Works Cited

Works Cited 

"Adjectives to Describe Food." Chart. Quizlet. N.p., 2 Nov. 2011. Web. <http://quizlet.com/7680937/adjectives-to-describe-food-flash-cards/>. 

"Chapter 6.1 Food and Restaurant." Chart. Quizlet. N.p., 30 Mar. 2009. Web. <http://quizlet.com/838917/chapter-61-food-and-restaurant-flash-cards/>. 

"Everything About Food." Chart. Quizlet. N.p., 29 Nov. 2011. Web. <http://quizlet.com/8277409/everything-about-food-flash-cards/>. 

"Instant Audience Feedback." Poll Everywhere. N.p., n.d. Web. 15 June 2012. <http://www.polleverywhere.com/>. 

"Learn Spanish." Learn Spanish. N.p., n.d. Web. 15 June 2012. <http://www.studyspanish.com/>. 

"Miscositas.com | MisCositasTV: Videos for Language Teachers." MisCositasTV: Videos for Language Teachers. N.p., n.d. Web. 15 June 2012. <http://www.miscositas.com/miscositastv.html>. 

Skype. Computer software. Skype. Vers. 5.35.9.1035. N.p., n.d. Web. <www.skype.com>. 

"The World Leader in Spanish Translation and Learning." SpanishDict. N.p., n.d. Web. 15 June 2012. <http://www.spanishdict.com/>. 

YouTube. YouTube, n.d. Web. 15 June 2012. <http://www.youtube.com/>. 

Zhao, Yong, Kevin Pugh, Stephen Sheldon, and Joe Byers. Conditions for Classroom Technology Innovations. N.p., n.d. Web. <http://www.jcu.edu/education/dshutkin/ed585/TCR_Tech.pdf>. 

My resources

This page is a list of links to my resources that I plan to use each day in my lessons.

Day 1: Quizlet flashcards (part one, part two, part three). Mediums that can be used for presentations - Facebook, Prezi, ZooBurst, etc.

Day 2: Skype

Day 3: Twitter, example recipe video 

Day 4: Restaurant visit

Day 5: SpanishDict, StudySpanish

Day 6: Video cameras (flip cam, iPhone, digital cameras)

Day 7: Text a paragraph using as much new vocabulary as you can, YouTube

I also referred to the Conditions for Classroom Technology Innovations reading to create my design project.

Webliography

Spanishdict (www.spanishdict.com) - this website will be a good resource for translations, definitions and vocabulary. Students can also listen to the pronunciation of words on this website.


Quizlet (www.quizlet.com) - This site is where students will create online flashcards to learn new vocabulary. I will also present them with a list of new vocabulary from Quizlet.


Skype (www.skype.com) - Skype will be used for an international conversation between my class and students from the school in Costa Rica that I taught at. 


YouTube (www.youtube.com) - Students will upload their "Recipe Videos" to a class youtube account so that they can view each other's work.


StudySpanish (www.studyspanish.com) - This website is a good resource that students can use for verb usage for their videos.


MisCositas (www.miscositas.com) - This website has many resources that the students can use not only for this lesson but for future lessons. There are videos, online books and much more in Spanish.
PollEverywhere (www.polleverywhere.com) - This will be used when students text their paragraph on the last day of class. 


Twitter (www.twitter.com) - This will be used at the restaurant. Students will be asked to Tweet their order to a class Twitter account.

Conditions for classroom technology innovation

For my design project, I have implemented technologies that I have already used so that I have a strong knowledge of how they work and how to use them. I am not comfortable asking my students to work with technologies for the first time that I am not familiar with, unless there is a student in the class who has worked with the technology and wishes to help me and the class learn.
I have chosen websites, videos, and activities that I have personally done previous to this lesson. I also have personal things from other countries to show the students. I like to be comfortable with what I show the students previous to showing them.

For the Skype lesson, I would plan to use my own MacBook so as to avoid any network or program issues on school computers. However I am aware that other technological issues can arise with Skype such as network and internet problems. If that does happen, the classes can exchange emails. Students will be permitted to bring in their own technological devices to do research and to record their video if they do not wish to use what the school has provided.

The Innovator (Teacher): I believe that I do have a knowledge of the technologies that will be used in this lesson. I am open to new technologies and mediums if students wish to use them.

The Innovation (Project): I do not believe that this project is distancing very far from the school's culture. However there may be some distance with available resources. For example, there may not be enough video cameras for students to use provided by the school. The same goes for computers with internet access. I do encourage students to use their own devices but I do understand that each student may not have their own cell phone or iPad. I would like to incorporate texting a paragraph in Spanish and posting Tweets however it could be a problem if students do not have their own devices.
This innovation will not be distance from my practices by very much. I am teaching within my area of knowledge and using technologies that I am comfortable with.

The Context (School): In relation to technological infrastructure, the internet will be necessary for this lesson. Internet access will be needed for the Skype lesson and for research. Students may want to use WiFi on their personal devices instead of 3G or 4G. This should be made available to them but it will depend on the internet settings of the school. This project will demand use of video cameras and computers in the school if students do not want to use their own personal devices. Video camera and computer usage may be limited by the needs of other classes. Also a working projector and screen will be needed to make the Skype lesson successful. I want to project the conversation on a large screen so that the whole class is able to see. Many times projectors and screens malfunction.
In relation to human infrastructure, the class may require IT assistance if and when a problem would occur so that the planned lesson can happen. I will also need cooperation from the class and teacher in Costa Rica to make the Skype lesson successful.
Social support will be needed from other teachers as well. If there is more than one Spanish class in the school I would want support from that teacher so that we could work together on this lesson. I would also need support from parents by permitting their children to attend the planned field trip so that they can expand their vocabulary.

Organization

This lesson is designed to be taught over the course of seven days. Students will be introduced to the lesson on the first day. It will begin with my presentation of the lesson and my goals for the lesson which include expanding the student's vocabulary while introducing them to new cultures.  On the first day I will begin the introduction of the lesson with a presentation on the culture and tradition of food from Costa Rica. I will share personal experiences with the students while showing them pictures and videos. I also have money and other things to pass around to the students. In my presentation I will highlight new vocabulary words pertaining to food. This will introduce the vocabulary aspect of the lesson to the students. After my presentation I will put students into groups and assign each group a country (Mexico, Argentina, Guatemala, Dominican Republic, Spain, etc.) to research their food traditions. I will ask them to highlight unfamiliar vocabulary words as well. This presentation will be given later in the week towards the end of the lesson. The presentation should include some type of visual representation of the country, culture and food. Students are free to choose whichever medium they wish to use. (Facebook, Vuvox, Zooburst, Prezi, etc). The teacher will show them examples of medium that they may use.

The second day I plan to Skype with the third grade class from La Paz in Costa Rica that I worked with while living there. The children from La Paz will share with us what some of their traditions and customs are that pertain to food. They will also share with us some of their traditional dishes. My students will share the same with the other students so that both classrooms are learning about different cultures. After Skyping, I will introduce food and restaurant vocabulary words via Quizlet online. We will review the vocabulary and repeat each word out loud so that students can learn to pronounce the words correctly. I will explain to the children that tomorrow will be our visit to a local Spanish speaking restaurant. Each student will be expected to order their meal in Spanish. We will learn basic vocabulary and sentences pertaining to restaurants. After learning the vocabulary, students will work in groups simulating a restaurant scene. Students will take turns being the waiter/waitress while the others order.

The third day is the field trip to a local restaurant. Before leaving for the field trip, students will have time to review their new vocabulary that is necessary to order food in Spanish. At the restaurant I will ask students to tweet their order in Spanish to a class Twitter account. I will also introduce to them their final project which will be used to assess them on the 5th day. The finals assessment will be for students to make a "Recipe Video". I will show them an example video for this assignment. Students will be asked to choose a simple recipe and bring it into class the next day.

The fourth day is the field trip to a local restuarant so that students can practice vocabulary by ordering in Spanish. Before leaving we will review online flashcards via Quizlet. Students will be reminded to bring their simple recipe to class the next day.

On the fifth day students will translate their simple recipes into Spanish. Students may work in groups to help each other or alone. I will give them online resources to use to aid in their translation such as spanishdict.com and studyspanish.com. Students may use school computers or their own technological devices to do this research. Students will need to research the Spanish names for their ingredients and find the appropriate verbs to use to create cooking or baking instructions for their recipe. The teacher will walk around to observe the student's research and aid in translation of their recipes.
If time allows, after translation work students will be allowed to work on their country presentations. Students should explore the different mediums that they can work with and the teacher should aid with questions related to these mediums.

On the sixth day students will present their research of their particular country. Students will be asked to show a short video clip relating to culture and food of that country along with photographs.
After presentations students will be informed that the next day they will be creating "Recipe Videos". Students will be told to bring in any props they may need and will be asked to create a video to go along with their translated recipe. Students will be asked to make this video in Spanish. Students may use video cameras from the school or their own cameras (digital cameras, iPhones, etc).

On the seventh day students will have most of the class period to create their videos. Before making their videos, students will be asked text a paragraph using as much new vocabulary as possible to the polleverywhere.com website. After that, students will be allowed to record their videos wherever they see necessary as long as it is permitted by the instructor. Students can choose whichever technological device they wish to record their videos. The teacher will walk around to observe the class, answer questions and aid students with any problems that might arise. Once they videos are recorded, students will be asked to upload them to a youtube account provided by the teacher. If time permits, we will view them in class or students can view them at home. Students will be assessed on their usage of new vocabulary and verbs pertaining to cooking, food and resturants.

TPACK & my TELE

1. The particular technologies used in this TELE fit the content selected in many ways. The technologies accompany what is being learned. For example, the "Quizlet" web 2.0 app will provide flashcards online that contain new vocabulary for students. We will be working with this vocabulary throughout the lesson and throughout future lessons. Students will also be asked to add their own flashcards to share with other students.

In relation to the cultural aspect of the lesson, I am planning to have students view short videos and pictures to accompany my introduction to the culture of Costa Rica. I will then put students into groups where they will be assigned a Spanish speaking country and be asked to research their culture and traditions in regards to food. I will encourage them to provide the class with a short video and a few pictures so that the rest of the class can visualize what they are being taught.

2. I believe that the technologies I selected fit the instructional strategies I have selected. In this lesson I will be teaching as well as the students. The students will have the freedom to research and provide the rest of the class with information and videos about their assigned country. Students will also make their own videos for the class to view. I believe that the technologies I have selected give the students some freedom with guidelines to create and present their research.

3. I believe that the content, instructional strategies and technologies all fit together in this TELE. This lesson will not be the teacher in front of the classroom lecturing about food and culture. Students will become the teacher at certain points. Students will also be able to use their newly learned vocabulary in real settings - not just for an exam.

Project Tomorrow and my Design Project

A. After much research through Project Tomorrow, it is evident that student want to incorporate technology into their learning. It keeps them engaged, interested and makes learning fun. In addition to these things it also teaches them how to use new technologies and prepares them for a technological future.

B. Through my research of Project Tomorrow, students said that they wanted to use technological devices that they already have to aid their learning. As a teacher, I have no problem with students wanting to create their "Recipe Videos" on their iPhones. I also do not see a problem with students doing research or making Quizlet flashcards on iPads or other devices.

C. My hopes are that students will access these flashcards or videos on their technological devices outside of the classroom to practice their conversation and vocabulary.

D. These technologies can help to improve literacy and communications in many ways especially for this particular lesson. Using technologies in this lesson will improve vocabulary usage of the Spanish language and it will also open a gateway for students to communicate with Spanish speakers.

E. I want students to not just remember information to memorize for an exam. I want students to learn about other cultures and experience them. The final assessment of this lesson is the "Recipe Video". It will be necessary for students to use the vocabulary they have learned but they will not be assessed in a traditional way.

Design Project

Introduction to my Design Project

Project Tomorrow and my TELE

TPACK and my TELE

Organization of my TELE

Innovator, Innovation & Context

Resources

Webliography

Works Cited

Design Project - Introduction

The purpose of this lesson is to introduce food, drink, and restaurant vocabulary to students in Spanish. To enhance this lesson I plan to incorporate cultural and traditional information about food and restaurant etiquette that is popular in Costa Rica. This learning experience will include many different activities such as online flashcards to practice vocabulary, conversation, videos, writing, and a field trip to a restaurant so that students can order in Spanish.

The goal of this lesson is for students to become more familiar with this vocabulary but also learn about the cultural aspect of Costa Rica. This knowledge is relevant to student's lives in many ways. For example, if student are ever in a Spanish speaking country they will have an understanding of basic conversation for a restaurant. Introducing new vocabulary helps to build upon already known vocabulary so that students can have deeper conversations.

The broad domain of knowledge is food and drink vocabulary. The learning experience within this domain is to introduce more cultural aspects of food and drink in Spanish speaking countries.  I plan to introduce Costa Rican culture and then ask the students to form groups. Each group will be assigned a Spanish speaking country and then will be asked to research food and drink traditions in that country. That way students are not just learning the vocabulary for a test.

I plan to incorporate some unique aspects for this lesson.  I plan to take students to a restaurant so that they practice their newly learned vocabulary by ordering their meals in Spanish. Before going to the restaurant, I want students to work with partners and practice ordering meals at a restaurant. To incorporate more vocabulary I plan to have each student make a "Recipe Video" in Spanish. Each student will choose a simple recipe of their choice and list each ingredient needed with simple cooking instructions. I have an example video for the students to watch for this activity. I would also like students to research some of their favorite foods or foods we have not talked about in class and add those to the "quizlet" web 2.0 app so that they are available to each student.

The "Big Question" that my learning experience is centered around is awareness of other cultures and traditions. I want my students to be aware that there are many, many different cultures and traditions in the world that are very different from ours. I also want to encourage them to experience these cultures first hand if they ever have the opportunity to do so.

Project Tomorrow

My digital story.

My works cited page for my digital story

Works Cited

Barseghian, Tina. "MediaShift." PBS. PBS, 14 Mar. 2012. Web. 10 June 2012. <http://www.pbs.org/mediashift/2012/03/students-demand-right-to-technology-in-schools074.html>.

Barseghian, Tina. Morningside High students holding up electronic devices. Digital image. Mind Shift. N.p., 6 Mar. 2012. Web. <http://blogs.kqed.org/mindshift/2012/03/students-demand-the-right-to-use-technology-in-schools/>.

Congratulations with hat and diploma. Digital image. Christian Graduation Clipart. N.p., n.d. Web. <http://www.faithclipart.com/category/christian-graduation-clipart-and-images.html>.

Crenshaw Logo. Digital image. Crenshaw High School's Home Page. N.p., n.d. Web. <http://www.lausd.k12.ca.us/Crenshaw_HS/home/home.html>.

"Crenshaw Senior High." Crenshaw Senior High. N.p., n.d. Web. 10 June 2012. <http://www.crenshawhs.org/>.

Digital image. N.p., n.d. Web. <http://blogs.kqed.org/mindshift/2012/03/students-demand-the-right-to-use-technology-in-schools/>.

Digital Media and Learning Conference: Kids from Locke High. Vimeo. School Library Journal, Mar. 2012. Web. 10 June 2012. <http://vimeo.com/38340317>.

DML 2012 Participant. Digital image. Badge Catalog. N.p., n.d. Web. 10 June 2012. <http://badgepost.com/badgelisting/dml2012p/>.

"DML2012." DML2012. N.p., n.d. Web. 10 June 2012. <http://dml2012.dmlcentral.net/>.

Fake High School Diploma. Digital image. Novelty Works Degrees. N.p., n.d. Web. <http://www.noveltyworksdegrees.com/index.php?_a=viewCat&catId=12>.

Fremon, Celeste. Locke High School "progress" Digital image. WitnessLa.com. N.p., 1 Dec. 2008. Web. 10 June 2012. <http://witnessla.com/category/green-dot/page/2/>.

Goldstein, Dana. Crenshaw High School sign. Digital image. Zocalo Public Square. N.p., n.d. Web. <http://zocalopublicsquare.org/thepublicsquare/2012/02/22/becoming-part-of-the-solution/read/nexus/>.

"Green Dot Public Schools: Ánimo Locke 3." Green Dot Public Schools: Ánimo Locke 3. N.p., n.d. Web. 10 June 2012. <http://www.greendot.org/page.cfm?p=2115>.

High School Graduation. Digital image. KidzTimez. N.p., n.d. Web. <http://www.kidztimez.com/wp-content/uploads/high_school_graduation_1a.jpg>.

How to Get Better Grades Using Social Media. Digital image. Cre8ive Commando. N.p., 21 June 2011. Web. 10 June 2012. <http://www.cre8ivecommando.com/page/2/>.

Ipad in kindergarten. Digital image. How to Get the Best Education Possible for Your Child. N.p., 29 Feb. 2012. Web. 10 June 2012. <http://besteducationpossible.blogspot.com/2012_02_01_archive.html>.

IPad with Alice in Wonderland on screen. Digital image. Wikimedia. N.p., n.d. Web. <http://upload.wikimedia.org/wikipedia/commons/thumb/9/9b/1st-Gen-iPad-WiFi-iBooks.jpg/220px-1st-Gen-iPad-WiFi-iBooks.jpg>.

Locke High School "L" Digital image. N.p., n.d. Web. 10 June 2012. <http://coachesaid.com/Content/Mascots/ca-calhs20-letter-150.png>.

Locke High School Logo. Digital image. Green Dot Public Schools: Ánimo Locke 3. N.p., n.d. Web. 10 June 2012. <http://www.greendot.org/page.cfm?p=2115>.

Man yelling. Digital image. Sherri's Jubilee. N.p., 28 Nov. 2008. Web. 10 June 2012. <http://sherrisreadingjubilee.blogspot.com/2008_11_01_archive.html>.

Notebooks and Files (Homework clipart). Digital image. My Sweet and Sour Girl. N.p., n.d. Web. <http://mysweetandsourgirl.files.wordpress.com/2012/01/homework_clipart1.jpg?w=640>.

Rick. Facebook Logo. Digital image. Give A Share. N.p., 28 Jan. 2012. Web. 10 June 2012. <http://www.giveashare.com/blog/index.php/facebook-ipo/coming-soon-facebook-ipo/attachment/facebook-logo-2/>.

T-Mobile Sidekick image. Digital image. Wireless on MSNBC.com. N.p., n.d. Web. 10 June 2012. <http://www.msnbc.msn.com/id/29431585/ns/technology_and_science-wireless/t/sidekicks-popular-among-teenagers-thieves/>.

Works Cited image (pg. 10). Digital image. Baldwinsville Central School District. N.p., n.d. Web. 10 June 2012. <http://www.bville.org/teacherpage.cfm?teacher=1638>.

Project Tomorrow Proposal

I've been having somewhat of a hard time with this assignment. It seems difficult for me to grasp the concept of it however I do have some ideas after doing some more thorough research.

I spent a significant amount of time looking through cogdogroo.com for some digital story ideas. I did not know where to even begin before looking through this website. I am hoping to create a type of digital story with a tool  that will create my story into a comic strip with thought bubbles or sounds. There are also other tools such as animoto and zooburst that I have thought about using as well.

For my project, I have been thinking about different individuals to interview. I want to start with my sister who is going to be a sophomore at John Carroll University. I also contemplated asking my younger cousin who will be in first grade this fall. Although he is young, he does have his own opinion about everything. He also continues to surprise me with the amount of technology he uses at home and how well he can use it (ex: desktop computer, laptop, tablet, cell phone, DVR system on the tv etc). I think it will be interesting to see the differences between these two students and what types of things they would like to have incorporated into the classroom. I have also thought about asking some high school students that I work with or students that attend different universities. I expect the responses to vary according to age range and level in school.

I have gathered a few sources and read through some interesting articles about how students use technology outside of school and how teachers are trying to incorporate these technologies inside of the classroom.  My first resource is an education week article. The theme of the article correlates to that of Perinsky when talking about students having to "power down" in class. In this article, a student explains that he would like to use his iPod while working in class because classical music helps him to concentrate. I think this is a valid point to incorporate into my research project. Many students like to work while listening to music, myself included.

Another resource of mine is an article from TechSmith. This article explains how technology helps the students to teach each other. Students can show each other how to operate programs or technologies or they can correct and give advice on each other's work using technology. I would like to ask my sister or another college student what they think about this and if it helps them to learn.

My third resource raised different points about technology in the classroom than the other two. This article  explains that bringing technology into the classroom creates different roles between the teacher and student. Sometimes the teacher acts as a guide for learning instead of a lecturer. Another important point is that sometimes the roles are reversed and the student teaches the teacher about something. The article explains that this is a huge confidence booster in students.

My fourth resource that I am using goes along with the third resource in the aspect of confidence boosting within the students. The article is from the Academic Impressions website. In the article, a professor incorporated Twitter into a language class. The teacher found that student's confidence was boosted when they could Twitter anonymously in the language they were learning. Students corrected each other's mistakes and it encouraged the students to communicate more in the language that they were learning.

I have a few other resources that I am going to incorporate into my project as well. Using the knowledge I have gained from these resources, I am hoping to interview my sister and possibly my younger cousin to see what their opinion would be.


Annotated Bibliography:
Ash, Katie, and Michelle Davis. "Students Sound Off on School Tech Use." Education Week:. 28 Jan. 
2010. Web. 31 May 2012. <http://www.edweek.org/dd/articles/2010/02/03/02kids.h03.html>.


"Lincoln Middle School Students Use Technology to Help Each Other Succeed." TechSmith. Web. 31 May 2012. <http://www.techsmith.com/education-customer-story-mathtrain.html>.

"In and Out of the Classroom: Using Social Media in Ways That Matter | Academic Impressions." In and Out of the Classroom: Using Social Media in Ways That Matter | Academic Impressions. Academic Impressions, 10 Jan. 2012. Web. 31 May 2012. <http://www.academicimpressions.com/news/and-out-classroom-using-social-media-ways-matter>.

Weblog 4

I have found many web 2.0 apps that I would like to integrate into my classroom. I think that these web apps will encourage learning by making it fun and different. My web apps will include many study tools such as quizzes, flashcards and reviews. Another app will allow communication between students and myself as well as parents and myself. My goal is to encourage learning in a different experience that will hopefully be more engaging.

The first web app that I am going to use is a Google calendar. On this calendar I have included test dates and due dates for assignments.
Grades are posted here along with a seating chart and attendance for parents to view. This website, learnboost.com also has a lesson plan maker and a means of communication for parents and students with me.
A flashcard app will be beneficial to students especially when learning and memorizing vocabulary and verb tenses.
Spanishpod.com is an app that will allow students to practice their Spanish vocabulary and practice their language skills.

Weblog 3: My website

My website will be designed for a Spanish class, middle school to high school grade levels. I have not had many teachers that have had their own website or if they did, I did not view the page very often. One thing I do find helpful is when teachers post the class syllabus online – whether it be on blackboard or on their own website. I also find it helpful when teachers post powerpoints, class notes or other handouts in class online. If I missed a class for whatever reason I could always go to their website or to Blackboard and find the necessary materials for the class that I missed. Many students misplace or lose papers as well.

A co-worker and former high school teacher I talked to explained to me that she never had a website for class. She told me that she does not think she would be able to create a website on her own without the help of someone. I find that many people feel this way. Before this class, I did not know that there were websites that actually helped you create your own website. She also told me that if she had a website she thinks that extra study tools would be necessary. If students are studying for an exam it would be beneficial to have study guides posted, quizzes and other resources. I have taken this into consideration and have come up with a few resources that I have helped me throughout my high school and college career. Studyspanish.com and spanishdict.com are really helpful.

Web 2.0 apps on my site: After browsing www.go2web20.net I have found some apps that I think will be helpful to students. For example in relation to the Spanish language – busuu, myhappyplanet, spanishpod and italki are all apps that aid in the learning of languages. They even allow you to practice your language skills with a native speaker! I also found apps to create quizzes and note cards – quizinator and knowtes.
I also plan to add a calendar, a grade book, some type of emailing system and my contact info on my website. I also plan to create the website bilingually. There will be Spanish text with English text to it or some type of a translate button. 

Introducing TPCK

The definition of technology itself was something that I had never looked up or defined. What I find most interesting about the definition is that it is used to produce desires and wants of humans.

Technology is protean - this means that it is usable in various ways. Something worth noting in this section is that technology is different for each person and it serves a different purpose for each person. Ex: technology can be a method of communication, designing, constructing, problem solving, etc.

Technology is functionally opaque - inner workings of technology are hidden from those who use them. I have found this to be most frustrating with those who have not grown up with technology throughout their whole life.

Technology is unstable - technology is constantly changing, the newest technology is outdated so quickly that it is impossible for us to keep up. As a result of this we must constantly learn and adapt to new programs and new devices. We also must be willing to continually learn about these technologies.

The wicked - teaching with technology is considered to be a wicked problem. This means that things are constantly changing. The technology changes therefore we must change and learn with it. It is not a constant like other subject areas. Because it is a wicked problem, the answer will always be changing and is considered "custom".  Wicked problem = full of complexity, ill-structured, requires an understanding of a variety of complex problems.

Intro for ED 586

Dave Matthews Band - Seven