¿Quien de ustedes no ha visto o por lo menos ha oido mentar a la saga de Star Wars (aqui en Mexico, la Guerra de las Galaxias)? Todos los que hayan nacido en la decada de los 80’s sufrieron los embates mercadotecnicos de estas cintas. Y es natural, cuando uno es un crio que no sobrepasa el metro de altura, queda boquiabierto ante el despliege de rayo lasser, naves intergalactica y esas maravillosas espadas de luz. ¿Que niño no quiso una de ellas? Eran brillantes y hacian ruidos chidos. Y claro, como no te la podian comprar pues ni siquiera existian, pues no quedaba mas que esperar a crecer y comprar una cuando ya las inventaran. Ya pasaron 20 años y yo sigo sin ver ni una sola en venta. Que desilusion…

A grandes rasgos, la primera peli estaba chida (cuando uno es niño no es muy exigente) pero las demas estan de weba. Ya de grande, veo la cintas y me pregunto como pudieron y pueden ser tan populares e influyentes cuando en el fondo todo es el vacio oropel de una producto “impactapendejos” ¡hasta una religion nerd surgio de ellas, y su biblia es un libro escrito por un fan llamado “Yo, Jedi”! ¿Asi o mas idiotas?

Pero siempre hay algo rescatable hasta en las peliculas Lado B (Star Wars tiene todo para ser una, a pesar de su alto presupuesto: Una historia pendeja y llena de huecos argumentales, malas actuaciones, villanos de risa, mostruos cagados, etc.). En este caso en la princesa Leia. Anque toda las saga fue una plasta que no sabia ni donde estaba, en la tercera, el Regreso del Jedi, aparecio de una forma tal que nos marco para siempre en nuestro futuro tiranetero. Vestida con un extremadamente sexy vestido de esclava sexual, atada con una cadena que sujetaba un gordo asqueroso y lujurioso (ejem, nada que ver conmigo) y mostrando esos encantos que tanto tiempo mantuvo ocultos, hizo que cuanto niño viera la cinta disfrutara de su primera fantasia sexual y tal vez, a su primera ereccion. Nuestras inocente mentes fueron corrompidas de forma precoz debido a las torneadas piernas de Carrie Fisher. Y a ustedes ¿no les paso? 

La actriz en sus muuuy buenos tiempos

Es mirada dice: “Estoy a sus ordenes, amo”

¡Que no darias por tener a una hembra en esta forma!

Modelando la ultima moda en esclavas sexuales intergalacticas

 Ante esa mirada y ese cuerpo solo podemos decir: ¡Princesa, estamos a tus patas, ordenados y obeceremos!

La cadena es para practicar la afixiofilia

¡Hooola ma’cita!

¡No me mire asi princesa, yo no estaba intentando verle la tanguita!

Meditando si tiene o no futuro el ser la esposa de Jabba

“¡Que buenota me veo! ¿Verdad?”

Despues de los eventos de Star War, a Leia le gusta escaparse por la noches, ponerse su traje sexy y trabajar en las esquinas

 ”¡Ay papi, que espadota laser te cargas!”  -  “Gracias hija, cuando quieras te doy una… exhibicion de esgrima”

“¡Estoy tan feliz de que me recuerden y me hagan una Chica Tiraneta!”

Date: Monday, 09 November 2009
Location: PA Building
Present: Jasmine Chong, Janna Mamar, Minja Podvorac

• Continued development of presentation slides.
• Conducted practice presentation session.
• Recording of audio for Learning Collective video tour.

Date: Sunday, 08 November 2009
Location: PA Building
Present: Jasmine Chong, Janna Mamar, Minja Podvorac

• Continue work on exegesis and brief proposal.
• Final look at developed Flash prototype: “Learning Collective”
• Development of script for video tour of Learning Collective.
• Development of presentation slides.

Ich hab am Feitag ein paar Bilder gemacht:

Sunshine

Spiegelung (1)

Buntes Laub

Spiegelung (2)

Das letzte Gänseblümchen

Ich beim fotografieren

Date: Thursday, 05 November 2009
Location: PA Building
Present: Jasmine Chong, Janna Mamar, Minja Podvorac

• Discussion:
  • Presentation of interface outcome.
    • Talk through new features, the drastic changes made.
    • Justification of design decisions and tool implementation (grounded in research methodology findings).
  • Studio-pia
    • Have a clear definition of its purpose and be able to explain it.
    • Think about how it will be used, what each participant has access to and can view.
    • Have interface design and visuals communicate its purpose, show capabilities.
• Keep on trucking with it all!

Date: Monday, 02 November 2009
Location: PA Building
Present: Jasmine Chong, Janna Mamar, Minja Podvorac

• Began planning presentation (order of slides and content to include).
• Continue working on:
  • Final interface design.
  • Exegesis and proposal brief.
  • Presentation.

Date: Thursday, 29 October 2009
Location: PA Building
Present: Jasmine Chong, Janna Mamar, Minja Podvorac

• Conducted user-testing session of interface design.
• Analysis of user-testing results.
• Continue working on:
• Alteration of interface design, based on user-testing findings.
• Exegesis and proposal brief.

Just the initial designs I had put together before our collaborative mash-up today.

Home (Units page)

Home (Units page) 2 – subjects have a colour-coded square rather than a bar.

Subject page – Announcements

Subject page – Blog

Subject page – Discussion Board

Gallery (should be part of the Profile page, not a subject page as shown below).

Basically used the Swinburne colour palette as the basis for the page, with the red framing all the content. It’s also a three-column layout, content in the centre, framed by navigation links to the left and right. Trying to obviously make it brighter and more friendlier than the current Blackboard interface and a more personalised experience.

Date: Monday, 26 October 2009
Location: PA Building
Present: Jasmine Chong, Janna Mamar, Minja Podvorac

• Comparison of individual Blackboard interface designs.
• Creation of interface through combined interface ideas.
• Intend to run user-testing session of interface design on Thursday (29/10).
• Preparation of exegesis and final outcome:
  • Graphing statistical data.
  • T-shirt creation.
  • Correction of draft brief proposal.
  • Exegesis design and colour palette.

From our discussion yesterday, here’s some articles from the names we were given. You’ll have to log in through the Swinburne Library thing I’m guessing, since it’s a link to the database article (not legal to just post up the pdf here).

Noam Tractinsky
A Few Notes on the Study of Beauty in HCI

Gitte Lindgaard
Attention web designers: You have 50 milliseconds to make a good first impression!
There’s also a web article that breaks down and summarises this article:
First Impressions Count in Website Design

Also, just something I found last semester…

Jakob Nielson is the ‘King of Usability’ and his website has a lot of great information:
http://www.useit.com/alertbox/

Between those three names, there’s a lot of articles and interviews out there, so this is a tiny snapshot of their work. This is just a lot of good things to keep in mind when we’re designing our interface, and what they suggest makes sense after all!

Date: Thursday, 22 October 2009
Location: PA Building
Present: Jasmine Chong, Janna Mamar, Minja Podvorac

• Research interface aesthetics.
• Have individual interface designs ready for Monday (26/10).
• Presentation discussion:
  • Use key words only, avoid full sentences.
  • Slide text size no less than 22pt.
  • Talk through information.
  • No cue cards.
  • Precise name of presentation on each slide (to remind people what we’re talking about).
  • Mock presentation to run Monday, 9 November.

Basically, after getting lost in the Blackboard control panel world, I started having a bit of a play. I wanted to see if I could get the menu navigation streamlined down to the areas we wanted (Announcements, Learning Materials, Tools, Contacts).

This is as close as I could get it:

I found that the discussion board has to show up in the Communication menu, I couldn’t figure out a way to make it show up in Tools. What kind of restriction is that?

Hmm, yeah, just a quick play. Put our logo in there to put our stamp on the subject too. Feel free to play yourselves should you have the inclination…

Here are screenshots from the dummy Blackboard unit we have access to, showing in particular what options are available to staff when structuring the online side of classes.

Unit home page
This is the default Announcements page in the default Blackboard look:

Control panel
Where all the magic happens. There’s a lot of links, most of which you have to access to really understand what they’re for. Quite confusing really, especially with how the sections have been divided up and labeled.

Menu design
Of course, the word ‘design’ is a lure we can’t resist…pity when the page loads I feel quite resistant to all the options provided. Textured buttons gave me a laugh, I have to admit.

Tools
What I particularly liked about this section of the control panel was how the text below the tool name is just the tool name (as though there’s no further information needed with all of these?!) It’s such a long list with very little content, I’m sure this could be streamlined a great deal.

Blogs
Since this is an area we’re looking at closely for our own outcome, I had a play with Blackboard’s version.

First image is the blog creation process. This is also indicative of how you edit unit info throughout Blackboard, it’s like filling out a survey each time!

Second image is how the blog looks, I did a test post in there as well. The post creation process is very similar to WordPress actually, not too bad.

Unit menu
So you can choose what shows up on the side navigation! When you modify a menu option, you’re pretty much limited to changing the text though.

So that’s a quick look at some of the control panel features in Blackboard. There’s a lot in there, it’s hell to navigate in all honesty. Sometimes I’d end up on a page with no way of navigating back to the control panel…I’d either have to use my browser back button or go back to My Units, then access the unit, then go to the control panel. It’s quite hard to modify things, because it’s hard to find things in the first place, then there are very few changeable options.

Look what I found on a good friends Blog! Amazing pictures and an interesting report. Check it!

(Dolphin-Photo: The Boto Project, Mamirauá)

“The conservation of biodiversity goes through deep issues of social justice and life quality improvement for the less favoured population.“ (José Márcio Ayres, Uakari monkey researcher and initiator of the reserve)

Mamirauá was the first Sustainable Development Reserve in Brazil and serves until today as model for other areas in Brazil as well as abroad. Instead of expelling the 12 000 people living in the reserve, as is normally done in natural reserves, where no people are allowed to live, the Mamirauá Sustainable Development Institute was created, seeking to combine conservation and research about the biodiversity-rich site, develop ecotourism and sustainable development in a participative way together with the local communities.

The area of 1,124 mio hectars hosts a biodiversity hotspot of floodplain forest, which is the only place in the world where the Uakari monkey and the black-headed squirrel monkey live, the place with the highest density of jaguars and home to other endangered species such as the manatee and the pink river dolphin. The Pirarucu, the biggest fresh water fish in the world, was due to it´s popularity and commercial value on the brink of extinction when the reserve was created and has now become abundant again thanks to a sophisticated fishing management plan. Commercial fisher boats from outside are not allowed in anymore and detailed zoning and timing regulates the local fishing activities. Direct marketing of the fish in Manaus circumvents middlemen and brings reliable high prices to the local communities. At the same time, the system allows for control of the amounts and kinds of fish extracted. A similar system is applied to sustainable small-scale logging. Had the reserve not been created and the Pirarucu been extinct, it´s likely that the unsustainable logging habits which had taken roots before would have accelerated. Scrupulous timber traders had made local people dependent on them by swapping staple food against the logs at exchange rates which threw the local people into constant debts. “Using the forest so that it lasts forever” is the new slogan.

Nowadays, apart from sustainable fishing and logging, ecotourism and the marketing of handicraft provide the major sources of income. The Uakari Ecolodge at the heart of the reserve is co-managed by the locals who also ripe the benefits. One part of it goes directly to the communities involved, another to sustain the system of voluntary local eco-guards. Programmes to improve the sanitary and health situation, especially maternal health, schooling and family agriculture as well as radio communication have further improved the standard of life in the reserve. While most activities are currently confined to the focal area of the reserve where the majority of the people live, outreach to the rest of the area, as well as the recently created neighbouring reserve Amanã are under way.

View Original Article

Hoooi ;D

waar hou ik mij mee bezig de laatste tijd?

Muziek Muziek en Muziek ^^

en school een beetje natuurlijk xD

VANAVOND BAL VAN SINTPIETERS, met THEMA ICE, love it ;P (en ooja, ik heb nen date gevonden!!)

tga demax worre, hoopek xD

Bastien is op moniweekend met freetime… dusja, geen bastien mee naar bal ;(

en ook geen Janna, Greenday vanavond, weetjewel ;(

MAAR! de volgende keer gaan ze wel mee ze ;D

Kga et hierbij laten ^^

DOEI DOEI! ♥

Stumbled across this article yesterday:
http://firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/article/view/2434/2202

Basically compares Blackboard 8 and Blackboard CE 6. Beyond that, it also looks at the functionality of Blackboard’s features, which is quite good for us.

Some good quotes:

• “the very structure of these systems constrains instructional possibilities and decision-making”
• “both versions constrain how instructors can structure a course”
• “Blogs might hold the greatest potential for breaking out of the traditional discussion board mode”
• “[Blogs] have the potential to completely reconceptualise online learning by shifting attention back to students, their identities, and their voices”
• “Blackboard’s blog varies little from the traditional discussion board”
• “Students are treated not as learners, as partners in an educational enterprise, but as users”
  • This in particular refers to how online participation is assessed. Just because a student logs on and posts messages, it doesn’t really represent the degree of learning they are attaining. You can use the tools, but not really be learning all that much, particularly if the experience is self-contained and decontextualised.
• “the intensely hierarchical nature of Blackboard persists producing a textualised approach to teaching and learning”
• “the aims of Blackboard administrators and management likely conflict with many instructors’ goals”
• “Although Blackboard designers structure the course platform for efficiency and profit, instructors and students need a course environment optimised for learning and performative teaching”
  • And therein the problem lies!
    The difference with our solution, of course, is that our focus will be on the latter rather than the former.

Quite a good article on not just Blackboard’s features, but what it means to have Blackboard leading the way in creating online learning systems.

I decided to separate this from the previous post, just because Swinburne doesn’t use this version of Blackboard, but it’s interesting to see the changes that have been made and released to the world.

The official Blackboard overview of the new release: Blackboard 9
Info on there is actually quite sparse, in my opinion.

Interface

Here’s the new look (colours, how buttons appear, etc, are all modifiable though):

Also, I found this sandbox preview version of the Blackboard 9, so you can have a closer look at the interface and click around in it here: http://bblearn-sandbox.blackboard.com/webapps/portal/frameset.jsp

Notifications

This is a new feature and ties in to a suggestion we had in our focus group. Blackboard 9 has a ‘What’s New’ panel, which collects new information from all your subjects and lists them together. So you don’t just have new announcements, but you’ll be updated about new discussion board posts and other info you choose to appear.

While the ‘What’s New’ panel sounds useful, seeing the other tools displayed within the ‘Notification Dashboard’ just seems so confusing:

I understand that this is meant to act like a task manager (incidentally, my group’s project last semester was about creating a task manager system), but it’s not exactly clear how to differentiate between your ‘To Do’ list, what ‘Needs Attention’ and your ‘Alerts’. Also, that screenshot is taken from a site looking at problems people have found within Blackboard 9, in this instance what the user wanted to show up in the ‘What’s New’ panel doesn’t appear.

Collaborative Tools

I haven’t experienced blogging on Blackboard, since it’s a tool that hasn’t been used for any of my subjects, but this is how it looks in Release 9:

Would also like to draw attention to the (left) side navigation…although I like the look of these links over the current pseudo-3D ones we have, there’s still the confusing separation of the links ‘Communication’, ‘Discussion Board’ and ‘Tools’. Apparently you can combine all these into a single link, ‘Tools’, but it has to manually be done.

Also on Discussion Boards, apparently in the new release threads are automatically listed alphanumerically, not chronologically according to when the thread is started. As a workaround, universities using Blackboard 9 are numbering their threads to keep them in the order they want.

Personalisation

There’s a section called (somewhat vaguely?) ‘My Places’, where you can change personal information and upload an avatar that works throughout all your subjects, although it only appears in blogs, not discussion boards. Also, each subject can have a unique looking homepage.

Software Integration

You can sync your Facebook profile with Blackboard, so Bb announcements show up when you log in to Facebook. There’s also the Blackboard Learn iPhone app, so that lets you keep track of things on the go. You can apparently link Blackboard to Twitter and other RSS feeds, as shown in this sandbox test:

Digital Dropbox

…has been dropped. Ceases to exist in this release.

Some interesting links, especially in relation to Blackboard 9 functionality:
http://sites.arbor.edu/oat/blackboard-9
http://www2.le.ac.uk/institution/lts/talent/blackboard/blackboard9upgrade/known-issues

The current system being used by Swinburne is the Blackboard Academic Suite (Release 8.0).

There’s actually a website that brings together reviews of different course management systems (CMSs) and lets you run comparisons between them: EduTools.

So, I ran a comparison between Blackboard 8 and the previous release, Blackboard 7 (link hopefully works: http://www.edutools.info/compare.jsp?pj=4&i=555,556).

Now, EduTools, I think, is better suited to comparing CMSs from different developers. Comparing two Blackboard releases didn’t yield any striking differences as they’re compared by what tools they offer, which hasn’t changed very much between the releases. Also, it’s all written rather clinically, with nothing about the effectiveness of tool functionality (ie. it just says what each release is intended to do).

Things I found of interest…

Portfolios

In release 8, students can make portfolios, in addition to personal homepages (which was already available in release 7). Sounds nifty, so I logged in to Blackboard and checked it out and, well, I’m not surprised it’s a tool that isn’t used. The process of creation is as limited as posting in discussion boards, there’s little flexibility and you’re end result will invariably be something like this:

(if you click on the image, it goes to a webpage that shows the ePortfolio creation process within Blackboard).

I’m hoping there’s ways to manipulate the aesthetic more, but I didn’t really play with it for too long (you need to build separate content, upload it, then link to it through the portfolio builder…a lot of going back and forth).

Look & Feel

One of the distinctions between release 7 and 8 is that in 8, “each unit can apply its own look and feel templates as well as institutional images, headers and footers”. Was thinking this maybe relates to how in our focus group, one suggestion was to have subjects colour-coded for easier differentiation…from my interpretation of that function, it would seem Blackboard 8 might already allow something like that?

Bookmarks

Didn’t know this…but in release 8 they introduced bookmarking, so you can bookmark frequently viewed items. So, I had a look in Blackboard and right there in My Units page (between other tools I don’t use), there’s a section called Bookmarks…with no further buttons or links to indicate how to use it:

I’d thought it would be great to bookmark, say, our discussion board for New Technologies Research and save myself clicking 6 links to get to the actual discussion board, but I can’t figure out a way to do that. I can’t figure out how to make any bookmarks at all… I could spend more time trying to figure it out, but I don’t think I should have to in the first place.

Community Networking

In both releases of Blackboard, students are able to create online clubs and study groups, even students from different courses are able to interact with one another through chatrooms and discussion boards. That sounds great, I didn’t know Blackboard could do that! Although, the fact that it is running through Blackboard takes a bit of shine off the idea for me. I mean, I think it would be great to be able to have discussions with students across all courses, but Blackboard isn’t the most inviting of places for a discussion with the way it works.

Date: Thursday, 15 October 2009
Location: PA Building
Present: Jasmine Chong, Janna Mamar, Minja Podvorac

• Proposal outcome: restructuring Blackboard and its use as a tool for online learning.
  • Intend to create a dummy Blackboard subject, which we will modify to use as an example of how we are proposing online learning can be conducted.
• Look at capabilities of different Blackboard releases.
• Look at wikis, blogs, and other collaborative web technology, and how they can be used for online learning.
• Prepare for progress presentation next week.

Before our class meeting we had discussed the parts which we deemed important in our aim for this project out come, these were:

Restructure Blackboard

Part A:
More student Embodiment
Better Layout
More Applicable Tools
Better discussion Boards

Part B: (what is needed in order to implement)
Embodiment
Technology
Structure
Online Studio

14 October 2009
4:30pm

• ‘Studio-pia’
  • Hyrbidisation of Lectopia and studio classes.
  • Incorporating video cameras in studio, as well as in remote student’s homes, that allowed for remote learning.
  • Integration of real and online learning.
  • Virtually occupying the same space.
• Failure of digital community: sense of disembodiment.
  • There is no trust.
  • Trusting only a machine, creates a sense of doubt.
• Mixing a sense of embodiment with online.
  • If you meet someone in person, would this result in a better chat online?
• Hack Labs
  • Creating real-life outcomes through virtual communities.
• Online relies on written language.
  • Student ability effects outcome and possibilities.
  • Secondary school experience influences student’s approach to learning.
  • Learn by context, like vocabulary.
  • ‘“The act of reading. The act of learning.”
  • Need to use more than just text online.
• Importance of real-time learning.
  • Skype vs. email
  • Real-time interaction moves closer to embodiment.
• Online networks.
  • Creates pressure to contribute.
  • Using public software, not just Blackboard.
    • Sarawak class example; using Facebook as a discussion board.
• “No innovation. No excitement. No learning.”

Date: Wednesday, 14 October 2009
Location: PA Building
Present: Jasmine Chong, Janna Mamar, Minja Podvorac

• Conducted interview eight.
• Discussion of possible proposal direction:
  • Revamping Blackboard.
  • Example of how the ‘new’ Blackboard could be used for an online class.

This was too good not to post…

So I logged onto Blackboard today, as good students do, and there was one of those scheduled maintenance announcements. What caught my eye, however, was the heading: Unavailabliity of Safe Assignment /Bb Facebook/ Bb iPhone.

Initial thought was, “What? Even Blackboard is on Facebook?”
Followed by, “What? There’s a Blackboard iPhone App?”

Since I can’t really check out the Facebook side of things, I looked up the iPhone App, which is called Blackboard Learn. Here’s a screenshot of the iPhone interface with customer ratings beneath (taken from the iTunes store):

It’s not doing too well rating-wise at the moment, but it was only released in March this year. Interesting to read customer comments on the app as well, which you can do at the iTunes store here.

Official Blackboard site about the app here.
Blackboard Blog (another discovery for me) post about the app here.

The idea behind the app is a good one, just like the idea of what Blackboard should be able to achieve is, but in terms of effectively executing the idea and making it a useful addition to learning…that’s where the trouble lies. Incidentally, this also reminds me of the ‘Evotar’ Honours project N.W. showed in class last semester, where the students designed an iPhone app to help students keep track of things like class schedules and tasks. Lastly, all this ties in to the iJET article I read about the future of mobile devices for learning.

Although, I must say from a purely aesthetic perspective, the iPhone app looks nice compared to the current Blackboard interface we use! I wonder if that makes it easier to use? It certainly makes me more inclined to want to use it.

N.W. emailed us a couple of days ago about the new edition of the iJETS journal, which had articles about online learning and technology. Anyway, I read a couple of them yesterday morning (the ones I felt were most relevant to us), so just thought I’d do a quick run-down…

This article looks at the idea of “Blended Learning”, a contested term that can more-or-less be seen as the combining of traditional and digital learning. This is discussed in a language learning context, and has a focus on Web 2.0 technologies.

I don’t want your eyes to start glazing over, so here’s what Web 2.0 means in a nutshell from the article:

“Web 1.0 tools deliver information to people. Web 2.0 tools allow the active creation of information by users” (pp. 88).

Easy!

Some more good quotes:

“Web 2.0 learners can increasingly choose what they can focus on in class”
(pp. 85).

“the brains of learners termed the Net Generation are wired differently; this new generation expect a constant stream of new media to stay alert and focused”
(pp. 86).

“As learning technologies develop, teachers need to develop their knowledge and skills in order to keep up with trends” (pp. 91).

Due to the article’s focus, most of the examples show how technology can be used to aid students in learning a language. Found the section discussing different types of blended learning interesting though. Particularly like the image of a four-walled classroom, with one wall being transparent to represent the presence of the Internet.

Really, really relevant. The article is about course management systems (CMSs), ie. Blackboard and others of its ilk. It looks at their uses, how they’re implemented (the technical side of things too) and the different systems available in an educational context. Web 2.0 technology is also emphasised, as it allows for these collaborative tools to be put into practice.

Some quotable quotes:

“The primary function of CMSs are to organize and distribute course content, administer learning exercises or quizzes, and track student progress” (pp. 99).

“CMSs are beneficial in bridging the gap between traditional face-to-face classroom instruction and independent learning” (pp. 100).

“CMSs provide the resources to encourage learners to view learning as an ongoing process” (pp. 100).

“Quite often, much time and energy is spent deploying a CMS while too little effort goes into content development” (pp. 103).

The tail-end of the article looks at multimedia integration within CMSs and makes the prediction that: “Mobile devices will soon be even more significant to learning technology than the home personal computer” (pp. 105). Big call?

Overall, I’d say it’s an idealistic view of CMSs and the potential the systems have in an educational environment. Sounds good in theory, but when put into practice, as we’ve found through talking to staff and students, it doesn’t necessarily create an ideal educational environment. This article is a great resource for us, though, especially in how it examines the more technical side of CMS implementation.

Just want to add that Second Life was mentioned in both articles. Although, I’m still not convinced that I would want to use it for online learning. I think it’s just a handy example to illustrate the idea of a virtual classroom. If I were forced to use it (like Blackboard) then sure I’d use it, but if I had a choice…I think I’d pass.