[your amazing brain]

I came across this inspiring video via @ontarioliteracy on twitter:

[new media & innovative curriculum]

Via New Media Literacies Blog:

New Media Literacies Newsletter NML Announces its Monthly Webinar Series

Webinar Series NML has recently partnered with New Hampshire's Department of Education to facilitate a year-long professional development initiative using the new media literacies as a springboard for developing innovative curriculum. Our goal is to help foster a broader perspective of what it means to be media literate in the digital age, and offer tools for translating the social skills and cultural competencies outlined in the white paper Confronting the Challenges of Participatory Culture: Media Education for the 21st Century (Jenkins et al., 2006) into meaningful and engaging learning experiences in the classroom and beyond. These NH educators are exploring the urgent challenges that 21st Century learners face by expanding their own learning experiences using a participatory, digital model of professional develmopment. In this context, educators are able to practice their own skills as teachers by creating, collaborating, connecting, and circulating with one another in an interactive, multi-media environment. Not only are they developing new materials for their own schools and districts, but also an 8-part webinar series focused on a comprehensive, practical understanding of the NML skills for the larger educational community. The 8-part series will begin on February 11th and share the framework of social skills and cultural competencies which shapes the work of New Media Literacies, and illustrate the skills by looking more closely at learning through such cultural phenomenon as computer game guilds, youtube video production, Wikipedia, fan fiction, Second Life and other virtual worlds, music remixing, social network sites, and cosplay. Each webinar will examine closely new curricular materials which have emerged from New Media Literacies, Global Kids, Harvard's GoodPlay Project, Common Sense Media, the George Lucas Foundation, and other projects which are seeking to introduce these skills into contemporary educational practices and leave participants with plenty of opportunities to take the material, information and methods back into their classroom. We will host the first webinar on Thursday, February 11, 2010 at 7pm EST and focus on the new media literacies, judgment and appropriation as well as copyright, fair use, and creative commons. Our special guests will be Flourish Klink, a graduate student at MIT's Comparative Media Studies Program, and Erin Reilly, NML Research Director. See the full listing of upcoming webinars and get information on how to join the sessions at http://projectnml.ning.com/page/nmls-monthly-webinar-series.

[end of term marking!]

This is just too eloquent:





NB: I found the image included in Richard Haswell's article "The Complexities of Responding to Student Writing" and he references the image as: Composition Chronicle: Newsletter for Writing Teachers 8 (3), April 1995, p. 11.

[social networking conference: wolverhampton uni]

Wolverhampton Internet and Technology Society (WITS) together with the Statistical Cybermetrics Research Group are hosting the 1^st Social Networking in Cyberspace conference in April, 2010. We welcome contributions from scholars in the social and behavioural sciences and media and information disciplines, regardless of theoretical orientation.

The conference, which is to be sponsored by the Research Centre in Applied Sciences (RCAS), will be a one-day event and will take place on Friday the 23^rd of April, 2010. The Venue for the conference will be the Lighthouse Media Centre in Wolverhampton (Please click here for Map).

Call for papers

We invite potential presenters to submit an abstract (no longer than 300 words) for peer-review. The deadline for submission of the abstract is October 30^th, 2009. A decision on this abstract will be made by November 20^th, 2009 and authors will be notified via email soon after.

Abstracts should be submitted to SNIC@wlv.ac.uk

Subsequently, all presenters will be invited to prepare a paper for publication. The International Journal of Internet Science will be publishing a peer-reviewed selection of the best papers from the conference.

Papers should be submitted to SNIC@wlv.ac.uk by the 28^th of May 2010.

Postgraduate poster competition

We will be running a postgraduate poster competition on the day of the conference. Prizes will be awarded for the best posters on the day (further information to follow). We invite postgraduate students to submit an abstract by October 30^th 2009 for consideration.

Keynote Speakers

The following have been confirmed as keynote speakers at the conference:

Professor Mike Thelwall: University of Wolverhampton – “Detecting and analysing emotion in social networking sites”

Doctor Monica Whitty: Nottingham Trent University.

Fees

£80 standard rate

Discount rate for presenters (£60)

Discount rate for students (£50)

The fee includes morning and afternoon coffee and lunch.

Registration

Conference registration opens in January 2010

Important dates

Abstract submission deadline: 30^th October 2009

Notice of acceptance deadline: 20^th November 2009

Conference date: 23^rd April 2010

Full papers deadline: 28^th May 2010

contact us

If you have any enquiries or would like to contact us regarding the suitability of your research for the conference, please email us on SNIC@wlv.ac.uk

[financial crisis :: humor]

[open access journal pilot project]

Via Jacqueline Wilson, CDL Senior Associate for Shared Content:

"This ground-breaking agreement enables UC-authored articles accepted for publication in most of the 2000+ Springer journals to be published through Springer Open Choice, allowing full and immediate access to all readers. These articles will also be fully accessible through UC’s eScholarship publishing platform. UC authors pay no additional publication fees to support this open access model."

A task force appointed by the Scholarly Communications Officers (SCO) worked with the California Digital Library (CDL) to prepare information on the UC/Springer Open Access Journal Publishing Pilot, originally announced in January, for distribution to UC authors on each campus. The information can be found on the Reshaping Scholarly Communication site at http://osc.universityofcalifornia.edu/alternatives/springer_faq.html. This site includes a FAQ, a link to the Springer journals covered by the pilot as well as a short list of titles excluded from the program. It is expected that campuses will customize the information to suit their local audience.

As was noted in the original message about this arrangement, it will be important to the success of the pilot that as many UC authors as possible know about this open access opportunity. Scholarly Communications Officers and others will distribute information about this agreement to appropriate faculty and other authors on their campus as part of the local publicity plans that they have developed.

Final versions of the Springer journal articles published during the pilot will be available in the eScholarship Repository beginning in the fall.

CDL is pleased to have made this ground-breaking arrangement with Springer on behalf of UC authors and the Task Force is looking forward to assessing the results of this experiment as it unfolds over the next two years.

UC/Springer Open Access Journal Publishing Pilot Task Group:

Ivy Anderson (CDL)
Catherine Mitchell (CDL)
Margaret Phillips (Berkeley)
Jacqueline Wilson (CDL, Chair)

[cognitive leadership for transdisciplinary research]

Reading "Enhancing Transdisciplinary Research Through Collaborative Leadership" by Barbara Grey.


Some interesting points:

• Groupthink refers to the suppression of differences within a team and its inability to bridge power differences
• the absence of process skills (e.g., decision making, problem solving, conflict resolution, information exchange, coordination, and boundary management) has also been noted as a crucial detriment to collaboration
• Viewing the leadership of transdisciplinary initiatives as a cognitive task means that leadership involves the management of meaning
• Transformational leaders high on charisma,
  for example, are seen as powerful shapers of their followers’ aspirations which positively affects team performance
• In transdisciplinary research, the cognitive tasks of leadership largely consist of visioning and framing
• Transdisciplinary leaders need to be able to envision how various disciplines may overlap in constructive ways that could generate scientific breakthroughs and new understanding
  in a specific problem area
• Structural-leadership tasks address the team’s need for coordination and information exchange— both within the team and between the team and external actors
• Research on brokers (who occupy key positions between others) in transdisciplinary networks reveals they are high on the Big Five Personality factor of openness, displayed an ability to imagine and propose potential collaborations among researchers, and engaged in active transdisciplinary mentoring of junior faculty
• Among the boundary-spanning tasks identified as key for transdisciplinary teams are
  gaining and maintaining sound institutional commitment and support,17 acquiring funds to manage emerging areas of research and training, devoting adequate attention to and securing funds for infrastructure, and building bridges to other centers and new disciplines
• Attending to the process dynamics of a transdisciplinary team demands an especially important set of interpersonal skills that are critical to successful team collaboration

[rim competes with apple's app store]

Copied from Larry Dignan's article on zdnet:

"Research in Motion launched its BlackBerry application store—dubbed App World—and the pricing model will immediately draw comparison’s to Apple’s App Store set-up. That comparison, however, only goes so far.

For starters, RIM’s App World pricing model has raised a bit of a ruckus since it veers a bit from Apple’s scheme (Techmeme). But a business audience isn’t going to sweat a $2.99 application compared to a 99 cent minimum priced app. And RIM’s audience is likely to even pay higher prices if the App World can actually deliver software with a real business use. And there are so many tiers to the App World model that RIM could have said “charge what you want.”

But the biggest takeaway from the App World pricing model is that higher prices mean more for developers (see FAQ). RIM needs more developers on its bandwagon since the iPhone is the shiny object in the mobile world. Simply put, money talks and RIM plans to use it. Matthew Miller notes that RIM’s pricing model shouldn’t be that big of a deal.

Sure RIM does offer free apps, but developers aren’t likely to offer them. Given developers pay an upfront fee why would you pay RIM to distribute a free app? RIM’s message with App World appears to be: Frivolous and fun apps need not apply.

Will RIM’s App World work?

My hunch is that RIM’s App World will do well, but isn’t going to a success as measured by Apple’s store. RIM’s store is likely to be more BlackBerry-ish—the applications will be more business focused, tool oriented and won’t feature hot games.

RIM also has an app management issue on its hands. Apple’s App Store has to support just the iPhone and iPod touch. RIM’s applications will work on these models:

• BlackBerry Bold 9000 smartphone
• BlackBerry Storm smartphone
• BlackBerry Pearl Flip Series
• BlackBerry Curve 8300 Series
• Black Berry Curve 8900 smartphone
• BlackBerry 8800 Series
• BlackBerry Pearl Series

The experience on all of those models will vary. For instance, a game on the Storm will be different than the Bold and Curve. How will RIM navigate that conundrum? As a developer those models mean more complications.

Other takeaways from the RIM App World effort:

• A PayPal account is required with App World for customers and developers;
• Developers from around the world can contribute except for those from Belarus, Myanmar/Burma, China, Cuba, Iran, North Korea, Sudan and Syria.
• To submit an application there’s a $200 fee, which will be refunded if the software is rejected."

[viral video for ai - win some money]

The Society for the Study of Artificial Intelligence and Simulation of Behaviour

AISB Video Competition

This is a call to both AISB members and non-members to take part in a competition for an online video clip that will contribute to the public understanding of any aspect of the area known as Artificial Intelligence. The video material should be in English, of three minutes maximum duration, and available online (e.g., on YouTube).

Submissions should take the form of an email with the URL to the videomaterial, contact details of the participant(s), and a free-form statement from all authors stating that the submission is their own work, and that they grant the SSAISB non-exclusive rights to use it as it finds appropriate. Deadline for all submissions is 23:59 GMT on 15 March 2009. All submissions should be sent to video_competition@aisb.co.uk. The submissions will be evaluated by a panel of three AISB members, of which two student members (all selected and appointed by the AISB committee).

There will be 3 prizes of £300, £150 and £75. The panel reserves the right to withhold a prize if no submission is deemed appropriate. All panel decisions are final and cannot be contested.

see more about the call here: http://www.aisb.org.uk/publicunderstanding/video_competition.shtml

nb: image from wired

[literate cities]

Six key elements are analysed in this study to dechipher which city is the most literate (American cities only) in 2008. These include: newspaper circulation, number of bookstores, library resources, periodical publishing resources, educational attainment and Internet resources and are then compared to the population rate (but only in cities greater than 250,000).

Somewhat oddly, the study does NOT include "reading test scores or how often people read, but what kinds of literary resources are available and used."

"Cities that ranked higher for having more bookstores also have a higher proportion of people buying books online, the analysis found, and cities with newspapers that have high per-capita circulation rates also have more people reading newspapers online. Likewise, cities that ranked higher for having well-used libraries also have more booksellers."

The author of the study, Dr. John Miller, makes a very interesting observation:

"While it is too early in this study to draw conclusions, it is nevertheless striking that newspaper readership rates in the US’s global economic competitors are significantly higher than in the US. Since literacy is generally regarded as a barometer of a nation’s social, cultural, and economic health, perhaps these findings are cause for national concern."

According to the USA Today report, "Preliminary results of a related study examining international literacy paint a less optimistic outlook for the USA. It notes that in per-capita paid newspaper circulation, the USA ranks only 31st in the world, far behind other countries, including Aruba, Liechtenstein and Japan."

[social media in education - cfp]

CALL FOR PAPERS

Electronic Journal of Communication (EJC)

Special Issue:

Communication Pedagogy in the Age of Social Media

Over the course of the last few years, social media technologies such as blogs, microblogs, digital videos, podcasts, wikis, and social networks, have seen a dramatic increase in adoption rates. To date, Internet users have uploaded roughly 80 million videos to YouTube and launched approximately 133 million blogs worldwide. Because of their ability to connect people and to facilitate the exchange of information and web content, social media technologies not only provide a powerful new way to interact with one another, but they also present exciting new pedagogical opportunities.

Earlier this year, the New Media Consortium and the EDUCAUSE Learning Initiative released the 2008 Horizon Report, which seeks to identify new technologies capable of affecting the way we teach and learn. Among the critical challenges outlined by this year’s report is the need for universities to equip students with new media literacy skills and to develop curricula that “address not only traditional capabilities like developing an argument over the course of a long paper”, but also “how to create meaningful content with today’s tools.” (The New Media Consortium, 2008, p. 6).

Considering that these tools center around the ideas of collaboration, participation, and conversation, they should hold special interest to communication researchers and educators alike. As a result, this special issue seeks to examine the pedagogical applications of social media technologies, especially with regard to the communication classroom. Examples of best practices in social media adoption in all areas of communication education are welcome, as are case studies or empirical research analyzing the effectiveness and/or effects of incorporating social media technologies into the communication classroom. Research examining the role these technologies play in the social construction of a collective knowledge pool would also fit within the scope of this special issue.

The special issue is scheduled for publication in the first half of 2010. Deadline for completed manuscripts is April 1, 2009. Submissions should be electronic (.doc or .rtf format) and must conform to the specifications of the Publication Manual of the American Psychological Association, 5th ed. Place author’s contact information in an email to the editor only, not on the title page of the submission.

Issue Editors:
Corinne Weisgerber, Ph.D. and Shannan H. Butler, Ph.D.
St. Edward’s University

Send inquiries and submissions to: corinnew AT stedwards DOT edu


via: Social Media for PR Class.

[transdisciplinarity and knowledge cartographies]

As I discuss research projects, aims and future developments with IOCT researchers and affiliates, I'm realising more and more that we're often talking about the same (or at least similar) things though we're using a different language to describe our systems and processes. A recent paper by Josianne Basque, Gilbert Paquette, Beatrice Pudelko and Michel Leonard on "Collaborative Knowledge" suggests the use of a mapping tool as a way of tracing where knowledges crossover and supports the "externalising" of knowledge. Although this tool (MOT) is primarly discussed in terms of sharing knowledge between experts and novices, something like this visual mapping would be useful in the sharing of knowledges between disicplines too.



There are loads more interesting papers in the edited collection Knowledge Cartography: Software Tools and Mapping Techniques including ones that focus on knowledge mapping and curriculum development.

[attack racism]

Apparently "Margaret Wente is one of Canada's leading columnists." Apparently "she provokes heated debate with her views... Fine. I think we'd agree that heated debate and discussion are central to the sharing and deepening of knowledge. However, read these statements: "it is simply not permissible to say that aboriginal culture was less evolved than European culture or Chinese culture – even though it's true" and "The fact that North American cultures never evolved further."

I think most open-minded people would agree that there are some huge (unfounded) generalisations being made here. Wente begins her "article" with a nod towards the recent racist comments made by Dick Pound (International Olympic City) [he said: "We must not forget that 400 years ago, Canada was a land of savages, with scarcely 10,000 inhabitants of European origin, while in China, we're talking about a 5,000-year-old civilization."]. While Wente admits that Pound's remarks were "stupid" she explains why, not simply because his line is hugely offensive, but importantly because "The last thing they [B.C. government and VANOC] want is for native protests to "steal the spotlight. Comments about “savages,” in whatever language, are not helpful." Nice. So basically, say what you like, offend whom you like, as long as business can carry on as planned.

As Nick Reo at Turtle Talk notes, "her conclusions are poorly founded, contradictory, and backward-ic."

Wente attempts to support her views by referencing an "academic" text about to be published by McGill-Queenh's University Press called Disrobing the Aboriginal Industry (I won't add a link as they really shouldn't get any more publicity - plus, since when is a culture an industry?). In this book, Wente explains that the authors

"knoc[k] the stuffing out of the prevailing mythology that surrounds the history of first peoples. That mythology holds that aboriginal culture was equal or superior to European culture. At the time of contact, North America was occupied by a race of gentle pastoralists with their own science, their own medicine and their own oral history that was every bit as rich as Europe's.

The truth is different. North American native peoples had a neolithic culture based on subsistence living and small kinship groups. They had not developed broader laws or institutions, a written language, evidence-based science, mathematics or advanced technologies. The kinship groups in which they lived were very small, simply organized and not very productive. Other kinship groups were regarded as enemies, and the homicide rate was probably rather high. Until about 30 years ago, the anthropological term for this developmental stage was 'savagery.'"

and

"Today, “traditional knowledge,” which generally resides among the elders, is sought after by governments, studied in universities around the world, and recognized in environmental assessment processes. But Ms. Widdowson says most of it is useless – a heap of vague beliefs and opinions that can't be verified or tested. Why have the muskoxen drifted west? Because, according to the elders, the animals were “following the people because they missed them and wanted their company.”

The references in the book by Widdowson and Howard also cannot be taken at face-value, as substantiation of their wild views because also those academics and their ideas have been "distorted, taken out of context, and at times used to support conclusions that are diametrically opposed to our own [those of us who have been writing on indigenous oppression and self determination] perspectives." As Deborah Simmons further explains:

"In short, Widdowson and Howard have the temerity to argue that indigenous societies are a throwback to an anachronistic Neolithic stage of social history. In the face of rational modernisation, indigenous people are inherently inferior and constituted by lack: they are illiterate, dysfunctional, dependent and corrupt. The population explosion in their communities is causing serious problems.

Notwithstanding their expanding population, according to Widdowson and Howard they do not qualify for nationhood, dispersed as they are in small communities across the continent. Thus self-determination is not an option. The solution for all their “problems” is for indigenous people to submit to the evolutionary nature of history; to recognize the inherent superiority of scientific methods; to relocate from their traditional territories to urban centres; and to become “socialized” (ie. assimilated) into Canadian capitalism. Widdowson and Howard don’t hold out much hope for this solution to be workable in the near term, given “tribal” superstitions and resistance to progressive innovations. Clearly the only logical solution for the present is to cut funding for indigenous organisations and continue what they describe in positive terms as the “warehousing” of indigenous peoples on the margins of Canadian society."

Matthew L.M. Fletcher offers a response:

"First off, broad generalizations about the hundreds and thousands of North American cultures prior to, say, 1492, are utterly worthless, except for persons trying to make a political point. None of the above statements, taken together, is true for any specific group anywhere in the world. I’m from Michigan, as is my family’s communities, and they weren’t so savage. They had enormous agricultural output, even north of the so-called freeze line in mid-Michigan. In fact, these “unproductive” Indians fed the British (later American) fort at Michilimackinac in the 18th and 19th centuries with surplus corn, sqaush, beans, and other veggies."

Though the article is deeply misinformed, unfounded and largerly generalist, scarily, "we can expect it to have a long shelf life and misinform scores of people." Scary too are the myriad of comments to the Globe article that perpetuate and support these kinds of generalisations and misinformation.

[postdoctoral research fellowships at the ioct]

Two fantastic opportunities to work at the IOCT:

Postdoctoral Research Fellow (two posts)

Institute of Creative Technologies (IOCT)

Three years fixed term

£29,138 - £31, 840 pa

You will work on ‘DMU Creative', a project which aims to provide a commercial showcase for the best creative work in the East Midlands by establishing a quality threshold and an advanced content management system. This project is funded by the HEIF (Higher Education Innovation Fund), which is an HEFCE funding stream designed to encourage and facilitate knowledge transfer, collaboration and outreach, in support of the development of innovative goods, services and policies. The undertaking or possession of a PhD is essential.

The two Research Fellows will work closely together to ensure a co-ordinated project. Responsibilities will include literature research, experimental work, software development, field trials, project documentation, seminar/workshop, technical/academic papers and laboratory support. The work will involve travelling within the UK.

Post 1 (ref. 5062): You will, in the first instance, establish a record label and associated internet radio station to connect with a large number of SMEs and micro-businesses working in music production across the region. This will be followed by similar endeavours in other fields of creative production. You will be based in the Music, Technology and Innovation Research Centre, which is a partner of the IOCT.

Post 2 (ref. 5063): You will undertake the creation of an advanced content management system that utilises broadband to bring the creative resources of the region together, to create a portal which promotes the regional creative works nationally and internationally, to establish by making them commercially available over a variety of connected devices, including TVs. You will be based in the Mechatronics Research Centre, which is also a partner of the IOCT.

Please quote relevant reference number.

Closing date: 7 October 2008.

Application forms and further details are available from our website: www.jobs-dmu.co.uk.

Alternatively telephone 0116 250 6433 (24 hour answerphone).

Or write to:
The Human Resources Team, De Montfort University, The Gateway, Leicester LE1 9BH.

[transdisciplinarity and academia]

With my new job starting on the 1st of August I'm getting ready by reading (and reading and reading!) about transdisciplinarity. Although my post is going to be more focused on a kind of academic transdisciplinarity and creating a context/facilitiating conversations between various disciplines, I'm interested to read/learn/hear/see how other knowledge institutes are grappling with the demand to share information while having to cross (sometimes) radically different research cultures (enter: knowledge translation theory "exchange, synthesis and ethically sound application of knowledge—within a complex system of interactions among researchers and users"). I've just come across a set of interview questions that were posed to Mark Linder (Associate Professor in the School of Architecture at Syracuse University) in January this year. On the blog: Critical Practice for the Next Generation, most of the questions seem to broach issues of transdisciplinarity...how is architecture transdisciplinary, should it be *more* academic or more *businessey.*

In his book, Nothing Less than Literal, Linder has this definition of transdisciplinarity:

"the exchange of concepts and techniques between established disciplines through translation and transference" and one of the interview questions asks: "What would this 'exchange of techniques between the established disciplines' look like, in a practical sense? Are you proposing that the architect take on the roles of the painter, builder, or other professional in order to widen the scope of what is currently considered the 'architects job?'"

I think it is precisely this anxiety that to be transdisciplinary one must be able to wear many hats and wear them well. I suppose this is what the students on the Creative Writing and New Media Master's course at DMU must grapple with. As authors of new media works, must they also be well versed in Flash, html, java, image design etc...? I think this mirrors the development in science from Mode 1 knowledge production and the move to Mode 2:

Mode 1 refers to the more traditional practice of science,

created within a disciplinary, primarily cognitive context” (p. 1), situated within universities, and characterized by a polarization of discovery and application. In contrast, Mode 2, also referred to as “postacademic” and “steady state” (Ziman 1994, 1996) “is created in broader transdisciplinary social and economic contexts” (p. 1), and is based on the principles of convergence and synthesis.

Of course raising the idea of Mode 1 and Mode 2 is not value-free nor does it lack an "imperializing" stance as Mode 2 seems to be the preferred system in the hierarchy (at least according to Gibbons et al. and not that I disagree either...but how to avoid hierarchies in transdisciplinary practises and is it even necessary?)

I wonder how disciplines other than architecture and science are managing issues of transdisciplinarity...

[aboriginal pedagogy]

I've always been interested in exploring other cultures and bringing them together - especially within an educational setting. In my own teaching I aim to be fully aware of each learner, his or her learning style, cultural setting and history (in a general sense). Working with students of all ages (including most recently adult learners) who are in England though English is neither their first language or culture, I find my teaching not only must address curriculum requirements but also that it resonates with each of my student's own personal experiences/culture. As I've been thinking about the "themes" I need to address, from the student's perspectives and from the "academy" I find Dr. Laara Fitznor's paper on "Aboriginal Educational Teaching Experiences" resonates with this balance-finding. Not only should be make visible the role of other cultures (I mean other as in stigmatised and/or minority) in all curriculum (not just in ESL studies or Aboriginal Education) but we must:

"recogni[se] the historic wrongs visited about Aboriginal peoples; the need for
culturally relevant and culturally-based Aboriginal education; and education for all Canadians
about our true history (legacies of colonization impacts, understanding and challenging
assimilation policies and practices, becoming aware of the residential schools fiasco and cultural
genocide, and learning about ways to honour and celebrate Aboriginal perspectives in
curriculum, and more.); an increase in the number of Aboriginal peoples in post secondary
education; and the need for educational institutions to take responsibility to make Aboriginal
education a priority."

Firznor is very right here. Not only should we, as educators, ensure that we're inclusive in our teaching, but we should also be activists; actively sharing and encouraging other teachers, parents, educators, school and universities (and more) to embrace a culture of knowledge sharing and inclusion.

Note - the amazing photo at the top of this post is called "Ojibway Painting First Nations Mural Manitoba Museum Winnipeg Manitoba" and is by Kim Hunter.