Congratulations!

[Valid Atom 1.0] This is a valid Atom 1.0 feed.

Recommendations

This feed is valid, but interoperability with the widest range of feed readers could be improved by implementing the following recommendations.

Source: https://d15busines.blogspot.com/feeds/posts/default

  1. <?xml version='1.0' encoding='UTF-8'?><?xml-stylesheet href="http://www.blogger.com/styles/atom.css" type="text/css"?><feed xmlns='http://www.w3.org/2005/Atom' xmlns:openSearch='http://a9.com/-/spec/opensearchrss/1.0/' xmlns:blogger='http://schemas.google.com/blogger/2008' xmlns:georss='http://www.georss.org/georss' xmlns:gd="http://schemas.google.com/g/2005" xmlns:thr='http://purl.org/syndication/thread/1.0'><id>tag:blogger.com,1999:blog-4153534263850785482</id><updated>2024-05-01T22:41:15.729-07:00</updated><title type='text'>d15</title><subtitle type='html'></subtitle><link rel='http://schemas.google.com/g/2005#feed' type='application/atom+xml' href='https://d15busines.blogspot.com/feeds/posts/default'/><link rel='self' type='application/atom+xml' href='https://www.blogger.com/feeds/4153534263850785482/posts/default'/><link rel='alternate' type='text/html' href='https://d15busines.blogspot.com/'/><link rel='hub' href='http://pubsubhubbub.appspot.com/'/><author><name>busines</name><uri>http://www.blogger.com/profile/05149740821946824003</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='16' height='16' src='https://img1.blogblog.com/img/b16-rounded.gif'/></author><generator version='7.00' uri='http://www.blogger.com'>Blogger</generator><openSearch:totalResults>4</openSearch:totalResults><openSearch:startIndex>1</openSearch:startIndex><openSearch:itemsPerPage>25</openSearch:itemsPerPage><entry><id>tag:blogger.com,1999:blog-4153534263850785482.post-8068857282053920684</id><published>2022-02-15T03:10:00.000-08:00</published><updated>2022-02-15T03:10:07.201-08:00</updated><title type='text'>Brel</title><content type='html'>&lt;a href=&quot;https://breldigital.com/&quot;&gt;brel&lt;/a&gt;
  2. </content><link rel='replies' type='application/atom+xml' href='https://d15busines.blogspot.com/feeds/8068857282053920684/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='https://d15busines.blogspot.com/2022/02/brel.html#comment-form' title='0 Comments'/><link rel='edit' type='application/atom+xml' href='https://www.blogger.com/feeds/4153534263850785482/posts/default/8068857282053920684'/><link rel='self' type='application/atom+xml' href='https://www.blogger.com/feeds/4153534263850785482/posts/default/8068857282053920684'/><link rel='alternate' type='text/html' href='https://d15busines.blogspot.com/2022/02/brel.html' title='Brel'/><author><name>busines</name><uri>http://www.blogger.com/profile/05149740821946824003</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='16' height='16' src='https://img1.blogblog.com/img/b16-rounded.gif'/></author><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-4153534263850785482.post-8353619692818526851</id><published>2021-11-17T21:12:00.004-08:00</published><updated>2021-11-17T21:12:48.232-08:00</updated><title type='text'>The Magic of DOS</title><content type='html'>&lt;p&gt;&amp;nbsp;In this guide you will learn how to:&lt;/p&gt;&lt;p&gt;So you have the latest, glitziest, &lt;b&gt;&lt;a href=&quot;https://thetechtimesnews.com/&quot;&gt;thetechtimesnews/&lt;/a&gt;&lt;/b&gt;&amp;nbsp;version from Windows: XP. How can you use XP in a way that makes you different from boring users?&lt;/p&gt;&lt;p&gt;&lt;br /&gt;&lt;/p&gt;&lt;p&gt;Luser Alert: whoever thinks this GTMHH will discuss how to blow people up and email Sandra Bullock will know that I will not tell them how.&lt;/p&gt;&lt;p&gt;&lt;br /&gt;&lt;/p&gt;&lt;p&gt;The key to doing extraordinary &lt;b&gt;&lt;a href=&quot;https://elifestylehub.com/&quot;&gt;elifestylehub&lt;/a&gt;&lt;/b&gt; XP is as simple as D O S. Yes, that&#39;s right, DOS is like in MS-DOS, as in MicroSoft Disk Operating System. Windows XP (as well as NT and 2000) comes with two versions of DOS. Command.com is the old DOS version. Various versions of command.com come with operating systems Windows 95, 98, SE, ME, Window 3, and DOS only.&lt;/p&gt;&lt;p&gt;&lt;br /&gt;&lt;/p&gt;&lt;p&gt;Other DOS, which only comes &lt;b&gt;&lt;a href=&quot;https://bizjournalpro.com/&quot;&gt;bizjournalpro/&lt;/a&gt;&lt;/b&gt;operating systems, is cmd.exe. Usually cmd.exe is better than command.com because it&#39;s a lot more, has more commands, and in terms of shell stuff on Linux and other Unix type operating systems. For example, you can repeat commands using up to you who want what you want. Unlike bash, yet, your DOS command history runs out every time you turn off cmd.exe. The reason XP has a second version of DOS is that sometimes programs that will not run correctly in cmd.exe will work in command.com&lt;/p&gt;&lt;p&gt;&lt;br /&gt;&lt;/p&gt;&lt;p&gt;****************&lt;/p&gt;&lt;p&gt;&lt;br /&gt;&lt;/p&gt;&lt;p&gt;Flame Alert: Some text throwing each other because I dared to compare DOS with bash. I can compare cmd.exe to bash if I want to. Nanny nanny nah nah.&lt;/p&gt;&lt;p&gt;&lt;br /&gt;&lt;/p&gt;&lt;p&gt;****************DOS is the number one gateway of your Windows to the Internet, and the open sesame to the local area network. From DOS, without the need to download a hacker program, you can do amazingly sophisticated explorations and even get into a not-so-good computer.&lt;/p&gt;&lt;p&gt;&lt;br /&gt;&lt;/p&gt;&lt;p&gt;****************&lt;/p&gt;&lt;p&gt;&lt;br /&gt;&lt;/p&gt;&lt;p&gt;You can go to the warning prison: Breaking through a computer is against the law if you do not have permission to do so from the owner of that computer. For example, if your friend gives you permission to sign in to his Hotmail account, it will not protect you because Microsoft has Hotmail and they will never grant you permission.&lt;/p&gt;&lt;p&gt;&lt;br /&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt;&lt;/p&gt;</content><link rel='replies' type='application/atom+xml' href='https://d15busines.blogspot.com/feeds/8353619692818526851/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='https://d15busines.blogspot.com/2021/11/the-magic-of-dos.html#comment-form' title='0 Comments'/><link rel='edit' type='application/atom+xml' href='https://www.blogger.com/feeds/4153534263850785482/posts/default/8353619692818526851'/><link rel='self' type='application/atom+xml' href='https://www.blogger.com/feeds/4153534263850785482/posts/default/8353619692818526851'/><link rel='alternate' type='text/html' href='https://d15busines.blogspot.com/2021/11/the-magic-of-dos.html' title='The Magic of DOS'/><author><name>busines</name><uri>http://www.blogger.com/profile/05149740821946824003</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='16' height='16' src='https://img1.blogblog.com/img/b16-rounded.gif'/></author><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-4153534263850785482.post-9033623200532310647</id><published>2021-11-17T09:33:00.002-08:00</published><updated>2021-11-17T09:33:10.609-08:00</updated><title type='text'>Technology, used appropriately</title><content type='html'>&lt;p&gt;In the past few years of research on &lt;a href=&quot;https://coinposters.com/&quot; target=&quot;_blank&quot;&gt;instructional technology&lt;/a&gt; has resulted in a clearer vision of how technology can affect teaching and learning. Today, almost every school in the United States of America uses technology as a part of teaching and learning and with each state having its own customized technology program. In most of those schools, teachers use the technology through integrated activities that are a part of their daily school curriculum. For instance, instructional technology creates an active environment in which students not only inquire, but also define problems of interest to them. Such an activity would integrate the subjects of technology, social studies, math, science, and language arts with the opportunity to create student-centered activity. Most educational technology experts agree, however, that technology should be integrated, not as a separate subject or as a once-in-a-while project, but as a tool to promote and extend student learning on a daily basis.&lt;/p&gt;&lt;p&gt;&lt;br /&gt;&lt;/p&gt;&lt;p&gt;Today, classroom teachers may lack personal experience with technology and present an additional challenge. In order to incorporate technology-based activities and projects into their curriculum, those teachers first must find the time to learn to use the tools and understand the terminology necessary for participation in projects or activities. They must have the ability to employ technology to improve student learning as well as to further personal professional development.&lt;/p&gt;&lt;p&gt;&lt;br /&gt;&lt;/p&gt;&lt;p&gt;Instructional technology empowers students by improving skills and concepts through multiple representations and enhanced visualization. Its benefits include increased accuracy and speed in data collection and graphing, real-time visualization, the ability to collect and analyze large volumes of data and collaboration of data collection and interpretation, and more varied presentation of results. Technology also engages students in higher-order thinking, builds strong problem-solving skills, and develops deep understanding of concepts and procedures when used appropriately.&lt;/p&gt;&lt;p&gt;&lt;br /&gt;&lt;/p&gt;&lt;p&gt;Technology should play a critical role in academic content standards and their successful implementation. Expectations reflecting the appropriate use of technology should be woven into the standards, benchmarks and grade-level indicators. For example, the standards should include expectations for students to compute fluently using paper and pencil, technology-supported and mental methods and to use graphing calculators or computers to graph and analyze mathematical relationships. These expectations should be intended to support a curriculum rich in the use of technology rather than limit the use of technology to specific skills or grade levels. Technology makes subjects accessible to all students, including those with special needs. Options for assisting students to maximize their strengths and progress in a standards-based curriculum are expanded through the use of technology-based support and interventions. For example, specialized technologies enhance opportunities for students with physical challenges to develop and demonstrate mathematics concepts and skills. Technology influences how we work, how we play and how we live our lives. The influence technology in the classroom should have on math and science teachers&#39; efforts to provide every student with &quot;the opportunity and resources to develop the language skills they need to pursue life&#39;s goals and to participate fully as informed, productive members of society,&quot; cannot be overestimated.&lt;/p&gt;&lt;p&gt;&lt;br /&gt;&lt;/p&gt;&lt;p&gt;Technology provides teachers with the instructional technology tools they need to operate more efficiently and to be more responsive to the individual needs of their students. Selecting appropriate technology tools give teachers an opportunity to build students&#39; conceptual knowledge and connect their learning to problem found in the world. The technology tools such as Inspiration® technology, Starry Night, A WebQuest and Portaportal allow students to employ a variety of strategies such as inquiry, problem-solving, creative thinking, visual imagery, critical thinking, and hands-on activity.&lt;/p&gt;&lt;p&gt;&lt;br /&gt;&lt;/p&gt;&lt;p&gt;Benefits of the use of these technology tools include increased accuracy and speed in data collection and graphing, real-time visualization, interactive modeling of invisible science processes and structures, the ability to collect and analyze large volumes of data, collaboration for data collection and interpretation, and more varied presentations of results.&lt;/p&gt;&lt;p&gt;&lt;br /&gt;&lt;/p&gt;&lt;p&gt;Technology integration strategies for content instructions. Beginning in kindergarten and extending through grade 12, various technologies can be made a part of everyday teaching and learning, where, for example, the use of meter sticks, hand lenses, temperature probes and computers becomes a seamless part of what teachers and students are learning and doing. Contents teachers should use technology in ways that enable students to conduct inquiries and engage in collaborative activities. In traditional or teacher-centered approaches, computer technology is used more for drill, practice and mastery of basic skills.&lt;/p&gt;&lt;p&gt;&lt;br /&gt;&lt;/p&gt;&lt;p&gt;The instructional strategies employed in such classrooms are teacher centered because of the way they supplement teacher-controlled activities and because the software used to provide the drill and practice is teacher selected and teacher assigned. The relevancy of technology in the lives of young learners and the capacity of technology to enhance teachers&#39; efficiency are helping to raise students&#39; achievement in new and exciting ways.&lt;/p&gt;&lt;p&gt;&lt;br /&gt;&lt;/p&gt;&lt;p&gt;As students move through grade levels, they can engage in increasingly sophisticated hands-on, inquiry-based, personally relevant activities where they investigate, research, measure, compile and analyze information to reach conclusions, solve problems, make predictions and/or seek alternatives. They can explain how science often advances with the introduction of new technologies and how solving technological problems often results in new scientific knowledge. They should describe how new technologies often extend the current levels of scientific understanding and introduce new areas of research. They should explain why basic concepts and principles of science and technology should be a part of active debate about the economics, policies, politics and ethics of various science-related and &lt;a href=&quot;https://www.technologypep.com/&quot; target=&quot;_blank&quot;&gt;technology-related&lt;/a&gt; challenges.&lt;/p&gt;&lt;p&gt;&lt;br /&gt;&lt;/p&gt;&lt;p&gt;Students need grade-level appropriate classroom experiences, enabling them to learn and to be able to do science in an active, inquiry-based fashion where technological tools, resources, methods and processes are readily available and extensively used. As students integrate technology into learning about and doing science, emphasis should be placed on how to think through problems and projects, not just what to think.&lt;/p&gt;&lt;p&gt;&lt;br /&gt;&lt;/p&gt;&lt;p&gt;Technological tools and resources may range from hand lenses and pendulums, to electronic balances and up-to-date online computers (with software), to methods and processes for planning and doing a project. Students can learn by observing, designing, communicating, calculating, researching, building, testing, assessing risks and benefits, and modifying structures, devices and processes - while applying their developing knowledge of science and technology.&lt;/p&gt;&lt;p&gt;Most students in the schools, at all age levels, might have some expertise in the use of technology, however K-12 they should recognize that science and technology are interconnected and that using technology involves assessment of the benefits, risks and costs. Students should build scientific and technological knowledge, as well as the skill required to design and construct devices. In addition, they should develop the processes to solve problems and understand that problems may be solved in several ways.&lt;/p&gt;&lt;p&gt;&lt;br /&gt;&lt;/p&gt;&lt;p&gt;Rapid developments in the design and uses of technology, particularly in electronic tools, will change how students learn. For example, graphing calculators and computer-based tools provide powerful mechanisms for communicating, applying, and learning mathematics in the workplace, in everyday tasks, and in school mathematics. Technology, such as calculators and computers, help students learn mathematics and support effective mathematics teaching. Rather than replacing the learning of basic concepts and skills, technology can connect skills and procedures to deeper mathematical understanding. For example, geometry software allows experimentation with families of geometric objects, and graphing utilities facilitate learning about the characteristics of classes of functions.&lt;/p&gt;&lt;p&gt;&lt;br /&gt;&lt;/p&gt;&lt;p&gt;Learning and &lt;a href=&quot;https://poipetway.com/&quot; target=&quot;_blank&quot;&gt;applying mathematics&lt;/a&gt; requires students to become adept in using a variety of techniques and tools for computing, measuring, analyzing data and solving problems. Computers, calculators, physical models, and measuring devices are examples of the wide variety of technologies, or tools, used to teach, learn, and do mathematics. These tools complement, rather than replace, more traditional ways of doing mathematics, such as using symbols and hand-drawn diagrams.&lt;/p&gt;&lt;p&gt;&lt;br /&gt;&lt;/p&gt;&lt;p&gt;Technology, used appropriately, helps students learn mathematics. Electronic tools, such as spreadsheets and dynamic geometry software, extend the range of problems and develop understanding of key mathematical relationships. A strong foundation in number and operation concepts and skills is required to use calculators effectively as a tool for solving problems involving computations. Appropriate uses of those and other technologies in the mathematics classroom enhance learning, support effective instruction, and impact the levels of emphasis and ways certain mathematics concepts and skills are learned. For instance, graphing calculators allow students to quickly and easily produce multiple graphs for a set of data, determine appropriate ways to display and interpret the data, and test conjectures about the impact of changes in the data.&lt;/p&gt;</content><link rel='replies' type='application/atom+xml' href='https://d15busines.blogspot.com/feeds/9033623200532310647/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='https://d15busines.blogspot.com/2021/11/technology-used-appropriately.html#comment-form' title='0 Comments'/><link rel='edit' type='application/atom+xml' href='https://www.blogger.com/feeds/4153534263850785482/posts/default/9033623200532310647'/><link rel='self' type='application/atom+xml' href='https://www.blogger.com/feeds/4153534263850785482/posts/default/9033623200532310647'/><link rel='alternate' type='text/html' href='https://d15busines.blogspot.com/2021/11/technology-used-appropriately.html' title='Technology, used appropriately'/><author><name>busines</name><uri>http://www.blogger.com/profile/05149740821946824003</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='16' height='16' src='https://img1.blogblog.com/img/b16-rounded.gif'/></author><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-4153534263850785482.post-4281654708927531090</id><published>2021-11-17T06:48:00.001-08:00</published><updated>2021-11-17T06:48:03.156-08:00</updated><title type='text'>How to Build Your Discursive Essay?</title><content type='html'>&lt;p&gt;&amp;nbsp;A discursive essay is one that looks at a specific&lt;b&gt;&lt;a href=&quot;https://procsgoaccounts.com/&quot;&gt; argument and discusses &lt;/a&gt;&lt;/b&gt;both contrasting viewpoints. Generally, the writer of a discursive essay will agree with one particular viewpoint, but they will present both sides of the argument to provide a balanced and objective piece of text.&lt;/p&gt;&lt;p&gt;&lt;br /&gt;&lt;/p&gt;&lt;p&gt;Discursive essays are notoriously hard to write - authors can often become too opinionated and lose sight of the purpose of the text.&lt;b&gt;&lt;a href=&quot;https://vitalitylivingcollege.info/&quot;&gt; Furthermore,&lt;/a&gt;&lt;/b&gt; they can fail to cover both sides of the subject in enough detail. Furthermore, you can read the guide below which will help greatly when writing discursive essays - good luck!&lt;/p&gt;&lt;p&gt;&lt;br /&gt;&lt;/p&gt;&lt;p&gt;Understand the topic and contrasting viewpoints&lt;/p&gt;&lt;p&gt;&lt;br /&gt;&lt;/p&gt;&lt;p&gt;To write an effective discursive essay, you MUST understand both viewpoints. If you don&#39;t have a clear understanding of the topic, your essay will lack in clarity and validity. Before writing anything, research the topic and draft an outline for both sides of the story. List the main pointers of each argument - this will help you when writing your essay.&lt;/p&gt;&lt;p&gt;&lt;br /&gt;&lt;/p&gt;&lt;p&gt;&lt;b&gt;&lt;a href=&quot;https://dumpmyjunkllc.com/&quot;&gt;Create your essay outline&lt;/a&gt;&lt;/b&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt;&lt;/p&gt;&lt;p&gt;Creating a clear outline and structure for your essay is hugely important. This holds true for any type of essay - it will help keep your thoughts collected. A discursive essay should also follow a certain structure - you don&#39;t have to stick religiously to this structure, but it will help clearly outline both sides of the subject. The following is a typical outline you must follow:&lt;/p&gt;&lt;p&gt;&lt;br /&gt;&lt;/p&gt;&lt;p&gt;1. Introduction - The introduction should explain the topic and both sides of the argument in a succinct manner. Within the intro you can outline which side of the argument you are backing, and give some background information too.&lt;/p&gt;&lt;p&gt;&lt;br /&gt;&lt;/p&gt;&lt;p&gt;2. Body - The main body of the text is where you will discuss the relative pointers about each side of the argument. You should include at least 4 points of discussion for each argument. If you struggle writing essays or you are asking questions such as what is college paper, you can always use a case study writing service.&lt;/p&gt;&lt;p&gt;&lt;br /&gt;&lt;/p&gt;&lt;p&gt;3. Conclusion - The conclusion should simply reinforce your viewpoint and summarize what has been discussed.&lt;/p&gt;&lt;p&gt;&lt;br /&gt;&lt;/p&gt;&lt;p&gt;For each argument, include a minimum of 4 pointers&lt;/p&gt;&lt;p&gt;&lt;br /&gt;&lt;/p&gt;&lt;p&gt;To give sufficient detail for each argument, it is advisable to add a minimum of 4 individual pointers for each. If you can add at least 4 different points about each argument, you can add weight to what you are saying. Furthermore, you can provide your readers with detail that they can digest and make sense of.&lt;/p&gt;&lt;p&gt;&lt;br /&gt;&lt;/p&gt;&lt;p&gt;Always reiterate your argument points with evidence&lt;/p&gt;&lt;p&gt;&lt;br /&gt;&lt;/p&gt;&lt;p&gt;What is an argument if it is merely opinion? If your argument has no basis in fact, then it will ultimately fall on deaf ears. You MUST reiterate your opinions with facts and evidence. Use statistics from official sources and ensure that you cite your sources too.&lt;/p&gt;&lt;p&gt;&lt;br /&gt;&lt;/p&gt;&lt;p&gt;Be objective and refrain from neglecting one side of the argument&lt;/p&gt;&lt;p&gt;&lt;br /&gt;&lt;/p&gt;&lt;p&gt;As mentioned in the intro, a discursive essay will fail if you only cover one side of the argument. If you do this, your essay will appear biased, and readers will be less inclined to agree with what you are saying. Within your essay, you must state your opinion, but you must also cover the contrasting opinion. You don&#39;t have to agree with what the counter-argument is saying, but you should write it in an objective manner without being negative. You must use your own opinion but also provide enough facts and figures so that readers can make an intelligent decision for themselves.&lt;/p&gt;&lt;p&gt;&lt;br /&gt;&lt;/p&gt;&lt;p&gt;We hope you have found this guide beneficial. Next time you have to write a discursive essay remember the above pointers. Ensure that you cover both sides of the argument and that you use facts and figures to provide validity to your statements. Good luck!&lt;/p&gt;&lt;p&gt;&lt;br /&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt;&lt;/p&gt;</content><link rel='replies' type='application/atom+xml' href='https://d15busines.blogspot.com/feeds/4281654708927531090/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='https://d15busines.blogspot.com/2021/11/how-to-build-your-discursive-essay.html#comment-form' title='0 Comments'/><link rel='edit' type='application/atom+xml' href='https://www.blogger.com/feeds/4153534263850785482/posts/default/4281654708927531090'/><link rel='self' type='application/atom+xml' href='https://www.blogger.com/feeds/4153534263850785482/posts/default/4281654708927531090'/><link rel='alternate' type='text/html' href='https://d15busines.blogspot.com/2021/11/how-to-build-your-discursive-essay.html' title='How to Build Your Discursive Essay?'/><author><name>busines</name><uri>http://www.blogger.com/profile/05149740821946824003</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='16' height='16' src='https://img1.blogblog.com/img/b16-rounded.gif'/></author><thr:total>0</thr:total></entry></feed>

If you would like to create a banner that links to this page (i.e. this validation result), do the following:

  1. Download the "valid Atom 1.0" banner.

  2. Upload the image to your own server. (This step is important. Please do not link directly to the image on this server.)

  3. Add this HTML to your page (change the image src attribute if necessary):

If you would like to create a text link instead, here is the URL you can use:

http://www.feedvalidator.org/check.cgi?url=https%3A//d15busines.blogspot.com/feeds/posts/default

Home · About · News · Docs · Terms

 
Copyright © 2002-9 Sam Ruby, Mark Pilgrim, Joseph Walton, and Phil Ringnalda