Graham Davies

2 shots? I play off 19! I scored 93 today on a par 72 course, and my buddy who plays off 10 scored 91. I had a disastrous front 9 and then came back with a vengeance on the back nine, parring 6 holes.

Sounds like a good idea! I got a good deal, however. I paid off my mortgage with part of the lump sum and I now do about around 50 days consultancy work per year, which in combination with my pension brings my net income up to a higher level than it was when I was in full-time teaching! I got out before I became completely knackered. I have learned to ski and reached a level where I can tackle the occasional black run. I also play golf whenever the weather is fine - just had a good game today, playing to only 2 over my handicap and comfortably beating a lad of 19. Not bad for a 61-year-old, eh?

It is, of course, illegal to make a digital copy of a copyright work and leave it on a school intranet or a public website to be picked up by others - unless given permission by by copyright owner to do so. If you are unsure about educational copyright, check it out at the BECTA ICT Advice site: http://www.ictadvice.org Do a search under "copyright". See also the Web page that I created at: http://www.ict4lt.org/en/en_copyright.htm Watch out for the copyright bounty hunter. To quote an example taken from a website in the USA: "I've always had people come up to me with examples of friends or neighbors who have been turned in for using Walt Disney graphics and were fined three to five thousand dollars. Many teachers feel they don't have to bother with the copyright law because the "copyright police" aren't going into their classroom to check on them. However, the most common way that teachers end up in court over copyright violation is when a disgruntled employee turns in the teacher down the hall. The copyright bounty hunters are out in force -and, yes, they may very well be in your school." http://lserver.aea14.k12.ia.us/TechStaffDev/copyright.html The site contains a good deal of useful advice on copyright. Although the site is concerned with copyright in the USA, there are many similarities to copyright law in the UK - see the BECTA ICT Advice reference above. Watch out for the disgruntled kid/parent too. Why burn down the school when you can shop the staff for breach of copyright? My local secondary school was reported to the Federation Against Software Theft (FAST) by a parent of a child attending the school for illegally distributing copies of a software package that I wrote. FAST contacted me to see if I wished to take action against the school. I told FAST that I had already made an arrangement with the school whereby they were allowed to distribute student copies of my software subject to an agreed fee. I do wonder, however, what motivated the parent to go directly to FAST rather than approaching the school or myself first?

What is a dialect? See David Crystal's Encyclopedic Dictionary of Language and Languages (Blackwell): "Accent: In phonetics, those feature of pronunciation which signal a person's regional or social identity. The term is often contrasted with dialect, which includes features of grammar or vocabulary. Dialect: A language variety in which the use of grammar and vocabulary indentifies the regional or social background of the user." The point at which a dialect becomes a separate language is debatable. I speak fluent German but I can only understand around one word in ten when listening to Swiss German, which is regarded by some people as a dialect of German but by others (and rightly so) as a separate language known as Schwyzerdütsch. Similarly, Scots can be regarded as a distinct language from English - and I recall an occasion where an interpreter was provided in an English court of law for a young lad from Strathclyde accused of a crime committed in London. See: http://www.bbc.co.uk/languages/european_la...finitions.shtml "The oft-cited distinction between a language and a dialect is that 'a language is a dialect with an army and a navy': there are no hard and fast rules, and distinctions often tell us as much about politics as they do about linguistics." See the European Minority Languages website, which includes both Schwyzerdütsch and Scots: http://www.smo.uhi.ac.uk/saoghal/mion-chanain/en Scots (Lallands) and Ulster Scots (Ullans) have been recognised as languages under the European Charter for Regional or Minority Languages: http://conventions.coe.int/Treaty/EN/Treaties/Html/148.htm My wife is from Ulster. I had a few problems understanding my mother-in-law when we first met. I was fooled by the following expression that she used in a early conversation that we had: "thon wee fellow fernenst me" = "the chap that live opposite me". I love Ulster expressions such as "He got a quare gunk" and "Give my head peace", the latter being the title of a BBC Ulster sitcom: http://www.bbc.co.uk/northernireland/gmhp/ See http://www.ullans.com

I resent the terms "spiteful publisher" and "petty author". I am both: an owner of a small publishing firm and an author. This is the way I earn my living. If you steal my work you steal my livelihood.

I'm in the same position as John. Occasionally I miss contact with students and with colleagues, but the Internet is my Window on the World. What finally drove me out of teaching was the mission-statement-oriented-new-management-control-freak mentality of the people in charge of my institution and the increasing flood of b*llsh*t emanating from government departments and their agencies. My last full-time post in an educational institution was director of the language centre. I was a member of the Senior Management Team – until the institution was restructured, and then I joined the ranks of the second tier of departmental managers. The crunch came when I was told by my “line manager”(another new irritating term that had just crept into education at the time) to draw up plans for an ambitious revamp of the language centre. I sat down with my staff and spent hours drawing up floor plans, hardware and software lists, budgets, etc. It was a few weeks before the Easter weekend, which coincided with my wife’s 50th birthday, for which I had planned a surprise 5-day trip to Florence. I submitted the plans to my line manager by the appointed deadline, only to be told a couple of days before the weekend trip that the situation had now completely changed and that I should cut the trip short and attend an emergency meeting of departmental managers on the Tuesday following the Easter Monday. I refused to do so, even though there was a hint that any incurred cancellation charges and fees for rebooking flights would be reimbursed by my institution. There was a heated exchange between myself and my line manager, who accused me of shirking my responsibilities. I had the final word. I looked him straight in the eye and said: “Look, I have to live with my wife for another 25 years. I don’t have to live with you.” I then walked out and immediately contacted the personnel officer to see what kind of early retirement deal I could get. It was a good deal. I retired in August of the same year and I have never been happier.

John Simkin writes: Probably true, but certain subjects/skills will continue to be taught more efficiently in a face-to-face context, e.g. * playing the piano * how to play football * speaking a foreign language You cannot replace a good holiday course abroad, which is by far the best way to learn a foreign language, not to mention enjoying Mediterranean sunshine, Alpine scenery, Bordeaux wine, socialising with the locals, etc... As Uschi Felix, an internationally renowned Web guru in the area of language learning and teaching, says: “… it takes a very special person to learn and, especially, speak a language without face-to-face communication.” See p. 8 in Felix U. (2001) Beyond Babel: Language Learning Online, Melbourne: Language Australia, 378 pages, book plus CD-ROM, ISBN 1 876768 25 8. Available in Europe from Camsoft: http://www.camsoftpartners.co.uk

WebQuests Here are some WebQuest links that we post at the ICT4LT site: The WebQuest page: http://webquest.sdsu.edu LanguageQuest: http://www.ecml.at/projects/voll/our_resou...quest/index.htm TalenQuest: http://www.talenquest.nl (in Dutch - but many of the links are in other languages) The Well Project Treasure Hunt is another good example: http://www.well.ac.uk/wellproj/workshp1/treasure.htm

WebQuests Here are some WebQuest links that we post at the ICT4LT site The WebQuest page: http://webquest.sdsu.edu LanguageQuest: http://www.ecml.at/projects/voll/our_resou...quest/index.htm TalenQuest: http://www.talenquest.nl (In Dutch - but many of the links are in other languages) The WELL Project Treasure Hunt is also a good example: http://www.well.ac.uk/wellproj/workshp1/treasure.htm

John Simkin writes: It is not at all uncommon for teachers to believe that it is OK to copy anything that they find on the Web – and, of course, it isn’t. John is quite right to point this out, and I support entirely what he says. In my training workshops I always draw teachers’ attention to the basics of copyright law, and I have produced a Web page containing a few essential guidelines and links: http://www.ict4lt.org/en/en_copyright.htm There are two useful documents that can be found at the BECTA ICT Advice site: http://www.ictadvice.org Search the site under “copyright” to find them. I am quoting the relevant extracts below: Document 1: What are the copyright laws about electronic materials? Copyright information is commonly made available on web pages, usually under a heading such as ‘Conditions of use’ or ‘Copyright statement’ - and often at the bottom of a page. Where the intended use is not defined or is severely restricted, contact the site owner or webmaster to request permission to use it in the way you want to. When contacting a copyright holder, the following information will be useful:  The name of the software product or, for a resource on a web page, the relevant URL  Details of the intended use and the purpose of that use, for example, making multiple copies for classroom handouts  Where the resource is to be used, for example, in a single educational establishment, across an EA or on a school website  Whether any revenues will be generated.  Permission is only granted at the discretion of the copyright holder, who may wish to charge a fee for use. However, they may allow free use for educational purposes and might subsequently include educational uses in future copyright statements. Document 2: Copyright involving electronic materials: advice and issues for schools Fair Dealing Fair dealing permits certain acts without requiring the permission of the copyright owner. These include what is reasonable for private study and research. Making multiple copies for classroom use has been established as being outside these definitions. The provisions for fair dealing are covered by the Copyright, Design and Patents Act 1988. Permissible uses with respect to ICT are:  web browsers making a temporary copy of a web page or relevant files, otherwise known as caching, as it is integral to accessing the Internet and using it efficiently  printing out of a single copy of a web page, although not the whole web site, for private study or research. For schools, the same rules apply as for photocopying, that no more than 1% of the web site may be reproduced  making a single copy of a web page, although not the whole web site, to a hard drive or floppy disk, as long as it is not for the purpose of producing multiple copies  quoting from a web page or text available on the Internet as long as the source is acknowledged and it is for the purpose of criticism or review  making a temporary copy of a file or web page for the purpose of electronic transmission such as email, to an individual for their private study or research. The copy should be deleted as soon as the transmission is complete. Fair dealing ceases if:  a single hard copy or electronic copy is made with the intention of producing multiple copies or redistributing it either in paper form or electronically  it is known that a licence is available to permit copying, but has not been sought  the copies are used commercially, sold or hired, whether it was the original intention or not when the copying took place  the copy is made publicly available, such as on a web site, without the permission of the copyright holder. What are the issues surrounding permissible use of electronic materials? The difficulty of relying on fair dealing to define what can and cannot be done is that it is very limited and, particularly when ICT is involved, open to interpretation. For example, many electronic processes require copies of files to be made automatically. Strictly, this would be a breach of copyright if the copies were not deleted as soon as a process was completed, yet most computer programs are not set up to do this immediately. Also, by printing part of a web site, other copyrighted materials may be included, such as photographs. Therefore, whilst only a small part of the actual site has been reproduced, 100% of other types of media may be reproduced incidentally, which would fall outside fair dealing conditions. Regarding the issue of plagiarism, which Rob Jones raises, see Section 7 on the above Web page at the ICT4LT website: 7. Plagiarism: detection, deterrence and avoidance http://www.ict4lt.org/en/en_mod4-1.htm My work on the Web has been plagiarised too. I found one culprit and rapped his knuckles firmly.

I deplore the current trend to perceive technology as the panacea. Oppenheimer writes: “In 1922 Thomas Edison predicted that 'the motion picture is destined to revolutionize our educational system and [...] in a few years it will supplant largely, if not entirely, the use of textbooks.' Twenty-three years later, in 1945, William Levenson, the director of the Cleveland public schools' radio station, claimed that 'the time may come when a portable radio receiver will be as common in the classroom as is the blackboard.' Forty years after that the noted psychologist B.F. Skinner, referring to the first days of his 'teaching machines,' in the late 1950s and early 1960s, wrote, 'I was soon saying that, with the help of teaching machines and programmed instruction, students could learn twice as much in the same time and with the same effort as in a standard classroom.'”(Oppenheimer 1997:45) "The cycle began with big promises backed by the technology developers' research. In the classroom, however, teachers never really embraced the new tools, and no significant academic improvement occurred." (Oppenheimer 1997:45) Critics of the Web lament the disappearance of traditional educational environments, citing the dubious ethics of those who wish to turn our universities into "Digital Diploma Mills" - the title of a five-part series of articles by David Noble (Noble 1997-2001): "In his classic 1959 study of diploma mills for the American Council on Education, Robert Reid described the typical diploma mill as having the following characteristics: "no classrooms," "faculties are often untrained or nonexistent," and "the officers are unethical self-seekers whose qualifications are no better than their offerings." It is an apt description of the digital diploma mills now in the making. Quality higher education will not disappear entirely, but it will soon become the exclusive preserve of the privileged, available only to children of the rich and the powerful. For the rest of us a dismal new era of higher education has dawned. In ten years, we will look upon the wired remains of our once great democratic higher education system and wonder how we let it happen. That is, unless we decide now not to let it happen." (Noble: ibid. Part I) Other critics include Press & Washburn. The preamble to their article entitled "Digital Diplomas"says it all: "Welcome to the brave new world of higher education, where professors are "content experts," classes are "courseware," and students are customers. But just what is a dot-com degree worth?"" (Press & Washburn 2001) References: Oppenheimer T. (1997) "The Computer Delusion", The Atlantic Monthly 280, 1 (July 1997): 45-62: http://www.theatlantic.com/issues/97jul/computer.htm Noble D. (1997-2001) "Distance Education on the Web", a series of five articles: http://communication.ucsd.edu/dl Press E. & Washburn J. (2001) "Digital Diplomas", Mother Jones Magazine, January/February 2001: http://www.motherjones.com/mother_jones/JF01/diplomas.html

In an ideal world value added makes perfectly good sense, but it may be hard to measure. I have visited so-called “sink schools” and I have been really impressed by what the teachers and the kids have achieved under difficult conditions. The world outside school, however, is (unfortunately) competitive. Employers are rarely interested in the progress that a potential employee has made from point A to point B; rather they are more interested in what a potential employee can already do. Ensuring that children reach minimum standards of literacy, numeracy etc while at school requires funding that reflects local circumstances.

I have been involved in two successful Socrates/Lingua projects, both of which would now come under Socrates/Comenius: 1. The ICT for Language Teachers project, which involved setting up a website of training resources for teachers of Modern Foreign Languages. The website has received international acclaim and is still functioning as a free resource: http://www.ict4lt.org 2. TALLENT: A project that aimed to offer regular one-week or two-week training courses in ICT for language teachers in the European Union, plus the creation of an online and printed course handbook: http://www.solki.jyu.fi/tallent. See Jeannette Littlemore's report on the TALLENT course delivered in Birmingham in 2001: Littlemore, J. (2002) "Setting up a course in ICT for Language Teachers: some essential considerations", CALL-EJ Online, 4 (1) at http://www.clec.ritsumei.ac.jp/english/cal...littlemore.html I have also worked for the European Commission as an evaluator of project proposals. Some general advice: 1. Needs analysis: Make sure you have identified a real need for your project. 2. Evaluation: Make sure you have plans in place for formative and summative evaluation. 3. Dissemination: Have firm plans in place for disseminating the outcomes of your project. Above all, read the Comenius guidelines carefully. You must abide by the rules otherwise your project proposal will automatically be rejected.

Ok, let's get away from all this boring (and controversial) political stuff and have a look at some REAL history... An Australian colleague has drawn my attention to the following website. Winged Sandals: Many teachers may find this site interesting, especially in view of the forthcoming Olympics. It's a delightful multimedia website on Greek Mythology created by the Australian Broadcasting Corporation in association with The University of Melbourne's Centre for Classics and Archaeology. The website is designed for children 6-12 but will certainly have a much wider appeal: http://www.wingedsandals.com

See also: About Japanese: Free resources for students, teachers, and lovers of Japanese: lessons, quizzes, dictionaries, software, linguistics, chatroom, and much more. Edited by Namiko Abe: http://japanese.about.com Japanese Online: http://www.japanese-online.com Monash University, Japanese: This site (Sakura) is designed for students of Japanese language of Monash University in Australia, but it is also available for general use: http://www.arts.monash.edu.au/subjects/japanese/sakura Japanese is studied more widely in this country than most people think. It is frequently offered as an option by Language Colleges - part of the Specialist Schools network: http://www.specialistschoolstrust.org.uk Camsoft lists a number of software packages for learners of Japanese: http://www.camsoftpartners.co.uk/cdlist.htm

Have a look at the VITAL Environment project website at the University of Melbourne. The purpose of the VITAL Environment is to provide an easily configurable space where different styles of small group teaching utilising wall length whiteboards, video projection and the use of wireless notebooks can be explored - i.e. a new kind of electronic space for teaching: http://www.artsit.unimelb.edu.au/facilities/vital/index.html

The online Language Learning & Technology (LLT) journal is an excellent source of information about ICT and language learning - worth a close look! http://llt.msu.edu/ A review of the ICT4LT website by Jean W. LeLoup & Robert Ponterio appears in the latest edition VOl. 8, 1 (January 2004): 3-7 http://llt.msu.edu/vol8num1/net/default.html We thank the authors for their comprehensive and positive review.

ICT and Modern Foreign Languages: Review of the ICT4LT website A review of the ICT4LT website by Jean W. LeLoup & Robert Ponterio appears in the online journal, Language Learning & Technology 8, 1 (January 2004): 3-7 http://llt.msu.edu/vol8num1/net/default.html We thank the authors for their comprehensive and positive review. The LLT is an excellent source of information about ICT and language learning - worth a close look!

I have mentioned the ICT4LT website several times in this Forum. Although the site has been designed primarily as a resource for MFL teachers, it contains numerous ideas that apply to EFL/ESOL as well. In fact, several of the ICT4LT authors are EFL/ESOL specialists: http://www.ict4lt.org See especially Module 2.4 on Classroom concordancing, which contains lots of suggestions for EFL/ESOL teachers. Here are a few references taken from the ICT4LT site: See the website maintained by Vance Stevens, Consultant and CALL Coordinator for the Amideast UAE / MLI Project: Language learning techniques implemented through word-processing: grammar-based exercise templates for becoming proficient with word-processing. Available at: http://www.geocities.com/Athens/Olympus/4631/wordproc.htm The Teacher's Pet website, created by Chris Lacey. This site offers a free text tool, a Microsoft Word template which contains sets of macros that can make simple but very useful changes to texts in order to create word-processing exercises, e.g. removing spaces, removing vowels, word-jumbling, sentence jumbling,breaking sentences in half, etc: http://www.teachers-pet.org Gitsaki C. & Taylor R. (1999a) "Internet-based activities for the ESL classroom", ReCALL 11, 1: 47-57. Gitsaki C. & Taylor R. (1999b) Internet English: WWW-based communication activities, Oxford: Oxford University Press. Gitsaki C. & Taylor R. (2000) Internet English: WWW-based communication activities. Teacher's book, Oxford: Oxford University Press. Windeatt S., Hardisty D. & Eastment D. (2000) The Internet, Oxford: Oxford University Press. (Don't be misled by the very general sounding title. This is aimed at learners of English as Foreign Language). Website: http://www1.oup.co.uk/elt/rbt.internet

I remember the Heinemann Berer/Rinvolucri Mazes book very well - great fun and excellent for stimulating oral activities. I produced a computerised version of it (with permission from the publishers) for the BBC Micro during the 1980s. We have an entry under Maze in the ICT4LT Glossary: http://www.ict4lt.org/en/en_glossary.htm It reads as follows: Maze: Mazes, also known as text mazes and action mazes, have been used by language teachers for many years for reading and comprehension activities and to stimulate conversation in the classroom: v. Berer M. & Rinvolucri M. (1981) Mazes: a problem-solving reader, London: Heinemann. An Action Maze is a collection of short pieces of text, each of which poses a problem and a set of alternative solutions. The learner can follow different paths through the maze but may end up in loops and blind alleys. The onus is therefore on the learner to read the texts carefully and to assess the situation accurately. Mazes are ideal for group work. Computerised versions of mazes can be written very easily in HTML or with a suitable Authoring Tool, e.g. the new Quandary package at http://web.uvic.ca/hrd/quandary Mazes can be run online and offline. See also Ruth Vilmi’s Xercise Engine. See Ruth Vilmi's demo maze at http://www.kolumbus.fi/rvilmi/XEDemo/books...demo/index.html

ICT Training Materials for Language Teachers The ICT4LT site was initially created as an ICT training resource for language teachers with the aid of funding under the Socrates Programme of the Directorate for Education and Culture at the European Commission. The site currently consists of a total of 15 modules at three different levels, plus an additional category for new modules, the most recent (No. 4.1) being a module on Computer Aided Assessment and Language Learning. The ICT4LT website has proved extremely popular both with practising language teachers and with teachers undergoing initial teacher training in university departments of education. The site receives an average of 600-plus hits per day and has been used widely as a support for the delivery of face-to-face and online training courses in ICT for language teachers. The site has been accessed not only from the UK but also from over 70 other countries throughout the world. The ICT4LT project has been presented at numerous conferences, including EUROCALL 2000 in Scotland and IALLT 2001 in Houston, Texas. The ICT4LT website is updated on a weekly basis and continues to grow. New modules are under consideration, e.g. Early Language Learning and ICT: http://www.ict4lt.org I have assembled a large collection of ICT/MFL related links on my "Favourite Websites" page at: http://www.camsoftpartners.co.uk/websites.htm See also: Davies G.D. (2003) I"CT and modern foreign languages: learning opportunities and training needs", Scottish Languages Review 8, June 2003, Scottish CILT: http://www.scilt.stir.ac.uk/SLR/index.htm Regards Professor Graham Davies Partner, Camsoft: http://www.camsoftpartners.co.uk/cvgd.htm Member, EUROCALL Executive Committee: http://www.eurocall-languages.org Chair, WorldCALL 2003 Steering Committee: http://www.worldcall.org Academic Coordinator, ICT4LT Project: http://www.ict4lt.org

The Wenlin CD-ROM has proved extremely popular in schools and universities: http://www.camsoftpartners.co.uk/wenlin.htm Other Chinese CD-ROMs are listed at: http://www.camsoftpartners.co.uk/cdlist.htm Ashcombe School Language College offers Chinese. They use the Talk Now CD-ROM by Eurotalk: http://www.ashcombe.surrey.sch.uk/Curricul...g/CDreviews.htm Have a look at the Critical Language Series, produced by the University of Arizona: Both Mandarin and Cantonese on CD-ROM and demo videos online: http://clp.arizona.edu/cls/

Thanks for this. I have compiled a substantial list of links to sites containing resources for Modern Foreign Languages - plus a few fun sites and sites that interest me in general - at: http://www.camsoftpartners.co.uk/websites.htm

I would like to raise an issue that has come up in another forum to which I subscribe: What do you think about setting Internet homework? To summarise some of the arguments that have already been raised: A teacher of French who had been setting Internet homework, i.e. asking her pupils to carry out various tasks on the Web – doing exercises, carrying out research, etc – was stopped from doing so by her headteacher because it assumed that all her pupils were able to afford to buy a computer and pay for Internet access at home. Apparently, this policy is quite common in schools and not just an isolated incident. The teacher argued that it was acceptable to set Internet homework as she made a computer lab available during the lunch hour for pupils who did not have access to a computer and the Internet at home. Another teacher argued that all children have a right to a free lunch hour to recharge their batteries during the middle of the day. The view that I expressed is that it should not be assumed that everyone has access to newer technologies, and I recalled that this was certainly the view of the Open University back in the 1970s/1980s when my wife was following an OU degree course. For example, it could not be assumed at the time that every OU student had a videocassette recorder (we didn't – they were too expensive), so videocassettes were not provided as OU course materials, although audiocassettes were. I also expressed the view that the Internet is not 100% reliable, and there may be technical reasons for Internet homework not being completed. ISPs or websites can suddenly go down just when you need them – which has happened to me on several occasions when working at home and when running ICT training workshops in schools. Recommended websites often move or disappear, and in the early hours of the evening some servers run at a snail’s pace, causing particular problems when you are accessing multimedia materials. Furthermore, if you try to access multimedia materials via a modem (which is how most home users access the Internet) you will probably have a very long wait, e.g. I recall a colleague telling me it took her 25 minutes to download a short video clip via a modem. On the other hand, there is no reason why children should not be given handouts containing information about useful websites that they can access on a voluntary basis. Finally, the teacher who raised the issue of Internet homework pointed out that pupils could contact her for support as she had given them her personal email address. Other teachers felt that this was unwise. I recall from my early days of teaching that we were advised by our headteacher not to give out our personal telephone numbers to pupils. I can cite a case of a young male colleague who was constantly telephoned by two infatuated teenage girls at his school and nearly got into trouble as a result. I would have thought that one should exercise caution with email addresses too, where there is the added danger of a pupil sending the teacher a virus. I can cite three cases of teacher trainers having received damaging viruses from trainee teachers who had subscribed for an online course - but then the trainers should have known about making the computers secure against such invasions.

Jphn Simkin writes: You'll find lots of BBC language materials at: http://www.bbc.co.uk/languages This above URL takes you to the main portal for BBC language courses online - and will link you to the French materials that John describes. The "Steps" series consists of introductory courses - the first of which was Spanish Steps. I contributed to the German Steps course at: http://www.bbc.co.uk/languages/german/lj/ The French Experience goes back quite a long way. It's an established complete course: book, cassettes, CD-Audio, CD-ROM. The CD-ROM materials are superior to the online materials - as it usually the case with language learning materials, i.e. more spontaneity and interaction, better quality sound and video.