Howard_Natalie_Wk 3 Reading Activity 11-New CMS Directions

The Web is fascinating! We've graduated from 1.0, to 2.0, and maybe on the verge of 3.0... aka The Intelligent Web It's all intelligent isn't it? To be able to communicate all over the world in VLE's, PLE's, retrieving information as well as producing, is miraculous! The term Intelligent Web actually tags the newer and deeper advancements that the web is making in the near future with Semantic web systems--the web of data that is not a part of the web but we all use everyday... "The Semantic Web provides a common framework that allows data to be shared and reused across application, enterprise, and community boundaries. It is a collaborative effort led by W3C with participation from a large number of researchers and industrial partners." (Herman, 2009)

So simply put, the Semantic Web (Web 3.0 to be) offers a better web experience that provides data integration in various formats and locations to be compiled into one seamless application. (Herman, 2009) The strength of the Semantic web is derived from the data. Its all about acquiring and merging the data: These applications use all kinds of data; data that are on the Web somewhere, or data that is embedded in the page though not necessarily visible on the screen. Examples are microformats type annotation of the page, calendar data on the Web, tagged images or links stored on a web site, etc. And its all retrievable for the purpose of providing a deeper, more involved web experience that caters specifically to the user: the data inputter...


Just how much deeper can the web go? The future only holds the answer. The intelligence that has made the advancements so far are only paving the way for further advancements to be made. This betterment of the Web users online experience heavily depends upon RDF: Resource Description Framework, that has features that facilitate data merging. It is a standard model for data interchange on the web, and using this simple model, it allows structured and semi-structured data to be mixed, exposed, and shared across different applications. So there's stuff going on behind the scenes that we as users aren't even aware of! That stuff is communication among these "systems" that have their communication capability based on what "data" we feed into them. There's a lot going on out there in the WWW. I wonder what will happen in terms of the future possibilites of finalizing web 3.0. Our human intelligence has gotten us this far. Will it come to pass...?

References:

Herman, I. (2009). W3C Semantic web. W3C Semantic Web Frequently Asked Questions. Retrieved July 27, 2010 from http://www.w3.org/2001/sw/SW-FAQ#whrdf
W3C, 2010.

Week 2 project:Udutu setup

Model example: (Option 2)

1. Howard, Natalie
2. This lesson will teach users (players and parents) how to manuever through our new team website
3. Varsity Basketball 2010-2011 is a website I am creating using the free web tool: webs.com
4. ?
5. Deciding which template will be most suitable, but leaning toward the Self-directed scenario template
6.

Week 2 Comments on Billy Goins' blog

THURSDAY, JUNE 10, 2010
Goins Billy Wk 2 Project: Utudu Setup



1. Goins, Billy

2. Prior Project Selected: Student Comic Books

3. Creating Comic Books is from website I created with Flash, Dreamweaver. The unit topics covered include creating a comic book style storyboard, editing digital photos, and assembling the comic using desktop publishing software. However for the purpose of this assignment, I will complete the introduction and the storyboard lesson portions of the unit.

4. Original EMDT course: Digital Media and Education Applications, November 2009.

5. Initial Appraisal of Udutu Scenario: My initial appraisal consisted of Udutu’s Self Directed Learning Scenario template. For this project, students will create a storyboard product, which will serve as the assessment portion for this lesson and as a working draft for their final product. I believe that this template will allow students to work at their own pace, view/review media driven instruction, and best suit the more practical applications of the lesson.

6. Original project link:
http://web.me.com/billygoins/EMD573/index.html
Posted by Billy Goins at 9:29 PM
2 comments:

jbb said...
Looks great. A
appears in your URL link generating a 404 error. Just a heads up.
June 20, 2010 12:03 AM
Natalie said...
Hello, Billy. Your idea of creating comic books for your students is a great way to help them learn the "fun" way! Sounds like its going to be pretty creative per the details you provide in #3 and will require a lot of man-hours during the creation and assembly process. Unfortunately, I am not at all familiar with any of the software you named, and that is just another reason why I need to stay abreast of what's available out there in order to give students a variety of media for more pleasurable learning experiences. I'm sure they will have fun and grasp more out of the lesson that this project covers because it caters to their interests as students. Well wishes for success with this project.
July 17, 2010 12:55 PM

Week 2 Comments on Abby Toy's blog

Wednesday, July 14, 2010
Wk 2: Udutu Project
Name: Abbie Toy
New Project - Lesson Title: Create Your Own Ning Site! Description: I will teach adults how to create a Ning site where they can interact with others about a topic of their choice, post videos or pictures, and participate in discussion posts.
EMDT Class created in/date: This is a new project I created for the Udutu project. This project will lead you through creating a Ning site.
Initial Appraisal of Udutu Scenario: I have chosen to use the "Best Practices Scenario" template to supplement my lesson. I think this scenario will work the best because you can choose from basic and assessment screens. Each screen will be interconnected and follow a very specific path based on learner input.
Location/URL: No URL because it is a new project.



Hi, Abby. I agree with Joe that this is a good project idea for your Udutu. The idea of walking students through the creation of a Ning site is a great way to help students become more computer literate and to experience the collaboration, community, and cohesion that social network sites such as these bring. I vividly recall in the not so distant past, having not a clue about the online world of 21st century learning. Even now, I am in need of learning all about Ning and how it functions. There are so many others out there who are waiting for opportunities to be educated about the world wide web and all that is literally "at our finger tips!" My AR project is very similar to what you are doing as I am building a social network site to invite interaction for athletic coaches and players to improve their communication. I wish you much success with your endeavor to educate your students with the use of modern technology.

Howard_Natalie_Reading Activity 6 – LCMS: What are they for?

The idea of producing an LCMS system (the merging of CMS and LMS), has been circulating as far back as the earlier part of the 21st century; around the year 2000 to be more precise. Per Ellis (2001) "So why not a single system that manages content and user data? Although that sounds practical, Leija thinks a system of that magnitude would require an implementation effort that's too large and complicated for most training functions". And the prediction that the LCMS market may bridge the gap between knowledge management and e-Learning" has been fulfilled in this present age. LCMS=LMS+CMS (Nichani, 2001). This equation fulfills the idea and concept of having one huge system that services thousands of individuals, but is also capable of taking large tasks and breaking them up into component parts, step by step. It seems there's nothing this vast system can't do!
When it comes to the differences between the systems, Perry (2009) explains in the following quotation:
"But the difference between the two systems lies in what each manages. The LMS, or learning management system, is largely an administrator’s tool for registering learners for e-learning and classroom training and tracking the results. An LCMS, though, deals with the learning content, and that, arguably, makes the LCMS the brawniest player on any employer’s line-up of training technologies."
So let's answer the question of what LCMS's are for: the training industry. LCMS offers flexibility, agility, and rapidity with use of training resources. It's deriviation is from the military and it is used primarily by large businesses. LCMS have the ability to develop and deliver learning content rapidly and in modular form instead of a "one size fits all" mentality. Per Perry (2009) "LCMS enable businesses to quickly train their employees to launch new products, outmaneuver competitors and sell effectively." LCMS make it possible for people to both create and take courses more easily. With accurate implementation, companies can see a decrease in costs and time for content development by at least 50% . "Simply put, learning content management systems have enabled training departments to become a strategic weapon for employers."

References:
Ellis, R. (2001). Learning Circuits: ASTD's Source for E-Learning. LCMS Roundup
Retrieved July 17, 2010, from
http://web.archive.org/web/20071012195821/http://www.learningcircuits.org/2001/aug2001/ttools.htm

Nichani, M. (2001). elearningpost LCMS=LMS+CMS (RLOs). Retrieved July 17, 2010, from http://www.elearningpost.com/articles/archives/lcms_lms_cms_rlos/

Perry, B. (2009). LearningCircuits: ASTD's Source for E-Learning Training professionals gain agility and power from LCMS technology Retrieved July 17, 2010, from http://www.astd.org/lc/2009/0309_perry.html

Free photo image available from: www.freedigitalphotos.net

Week 2 Wimba Archive

Our 2nd Wimba session covered a review of the systems: CMS, LMS, & LCMS. As a result of the session, I was further enlightened by the specifics and the differences of each. For example, there are two variations of CMS (Course Management System). These variations are available for schools and the Internet. CMS mimicks the traditional classroom where students absorb material and then are tested on it. Part of the CMS learning process is the evaluation (testing) aspect. CMS's include components such as the grade book, registration, attendance, and the course. An example of an Internet CMS would be a Blog.

Learning Management Systems (LMS) are specific to the Learner and focus primarily on the learners in the corporate world. Instead of a course, this system targets the individual and trains on specific functions. LMS's are considered to be small scale compared to the others. An example of an LMS may be a lesson on Use of profanity in the workplace . From this example, I imagine that Learners would be exposed to a company's policy (prohibitions, consequences, etc) in full detail on the subject.

Learning Content Management Systems (LCMS), the most costly of the group, were derived from the Military and is such a large system that the greatest challenge requires an organization to find ways to take large tasks and break them up into component parts as well as find ways to balance between the needs of a huge organization and the individual needs of learners. Responsibilities are departmentalized in order for each department to write their own program.

The topic of Udutu was also discussed during the Wimba session. Udutu is a lesson or unit connected to FaceBook and is a learning platform consisting of online slides with a purpose. It would be great for Flash experts (and since I hated Flash, I won't be lumped with that group!) There are limitations on visuals with Udutu, but it is a free product and good for novice learners. The goal for Udutu is to get it to learners, but how? It focuses on what the best models to use are. As educators, it would be in our best interest to avoid the overuse of slides and assessments because this method dispenses too much content and tends to be ineffective for students.

I haven't started the Udutu exercise yet, but from what I understand there are 5 steps that should be addressed: 1) Input 2) Model 3) guided practice 4) to check for understanding and 5) Assessment. For this assignment, it would be in our best interest to pick a small learning idea with depth and creativity rather than a large unit with numerous assessments. Some examples of these learning ideas would be helpful for me with details outlining how the 5 steps are applied within the exercise.

Week 1 Project: LMO Overview

This week was filled with so much new learning. The new found knowledge I've acquired about LMS this week, was learned this week. Besides defining all of the terms in detail just one more time, I want to start by saying how I learned more about the relationship of the systems metaphorically and analogously. The systems of LCMS, LMS, CMS, PLE have been figuratively referred as a four-legged table, a crate filled with packages all connected one to another, a wedding ceremony where the MC (master of ceremony) pronounces them all "married" to one another, and even Joe's reference to them as alphabet soup just helps me to understand the relationship in easier terms. I realize there is a lot more that I need to know after the vast amount of information provided just on our first week of assignments alone.

I would like to say that I am now fully knowledgeable of each of the systems' functions and can call out examples of each at the crack of a whip, but I'm not there yet. This week I aim to know them all and be able to provide automation examples of each as I've come in contact with this week: There are numerous LMS's out there. "IRIS Education" defined it as - Learning Management System - eLearning infrastructure and tracking system. LMS's range from simple course-by-course registration systems to humongous, real-time databases that deal with personalization, learning prescriptions, job competencies, and parsing learning objects. CMI - Computer Managed Instruction - CMI is another name for LMS. LCMS - Learning content management system. An LCMS is a multi-user environment where learning developers can create, store, reuse, manage, and deliver digital learning content from a central object repository.

The only detailed experience I believe I have with LMS' is through this FSO program. Most LMS systems are web-based to facilitate "anytime, anywhere" access to learning content and administration (Google, 2010). PLE (personal learning environment) is similar to social network sites such as Facebook, Twitter, YouTube. Without this course, I would still be out there clueless and estranged from the digital movement and modernization of technology.

Resources:

IRIS Education. (2010) Jargon buster. Retrieved from http://www.iriseducation.org/

Week 1 Comment on Jodi Logan's Blog

History of VLE’s:

I never realized how long that we have been trying to create a virtual learning environment. It all started back in 1728 when work was sent to people in different locations which also known as distance learning. Two hundred and fifty years later, another milestone for VLE was in 1953 the University of Houston created televised courses via KUHT. All of these contributions of distance learning contributed to the beginning of virtual learning. Fifty years ago started the world of VLE’s by creating a program called Programmed Logic for Automated Teaching Operations, which was a computerized assisted instruction system. The PLATO provided these key online concepts: forums, message boards, online testing, e-mails, chat rooms, instant sharing, remote screen sharing and multi-player games.

My experiences with virtual learning environments have been with Blackboard at University of South Florida and FSO at Full Sail University online. It has been three years since I have used a VLE and I defiantly notice a difference with the improvement of Blackboard to FSO. Blackboard was a lot simpler than FSO, but it did not have the functions as advanced like FSO. I really appreciate the functionally of FSO. I have actually also been asked to tutor a high student who is home school but the schooling is based on a virtual learning environment. I have not started tutoring him yet so I haven’t been able to evaluate the VLE that the school uses. I am looking forward to tutoring him just to be able to have the experience working with another VLE.

O’Leary states in her article that you can emerge yourself into different types of VLE beginning with simple to complex. Virtual learning environments can range from using the web to distribute the course materials where materials are archived to the VLE, to a complete online course such as Full Sail Online, where is a full distance learning. O’Leary also states that VLE’s are used to support learning in way that the student is active and works independently. I can testify that VLE is done independently and that I am very active in my own learning. With Full Sail online, I basically teach myself knowing that I have the support of my professor and classmates. I am really excited to be apart of the making of the history of VLEs.

O'Leary , R. (2002). Virtual learning environments. Learning and Teaching in Higher Education , 2, Retrieved from http://74.125.155.132/scholar?q=cache:tQrnv6LVT4AJ:scholar.google.com/+Virtual+Learning+Environemtns&hl=en&as_sdt=40000

History of virtual learning environments. (2010, July 1st). In Wikipedia, the free encyclopedia. Retrieved from http://en.wikipedia.org/wiki/History_of_virtual_learning_environments

Monday, July 5, 2010
1 Comment
Natalie Howard
Hey, Jodi. I appreciate your research on the history of VLE's. 1728?? (Gosh, was anybody alive back then?) Its a wonder that information like this can be preserved for so long! Considering the fact that I never even used the word virtual until maybe 2 years ago, I am doing all of my catch-up work now so I can be prepared for the future.

I will never forget sitting in a college classroom hearing about such advancements and totally oblivious to the terminology, I just sat there... but now, I'm gaining so much from assignments like these and gleaning peers like you, that I will have no choice but to know where modern technology is going!

Your detailed report on the history of VLE's is resourceful. The VLE that we're in is really equipping us to be the forerunners of technology and new literacies! How exciting!

Week 1 Comment on Michelle Remien's Blog

Script: (Audio file created by Michelle Remien and with the help of her husband Todd Remien using Garageband.)
Radio Announcer: We interrupt your favorite song for this important message. We’ve gotten word that right now there is a wedding ceremony taking place on the World Wide Web for the Course Management Systems community. We were able to get an audio feed into the chapel to hear what’s going on, so we are going to share it with you live! Ok, shhh everyone – it’s starting!

Master of Ceremonies: Welcome everyone to this blessed event. I will be your master of ceremonies this afternoon! We have come together today to form a union between software developers, stakeholders, and the end-users. These three groups need to work together to provide a rich learning environment online. They have each decided to write their own vows to each other. Software developers would you like to begin?

Software Developers: We vow to create cutting edge software to meet the stakeholders and end-users needs. We will use our computer programming skills to provide a learning environment where deeper learning can take place. The software will organize and present information about the courses. It will have the ability to organize class activities, materials and data files. It will allow better communication between users in the form of email, blogs, discussion boards and live online class forums. The software will also have self-assessment capabilities as well as grade book tools. When available, we will create open source software and curricula that end-users will be able to use, share and change its content themselves to meet their needs.

Master of Ceremonies: That was well-said software developers. Stakeholders would you like to be next?

Stakeholders: We vow to collaborate with the software developers and end-users to provide input on what features and tools we would like to have within the course management systems. We will promise to take all aspects of our businesses or educational institutions into consideration when making decisions. This includes being aware of and responsible with our financial capabilities. Lastly, we will make every effort to make the systems continuously available through a network provider to avoid disruptions while learning.

Master of Ceremonies: Couldn’t have said it better myself stakeholders! Last but not least - end-users it is now your turn.

End-Users: Being students and faculty, we vow to use the course management system to its ultimate capabilities and in turn create our own virtual learning environment. We promise to respect the system to gain deeper learning of information. We will access course materials and syllabi. We will communicate with our colleagues and directors through emails, blogs, discussion boards and participate in live online class sessions. We will be aware of time management through the use of calendar tools and organize our data files accordingly. We will complete all course requirements and provide feedback to the stakeholders. This feedback will consist of positive aspects of the system and tools that could be modified, deleted or added.

Master of Ceremonies: That was beautiful end-users! I don’t think there’s a dry eye in the house! Since you have all vowed to work together for the good of each other, I now pronounce you a new Course Management System Community! Congratulations!

Radio Announcer: Wow! That was amazing! I’m glad that we were able to listen to a once in a lifetime event! We will now continue with your regularly scheduled song lists.



References

Content Management Systems. (n.d.). In Wikipedia. Retrieved July 10, 2010 from http://en.wikipedia.org/wiki/Content_management_system

Gibson, I. (2008). Reading activity 6 – issues and VLE vs PLE. Retrieved from http://edm641.wetpaint.com/page/Reading%20Activity%206%20-%20Issues%20and%20VLE%20vs%20PLE

McGee, P., Carmean, C., & Jafari, A. (Eds.). (2005). Course management systems for learning: Beyond accidental pedagogy. Hershey, PA: Information Science Publishing.

Morgan, G., (2003). Faculty use of course management systems. EDUCAUSE, 2. Retrieved July 9, 2010 from http://net.educause.edu/ir/library/pdf/ers0302/rs/ers0302w.pdf

Open Source Curriculum. (n.d.). In Wikipedia. Retrieved July 10, 2010 from http://en.wikipedia.org/wiki/Open_source_curriculum

Image copy provided as proof of comments made and request for Blogger to respond for post approval.
Blog post reads as follows:

Michelle, in a word: "WOW!" This was so cool. And I really like the idea of your husband assisting you. How befitting for the marriage ceremony! Your idea to equate the relationship of the systems to that of a marriage was an intelligent idea, considering the fact that they are all related one to another and that the functionality of each is connected to one another as long as everybody does their part. The way you have this broken down by each systems' part will aid in memorization of the responsibility of each part. What creativity in summarizing an overview. We normally do that so routinely by mere written words, but with your idea, you make the overview "come alive!" Great job. Give my regards to hubby as well! You work very well together!

Howard_Natalie_WK1Reading Activity2: History of VLE's in the90's

I stand amazed by the technological advancements and continued forward progression of virtual learning environments (VLE's) in the 1990's. I had no idea all of this was going on paving the way for me to experience what I am with FSO today! My limited computer knowledge was always on a beginner's level of literacy which kept me estranged from this "world" that's been evolving out there. What's so awesome about this 90's era is that many milestones and momentous advances were made. The detailed annals outline the historical progression and modernization of technology for VLE's and distance learning programs world wide. It seems the 1990's catapulted this amazing progression and students like me are reaping the benefits of online programs like FSO today.

I was one of those teachers who clung to the tradional way of teaching for fear of the technology take-over and influx of new literacies. Once upon a time there was Lotus and DOS based systems that assisted in ushering in this Digital nation which is at present. I thought we'd never get this far. 1990 was a monumental year as the concept of distance learning was popularized by innovative systems such as "HyperCourseware's" Teaching Theater (1990) which is very similar to VLE's we utilize today, "iEARN" which enabled over 50K students to be connected in one online classroom setting, and "SUNY Learning Network" (SNL) which created online courses for asynchronous delivery into the home via computer in 1994.

When Educators get together with a desire to see the expansion of school networking globally, phenomenal things begin to happen. That's what I see the 1990's did. For example, in 1992 "Convene International's" rapid growth of their successful distance education programs that networked numerous other schools, who as a result, offered their distance education programs online via the internet "iEARN" (mentioned previously) helped with the improvement of distance learning after hosting an international conference consisting of Educators. With what I am experiencing in my VLE through this awesome program at Full Sail, it is safe to say that school networking is global! We can communicate practically with anyone on the globe in social network environments and continue to educate one another as this techno age continues to climax. When it comes to the great scope of developments in the distance learning industry, the 1990's play a tremendous part. Are we at the apex of distance learning? If not, what new advancements will get us there in the 21st century...?

References:

History of virtual learning environments 1990s. (2007). HyperCourseware. In Wikipedia, the free encyclopediaRetrieved July 10, 2010, from http://en.wikipedia.org/wiki/History_of_virtual_learning_environments_1990s

History of virtual learning environments 1990s. (2007). iEARN. In Wikipedia, the free encyclopedia. Retrieved July 10, 2010, from http://en.wikipedia.org/wiki/History_of_virtual_learning_environments_1990s


History of virtual learning environments 1990s. (2007). Convene International. In Wikipedia, the free encyclopedia. Retrieved July 10, 2010, from http://en.wikipedia.org/wiki/History_of_virtual_learning_environments_1990s

History of virtual learning environments 1990s. (2007). SUNY Learning Network. In Wikipedia, the free encyclopedia. Retrieved July 10, 2010, from http://en.wikipedia.org/wiki/History_of_virtual_learning_environments_1990s

Free photo image courtesy of http://www.freedigitalphotos.net/

Week 1 Comment on Chuks' blog

LMO Week 1 Overview

Week 1 Project: LMO Overview
I have in my mind's eye a four-legged table. Each of its legs comprise the four pillars of learning management systems as described by Gibson(2010): Learning Content/Course management systems (LCMS); Learning Management Systems(LMS); Course Management Systems(CMS), and others, although these table and house metaphors do not adequately covey the relationship between the systems. To me the relationship is more like a crate which contains a package that has an equipment and other items. LCMS seems to encompass LMS which contains a CMS and others items.
Let me begin with a CMS. A Course Management System(CMS) like Blackboard or eCollege or WebCT is designed to extend the reach of a traditional teacher in terms of time and space. A CMS is an ‘internet-based software’ that handles the registration of students, track their performances and develop and do the distribution of course content according to the need of students. In Full sail Online for example, I had a challenge in one of the courses that needed repetition. Once I was through with a course I was in, i re registered automatically by the system to re do it.
each version of CMS has at least three distinguishing features: an authoring and publishing tool which allows an instructor to publish files on the CMS for students to download. Also a Virtual learning community that enables instructors and students to communicate individually or as a group, synchronously like in WIMBA sessions of Full Sail or asynchronously as in the threaded discussion. Lastly, a CMS has a data management tool that allows students to be assigned to a class rather than have the teacher do it.
A LMS is another software application that allows for the ‘administration and documentation, training and reporting of training programs’ for all elearning events and activities. Its features include centralized, automated administration, a serve your self and self guided services, assemblage and delivery of learning content rapidly, reinforce training activities on a web based design and enable re use and portability of knowledge and standards. A bank ATM is such a system. An FSO system that displays a course calender, learning path, messages and notifications, displays scores and transcripts is also such a system.
An LCMS uses an LMS to deliver its services. Ot focuses on the development, management and delivery on a larger scale or multi user system than in a than a LMS or CMS. There is the creation of re-use, store and manage of courses and content for daily or anytime use.
Comparing the two, it possible to say that an LCMS authors, developers and subject matter experts the tool to create and reuse elearning and reduce duplication while a LMS is tool for planning and delivering learning events within an organization.
PLEs are systems which help learners take control of their learning contents and be able to interact with others in a social networking environment.It is a tool that enable learners set their own goals, manage their learning and communicate with others and in the process enhance their own experience. A Google document that enables several people collaborate with each other to edit a project is one. even a second Life environment where groups of students can explore and share experiences is another type of learning environment.

***The comment that I posted is not yet viewable because it was undergoing approval per the notice I received after I submitted my post. I will copy and paste the response after the approval goes through***

Sources:
Blog entry title: Wk1 Comment on Chuks' blog
Blogger's name: Chuks
URL: http://howanata33.blogspot.com/2010/07/week-1-comment-on-chuks-blog.html
Date URL retrieved: 7/11/10

Week 1 Wimba Archive

The wimba archive is overwhelming! Although thorough in detail, it's also a wake-up call to "put the pedal to the medal" because this month is crucial! A significant portion of our grade is on our Literature Review in addition to the detailed assignments of this present LMO course. I concur with the sentiments of the student who voiced his concerns about the extensive work load of activities in addition to the final submission of our Lit. Review. It is a bit much. And I also concur with Joe's explaination in his response, that this is an excelerated program and 14 weeks worth of instruction is crammed into 4. Such is the way of Master degree programs... Sounds as though this is what is expected of us regardless.

In terms of our Lit Review, Joe advised that at this juncture students are in one of three categories: those who got it right and are done, those who are going back and forth with their submissions, and those who have their heads down as though no one is watching... Well, unfortunately for me I am not in category #1 and I don't believe my attitude is like that of category #3, so I guess I'm in category #2. From the looks of it though, I am a bit stressed out about wanting to be in category #1 and beating the clock at the same time (npi). This is crunch time and I'm praying that my final submission will be successful and acceptable while I'm also praying that I can stay on top of my assignments for LMO. These last couple of months are really going to bring out what we're really made of.