Happy Birthday, Ogre!

[Jona]

Read my little comment. Thanks.

His glasses need to be upgraded (because I'm sure he already has them )!

[Angel]

YES I WAS JOCKING!
Sorry, Jona!

Jocking, I need to look that up

[th3()ne]

His glasses need to be upgraded (because I'm sure he already has them )!

I said I was too lazy, what about you?

Yeah, that's right.

I don't really bother reading the whole topic, in which year were you born?

th31 = 1 Jona = zerrooooo

[th3()ne]

There were and continue to be, several challenges to the development of this course, not least of them the electronic component. I developed this course as an independent, adjunct instructor in a matter of a few months, left largely to my own devices. There were cross-platform issues to deal with; the need to quickly design an application that would be easy to use and reliable; software distribution and assignment submission issues; and the electronic equivalent of paperwork in order to keep track of student progress, grading, etc. Nevertheless, students have responded to the course generally favourably. I was pleased upon reviewing course evaluations for the spring term that many students singled out the helpfulness of the meaning/value paradigm in increasing their understanding of the course material.

[Matyuv]

ogre is a dork

[th3()ne]

poo

[Matyuv]

To develop a reading, I choose images in a layout from the initial entry database and import them into the lecture database via their Collection ID number. I use one layout to sort images into a sequence for presentation and another to plan. The planning layout has fields from both the entry and research databases, allowing me to synthesize both information noted from image entry as well as research found on the subject of the image from the Internet or other sources. Finally, I project the lecture using a separate layout in the same lecture database.