Quote :

"wolfpackgrrr: ^^ Makes sense. Higher educated women are more likely to read to their kids, play educational games with them, etc."

I actually don't think it's that straightforward. It's like that finding from several years ago: "intelligence" (or school test scores--I can't recall) was correlated with the number of books in the home even when nobody actually read the books.

Some of this stuff seems straight up elusive.

3/7/2011 3:58:50 PM

Not really. It would make sense that the type of parents that buy books for children are also the type of parents that care enough about education to instill those values in many other ways.

The same thing is found with parenting books, you don't have to actually read any of them to see results.

[Edited on March 7, 2011 at 4:09 PM. Reason : which is actually another topic in Gladwell's Outliers]

3/7/2011 4:08:56 PM

^I actually think the parenting books may have been the thing I was thinking about.

Anyway, we need to identify those "types" and those "values" and those "other ways." That's what's still hanging out there for me.

Suppose it's actually completely and totally straightforward. Mom went to college. Mom uses college words in the home. Kid learns college words from Mom. Knowledge of college words naturally increases kid's test scores. Well, then the "solution" is simple: all moms need to study and use college words. All kids score well. BAM USA #1! I mean, it's stupid, but in a Western society that relies primarily on text to teach and test, one's ability to read is just about everything. And, excluding unusual cases, one's ability to read (and comprehend--the important part obviously) is ultimately determined by their knowledge of vocabulary. Increasing early (very early!) vocabulary attainment would make a world of difference.

But then we'd have to admit that all along we've put our faith in a program that penalizes students for growing up in a home with parents that don't use big words. And we'd have to get real about the fact that it's not about reading story books to your kids before bed. It's about using big words. (I'm not saying this is the case. Just that it could be the case.)

[Edited on March 7, 2011 at 5:30 PM. Reason : ]

3/7/2011 5:29:00 PM

To be clear, I'm in no way dismissing the benefits of reading with your children.

I'm not sure what I'm saying, and I feel like my post is off-topic.

Sorry, guys.

3/7/2011 6:16:00 PM

Read Outliers, its really entertaining and they spend a lot of time talking about exactly that type of stuff. If you're not a big book reader I can try to dig out my copy and can post some information on the actual studies they cite if you would like. He has all of the information on each study he cites in his notes section.

3/9/2011 9:21:10 AM

I've been hearing that book is good. Perhaps it will be with my next Amazon purchase.

3/9/2011 10:37:54 AM

seconded on outliers. I know Gladwell stuff is all hip and shit, but Outliers is by far his best work, and really changed my perspective on how people become experts or successful at what they do.

3/9/2011 10:40:25 AM

Yeah, i almost feel silly recomending it because of how trendy it is, but its a really good read and I think a lot of the material is directly applicable to a discussion on education. Even down to things as simple as cutoff dates and how they affect performance; maybe classrooms should be divided by birthdate so that children are in classrooms with children approximately the same age.

3/9/2011 12:57:32 PM

I know, I know. My mom has been trying to get me to read it for a while now. She even gave it to me on CD so I could listen in my car. I've only read snippets of it though. She's also given me Blink.

But I remembered the finding that I was thinking about. It's from Freakonomics, another popular book I haven't read but pieces of. Levvit summarized some studies that indicated that, when it comes to standardized test scores, books in the home are more important than actually reading the books. And that reading to your kid every day or taking them to museums or limiting their television or moving to a nicer neighborhood...these things were not important either. The important things were socioeconomic status, parental education, maternal age, birthweight, speaking English, PTA involvement, and number of books in the home. In other words, it's not what you do as a parent...it's who you are. (I stole all this from wikisummarries.org, by the way).

I don't necessarily think this is persuasive, but I've definitely independently doubted some of the benefits of educational games and storybook reading that are getting promoted as good prep for academics. And if it is a "who you are" situation, that's super depressing and suggests we need to change the way we teach and evaluate students, not expect parents to become different people.

Tell me about Gladwell, please!

[Edited on March 9, 2011 at 10:05 PM. Reason : I'm not a big reader.]

3/9/2011 10:02:41 PM

off-topic a little.

I read to my son dailly for 20-30 minutes since berf. At about 2 years he decided to start memorizing the books I read him. 2.5 he read them back to me. Yesterday he pulled A Wrinkle in Time off the shelf. At 3 I'm not sure he's ready to tackle that yet. Maybe we'll try reading it together?

3/10/2011 12:04:22 PM

Quote :

"books in the home are more important than actually reading the books. And that reading to your kid every day or taking them to museums or limiting their television or moving to a nicer neighborhood...these things were not important either. The important things were socioeconomic status, parental education, maternal age, birthweight, speaking English, PTA involvement, and number of books in the home. In other words, it's not what you do as a parent...it's who you are. (I stole all this from wikisummarries.org, by the way)."

Here's the thing about that imo, and you actually mentioned it in your first post on this page... what you're talking about is correlation, NOT causation. Books in the home are correlated to higher test scores. I doubt he has any evidence to suggest that books sitting in the home (or any of those individual things) actually CAUSE higher test scores. That leads me to believe that the students in those situations have something else (or some combination of things) in common.

I'm willing to bet that those people who can be grouped into similar "who you are" categories are in fact DOING similar things -- and probably a combination of similar things. My sister has about a 7th or 8th grade education. I have a B.S. and have taken some graduate courses. She and I can talk and have conversations about general stuff to some extent. But the sitting around, bullshitting conversations I have with her are very different than those I have with my college friends and co-workers (who are all college educated). I use a higher level of thinking skills in the minutia of my days spent with educated folks than I do during conversations with my sister. And like most skills, mental skills get stronger the more you actually use/practice them.

Those two "groups" (the very uneducated and the "well" educated) talk/think about different things and they talk/think about them differently. This is over-simplifying it, but there's an old saying: "poor minds talk about people, average minds talk about events, great minds talk about ideas." I think there's a good bit of truth to that notion. But it's not just that, it's how we talk about those things. More educated people tend to seek a higher level of learning regarding something and use different thinking skills. Those factors play a role in your child's development because they're around you so much.


Say you're watching a movie with your 12 year old, you could say "that scene or effect was cool! let's watch it again" or "that scene or effect was cool! let's watch it again (and while doing so ask the kid how they think it was accomplished)? You're watching a movie with your kid in both situations, but you're doing something very different in the latter and kid B is using/practicing something that Kid A is not. The B group of kids are going to be more likely (in other situations) to go beyond the "whos and whats" and ask themselves the "hows and whys" - which are higher level thinking skills.


fwiw, i third or fourth Outliers.

[Edited on March 10, 2011 at 7:06 PM. Reason : .]

3/10/2011 7:05:12 PM

^Totally!!!! And that kind of stuff is exactly what I mean by "elusive." In a book I actually did read about the Harlem Children's Zone (Whatever It Takes), it quoted Dr. Canada talking about Baby College and how they're trying to train parents to talk to their kids a lot, be positive with their words, and ask their children questions about the world around them, but a lot of parents are still doing the "read with them thirty minutes a day" thing or hoping Head Start/Smart Start/More at Four will prepare their children to "do well in school" (if that's even the most desirable outcome possible).

I think we've actually identified some of the qualities that I'm still describing as elusive. But it's elusive because how do we actually inform policy and programs that help parents to relate to their children, the world, school, and learning differently? Should the schools change to accommodate and embrace their different approaches, or should we expect parents to change?

Like, I know a parent who realized (waaaaay late) that her daughter was extremely behind in school. Now, she checks her daughter's homework on occasion and reads to her newborn every day (in an effort to avoid repeating the mistakes she made with her daughter). But she's so uneducated (not unintelligent), and how do you tell her: Uhhh, you can continue to watch massive amounts of daytime court TV with your kids, but you should probably stop shit talking people on the screen for their clothes and life choices (where shit talking is the biggest pleasure in your life) and instead, you should start talking about ethics/morality, society, law, poverty, justice, etc...the things you don't know much about (an ignorance you don't want to reveal to your children because you're afraid it would undermine your authority). ?

3/10/2011 8:14:45 PM

the best thing they could do is teach people to talk to their kids like middle and upper class people do, to fill their children with a sense of entitlement so that they feel secure asserting themselves among figures of authority. that's one of the things that the middle and upper class does that the lower class does now.

3/10/2011 10:02:14 PM

this is what i'm talking about

3/11/2011 12:31:11 AM

Quote :

"My gf teaches in one of the worst states for public education (South Carolina)...and from seeing it up close...it's pretty dismal. "

Funny, my wife is a teacher here in SC and yes it is beyond horrible. She loves teaching, always has (9 years now), but these last two year in SC have been brutal making her question why she doesn't just go find a $10-12/hr job somewhere. She's taught in NY, NC, and KS and all were light years ahead of damn SC.

3/11/2011 9:32:44 AM

^ could you elaborate on what it is that makes SC so bad? I'm just curious. I live in Charleston and a lot of the Navy people here complain that their kids will be a year behind in school once they leave! And I imagine that rural areas are even worse.

3/11/2011 11:25:13 AM

mock slave auction in 5th grade... class was divided into 'slaves' and 'masters'... guess which side the black boy was placed on...

http://www.theroot.com/views/masters-and-slaves?wpsrc=OB00000001&wpisrc=obnetwork

3/11/2011 12:29:53 PM

he probably got picked first though

3/11/2011 12:46:25 PM

qntmfred, I may have to come back and edit some things. I'm sort of letting the video you posted play while I eat lunch and type. It looks like he's talking a lot about mastery (nothing new there) and has some sort of courseware product he/his company made, and that it also provides feedback on individual student and class performance regarding specific objectives.

Courseware solutions are all over the place. Some are good, some suck donkey balls. Some are prescriptive (automatlicly piece together which objectives the student needs to cover based on a pre-assessment). Some are not and require the student to go through the entire course. Some are meant for review, some are meant for students going through the course for the first time.

The other thing, which he mentions specifically, is that traditional classes have to move on. Time is an issue. Using courseware doesn't change the school calendar. It doesn't change what material needs to be covered within a school year. It'd be great if a student could take as much time as they need to learn material --- some people are faster learners than others. It has nothing to do with HOW MUCH you can learn or your ability to master material, simply how quickly you master the material. --- the problem is that taking as much time as they need isn't practical when you're running a school that is being held accountable based on demonstrated profeciency of very specific objectives. If at the end of the year, you have to know X, Y, and Z... and you've only gotten to Y in the self-paced courseware... what then? Right, the student isn't profecient in Z.

As for the profeiciency stuff he's talking about with specific concepts. A lot of school systems look at that type of data for their specific classrooms (as in like every few days so that they can go back and review). Most of the school systems in NC have some type of system to look at formative assessments and see where students need reinforcement.

Another problem with courseware is it's ability to teach to a variety of learning styles. It's possible, imo (I have a little experience developing e-learning courses), to teach to different learning styles electronically... but it's very very difficult. Some students learn better through discussion or practice, or reading, etc. Courseware solutions may work extremely well for some students, it may be horrible for others.


Another big thing about using courseware is that a lot of it comes down to student motivation. The students who are motivated enough to sit and go through self-paced courseware usually have no trouble in an instructor led classroom... where they don't need to be in front of a PC (funding required).

I've talked to sales reps about three different courseware solutions over the past few months. They all sound like this guy.. to some extent --- the peer tutoring concept is interesting and one I haven't seen integrated like this before. -- But this guy is selling a product. He's giving us data on his product, like any other sales person... he's bias. I've seen their presentations, their "reports" on performance... and I've seen them in action. Are some of them good... absolutely. But... there are plenty of cons to go along with the pros.

Maybe this one product is the meca of eletronic learning solutions... but I'm skeptical.

Until national standards are in place all around the country, you have to be very careful about which courseware solution you use. One may be aligned with California standards. One may be aligned with NC standards and Florida standarsd because that's where their biggest clients are but not be aligned anywhere else. They may claim to be aligned, but not actually be aligned.

You want the kid to be able to try a concept over and over until they get it, great! --- How deep is you item bank? How many times can they be assessed on that same concept before they see the exact same questions? Maybe the product has 1000's of questions for any one objective. Maybe they have 20.



I've been meaning to come back to your original post about using technology, particularly with modern students.

My initial (and unsubstaniated) thoughts are... I don't think students today LEARN any differently than students from the 60's. I think we are TEACHING differently. Learners from the 60's would have benefited (or suffered) the same way "modern" learners will with those methods.

Technology is great. But you have to use it effectively. We probably all remember when the use of powerpoint got really big in our college classes. Some teachers use it much more effectively than those who used it because it was "the thing to do." We've all had instructors who stand in front of a powerpoint and read it verbatim --- That's shitty teaching. Sitting a kid down in front of a computer isn't enough in and of itself. At least not with any of the products I've seen.

[Edited on March 11, 2011 at 2:35 PM. Reason : .]

3/11/2011 2:33:04 PM

Quote :

"could you elaborate on what it is that makes SC so bad? I'm just curious. I live in Charleston and a lot of the Navy people here complain that their kids will be a year behind in school once they leave! And I imagine that rural areas are even worse."

Does not surprise me at all.

My cousin lives in rural SC. For elementary school her mother homeschooled her because the schools near them were terrible. For middle school, they decided to give the local school a try. By the end of 6th grade my cousins test scores in math regressed. Like you could give her an equation she had no problem with in 5th grade and she would get it wrong. So they put her back in homeschooling and when she was ready for high school she was sent to a boarding school out of state. She's lucky her parents can afford that.

3/11/2011 3:33:46 PM

^makes sense then that SC would end up so socially conservative

^^lrn2spelplz: proficient, biased, your
also "Mecca" is capitalized and has two "c"s

btw for rbrthwrd: entitlement

3/11/2011 8:41:27 PM

... way to contribute. I'll give you proficient since I misspelled it a couple of times. I left the "ed" off of biased during a long post I was typing while doing other things, and there was a single instance of your where I didn't type the "r."

The issue there is proofing, not spelling (except for maybe proficient). I don't proof tww posts.

Save that shit for chit chat.

[Edited on March 11, 2011 at 9:02 PM. Reason : .]

3/11/2011 8:58:14 PM

^ you seem pretty knowledgeable on this subject. what do you do for a living? i really appreciate your thoughtful responses, and i'll follow up on those at some point. thx

p.s. here's an essay by ncsu's dr schwalbe about eduction + public policy http://www.commondreams.org/view/2011/03/11-3

[Edited on March 11, 2011 at 10:44 PM. Reason : link]

3/11/2011 10:39:34 PM

In just five short years in the classroom, I have watched my school system jump on any number of educational trends/programs only to abandon them in a shockingly inadequate time period to measure real results.

If you want to make serious money as a salesman, re-package the same old ideas in slightly different ways with shiny new data and watch administrators become downright giddy.

3/11/2011 10:58:06 PM

^ yep. Truly assessing any kind of new method or academic program takes time. Administrations, in my experience, seem quick to jump ship if they don't see immediate results. And they do so without even making sure they've eliminated variables which may be causing them to not see the results they were expecting.

^^ you have PMs . I have a teaching degree and work for a school system here in NC, but I'm not a teacher.

3/12/2011 2:47:26 AM

Quote :

"makes sense then that SC would end up so socially conservative"

While her family isn't too socially conservative (though more conservative than my family by a long shot lol), I definitely do think that most of the kids homeschooled in SC are being homeschooled because the schools aren't "Christian enough" by the standards of the families that do homeschooling. I know my cousin's family had issues with different homeschool groups they tried joining because they were basically Bible study and talking about how evolution is a lie, etc.

3/12/2011 12:27:56 PM

haha i tutored kids in math in Charleston and they had to use calculators to divide by 1. These were 9th graders. plus they knew a lot of naughty words and the classrooms were equipped with one of those lockdown buttons. so if the kids got out of control, security would come running.

now i tutor 4th graders in massachusucks and they are way better.

3/12/2011 10:45:37 PM

Interesting video.

Toward the end, Kahn and Bill Gates are talking about incorporating game mechanics into learning modules. This sounds a lot like a book (which I haven't read yet) that I heard about at a conference recently:

James Paul Gee's Good Video Games and Good Learning (New Literacies and Digital Epistemologies)

Here's an excerpt from a review on Amazon:

Quote :

"His aim is not to tell teachers how to teach, or to tell game creators how to make better games--but instead to bridge the gap between the two. In doing so, Gee presents essential ideas about game design and game experience, cognition and pleasure, and learning both in and out of the classroom--all with the playful rigor and clear thinking we have come to expect from this eminent scholar (and expert player) of games."

3/14/2011 11:25:01 AM

The Failure of American Teachers
http://www.huffingtonpost.com/randy-turner/public-school-teachers-fail_b_835174.html

3/15/2011 1:08:15 PM

all the idiots need to stop squirting out more idiot crotch fruit

3/15/2011 3:24:01 PM

while the merits of the particular solutions presented in this video are certainly up for debate, i think the first minute or so makes a great point. i have a very hard time believing that the primary framework and environment in which we educate children was perfected decades if not centuries ago. i really wish there were significantly more opportunity for experimentation in our school systems

5/5/2011 1:22:32 AM

what kinds of methods are new teachers being taught in their education programs? It would seem that the "this is the way it's always been done" approach doesn't start when the teacher enters the K-12 classroom, but at the very top when they enter their own classroom to become a teacher. If those people training our new teachers are from the old way of thinking where is the ability for a new approach able to enter the fold? Are the methodologies that are producing new teachers in this country as archaic as those we see in the public school system or does the schism form elsewhere?

5/5/2011 8:04:20 AM

^ it really depends on the university the teacher attended, especially if their degree is in education.

[Edited on May 5, 2011 at 8:12 AM. Reason : Rawr]

5/5/2011 8:12:01 AM

As an educator, the methods used (by teachers doing what they are supposed to be doing) in the classroom today are research based and updated/modified according to the body of literature available, informal shared best practices among colleagues, and finally specified to specific classroom/student needs. Teachers also have strengths and weaknesses, and most teachers will use a variety of methods which play on their strengths.

I will say that the classroom today is completely different than the classroom 10 years ago... and the things that teachers did 10 years ago do not fit the needs of students today. (not to mention 20 or 30 years ago)



One of the big pushes for today is to emphasize "21st century skills"

There is a new evaluation rubric used for teachers in NC that include the following main categories:

Quote :

"According to the North Carolina Professional Teaching Standards Commission, the different demands on 21st century education dictate new roles for teachers in their classrooms and schools. The following define what teachers need to know and do to teach students in the 21st century: -Leadership among the staff and with the administration is shared in order to bring consensus and common, shared ownership of the vision and purpose of the work of the school. Teachers are valued for the contributions they make to their classroom and the school. - Teachers make the content they teach engaging, relevant, and meaningful to students’ lives. - Teachers can no longer cover material; they, along with their students, uncover solutions. They teach existing core content that is revised to include skills like critical thinking, problem solving, and information and communications technology (ICT) literacy. - In their classrooms, teachers facilitate instruction encouraging all students to use 21st century skills so they discover how to learn, innovate, collaborate, and communicate their ideas. - The 21st century content (global awareness, civic literacy, ?nancial literacy, and health awareness) is included in the core content areas. - Subjects and related projects are integrated among disciplines and involve relationships with the home and community. - Teachers are reflective about their practice and include assessments that are authentic and structured and demonstrate student understanding. - Teachers demonstrate the value of lifelong learning and encourage their students to learn and grow."

[Edited on May 5, 2011 at 11:18 AM. Reason : ]

5/5/2011 11:10:48 AM

I agree with Smath. My grad course work emphasized new literacies/media more than anything else. Our trainings in the county typically stress the importance of 21st century skills and media, encouraging teachers to get with the times and meet students where they are information-wise. I recently completed a training in Young Adult literature that stressed meaning-making across multiple media types using programs like Presi, Voicethread, TodaysMeet, Glogster, and the like.

On top of this, NC schools are moving towards the national common core standards rather than the traditional (read: last updated 2001) standards. We're currently working to update curriculum to meet the new standards.

http://www.corestandards.org/about-the-standards

5/5/2011 12:47:12 PM

I'd like to open a charter school focused on trades... mechanics stuff, plumbing, electrical, construction, etc. There is a large group of kids currently being pushed through a college prep track and if they fail at it they are looked down upon. not every student should go to a 4 year school (right away at least) and should be supported and trained to be a productive member of society when they graduate.

thing is i don't know the first thing about working on cars or the like so i don't know if i'd be the right person to open a school like that.

5/5/2011 9:28:43 PM

Welders can make $40 to $50 an hour if they're good. But they have to be willing to work hard.

At the company I work for, Foreman average out at $25 to $27 per hour and are productivity bonus eligible. They work outside, run a 4 man crew, and operate heavy equipment. The skills that are needed are simple maths (addition, subtraction, percents, fractions, etc), algebra, ability to read plans, computer skills and trigonometry do not hurt. We have tried to hire people from operators schools, but the guys that go to these schools are not (lower level) manager types. Sure, its a hard living and it is not glorious work, but it does pay well with drive and a little experience.

I agree with you Smath74, trades are definitely underserved in public education.

5/6/2011 10:51:17 AM

^,^^It is a serious shame. We miss out on a lot of people who would be really amazing craftsmen and tradesmen.

Quote :

"Jeepin4x4: what kinds of methods are new teachers being taught in their education programs? It would seem that the "this is the way it's always been done" approach doesn't start when the teacher enters the K-12 classroom, but at the very top when they enter their own classroom to become a teacher. If those people training our new teachers are from the old way of thinking where is the ability for a new approach able to enter the fold? Are the methodologies that are producing new teachers in this country as archaic as those we see in the public school system or does the schism form elsewhere?"

I think teacher prep programs are pretty with-it. But there is a small percentage of staunch reactionaries within the public education system that enjoy a disproportionate amount of influence. All it takes is for a handful of teachers to complain about some new method (students are misbehaving or not studying or something) for the entire department to abandon it. And some of the teachers who were the most enthused about the new changes end up leaving the profession out of frustration.

5/6/2011 4:08:48 PM

So awesome!

5/15/2011 11:46:34 PM

I feel bad for not reading anyone else's opinion, but people make the education system TOO complicated.

Here are the fixes:

1. This is a FREE country. Stop making school mandatory.

2. Make the system of rewards and punishment for students

Rewards for doing good in school and the punishments for doing poorly in school should be made more polarized. Those that excel should get rewarded with medals, money credit for college, recognition. Those that do poorly, don't try, skip school should not be able to move on to the next grade until they get a C or better. If the student interrupts the class, remove them from it. This is a time penalty that they can fix by simply trying. If they can't get past a grade, then why send them into higher, more difficult class and waste people's time? Eventually they'll get tired of being held back and/or just drop out altogether since no one is forcing them to be there.

3. Make the system of rewards and punishments for teachers

Rewards for teachers where students feel they learned the most. Rewards for teachers for students with good test scores. Rewards for teachers that go above and beyond. Punish teachers who students chronically complain about. There is a difference between students that complain a teacher is too hard (this is a good complaint) versus a teacher that just sucks at teaching (I had a teacher that was impossible to understand due to his accent and sucked at teaching period).

4. Give teachers guidelines for what to teach but let them teach it how they want to teach it.

Stop firing teachers for going off the guidelines!!!

5. Let adults who didn't recognize the importance of elementary school when they were children go back to school to start the education system all over.

In college, I had people that were 60 years old in my classes when I was 19. It sounds weird to have children and adults in the same class, but it'll only be weird for a little bit. Some children are smarter than adults and some adults are dumber than children.


Keep it simple, stupid.

5/16/2011 2:10:08 AM

Quote :

"stupid"

truest part of your plan

5/16/2011 4:57:54 AM

And your plan is what, troll?

5/16/2011 7:20:17 AM

Quote :

"In college, I had people that were 60 years old in my classes when I was 19. It sounds weird to have children and adults in the same class,"

That's pretty typical in GED classes.

5/16/2011 8:13:44 AM

This is great:

funny too

5/16/2011 5:21:13 PM

http://education.ted.com/

4/27/2012 9:55:01 AM

That's pretty cool. Flipping is a big deal right now, and is great when it's done well. It's nice to see a tool like this that helps teachers create resources.

4/27/2012 10:25:29 AM

i kinda hate that TED named that feature flipping though

cus now we have "flipping the classroom" and "flipping the video"

[Edited on April 27, 2012 at 1:56 PM. Reason : i think overloading the term like that is going to confuse people if this platform catches on]

4/27/2012 1:55:40 PM

Yeah, and I'm not sure "flipping the video" even really makes sense here. It's a pretty terrible name for a few reasons. What about the video as actually being flipped? Flipping the classroom is flipping where the different types of instruction take place -- that makes sense.

This tool could really be used to enrich the flipping the classroom concept, so I get why they wanted to include it "flipping." Instead of simply using something like youtube, which mostly just hosts the video, this will host and provide the additional features (adding instructions, questions, etc. in a structured format). -- Those features and the structure could add a lot to the "independent" learning piece of the flipping concept. So cudos to them for the the platform... not so much for their naming.

[Edited on April 27, 2012 at 2:28 PM. Reason : .]

4/27/2012 2:26:47 PM