... but not on the 'I' word :-)

[Blob] Then my sister and new brother-in-law have been cheapskates and bought me a cheapo one... I only have four... but it does have an 'up' button and a 'down' button to scroll through all the hundreds of stations is knows alphabetically, which is pretty handy, as Xfm isn't that far from BBC Radio 4, and I just go straight past 'Yoof Radio'. heheheh!

I've been asked to design a template email for the place where I work - you know the sort of thing - a header followed by contact details as a signature at the bottom. However, the only way I've found I can do this in Outlook is by saving all graphics into a signature. However, when I do this and click new message the email body appears above the logo. Does any one know how to put a header into an email properly?

[BtD] Abjure the heresy of embedded graphics in email! Tread the straight and narrow path of plain text only! If I received an email with a company logo in it, I'd never see the logo, because my mail program is set up to ignore graphics (and HTML).

Does anyone know any up-and-coming children's illustrators who would like an interesting (paid!) project - creating projected backdrops for a show I'm doing later in the year. UK-based is ideal, but could be anywhere in the UK. Email for more or see here for more background.

[Projoy] Hope you don't mind, I corrected your email link.

Projoy] I do know someone - I will speak to them and let you know.

[blob] no, I rarely use caps. it's just habit really, rest assured when writing properly (essay and such) caps are there in full glory. my aunt has complained that I never capitalise Bath in emails as well, so I'm just a serial offender.

[chalky] pardon?

[pen] down here, we get, and I quote, 'yarr radio' on digital. the amount of chris the ninja pirate gags is innumerable. new favourite station is talkSPORT as it doesn't distract me while revising. until I start shouting at the radio.

[BtD] Google for 'email etiquette' and 'internet etiquette' and perhaps also cite some of that info to the people making you do this project. I killfile on HTML as well - companies have lost my custom for sending me HTML in emails after I asked them not to. Costing them five to ten grand in lost business, at a rough guess. (And companies who start out by sending me HTML-in-email never get my custom in the first place.) The fact that most people are ignorant of correct email etiquette - because no modern PC-based mailer I have seen has ever thought to mention the issue - doesn't mean we all are. And I for one do use it as a filtering critereon for who I will do business with.

[rab] Much obliged.

Raise your right foot from the ground and make clockwise circles with it.
While doing that, draw anticlockwise circles in the air with your right hand.

[raak] how does that work then? I feel an utter fool.

[nights] No idea, it came up on a mailing list on biological control systems. For another surprise, try it with the right foot and left hand.

I'm typing this wirelessly from my new broadband connection. I'm amazed that it all works...

Raak] Sorry, but I can do it... And the second one really easily (or was that the surprise!?)
pen] No real reason. My happy side came out yesterday, so I ate Twixes and listened to new CDs and thought along the lines of "spread the love". I am getting worryingly dependent on Twix bars now though.
anyone] Nice to see AVMA back on our screens.

[Tuj] Yes, that's the surprise. Opposite foot and hand don't interfere. I wonder if organists would find it easier, having learned to make their hands and feet work independently.

[Raak] Took a bit of effort but I was able to do it after a few tries. I found the trick was to set the hand going until you no longer thought about it, and then concentrated on the foot moving in the opposite direction.

As for organists, I don't think they'd find it much easier, because the movements they make with their feet aren't hugely complicated - as far as I know, no more complicated than those a driver makes in a car with the pedals.

hey I had an exam this morning, and it wasn't the evil colossus of doom I thought it would be. hey!

[nights] s'often the way. You nearly done, exam-wise?
[btw - my comment above which you queried - I was referring to the word 'I' [as in first person] which you always capitalise, even if the rest of the sentence is lower case :-)]

It disturbs me that the assessment aspect of degree programmes is given so much prominence these days. I say this both from empathy with the students, and as one of the people who has to mark the bloody things.

But how can you evaluate without assessment?

The key words of the last statement were "so much prominence".

[bm] coursework - I have a 2000 word essay to turn in tomorrow which is MUCH better than an exam in that particular unit.

[chalky] one more this afternoon, but that I'm not freaking about too much. and I'm going on holiday saturday night for a week which is something to look forward to. and I cap the I because I was taught at a very young age always to do it. it doesn't excuse not doing it the rest of the time, but... um... er... shut up.

[rab] thanks. lots of people think that students are just stinking lamos, that we don't work, drink ourselves into oblivion every night of the week and then stay up until three the night before an exam/coursework deadline. of course, this is true some of the time, but by no means all. there was a bit in the student guardian (possibly one of my favourite things about university, a free digest of the week's news when I haven't had time to go anywhere near a paper that isn't Metro) about how students are determined to get value for money from degrees, and so are working their collective reproductive organs off trying to get firsts and distinctions and honours.

on an unrelated note, what do you teach/mark?

I'm a big fan of the notion of continuous assessment (i.e. such that the learner themself is able to input into evaluating the success of their endeavours). The worst forms of assessment IMO are those that have no continuity with the actual learning process, i.e. sit-down "blind" exams.

[projoy] hear, hear. I had the last exam today - despite my bus not showing up and me having to run across campus to be a few minutes late, it wasn't too bad. now all I have left is the 2000 word essay, which is why I shall be on campus from 08h tomorrow. ouch.

[nights] I do tutorials for mid-degree (i.e., round years 2&3, depending on the degree programme and education system) physics students. In practice this means that typically they've been in the game long enough to know what the deal is, and have got into a reasonable routine and habits regarding learning stuff, but still haven't quite reached the point where they'll voluntarily spend the whole day in the library/lab because they like it. (That kicks in around 3rd/4th year). Apparently I'm now a "senior tutor", which doesn't come with any extra money (in fact, I'm lucky it comes with any money at all) but does involve added responsibility. One of these is checking the exam papers, hand-in questions etc. all of which form part and parcel of the "assessment" that's going on. In practice, "checking" means "working through and making sure you can do it in 1/3-1/2 the time we expect the students to spend on it". Which is quite a lot of extra work, cos you have to get 100% as well...

[nights, again] To be honest, I don't think that what you say has ever been true, at least not for the last 15 years or so. I think there's a whole bunch of myths that get irresponsibly perpetuated by ex-students about how all they did was drink, get laid and engage in oh-so-hilarious traffic-furniture relocation exercises. Though now I think about it...

My gripe about assessment, apart from the obvious selfish one, is that for all the foreplay and aftermath that surrounds a formal exam is that, per hour of examination, I estimate you lose about one weeks' worth of time that could be used teaching people something. I'm still "out" on continuous assessment. I hated it as a student, but now I'm on "the other side" I've seen evidence that it can boost the performance of those in the bulk of the distribution. The lower end is always impossible to motivate, and the top end usually looks after itself but I do worry that if things become too prescribed they might get a bit bored. Personally, I advocate oral examinations since they give people the opportunity to reveal what they know, rather than what they don't. However, I realise most people feel quite intimidated by them so my feeling is that a mixture of sit-down, continuous assessment and scary viva would probably be the fairest system of all.

[rab] In other words, try every method of torture to see which one breaks them? :-)

I was a student once and if all they do is get drunk and laid, I missed out on 50% of my education. I'm not telling you which 50%, but you can probably guess...

[botherer] never mind. get involved in sunday league football, that'll help redress the balance.

[rab] I'm second year, and I think I'm at the stage you describe your physics students as being at. I *like* my subject, it interests me (finally), but I wouldn't stay on campus all day working on it because I like it. although I am today, but that's because I'm grossly disorganised. oh well, wish me luck.

[rab] That's odd. When I was a student I hated discontinuous assesment (to the extent of picking my courses to avoid exams), but doing education work has led me to like it less, because it normally means continuous alertness to student needs (and a more constant flow of paperwork), which is harder than sitting back and regurgitating a load of stuff at students the same each year.

(That's not an argument against it, btw, just an observation)...

(er, and I meant "...doing education work has led me to like continuous assessment less...")

*goes back to bed*

um

er?

wha?

fuh? essay's done by the way. I think I'm going to explode with joy at the prospect of a week off...

*sandbags against the prospect of nights exploding with joy* i wish...