as smooth as you can. If you zoom in all of the way then slightly fade the two pieces together that helps avoid gaps of silence or other such weird audio things. Don't fade them too much or you'll end up with it sounding like two songs playing at the same time.
Also, you can right-click the song and get the option to fade in, fade out, and to control the song's volume. If you have a song whose end has a long instrumental part or an endless number of repeats that you don't want to deal with, you can trim it and place a fade out on it, so that it doesn't come to a jarring stop.
This doesn't always work well for every song: sometimes you just have to do the best you can. But at least it's an alternative to having a song that's otherwise not very vidding-friendly!
If you're looking for a more comprehensive audio editor, check out this link:
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Post subject:
Adding Audio Clips
There are two ways to add audio clips:
1. Using the audio that is already on the clip (that is, basically the scene with its dialogue as it aired on the show)
2. Using audio that is not from the clip (showing one scene but hearing the dialogue from another)
To use the audio on a specific clip:
leave the Set Audio Levels in between the Audio from Video and Audio/Music (you can play with this later to try and get the best mix of dialog and music that you can). Then right-click the audio part of all of the clips that you
want to hear and click "mute." When you get to the clip you
want to hear, you can right-click it and click "volume." If it's much louder than your music, lower it and vice-versa if it's too soft. It's usually best to try and place audio in instrumental parts of your song, rather than over the lyrics as they're being sung. That makes it much easier for you viewer to follow what you're trying to tell them.
To use audio from a different clip:
you actually need to complete and render the vid first, so that all that's missing is the audio clips you want to add.
Make sure
not to render it at a low setting (I still recommend good ol' 512 kbps
but it's whatever works best for you) because you're going to have to render it
to attach the extra audio. Import your rendered vid and make it a new project. Make sure to leave the Set Audio Level where you can hear both the Audio from Video (which is now your song) and the Audio/Music (where your extra audio is going to be). Then you can grab the video clips you want and
drag them onto the Audio/Music line
. You won't see them but you'll be able to hear them. Drag them to where you want the audio clips to be and trim as needed. Then render the whole thing again and you'll have a vid with music and extra audio clips.
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Posted: Sun Mar 26, 2006 5:06 am
Post subject:
Adding New Transitions, Effects And Titles
New Transitions, effects and titles can be added to WMM through the use of XML code.
Once you've found an XML effect that you want to add, you need to start by creating a new folder called AddOnTFX along this path:
C:\Program Files\Movie Maker\Shared\AddOnTFX
Sometimes you find the code written out. In that case, you copy and paste the XML code into Notepad then save as a file with the extension .XML into the AddOnTFX folder. Then restart WMM for it to take effect. (I recommend just not having WMM open at that time.)
Other times, the effect is prepared as a download, which will put itself directly into the AddOnTFX folder. A word of warning: there's always a slight risk any time you accept code from somebody. Just be careful. If it feels wrong, don't do it.
Also, as tempting as it is to add all of the effects and such that are out there, WMM will become even
unstable the more that you add. So I suggest just taking the ones you really want at first and adding in more with a bit of caution.
All that said, here are some places where you can find the XML code transitions, effects and titles:
(some effects/transitions are freeware, others are trials that require you to pay for them to keep them after the trial expires)
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Posted: Sun Mar 26, 2006 5:06 am
Post subject:
Checking The Essentials: Version Number, RAM, And Hard Drive Size
Some problems can be avoided from the start if you know a few basic things about your computer and what version of WMM you have.
Version Number
As of this writing, there are two versions of Windows Movie Maker available: version 1 and version 2, both of which work
with Windows XP. At some point, Windows Vista is expected to be released, which is supposed to include WMM 3. I presume it will be just as neurotic as the previous versions.
As for now, you definitely want to know which version you have. The easiest way to tell version 1 and 2 apart is the fact that version 1 has absolutely
transitions or titles and can only do a basic fade (by pulling one clip back over another). But if you want to check to be sure, just click Help - About Windows Movie Maker and something like this should come up:
Microsoft Windows Movie Maker
Version 5.1 (Build 2600.(a bunch of letters and numbers
) : Service Pack 2
Copyright 1981-2001 Microsoft Corporation
Windows Movie Maker Version 2.1 (a bunch of other numbers
If you still have version 1 and want to upgrade to version 2, check out this link:
This will give you all the specs for WMM 2. Here's the link to order the Service Pack 2's free CD:
There's a link on the CD's page where you can also download the Service Pack 2.
to have the Service Pack 2 to have WMM 2. WMM 2 won't work with the Service Pack 1. Upgrading your Service Pack (which contains a bunch of security patches for XP) is something that most people have already done by now. However, it took me a LONG time before I was brave enough to do it but I was glad that I did.
RAM is Random Access Memory and it's one of the most important parts of the computer when it comes to making and rendering vids. This is how you can check to see how much you have:
Click Start -
My Computer - click Properties
Somewhere in all of the info it will show you, it'll say something like 256 MB of RAM. That was what I started out with and I nearly crashed the computer with every vid I tried to make. 512 MB is just about as low as you can go and vid without a lot of trouble. I increased mine to 1 GB and now it doesn't give me any trouble at all. Plus you get the added benefit of being able to have multiple applications open at the same time. If you possibly can increase your RAM, I highly recommend it. You won't be sorry.
Hard Drive size
Lack of space on the hard drive can be one of the reasons why you can't get a vid to render. Here's how you check how much you have left:
Click Start - click My Computer -
whichever drive is your main hard drive, usually it's C: - click Properties
A chart should come up, showing how much used space, free space and total capacity you have. If you're within a few gigabytes (GB) of filling the hard drive, WMM might refuse to render. Then your only option is to do some serious hard drive cleaning, removing or deleting enough things to free up some room. Or you'll have to add on an extra drive for storage.
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Post subject:
Aspect Ratio Problems
Aspect ratio refers to the size of the image of your clips. 16:9 is widescreen, which means the picture is wider than it is tall. 4:3 is full frame, which means that the picture is basically square. Often when you take clips from many different places, some of them will be 16:9 and some 4:3. When you mix those together in a vid, it causes the picture to seem to go from larger to smaller and back again.
Many people don't care about that at all, so it's up to you whether you want to try and correct it or not.
The thing that I decided to do was to add an effect that widescreens clips, which made the couple of 4:3 full frame clips seem to be 16:9 widescreen to better match the rest of them which were in 16:9.
Here's where you can get the XML code:
Use the instructions for Step # 2. (Don't worry about PIP+, that's a program that you have to buy but is not needed for this particular effect.) The second option is for creating the XML effect. Once you've added the XML code into your AddonFX folder and restarted WMM (if it was already open), then you'll find this effect in with the titles, not with the effects, strangely enough.
So what you do is click the clip you want to change from full frame to widescreen, then go to Tools - Titles - Add title ON the selected clip in the timeline - don't worry about writing any words in the title field and click Change the title animation - scroll down under Two-line titles to "Widescreen bars (16:9 > 4:3) Blackout top and bottom. Then click Done and you should see that the clip now has the widescreen bars at the top and the bottom, hopefully making it more in line with the other widescreen clips.
You'll have to do this for every full frame clip that you want to look widescreen. You can also take all of your full frame clips, put them on the timeline, apply the effect to all of them and render them like that. Then you can import them back into WMM and use them instead of your original full frame clips.
Something to keep in mind, if you apply this effect to a full frame clip, then fade that clip into one that was already widescreen, it's tricky to get the effect lined up just right (you can click the effect and then trim or stretch it to fit the clip). If the effect crosses over into the already widescreen clip, it will squash it into a flat line. If you cut the effect off right before the two clips fade together, then the clip will "pop" back out into full frame as they fade together. So, it takes a bit of working to get it the way you might want it. (In this case, it's probably easiest to just not try to fade those particular clips together.)
It's a lot of work to render all of your clips with that effect on it (and will cause the quality of those clips to go down a bit, unfortunately) but will save you from having clips that pop in and out of full frame if you want to fade them with a widescreen one.
It's worth noting, that you
have the option of selection the ratio that WMM will render your vid in. Go to Tools -- Options -- Advanced. You can chose 4:3 or 16:9 and click Save. However, if your clips themselves are of all different ratios, you'll probably still find that they won't line up. It can be a very frustrating thing.
Often the easiest solution is to just do your best to group the widescreen and the full frame ones together as much as possible to try to keep from flipping quickly back and forth between the two sizes. Also, fading widescreen and full frame clips together tends to call attention to their differences in size, so it's usually best to try not to do that anymore than necessary. Fades in and out to black can also help hide differences in aspect ratio.
Music problems
Sometimes you'll import a song that plays just fine in Windows Media Player and discover that in WMM it seems to be many times its actual length. A 2 and a half minute long song might show up as being 9 or 16 minutes long! AND you can't just cut the extra length off of it.
There are a couple of different ways to fix this. First you can try putting the song back on the computer again. If there was just a bit of a glitch from where you ripped or downloaded it, then a new version might take care of the problem.
If that doesn't work, then burn the song off onto a CD (a rewriteable CD-RW works well for this case so you don't waste a whole CD-R on one song
), then rip it back onto the hard drive again. That should take care of the problem.
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Posted: Sun Mar 26, 2006 5:07 am
Post subject:
Freezes, Crashes and Refusal To Render
Let's start with some definitions of terms you'll be hearing about a lot in this section...
When WMM stops responding to any commands and will just hang there until you use Task Manager to shut it down. (Right-click the blue area on the bar at the bottom of the screen, click Task Manager, then Applications, click Windows Movie Maker, then click End Task. It will warn you that you'll lose any unsaved data. Since you don't have a choice about that, click End Task again. Then in a few seconds, it'll give you the option of sending an error report. That's up to you whether to send it or not; it doesn't really matter. After WMM closes, you can launch it again. And hopefully fix whatever caused it to freeze in the first place!
WMM will either suddenly disappear or you'll get a message saying there has been an error and WMM has to close, then it will disappear.
Refusal to render:
There's a variety of error messages WMM can give you if it refuses to render all of the way or refuses to render at all. Always make note of what it says in the error message. If it says there's not enough space to save the movie, for example, then you know that you're going to need to free up some room on the hard drive.
The most common cause of freezing; it refers to having too many clips, transitions, effects (remember, even basic fades and fades to white or blacks count as effects), and titles in your vid. The more WMM has to "remember," the more likely it is to freeze or crash.
Codec conflicts:
Codec stands for compressor/decompressor (or sometimes coder/decoder ) and they're basically the way a program shrinks the audio and video down during the rendering process. Every computer uses slightly different codecs and if your clips are coming from many different sources, then they're full of many different codecs, each often "competing" for dominance inside of WMM. (Who knew there was so much going on in there?
Here's how to tell Over-Complexity and codec conflicts apart:
If you're doing a fairly simple vid with very few effects or transitions and not a lot of clips then WMM starts freezing not long after you've added a new clip (and often freezes on the
clip each time when you try to preview your vid) then more than likely the codec in that clip is jostling around with the codecs around it. Sometimes you can just replace that clip with another one and WMM will start behaving again. If that doesn't do the trick, however, keep reading...
If your timeline is very crowded with clips, effects, transitions, titles and such, then Over-Complexity is probably the problem.
As it turns out, Over-Complexity and codec-conflicts can be solved by the same solution: rendering the video clips without the music then importing them back onto the timeline and using that to replace the original clips. Rendering solves the problem in two ways: the clips now have only one codec -- yours
-- and it "sets" all of the effects, transitions and titles so that it no longer has to "remember" them all as you're working on your vid. They're now just another clip to WMM.
Note: It's not necessary to keep rendering the same sections over and over. Remove the music and any already rendered pieces, render the section you were working on, import it, replace the original clips, then continue working from there.
To see this method in action, please see
The Making Of A Vid: Behind The Scenes Of Aislynn's "Saving Sun"
where I walk through the steps I used with my latest vid to try and keep WMM from dying on me.
The downside is that this extra rendering step can cause you to lose quality (like making a copy of a copy of a copy...). But that can be a small price to pay to keep WMM from freezing and crashing every two seconds.
If none of this seems to be helping your particular problem, I recommend you visit Windows Movie Maker.NET, a
comprehensive site. They have a large forum board and a ton of information available.
Something I HIGHLY recommend is to get into the habit of saving your project
every time
you make an edit that would be a lot of work to redo if WMM should crash or freeze. I actually try to hit save with just about
move that I make.
You can always undo (CTRL+Z or you can use the arrow going back on itself to the left right under View OR you can get it from the Edit option as well) what you just did if you don't like the way it looks. But, trust me, if you've just spent a long time searching for a particular clip and it turned out to be in the middle of a very long piece that you've had to
cut and trim and cut and trim
to get the way you want it, you DON'T want to have to do that all again if you don't have to.
Yes, WMM does have an automatic saving system that backs your file up every few minutes (the time can be changed by clicking Tool - Options - General - Save AutoRecover Info Every... and specifying however minutes you want it to perform a backup). The problem is that I've often found that things happened in this order: WMM performs an AutoRecover backup, I save my project myself, then WMM freezes or crashes. When I launch it again, it says it found a project that was AutoRecovered, I accept the project, give it back the name of the original project, THEN realize that I had made some changes that were done
the AutoRecovery and were in the MSWMM file that I just overwrote with
I've found it easier to just save the project myself every few minutes rather than hoping the AutoRecover will save it for me in the inevitable event of a crash or freeze. But, of course, this is all up to your own personal preference...
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Post subject:
The Making Of A Vid: Behind The Scenes Of Aislynn's "Saving Sun"
It's one of WMM's little peculiarities that you'll never really know how long it's going to take before either Over-Complexity or a codec conflict causes it to freeze or crash. I've made 4 minute long vids that didn't start having trouble until I was almost done with them. And I've had 2 and a half minute long vids that had trouble in the first 4 seconds.
In the case of "Saving Sun," I was able to vid 25 seconds before WMM began to have trouble previewing. That's usually the first sign that trouble is looming: when you try to preview what you've done and the video freezes but the audio keeps on going and it takes a long time for it to respond after you hit the stop button. My advice: the FIRST TIME IT ACTS UP, stop and render what you've done, then import it again before you try to continue. It'll save you heartache in the long run.
Here's what the first 25 seconds looked like before I rendered it (since I was just getting started, I hadn't decided on a title yet so the project name reflected the song's title, "Blow Me Away"):
Then here's what it looked like after it was rendered:
I continued on in that same manner, vidding until WMM acted up again. I saved "Blow Me Away 2.MSWMM," then deleted the already-rendered clips and the music, then rendered what was left. Once it was done, I opened "Blow Me Away 2.MSWMM" again, imported the second rendered clip and replaced the original clips with their rendered counterparts, then
saved the project as "Blow Me Away 3.MSWMM."
I always rename the project as soon as I've replaced a section with new, imported clips. That way the original clips are preserved in case I need to go back and make difficult changes. I can then render them again and swap them out with the first version.
I ended up with rendering 10 sets of clips for this vid. Here's a composite of what all of those original clips would've looked like on the timeline at the same time:
Here's what the final project looked like with the rendered clips in place:
As you can see, rendering the clips in pieces gives WMM a lot less to "think" about. I decided to add in an XML effect just before the 1 minute mark. Since it was at an easy place to add it in, I opted to just cut the rendered clip and add in a still pic of Sun with the Split Screen: Star transition (from Rehan's Split Screen package of XML effects) to let it show through the moving water. Then, once I was satisfied with the way everything looked, I rendered the project as a whole.
If you'd like to see the end result, here's the link for "Saving Sun":
New! Just added!
Achieving Different Looks With WMM's Fade In/Fade Out To White Effect
While talking about different ways to get different looks with WMM's fade in/fade out to white effect, I came up with this short "vidlet" to see exactly what sort of effects you can get. The vid pieces and effects were all done with WMM2, though I added the titles and did final assembly with Sony Vegas Movie Studio because, well, it was easier!
2 links, in case one place doesn't work for you, then hopefully the other will...
Now, I know the "call-outs" go fast at the end but here's what they said and what sort of look I feel each gives:
Fade out/fade in - putting a fade out on the first clip, then fade in on the second, gives a softer glow that builds into a white flash, then softly fades away
Fade in - a fade in on the second clip, gives a "burst" then a softer fade out
Fade out - a fade out on the first clip, gives a soft build, then a "burst"
White image - best achieved by screencapping one of your clips so the ratios match, then using a graphics program (even a basic one like Paint) to "color" everything white, then import it in as a still pic and fade back into the first clip and fade the second clip back into it, gives control over the length of the white flash and can be used to create a very "long" soft white flash
Also remember that the shorter the cuts between clips, the "shorter" and more dramatic the white flash bursts. The fade ins and fade outs are almost indistinguishable from each other when they're applied to very short clips.
Anyway, I hope that's helpful in giving you some variety in your white flashes!
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Last edited by Aislynn on Thu Aug 02, 2007 7:42 pm; edited 6 times in total
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Council Member
Joined: 03 Feb 2005
Posts: 35782
Location: Sawyerville, USA
Posted: Sun Mar 26, 2006 5:07 am
Post subject:
Here are all of the links mentioned throughout this guide, collected in one handy place...
Some places to find clips:
Explanation of clip theft:
DivX page for downloading codecs to get AVI files to work in WMM (you don't have to take free trial, just uncheck box during installation to not have to pay later):
Guide to some free hosting places:
Info about Audacity, a free audio editing program:
Some places to find XML code:
(some effects/transitions are freeware, others are trials that require you to pay for them to keep them after the trial expires)
Specs for upgrading from WMM 1 to WMM 2:
To order the free Service Pack 2 CD from Microsoft:
XML code for correction aspect ratio problems:
A ton of WMM info, also check out their user forum (link is at top of the page):
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Council Member
Joined: 03 Feb 2005
Posts: 35782
Location: Sawyerville, USA
Posted: Sun Mar 26, 2006 5:08 am
Post subject:
Final thoughts
My sincerest thanks to Marcus, MovieGuy, Warren and SuperKC for the tips and short-cuts they shared with me. You guys rock!
To learn more about making vids in general, I highly recommend the Training vids done by Hobbes and crazymol4588, found here:
WMM often gets bad press for being unstable and limited. But I've found that if you just have patience with it, move slowly, and make the effort to understand what it can and can't do, then you can still create interesting vids. The most important element of ANY vid isn't the program that was used to create it. The most important element is
your own creativity and imagination
Happy vidding!
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Last edited by Aislynn on Sun Mar 26, 2006 6:07 am; edited 1 time in total
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Expert Vidder
Joined: 28 Jun 2005
Posts: 4541
Posted: Sun Mar 26, 2006 5:22 am
Post subject:
Awesome guide, Aislynn!
I've only had a quick look through it, it'll take me a while to read the full thing. But it's got pretty much every problem I've come across on there!
I'm sure it'll be a great help to newbies.
And exactly when did I give you tips/shortcuts on WMM?
It's official - Aislynn is 36. Add a 0 to the end of that and you've got a full circle.
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Joined: 03 Feb 2005
Posts: 35782
Location: Sawyerville, USA
Posted: Sun Mar 26, 2006 5:25 am
Post subject:
I didn't know that you could drag a clip onto the audio line to get just the audio from it until you and KC told me how to do it! Credit where credit is due, you know...
And thanks! I really hope that this can be of help to somebody!
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Girls Physical Activity Declining
This week the Tucker Center for Research on Girls & Women in Sport released a new report : 2018 Tucker Center Research Report, Developing Physically Active Girls: A Multidisciplinary Evidence-based Approach.
The report includes eleven chapters written by leading multidisciplinary scholars. Evidence-based chapters include psychological, sociological, and physiological dimensions of girls' physical activity participation, as well as chapters on sports medicine and the influence of mass media of girls' health and well-being. Because "girls" are not a singular monolithic group, chapters focus on girls' intersectional identities and include invisible, erased, and underserved populations such as immigrant girls, girls of color, girls who identify as lesbian, transgender and queer/questioning, and girls with cognitive and physical impairments. The report ends with a Best Practices chapter and a Positive Model for Developing Physically Active Girls to guide thought, program development, interventions and research.
To read and download the full report, Executive Summary or the Positive Model click here.
Barriers Facing Women Coaches
The second piece I wrote for swimswam.com about the false narratives and barriers facing women coaches can be found here.
In the piece I write, "The lack of women coaches is not the problem, it is a reflection of a problem. That problem is a culture that does not value and support women."
The first piece outlined 8 Reasons Why Women Coaches Matter. If you think women coaches don't face barriers, please read the comments on this blog and the piece that started it all, which was about data on lack of women head swimming and diving coaches at the collegiate level.
"We want to hire the best!": A narrative that impedes women sport coaches
In my research I have interviewed Athletic Directors (ADs) on their best practices in recruiting, hiring and retaining women coaches. [to read the full report, click here.] Nearly all of them stated they want to hire "the best" for an open position. The best person, the best fit, the best qualified, the best (i.e., a winner, successful, track record of success), the best of the best! ADs are competitive people, and rightly so! "The best" is part of their everyday language, and not being the best means your job may be on the line.
However, what is not readily apparent in "the best" narrative is the underlying gender bias and gender stereotypes that affect how leadership is valued, perceived, and evaluated.
Stereotypes and gender bias are inherent in constructing and reinforcing what a real leader 'looks like' and 'does.' For example, what it means and has meant historically "to coach"—being assertive and in control, aggressive, ambitious, confident, competitive, powerful, dominant, forceful, self-reliant and individualistic—are characteristics typically associated with men and masculinity. This identity of the ideal/best coach is reinforced by society and the media, where coaches are constructed and held up as heroes and the male coach is a symbol and ultimate expression of the idealized form of masculine character.
Therefore when ADs state they want "the best" coach, this statement automatically privileges and favors male coaches over women, whether intended or not. However, "the best" might also be a coded way ADs can talk about hiring women without
putting themselves or the institution at risk for gender-based discrimination litigation by male applicants.
Clearly, a complex set of conscious and unconscious inferences are contained within persistent and common "hire the best" narratives among college Athletics Directors. The pervasive "best" narrative illuminates the need for bias training and awareness that bias has a potential impact on the perception, recruitment, evaluation and hiring (and firing) of women coaches.
Why Women Sport Coaches Matter
I recently sat down the WCCO TV's David McCoy to discuss the Women in College Coaching Report Card, false narratives about women coaches, and why women coaches matter. View our discussion here. View my 5 part blog series on false narratives here.
You can read about my passion for gender and sport in this piece "A Champion for Coaches" or in this 2015 I wrote for the CEHD 2020 Vision Blog, Why Women Matter in Sport Coaching.
Part 5: "Women don't want to move their families": Changing the Narrative for Women Sport Coaches
Happy International Women's Day 2018!
This is the fifth part of my Changing the Narrative for Women Sport Coaches blog series.
You can read I, II, III and IV.
This one will be brief! I often hear that "women don't want to move their families" as a reason why there are fewer female head coaches. To my knowledge, and I will stand corrected, there is NO empirical data to support this assumption.
Are women less likely to move their families than men? Maybe. Maybe Not.
This is why it matters. When this narrative is repeated over and over, it becomes truth and then in turn it begins to affect how women are evaluated, perceived and interacted with in the recruiting and hiring process.
- Will an AD spend as much time and effort recruiting a mother-coach if he/she believes the woman will not, or doesn't want to, move her family?
- Will an AD interact differently with a male candidate who is perceived to be more eager to move than a female candidate (because the "not moving" narrative is taken as fact)?
- Does an AD not actively recruit ALL parent-coaches (mothers AND fathers), compared to coaches without children?
There are many questions, and very little data about this particular narrative. While data is collected, I hope that it will be put to rest until it is proven or refuted.
Part IV: "Women aren't as interested in coaching as men."
This marks the fourth blog in the Changing the Narrative about Women Sport Coaches series. Brief review: In Part I and II of this series I laid out how women coaches are framed shapes the discussion, and the numerous "blame the women" narratives that exist. In Part III the "Women don't apply" narrative was addressed. In this blog I will provide a counter to another common narrative: "Women aren't as interested in coaching as men."
Similar to the "women don't apply" narrative, when fewer women (compared to men) apply for an open position, the fewer number of women provides proof that women aren't as, or are less, interested in coaching than men. Here is another way to look at this narrative.
- As has been proven with sport participation, interest is driven by opportunity. When girls and women were provided opportunity to play sports after the passage of Title IX in 1972, they played. Before Title IX, one could have argued that females weren't interested in sport because they didn't play as much as boys. Females were interested and once given opportunity, we now we have record numbers of girls and women playing sports at all levels. Applied to women in sport coaching, currently women are impeded from and denied opportunity to coach compared to their male colleagues. Less than half of college female athletes (~40%) and very few males (~2-3%) are coached by women…that means that only 23% of all head college coaches are women (see data here). Men have a dual career pathway (more opportunity) to coach both males and females, while women do not. Women have less opportunity to coach. This is true at every level of sport. Less opportunity = less interest.
- "You can't be what you can't see."
- It is simply not possible that as women participate in record numbers in sport, have passion for their sport, and become more experienced and more knowledgeable, that women simultaneously become less interested in coaching.
- Most coaches (male or female) don't get a job by randomly applying. Coaches get recruited, tapped or encouraged to apply (i.e., they are ON the short list) by someone in their network, then he/she applies. If one isn't encouraged to apply, then why would one waste his/her time applying AND run the risk of damaging relationships at the current workplace by signalling they are looking for a job elsewhere? In short, not applying does not mean not interested. Not applying has more to do with being tapped for the short list and one's informal and formal networks which I outline in Part III of this series.
- Really big picture: What do you mean by "interested?" Who gets to define "interest in" coaching? What criteria are being used to define "interest?"
Part III: Changing the "Women Don't Apply" Narrative for Women Sport Coaches
In Part I and II of this series, Changing the Narrative for Women Sport Coaches, I laid out how women coaches are framed shapes the discussion, and the numerous "blame the women" narratives that exist. In this blog I will tackle one particular narrative, provide counter narratives and suggest strategies for change.
BLAME THE WOMAN NARRATIVE: Women don't apply.
I hear from coaching directors and athletic directors (ADs) they want to hire women, but women just don't apply. For example, if a head coach job is open an AD might get 45 male and three female applicants. The lack of women applicants provides proof that women don't apply [subtext: Women CHOOSE not to apply].
Let me provide a few counter narratives and perspectives.
- In the example above three women did apply, so it isn't they "don't" apply, they don't apply in the same numbers as men.
- In Part I, I outlined that choices of individuals are made within a system. The fact women "choose" not to apply is due to numerous factors and interpersonal, organizational and societal barriers their male counterparts do not encounter.
- Often when a head coaching position is posted, the AD already has a short list of candidates. Women know this, and if they aren't on the "short list" why take the time and effort to apply. What this speaks to is this: informal and formal networks of the AD matters. When an AD wants to hire someone he (and in some cases she, but we know a majority ADs and coaching directors are men) turns to his networks. Most people's networks are other people like them (i.e., other men, people they worked with in the past, classmates from undergraduate or graduate programs, people in the same position and industry. This is often called the 'Old Boy's Club'). Who is hired is often a reflection of the formal and informal network of the person doing the hiring. Staying within one's network reproduces gendered discrimination (whether intentional or not). If you'd like to read a great article about gendered networks of NCAA ADs and SWAs click here.
- Women coaches exist in a system where they lack the network, status, resources, information, and access needed to seek, occupy and maintain leadership positions. Another way to put it, women coaches aren't in the Old Boy's Club and when a job opens, it is often too late for them to get in the game.
So what is the solution?
Change must occur at ALL LEVELS but it starts with the AD because that person has the most power in the system!
Strategies for the AD to consider:
- Believe that qualified women exist and do want to coach. Go out and actively seek, find, encourage, invite, ASK and ACTIVELY recruit women to apply. Build relationships with a diverse pool of candidates in advance so your short list is diversified. Recruiting women coaches, just like coaches recruit athletes to their teams, is about building a trusting relationship. You must work to convince women why your institution is a good fit for them (and their family if that applies) and why you want them.
- Contact the Alliance of Women Coaches and sport coaching organizations and ask for qualified candidates who are looking to make a move. Call colleagues who have made a similar hire recently and get their short list.
- Diversify your network.
- Ask yourself: Why aren't women applying to your institution? Is your department a place where women want to work? Do they see others like them? Do they see evidence that women coaches matter? Will they feel valued and supported in your department?
- Challenge your common sense beliefs and the way you frame and think about the lack of women coaches in the applicant pool. Try to see it from the perspective of the female applicant and potential female applicants.
- Resist the temptation to blame women for not applying and instead reflect on how to encourage more women to apply, and make the workplace a supportive and inclusive place.
Part II: Changing the Narrative for Women Sport Coaches
In Part I of this series I outlined why the way women sport coaches are framed is often problematic. For example there are many popular narratives about why the percentage of women coaches remains stagnant, and many of them blame women. When women are blamed, the system AROUND the women does not have to change.
Below is a list of common "blame the women" narratives I have compiled over the last 10+ years in doing research, advocacy and education for women sport coaches. Through my research I, and others, collect data that dispels or supports these narratives. Based on existing data, I can tell you very little data exists to support these narratives (although there is a LOT of anecdotal evidence and individual opinions, but that doesn't mean the narrative(s) is true).
If you know of data the helps dispel or support any of these narratives, please let me know! (firstname.lastname@example.com). In my next blogs I will provide counter narratives to this list above. #SHECANCOACH
Changing the Narrative for Women Sport Coaches: Part I
The under representation of women coaches within the institution of sport has been framed in many ways–from a historic decline since the passage of Title IX, to scarcity, to the more current narrative of stagnation.
OK if you are new to this topic, let me give you the data to get you up to speed. In 1972 prior to the passing of Title IX, 90% of girls and women were coached by women–today that number is only ~40%, a number that has been stagnant for the last decade (see graph below).
If you are asking why this matters or women coaches matter, please watch this video [forward to 22:00-25:00mn in].
Women coaches exist within an occupational landscape and sport system that is dominated by men at every level, in every position, and in nearly in every sport and institution (see here if you need the data!).
Within this system, many women coaches do not feel supported, valued, or connected to the athletics administration in ways that help them be successful. Ironically, women are often blamed for the lack of, or stagnation, of women coaches. By blaming women (the people in the system with the least power) the systemic changes that need to occur to create change and unstick the stagnation fail to happen. "Women just don't apply" is an oft heard narrative, which places blame on women. Instead of figuring out why women don't apply or spending time and energy to actively recruit women into the candidate pool, the buck stops at the individual level–the woman or women who CHOOSE not to apply. The End.
A lack of women applicants then provides proof that women aren't interested in coaching, and the decision maker doing the hiring is off the hook and the system in which women make choices remains unchallenged. Choices are not made in a vacuum. Choices are influenced by the people, communities, networks, family, organizational culture, and socio-cultural factors around the individual [if you want the data pertaining to the numerous barriers women coaches face in the system, see Women in Sports Coaching, watch this video, or read these blogs].
How the issue of women coaches is framed matters! Narratives matter!
Framing is how something, someone or a group of people are presented to the audience which influences the choices people make about how to process that information. Frames are powerful communication schemas (i.e., narratives) in which meaning assigned to an individual, in this case women coaches, is constructed. Framing is the selection, omission, and organization of the issue by individuals (i.e., the media, ADs) to explain the phenomena. Often dominant frames, whether true or not or whether based on empirical data or not, get taken up as "the truth" and uncritically accepted, like the example above that "women just aren't interested in coaching."
Leading up to International Women's Day on March 8, 2018 I am going to be writing a series blogs to help shift the narratives around women sport coaches that might help us unstick stagnation.


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Hurricane HARVEY
ZCZC MIATCPAT4 ALL TTAA00 KNHC DDHHMM BULLETIN Hurricane Harvey Advisory Number 20 NWS National Hurricane Center Miami FL AL092017 400 AM CDT Fri Aug 25 2017 ...HURRICANE HARVEY DANGEROUSLY APPROACHING THE TEXAS COAST... SUMMARY OF 400 AM CDT...0900 UTC...INFORMATION ---------------------------------------------- LOCATION...25.9N 95.4W ABOUT 180 MI...290 KM SE OF CORPUS CHRISTI TEXAS ABOUT 185 MI...295 KM SSE OF PORT OCONNOR TEXAS MAXIMUM SUSTAINED WINDS...105 MPH...165 KM/H PRESENT MOVEMENT...NW OR 320 DEGREES AT 9 MPH...15 KM/H MINIMUM CENTRAL PRESSURE...967 MB...28.56 INCHES WATCHES AND WARNINGS -------------------- CHANGES WITH THIS ADVISORY: None. SUMMARY OF WATCHES AND WARNINGS IN EFFECT: A Storm Surge Warning is in effect for... * Port Mansfield to High Island Texas A Storm Surge Watch is in effect for... * South of Port Mansfield Texas to the Mouth of the Rio Grande A Hurricane Warning is in effect for... * Port Mansfield to Sargent Texas A Tropical Storm Warning is in effect for... * North of Sargent to High Island Texas * South of Port Mansfield Texas to the Mouth of the Rio Grande A Hurricane Watch is in effect for... * South of Port Mansfield Texas to the Mouth of the Rio Grande A Tropical Storm Watch is in effect for... * South of the Mouth of the Rio Grande to Boca de Catan Mexico A Storm Surge Warning means there is a danger of life-threatening inundation, from rising water moving inland from the coastline, during the next 36 hours in the indicated locations. For a depiction of areas at risk, please see the National Weather Service Storm Surge Watch/Warning Graphic, available at hurricanes.gov. This is a life-threatening situation. Persons located within these areas should take all necessary actions to protect life and property from rising water and the potential for other dangerous conditions. Promptly follow evacuation and other instructions from local officials. A Hurricane Warning means that hurricane conditions are expected somewhere within the warning area, in this case within the next 12 to 24 hours. Preparations to protect life and property should be rushed to completion. A Storm Surge Watch means there is a possibility of life- threatening inundation, from rising water moving inland from the coastline, in the indicated locations during the next 48 hours. A Hurricane Watch means that hurricane conditions are possible within the watch area. In addition, interests in southwestern Louisiana should continue to monitor the progress of this system. For storm information specific to your area in the United States, including possible inland watches and warnings, please monitor products issued by your local National Weather Service forecast office. For storm information specific to your area outside the United States, please monitor products issued by your national meteorological service. DISCUSSION AND 48-HOUR OUTLOOK ------------------------------ At 400 AM CDT (0900 UTC), the eye of Hurricane Harvey was located near latitude 25.9 North, longitude 95.4 West. Harvey is moving toward the northwest near 9 mph (15 km/h), and this general motion is expected to continue during the next couple of days. On the forecast track, Harvey will make landfall on the middle Texas coast tonight or early Saturday. Harvey is then likely to meander near or just inland of the middle Texas coast through the weekend. Maximum sustained winds are near 105 mph (165 km/h) with higher gusts. Some strengthening is possible, and Harvey is expected to become a major hurricane before it reaches the middle Texas coast. Hurricane-force winds extend outward up to 25 miles (35 km) from the center and tropical-storm-force winds extend outward up to 140 miles (220 km). The minimum central pressure reported by NOAA and Air Force planes was 967 mb (28.56 inches). HAZARDS AFFECTING LAND ---------------------- RAINFALL: Harvey is expected to produce total rain accumulations of 15 to 25 inches and isolated maximum amounts of 35 inches over the middle and upper Texas coast through next Wednesday. During the same time period Harvey is expected to produce total rain accumulations of 7 to 15 inches in far south Texas and the Texas Hill Country eastward through central and southwest Louisiana, with accumulations of up to 7 inches extending into other parts of Texas and the lower Mississippi Valley. Rainfall from Harvey will cause devastating and life-threatening flooding. STORM SURGE: The combination of a dangerous storm surge and the tide will cause normally dry areas near the coast to be flooded by rising waters moving inland from the shoreline. The water is expected to reach the following heights above ground if the peak surge occurs at the time of high tide... N Entrance Padre Island Natl Seashore to Sargent...6 to 12 ft Sargent to Jamaica Beach...5 to 8 ft Port Mansfield to N Entrance Padre Island Natl Seashore...5 to 7 ft Jamaica Beach to High Island...2 to 4 ft Mouth of the Rio Grande to Port Mansfield...2 to 4 ft High Island to Morgan City...1 to 3 ft The deepest water will occur along the immediate coast near and to the northeast of the landfall location, where the surge will be accompanied by large and destructive waves. Surge-related flooding depends on the relative timing of the surge and the tidal cycle, and can vary greatly over short distances. For information specific to your area, please see products issued by your local National Weather Service forecast office. WIND: Hurricane conditions are likely within the hurricane warning area late Friday and Friday night, with tropical storm conditions expected to first reach the coast in the hurricane warning area later this morning. These conditions are likely to persist into Saturday in portions of the hurricane and tropical storm warning area. SURF: Swells generated by Harvey will begin to affect the Texas, Louisiana, and northeast Mexico coasts later this morning. These swells are likely to cause life-threatening surf and rip current conditions. Please consult products from your local weather office. TORNADOES: Isolated tornadoes are possible across portions of the middle and upper Texas coast on Friday. NEXT ADVISORY ------------- Next intermediate advisory at 700 AM CDT. Next complete advisory at 1000 AM CDT. $$ Forecaster Avila NNNN


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Other Ambient (and related) Music / Sigur Ros - Route 1« on: July 27, 2016, 12:32:23 PM »
For those who may have missed it, Sigur Ros recently streamed a 24-hour trip up Route 1 in Iceland with a generative ambient soundtrack based on material from its upcoming album. They've posted all 24 hours on YouTube. Here's the last 6-1/2 hours:


text:
Omaha, Neb. Same man, same putter, same caddie, same greens. Couldn't miss Saturday, couldn't make one Sunday. It even happens to men so skilled they make their livings playing golf.
Lawrence resident Chris Thompson, two-time All-American during his days at University of Kansas, can attest to that.
Thompson had seven consecutive one-putt greens Saturday on his way to shooting 29 on the back nine of the third round of the Pinnacle Bank Championship. He didn't make a putt longer than four feet Sunday on his way to a 2-over par 73.
"Crazy, the difference in golf," Thompson said. "I probably had the best putting day of my life yesterday and today I can't think of one worse. Pretty frustrating day."
Thompson entered the field via a Monday qualifier and entered the final round tied for sixth. He finished it tied for 23rd at 7-over par. His top 25 finish earned him an automatic berth in this week's Digital Ally Open at LionsGate in Overland Park.
"I guess it's somewhat of a silver lining, but obviously it's not going to make a difference if I putt like that, so it doesn't make me feel any better," Thompson said. "Frustrating day."
Had he duplicated the 66 he shot Saturday on Sunday, Thompson would have finished alone in second in the tournament won by Sam Ryder by eight strokes at 21-under par.
Thompson left many of his lag putts way short, but said it was not a case of the greens slowing down from one day to the next.
"I just wasn't hitting the putts solid," he said. "I started off pulling a few (putts) and lost a little confidence. It wasn't a great effort."
He can thank his effort on the course's three par-5 holes for not having to play in a Monday qualifier to get into next week's tournament. Whereas many players younger than Thompson, 41, laid up, Thompson went for the green each time. He twice hit the green and was pin-high to the left on the other. He birdied all three holes.
To get an idea of how crisply Thompson strikes the ball, consider his club selections and distances on those three shots into the green: He hit a 6-iron from 210 yards, a 4-iron from 230 and a 5-wood from 255.
His 5-wood on No. 15 drew beautifully onto a shallow green with bunkers in the front and back and left him with a pin-high, 13-footer for eagle.
"That was my favorite shot of the day," he said of the 5-wood that awed the gallery sitting and standing on the hill behind No. 15. "I felt like if I could have made that putt I could have gotten some momentum. It was so frustrating missing makeable putts on every hole for 15 holes."
After that birdie, Thompson made bogey on two of the final three holes.
"I thought the course played pretty hard out there, but on this tour it doesn't matter," Thompson said. "Everybody still shoots low. You just can't have putting days like I had today."
Thompson made $4,997 in the tournament, giving him $23,797 in earnings in the three web.com events in which he has played this season.
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