Prezi (www.prezi.com) is a creative alternative to your typical run-of-the-mill slideshow presentation. One way to think of Prezi is a presentation mind-map tool. You create a mind-map (or have students create a mind-map) of ideas and establish hierarchy in the size of the words or phrases. Viewers and explore on their own or follow the presentation order you have set before hand. Here is a sample based on of the first few slides of the presentation "Teaching Theology with Technology":
Teaching Theology with Technology on Prezi
How to Sign UpPrezi is free to use with certain restrictions. Educators and students get some added usability compared to regular business-type users. You will be able to create prezis online and download finished prezis to present offline. You will also be able to create private prezis and have the Prezi watermark removed in the Edu Enjoy plan, which is free. Just sign-up with your school e-mail address and Prezi will send you a confirmation e-mail. Enter your name and create a password and you are good to go! How to use The program is fairly intuitive once you understand the “zebra wheel.” Just start adding texts and pictures, then adjust the size, rotate, frame, and let your creativity lead the way. Set the path you want the presentation to take and…viola! You’re Prezi is complete!Ways to Use
Lecture Notes: Prezi is a fun way to change the way you present information. Once you get the hang of it, students could enjoy a break from typical PowerPoint slides. Add some pictures to really make the presentation look fun.
Mind-map: Have students create mind-maps to summarize some reading or brainstorm some ideas about a topic
Student projects/presentations: Have students create presentations in Prezi for the class. These could be research projects, group presentations, etc.
The Arizona immigration law remains a newsworthy discussion piece. In April, it was opposed by a statement of the United States Catholic Bishops, who called in "draconian" while saying it "could lead to wrongful questioning and arrests of U.S. citizens." A news article on the announcement unleashed a flurry of comments on the law and the bishops' statement. A joint statement by Bishop John C. Wester of Salt Lake City, chairman of the U.S. Conference of Catholic Bishops’ Committee on Migration, and Archbishop Rafael Romo Muñoz of Tijuana, Mexico, head of the Mexican Episcopal Conference Migration Commission, accompanied the visit of Mexico's President Felipe Caderó to the United States on May 19. You may wish to share the subject of this issue further with your students by allowing them to read these and other news articles on the Arizona immigration law.
Also, a new book, The Ten Commandments: Case Studies in Catholic Morality by Dr. Eileen P. Flynn connects a case of working illegal immigrants around the Seventh Commandment. The issue is complex, as the case study reveals. It examines a personal issue from several different sides. The Evaluation points are offered to lead students to consider further ramifications of the subject.
Case Study: Rights of Illegal Immigrants
Carlos and Jaime came to the United States from Mexico in order to work. Both men have relatives in Florida who they plan to live with. Both men also have wives and children who will remain in Mexico. Most of the money they make will be sent back to Mexico for the support of their families.
In the winter months, Carlos and Jaime work harvesting the citrus crops. Except when it rains, the work is steady and they get paid. The pay does not amount to a great deal, but they are frugal, and it provides enough for them and their loved ones to survive.
When citrus picking ends in the spring, it becomes more difficult for Carlos and Jaime to get work. Their routine changes, and they wait at a designated pick up point each morning at six. This is where contractors come to pick up day laborers for work in construction and landscaping. Sometimes they get hired for the day; often they do not. There are many other undocumented immigrants who also wait for work, and Carlos and Jaime think themselves fortunate when one morning they are chosen by a contractor who is putting in a swimming pool and who tells them that he will need them for at least two weeks. They agree to work for $12 an hour, and plan to work twelve hour days, unless it is raining, in which case there will be no work.
At the end of the first week, the men expect to be paid approximately $800. They are unsure whether they will be paid for the time they spent on short breaks or for lunch. When they approach the contractor and ask for the money he owes them, the contractor says that there is a problem with the homeowner and that he has not been paid, so he will also need to hold off on paying them. He asks for their cell phone numbers and tells them that he will call them when he has their money. He also says that the job is now on hold, so he will not need them next week. He tells them that they have been good workers, and he will let them know when work will resume.
Evaluation
Why are Carlos and Jaime working? Do the needs of their families supersede the laws of the United States?
Do you think it is right for Carlos and Jaime to work without documents and without paying taxes?
Comment on the contractor’s failure to pay Carlos and Jaime. What recourse do Carlos and Jaime have?
The Seventh Commandment requires commutative justice. What is commutative justice and how does commutative justice apply to this case?
Wordle is a fun web tools that has enormous potential. It allows you to create “word clouds” from texts that you create or cut and paste into the system. Words that appear more frequently are given greater prominence than others. Once you or your students create the images, they are yours to use in whatever way you please. Here is an example using this blog’s feed: Try it out, it’s simple: 1) Go to www.wordle.net 2) Click “Create your own” 3) Type or paste text and click “Go” (or enter an RSS feed, or del.icio.us user name and click “Submit”)4) Edit the language, font, layout, or color5) Print or screen capture to share! Some suggestions for using Wordle in your lesson plans: Teaching Vocabulary• Enter (or have students enter) the chapter’s vocabulary words into Wordle. • Type the definition of a word into Wordle and have students guess which word it defines. • Create a study guide by typing the more important words more than once into the text section of the Wordle tool. Lectio Divina • Have students select a text for Lectio Divina. First, have them copy and past the text from www.usccb.org/nab/bible into Wordle to generate a word cloud. Then, have them read the text as it is written in the Bible slowly. After a pause for reflection, have them read it once again, this time suggesting that they focus on certain words or phrases. THEN, have them reflect on the word cloud they created. What words jump out at them now? What does this experience mean for them today? • Or have them practice Lectio Divina and choose certain words or phrases that they used in meditation to create a smaller word cloud in Wordle. Here is a word cloud based on the Parable of the Prodigal Son (Lk 15:11-32)Decorations • Have students create creating a word cloud of topics related to the course in Wordle to create notebook covers, locker decorations, etc. Introducing a New Topic • Provide students with a topic, one even as broad as “God.” Have them generate a list of words and phrases that come to mind then have them enter them into Wordle. Discus their word clouds as a class or have students compare what other students had. • Create word cloud using the lecture notes or texts for the day’s lesson. Have students guess or play a game of 20 questions about what they think the day’s topic will be. Community-building/Icebreakers • Have students describe themselves in Wordle. Have them make a list of word or phrases that they think best describe who they are. Have them type their name frequently so that it appears prominently. If it is for the beginning of the year, have them tape these to their desks or on name tents. Have them get into groups and share their word clouds. • Have students create affirmations for each other using Wordle. Assign groups or partners. Have them type words or phrases that are positive qualities about someone else in their group. Have them give these to the other students and explain why they wrote what they did. (This is a great activity for retreats.) For some additional ideas see: Wordle Ideas by Jenuinetech.com on SlideShare.net: http://www.slideshare.net/JenniferW/wordle-ideas
Ideas that Inspire: http://www.ideastoinspire.co.uk/wordle.htm
Invite students to participate in an imaginary Church Council to discuss what they consider the needs and challenges facing the Church today. Depending on the size of your class, divide the students into small groups (at least three total groups).Make a handout of the following material and distribute a copy to each person. Ask a volunteer to read th opening paragraph aloud. Then go through the directions for completing the inventory, pointing out how the students can add concerns of their own.Once the inventories are complete, the students should share results, then decide as a group on major concerns they would like to see addressed by the Church and for which they are willing to add a personal effort. Then the small group members should work together to draft a joint statement (see the bottom of the handout below) that addresses their commitment toward addressing their concerns.Afterward, invite small groups to share their statements. If time allows, you may wish to have the class work to consensus on one class statement that can be posted in the classroom or wherever they meet.“We exhort you to open your hearts to the dimensions of the world, to heed the appeal of your brothers, to place your youthful energies at their service . . . . Fight against all egoism. Refuse to give free course to the instincts of violence and hatred which beget wars and all their train of miseries. Be generous, pure, respectful, and sincere; build in enthusiasm a better world than your elders had.” Closing words of the Fathers of Vatican—addressed to young people—as the Council closed in 1965The inventory below is designed to help you gather thoughts and make decisions about what you believe to be the pressing concerns the Church needs to consider. Fill out the inventory on your own by rating each of the following statements: N for No Concern; G for Great Concern, or U for Urgent.
The Church must work harder on accepting non-Christian religions. The Church needs to do more to accept and learn from the traditions and rituals of Third-World cultures. The Church should stay out of governmental affairs. The Church should work harder at converting non-Christians. Since Scripture tells us that the poor will always be with us, the Church should help the poor be content with their lot in life. The Church should allow more room (opportunities) for young people to work and have a say in the life of the Church. We have too few priests. The Church should stop changing the liturgy once and for all. Bishops need to do a better job of listening to the concerns and needs of the people. The pope needs to have a tighter control over what goes on in the Church throughout the world. Other: ________ Other: ________
Now join with others in your group to share opinions and to draft a joint (collegial) statement that shows your resolve to work toward addressing (changing, easing, etc.) your concerns. Use the following format to get started.We, the youth members of the Church, concur that some of greatest needs and challenges facing us are_______. To meet those needs and confront those challenges, we propose that the Church undertake the following _________. Toward these goals we join hands in the name of Christ Jesus, the Lord.
How have you integrated technology into religious education this year? In a Webinar presented in May 2010, Ave Maria Press’s Adolescent Catechetical Specialist, Jared Dees, offered numerous examples of ways theology teachers can implement technology into their religious instruction. His hypothesis is that even though the tools have changed, the way people learn has not changed. Technology offers some great opportunities to engage students using teaching strategies that teachers have been using for years before the Internet was available. Presentation Outline: Examination of tools and technology for:1. Direct Instruction (Lecture) 2. Individual Assignments (Handouts) 3. Graphic Organizers 4. Videos 5. Student Research Projects 6. Collaborative Learning Projects
Teaching theology with technology
Prior to the presentation, participants were asked to share their most effective activity using technology. Those activities are listed here: 1. Interactive discussions using Edmodo, a Facebook-like classroom tool.2. teaching Plato's Allegory of the Cave to an IB Theory of Knowledge class using an animated version on smartboard3. assigning projects to my students using Microsoft Publisher; the students must integrate content and creativity into a brochure, newsletter, etc depending on the topic4. Same as above... PowerPoint (through the SmartBoard) is a powerful tool and becomes more potent when engaged with other weblinks.5. Classroom discussion and lesson are the most effective way that I use technology. Notes can be turned into a lesson review. Hyperlinks in powerpoints can take advantage of video clips. Teaching a lesson on Baptismal symbols for example, can link to the uses of water in the world and the social justice issue of clean water today. It can also make the lesson more global by showing students the way people from other countries in other parts of the world see water as sacred and use it their religious ceremonies.6. Getting students involved in creating presentations using technology has some benefits for our students, but perhaps not as many benefits as schools that have smartboards in every room or laptops for every student. It's not that our students don't have home access to computers and other things like ipods, or kindle, it's that availability at school is limited.7. Webquests8. Using the internet to access online videos of shows or movies or topical Youtube. ALso being able to put PPT presentations or assignments on line for student use and review.9. When teaching about heresy - I often find popular songs and some older songs where when you listen to the song, it sounds completely different than what is actually said - making a connection to heretical and Church teaching, and why the heresy's popped up in the first place.10. Powerpoints11. My favorite activity of the past year was a feature on Edline called "discussion." I use it to pose thought-provoking questions for my students to which they post replies. I find the students are much more inclined to participate in these on-line discussions than to respond in class. Although I took many of the questions from my text, I also had the freedom to have them respond to articles from our Catholic newspaper (We receive copies for each senior.), to give feedback on speakers, and to address various topics in the general secular news that related to the topics of our synthesis course. I posted a new discussion question each week.12. Power Point Review Jeopardy Game13. Power point presentations14. One recent activity that seemed to work well. During a viewing of Dead Man Walking students were on the website TodaysMeet, which is basically just chat intended for backchanneling. As they watched the movie, they were able to type questions about things they did not understand and get them cleared up right away. Often I did not have to respond because classmates would answer the questions. Students also commented on what they were watching, and raised their own issues regarding capital punishment based on what they were seeing. 15. Each of the first two evenings, I posted questions for discussion on Moodle related to what they had seen during the day. These two procedures allowed us to get into conversation about the video without waiting until after the three class periods it took to show the whole movie.16. reflective notes on qualities of human nature I designed17. When introducing students to Christology, I created a blog for the class. They interviewed three people, asking them questions about the theme, "Who do you say that I am?" The students blogged about their findings and then commented on their peers' posts. It was an easy, effective, and manageable way for students to see and reflect on the work other students had completed. 18. I have the students go to a Darfur website and play an online game about life there.19. I also have students create 5 slide powerpoint presentations on Poverty which must include audio-visuals20. Frontline PBS The Undertaking21. Teaching values by the use of Youtube.22. Students write journals on laptops and submit them via e-amil. Journal question is on smartboard.23. Powerpoint meditation on images of Jesus, accompanied by music24. I think this would be using games such as Who Wants to be a Millionaire, Jeopardy and Are You Smarter than Your Parish Priest?25. NONE. Everytime I attempt to use technology I literally loose 10-15 minutes of my 39 minutes of class time. 26. I had my students redo Psalm 139 into modern day message and many of them chose the smart board & powerpoint to display thier psalms. They were beautiful.27. Also, I had my students do a values activity where they could choose teen ads, commercials, or music and they made use of commercials and music from youtube.28. Catholic videos form YouTube and other sites with discussion and interpretation of the message afterwards, tying it back to the lesson of the day.29. Watching some videos from God Tube or You Tube (The Last Lecture, Inspirational Videos as prayers,) Kids love the visuals instead of just talking!!30. I sometimes throw a film clip into a lesson, otherwise I am not terribly techno-savvy31. Communication and evangelization through Facebook, emails, webpages, etc. Texting is also used in some areas. Without being able to reach them to communicate, all of the technology in the world couldn't work. 32. With my senior Grief and Loss class I use our Moodle to create a series of forums around the bioethics of end of life decisions. Along with the forum, I also use the wiki aspect of Moodle - which invovles the students working in groups to create a wiki page on a specific aspect of euthanasia. Both the forums and the wiki lead into classroom discussions on the topic. In the past I have used Blogger for this project, but my school currently created our Moodle and I found this to be easier to use with 100+ students.33. student prepared projects—especially a 'perfect world" video assignment.
The following excerpt is from the recently published The Catholic Spirit: An Anthology for Discovering Faith Through Literature, Art, Film, and Music. This selection quotes author John Fante's "stream of consciousness" writing in praise and prayer of the Blessed Mother. John Fante (1909-1983) was an Italian-American who produced a large variety of work that included short stories, novels, and screenplays. Share this reading with your students. Use the questions that follow to facilitate understanding and discussion.
Hail Mary, full of grace, the Lord is with thee; blessed art thou among women, and blessed is the fruit of thy womb, Jesus. O Holy Mother Mary, I am now in Hollywood, California, on the corner of Franklin and Argyle, in a house where I rent a room at six a week. Remember, O Blessed Virgin, remember the night twenty years ago in Colorado when my father went to the hospital for his operation, and I got all my brothers and sisters down on the floor in our bedroom, and I said: “Now by gosh—pray! Papa’s sick, so you kids pray.” Ah, boy, we prayed, you Virgin Mary, you Honey, we prayed and my blood sang, and I felt big feelings in my chest, the ripple of electricity, the power of cold faith, and we all got up and walked to different parts of the house. I sat in the kitchen and smirked. They had said at the hospital that Papa was going to die, and nobody knew it but me and Mamma and you, you Honey, but we had prayed and I sat smirking, pooh-poohing at death because we had prayed and I knew we had done our share for Papa, and that he would live.
The rest of them wouldn’t go to bed that night, they were afraid Papa would die, and they all waited, and already Grandma planned the funeral, but I smirked and went to bed and slept very happy, with your beads in my fingers, kissing the cross a few times and then dozing off because Papa could not die after my prayers, because you were my girl, my queen, and there was no doubt in my heart.
And in the morning there was wild joy to wake me, because Papa had lived and would live some more, a lot of years to come, and there was Mamma back from the hospital, beaming and sticky when she kissed us for joy, and I heard her say to Grandma: “He lived because he has an iron constitution. He is a strong man. You can’t kill that man.” And when I heard that, I snickered. They didn’t know, these people, they didn’t know about you and me, you Honey, and I thought of your pale face, your dark hair, your feet on the serpent at the side-altar, and I said, she’s wonderful, she’s sure wonderful.
Oh, those were the days! Oh, I loved you then! You were the celestial blue, and I looked up at you when I walked to school with books under my arms, and my ecstasy was simple and smashing, crushing and mad and whirling, all these things across my chest, sensations, and you in the blue sky, in my blue shirt, in the covers of my blue-covered book. You were the color blue and I saw you everywhere and then I saw the statue in the church, at the side-altar, with your feet on the serpent, and I said and said a thousand times, I said, oh, you Honey, and I wasn’t afraid of anything. . . .
Hail Mary, full of grace, the Lord is with thee; blessed art thou among women, and blessed is the fruit of thy womb, Jesus. O Holy Mother Mary, I want to ask a favor of you, but first I want to remind you of something I once did for you.
You will say that I am bragging again, and that you have heard this story before, but I am proud of it, and my heart is beating wildly and there is the rustle of a bird in my throat, and I could cry, and I am crying because I loved you, oh, I loved you so. That hot flash on my cheek is the course of my tears, and I flick it off with the point of my finger, and the finger comes away warm and wet, and I sit here and I am of the living, I am saying this is a dream.
His name was Willie Cox, and he went to Grover Cleveland. He was always razzing me because I was a Catholic. O you Mary! I have told you this before, I admit the braggadocio, but tonight, one day removed from Christmas Eve, I am in Hollywood, California, on the corner of Franklin and Argyle, and the rent is six a week, and I want to ask you a favor, and I cannot ask until I tell you once more about this Willie Cox.
He chewed tobacco, this Willie Cox. He went to Grover Cleveland, and he chewed tobacco, and I went to St. Catherine’s and we used to pass one another on the corner, and he used to squirt tobacco juice on my shoes and legs and say: “That for the Catholics. They stink.”
Willie Cox, where are you tonight? I am on the corner of Franklin and Argyle, and this is Hollywood, so it is quite possible that you are two blocks away, but wherever you are, Mr. Willie Cox, I call upon you to bear witness to the truth of my narrative. Willie Cox, I took a hell of a lot of your guff that spring. When you said the priests ate the nuns’ babies, and then spat on my shoes, I took it. When you said we had human sacrifices at Mass, and the priest drank the blood of young girls, and you spat across my knees, I took that. The truth is, Willie, and tonight I admit, you scared me. You were very tough, and I decided to do as the martyrs did—to do nothing. To take it.
Hail Mary, full of grace! I was a boy then, and there was no love like my love. And there was no tougher boy than Willie Cox, and I feared him. Ah, but my days were celestial blues and my eyes had only to lift and there was my love, and I was not afraid. And yet, in spite of it all, I was afraid of Willie Cox.
How is your nose today, Willie Cox? Did your front teeth grow out again? He was on his way to Grover Cleveland and I was on my way to St. Catherine’s and it was eight o’clock in the morning. He shifted the wad in his jaw, and I held my breath.
“Hi, Red Neck.”
“Hello, Willie.”
“What’s your hurry, Catholic?”
“Gotta, Willie. I’m late.”
“What’sa matter? Scared of the nunnies?”
“Don’t, Willie. You’re choking me.”
“Scared of the nunnies?”
“Don’t, Willie! I can’t hardly breathe!”
“I heard somethin’, Red Neck. My old man, he tells me you Catlickers think Jesus was borned without his mother having kids like other people have kids. Is that right?”
“It’s the Immaculate Conception. Ouch!”
“Immaculate, crap! I bet she was a whore like all Catlickers.”
“Willie Cox, you dirty dog!”
Mr. Thomas Holyoke, you are dead now, you died two years later, but even in death you may speak out tonight and tell what you saw from your window, there on the lawn, fourteen years ago one morning in the spring. You may say what you said to the policeman who ran from the courthouse steps, you may say again:
“I saw the dark lad here struggling to get free. The Cox boy was choking him. I thought he’d hurt the boy, and I was about to intervene. All at once the dark lad here swung his fist, and the Cox boy went sprawling across my new spring lawn. I thought they were playing, until I saw the Cox boy didn’t move. When I ran out his nose was bleeding and his front teeth were missing.”
Hail Mary, full of grace! Here in Hollywood, on the corner of Franklin and Argyle, I look through my window and gaze and gaze at an unending pattern of celestial blue. I wait and I remember. O you Honey, where are you now? Oh, endless blue, you have not changed!
In her room next to mine, my landlady sits before the radio. Willie Cox, I know now that you are in Hollywood. Willie Cox, you are the woman in the next room playing the radio. You have given up the vulgar habit of chewing tobacco, but, oh, Willie, you had charm in those days, and you were not nearly so monstrous as you are now, slipping little pieces of paper under my door, telling me over and over that I owe you eighteen dollars.
Hail Mary, full of grace! Today when I talked to my agent he said there was a slump in Hollywood, that the condition was serious. I went down the stairs of his office and into the big, late afternoon. Such a blue sky! Such riotous blue in the Santa Monica mountains! I looked everywhere above, and I sighed, and I said, well, it won’t rain tonight, anyway. That was this afternoon. Willie Cox, you are my landlady and you are a Slump in Hollywood.
Mary in the Sky, what has happened to me? O tall queen standing on the serpent at the side-altar, O sweet girl with waxen fingers, there is a Slump in Hollywood, my landlady slips little pieces of paper under my door, and when I gaze at the sky it is to form an opinion about the weather. This is funny. It is probably goddamn funny to the world and it is funny to me, but this gathering dust in my throat, this quiet in my chest where once there was whirling, this cigarette-clenching mouth that once bore a smirk of faith and joy in destiny—there is no laughter in these things. Willie Cox has got me by the throat again.
Willie Cox, I am not afraid of you. I know that I cannot bloody the nose of a Slump in Hollywood or knock the teeth out of my landlady’s mouth, but, Willie Cox, remember that I still look to the sky. Remember that there are nights like these when I pause to listen, to search, to feel, to grope.
Hail Mary, full of grace, the Lord is with thee, and blessed art thou among women. Holy Mary, Mother of God, I was going to ask a favor, I was going to ask boldly about that rent. I see it is not necessary now. I see that you have not deserted me. For in a little while I shall slip this into an envelope and send it off. There is a Slump in Hollywood, and my landlady slips little pieces of paper under my door, and once more I sit in the kitchen of my world, a smirk on my lips.
Reading for Comprehension
1. For whom did the family pray at the beginning of the story?
2. How does Willie Cox harass the boy?
3. What blasphemy does Willie Cox state in his insults against the Blessed Virgin Mary?
4. What does the narrator do to Willie Cox?
5. What is the current status of the narrator?
6. Why does the narrator feel no need to pray to the Blessed Virgin for the money to pay his rent?
Reading for Understanding
1. Who was Willie Cox when the narrator was a boy? Who is Willie Cox for the narrator now?
2. What color does the narrator associate with the Blessed Virgin? Describe three places he sees this color.
3. Why does the narrator have a smirk on his lips at the end of the story?
4. What are your feelings about the familiar way the narrator continually addresses the Blessed Virgin by the name, “Honey?”
Exercise
Write your own free-flowing "stream of consciousness" prayer in honor of Mary, the Mother of God, and her month of May.
Win a free trip to World Youth Day 2011 in Madrid, Spain! It’s simple: make a movie about the Catholic faith and share it at www.goodnessreigns.com.About Goodness ReignsTheir mission is to “ignite the imagination of youth and young adults through the art of filmmaking and through other technologies” for personal development as Catholics and to spread the Gospel. Goodness Reigns is a ministry of Outside da Box whose mission is “creating short films that help the young church know, love, and serve Jesus Christ.”Short Film CompetitionThe winners of the Goodness Reigns short film competition may choose to receive either video equipment packages or travel packages to World Youth Day 2011, August 14-23 in Madrid, Spain. Goodness Reigns will collect all submitted videos to be shared on their website and used by catechists, youth ministers, and everyday Catholics interested in learning about the Catholic faith. The video categories include: church history (including Bible stories, Jesus’ life/mission, saint’s lives), Sacraments of the Church, Church teachings, and present-day missionary spirit of the Church.Important Dates and Information:
Register at www.goodnessreigns.com/contest-rules.php by December 1, 2010.
Submit all videos by January 10, 2011.
April 1, 2011 all winners will be announced; People’s Choice Award begins.
May 6, 2011 People’s Choice Award winner announced
August 14-23, 2011 Winners attend WYD in Spain!
For more information, visit www.goodnessreigns.com!
Don’t be intimidated by the technology. Effective teaching/catechesis never changes, but the tools do. Ave Maria Press will be hosting a Webinar that will provide a brief survey of some of the latest tools and resources online and in many of your classrooms.
Date: May 11, 2010
Time: 4:00pm EDT
Duration: 30 minutesTo register click here: https://www1.gotomeeting.com/register/304302721 How does a Webinar work? For the full experience, all you need is a computer and internet connection. You will also be able to call in by telephone to listen to the presentation. Just register, save the link, and join the Webinar on May 11th, 4:00pm EDT. Due to the number of people registering for this Webinar, all participants will be muted so no microphone or headset is required. However, communication through text-chat is encouraged.
