fbpx
Home Blog Page 1531

FREE Love Printables

0
FREE Love Printables

Love Printables available for Free Download post cover

Last week I asked you on our Instagram (@designerblogs follow us!) if we should add more Valentine’s Day printables to our already extensive free printable library. Over 90% voted on yes, so I bring you not one but three new free love printables.

Free Love Printable in three different versions

I wasn’t sure what kind of printable you would like to see, but a vast majority of you let us know on Instagram that it should be a printable poster. We already had one in full color, so this year I decided to go with minimalistic ones. Those mostly black & white free love printable squares are 21×21 cm (8,27×8,27 in) and will look great as a set or as a single image on your wall or bookshelf.

We are testing some new options! Instead of making you fill our download form over and over again, we are now offering our free printables in exchange for spreading some love. Click your favorite share button below to get access to the download.

For Personal Use Only.

Share to view the download button

… and support us!

Please let me know in the comments below or via email ([email protected]) what do you think about this option!


If you wonder what fonts I used to create those free love printable looks, here is the full list: Passionfruit (for all you need is love), Stone Harbour (for Love alphabet) and And I Quote (for I heart quote)

Need more Free Love Printables?

For more free Valentine’s Day, printables make sure our previous uploads. To make it easier I have sorted them into the gallery below. Just click an image to visit the post and get a free download option.


P.S This post includes affiliate links. By clicking them you are supporting us. Thanks!

Word + Quiz: derring-do

0
Word + Quiz: derring-do

: brave and heroic feats

_________

The word derring-do has appeared in 15 articles on NYTimes.com in the past year, including on Dec. 17 in “Up and Away: ‘The Aeronauts’ and Hot-Air Balloons in the Movies” by Amy Nicholson:

“Five Weeks in a Balloon” was a financial success that afforded Verne the freedom to quit his job as a stockbroker and launch his Extraordinary Travels series that would go on to include “Journey to the Center of the Earth,” “Twenty Thousand Leagues Under the Sea” and “The Mysterious Island,” tales of derring-do that would become the foundation of science fiction and fantasy filmmaking, from Georges Méliès’s “A Trip to the Moon” to today’s audiences hooting as Dwayne “The Rock” Johnson straddles a giant bee.

_________

How Should We Punish Sports Cheaters?

0
How Should We Punish Sports Cheaters?

On Monday, after a lengthy investigation, Major League Baseball announced that the Houston Astros had cheated by using technology to steal signs during the regular season and playoffs of their World Series-winning 2017 season.

Houston general manager, Jeff Luhnow, and manager, A.J. Hinch, were suspended for a year by M.L.B. — and then fired by the Astros’ owner. In addition, the team was stripped of top draft picks and will pay a large fine.

In years to come, this might be the week this age of sports came to be known as the “asterisk era.”

During a decade that brought eye-in-the-sky cameras, rogue chemists, executives with malleable morals and Soviet-era spy craft, those two-fisted disrupters — science and technology — have given cheaters seemingly limitless tools to secure victory on playing fields as diverse as the Olympic Games, Major League Baseball, the N.F.L. and horse racing.

The Houston Astros’ signs-stealing scheme, laid bare in a sober yet searing report from the baseball commissioner on Monday, is the latest embodiment of that old sports saw, “If you ain’t cheating, you ain’t trying.” The 2017 World Series champions mixed high-tech with the low-fi — using a television monitor near the dugout to watch the opposing catcher give his pitching signs, then having teammates bang a trash can to let the batter know what was coming.

For supporters of clean sports, this looked like just one more powerful weapon that athletes, teams and organizations used to win games and skirt the fair-play police, one more instance of the truth about a champion spilling out too late.

In 2014, the Russian Olympic Committee augmented its medal haul by having doping experts collaborate with the country’s intelligence services to switch out urine samples through a hole in the testing laboratory’s wall. On their way to six Super Bowl championships, the New England Patriots have been found guilty of using clandestine video surveillance and of somehow ending up with deflated footballs that allowed their quarterback to get a better grip in foul weather. A horse that staged a historic run to the Triple Crown was found to have chemicals associated with performance-enhancing drugs in his system.

Regulators of Olympic sports acknowledge that they are mostly outgunned on the science and technology fronts. Instead, they rely on law enforcement sources, whistle-blowers and moral outrage, all of which are often in short supply.

“It doesn’t take a philosopher to know that if you cheat to win, you’re not really a winner,” said Travis Tygart, the chief executive of the United States Anti-Doping Agency, who is perhaps best known for bringing Lance Armstrong’s extensive doping operation to light.

Really?

Tygart and international Olympic officials have taken back gold medals and handed out lifetime bans for cheating. Yet Tygart knows there are athletes who keep trying to become faster and stronger through performance-enhancing drugs. The usual rationalizations: Everyone else is doing it, and winning is worth the risk.

Vacating titles and ending careers are powerful deterrents, but in America’s professional sports leagues, the commissioners have been resistant to mete out such punishments.

M.L.B. Commissioner Rob Manfred handed down yearlong suspensions for Astros Manager A.J. Hinch and General Manager Jeff Luhnow. Both were subsequently fired by the team’s owner, Jim Crane. The Boston Red Sox’ owners, John Henry and Tom Werner, also parted ways with their manager — Alex Cora, who was a bench coach with Houston during its sign-stealing operation and was identified as a major part of the scheme.

In addition, M.L.B. stripped the Astros of their first- and second-round draft picks for the next two years and fined the team $5 million. The Red Sox, who remain under investigation for similar violations, may soon be penalized, too.

Still, Houston retains its title as the 2017 World Series champion. Presumably, Boston will retain its 2018 title. Would stripping those titles make a difference?

“If the goal was to uphold the honesty and sanctity of the game for a broader community, the ultimate penalty is to vacate the wins and the titles,” said Ann Skeet, a sports and leadership ethicist for the Markkula Center for Applied Ethics at the University of Santa Clara in California. “But there are some built-in conflicts — the commissioner works for the owners. They share revenue. Their fortunes are tied together.”

Students 13 and older are invited to comment. All comments are moderated by the Learning Network staff, but please keep in mind that once your comment is accepted, it will be made public.

Lesson of the Day: ‘Sashaying Their Way Through Youth’

0
Lesson of the Day: ‘Sashaying Their Way Through Youth’

Find all our Lessons of the Day here.

Featured Article: “Sashaying Their Way Through Youth”

As recently as the 1970s, dressing as another gender could lead to arrest. Today, L.G.B.T.Q. people are losing their rights and face violence in the United States and around the world. In spite of this, young people are pushing back against the gender binary and expressing their identity with freedom through drag.

In this lesson, you will learn about the history of drag and about several preteen and teen drag queens. Then we ask you to consider the ways you express your identity through art and culture.

What do you know about drag? Have you ever been to a drag queen story hour at your local library? Are you a fan of “RuPaul’s Drag Race”? Or is drag something you do not know a lot about? Is it viewed as different or negative in your home or community? If you or those around you feel uncomfortable with drag, where do those beliefs or discomforts stem from?

In the featured article, Nina West, a queen who appeared on “Drag Race,” described drag as “the larger than life representation of a character.” Drag often manifests as people playing, exploring and redefining gender, sometimes through fashion and performance. To learn more about the history of drag, watch this video (hosted by Trixie Mattel) and then answer the questions:

  • What were some of the early appearances and uses of the word “drag”?

  • How was drag understood in the 1920s and 1930s?

  • What are some cultural moments that have popularized drag?

In the video, Trixie Mattel says: “Today, ‘drag’ can involve dressing up, wearing crazy makeup, gender crossing or having a persona or fictional character. But it’ll always have its roots in queer culture.” As you read the featured article, think about the history of drag as you see the ways in which young queens are finding meaning through drag today.

Read the article, then answer the following questions:

1. What were some of the theatrical and creative moments that led Desmond Napoles, who performs as Desmond is Amazing, to drag? How does he differentiate between who he is in and out of drag?

2. Why have the parents of Keegan, a.k.a. Kween Keekee, allowed his Instagram account to be public? What are some of the things his mother did to support his passion for drag?

3. Why did Robin Johnson, mother of the teen queen Ophelia Peaches, start Dragutante?

4. Why did the vlogger Elizabeth Johnston criticize drag and young people watching or participating in drag shows or story hours? How did Nina West, a queen who was on “Drag Race,” respond? What has her experience been leading drag queen story hours?

5. What does Laura Edwards-Leeper, a clinical psychologist, say about the relationship between gender expression and sexuality in children? Dr. Edwards-Leeper also talks about a change in parenting that has given space for more expansive gender expression in young people. What do you think about the role of parenting in gender expression?

6. How have Keegan and Desmond experienced fame and also bullying? How have they reacted and responded to those different experiences?

Option 1: Making Connections

The article posed this question about drag: “How mainstream can the art form become before it loses its subversive power?” What do you think? Respond either in writing or in a class discussion.

“Subversive” is defined by Vocabulary.com as doing something “in opposition to an established system or government.” In the case of drag, the system could be gender. Do you think it is possible for more people to embrace drag and for it still to retain its ability to challenge dominant ideas about gender and identity? Do you think it is important for drag to remain subversive, or is it better for it to become mainstream? Can you think of other art forms that were once subversive and are now part of the mainstream?

Option 2: Identity Chart

The article explores the ways that young people express and embrace different parts of their identity. What are the most important parts of your identity? What is important to how you see yourself? Is that the same as how others see you or how you want them to see you?

To brainstorm, complete this Starburst Identity Chart from Facing History and Ourselves. On the arrows extending out from the circle, write words that are key to how you self-identify. Then write words that reflect how you think others perceive you on the arrows pointing into the circle.

As you look at your identity chart, reflect either in conversation or in writing:

  • Do you feel comfortable sharing the most important parts of your identity to others? How do you express or show pride in your identity to yourself or others?

  • What are ways that you use art, culture or social media to share and express your identity?

Film Club: ‘Darlin’

0
Film Club: ‘Darlin’

Darlin_FC7 March 14, 2019 TRT: 0:14:55 01:00:00:00 01:00:11:15 DARLIN SANTOS: I feel regret because if I’d known we would end up like this Estoy arrepentida porque si hubiéramos saber que iba a pasar eso, I’d have stayed there. mejor nos hubiéramos quedado aya. Right now, we are all separated. Ahorita todos estamos separados I’m the only one here with hope. Yo soy la única que tiene esperanza 01:00:44:08 My name is Darlin. Yo me llamo Darlin. I just came out of detention. Yo acabo de salir de detention, I was there for two months. yo estuve dos meses. 01:00:59:11 I’m staying with my sister-in-law, Yolany, in Houston Me estoy quedando en la casa de Yolany, aqui en Houston Oh wow. I’m ready, I told you. Ya estoy lista, te dije. You’re doing your makeup, becoming more beautiful. American. La cara, la flaca se está poniendo guapa ya, Americana. My Sweet boy. Mi negrito. 01:01:27:00 In Honduras, the police discriminate people of color. Cuando yo estaba ahí en Honduras, la policía discrimina también a la persona por los colores. They told me they were going to kill me. Por ser , tambien me dijieron que me iban a matar. That’s why I decided to come here Por eso decidí venirme para acá. My son and his father came first, and then I followed. Papa con el nino. Ellos se vinieron primero que mi y despues me vine despues I was in Mexico when he called to tell me he had been separated from our son. Yo estaba en Mexico. Cuando el me llamó, yo le dije, “donde esta el nino?” No que me lo separaron. 01:02:00:02 They don’t tell you anything. Ahi no dicen nada, They just take your child and goodbye. Solo te quitan el niño y adios. 01:02:11:00 Then I got the call that my son is at the airport. Y en eso me llaman que mi niño estaba en el aeropuerto. HAMILTON: 10, 9, 8, 7, 6, 5, 4, 3, 2, 1 01:03:18:13 HAMILTON: My name is Hamilton Garcia Ramos. Yo me llamo Hamilton Garcia Ramos. We got caught by immigration. Nos atraparon inmigración They took my dad and sent me to New York. Y después se llevaron a mi papá y a mi me mandaron para Nueva York. It was very cold and the cars were fast. Estaba bien frío y pasaban los carros rapidos. 01:03:39:13 YOLANY? These are the classes that he took, like an English class. Estas son las clases que está cogiendo, como las clases de Inglés. They put him in First grade. Lo pusieron en primer grado. HAMILTON: Elephant. Elefante. Elephant is how you say elefante in English. Elefante se dice elephant en Inglés. 01:04:11:00 When you arrived with your dad, Y cuando te viniste con tu papa, What did they do with him? Que le hicieron ahi? HAMILTON: We were crossing and then they got him. Estábamos pasando y lo agarraron. DARLIN: They got your father? Lo agarraron a tu papa? What did they do to him? Y que le hicieron? HAMILTON: They took him to the immigration office. Lo llevaron para inmigración DARLIN: They were taking you away from him? Te iban alejar de él? That’s what they told your father? Así le dijeron a tu papa? HAMILTON: That I was leaving him. Que me iba a ir. 01:04:48:00 DARLIN: Did your father cry? Y tu papa lloro? No? No? Don’t cry. No llores. We are together now. We just need your dad. Que ya estamos juntos, solo falta tu papa. HAMILTON: I was not crying. Yo no estaba llorando. DARLIN: You were not crying? No estabas llorando? 01:05:25:00 My father left when I was ten years old, and I didn’t see him until I was twenty-five. Mi papa me dejo a los 10 años y no lo volví a conocer cuando tenía 25 años. I don’t want that for my son, Y eso no es lo que quiero para mi hijo. Everytime he calls, my son asks, “When is dad getting out?” Cada vez que hablo con él y mi papa es? Ya salio? Cuando va a salir mi papa? Me pregunta asi. Darlin: Hello? You have a call from a detainee at Port Isabel detention Center This call will be monitored and recorded. 01:06:04:06 Darlin on the phone with Jefry. They speak in Garifuna. Darlin: What’s going on? JEFRY: I got a little desperate this afternoon DARLIN: Stay cool. They are working on it. Yolany says you’ve been there for too long. They are working on getting you out. I said to her, “I don’t know why he’s been there so long.” JEFRY: How about Hamilton? DARLIN: Hamilton is here. According to him, he is helping me with my hair. JEFRY: I have to go now. 01:06:37:00 Darlin: When I hear his voice it sounds like he’s about to cry. Al escuchar la voz, yo siento que aveces el quiere llorar. Shopping cart noise. 01:07:02:00 HAMILTON: The Incredibles! It has three pockets. Los Increibles! Tiene tres ve. One, two Uno, dos DARLIN: You can put pencils in there Puedes poner lapices ahi. HAMILTON: Where? Oh, here. This one is to put food in. Cual? Este, este es para meter comida. For the water. Para el agua. Hamilton sings. Hamilton laughs. 01:07:34:02 WOMAN: She has been released and enrolled her child in school. And he doesn’t have a social security number, so I’m going to be assigning him a start number, which is good… okay. His first language is Spanish. He’s from Honduras. He’s going to start tomorrow. Okay… and only mom is here without… is he still in Honduras? YOLANY: Who? Daddy? YOLANY: Daddy is in the detention. WOMAN: Okay, okay. 01:08:41:18 Hamilton: When I went to sleep in New York, I’d pray to leave that place. Cuando nosotros nos dormíamos en Nueva York, orabamos para que nos fueramos de ahi. I prayed the same way I pray with my mom. Resabamos, cómo yo rezo aquí con mi mama. Our Father, Who art in heaven… Padre nuestro. Santificado, que estas en el cielo, danos hoy nuestro pan de cada dia. Amen, amen. Hallelujah Should I turn off the light? Apago la luz? 01:09:21:00 DARLIN: Hello. Why are you trying to do crazy stuff? We are trying to get you out of there. They are scaring you. They are not going to leave you there until November. Trust God. Don’t start with your negativity. I don’t care what he does. Para mi lo que hagas 01:10:00:22 He said he doesn’t want to be there any longer Que más tiempo ya no se va a quedar ahí. And he’ll request to be deported Y que va a pedir su deportación. If he wants to go back, that’s his decision. Si se quiere regresar, ese es su decisión. I don’t know what to tell boy anymore. No se que mas decirle al niño ya. He said, “Mama, I don’t want them to deport my dad” El me dijo, “yo no quiero que manden a mi papa, mama” 01:10:30:00 Hamilton: Every day, I dream that he has been released. Todo el dia, yo pienso que a él ya lo soltaron… But when I wake up, he is still gone. Pero cuando me levanto el todavia esta ahi. Darlin: I want him to grow up with his father. Yo quiero que él crezca con su papá. But I will not go back. Pero yo no regresaría para aya. There is no future there. No hay futuro, no hay nada aya 01:11:14:00 I’m worried. Es preocupante When he grows up… Entre mas grande, va a decir que es mi culpa he’s going to blame me. Me va a echar la culpa a mi. 01:11:40:05 Phone recording: You have a call from a detainee at Port Isabel Detention Center DARLIN: Hello? JEFRY: I got out at four in the morning. Darlin: So you’ll be here around five in the afternoon? We’ll talk when you get there. Bye. 01:12:03:00 HAMILTON: Mom, is he coming? Mami, ahi viene? 01:12:34:00 Jefry: My name is Jefry Moreira Garcia Me llamo Jefry Moreira Garcia. I missed you so much. Te extrane mucho. HAMILTON: Me too Yo tambien Let me see. Aver What’s that white stuff? Mira lo que tienes ahi blanco. Already have grey hair? Ya tienes canas? JEFRY: No. 01:12:59:01 I had never been separated from my son like that. Primera vez que me separan de mi hijo de esa manera. At six or seven in the morning, they separated me from my child and they put me in the ice box. A las 6/7 de la mañana me metieron a una hielera. They kept me there for a day and a half. Un dia y medio estube ahi 01:13:25:06 When they told me they were taking my son away I asked why. Cuando me dijeron que me iban a separar del niño, yo pregunto porque. They told me, “zero tolerance.” Y me dijeron que zero tolerancia. A month and a half passed before I knew what happened to my son. Yo estuve un mes y medio para saber de mi hijo. It’s been five and a half months without seeing my family. Ya son cinco meses y medio que no veia a mi familia. I told my wife, I can’t take it anymore. Yo le dije a mi esposa, yo ya no puedo más. I’m going to kill myself. I need to get out of this place Yo ya quiero quitarme mi vida. Ya quiero salir de ese lugar. 01:14:20:00 Because of her strength, I kept fighting. Por la fuerza de ella, seguí luchando. For what’s ahead, because there’s still a lot left to fight for. Porque viene muchas cosas para luchar. 01:14:42:10 POST SCRIPT 1: To support their family, Darlin is currently braiding hair while Jefry works in construction. 01:14:48:00 POST SCRIPT 2: The family is awaiting Their next court hearings. If denied asylum, they will be deported. 01:14:56:04 – END OF FILM

What Students Are Saying About Improving School Lunch, ‘#Megxit’ and Emoji Fun.

0
What Students Are Saying About Improving School Lunch, ‘#Megxit’ and Emoji Fun.

I do think it is better for students to “discover what they love to eat” instead of adults at their school “telling them what they should eat.” When I was in elementary school, I would see my friends grab an apple or some type of vegetable because it was mandatory. At the end of the period, they would throw it out because they didn’t even want it in the first place. I believe that if a child is forced to complete a task, they cannot decide for themselves and pick up those healthy habits in the end.

— Carla Luna, Glenbard West HS Glen Ellyn, IL

Although I rarely eat their lunch, many of my friends eat it everyday. I have noticed that there is always Pizza and fries. I believe that a menu like this is extremely unhealthy for us and puts us into a habit of eating it without realizing its unhealthy because we are presented with these limited options. Programs like these should interfere in all schools and reach especially young children so they are aware and used to the healthy aspects of eating. It’s our right to suggest and customize healthy options in the school’s lunch menu because we are the ones to eat.

— Ayesha Mozum, Glenbard West HS Glen Ellyn, IL

If other countries around the world can make beautiful looking meals for their students, America can most definitely do so too. If only we invested more in the well-being of children than two trillion in weaponry, a third of children wouldn’t be obese. I think what America needs to do is to start spending its money on organic foods over weapons. While redoing every single public school in the country is outrageous, bringing in fresher food options is more reasonable. An idea to start is having students send in recipes or the names of meals, then a polling process for the whole district using the main suggestions could be used to create a whole new menu. After the new menu, a good business can be in charge of making the food for the schools in the district. It’s a perfect solution to a seemingly impossible conundrum.

— Simone Cronier, Hoggard High School in Wilmington, NC

Although we are in high school, my peers would rather go hungry than eat their vegetables and fruits. So much food and hard work are wasted as they selfishly throw them away. I think that the menu has to change to combat this wasteful eating, not the kids themselves. Like the article suggested, my friends would much rather eat soups made from vegetables rather than eating them plain. Chances are that they would at least try the soup just because it is new to the menu. Even though the soups would contain the vegetables that are usually thrown away, the students would not even know they are eating them. They would ultimately be being tricked into eating their vegetables, just like their parents did to them as a kid.

— Harrison Carter, Hoggard High School

Through electives I have taken as a high schooler, such as culinary arts, I can attest to the wonders that come with putting work and effort into creating something yourself to consequently value that creation much more. I used to be a very picky eater, however after giving myself the initiative to prepare food for myself in class, I very quickly was able to expand the amount of healthy foods I would genuinely enjoy eating. I think this same effect is occurring with the children participating in these food programs. They grow their own vegetables, are given choices in regards to how they eat these foods, and thus value these foods so much more than they would have if the adults had done all the work themselves.

— Omar V, Glenbard West, Glen Ellyn, IL

My biggest grievance with lunches isn’t the bad food, or the lack of choice, or even the smell. It’s the short lunches we’re stuck with now. A few years ago, the whole school had a ~45 minute lunch where you could get tutoring, go to clubs, eat, and hang out with friends, all in the same period. It was great. Fast forward 2 years, and we aren’t even allowed to eat outside during our 25-minute lunches. The cafeteria is always way too crowded, and the lines are insane. There is so much more I could do if lunch was just a little bit longer, or if the lines were just a little bit shorter.

— Ryder Klein, Hoggard High School in Wilmington, NC

When I was in middle school we had about 20 minutes of lunch. It took about half that time to get through the lunch line. I remember my friends staying at our table and not going through the line to just sit, relax, and talk. Making sure there is enough time for kids to socialize and eat is very important. More kids will take the time to go through the lunch line and less food will get thrown out at the end of the day.

— Emily Vogt, Hoggard High School in Wilmington, NC

Top 50 Learning System Rankings (#39-#21)

0
Top 50 Learning System Rankings (#39-#21)

Back for another set of rankings, this time number 39 to 21.  Once again the same criteria as the previous rankings, which you can find here and unless otherwise specified you can find every system on my learning system search engine platform, FindanLMS.  I strongly recommend that if you reach out to any of these vendors, you want to have a demo first and foremost.  There are systems on FindAnLMS, where you can request a demo by a quick click of a button, regardless, go demo first when talking to any vendor.

A bit of a twist for this extensive list.  Rather than go into a lot of details, this post will list the vendors in their official ranking, with a couple of points.  Thus for extensive info, I recommend Craig’s Take for each ranked vendor that you can find in FindAnLMS.  My Take will be with each vendor (who is in the platform and ranked), by Feb. 10th (which for folks attending LearningTech, a perfect assist when you looking for an LMS or LXP or Learning Platform)

Now onto the Rankings.

#39 SkyPrep – Craig’s Take on FindAnLMS is available for this system. 

  •  LRS, classroom management, compliance mgt and mobile are wins
  • System is solid with Tier 1 and Tier 2 NexGen, still needs a bit for Tier 3 though
  • Outstanding UI/UX

#38 Kallidus Learn

  • Learner UI and UX is very good, Administration features are quite strong
  • Reporting, Analytics are wins,  e-commerce is outstanding

#37 DialogEdu

  • Certificate management is quite good, learning environment is strong
  • Big wins exist in analytical data and reporting including KPIs and heat maps
  • System that oozes potential

#36 Tessello – Craig’s Take on FindAnLMS is available for this system.

  • Bookmarklet –  which is added to your address bar area (on your browser), so that when you find a web site you like, you can click the bookmarklet and it is auto placed into the system (with whatever text you wish to include).
  • Playlist are quite good.  System is strong in classroom mgt, event management and learning environment.   ADA 508 compliant and has an LRS.

#35 TopClass

  • Tier 1 and Tier 2 NexGen functionality
  • Administration is very impressive;  Manager capabilities achieved a perfect score, certificate and classroom management strong.
  • System to watch in 2020, lots of potential

#34 Agylia

  • Truly a mobile first vendor in the LMS space (many claim that but aren’t really)
  • Administration functionality achieved a perfect score (impressive)
  • AI for content recommendations, event management – another perfect score, bookmarklet/extension for your browser too
  • Not a system if you want e-commerce, and classroom management

#33 MATRIX

  • Mobile native apps include functionality for managers and instructors; for managers big wins include monitoring employees and their courses, communicating with employees, checking analytics, running reports
  • Assessment tool achieved a perfect score (sweet),  drag and drop dashboard widgets, compliance capablities
  • Very nice UI/UX

#32 Knowledge Anywhere –  Craig’s Take on FindAnLMS is available for this system. 

  • Streamlined yet has the key functionality you need in an LMS, at a price point that is quite affordable.
  • For the upper tier packages (excluding the “base” if you will), the system can convert (when you upload) any PDF, document, video, etc. into a SCORM file. This is huge especially with the word doc and PDFs. Extremely rare.  Of course the system supports numerous course standards, so it will accept any 3rd party course that aligns to those standards.

#31 THRIVE (LXP)

  • Content curation and playlists are strong
  • Very nice UI/UX, Tier 1 and Tier 2 NexGen exist,  Tier 3 is mixed
  • An LXP that is new (in 2019), but there is just something I like about it, something that says, pay attention to me because I am going to be special in 2020, and you know what, I think they will.

#30 Growth Engineering

  • UI/UX is very good, Administration UI has been upgraded – nice
  • Scored high in Tier 1 and Tier 2,  Steady though on Tier 3 NexGen, mentoring is a win with this system, especially with the way they incorporate “Experts”
  • Gamifictation dominates this system in a good way, albeit not a fan of them charging extra for the Reward Center
  • Knowledge Arcade (mobile app) that needs Genie (their authoring tool for the content),  is beyond wonderful – Knowledge Arcade that is – Battles are cool

And Now the Rankings of #29 to #20

#29 Talent LMS

  • Mobile includes on/off synch; assessment tool is good, mentoring has some nice capabilities
  • Course marketplace includes 22 providers, which is in the upper tier for LMS vendors (i.e. total number of providers);  UI/UX on learner and admin side is very good,  multi-tenant,  certificate management is very good

#28 CourseStage

  • #2 ranked in the association market, big wins include certificate management, administration (scored 98%), Tier 1 and Tier 2 NexGen, skills managment is solid
  • Mobile includes on/off synch; Learning Enviroment scored (95%),  compliance feature set is good
  • Under the radar system, hopefully this will change

#27 Asentia LMS (Pro version)

  • Big wins include certificate management, instructor area and classroom management, learning environment and UI/UX for learner and administrator
  • Multi-tenant, e-commerce is good, mastery learning (aka knowledge reinforcement or tasks) is good, converts PDFs, video, PPT automatically into SCORM content (rare with PDF)
  • Affordable system that offers a lot for the price point

#26 Instilled LXP

  • Playlist functionality is outstanding, I love the video aspect of it because you have the ability to edit the video within the system (built-in video editor), and track everything when the video is posted including by chapters if you so wish
  • System will work with 3rd party authoring tools and content that is not a video
  • Bookmarking and auto transcription is just awesome, especially with search within the transcript too
  • Watershed LRS is built into the system, a major victory for metrics and analytics

#25 IMC Learning

  • Skills management is outstanding, big wins include learner can add their own skills and then self-assess, the system can generate a playlist based on skill rating, skill level or any other skill related item, skill ratings including the ability of the manager and/or administrator to review and change rating (if applicable)
  • Certificate management includes the capbility to assign multiple certificates to one piece of content, classroom management and event management are quite good
  • Very robust system across the board, including IDP for folks who want leadership development as part of the system and goal management too, compliance mgt is very good
  • UI/UX is nice

#24 glo Learn

  • Very nice UI/UX for learner and administrator
  • Skills management is outstanding, big wins include playlists’ content generated by skills,  ability to create your own library of skills, including definitions (achieved through the administration side), self-assessment by learners of their skills and skill ratings
  • Learning journeys continue to impress
  • Mobile includes native apps, on-off synch, instructor capabilities
  • On roadmap for 2020 is the ability to scan badges via their mobile app, track record on roadmap deliverables has been outstanding
  • Administration functionality achieved a perfect score, as did manager and instructor in the system

#23 Docebo

  • Coach and Share components are very good, big fan of the build your own subscription bundle within the system
  • Outstanding UI/UX, Tier 1 and Tier 2 NexGen,  Tier 3 is fine
  • With their machine learning (they refer to it as AI), system can scan (automatically) documents, courses, content, audio and video files
  • Extensive list of connectors and extensions, very good content marketplace
  • Multi-tenant with custom domains, e-commerce too
  • Analytics and data is nice, but not as extensive as it could be

#22 Skilljar

  • Ranked #2 for customer training
  • Outstanding UI/UX, system is designed specifically for customer training/B2B/partner training, e-commerce is very good
  • Administration and learning enviroment scored high marks
  • Multi-tenant capabilities are very good
  • Analytics data and metrics are fantastic
  • Continues to get better year after year

#21 Peoplefluent

  • #1 in the life sciences vertical (includes Title 21 CFR Part 11) – a requirement for Pharma
  • UI/UX is very good for learner and administrator
  • Comes with the Gomo authoring tool and Watershed LRS (automatically built-in)
  • Achieved perfect scores in compliance management, manager and instructor areas, assessment tool, multi-tenant, classroom management, learning enviroment
  • Administration is very good (Scored 98%);  Skills management is extremely good includes items: skill ratings, self-assessment, manager/admin review and modify ratings (when applicable), ability to link to career development framework and match skills, job level, and job role to content
  • Playlist capabilities match anything a top rated LXP can do, which honestly is impressive
  • Mentoring is robust
  • Analytics and reporting is very good
  • No pressure here, but this is a system that could crack the Top 10 in 2021 if they continue on this path of functionality and capabilities

Bottom Line

All of the above systems can be found in FindAnLMS.  Some of the systems above are well-known, others not so much, but each of them achieved results, worthy to be in the Top 50 Learning Systems for 2020.

Coming up later this week for those keeping score, a post on #20 right up to #1 (with the Top 10 including extensive details).

E-Learning 24/7

 

 

 

Educator spotlight: raising awareness of everyday ethics in care

0
Educator spotlight: raising awareness of everyday ethics in care

The University of Surrey recently joined FutureLearn and this January they launched their first two MOOCs, on Communicating with Diverse Audiences and Ethical Decision-Making in Care. Both courses previously ran as private courses for small cohorts of invited learners and we reached out to Ann Gallagher, Professor of Ethics and Care and lead educator on the Ethical Decision-Making in Care course, to ask about her experience of creating a FutureLearn course, facilitating the private run and her ambitions for the open run, which has been CPD-certified.

“Creating the course, with the support of FutureLearn and colleagues in the University of Surrey Technology Enhanced Learning team, has been a very positive experience. It has been a privilege also to work with ethics experts, and with people who both receive and give care, who gave so generously of their time and experience.

During the private run of the course, it was wonderful to witness such a high level of engagement with course participants from Brunei to Brazil, from Kenya to Japan and from the United States to the United Kingdom.  Comments from participants in the private run were very positive with many commenting on the flexibility and accessibility of the course and the opportunity to engage with people in different cultural contexts and with different perspectives on ethics and care. The value and quality of such cross-cultural sharing of experiences and ideas, relating to ethics and care, surpassed my expectations and I look forward to this engagement continuing in future runs of the course.

I very much look forward to the open run of the course and to engaging with, and learning from, participants with different areas of experience and expertise in different parts of our global community. We have tweaked the course, based on feedback from the first run, and think these tweaks will greatly enhance participants’ experiences. I so look forward to the next run of the course and to joining in the discussions. I hope too that our course ‘Ethical decision-making in Care’ will enable reflection on ethical aspects of care and, ultimately, contribute to improvements in care practices in different cultural contexts. I look forward to joining the conversations in 2020”.

Category Research insights

Negotiation Tips and Tricks (From Salary to Price)

0
Negotiation Tips and Tricks (From Salary to Price)

Want to know how to negotiate your salary or how to avoid the biggest mistakes in negotiation?

Get advice from Dr. George Siedel, a master negotiator and Professor Emeritus of Business Law at the University of Michigan.

Read on to learn his insights on:

  • Why negotiation is an important skill
  • His number one tip on how to be a better negotiator
  • The biggest mistakes to avoid during negotiations
  • The importance of body language during negotiations
  • How to negotiate a lower price or your salary
  • If you should be nice or tough in a negotiation
  • How to overcome come negotiation challenges

Want to hear more from Dr. George Siedel?

.

Or if you’re a member of the press, set up an interview with Dr. Siedel or learn more about the topics he can speak to.

Q&A

Coursera: From Coursera, this is Emma Fitzpatrick, and today, I’m talking with Dr. George Siedel. 

He’s a Professor Emeritus of Business Law at the University of Michigan. He teaches courses on negotiation, public policy, and business law. 

And today, he shares his number one tip for how to be a better negotiator, steps to have success in your next negotiation, along with a lot of other tips about how you can negotiate everything from a lower price to a better salary.

So without further ado, let’s go ahead and get started. 

Before we jump into the specifics about how you can be better at negotiating, I’d love to hear how you yourself got interested in negotiation.

Dr. George Siedel: I really had no idea what negotiation was growing up, never studied it.

I’ve always loved sports. I loved competition. I liked winning.

And so when I was in law practice, I really wanted to be a winner. But what really intrigued me, as I got into the subject a little bit more, was that a real winning negotiation is one that benefits both sides.

And so that’s a key challenge with negotiation, but it’s also what brings the most joy to me. 

Coursera: And I’d love to hear your take on why you think negotiation’s such an important skill.

Dr. George Siedel: Well, because it touches everything we do in life. Almost every day, people are involved in some sort of negotiation. It can be something as simple as purchasing a product. 

But we negotiate with our friends. We negotiate with our parents or children. We negotiate with our spouses. We negotiate when we rent an apartment, when you buy a home, when you buy a car. And that’s just on a personal front.

And then, in business, negotiation is a key skill if you want to develop a successful business or if you want to improve with career prospects.

 And so, negotiation is one of the most important skills we have in life on both the personal front and on the business side. 

Coursera: So from studying negotiation and teaching it for years and years, what are some of the key things that you recommend people going into a negotiation keep in mind so that they can be good at it?

Dr. George Siedel: Generally, I think we should keep in mind the importance of, first of all, asking questions, and second, listening carefully to the answers. 

Knowledge is power in a negotiation. 

So, the more knowledge we can gather through questions and answers, the more powerful we will be.

Sadly, many people think of negotiation as a form of debate or persuasion, that the goal is to try to persuade the other side to do what they want. 

And that is a defeating factor. It doesn’t increase your power, and it doesn’t help you develop a solution that benefits both sides. 

Coursera: So, what would be some questions that you would recommend someone ask when they’re, you know, selling their car to try to get the questions and information they need to be a great negotiator?

Dr. George Siedel: Well, if I were selling you my car, one important question would be, “Why do you need the car? What’s your role? And when do you need the car?”

I would also, as a negotiator, try to identify your BATNA. That’s B-A-T-N-A, and that stands for your best alternative to a negotiated agreement. 

In other words, you’re interested in my car, but if you don’t buy my car, what are your alternatives?

If I know, for example, that you’re interested in another car that has a certain price, then I know that if I ask for a price higher than that amount, our negotiation probably will fail because you’ll use your alternative and buy the other car. 

So, trying to identify your BATNA, your best alternative, because again, that signals how powerful you are in a negotiation and whether you can force the price down.

Coursera: Okay, so in that scenario where we’re selling a car, what would you say is one of the biggest mistakes that you could make in that negotiation? 

Dr. George Siedel: Trying to get your agenda across. Trying to focus on persuading me to buy my car. Talking about the wonderful aspects of the car, the wonderful features, even though those features might not interest you at all. 

If I don’t know your interests, I have no idea whether those features will be of interest at all.

So, the problem is focusing on persuasion as opposed to asking questions and listening. We should be focusing more on listening than talking. 

The other problem that many people have is preparation. You should do a lot of research before you enter into a negotiation.

I should do some research obviously on the value of the car so that I can use that research to determine the amount that I want for the car.

Coursera: And I know one piece of advice I’ve always heard is that when you’re negotiating a price for, say, selling your car, that you never want to say the number first. You always want the person you’re negotiating with to bring up that number before you do.

Do you agree with that piece of advice? 

Dr. George Siedel: Ah, that’s a great question. And it’s also a controversial question, and I can’t give you a yes or a no. 

Almost everyone in business will say let the other side throw out the first price. And there’s a reason for that.

If you don’t know the value of what you are offering, then one way to determine the value is to find out from the other side what they’re willing to pay for the product. That’s a very logical approach.

Let’s say a seller throws out a first price that is much lower than what the buyer had expected to pay, and so the seller is penalized. 

So one answer to your question is follow the business advice. Always let the other side throw out the first price. 

However, there’s a psychological principle called anchoring. And basically, what that means is when you’re in a negotiation when you throw out a number, the other side psychologically will anchor on that number.

 It’s a very powerful effect, and so if I’m the seller and I throw out a high price, your brain is going to anchor on that number, and that will become the basis for our negotiation.

So anchoring is the opposite advice to what a business person would tell you. 

Well, what I would recommend is if you’re selling something and you’re uncertain of the value of what you’re selling, then follow the conventional wisdom. Let the other side throw out the first price because that’s a way to determine value. 

On the other hand, if you’re feeling confident you know the value of what you’re selling, then you should throw out the first price and try to anchor the other side to your price. 

Coursera: Oh, interesting. Okay, so I’d love to hear what’s your best piece of advice to someone who wants to get better at negotiating? 

What’s the one thing they should keep in mind? 

Dr. George Siedel: First of all, try to identify your strengths and your weaknesses. 

In my negotiation course that I do for Coursera, for example, learners participate in a one-on-one negotiation. The other side will give you feedback, honest, candid feedback, on what you do well as a negotiator, and how you can improve.

So, what I would recommend is taking that information on how you can improve and keep that in mind as you read about negotiation, as you watch good negotiators. What are they doing that’s very effective?

And finally, just practice as much as you can. 

And if you do that with a mind towards asking questions, listening, and focusing on mutual interests, I think you’ll go a long way towards becoming a more effective negotiator.

Coursera: And when you say practice, would you namely be practicing what kind of questions you’re going to ask?

Dr. George Siedel: Yes. The questions that you’re going to ask along with the answers that you might give when the other side asks questions. Cause we’re dealing with an experienced negotiator, they’re also going to ask you questions. 

For example, I mentioned before the importance of your BATNA, your best alternative to a negotiated agreement, and the other side is going to try to find out what your BATNA is. 

Because if you have strong alternatives, they will realize how powerful you are. And so, when you prepare for negotiation, you have to think, “How am I going to respond when they ask me questions about my alternative?”

And generally, if you have a strong BATNA, let’s say, for example, that you’re a manufacturer, and you’re negotiating with a supplier. And you have other suppliers who would love to have a contract with you. 

You have a strong BATNA. In that situation, if I were the company, I would just tell the other side what my BATNA is. I would tell them that there are other suppliers who would love to have this contract, and so if you don’t meet my price demands, I’ll just go to them. 

But on the other hand, if I have a weak BATNA, if I have no other suppliers, then I want to be more secretive about my BATNA. 

So when you prepare for negotiation, you want to think about the questions you would ask, but also how you’re going to respond.

Coursera: And as you’re practicing the questions that you’re going to ask and some of the responses that you’re going to give, should you also be thinking about body language?

How important is that in the negotiation process? 

Dr. George Siedel: Body language is a little bit tricky because sophisticated people play with body language. And generally, there’s no harm in trying to read somebody’s body language, but I would recommend that you not be overconfident in trying to interpret other people’s body language. 

For example, once in a while, I’ll ask my class, can you tell when the other side is lying during negotiation?

A number of hands usually go up in the class. Yes, if they act in a certain way, if their body language indicates this or that, then I can tell when they’re lying. 

But yet, the research shows that actually, you cannot tell when somebody is lying. Only a small group of experts who have a lot of training and who study videos of somebody negotiating in milliseconds, maybe, maybe they can tell when somebody’s lying. But even they aren’t foolproof.

And so, I think the important message with body language is not to become too overconfident.

 So how can you deal with somebody lying during a negotiation? 

Well, it comes back to the importance of asking questions. 

The research shows that if you ask somebody a direct question, most people will not lie to you. Without that direct question, they might deceive you by not providing you the correct information. But they won’t directly lie when you ask them the question.

And so there’s another reason for asking a lot of questions in negotiation. 

It’s a way to flush out a potential lie by the other side.

Coursera: That makes sense. So I’m glad that we’ve gotten a high-level snapshot of some best pieces of advice to get better at negotiation, things you can keep in mind, and ways you can improve what you’re doing.

So let’s talk through some examples of what this might look like. 

How can you negotiate a better price for something, a lower price? Any advice on that? 

Dr. George Siedel: Number one: do your research. Find out what the value of cars are of the car that you’re looking at.

And use that research to, number two, determine the maximum amount which you want to pay. Again in negotiation language, this is called your reservation price.

And then also use that research to determine your target price, what do you feel is a reasonable amount to pay for the car. 

And then determine your stretch goal. In this case, your stretch goal is going to be a low figure. If I determine that a reasonable price is for the car is $10,000, then you might stretch them out by initially focusing on a figure of $8,000. 

And the research shows that people who set the largest stretch goals are the most successful. So, this is a very important tactic.

Coursera: So, what’s a reasonable goal? Say if the person you’re trying to buy the car from is selling it for $10,000, can you go like 25% lower? Or is there a percentage or range that you say is a good place or a number to put on that stretch? 

Dr. George Siedel: That is a fantastic question and also one of the most difficult and one of the most important.

The reason why it’s important is that if you go too far with your stretch, let’s say; you’re trying to sell me your car for $10,000, then I throw out a figure of $5,000. 

I’m going to lose credibility. You’re going to say to me, “Well, you’re obviously not interested in my car,” and walk away. 

So you want to pick a stretch goal that is really a stretch, but also not so unreasonable that you lose credibility.

And unfortunately, I can’t give you a formula for that. 

My general rule of thumb is: Is there some way you can credibly explain how you came up with the $8,000 figure? 

For example, could I say that, well, there’s another car I’m sort of interested in, and it’s selling for $8,000. 

Some way to back up the stretch number that you came up with.

Coursera: I’m really glad we talked through that example, and I’m curious. 

Are the tips for negotiating salary any different than what we’ve been talking about here so far? 

Dr. George Siedel: They’re basically the same. I get a lot of questions from my students about salary negotiations as they graduate from business school.

 And the problem that my students face goes back to BATNA. Often, they do not have strong BATNAs. They do not have a number of great alternatives when they’re offered a job. 

But on the other hand, the companies they’re negotiating with have strong BATNAs because they have hundreds of students they could hire as alternatives. 

So, BATNA is a big challenge. That’s why so many students coming out of college get locked into whatever the company is offering. It’s very difficult to negotiate with the company.

The other piece of advice is that this is where research is especially important. So, you want to look at websites that have information. Is the salary different in Atlanta as opposed to San Francisco? 

There are all kinds of questions you can research to try to be knowledgeable when you’re discussing salary. 

Coursera: And one thing I’ve always heard is that you should always offer a counter when you’re offered a salary for a new job.

Do you agree with that piece of advice? 

Dr. George Siedel: I don’t– unless you’ve done a lot of research and you have a strong rationale. And also, unless you have a good alternative when the company says no. 

 It’s an offer back to the company, so be very cautious about countering. 

Instead of countering, just have a general conversation with the company about alternatives.

Coursera: And now let’s talk through some recent data studies that have come out. I’d love to hear your take on some hot new topics. 

A study came out that being nice actually hurt the success of a negotiation. And this was specifically when negotiating price, and it was online. So asking for, you know, a lower deal on, say something you saw on Craigslist or Facebook marketplace or in the classified ads.

So do you agree with that? 

Do you see niceness as a weakness in negotiation?

Dr. George Siedel: I saw that study awhile ago. I had some big questions about the study because I wonder whether they were equating being tough with being firm. And those are two different things. 

And number two: I also have my own strong views, and that is your personal strategies of doing nice or being tough, aren’t all that important.

What’s more important is to keep your eyes focused on your strategy. Having a firm view of what your minimum is, what your target, what your stretch goal, what your BATNA is. 

But don’t try to be something you’re not. If you’re naturally a nice person and you go into a negotiation trying to act tough, I don’t think that’s going to help at all. 

Coursera: Oh interesting. And then, I saw another recent study that came out that identified challenges that women face when negotiating, things like self-advocacy, managing difficult emotions, overcoming resistance. 

Do you have any advice on overcoming some of those?

Dr. George Siedel: In my classes, I have never noticed a difference between the skills of women negotiators versus men negotiators.

So number one: I think there should be caution about stereotyping. 

 Some of the issues you just mentioned are problems for all negotiators. Men have problems managing emotion. Men have problems overcoming personal resistance. 

What might be a significant difference is not the ability to negotiate, but women might be more reluctant to start a negotiation. They might be more reluctant to ask for a raise, to ask for a new position. 

And again, caution with regard to stereotyping, but if this is true, if women are more reluctant to advocate for themselves, there are some solutions. Some of the research shows that women, while they’re reluctant to advocate for themselves, are willing to advocate for others.

And so for example, if I’m a woman and I want a more flexible work schedule, instead of talking to my boss and asking the boss if I can have a more flexible schedule, which is self-advocacy. 

Instead, ask the boss, “Hey, is there some way you can incorporate more flexible work in our organization? Because that’s going to help many people in our organization.” 

Then all of a sudden, you’re advocating for others rather than pushing your own agenda. 

If people are interested in learning more, I do have my massive open online course with Coursera called “Successful Negotiation.”

It covers essential strategies and skills. 

The course has a very simple framework. It follows the path of a negotiation. 

So, it opens with how you prepare for a negotiation, which as we discussed earlier, is really critical for negotiation success.

And then, second, it focuses on the negotiation itself. What goes on in a negotiation, how you can use your power, a checklist of psychological tools that are very useful in negotiation.

And then, third, how you close the negotiation. 

And then, finally, we focus on performance, how you negotiate disputes that might arise. 

So the course mirrors what happens during the course of a business negotiation. 

Coursera: To keep learning more about negotiation, go to Coursera.org today to enroll for free in George’s class, “Successful Negotiation.”

 And as always, thanks for listening and happy learning.

 

Blue Monday and the problem of junk science

0
Blue Monday and the problem of junk science

blue monday

It’s Blue Monday, so you might be feeling pretty low today. Alternatively, you probably feel much like you did last Monday.

If you don’t know what I am talking about, for the last 10 years, the 3rd Monday of each year has been awash with tabloid articles about the ‘research’ conducted for travel company Sky Travel, reporting on ‘scientific’ evidence that today is the most miserable day of the year (or possibly it’s next week, depending on who you ask). Accompanying these articles are a similar quantity of news articles debunking the theory, and bemoaning the presence of junk science in the media.

There are enough articles showing that Blue Monday doesn’t exist – I won’t add to them.  So why write this? Is any of this ‘Blue Monday’ debate even important? I believe it is, and not because it matters whether Blue Monday exists or not.

Why ‘Blue Monday’ is important regardless of if it exists 

First, stories like this devalue real evidence: real findings about the world that actually do matter to people. Hundreds of researchers across the world are working to find things out that will better society. When they find things out that are important, we need to know about it, and we can’t do that if it is buried by stories about chocolate helping you lose weight (it doesn’t).

Second, stories like this make the news media less valuable. When we no longer see value in the news as a source of reliable information, what does it provide? A source of entertainment perhaps, but I think we should be striving for more than that.

And third, when we live in a world where real evidence is undervalued, and the aim of the media is to provide for the whims of the masses rather than actual information, it becomes dangerous. When a headline suggests that one in five Muslims support violent Jihadis (they don’t), or that climate change is a myth (it isn’t), people who read these are affected – presence in even the least reputable newspaper implies a veneer of truth, so readers’ beliefs may change or be hardened, or readers may feel offended, or ostracised. And that is bad for the world when the story is, in fact, junk, and its conclusions can lead to bad personal and policy decisions.

How can we improve our understanding?

So, is there anything that can be done to change the way the media works, and make it value good evidence more highly? Whilst there are many examples of excellent journalism out there, junk science and junk media are probably not going anywhere any time soon. As a result, we as readers and consumers of the media need to learn how to process it. We need to be able to dig deeper into stories, and make our own decisions about what is real, what matters, and what we can, and should ignore. We need to take responsibility for what we believe and what we do not.

That is the reason why my colleagues and I at the Sheffield Methods Institute have produced a new Futurelearn course on Making Sense of Data in the Media as well as creating a new undergraduate degree to ‘level-up’ our students’ quantitative social science skills. Whilst it is not reasonable to expect everyone to understand all the complex statistics that are reported in the media, there are some simple things that we can do as readers to help us be critical about the findings that we see. By signing up to the course, we can help you learn the skills to do this.

In the meantime, don’t feel too down. After all, apparently the happiest day of the year is only a few months away!

If Dr Bell has got you debating data, then join the free online course Making Sense of Data in the Media from the University of Sheffield Methods Institute.

This post was first published on January 18 2016.