New Zealand Schools – the Rhetoric and the Reality - and a creative future

It was a coincidence to receive copies of two exciting books on the future of education last week; one by Sir Ken Robinson (Creative Schools) and the other by David Hood. Both have the same message - that schools need to dramatically change, David Hood’s book focusses on the New Zealand’s education system.

This is David’s second book, written 17 years after his earlier book ‘Our Secondary Schools Don’t Work Anymore’. Both  books have been written to provoke debate about our current secondary school system.

David is well placed to comment on secondary education as he was the chief executive of the N Z Qualifications Authority, has had a long career as a principal, in the Department of Education and the Education Review Office and, more recently, as an educational consultant.

Peter Fraser

David in his introduction writes we are ‘still a long way from achieving the vision articulated by Peter Fraser Minster of Education in1935 for an education ‘of the kind and length to which his powers best fits him’.

David writes from the strong belief in the power of education to make difference for all students but feels that our schools lack relevance and purpose for to many students. He writes that the ‘ secondary schools …have changed very little in the past century’. It is a model ‘designed for a world that no longer exists’.

Today what is needed, Hood writes, is a system that frees schools, teachers and students to be ‘more creative and innovative’.

Although written about secondary schools it is well worth a read by primary teachers.

Hood quotes  business ‘guru’ Peter Drucker  that ‘the best way to predict the future is to create it’ and that ‘the first country to develop a 21^st century education system will win the future’.

Secondary schools in contrast reflect a past age with ‘subjects with no connections….rigid and inflexible timetables…rules that emphasize obedience rather than responsibility’; a system that has become ‘fossilized and ritualistic’, and largely ‘mono cultural’.

There is however, Hood writes, ‘an increasing mood for change as more and more people realise that the factory model school, designed in the early 20^th century, is no longer relevant in the 21st'. It is now time, says Hood for some radical rethinking about the whole purpose of education; our role as educators is to prepare students for their futures, not our present.

Excellent read

Hood provides excellent references about future needs   of students and the key basic skills required for living and working in the 21^st century -  the ‘C’ words: Communications Cooperation, Critical Thinking, Creativity and Compassion.

Tony Wagner,an American educationalist,  emphasizes that, along with the above ,students need to be‘intrinsically motivated - curious, persistent, and willing to take risks’ to be able learn continuously.

The future demands a system premised on personalisation and creativity rather than current standardisation and conformity. With this in mind Hood is supportive of the principles, values and the emphasis on keycompetencies, of the 2007 New Zealand Curriculum.

Hood sees interdisciplinary project based learning, with students and teachers working in teams as the way to the future.

Excellent 'first half'.

Unfortunately ‘the higher one goes up in the secondary system the bigger the mismatch between the rhetoric and the practice’

The vision of the much applauded  NZC is lost and there is little opportunity ’for students to engage in their own inquiry, research and discovery, never mind pursue their own interest’ and to work in teams to produce ‘personal products of value’. 

‘The potential of the new curriculum framework, with its principles, values and competencies, is spoilt by decisions to stick with the traditional disconnected subject-based curriculum.’

For secondary schools, writes Hood, ‘the first half of the New Zealand Curriculum was warmly received when it was released in 2007. The problem is with the second half where it focusses more and more on subjects. The solution is simple the curriculum should end at the descriptors of what each learning area is about.’

Change is difficult in the system for two reasons. One is that our system is designed to sort and separate students and secondly it is a system designed for the average student. One size does not fit

Time for new thinking

all.

Good students to do well, ‘knuckle down, don’t misbehave, don’t complain, don’t challenge, and don’t rock the boat’. In other words 'be disciplined'. Being compliant, Hood writes, doesn't mean being engaged. Those that don’t fit become ‘at risk’ or bored’.

The answer lies, says Dr Yong Zhao ,‘is respecting children as human being and supporting, not suppressing, their passion, curiosity and talent.’

 Hood writes, ‘keeping doing the same thing  and you will keep getting the same results’ and he is dismissive of the current Governments flagship policy of recruiting ‘best’ principals and teacher to lift student achievement which he sees as ‘tweaking the status quo’.

The factory metaphor for schooling

Instead we need a new paradigm for the 21st C – one that goes beyond what schools were established to achieve a 100 years ago.

For those interested in the historical development of New Zealand schools will find informative chapters  to inform them, including the lack of success of current reforms.  There is also an informative critique of international tests  well worth the read as are comments about the inequalities in our system, with particular reference to Maori and Pacifica students.  Current school reforms have, Hood writes, ‘simply advantaged those already advantaged’ and that ‘we continue to pay lip service to the real inequalities that exist’. Secondary teachers will find the chapter on the changing school qualifications of interest.

David is particularly concerned about how assessment still drives the curriculum with its accompanying harmful effects on teaching and learning and number crunching, league tables and competition between schools.

Hood also writes about the various reports recommending changes that that have been largely ignored

Except school!

by politicians and consigned to history.

The last two chapters provide ideas to transform  education from around the world  that if implemented would ensure all students have the opportunities to  develop their talents and passions,  to build positive learning identities, to become self-reliant, and to become questioning, critical and creative thinkers. He also outlines the work he has assisted with in creating schools catering for Maori students in NZ.

Hood is keen that all students should leave with a portfolio (electronic) showing their achievements and answering the questions: ’Who am I? Where do I come from? Where am I going?

21^st century schools, Tom Peters in his book ‘Re-imagine’ writes, we need a curriculum ‘that values questions above answers; creativity above fact regurgitation; individuality above conformity and excellence above standardised performance’.

All the models Hood describes share common philosophies and characteristics:

All focus on personalisation of learning determined by each student’s needs, interests, passions and aspirations.

Teachers as designers, facilitators and decision makers.

A curriculum that is relevant to the real world, interdisciplinary, collaborative, project and research based – utilizing the power of modern information technology.

Individual learning plans with students judged by the quality of their work.

Redesigned school environments enabling teachers to work collectively to assist students.

If secondary schools (and primary schools) were to implement such ideas then in the words of Peter Fraser every student will have ‘the opportunity to develop his or her talents to the utmost.’

 ‘The current standardised approach’, writes Hood, ‘needs to be replaced by one that focusses on the individual.  Personalised learning is about creating a learning environment that responds to the needs of each individual student and their interests, talents and passions and aspirations’.

‘Since the advent of Tomorrows Schools in 1989 which was to be about giving more autonomy to schools, compliance has become for (schools) a major time-consuming activity’.

‘In an environment where there is clear vision, shared values, high expectation and a culture of challenging traditional ways of doing things, then people will work in a myriad of unplanned , unseen and successful ways; it will be a creative and innovative environment’.

New Zealand needs to take Peter Drucker’s advice, ‘the firstcountry to develop a 21st century education system will win thefuture’.

‘It is time’, Hood concludes, ‘to stand up and challenge the powers-that-be who seem so immovable and so resistant to meaningful change.’ A message  also reflected in the title of Sir Ken Robinson’s latest book, ‘Creative Schools: Revolutionizing Schools from the Ground up’.

Start in your school/class now - there is no better time.

For another view of secondary education and the failure of educational reforms of the past decade - Bali Haque.

And for ideas about reforming secondary education from the distant past.

And for books to support change. How many books on your shelf?

Back to school to see what really happens in the classroom – Nigel Latta

Link to Nigel Latta video

In recent years politicians from the ‘right’ have given the impression that our schools are failing – our current Minister is fond of saying ‘one in five of our children are failing’ and that the

introduction of National Standards will solve the situation.  ‘We so often hear stories about how standards have fallen,’ said Latta, ‘that you would be forgiven for thinking the sky has fallen in’.

With this in mind I was very curious about the conclusions Nigel Latta would come to after returning to school classrooms to see for himself. .

The two schools chosen to visit were Pakuranga College, a co-ed secondary school, and Point England, a low decile primary school. He wanted to get a grasp of how things like the basics were being taught.

What he found out was that schools were very different from his own school days.

 Today it is about helping students discover meaning while in his day, teachers had the ‘knowledge’ and they passed it on to their students.  Nigel reflected that he hated his own secondary schooling which ‘was boring. You sat down and shut up’. Nigel was to be very impressed with the involvement of students in their own learning during his class visits.

His first visit was to Pakuranga College.

 He wanted to find out about NCEA (National Certificate of Educational Achievement) which, even after a decade, many parents are still confused about. Many older parents sat School Certificate. Why had things changed? The principal, Michael Williams, answered by saying ‘with SC half the students failed’ and that in the past ‘school was a very effective sifting system and that NCEA changed the mold’.

So Nigel thought it might be fairer, but was it better? Prof Stuart McNaughton reported to Nigel ‘that NCEA gives a full picture of what a student can do….ranking exams like SC give a hard-nosed high stakes assessment…NCEA is fairer’.  The introduction of NCEA had changed the curriculum and the way things were taught, ‘education was once about replication today it is about problem solving’.

Nigel sat in a number of classrooms to see for himself, much to the amusement of the students.  His experience of Design Technology left him amazed when he observed students experiencing ‘

Maths lesson

a range of complex skills relevant to the real world.’ Sitting in on  physics  was another powerful lesson for Nigel as was English

He wondered if in this exploratory process was academic knowledge  being lost?

For an answer he turned to Prof John Hattie a world recognised authority on educational research. Nigel wanted to know how well we were doing in education and ‘why we are always led to believe there is a crisis?  Hattie replied that ‘fundamentally we have a very good system and this is entirely credited to the quality of the teaching profession’. This is in contrast to what some politicians tell us!

Prof Hattie told Nigel that ‘the purpose of education is to help students exceed their potential’ and that good teachers ‘care passionately to see something in their students’and added ‘luckily we have a lot of passionate teachers’.

Nigel sat in a maths lesson to see if students were being taught maths properly. The maths teacher explained that today maths is about learning strategies and that in the past, maths was about getting the right answer. In the past few people experienced mathematical thinking and as a result ended up hating maths. ‘Students need to play with maths to solve problems rather than follow procedures without understanding’. The students were learning and enjoying maths in a way that Nigel never experienced in his school days.

Another mind changing experience was physical education which Nigel, in his day, did his best to avoid. Today it is all about ‘fostering a joy in physical education’.

What about private schools? Do these schools provide a better education? John Hattie's research indicated ‘that they offer little advantage but it is what parents believe’.

John Hattie’s advice for parents selecting a school for their children is to walk around and see if the school is an inviting one; schools that focus on students learning in a safe environment.

Point England students

What about Maori and Pacifica kids – the kids who are lagging at the tail end’? What does being in a lower decile school mean? 

Many parents equate decile rating with the quality of learning in the school. ‘Is this true?’ wondered Nigel. John Hattie, if he had his way, would do away with the deciles. ‘They are criminal if seen by the parents as a proxy for quality. They have become league tables and this is  100% wrong. Some of the best schools are low decile schools.’

A culture of high expecataions

To explore this issue Nigel went to see for himself at Point England, a decile 1a primary school.

Russell Burt

The ten deciles are based on household incomes. Russell Burt, the school principal told Nigel that Point England students  ‘generally, at the age of five, enter school with an academic age of around three’.  'The average income of a decile 1a family  is $19,000 and the school provides  breakfast for a number of students whose parents can't afford a decent breakfast.'

Nigel’s first primary lesson was maths where he observed kids working in small groups solving problems. The teacher explained that as children worked at different levels they work collaboratively, making use of computers, helping each other; ‘kids are enjoying maths – it makes maths not such a big brick wall’.

Integrated technology

Point England is a school determined not to be defined by its decile level.Technology is integrated into all activities and the school is networked with 11 other schools, which Nigel thought ‘pretty amazing’.The whole community is linked with WIFI so children can learn at home.  Children have the opportunity to acquire their own digital device – something the parents wanted for their children and they contribute $3.50 a week do so.

Nigel was reassured by the principal that computers and group work do not come at the expense of ‘real’ learning. The school works closely with its parents who are supportive and know their children’s achievement levels and progress. Achievement levels have picked up with the introduction of digital devices, technology and open space learning. Technology has enabled the students to share in a way that it is hard to do with pencil and paper. Individuals can even learn with their computers in the holidays.

Point England is a school with high expectations – expectations the students have internalised.

 As an aside Nigel saw no behavioural issues and this he felt was because of the culture of learning they have built up – the ‘students are able to manage themselves’. It’s the culture, the expectations, the teachers, not the decile rating that makes the difference.

Nigel wished he had been a student at Point England School when he was a kid.

With regard to National Standards the school struggles despite enormous success. Students who start a couple of years behind do catch up at year 6; they have made great gains but it is not reflected in the Standards. The standards, comments Latta, ‘are too narrow and don’t reflect the huge strides the children at Point England have made’ ‘There is a need to rethink the National Standards.

Point England is a school respected and visited by other educators – Google even visited to make a documentary about the school! The big thing is ‘that the kids are not limited by what others think they should achieve’.

Nigel’s last lessons were back at Pakuranga College.

There is, he said, a lot of talk about the so called ‘soft subjects’ of the NCEA. He took part in a dance class and observed year 12 students panel beating. The dance class involved Nigel in an area beyond his expertise and he found it absorbing. In the panel shop he observed students who otherwise might have left school – students who like hands- on practical things.

Dance and panel beating – essential learning for those students who are attracted to such diverse learning experiences- are both respected as areas of valuable learning.

Nigel struggles in the dance class!

The principal commented that such courses break down the barriers between vocational and academic learning. Practical learning keeps students in the school environment. In the past, the principal said such students would have dropped out.

John Hattie commented to Nigel that traditional schooling privileged a certain group of students and that in contrast  the diversity of NCEA is a way to develop entrepreneurs, musicians  and people equipped to work in the service industries. ‘There are lots of ways of being excellent’.

The two schools visited reflect the New Zealand Curriculum which, said Michael Williams,‘is a powerful document'.

There is no doubt Nigel’s return to see schools in action for himself was a revelation.  ‘It is not schooling as I knew school…it is about creating citizens’; students who will be well equipped to thrive in an unknown but exciting future.

There is no crisis.

No need to worry.

Foot note.

Russell Burt from Point England was appreciative of the above but to clarify the issue over National Standards sent me this to clarify the position re standards.

'With respect to your commentary regarding Pt England and the National Standards; 

-Our gains are reflected in the standards and are very significant. Its just that what the public sees at early and often only glance of National Standards data, is position rather than progress. If we were judged more by progress than position we would be judged (and were so by ERO) as a very high performing school.

Our concern as a learning community is more about how judgements are made, than about the standards themselves'.

Educational Readings- literacy/school reform b/s / and the arts

By Allan Alach

I welcome suggested articles, so if you come across a gem, email it to me at allan.alach@ihug.co.nz.

This week’s homework!

Being a Better Online Reader

“Certainly, as we turn to online reading, the physiology of the reading process itself shifts; we don’t read the same way online as we do on paper. “

“The tangibility of paper versus the intangibility of something digital.” The contrast of pixels, the layout of the words, the concept of scrolling versus turning a page, the physicality of a book versus the ephemerality of a screen, the ability to hyperlink and move from source to source within seconds online—all these variables translate into a different reading experience.”

http://nyr.kr/1lpnbfo

Brain waves show learning to read does not end in 4th grade, contrary to popular theory

“Teachers-in-training have long been taught that fourth grade is when students stop learning to read and start reading to learn. But a new study tested the theory by analyzing brain waves and found that fourth-graders do not experience a change in automatic word processing, a crucial component of the reading shift theory. Instead, some types of word processing become automatic before fourth grade, while others don't switch until after fifth.”

http://bit.ly/1rmVgSW

10 School Reform Phrases That Should Trigger Your BS Detector

What others can you add to this?

“Education is filled with jargon, buzzwords, and BS. I've had a lot of fun over the years skewering the inanity that gets bandied about in education research and professional development. Education policy and school reform are rife with their own vapid vocabulary.

A must read!!!

It's worth flagging this stuff. Doing so reminds us that fatuous phrases don't make problems go away.  It helps puncture sugarplum visions fueled by hot air. Left unchallenged, pat phrases allow wishful thinking to stand in for messy realities. After all, these fatuous phrases are pervasive. Hell, I've lapsed into using them...plenty of times.  So this is less about calling anybody out than ensuring that we don't let pleasant words stand in for careful thinking. Here are 10 phrases that, when heard, should cause listeners to ask the speaker to explain what he or she means, using words that actually mean something:”

http://bit.ly/UoOz5Q

Teachers have to make lessons “dull” for Ofsted inspections

Not just restricted to England, I’d suggest.

“Teachers have to make their lessons dull and mechanical during Ofsted inspections in an attempt

to be judged “outstanding” instead of making the lessons enjoyable and creative a report has claimed. In a wide ranging report by the University of Sunderland, researchers found that teachers are constrained by the structure of the school day and the push for conformity is hindering progress in “deprived” schools.”

http://bit.ly/1ng7MlD

Sweden’s School Choice Disaster

Hey GERMERS, maybe you should read this … Oh sorry, I forgot - you prefer ideology to evidence. My mistake.

“Advocates for choice-based solutions should take a look at what’s happened to schools in Sweden, where parents and educators would be thrilled to trade their country’s steep drop in PISA scores over the past 10 years for America’s middling but consistent results. What’s caused the recent crisis in

So much for charter schools

Swedish education? Researchers and policy analysts are increasingly pointing the finger at many of the choice-oriented reforms that are being championed as the way forward for American schools. While this doesn’t necessarily mean that adding more accountability and discipline to American schools would be a bad thing, it does hint at the many headaches that can come from trying to do so by aggressively introducing marketlike competition to education.”

http://slate.me/1nEn45r

What Happens When School Design Looks Like Game Design

Quest to Learn has featured in previous reading lists. Here’s another article.

“Digital games can be amazing tools, but only when used to make it easier to contextualize the gifts we’ve received from Shakespeare, Socrates, Euclid, and others. The thing about tools is that their strength is usually derived from the way they approach a problem rather than in the particularity of the solution they offer. For example, consider the hammer: a great technological innovation that our

human ancestors imagined more than 2 million years ago. What made it revolutionary was not so much in the material from which it was assembled, nor the particular object it bashed. Instead, the hammer was revolutionary because it forever transformed human experience by introducing the possibility of striking, and therefore altering, our natural surroundings. It changed the way we look at things.”

http://bit.ly/1x6GUG4

Passion and Purpose

“Learning should be passion-driven rather than data-driven and focus on the needs of students rather than the needs of the tests. Classroom activities should provide numerous opportunities for students to connect with their dreams, feelings, interests, and other people rather than demand students read closely and stay connected to text.”

http://bit.ly/1mJeRXE

The Neuroscience Behind Stress and Learning

Hey GERMERS, here’s another one. Convinced yet?

“The realities of standardized tests and increasingly structured, if not synchronized, curriculum continue to build classroom stress levels. Neuroimaging research reveals the disturbances in the brain's learning circuits and neurotransmitters that accompany stressful learning environments. The neuroscientific research about learning has revealed the negative impact of stress and anxiety and the

qualitative improvement of the brain circuitry involved in memory and executive function that accompanies positive motivation and engagement.”

“Joy and enthusiasm are absolutely essential for learning to happen -- literally, scientifically, as a matter of fact and research. Shouldn't it be our challenge and opportunity to design learning that embraces these ingredients?”

http://bit.ly/1rIISwQ

The arts as "the basics" of education.

This article comes from a site run by US educator Kieran Egan (thanks to Robert Valiant of the US ‘Dump Duncan’ Facebook page for bringing it to my attention). Egan’s site has a lot to explore and is highly recommended.

Bruce’s comment.’This article gives insight to his thinking – that young learners have powerful, rich, affective imaginative lives that we lose as we grow and that a developmental

approach (that we move from the simple concrete to the abstract) fails to recognise. The idea that students learn though stories and metaphors is worth thinking about.’

“I want to suggest that the problem we find ourselves in--sidelining the arts increasingly even though we recognize their centrality to education--is in part tied up in our having accepted a set of basic educational ideas that are mistaken. That is, I want to make the uncomfortable case that the root of the problem is a set of ideas that most readers of this article probably take for granted.”

http://bit.ly/1pEv0PP

This week’s contributions from Bruce Hammonds:

First up is a series of art relate links, a discipline that Bruce is passionate about.

Arts Teach Deep Noticing

Bruce: Exposure to the arts teaches observation, or deep noticing. There is a difference, as you know, between looking and looking closely. When students are asked to draw something, they must look closely to accurately observe the lines and shapes of the object they are trying to portray. Students learn to see tiny differences and to record them. Doesn't this sound like what a scientist does.

http://bit.ly/1b0Bfw9

Observational drawing tips for senior students




“For many students, drawing is the core method of researching, investigating, developing and communicating ideas.”

http://bit.ly/1tSfyDC

Drawing is understanding

The Prince's Drawing School

Bruce: Video Clip about drawing. Many people think camera and computers have made drawing obsolete. Through drawing you learn to see the world as if for the first time. Drawing is a way of asking questions and drawing answers. It slows the pace of the mind and as a result of drawing the world looks different. In our classrooms too many spoil their work by rushing( thinking first finished is best) This slowing the pace of mind is hard to achieve with a camera – although cameras are great for gathering visual ideas.

https://www.youtube.com/watch?v=Fn3T0iPzaog

Austin's Butterfly: Building Excellence in Student Work - Models, Critique, and Descriptive Feedback

Help students observe like Austin

Bruce: This is a great little video helping young children learn to look hard and to draw. You can’t get this  kind of skill using digital media.

http://vimeo.com/38247060

Bruce continues: Lots more neat videos from the people who bought you Austin's butterfly example.

 http://elschools.org/leadersoftheirownlearning

Moving on …

Pasi Sahlberg: Five U.S. innovations that helped Finland’s schools improve but that American reformers now ignore

Bruce: Time to get back to Finland – enough of this neoliberal GERM nonsense that has infected education in Australia, the UK , the US and next year in New Zealand if no change of government.

“The question should not be: “How to have more innovation in education?” The real question is: “How to make the best use of all existing educational ideas that are somewhere in American schools and universities?” The answer is not to have more charter schools or private ownership of public schools to boost innovation. The lesson from the most successful education systems is this: Education policies should not be determined by mythology and ideology but guided by research and evidence from home and abroad.”

http://wapo.st/1nQ8p5w

From Bruce’s oldies but goodies file:

Transforming Secondary Education – the most difficult challenge of all.Thoughts from a past age – ‘Young Lives at Stake’ by Charity James

Bruce’s comment: An oldie but relevant for rethinking education for students from middle school to senior secondary. Based on thinking developed 40 years ago by Charity James, the approach provides the basis for a truly transformed education based on developing the gifts and talents of all students.  Very much in line with the intent of the  largely side-lined , 2007 New

Zealand Curriculum which asks schools to develop students as ‘seekers, users and creators of their own knowledge’.

“Secondary schools, if anything, remain determined to lock both teachers and students in a fossilised 1950s punitive environment of isolated specialist teaching, arbitrary periods of time, timetables, streaming by ability, uniforms and hierarchal power structures. Such schools are dysfunctional but there seems little pressure to change them – instead teachers are criticized for students’ lack of success and even poverty is not to be seen as an excuse.” 

http://bit.ly/1k3YTMR

This week’s contributions from Phil Cullen

Teaching Strategies: A Practitioner’s View

This is an excellent article by Phil, that all teachers should read.

“Maieutic strategies convey midwifery roles to teachers; and the strategies towards the right-hand end of the continuum imply that a child’s natural desire to learn is helped to manifest itself as the child

develops. The teacher is there at the birth of learning of something new and nourishes the child’s personal control of it. Learnacy is part of a child’s psyche from birth and its development is the real business of the concerned teacher. The pupilling processes accelerate cognitive development with genuine concern for achievement.”

http://bit.ly/1oF36qh

Neoliberalism – The New Religion

Another gem from Phil that is everyone (not just teachers) should read.

“Profit before people. Profit before social services. Profit before environmental welfare. Profit.Profit. Profit.Leads to : Men before women. White before black. Right-wing before Left-wing. Sycophancy before experience. Adults before children. Bureaucrats before Mums. Testing before learning.”

http://bit.ly/UKrn27

UTS campus becomes innovative public school

“In one of Sydney's most striking public buildings, the age of students will not dictate what they learn, teenagers and preschoolers will study together and Skype hubs will put students in daily contact with their peers around the world.”

“Professor Heppell said the recipe could include developing the school as a village for all learners of all ages, creating small schools within the school, a focus on studying "by stage not age" and ensuring it was technology rich with a global focus.”

http://bit.ly/1plmPdQ

Education expert Dr Yong Zhao says schools stifle creativity

Dr Yong Zhao

Another expert for the Australian government to ignore, mind you, given Prime Minister Tony Abbbott. who’d be surprised?

“Internationally renowned education expert Dr Yong Zhao told principals in Brisbane on Thursday there was a global mismatch between skill shortages and unemployment and schools need to shift from “a sausage-making model”, in which they produced students with similar skills and similar knowledge, to one that encouraged creativity and entrepreneurialism.”

http://bit.ly/1obGb5E