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The story begins on an island inhabited by a man called Friday. Whether he gave himself this name or had it forced upon him is unknown but he is happy enough in his solitude and the absence of companions does not trouble his waking moments. Only in dreams does he experience a slight unease, a sense of undefined longing, but this is how dreams affect everybody and no special conclusions should be inferred from the fact. Friday likes to patrol his territory each morning but he never ventures down to the sea because he has a fear of drowning.
The sound of surf is constant in his ears and he has grown accustomed to the rhythm of the tides, the daily increase and decrease of the dull booming. He dines on wild plants and the animals which dart in the undergrowth and his aim with spear and sling is excellent. He can no longer remember who taught him the use of such weapons, but questions of this nature are mere amusements in the rare lulls between the serious duties of hunting and keeping warm and dry. In summer the island is an agreeable place but the rainy season is relentless and bitter and his clothes have long since crumbled away to unwholesome dust.
Friday sometimes thinks about leaving.
But how would this be possible? He cannot swim and has no idea how far away the next island might be, if indeed there are other islands, nor in which direction he should go, nor how to keep to that direction, nor why anywhere else should be better than here. It is certainly not loneliness that bothers him, but mostly the chill, the clammy rain, the absolute greyness.
One winter it is so cold that the water in his drinking vessel turns to ice and the biggest fire he can build is still inadequate to keep him in comfort, for though it roasts one side of him nicely the other side is still exposed to the freezing air and so he must revolve constantly to maintain an even spread, which is exhausting and annoying. Now he understands why true happiness will never be his if he remains and he stands and starts to run around the island as an alternative method of generating heat. Although he has never approached the sea closely he knows what it looks like from a distance and now he observes that it too is coated with a layer of ice.
He stops and hugs himself tightly and wonders if this surface of solid water will take his weight but in accordance with most stories of this nature he hesitates for no more than a few seconds before rushing forward and testing the concept in a practical manner. The ice holds. There is no sound of surf at all, only the cries of birds high above and a crackling behind which might be shifting ice or the death throes of the fire he has abandoned. He slides and loses his balance more than once but manages to avoid falling and now he begins to suspect that the world is not quite the place he always assumed it was, far from it.
Those are not clouds on the horizon.
Previously the range of his vision was limited by the vapours he has never before questioned, the tumbling steams which roll over the sea and smother his island, though without choking him, for they are not quite that thick. Grey and bland mists.
Now he is a witness to strange scenes. In silence.
He shudders and perceives that there are vessels in the vicinity, boats stuck in the ice. He searches each in turn. At last he comes across the aftermath of a collision, two vessels jammed together, metal plates dented and crushed, lanterns and portholes smashed, a pool of frozen blood around them. One of the boats is empty but the other contains a man with a broken neck, a man not dissimilar to Friday in general build and appearance. Icicles have formed on his shaven cheeks and chin, giving him an old sharp beard, and Friday's own beard is spiky and hard, so they regard each other, fevered eyes locked with dead.
It is too cold for profound thoughts at this meeting and Friday quickly strips the corpse of its clothes and uses them to cover his blue flesh. Nakedness has been exchanged. He is on the point of congratulating himself and maybe even making plans to return to his island when a roaring noise fixes him in his tracks. Is the ice giving way? No, it is something else, the approach of another vessel, larger than the boats already here, an object moving over the ice, breaking it up but without plunging through, spitting white crystals from a long tube in its side. Behind it, following the channel it has created, comes a vessel adorned with flashing lights.
Friday staggers under this onslaught of sensation and the second vessel stops and lets out two men with a stretcher who run over and catch him and carry him back to the rear of the ship. In the hold it is warm and white. The men lean over Friday and speak and he understands a few of the words but not the meaning of what they are trying to tell him and he is intrigued by the mystery of his recognition of language and the deep memories it stirs within him. Then they jab something into his arm and he is overcome with the weight of sleep and when he finally awakens, with no dreams to disengage from, he finds himself no longer in the ship and no longer moving.
There is a window and it shows a lawn and trees and a wall and beyond these comes the sound of surf or rather a sound which he knows well but no longer has the same meaning as before. He lies still on a bed and after an hour he is visited by a man who seems pleased he is conscious and mumbles something to which Friday nods because he knows it is expected. The man leaves and returns a long while later with a companion and they are both dressed in white coats and they talk to him but many of the words they use are incomprehensible. Friday rubs his chin and realises they have shaved off his beard.
They tell him he is in a hospital and that he has suffered an accident because of the freak weather conditions. His memory has been affected and he does not know who he is, an assertion which strikes him as absurd, but he makes no protest. For one thing he is curious. It seems they have taken the liberty of going through the pockets of his suit to ascertain his identity and that his wife has been contacted and will be here soon. Eventually a woman arrives and sits on a chair next to his bed and her pinched face regards him with doubt and hostility but she says nothing and he makes no attempt to talk.
A few days later he goes home with her.
He has no physical interest in this unknown female and she reciprocates his apathy but they become companionable enough and spend the days sitting in separate soft chairs watching the televised news bulletins, many of which are concerned with the recent plunge in temperature, a climatic anomaly now fortunately over. He even stops thinking of himself as Friday and the new identity he has been given no longer feels inappropriate.
One morning he is visited by a figure exuding an aura of authority and competence who rings the doorbell and is led to his side by his wife. This figure is his boss in the firm where he is employed. Friday is informed that the company has made a decision to welcome him back to work despite his amnesia. He pretends to be grateful and stands to shake hands.
He returns to the office the following day.
He is lost in this unfamiliar environment but his colleagues show him the place where he used to sit, the desk groaning with papers, the telephones and filing cabinets. It is the far corner of a dim narrow room without windows and he instantly realises he is truly stranded for the first time in his life, a castaway in a cheerless box, marooned without adequate nourishment for mind and heart, stranded without hope of rescue in an eight hours a day, five days a week job, not counting compulsory weekend training courses. There is no way out and his prison is bounded by the sighs of his colleagues, the surf of despair.
As the months pass he begins to accept his role as normal, though it never becomes more welcome nor does he ever really understand the meaning of his daily tasks. But it does not seem to matter what work he does provided he turns up punctually and remains there all day. His colleagues gradually become confident enough in his presence to openly joke that he is not the man he once was. His wife has not quite reached this stage. He is informed that because of his mental condition he will have to retake his driving test and so he arranges for lessons. In the meantime another worker offers to give him a daily lift from his house to the office and back again.
Sitting in the passenger seat as they accelerate down the urban motorway, he turns his head away from the driver and stares out of the window. Where three busy roads intersect there is a large piece of wasteland, isolated and overgrown, littered with wrecked cars which recline like boats on an exposed reef. He briefly wonders how the waters receded, how all this land was reclaimed from the sea, how the surrounding flyovers and buildings were erected so rapidly. It is a mystery beyond imagination, but for some reason he does not yearn to know the answer.
The story concludes with this image and the observation that changes are inevitable, every day in any life, and that they should be welcomed.
But for Friday it will always feel like Monday morning.


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Here are some great tips and tricks to get you started on your hacking reading journey.
This series of quick-read guides will help with all you need to know about starting a hack and making it happen. Here are some handy toolkits to help you make the most of your hacks.
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Capturing your hack – A guide to keeping track of your new skills and experience
Get started
Feeling confident and ready to hack? Get started by joining a hack, adding your own hack design or leading a hack.

subset: commoncrawl


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So, January the 1st has been and gone and it's time to get down to making those New Year's Resolutions into practice! Don't worry if you haven't made any yet – it's never to late to start setting your goals and making the changes you want to. If you're in need of a bit of inspiration check out the blog below from our dietitians about what their resolutions are and how they're planning to make them SMART (specific, measurable, achievable, realistic and timed).
Bryony Campion RD
This year our family new year's resolution is to eat less meat. It's a broad resolution to put in place but we've been thinking about it for a few months as a way to help reach our goals.
Admittedly, our motivations are both health and environment related but in summary what we hope to achieve is a lower saturated fat intake, a higher fruit and vegetable intake and a more environmentally mindful eating plan.
So, how are we fitting this into a SMART goal structure?
- We will reduce our red meat and poultry consumption to a maximum of one portion per week of each.
- As we live by the sea and are lucky enough to have access to local free range chicken farms we will focus on replacing the meals for which we would have red meat with locally landed oily and white fish and free range eggs.
- To encourage us to eat more vegetables we will plan to have at least two wholly vegetarian days each week, focussing on using beans, pulses, soya and quorn to provide our protein portions.
- To make this easier we will work out a meal plan at the beginning of the week and use it to plan our grocery shopping. Our first week's evening meal plan is available here. For our lunches we will be focussing on having home made vegetable and pulse soups, vegetarian sandwich fillings and making sure we use up any left overs from our evening meals to reduce our household food waste. For inspiration, have a look at our vegetarian recipe section.
- To help keep track of how we are doing we will keep a list of the meals we have had and use it to make sure we are achieving our goals.
- By researching the prices of vegetarian alternatives we've determined that changing our eating habits in this way shouldn't cost any more than our current diet does.
- As we already cook meals from scratch these changes shouldn't take us any more time than we already spend on cooking although we have invested in a couple of vegetarian cookery books to give us inspiration and reduce the temptation to use more familiar meat based recipes.
- These changes are realistic in light of what we want to achieve which includes include reducing our saturated fat intake, increasing our vegetable intake and eating in a more environmentally sustainable way.
- As we are planning to make these into a whole lifestyle change we have not set a time frame for making these changes but we plan to reassess how well we are achieving our goals at the end of January.
Keep an eye on the New Year's Resolution Blog to see how we're doing!


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- Leicester Tigers Home Replica Kit 2016/17 – Shirt Short & Sock – Infants
Let the littlest Tigers fan in your family show their appreciation for the club by dressing them in this adorable Leicester Tigers 2016/17 Home Infants Replica Rugby Kit, made by Kooga.This official rugby kit of Aviva Premiership team, the Leicester Tigers, for babies contains the full home strip including a replica shirt, pair of shorts and socks. Every piece of the set is made from polyester material and has a design not dissimilar to the adult kit.The Leicester Tigers home kit for small children features the famous tiger head club badge embroidered upon the chest of the shirt and on the leg of the shorts. For a comfortable fit and ease of access so there's no fussing, the jersey features popper buttons at the back of the neck and the shorts have an elasticated waistband.Ensure your little one grows up to be a loyal Tigers fan by taking them to games at Welford Road dressed in this cute Leicester Tigers 2016/17 Home Infants Replica Rugby Kit.


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'Working hard, eh? Watching the Olympics with your laptop on your knee? Taking sneaky naps?" As a novelist and journalist who has worked at home for the past 11 years, to my friends I'm the poster girl for the lifestyle dismissed by Boris Johnson as a "skiver's charter … sitting wondering whether to go down to the fridge to hack off that bit of cheese before checking your emails again."
No commute, no starchy suits, no more missed children's assemblies – the life of a home-worker can indeed seem blissful. Now more of us than ever have the chance to sample the delights of home-working's delights. During the Olympics 1.5 million of the 5 million people who work in London are estimated to be working from home, to ease pressure on public transport. Thousands of civil servants, as well as employees of large companies such as the Royal Bank of Scotland and Sainsbury's, have embraced the chance to send emails in their pyjamas.
Even without the Olympics, we skivers are in the ascendant. Roughly 5.4 million British households now contain one occupant who is working from home, of whom the majority are estimated to be women, often trying to combine earning a living with family commitments. Roughly 50% of these are freelance, the other half employees, but this balance looks set to change as major corporations try to cut costs. Already, British Telecom alone are employing 11,000 home-workers, many of them at senior levels. The move has saved the company £60m.
But at what cost to its employees' mental health? There are certainly pros to home-working. I've conducted phone interviews with film stars while unloading the dishwasher, and attended children's plays while emailing CEOs.
But there's a significant downside – it can rapidly send you slightly bonkers. Increasingly all work is conducted via email rather than phone calls, meaning that during working hours you can literally not hear a human voice for weeks at a time. Before having children, I countered the isolation with a lively evening social life. But once my daughters were born, I was too exhausted to go out at night, and in any case I couldn't afford regular babysitters.
But without either an office in which to chat about last night's telly, or the playgroup network that stay-at-home mothers sensibly cultivate, I felt increasingly alone. I missed irritating colleagues, envied those who could use their commute to decompress. Four years ago things came to a head when I fell ill for weeks with a vicious flu bug.
Researching my latest novel, Ten Minutes to Fall in Love, about a lonely widower finding his feet, I began investigating the health fallout of working alone. I discovered research by Brigham Young University in Utah, which looked at various studies into sociability and showed that lack of human interaction can affect health as badly as smoking 15 cigarettes a day or being an alcoholic. It is as harmful as never exercising and twice as damaging as being obese, says the research.
I took my discoveries as a warning. As soon as I left my bed, I joined a couple of choirs so I was obliged to leave the house twice a week. I forced myself to take regular exercise.
Having previously declined lunch invitations out of guilt that I should be working, I started arranging them. I set a "no pyjamas" rule, although I have never yet emulated Nigella Lawson's home-working dictum of always wearing "morale-boosting" matching bra and pants.
Many home-workers have found salvation in social networking sites such as Twitter and forums such as Mumsnet. I'm guilty of wasting hours on the internet, but to an extrovert like me, online banter is a poor compensation for face-to-face chats. I'm supported by 2009 research by the University of Arizona, which revealed that in less than two decades – in other words, roughly the lifetime of the internet – the number of people saying they have no one with whom to discuss important issues has nearly tripled.
As for Boris's bunking-off prediction – in my experience, the opposite is true. In fact, every home-worker I know is guilty of rarely switching off. It's hard to concentrate on reading a bedtime story to your children when your laptop is just down the hall; I'm writing this article while my husband loafs in front of the evening Olympics next door.
Of course, office workers too are pressured now to respond to texts and emails round the clock, but at least when the day is done they can leave the building – a crucial psychological gear-change. One home-worker I know gets into her car at 6pm and drives round the block to mark the end of her shift. Others rent shared office space, but that's a financial commitment too many for me.
So, Whitehall, enjoy the calm. Your mandarins may return sooner than you think. In the meantime, lonely homeworkers treat yourselves to a chunk of Gorgonzola – and please, enjoy an afternoon nap.
• Ten Minutes To Fall in Love by Julia Llewellyn is published by Michael Joseph.


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Just for fun, this candle smells like the yummy sweet smell of marshmallows roasting over a campfire! Nostalgic to say the least.
WARNING: Burning this candle may cause you to head to the grocery store for s'mores ingredients. We won't judge...
NOTES: Spice, Velvet Woods, Sugared Vanilla Bean, Musk and Golden Amber.
TRAVEL TIN: Our 4 oz. travel-friendly tins are perfect for small spaces. They are also perfect to stow away in a makeup or overnight bag. Burns for 15-20 hours.
GLASS & MASON JAR: Our straight glass and mason jars feature 8 oz. of luxurious soy wax for a long-lasting, clean burn of more than 40 hours.
TUMBLER: Our clear or white painted tumbler jars feature 10.5 oz. of luxurious soy wax for a long-lasting, clean burn of more than 50 hours.


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Thom Browne Spring/Summer 2015–Showcasing his shrunken gray suit as the cornerstone of his label, designer Thom Browne reworked the essential for spring/summer 2015 to the tune of Steven Lisberger's 'Tron'. Giving his man a new armor, Browne added volume to his suiting, lending pink and gray ensembles an exoskeleton. From stripes and checks to color blocking, a futuristic soldier emerged with an avant-garde flair.
Thom Browne Spring/Summer 2015 | Paris Fashion Week
Published on


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Eoin Macken | Biography
Posted On: 25 Jun, 2014
Quick Facts
|Date of Birth
|February 21, 1983
|37 Years 8 Month(s)
|Not Disclosed
|Una Healy(broke up), Kellie Blaise(broke up)
|Is Gay/Lesbian
|Not Yet
|Net Worth
|$10 million dollars
|5 ft 11 inch (1.80 m)
|Not Yet
The Irish actor Eoin Macken is also known as a film maker and model. He was born in 21 February, 1983 at Ireland. He is handsome and good looking and he stills looks young, his age is 31 years but he looks like 20. He has modeled for Fitch, GQ and Ralph Lauren. He is good at modeling and acting as well. He has played in different movies the callback Queen, 3Crosses etc. He has also played in different Television series like RTE's Fair City and BBC series Merlin as Sir Gwaine. As he is film maker he has directed many films dreaming for you and The Inside and Cold etc. He is a model and he has also directed a documentary the Fashion of Modelling
Macken has lots of interest in acting and modeling he wanted to become a successful actor and a director, so he began to start his modeling and acting career in his college University College Dublin there was a fashion show after that he joined model agency and he was selected as face of Fitch in Braun campaign. He became popular and his model career began from it and after that he studied acting and went to drama society and he got his major film role in Studs and his filming career also began from here, he did lots of film and different roles he did leading roles in Indie Films.
Macken was moving ahead but after his father death in 2007, he took a break from acting until that time and again he returned to filming line he did role of drug dealer and he played part for the four month and he also appeared live on the Snow Fair City Sings. Macken is also a director he has wrote different films, he feature film Christian Blake, he also directed the song and video for Una Healy's song. He has being the face of Braun campaign at that time he directed, edited, wrote and acted in second features film. He also played in BBC drama in which he has role of American soldiers and he played in different films and series. He also directed documentary on Irish Fashion Industry, The fashion of modeling.
Macken has played in TV series also; he has interest in film so we can find him a successful actor. He has played the recurring character in BBC one of the hit TV series. He did four episodes of third series and all episodes of fourth and five series. He did Night Shift Series and also completes the shooting for Cold. The film was directed by him and film was partially crowd funded. He has work in different series, movies and modeling so we can say he is hardworking and successful actor.
Macken is popular actor of Irish, as he is actor we can find a lot of biography about him though different websites, wiki provides information about Macken it is only the websites which provide correct information and many pictures of Macken. He is also popular in twitter, where there is lots of follower of Macken. He has done lots of interview, where he has shared his movies, series and about his fan supports. Macken is actor, Film maker and model so his net worth could obviously be millions
Macken is one of the hottest actor, good looking and handsome. He is film maker, actor and model. Being model and actor his height should be tall; his height is 5 feet 10 inches. He is hot and sexy; anyone who could be his girlfriend or wife could be the luckiest girl to have him. Information about his married is not in the sites. He has gone dating with Una Healy; he is interested at girls not at boys so we can say he is not a gay. Macken was shirtless and wet in The Night Shift Series. He is one of the popular actor of Irish.


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But recently, I was hired for a monitoring project and it sounded eerily familiar: "funk lite" instrumentals, a steady flow of vocal and instrumental cover versions, and precious few inspired classics. For God's sake, if you're gonna air Marvin Gaye's "Mercy Mercy Me (The Ecology)," do not play the short version; perhaps the network that hosts this awful radio epidemic doesn't wish to promote the record's mournful, apocalyptic finale, so a significant piece of the long version has been sentenced to their cutting floor. It's important that the audience is reminded of the full take on the What's Going On (1971) album; climate change is real and will inevitably impact the generation after me, and MPG nailed it.
Smooth Jazz is the story of high musicianship gone to waste. It's technically perfect, hollow and as passionate as your favorite cocktail party--indeed, it makes me unable to determine if I should take a nap or smash a window. Well, musicians have to make living, I suppose. Hearing Kenny G's "Silhouette" again instantly brought back every memory of unintentional morgue music that has passive-aggressively tried to dent my love for the MC5, the Clash, John Coltrane or Etta James.
Eek! Smooth Jazz is truly timeless. I hate it as much as I ever did.


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An A-Rated School Honoring George and Veronica Phalen
GVPLA Building Leader, Ms. Knox, has been nominated to receive The African-American Excellence in Education Award.
The award is sponsored by the Indy Chapter of the Indiana Black Expo and is designed to honor outstanding public-school professionals who are making a difference in the lives of their students and inspiring their colleagues.
Educators who receive this award exhibit passion and commitment to the teaching profession; innovation and creativity in the classroom; leadership in developing positive school culture; instructional leadership; and highly effective communication and collaboration skills.
Congratulations, Ms. Knox, on being recognized as educational excellence.


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You can book appointments with your family pharmacist online. It's easy! Whether you need to obtain a prescription, extend it or have it adjusted, your family pharmacist is a complementary healthcare resource you can count on for help. To take advantage of the services available and their many benefits, use the online appointment booking service!
Appointment booking has its benefits!
Booking appointments online is fast, easy and offers multiple benefits:
- Your choice of timeslot for the appointment
- Guaranteed access to a pharmacist or other health professional at the pharmacy as soon as you arrive
- A fully private consultation
- No wait time or need to return to the pharmacy
- No need to visit a walk-in clinic
- Possibility of knowing in advance the length of the appointment and the cost of the service, if applicable
- Option of receiving an email alert to remind you of the appointment
Certain Uniprix-affiliated pharmacies offer a user-friendly online appointment booking service. To find the pharmacist nearest you offering this service, click here.
You can also book an appointment with your family pharmacist by phoning your Uniprix-affiliated pharmacy.
Before the day of your appointment with your family pharmacist, it is always a good idea to take a few moments to prepare for your consultation.
Why book an appointment?
The accessibility of pharmacists is now a well-recognized reality. The extended opening hours of pharmacies, combined with the constant presence of a pharmacist during business hours, contributes to this accessibility. This means you can always find a Uniprix-affiliated family pharmacist ready to help!
Here are the most recent services your family pharmacist makes available to you:
- Prescribe medications for certain minor health problems when the diagnosis and treatment are known*
- Prescribe a medication when no diagnosis is needed*
- Extend a prescription that no longer has refills*
- Substitute a medication in the event of an inventory shortage*
- Adjust a prescription*
- Prescribe laboratory tests*
The services offered are not only extremely convenient; they will also let you make the most of your treatment, reduce unwanted side effects and, in some cases, help you avoid having to visit a doctor or interrupt your medication.
Before being able to offer you professional and personalized services, your family pharmacist must carefully examine your file and properly evaluate your condition. These services require expertise on the part of the pharmacist, a detailed evaluation of your situation and consequently, sufficient time. This is why you may need to book an appointment with your family pharmacist.
Pharmacy services
Your family pharmacists are accessible health professionals qualified to offer you a wide range of services. Consult them! They are here for you!
*Certain conditions must be respected. Fees may apply. Ask a member of the pharmacy team for more information. Pharmacists alone are responsible for the practice of pharmacy. They offer related services only on behalf of pharmacist-owners.


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Considerations for Supporting Faculty in Transitioning a Course to Online Format
Julia Kampov-Polevoi
University of North Carolina
The move toward offering more online instruction at many academic institutions frequently takes the form of conversion of a traditional course to online format. Despite its prevalence, this special form of course development has received little research attention. This paper presents the results of an exploratory study of the faculty perspective on the process of course conversion and handling of associated pedagogical and technical challenges as well as institutional factors and administrative considerations. Semi-structured personal interviews were conducted with eleven instructors from three universities. The study was focused on key decisions related to course redesign, such as motivation for conversion, content modification and format of presentation, delivery and development technology, as well as changes to pedagogical strategies. Main factors impacting these decisions are identified and analyzed in terms of their relative influence. The need for greater flexibility in technical and administrative support of the course conversion efforts by faculty are discussed along with other practical implications and possible directions for further study.
Online education in web-based format is the fastest growing segment of higher education in the United States with two thirds of higher educational institutions offering online courses and, increasingly, fully-online degree programs (Allen & Seaman, 2007). Administratively, there are practical benefits in making courses available online: ability to serve larger number of students at reduced cost. Often, the online version of a course is offered in parallel with, or as a replacement of the traditional classroom version of the same course. That is, the online section of the course represents a change in teaching mode rather than a new course development. This change in course delivery requires more than the format conversion because online courses call for different pedagogical strategies for engaging students compared to traditional classroom environment (Hawkes & Coldeway, 2002). Online pedagogy is characterized by greater student-centeredness (Berge, 1998; Schifter, 2000), with instructor role changing from provider to facilitator of learning (Harasim, 2000). At the same time, when online and classroom sections of a course coexist in the academic schedule, there is an underlying assumption of equivalence between the two versions in terms of learning outcomes and educational value for the students.
This exploratory study was grounded in the empirical observation that it is not uncommon for the conversion of the course to online format to be done by the instructor of the original classroom version of the course. While such conversion is a frequent path in online course development, little is known about how this process occurs, particularly from the perspective of participating faculty members. Yet, better understanding of such course redesign process is of significant value for both instructors who prepare courses for online teaching and for the administrators who need to support the move to online instruction in their institution. Instructors can benefit from learning how their colleagues who teach in both formats adapt the course for different instructional modalities in a way that fulfills the course objectives. Administrators can benefit from understanding the key factors that facilitate or hinder the course conversion process. This is of particular practical importance, since the transition to online course delivery is generally facilitated and often encouraged by the institution's administration. The present study attempts to address these questions from the faculty perspective, with the focus on decision making about material selection, formats of presentation, use of technology, and changes to pedagogical strategies. The emphasis is on various personal, institutional and technical factors that influence those decisions in the process of converting a course for online teaching.
Literature Review
Most of the literature on online course development is prescriptive in nature (Xu & Morris, 2007) or focused on broader issues of instructor engagement in online teaching (e.g., Birch & Burnett, 2008; Parthasarathy & Smith, 2009) and adopts the program level view (e.g., Covington, Petherbridge & Warren , 2005). While this higher-level view is important to administrators, it fails to consider associated workload cost on faculty. The research into course-level development activities by the faculty is scarce. This scarcity can be attributed to several factors. First, online teaching still constitutes "a relatively new frontier in education" (Tallent-Runnels et al., 2006) with corresponding lack of suitable course development models (Xu & Morris, 2007). Second, development of online courses is often done not "from scratch" but takes a form of "repurposing learning materials from the traditional classroom to online courses" (Liu, Bonk, Magjuka, Lee & Su, 2005), making the process substantially different from traditional course development. Finally, the technical complexities of online course development frequently make this a multi-player endeavor (Hixon, 2008), in which the role of individual faculty members may be less noticeable.
Course Development Models
There appears to be two distinct models of online course development. One is the "lone ranger" approach, in which course development or conversion is driven by the faculty member teaching the course (Bates, 1997). The second model that became increasingly common in the past decade is that of the collaborative, project-based course development (Chapman & Nicolet, 2003; Hawkes & Coldeway, 2002; Hixon, 2008). Comparative analysis of the team-based vs. faculty-driven online course development done by Hawkes and Coldeway (2002) based on a number of case studies concludes that each of the two models can be successful depending on the context as well as the level of administrative and technical support provided by the institution.
The "Lone ranger" model is rooted in academic cultural tradition with faculty having substantial autonomy in course development and a sense of ownership of the course (Chapman & Nicolet, 2003). This approach is marked by greater flexibility and speed of development, is potentially more adaptable to students' needs, and is often experimental in nature (Hawkes & Coldeway, 2002). Hawkes and Coldeway note that in such a scenario, the faculty member is combining the roles of subject matter expert, instructional designer, media developer, and, sometimes, programmer, and the success of the process is thus contingent on the faculty possessing the requisite knowledge and skills.
The project-based model is in stark contrast with the traditional course development model centered on the faculty member. The project is conducted by a team in which faculty play just one of the roles, typically that of subject matter expert, with the central managing role played by the instructional designer or similar specialist (Hixon, 2008). Combining analysis of published studies and observations of course development teams, Hixon notes the reduction of faculty role in the process of course development and related decision making. The main advantages of project-based models are utilization of a variety of skills that are unlikely to be present in one individual (Oblinger & Hawkins, 2006) and use of project management practices in combination with instructional design theory to ensure consistency and quality of courses (Chapman & Nocolet, 2003). The collaborative team-based online course development can also be characterized by standardized quality control procedures and it is particularly appropriate for large-scale distance education programs (Hawkes & Coldeway, 2002). It is worth noting, that while the "lone ranger" scenario is feasible with little to no administrative support, the project based model depends heavily on institutional infrastructure and personnel, technology and administrative policy.
Role of Technology
Development of online courses is integrally tied to the various software tools and systems used to deliver the instruction. Most higher educational institutions adopt some sort of a Learning Management System (LMS) for support of both online courses and traditional classroom instruction (Morgan, 2003; Papastergiou, 2006). A typical LMS is a web-based system that includes a number of synchronous and asynchronous tools to support both learning and administrative functions (Black, Beck, Dawson, Jinks & DiPietro, 2007). The LMS, such as Blackboard (www.blackboard.com), Moodle (moodle.org) or Sakai (sakaiproject.org), provided and supported by an institution, frequently becomes the main technological platform for online teaching (West, Waddoups & Graham, 2006). While there are great similarities among LMSs in terms of toolsets (Black et al., 2007), there are differences in implementation of those tools that can impact instructors' teaching strategies (Morgan, 2003). Moreover, the software tools and features of most contemporary LMSs tend to be generic and all-purpose in nature (Feldstein & Mason, 2006), which can be a serious limitation unless instructors are provided with additional specialized tools to accomplish their pedagogical goals. When an institution uses a single LMS as the only, one-size-fits-all platform for online education, the pedagogy is constrained since the generic nature of the system can make it less than ideal for the goals of a given course (Puntambekar, 2006).
The presence of technology component in online teaching results in faculty having to combine purely pedagogical roles with technical ones, often becoming not just course developers, but also media designers and technology integrators (Liu et al., 2005). Such role fusion is particularly pronounced with the "lone ranger" model. The acceptance of technical roles by instructors adds substantially to the time and effort they have to invest in developing an online course, something that is not always recognized by university administrators (Shea, 2007). While some of the respondents in the Liu et al. study appreciated the opportunity to expand their technical skills, others felt that the time investment was not justified in terms of impact on learning. Mandernach (2006) offers a compelling first-hand account of experiences with developing online courses that went from basics of uploading some learning materials to the course site to "bells and whistles" of incorporating increasing variety of cutting edge media and experimenting with assorted collaborative tools only to scale back to more basic tools. The reason was the realization that the "bells and whistles" provided little additional learning value while creating substantial cost to instructor in terms of time and effort as well as technical difficulties for students.
The Course Development ProcessThe research into faculty participation in online course development tends to discuss the subject in general terms, describing the models and abstracting from details of the process. The 2007 study by Xu and Morris is one rare attempt to capture the nuances of course development decision making through in-depth study of the meetings and online communications of a course development team. The team included four faculty members as well as an instructional designer acting as project coordinator. The process proved to be closer to traditional course development with heavy focus on content and little collaboration on instructional process. The authors note inconsistencies in decision making and clear disagreements between faculty and the project coordinator. Most of the conflicts tended to be over content vs. form of presentation and ultimately reflect the underlying disagreements over pedagogy and faculty desire for autonomy in course development. The study underscores the need for better understanding of how course development actually happens, the kinds of decisions that are made in the process and the various factors that affect the decision making and the resultant course design. Such understanding can be helpful to administrators as they allocate the resources for online course and program development.
In order to better understand the process of course redesign for virtual learning environments, it is important to seek input from those who do it. The research questions to be addressed by this inquiry include:
What are the primary motivations for expanding course delivery to online format?
What pedagogical and technical challenges do faculty face in preparing and delivering their courses online for the first time?
What resources are available to instructors to support the course conversion and what additional resources do they need?
How does moving to online format impact instruction in general?
To explore these questions, semi-structured interviews were held with faculty who have recent (i.e., within the past two academic years) experience converting a face-to-face course to online format. Each interview lasted approximately one hour with the investigator keeping written notes during the interviews using word processor on a personal laptop. Immediately after each interview, a more comprehensive set of notes was generated following the recommendations by Lincoln and Guba (1989). The information obtained from interviews was augmented by review of online course materials for the courses discussed and, in some cases, follow-up clarification via email.
The expanded interview notes were subjected to several iterations of review and annotation to identify main themes and develop codes related to those themes using the constant comparison principle (Lincoln & Guba, 1989). The main categories and sub-categories that emerged from analysis are:
- Main decisions:
- Motivation for course conversion
- Modification of course content
- Form of content presentation
- Technology used for course development
- Technology used for course delivery
- Additions/modifications to pedagogical strategies
- Influencing factors:
- Institutional factors
- Players and roles
- Technology factors
- Other factors
The two main categories (decisions and factors) form an overlapping matrix which is presented in Table 1 and is used in this paper as a framework for result reporting. Each table cell marked with "x" indicates that a factor impacts the particular course conversion decision, with dominant factors for each type of decision (explained in the "Results" section of this paper) highlighted in bold italics. Blank cells mean that a given factor did not appear to be important for the decision type. The two cells at the intersection of technology decisions and technology factors are grayed out to avoid redundancy.
Table 1
Matrix of Main Conversion Decisions and Influencing Factors
Content Modification
Content Form
Development Technology
Delivery Technology
Pedagogical Strategies
Institutional Factors
Players & Roles
Technology Factors
Other Factors
Other salient comments and observations by study participants that do not fit the main coding scheme were also marked in transcripts with the most interesting observations included in this report.
Subjects and Courses
Eleven faculty members (six female and five male) were recruited from three universities (indicated in this paper as university A, B or C) that are part of the same public university system in a Southern state. Nine of the subjects were full-time faculty members and two were adjunct instructors, with the majority teaching undergraduate level courses in a variety of arts and sciences subject areas (see Table 2 for details). In all cases, the courses were fully online, except the course taught by Subject 11 which retained some face-to-face meetings and should rather be classified as a blended or hybrid course. The data from that interview is included in the analysis due to similarity with themes present in other interviews. The conversion process was a solo effort for Subjects 1, 8, 10 and 11. In all other cases the course redesign was a team effort involving instructional designers and technology specialists. The size of the project team ranged from one technology consultant acting "like a mechanic for the course" to a team of a dozen various specialists coordinated by an instructional designer acting as a project manager.
Table 2
Characteristics of Subjects and Courses
Course level
Subject area
Digital Media
Foreign Lang.
Special Ed
Food Science
Inf. Science
Crop Science
Relig. Studies
Motivation for Course Conversion
The most common motivations for conversion of a course to online format, each cited by eight of the study participants, are desire to make a course accessible to more students and the general institutional push for expansion in online educational offerings. Exploration of online teaching possibilities was as strong motivator for three of the subjects. Two of the study participants brought up professional growth and skill expansion as motivators with two more mentioning life/work balance convenience. While such personal factors were mentioned less frequently than institutional needs, it was clear from the interviews that some level of personal interest in teaching online was present in all cases.
As can be seen from Table 3, the institutional factors clearly dominate in the decision to convert a course to online format. Typical comments from study participants included references to "continuing trend towards online courses in this university", shortage of classroom space and the need to "reach out to more potential students." The two "pioneer" instructors were both interested in exploring new pedagogical frontiers: one wanted to "pave the way" for teaching traditional studio courses online and the other wanted to utilize the capabilities of Second Life to teach ethnography skills in an immersive way.
Table 3
Motivating Factors for Conversion to Online Course Format
# of subjects
Institutional factors
Institutional push/needs
Student access/demand
Personal factors
Pedagogical exploration
Professional growth
Personal convenience
Course Content Modification Decisions
Three of the study participants used the conversion process as the opportunity to substantially revise the course content in terms of topics covered, course structure, and materials used (e.g., textbook added or changed), while others revised, modified, or added some of the course elements to fit the online format. The modifications to course content typically went beyond what one subject labeled as "natural per semester improvement and refinement." For example, in using Second Life for the primary purpose of immersive ethnography, one instructor saw an opportunity to include in the course the discussion of "post-modern theory on constructed identity" as students created their avatars. Two other instructors saw the conversion to online format as an opportunity to add an interdisciplinary dimension to the course, such as adding history and cultural studies to a foreign language course, or infusing social and political themes into a crop science course.
The most common content modification is inclusion of resources that exist on the web, such as videos, interactive learning modules or government documents. Most of the faculty interviewed talked about the way a web-based course naturally enables inclusion of these materials and resources, and, as one subject put it, provides the "ability to link things in." The availability of high quality multimedia and interactive resources on the open web was noted by more than half of the subjects. "If somebody did it better, no point for me to recreate, so I send them [students] there" is a typical comment.
Using links to materials published on the open web, such as YouTube videos, also appears to be a common workaround for dealing with licensing and copyright issues. The latter was a frequently mentioned concern with at least four of the study participants who talked at length about having to find replacements for audiovisual materials (e.g., images, documentaries) they used to show in class in a way that avoided copyright violations. One instructor, who teaches a course that relies heavily on images, found the search for suitable pictures that fall under Creative Commons license to be a serious challenge in developing online content, something she wishes she had more help and support with from her institution. She did her best, but confesses "I am not sure if all my pictures are legal."
Generally, when it comes to content, all faculty members interviewed saw themselves as course authors and sole decision makers about course content and overall structure, even when conversion involved a team of instructional designers and technical consultants. Their role was seen as decision makers or advisors on the form of content presentation only. Typical comments were along the lines of:
"I was the architect and he [Instructional Technology Consultant] was the carpenter… I made the blueprints… I see myself as course designer and him as technology constructor."
"Substance was created by me, the ideas, but the format and delivery I had help with."
"I was in charge on stuff that mattered."
The faculty member's role as instructor and course author is the single most important factor in content modification, with affordances of web technologies and factors such as copyright issues having impact on specific decisions.
Content Form Decisions
All but two experimental courses (taught by Subjects 1 and 11) include a lecture component presented in a variety of forms. All nine courses with lecture elements include HTML modules created by the instructor (with or without help from technical specialists) that provide introduction to each lesson or course unit and summaries of main points as well as links to assignments, readings and other resources. Whether the HTML module constituted the main content of the lesson or merely the introduction to the main content, it is something that faculty say they put a great deal of thought and effort into and tend to develop based on their old lecture notes. While faculty were the main decision makers in developing the HTML modules, instructional designers also played an important role, from consulting on best practices for content presentation and structure to helping write the modules (as one subject described it, "she [instructional designer] expanded bullets [from lecture notes] into pretty sentences"). The decisions to include textual materials such as additional notes, study questions, or presentation transcripts in non-HTML format (e.g., MS Word, PDF) are less systematic and tend to be instructor-driven.
Three factors converge in shaping decisions about non-textual lecture presentation: (1) the technology and personnel provided by the institution, (2) instructor preference, and (3) recommendations by technical consultants. The utilization of existing lecture materials appears to be an important consideration, and thus narrated PowerPoint presentations or a combination of recorded lecture with PowerPoint slides became the most common lecture format (present in six of nine courses with lecture component). According to one of the subjects, "it was the best way to use what I already had, but still fulfill needs for the course." There seems to be some tension around these decisions between the best practices suggested by instructional designers and instructor preferences. While the instructional designer-influenced decisions tend to be based on learning theory and guidelines for accommodations of different learning styles, the faculty decisions are much more idiosyncratic. For example, instructional designers tend to recommend dividing the multimedia lecture into smaller chunks, but a faculty may disagree ("She insisted that [recordings] should be no longer than 5-7 min. I thought that was preposterous") or agree with it in principle, but feel that it does not meet the students' needs ("I know it is best practice to chunk, but [there is a] need to address students' concern about not getting a real lecture").
Inclusion of specially-created graphics and other multimedia materials tends to be driven by available media personnel and coordinated by the project manager. This is illustrated well by the following comment from one of the subjects: "Media people did some animation. They thought [course] material could be helped by graphic material." In one case, an instructor actively requested creation of multimedia for his course which includes both flash animation and live actor footage, but this seems to be an exception.
Overall, instructional designers and the technology that they have at their disposal have the most impact on the form of the content presentation. Of course, the very availability of these human and technical resources depends on the institutional policy and practice.
Development Technology Decisions
The decisions about software and other technology used to create course content are intertwined with decisions about content form. In fact, the two seem to influence each other in a kind of classic "chicken and egg" problem. In some cases, the technology was clearly selected to provide desired content form:
"I chose it [LecShare] for several reasons. First, it is relatively inexpensive and does exactly what I need it to do, which is to publish captioned PowerPoint presentations in a variety of formats … The second reason is that I know the inventor of the program, so I feel that if any changes or customization is necessary, that he can make them."
However, in other cases, the availability of technology and the push from the instructional designers may force the decision on the instructor. For example, in a few cases, having MediaSite software and technical support personnel available influenced the decision to include a video lecture even when the instructor did not like the "talking head" presentation or thought there was "not much for students to be gained by hearing [her] read the text" when the transcript had to be included anyway to accommodate students with disabilities.
Generally, the choice of development technology is likely to be confounded to what is available and supported by the institution unless the instructor is both very technically proficient and willing to experiment. This was the case with one of the "pioneer" faculty who created on his own a series of "quests" for his students to master both Second Life and the basic course concepts. His reason for not relying on institutional technical help - "I know more than the people I could ask to do it". However, this appears to be rather an exception to the general pattern.
Delivery Technology Decisions
Each of the three institutions from which the subjects were recruited has a single or preferred LMS for course delivery. Thus the decision on main delivery technology for the course is "built in" in most cases. However, instructors often find the LMS available to them to be limited in ability to support their teaching. In three cases, instructors chose alternative platforms such as blogs (WordPress, Blogger) or Second Life. All of these instructors were technically savvy and did not require technical assistance. In four more cases, additional special purpose tools were included such as synchronous communication software (e.g., Elluminate) or subject-specific, commercially available software (e.g., online foreign language tutorial). Moreover, several instructors experienced desire to incorporate more tools for specific purposes, the tools that in their opinion work better than what is built into the LMS or is otherwise readily available at their institution. They are not always able to do so. The concerns tend to be about cost ("I want to do Wimba, but will have to pay for it myself") or lack of institutional support for the tool ("While University hosts WordPress, this is intended as a research platform, so it is not supported per se"). While technically savvy instructors can and do overcome the latter limitation, their colleagues relying on technical support from the institution are limited in their ability to expand the arsenal of course delivery tools.
Decisions on Pedagogical Strategies
Lecturing remains an important component in online versions of the courses. Two main approaches are taken by the faculty when deciding on how to handle lecture: (1) convert lecture format, preserving its role in the course (typical for a survey type undergraduate course that consists of mostly lecture in face-to-face format), or (2) reducing the role of lecture in favor of other teaching strategies such as student discussion or individual assignments. One instructor explained this change in pedagogy saying, "I set the table, but learning is your [student's] work", a sentiment echoed by another subject who switched from lecturing to "sending [students] to original sources" and expecting them to learn from those sources according to the framework set in the lesson introduction.
Some form of discussion was present in all but two courses. Typically, the discussion is handled via asynchronous online forums, but several instructors felt the need for more interactive synchronous discussion. Elluminate, chat tools built into LMS (Moodle, Blackboard) and, in one case, Second Life were used for these purposes. Asynchronous forum discussion was used for group work and as a proxy for class attendance/participation. This represents another area of condlict between faculty teaching philosophies and recommendations from instructional designers. The latter tend to suggest very structured approaches of group discussions with collective final postings and/or a certain number of original and reply individual discussion postings required per course unit. These are seen by some faculty as reasonable and necessary decisions for online course format. Yet, some of their colleagues resent what one subject labeled as "coercive pedagogy" and believe the engagement in class discussion should be voluntary and spontaneous. However, the same instructors note that the common problems with class non-participation are amplified in online class and force them to make "on the fly" decisions about incentives and penalties.
When it comes to assignments, written assignments (papers, essays, reports) tend to be handled identically for online and face-to-face courses, and instructors see this as one of the ways of preserving equivalence between the course formats. Group projects and presentations, on the other hand, require modifications. Typical modifications include greater emphasis on the research component, replacement of oral presentations with written reports, and replacement of group projects with individual assignments. The latter decision was made by three of the faculty interviewed and is planned by two others for the next iteration of the course in response to challenges of group work in asynchronous mediated environment.
Desire by faculty to preserve the equivalence between face-to-face and online sections of the course typically leads to the decision to avoid changes to formal tests and quizzes. When changes to testing were made, they were driven by other factors. Affordances of LMS for inclusion of quizzes into the course combined with a push for this form of assessment by instructional designers led to a greater number of quizzes in a few of the courses. Also, the testing and grading tools built into the LMS forced three of the instructors to modify the question format, such as switching from essay or short answer to multiple choice questions. This was caused by the LMS software interface issues such as requiring multiple file downloads and excessive back and forth navigation.
Ultimately, the decisions about pedagogical strategies are the prerogative of faculty. Even when influenced by other factors the instructors try to follow what they believe to be good teaching practices. Several of the study participants were interviewed when they were in the middle of teaching the online version of the course for the first time and they all made comments about various pedagogical changes they want to make based on what seemed to work or not work in the inaugural offering of the course.
Shifting Boundary between Face-to-face and Online Courses
One interesting observation that emerged from the study is that of shifting boundary between face-to-face and online courses. Most study participants mentioned using institutional LMS to support traditional classroom instruction prior to considering online teaching (e.g., to post materials or handle administrative aspects of the course). Three of the faculty interviewed also talked extensively about incorporating progressively more online teaching tools into their face-to-face classes, effectively making them hybrid before converting to fully-online. At the same time, three other subjects felt the need for some face-to-face interaction with and among students, and expressed wishes to move to hybrid instruction mode with most of the course being taught online with some on-campus sessions. Two more instructors mentioned plans for development of hybrid courses in the future. Finally, faculty teaching their courses in both modes (face-to-face and online) consistently talked about finding themselves incorporating more online elements into their face-to-face classes as well as trying new things in the online class that emerge from the traditional one, suggesting the overall trend to more blended instruction.
Discussion and Implications for PracticeSupporting Faculty as Decision Makers
While the institutional factors appear to be most significant in the decision to convert a course from face-to-face to online format, the findings of this study suggest that the faculty members remain the main decision makers on what and how to teach in the new version of the course. This seems to be true even in the cases where the course conversion was a team effort. This is more consistent with findings by Xu and Morris (2007) than with the notion that the project-based course development model removes the faculty from the key decision making role (e.g., Hixon, 2008). The faculty members interviewed for the study clearly see the courses they teach as theirs regardless of the format of teaching, with a sense of investment in course development and responsibility for its success. Moreover, for seven of the study participants conversion of the course to online format was an addition to, not replacement of the face-to-face version of the course. That is, the two modes of teaching exist in parallel or as per-semester alternatives. This may account for the preservation of the sense of course ownership and the decision making authority. Administrators who want to encourage more of their faculty to develop online versions of courses should be sensitive to these issues and develop policies that recognize and support the role of instructor as the course author.
Although the faculty members claim authority over most significant course conversion decisions, the role of the institutional and technology factors should not be ignored. The instructors want and need institutional support in the form of consultations with technical specialists, access to variety of course development and teaching tools, and training. The extensive time and effort needed for course conversion was noted by all of the faculty interviewed. Typical comments were along the lines of "development almost killed me" or "it was ten times more work than regular class." Yet, in most cases, instructors did not receive sufficient compensation for the extra time in the form of course release or financial incentives. Struggles with technology were also frequently mentioned, ranging from software glitches (e.g., a version upgrade "wiped out" the narration recorded by instructor) to reluctance to deal with more technical aspects of the course development (e.g., "I am a scientist, not web designer"). Thus, help in the process is needed and most instructors who received help with course development appreciate it, as illustrated by the following statements from different subjects:
"Building the course alongside an instructional designer was pivotal"
"It would be a weak course without them [development support unit]"
"[development support unit] were amazing. I would just have an idea and they will have five people sitting around the table brainstorming how to get a point across"
Yet, this essential help needs to be offered in a way that respects the faculty role as the course author and his or her individual teaching style rather than pressuring the instructor into doing things a certain way. A few of the instructors talked about changes to the future offerings of the course that would effectively represent a "push back" from them against decisions imposed by instructional designers.
The main question for practice is what kind of support, and in what quantity, is needed to assist faculty in redesigning the courses for online teaching. Seven of the subjects in this study were from the same institution and six of them worked with the same development support unit, yet, even for these cases, there does not appear to be a "one size fits all" answer. At the low end, the instructors need help with creating basic HTML pages, and at the high end they need multimedia tutorials developed specifically for their courses. While some instructors are satisfied with tools built into institution-provided LMS, the majority feel the need for additional tools to support the teaching goals. This requires help ranging from assistance in finding and selecting appropriate tools to financial and personnel support for tool purchase and implementation. Clearly, academic administrators have to be more flexible in supporting online instruction at their institutions if such programs are to succeed. When limitations in available resources force faculty to make course development decisions that constrain pedagogical objectives, it is appropriate for administrators to consider offering greater variety of resources at the institutional level. One option is to encourage experienced instructors to share what they have learned by providing incentives such as course breaks or supplemental salary. Another is to devote more technical personnel to researching different technology tools that may facilitate online teaching and to educating faculty about those tools.
Study Limitations and Future Work
This study was exploratory in nature and, as such, subject to several limitations. Firstly, the study participants were recruited from institutions in the same geographic area and the majority of participants (seven) were from the same university. Moreover, all three institutions are similar in being large universities with graduate programs. Expanding the study to different states, including smaller-size institutions and two-year colleges could produce less convergent findings. Secondly, the study, by design, presents the faculty perspective only. Examining perspectives of other players in the course conversion process could produce a different picture of decision making patterns.
Even with these limitations, the study identified several key dimensions of the course conversion process, each deserving further exploration. One area of future work would be the study of shifts in course goals that result from the change in teaching format of which the current study presents several examples and the instructional impact of these changes. This shift may be more noticeable not in teaching the main content of the course, but in the peripheral goals of creating successful learning environment, or making sure the students are, as one subject put it, "properly socialized into profession". Administratively, these changes in course goals and objectives need to be monitored and evaluated in terms of fit with the overall curricular structure and in terms of necessary pragmatic support for the kinds of changes that are deemed desirable and consistent with the institution's academic goals as whole.
Another direction would be to evaluate more carefully the real and perceived losses (e.g., reduction in synchronous discussion) and gains (e.g., ease of linking additional content) of the online course format and their overall impact on instruction, student retention and satisfaction. Case studies of effective way to mitigate the losses while fully capitalizing on the gains would be of value to current and future online educators. The present study also suggests that many faculty believe that different forms of hybrid instruction might offer "the best of both worlds." It would be useful to examine what aspects of the course and what types of subject matter create particularly high demand for inclusion of the face-to-face interaction as well as how to best handle the logistics of blended instruction. This would be a very important area for further study in terms of both pedagogical practice and administration of online education.
Finally, the study suggests that successful transition of instruction to online environment is not simply a matter of faculty interest and motivation but a complex process, heavily dependent on the level of institutional support. Administrators need to be willing to commit technical and human resources necessary for such transition. This calls for further research into the resource needs for the creation of successful online learning environment.
Conversion of academic courses to online from traditional classroom format is a reality at many academic institutions. Such conversion represents a particular type of course development that requires special support in terms of policy, technology and other resources. The present study highlights the importance of better understanding of this understudied topic and introduces some possible directions for further research inquiry in this area.Acknowledgements
The author would like to thank the two anonymous reviewers for their comments. The author would also like tothank Deborah Barreau for her comments and edits on earlier drafts of this work.
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Online Journal of Distance Learning Administration, Volume XIII, Number II, Summer 2010
University of West Georgia, Distance Education Center
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"The Great Game" is based on the iconic wallpaper seen as a backdrop in the BBC series "Sherlock", which is based on Sir Arthur Conan Doyle's characters.
The damask design is one of floral and geometric elements. The weave is satin, the same as our Double Helix wraps. It is densely woven, which proves to be sturdy and provides strong support, and is very soft even in the loomstate. It will only get softer, cushier and more blankety with a wash, iron and use. The wrap is very easy to care for. The dense yet soft satin weave is perfect from infancy to toddlerhood. It is no mystery that The Great Game is a perfect wrap for beginners and experienced wrappers alike.
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Shipping & Returns
Items purchased through Carislings.com will ship within 48 hours of purchase, excluding weekends. Items will ship Priority with Insurance through United States Postal Service. Please note **Sale wraps will ship within a week of purchase** Bundle of ends will ship within 72 hours of purchase. We ship only to the address on your PayPal email address. If purchasing with Credit Card, it will be your address on file. We will ship only to the address on file, and are unable to combine orders. International orders will also be shipped Priority United States Postal Service and price will be subjected to item's weight. We will not be held responsible for custom fees, or import duties incurred by your country's mailing system.
We will accept returns on unworn, unused items with receipt from the original purchaser within 10 days of receipt. Returns must be made with all packaging intact, including bags, paperwork etc. You must cover shipping expenses back to Cari Slings HQ. Refunds will be administered after items have been received at Cari Slings HQ. Refunds will be made within 7-10 days of receipt. Any questions, please email email@example.com


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Call us today before 2 p.m. & we'll be to your home promptly for a free, zero-obligation inspection and estimate or to provide Connecticut pest control & extermination service.
Fox Pest Control provides pest control in Norwalk and the surrounding areas. We take pride in providing exceptional customer service, and take to heart the feedback we hear from each and every one of our customers. Below you'll find our reviews, testimonials, and feedback from the home owners and businesses in Norwalk we've serviced. If you need a Norwalk exterminator, contact us today!
Joe from Fox Pest came out today at a moment's notice. He was so thorough and helpful and made sure he took care of any needs I could think of while he was here. He removed dozens of bees/wasps nests and found the area where mice were accessing our garage. He was great and I was impressed with his "can do" attitude! Thanks JOE!
It went well. The technician was knowledgeable.
Excellent Service. The staff was knowledgeable out the various pests that could be around the house and how to deal with the pest.
Fine. No issues with any ants or other insects or rodents. The young man who came was very courteous and extremely efficient
I've already recommended your services to friends. Appreciate the explanation of services being provided.
Great so far
I held the business card for over a year, bc one of my tenants. The following year called set up an appointment, tech was very nice. Completed job as stated. Very happy!!!
I wasn't here the last time you were out checking, but everything seems fine.
A job well done. No complaints. If there is an issue they come back right away and take care of the problem. Someone will always discuss or suggest with you what needs to be done. I find that having a contract is perfect for me because it's an older house built in the 1800's.
All Phone Calls Answered By Live Operator 8am – 9pm, Monday – Friday. 9am - 5pm Saturday.
Prompt Service At NO EXTRA CHARGE
Evening and Weekend Appointments Available At NO EXTRA CHARGE
Free Inspections & Estimates
Prompt Service, No Extra Charge
Results 100% Guaranteed
Locally Operated
Emergency Service Available
Fully Trained, Licensed Staff
When your doorbell rings, you can be confident that the person Fox Pest Control has sent to your home to take care of your control and extermination is a true professional. We carefully screen, background check, and conduct lengthy interviews with prospective employees. Fox Pest Control technicians also undergo extensive training, both in the classroom and on the job with a mentor, before they are allowed to work on their own. You can rest easy knowing that your problem is in good hands with Fox Pest Control.
With Fox Pest Control you'll know who is coming.
We had a wonderful experience with our technician. Weston was easy to talk to and explained everything well. Josh, who sold us the service, was very kind also. Not pushy at all. And very informative. Thank you. We look forward to working with you in the future.
My experience with Fox Pest Control has been the best experience I had with a pest control company. Technician, Harry, did a good job of going over the process thoroughly, ensure that I understood everything going on. I would recommend them to anyone looking for good, quality, fast, friendly, and affordable pest control services.
Fox Pest Control is beyond amazing, they are always there when you need them and their employees are super helpful! If we need them they come right away. They are very informative as well, they will explain everything that they are doing and why. If you need an affordable pest control service Fox is the way to go!
Fox Pest Control is a Connecticut locally operated company; we take pride in servicing the community that we live in. We value your time, so when you call we'll schedule an inspection or service time that is convenient for you.
Our technicians are thoroughly screened during our interview process. We only hire professionals we would want to service our own homes. We background check all employees and make new hires go through extensive training both in the classroom and on the job before they can service a home or business alone. We also believe in and practice continuing education, ensuring our technicians are always providing the best service possible. You can rest easy knowing that when your door bell rings Fox Pest Control has sent a true professional to resolve your Connecticut pest issue.
Fox Pest Control provides a zero obligation free inspection and estimate in Connecticut. Our technicians will take the time and care to thoroughly explain the treatment options best suited for your particular problem. Our professional service is convenient as well as effective.


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To end our #whywait month of September with a bang we are hosting Paint The Town Pink Day on September 26th to raise awareness for young women with breast cancer and Shocking Pink. We will have a stall at the Women's Lifestyle Expo Christchurch 2015 for the entire weekend of September 26-27 – please come […]CONTINUE READING
Shocking Pink are very excited to announce that September is now the month of #whywait, in celebration of life and in acknowledgment that it can be taken away from us at any moment. We all have that desire at the back of our minds that we haven't got around to doing. Here at Shocking Pink […]CONTINUE READING
Shocking Pink is excited to be partnering with Julie from Yoga Mama in Auckland to help fund a restorative yoga course to assist women recovering from breast surgery. All the details can be found on the Yoga Mama website. The course runs from 16th June – 21 July and there are options to attend 4, […]CONTINUE READING
Having been lucky enough to be gifted a partial travel grant to the Young Survival Coalition C4YW conference for young women with breast cancer in February 2012 – I'm determined to attend and make the most of this golden opportunity both for the future development of Shocking Pink and my personal journey. The only snag […]CONTINUE READING
Thanks to everyone who came along to support us at our launch party – a great time was had by all and we raised a total of $500 on the night donated by our amazing friends and families. The raffle and 'guess how many bras in the jars' made for some happy customers and we […]CONTINUE READING
We'd love to have you join us and show your support as we celebrate the official launch of Shocking Pink. There's a chance to see our brand spanking new website, win an awesome raffle prize, have a few drinks and boogie on down to some great live music. Entry is by koha (dig as deep […]CONTINUE READING


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Exploring the Upper Hudson Region
The Inn at Green River is located within easy reach of all the best that Columbia County and the Upper Hudson Valley have to offer. Just 30 minutes from Hudson, 15 minutes from Chatham, and 50 minutes from Rhinebeck, it's an easy day trip to world-class culture, dining, shopping, and outdoor activities.
The innkeeper is your concierge. A 30-year resident of the area, Deborah is ready to offer recommendations and suggestions with planning your stay, before or after you arrive. Regardless of the purpose of your stay, be it a romantic getaway, family holiday, or friendly reunion, Deborah can help you make the most of your time.
Let the adventure begin.
Columbia County & Upper Hudson Valley
To the west of the Berkshires, that part of the Appalachian range known as the Taconics begins sloping down to what becomes the Hudson Valley. In the eastern part of the county the scenery is similar to the Berkshires of Massachusetts. Further west, hills become gentler, yielding to farms and orchards. The majestic Catskill range across the Hudson is often visible. Like their eastern neighbors, Columbia County residents have often been drawn here by the beauty of the place. Second-home owners from Manhattan live next to fourth-generation farmers. An afternoon visit to Olana, the home of Hudson Valley School painter Frederic Church, might be followed by a swing by Agway to pick up garden supplies, followed by dinner at Swoon and an evening show at Club Helsinki in Hudson.
The combinations are limitless and there is something for every taste in this neck of the woods.
History & Culture / Museums & Art
John Davis Gallery, Hudson, NY
Carrie Haddad Gallery, Hudson, NY
Art Omi, Ghent, NY
FASNY Museum of Firefighting, Hudson, NY
Shaker Museum Mount Lebanon, New Lebanon, NY
Jack Shainman Gallery's The School, Kinderhook, NY
Olana | Photo: B. Docktor
Houses & Gardens
Clermont, Germantown, NY
Olana, Hudson, NY (My #1 must see)
Steepletop, Austerlitz, NY
Open Days, The Garden Conservancy
Music, Dance & Theater
Basilica Hudson, Hudson, NY
Cafe Helsinki, Hudson, NY
Mac-Haydn Theatre, Chatham, NY
PS21, Chatham, NY
Stageworks Performing Arts Theater, Hudson, NY
The Theater Barn, New Lebanon, NY
Time & Space Limited, Hudson, NY
Walking the Dog Theater, Hudson, NY
Bash Bish Falls | Photo: B. Docktor
Outdoor & Adventure
Aerial and Obstacle Courses Catamount Aerial Adventure Park, Hillsdale, NY
Hiking Bash Bish Falls in Copake Falls, NY
Grounds of Olana
Harlem Valley Rail Trail
Taconic State Park
Fishing on the Hudson or tributaries
Skiing at Catamount
Antiques, Auctions & Shopping
Beginning in Hillsdale at the Hillsdale General Store, C. Herrington Home + Design, Casana, Mirror, Mirror and Passiflora, one could make several days nice work out of shopping in this part of Columbia County. Head to Warren St. in Hudson for the best curated shopping around, from Face Stockholm and Verdigris Tea to art and antiques that draw people from a distance. A side trip to Main St. in Chatham will yield eclectic independent stores and businesses, including the beloved, c. 1926 Crandell Theater to catch a film, or the FilmColumbia Festival held each October.
For antiques and auctions, a few favorites are:
Copake Auction, Copake, NY
Hudson Antique Dealers Association, Hudson, NY
Stair Galleries, Hudson, NY
Lili and Loo, Hudson, NY
Finch, Hudson, NY
Red Chair on Warren, Hudson, NY
Lindowens American Country, Kinderhook, NY
Winter Walk in Hudson, NY | Photo: B. Docktor
Special Events
ArtsWalk, Hudson, NY (October)
Blueberry Festival, Austerlitz NY (July)
Falcon Ridge Folk Festival, Hillsdale, NY (August)
FilmColumbia, Chatham, NY (October)
Pumpkin Festival, Hillsdale, NY (October)
Winter Walk, Hudson, NY (December)
Photo: B. Docktor
Columbia County Food Destinations
Columbia County is known for its fresh, innovative, and locally sourced food. Options for high-quality, farm-to-table establishments in the region regularly receive national attention. While you stay at the Inn at Green River, your home-cooked gourmet breakfast is taken care of. That leaves lunch, dinner and in-between choices open for exploration. Here are some of the delectable options that await you. Several award-wining breweries, wineries, and distillers are now in the region. A visit could easily be part of your relaxing stay. Deborah will be happy to help with reservations.
Columbia County Restaurants
CrossRoads Food Shop
Hillsdale House
Swiss Hutte
Baba Louie's
Ca' Mea
Le Perche
The Crimson Sparrow
Fish & Game
Mexican Radio
Swoon Kitchenbar
Vico Restaurant & Bar
Local 111
Lunch & Snacks
Daily Bread (gluten free and gluten)
CrossRoads Food Shop
The Village Scoop
Le Perche
Lick Ice Cream
Olde Hudson
Verdigris Tea & Chocolate Bar
Breweries, Wineries, Distillers
Columbia County
Harvest Spirits, Valatie, NY
Hillrock Estate Distillery, Ancram, NY
Hudson-Chatham Winery, Ghent, NY
Tousey Winery, Germantown, NY
Sundog Cider, Chatham, NY
Chatham Brewing, Chatham NY


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Habanastation film screening
written by Unknown at Sunday, March 2, 2014
3pm, Sunday 30 March
Perth Activist Centre
15/5 Aberdeen St, Perth (next to McIver station)
$10 / $5 conc (children free)
Two boys. Two worlds. One Cuba.
Raised in a wealthy neighborhood of Havana, 12-year-old Mayito has everything at his fingertips: loving and affectionate parents, delectable home-cooked meals, and, most recently, the latest PlayStation 3 video game console. His classmate Carlos, on the other hand, comes from a low-class residential district where he cleans and sells empty beer bottles just so he can save enough money to buy the kite of his dreams. When Mayito steps into the impoverished community for the first time, he discovers a strange new world. Carlos' humble lifestyle both shatters Mayito's notion of "normal" and entices him to experience it himself. Set against the backdrop of socialist labor marches, Habanastation inspires people from all social strata to put aside their differences and come together as one.
This film can't help but touch you!
More info: email@example.com
Phone 0421 113 343 or 9218 9608


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Federal Housing and Urban Development proposes debarment of Freeport housing director
The federal Department of Housing and Urban Development has proposed barring the head of the Freeport Housing Authority from doing business with the government for three years over allegations of mismanagement during his tenure as executive director of a housing authority in Tennessee.
A letter released by HUD Thursday states that Edward Pearlman was cited for his "failure to maintain and operate" housing projects in Shelby County, Tenn., in a "decent, safe and sanitary manner." News reports from Tennessee and minutes of an authority meeting show that Pearlman was fired from that position in 2011. He assumed leadership of the Freeport Housing Authority last year.
Pearlman has until March 24 to contest the decision, known as debarment, according to the HUD letter. If he is debarred, he will not be able to work as an employee or contractor for the federal government, or any agency that receives federal funds, for three years.
"Right now, he has a right to an appeal," said Joseph Cattano, board chairman of the Freeport authority. He declined to comment further.
Pearlman has not returned multiple calls from Newsday this week, and the housing authority has not responded to requests for documents made under the Freedom of Information Law.
Village officials declined to comment on Pearlman's proposed debarment. Housing authority board member Luvine Martin also declined to comment. Attempts to reach the four other board members were not successful.
The housing authority manages 351 public housing units and distributes Section 8 vouchers to help pay rent for qualified Freeport residents.
It has received more than $8 million in federal funds since 2012 and had a $6.7 million budget in 2010, according to the most recent audit the authority provided.
Pearlman is paid about $80,000 per year by the housing authority. The authority does not receive money from Freeport Village, officials said.
Pearlman's potential debarment comes at a time when residents have complained that housing authority buildings are in a state of disrepair nearly 17 months after superstorm Sandy struck, and that the authority has not responded to their complaints.
Thursday, Charles Brandon, who has lived in Freeport public housing for 15 years, said of Pearlman, "He didn't do what he was supposed to do."
Records reviewed by Newsday and media reports show that Pearlman was executive director of the Shelby County housing authority from April 2008 to September 2011.
An audit by HUD found instances of mismanagement in Shelby County, including Pearlman's handling of a housing project the authority was supposed to sell.
That project was abandoned, with residents' personal documents left in an unlocked office. Pearlman told auditors he'd decided to "let it go back to nature," the audit states.
Debarment is among the most severe administrative penalties available to be used against HUD employees and contractors, said Amy M. Glass, a lawyer with the Washington firm Ballard Spahr, who has experience with HUD regulatory and compliance issues.
She said if Pearlman is debarred, the Freeport Housing Authority would not lose funds or suffer other consequences.


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Candle Making Class & Prosecco
Keep the fire (or... at least the candles) of your relationship burning on this date! Learn how to make beautiful candles using 100% soy-wax, natural essential oils and fragrances on this date. You and your partner can try something new and get to take home your beautiful creations. On arrival, you will be greeted with a glass of bubbly and a tropical apron. You'll then begin a sensory journey exploring natural essential oils, fragrances and the benefits of aromatherapy. Choose your container, and then be guided by an expert through the hands-on process of candle making. Once your candle is made, after about one hour, you'll gift wrap your finished product and be able to take it home to enjoy yourself or gift to a loved one. Morning sessions: include tea, coffee & cake Afternoon sessions: include a glass of wine
- Mondays
- Tuesdays
- Wednesdays
- Thursdays
- Fridays
- Saturdays
- Sundays
Wilbury Rd, Hove BN3, UK


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What Is an Ataxic Gait?
The term "ataxic gait" is derived from the words "a," which means without; "taxia," which refers to order or regulation; and "gait," which is a pattern of limb movement in locomotion. Essentially, "ataxic gait" refers to an irregularity of movement patterns. Generally speaking, the term usually refers to an abnormal state of walking or running, and it encompasses a wide variety of movement disorders that are caused by many sources of neurological, muscular and genetic abnormalities. With proper diagnosis, management and rehabilitation, people who suffer from an ataxic gait have a high likelihood of functioning highly despite the movement disabilities that might result from their condition.
This term "ataxic gait" is not intended to describe an unusual but otherwise healthy locomotion. Rather, it is reserved for clinically diagnosed conditions that affect one's ability to transport between two locations. Mechanically, a person who has an ataxic gait might have acquired this by trauma or genetics, causing muscular abnormalities that affect the functionality of the locomotive muscles. Neurologically, an ataxic gait might be caused by cerebellum, sensory or vestibular dysfunction.
The cerebellum is an area of the hindbrain that is associated with the control of movement and balance. Trauma or anatomical irregularities to this area might thus affect the kinetic potential of an individual, often resulting in an ataxic gait. The vestibular system is a group of sensory organs located in the inner ear, which is associated with spatial awareness and balance perception. Like the cerebellum, impairment to this system might result in locomotive difficulties.
Sensory causes of an ataxic gait are generally caused by afferent or efferent nervous pathway impairments. Afferent nerves are those that sense, and efferent nerves are motor nerves that aid in movement. If either of these types of nerves are not functioning properly, the body might be kinetically challenged.
Lesions can exist in the nervous system and cause impairment. One commonly known example of such lesions is that of multiple sclerosis (MS). There also might be chemical origins for a temporary ataxic gait, including the over-consumption of alcohol.
The treatment for ataxia is client-specific, because most people suffering from movement disorders have very unique situations, but most treatment plans rely heavily on physical therapy. Physical therapists might work directly with a client is diagnosing the weaknesses in that person's gait and developing a plan to strengthen locomotive abilities in a compensative manner to balance one's movements. Mechanical aids such as wheelchairs and canes also are commonly used, and in some cases, neurotransmitters also have exhibited positive effects on ataxia.


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News By Tag
Industry News
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Industry News
Tri-Town Construction welcomes Jay Barney as field superintendent
By: Tri-Town Construction LLC
Barney is a native of Fort Myers, Florida and has a background in commercial property maintenance, retail customer service, and home repair and maintenance services, a trade he learned as a young man from his father.
"I love the variety of construction projects at Tri-Town Construction,"
Marc Devisse is the owner of Tri-Town Construction LLC, a fully licensed and insured general contractor and roofing contractor serving all of Southwest Florida. Tri-Town specializes in residential and commercial construction with an emphasis on remodeling and roofing. It is also licensed in mold, water, and fire remediation. Tri-Town distinguishes itself through year-round community involvement and charitable endeavors. For more information, visit www.Tri-TownConstruction.com or call (239) 895-2058.
Tri-Town Construction
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