changing business models

Web 3.0 vs Metaverse: What’s the difference? — from homo-digitalis.net by Fabian Schmidt

Excerpt:

So what is Web 3.0?

On Twitter, a user asked if someone could explain the term in baby talk. I thought one answer was good:

- Web 1.0 = Read
- Web 2.0 = Read/Write
- Web 3.0 = Read/Write/Own

This is a sufficient simplification to gain an initial understanding. Yet a bit more information is still important.

Let’s get one thing straight right away. As with all things in the making, there is not yet a clear-cut definition of Web 3.0. Tim Berners-Lee, the inventor of the classic web, thinks of the semantic web as the next big step.
…
Since 2020/2021, there is another idea of Web3, and it is inspired by a new form of technology: Blockchains. At its core is a new wave of decentralization.

Besides decentralization, other key topics related to Web 3.0 include Decentralized Autonomous Organizations (DAO), Non-fungible-tokens (NFT), and Decentralized Finance (DeFi).

The metaverse is a digital world that is meant to feel as real as possible and can represent all concerns of human existence. From leisure to work.

Fabian Schmidt, Homo Digitalis, 2021

Bill Gates: Most Work Meetings Will Happen In The Metaverse In 3 Years — from vrscout.com by Kyle Melnick

Excerpt:

“Within the next two or three years, I predict most virtual meetings will move from 2D camera image grids—which I call the Hollywood Squares model, although I know that probably dates me—to the metaverse, a 3D space with digital avatars,” said Gates in the post. “Both Facebook and Microsoft recently unveiled their visions for this, which gave most people their first view of what it will look like”.

Adidas to enter the metaverse with first NFT products — from dezeen.com by Rima Sabina Aouf

Excerpt:

Adidas has announced its next collection will be a mix of digital and physical items, and will be sold as NFTs produced with collaborators such as Bored Ape Yacht Club.

Titled Into the Metaverse, the collection will comprise virtual wearables that buyers can use in online platforms, but also the physical clothing to match.

It is Adidas’ first collection of NFTs, or non-fungible tokens – essentially, digital collectibles with proven authenticity. NFTs act as a blockchain-based certificate of ownership, allowing pieces to be authenticated, bought and collected.

How Coinbase thinks about the Metaverse — from blog.coinbase.com by Brian Armstrong & Alex Reeve

Excerpt:

Primitive Metaverse platforms are selling virtual land for millions of dollars. Billions more are being invested in Metaverse startups. And Mark Zuckerberg recently renamed his entire company to reflect a focus on building the Metaverse.
…
Recently, our team put together an internal presentation about the Metaverse, who’s working on it, and how crypto will help make it real. I thought the presentation was well done, so I’m sharing most of the slides here.
…
Like Matt[hew Ball], we define the Metaverse as:

The future of the internet: A massively-scaled, persistent, interactive, and interoperable real-time platform comprised of interconnected virtual worlds where people can socialize, work, transact, play, and create.
…
The Metaverse is the distant evolution of Web3. In its most complete form, it will be a series of decentralized, interconnected virtual worlds with a fully functioning economy where people can do just about anything they can do in the physical world.

3 major trends affecting ed tech companies — from highereddive.com by Natalie Schwartz
We reviewed what executives said during their latest earnings calls to better understand patterns in the growing sector.

Excerpts:

Earlier on the call, he said Coursera’s entry-level certificates — which are developed by the likes of Facebook, Google, IBM, Intuit and Salesforce — attracted more than 2 million student enrollments since 2018.

“New entrants to the sector, such as corporations and online education companies, will offer genuine competition to traditional colleges, especially as pricing becomes more of a focus,” analysts wrote in the report.

Several ed tech companies are seeing returns from efforts to work with companies to train their employees.

Officials at Udemy, a major MOOC platform that went public in October, said during a call with analysts in early December that their work with companies now accounts for 39% of their revenue – up from 23% a year ago.

Wow! Here’s a new idea! Digital art as an ever-changing subscription!

On 12/17/2021, in 21st century, 24x7x365 access, A/V -- audio/visual, art, business, change, changing business models, content development, aggregation, repositories, creativity, innovation, new business models, by Daniel Christian

RE:WIRED 2021: Beeple on Art as a Subscription — from wired.com by Greg Williams and Mike Winkelmann
Digital artist Mike Winkelmann, a.k.a. Beeple, shares how his latest piece, “Human One,” will continue to update over time—and what that means for how digital art will be viewed in the future.

From DSC:
The idea was that you buy some digital art — and that art can change at any time. One day, you walk down the stairs, and it looks one way. The next day, things have changed in it.

NOTE:
I saw a much longer version of the above excerpted video when I was viewing the article at “LaTurbo Avedon Is Way Ahead of the Metaverse.” It looked like this:

From DSC:
I’m not saying not to go there…but one has to be very careful when dealing with cryptocurrencies. As the items below show, you can mess up…big time.

A Man Accidentally Threw Out a Hard Drive Worth $357 Million in Bitcoin — from interestingengineering.com by Chris Young
And he’s been searching for it for a decade.
Crypto scammers stole almost $8 billion in 2021, up 81% from 2020 — from protocol.com by Benjamin Pimentel
More than a third of losses came from rug pulls, where developers rolled out crypto projects before vanishing with investor money
Frequently Asked Questions About Cryptocurrency — from 101blockchains.com by Georgia Weston
Coin Worth $0.00004893 Highlights Crypto’s Wild Decimal Frontier — from bloomberg.com by Michael Regan

From DSC:
And that bit about the decimal point is key! I tried to locate an article that I recently read that described how one person lost hundreds of thousands of dollars because he misplaced the decimal in his asking price for a cryptocurrency. It was worth hundreds of thousands of dollars, but he said that his big thumbs got in the way. He mistyped the asking price and hit the Enter key before he recognized his mistake. He sold the cryptocurrency for a fraction of its real value. In that case, one would hope that the buyer would extend some grace and readjust the price. But that didn’t happen in this case. Ouch!

From DSC:
Again, I’m not saying that this area may not represent an enormous new, impactful, prosperous wave to ride. But I need to do a whole lot more learning before I feel comfortable jumping into this ocean.

That said when I read the quote below…I wondered:

DC: I wonder if that sentence could also read:

“Crypto needed a use case, and it found it in a next generation learning platform.”#cryptocurrency #Cryptos #cryptocurrencies #lifelonglearning #onlinelearning #learning #CMS #LMS #platform

— Daniel Christian (he/him/his) (@dchristian5) December 17, 2021

Four resources relating to legaltech — from Zach Abramowitz

On 12/17/2021, in 21st century, 24x7x365 access, Access to Justice (A2J), change, changing business models, collaboration, communications, disruption, entrepreneurship, game-changing environment, law schools, Legal operations, legal reform, legal technologies, legislatures / government / legal, new business models, United States, by Daniel Christian

From DSC:
The following items are from a recent presentation by Zach Abramowitz entitled “Legal Disruption: Key Trends to Watch in 2022.” By the way, you can sign up for Zach’s legal newsletter at zachabramowitz.substack.com/

Marble Law

Darrow raises $20 million to uncover corporate legal violations and bring justice to all — from calcalistech.com by Meir Orbach
The Israeli startup is focused on locating violations that have caused damage to millions of people on average – the threshold for a potential class-action lawsuit

Excerpt:

Darrow has developed a machine learning-based platform which discovers legal violations by some of the biggest corporations in the world. Operating chiefly in the U.S., the company is focused on locating violations that have caused damage to millions of people on average – the threshold for a potential class-action lawsuit.

TermScout

A handful of colleges are finally providing training in a way consumers want it: fast [Marcus]

On 12/16/2021, in 21st century, 24x7x365 access, business side of he, career development, change, changing business models, colleges, community colleges, skills, society, staying relevant, student-related, surviving, United States, universities, vocational / trades, workplace, by Daniel Christian

A handful of colleges are finally providing training in a way consumers want it: fast — from hechingerreport.org by Jon Marcus
‘Rapid reskilling’ seeks to speed up the frustratingly slow pace of switching careers

Excerpts:

Such so-called rapid reskilling remains surprisingly rare in public and nonprofit higher education, which generally has been slow to respond to the need for accelerated training among the nation’s many career-switchers.
…
While conventional education institutions have long offered what they call short-term training, what they often mean by that is “shorter than it takes to get a degree.” Such programs still typically follow academic semesters that start only in the fall or spring and meet for a few hours a week, stretching on for months or years.

“We have really picked up the pace,” said Urban. “That’s something that is very, very attractive to career-switchers. People want it faster and they want it cheaper and they want it more conveniently. And that’s not a mode of operation in which traditional colleges and universities have thrived.”

If the vision of the “Web3” comes to fruition, how might these developments impact the future of lifelong learning? [Christian]

On 12/13/2021, in 21st century, 24x7x365 access, adult learning, Artificial Intelligence/Agents/LLMs/and Related, Asia, Australia, Blockchain, Canada, career development, change, changing business models, cloud-based computing / apps / other cloud-related, colleges, content development, aggregation, repositories, copyright/ownership/NFTs, corporate / business world, corporate universities / corporate training, credentialing, cryptocurrencies, Daniel S. Christian, digital learning, disruption, education technology, emerging technologies, entrepreneurship, Europe, experimentation, Facebook / Meta Platforms, faculty/staff, future, future of higher education, game-changing environment, global / globalization, higher education, ideas, India, innovation, instructional design, internet, IT in HE, K-12 related, law schools, learner profiles, learning, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, learning hubs & pods & microschooling, learning preferences, learning spaces, lifelong learning, Metaverse, Michigan, MOOCs -- Massive Open Online Courses, more voice more choice more control, online learning, online media, skills, society, staying relevant, streams of content, surviving, teachers, teaching & learning, teaching online, tools, training / L&D, UK, United States, vendors, web-based collaboration, Web3, by Daniel Christian

The next age of the internet could suck power away from Big Tech while living on the same backbone as cryptocurrencies. Here’s what to know about Web3. — from businessinsider.com by Katie Canales

Excerpts (emphasis DSC):

Web3 is the next generation of the internet and will exist on the blockchain.
It will be decentralized, meaning it won’t be controlled entities like Facebook or Google.
Twitter, GameStop, Reddit, and VC firm a16z are all putting resources into building Web3.

…

One aspect of the metaverse is that users will hopefully be able to go virtually from platform to platform with one single account — just like we will in Web3.

And NFTs, one-of-a-kind tokens representing your ownership of a virtual good, could be more easily bought and sold with cryptocurrencies within a space like Web3.

From DSC:
How might “Web3” translate into the future of lifelong learning? Here’s one vision/possibility:

Each person would have a learner profile/account that could seamlessly log into multiple education/training providers’ platforms and services. The results of that learning could be stored in one’s cloud-based learner profile. This type of next-generation learning platform would still need subject matter experts, instructional designers, programmers, and other team members. But the focus would be on building skills — skills that an artificial intelligence-backed interface would demonstrate are currently being requested by the modern workplace. This constantly-being-updated list of skills could then link to the learning-related experiences and resources that people could choose from in order to develop those skills.

The following vision/graphic also comes to my mind:

450+ University Partnerships in the first three quarters of 2021 [holoniq.com]

On 12/09/2021, in Alternatives, business side of he, change, changing business models, collaboration, colleges, community colleges, entrepreneurship, global / globalization, trends, United States, universities, vendors, by Daniel Christian

450+ University Partnerships in the first three quarters of 2021 — from holoniq.com
Presidents, Vice Chancellors, Provosts and Deans around the world are increasingly opting for partnerships to accelerate progress towards their institutional objectives.

Excerpts:

International Education is ramping back up, potentially bigger than ever. Bootcamps are booming and the OPM model is evolving further and expanding globally. Behind this growth are University administrators with less funding, more competition and a ‘mid’ COVID student cohort who demand world class flexible learning with competitive job prospects. Partnerships are increasingly part of the strategic solution.

Also see:

2021 North America EdTech 200 — from holoniq.com
HolonIQ’s annual list of the 200 most promising EdTech startups from North America.

Reflections on “EDUCAUSE’s 2022 Top 10 IT Issues” [Christian]

On 12/08/2021, in 21st century, 24x7x365 access, career development, change, changing business models, colleges, community colleges, cost of getting a degree, culture, dangers of the status quo, Daniel S. Christian, education technology, experimentation, faculty/staff, future of higher education, game-changing environment, global / globalization, higher education, human-computer interaction (HCI), ideas, innovation, IT in HE, leadership, learning ecosystem, Learning from the Living [Class] Room, liberal arts, lifelong learning, New "Amazon.com" of Higher Education, new business models, pace of change, platforms, skills, strategy, student-related, technology (general), traditional / tradition, trends, United States, universities, vision/possibilities, by Daniel Christian

EDUCAUSE 2022 Top 10 IT Issues — from educause.edu

EDUCAUSE's 2022 Top 10 IT Issues

Excerpt (emphasis DSC):

The EDUCAUSE 2022 Top 10 IT Issues take an optimistic view of how technology can help create the higher education we deserve —through a shared transformational vision and strategy for the institution, a recognition of the need to place student success at the center, and a sustainable business model that redefines “the campus.”

See the 2022 Top 10 IT Issues

Almost two years into a global pandemic, it’s clear the higher education we knew will never return and now we can focus on getting the higher education we deserve.

From DSC:
I’m assuming that the we in the we deserve (as highlighted above) includes the students, as *the students* are the ones who most need for things to change.

That said, I’m doubtful such profound change will occur within higher education as it stands today. The existing cultures may prevent such significant and necessary change from occurring — and higher ed isn’t used to dealing with the current exponential pace of change that we’re experiencing. Plus, the downward spirals that many institutions are in don’t always allow for the new investments, programs, and/or experiments to occur. But who knows? When institutions of traditional higher education have their backs pressed up against the walls, perhaps such institutions and the people within them will be forced to change. There are innovative individuals and institutions out there. (I’m just not sure how much they’ve been listened to in many cases.)

To help students truly succeed means to change one’s core products/services — one’s story. But higher ed loves to play around the edges…rarely letting the core products/services get touched.

To me, student success includes having students pay far less and, while still getting a solid liberal arts education/foundation, can get solid jobs immediately upon graduation. At least that’s my hope as we head into 2022.

But what student success looks like may be different in the future.

Perhaps in 5 years, we will have moved much more towards a lifelong learning situation. Individuals may have joined a global, next-generation learning platform whereby one teaches for X minutes of the day, and learns for Y minutes of that same day. AI-based dashboards let people know which skills are in high demand, and then offer a menu of choices for how to acquire those skills.

A couple of lasts comments:

Being data-driven won’t save an institution. Vision might. But being data-driven has its limits.
The digital transformations being talked about within institutions of traditional higher education may be too little, too late. This conversation should have taken place a decade or more ago. (I think I just heard an “Amen!” from some folks who used to work at Blockbuster. They didn’t think a transformation was necessary either….but they learned their lesson the hard way. We should have learned from their situation…a long time ago. And I’m sure that you can think of other examples as well.)

Teaching in the ‘Metaverse’? Roblox Looks to Make It a Reality [Herold]

On 12/06/2021, in 21st century, 24x7x365 access, 3D, 5G, A/V -- audio/visual, business, career development, changing business models, computer science, content development, aggregation, repositories, digital learning, education technology, educational games / serious games, emerging technologies, engagement / engaging students, ideas, innovation, instructional design, internet, IT in HE, K-12 related, learner profiles, learning, learning agents, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, learning hubs & pods & microschooling, learning preferences, learning spaces, library / librarians, Metaverse, platforms, programming, society, STEAM-related, teaching & learning, teaching online, technology (general), tools, training / L&D, Virtual Reality (VR) / worlds / learning, vision/possibilities, web-based collaboration, XR - extended reality, by Daniel Christian

Teaching in the ‘Metaverse’? Roblox Looks to Make It a Reality — from edweek.org by Benjamin Herold
With millions in new grants to STEM organizations like Project Lead the Way, the gaming platform is moving into K-12 education.

Excerpts:

Hoping to expand its presence in K-12 schools, gaming company Roblox announced this month a new $10 million fund to support the creation of online learning experiences that take advantage of its platform’s unique way of letting users play, explore, and socialize in an endlessly evolving virtual world.
…
Roblox aims to play a major role in the emerging metaverse. Expanding into classroom education is a key vehicle for making that happen, Kantar told investors at a November conference. The company’s stated goal is to reach 100 million students worldwide by the end of the decade.

Making such inroads with K-12 schools, however, is no sure bet.

Also see:

Will Microcredentials be the Rx Needed to Fix Our Ailing Degree Systems? — from evolllution.com by David Leaser | Senior Program Executive of Innovation and Growth Initiatives, IBM
Amidst the dramatic social and economic upheaval caused by the pandemic, microcredentials are presenting themselves as the viable solution to getting learners prepared quickly and effectively for desperately needed jobs.

Excerpts:

Pace of Change Accelerates Beyond Our Wildest Imagination
But the world of work is changing at a pace that traditional education systems cannot match. Cloud computing, big data and AI technologies are replaced or improved monthly—and often faster than that.
…
The U.S. college system is organized around an all-or-none framework: You only get a credential after completing the entire learning path. But when a large number of students cannot commit to a long-term commitment (the situation we have faced for decades), shouldn’t we break the learning down into credentials along the way?
…
The MicroBachelors: A Major Win for Credential As You Go
Today, most microcredentials provide the opposite of college degrees: high skill-signal strength but low social-signal strength.
…
MicroBachelors programs are a series of college classes that have been customized and grouped together to meet employers’ real-world needs. The programs typically take two to four months to complete and provide credentials and college credits.

Got Teacher Burnout? Launch A Microschool — from forbes.com by Kerry McDonald

Rather than abandoning their passion for teaching, some educators are discovering that they can do what they love and avoid the bureaucracy and stress of a conventional classroom by starting their own microschools.

Microschools are modern twists on the quaint, one-room schoolhouse model, where small, multi-age groups of students learn together in more intimate educational settings, such as private homes, with individualized attention from adult educators and facilitators. Interest in microschools accelerated over the past year, as school shutdowns led parents to consider home-based “pandemic pods” to help their children learn in small, safe groups.

DC: What would it look like if the VRJAM metaverse platform were available for teaching and learning-based applications/offerings?

On 12/02/2021, in 21st century, 24x7x365 access, 3D, A/V -- audio/visual, Blockchain, business, career development, changing business models, cloud-based computing / apps / other cloud-related, communications, communities of practice, content development, aggregation, repositories, creativity, cryptocurrencies, Daniel S. Christian, digital audio, drama/theater, education technology, emerging technologies, engagement / engaging students, entrepreneurship, experimentation, future, global / globalization, human-computer interaction (HCI), ideas, immersion, innovation, internet, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, learning hubs & pods & microschooling, learning preferences, learning spaces, liberal arts, media/film, Metaverse, more voice more choice more control, multimedia, music, New "Amazon.com" of Higher Education, new business models, online learning, online media, participation, platforms, play, society, streams of content, technologies for your home, tools, UK, user experience (UX), vendors, Virtual Reality (VR) / worlds / learning, vision/possibilities, vocational / trades, web-based collaboration, XR - extended reality, by Daniel Christian

The VRJAM metaverse platform is coming to transform the world of live entertainment

VRJAM, the UK’s leading creator of live music experiences in virtual reality, today teased the launch of the VRJAM platform, a revolutionary new metaverse events platform and NFT creation solution.

To bring the VRJAM metaverse platform to life, VRJAM has partnered with market leading NFT software developer Enjin.io to launch a rich virtual reality world that offers a host of new solutions for artists to render and monetize their music and live shows in amazing new ways using NFT’s, blockchain and immersive technology.

The VRJAM platform promises to open up completely new ways for both fans and artist to experience live music events and represents the next step in the evolution of live music.

Ownership of this virtual world will be shared by a guild of globally recognised artists and record labels who will cooperate to create value and define new possibilities for music inside the metaverse.

VRJAM’s metaverse platform offers solutions for true live performance using technology that is years ahead of other similar platforms. It provides unsurpassed user experience and offers fans, artists and labels an array of unique features:

At the heart of the VRJAM metaverse platform is a blockchain based trading and finance system, VRJAM Coin. This revolutionary new cryptocurrency will create ways for both artists and fans to earn money inside the metaverse and promises to create entirely new business models for artists, venues and labels at a time when their traditional ways of making money have been turned upside down by the Covid 19 pandemic.

The VRJAM cryptocurrency is backed by investment from 5 of the world’s leading blockchain specialist investment and venture capital firms, demonstrating the exciting potential of VRJAM’s tech.

The VRJAM platform is scheduled to go live in early 2022, follow on social media to stay up to date.

From DSC:
Hmmmmm….might this type of thing spill over into the worlds of teaching and learning? More direct-to-consumer (learner) types of offerings? Will this open up the doors for new methods of earning a living or for those interested in building a teaching & learning-based brand?

Alternatively, will this impact what actors, actresses, and comedians will be able to do?

Addendum on 12/2/21:

Got Teacher Burnout? Launch A Microschool — from forbes.com by Kerry McDonald

From the Paul Weiss Law Firm: A 2019 whitepaper re: cryptocurrency. | How might the development of cryptocurrencies integrate in with a next-gen learning platform? [Christian]

On 12/01/2021, in Blockchain, business, change, changing business models, corporate / business world, cryptocurrencies, Daniel S. Christian, law schools, Learning from the Living [Class] Room, legislatures / government / legal, marketplaces, new business models, online learning, platforms, society, vendors, vision/possibilities, by Daniel Christian

From the Paul Weiss Law Firm — back from 2019: A whitepaper re: cryptocurrency

Excerpt:

The development and growth of cryptocurrencies and blockchain technology has implications for many industries, including finance, media, and healthcare. In a series of papers, we will discuss the variety of ways in which cryptocurrencies and blockchains are being used in different fields. This paper, the first in our series of three papers, discusses cryptocurrencies, including how they operate in conjunction with the blockchain and how Bitcoin, the first major cryptocurrency, compares to traditional, fiat currencies.

From DSC:
How might the development of cryptocurrencies integrate in with a next-gen learning platform? Would teams and/or individuals get paid via a cryptocurrency? Hmmm…more learning to do.

It’s interesting to note what Bitcoin (BTC-USD) was trading at in 2017, 2018, and 2019 versus today:

In 2017 alone, Bitcoin’s price rose from $973 in January to $5,856 in October, and skyrocketed towards $20,000 by year end.
By February 2018, however, Bitcoin had fallen below $7,600.
In June 2019, Bitcoin’s price rose to approximately $10,000.

Today:

Here’s what some of the other cryptocurrencies were trading at today:

One Year Later . . . and Counting: Reflections on Emergency Remote Teaching and Online Learning — from er.educause.edu by Stephanie Moore, Torrey Trust, Barb Lockee, Aaron Bond and Charles Hodges

Excerpts (emphasis DSC):

Colleges with significant previous investments in online education, and ones that have worked to embed that experience into the campus’s mainstream, have seen the biggest jumps in enrollment.” In asking the question “When should a college invest heavily in online education?,” Hill concluded: “It seems increasingly clear that the answer is: at least a decade ago.” A view from “one year later” must include consideration of what college and university leaders chose to do years ago, when the decisions that created this reinforcing feedback loop were made.
…
Then there are the colleges and universities that resisted online learning for years or invested only in very isolated instances. These institutions were less prepared and suffered steeper enrollment and budget declines than their counterparts.
…
Aesop’s fable “The Oak and the Reeds” offers us ancient wisdom. In the story, the Oak mocks the Reeds that bend in the breezes. But when hit by a hurricane, the Reeds flex with the wind and survive while the Oak is beaten and broken. Some colleges and universities were more like the Oak, stubbornly resisting and finding that they could not resist the hurricane that was the pandemic. Other institutions proved more like the Reeds and were more agile in the winds, allowing flexibility and survival during a time of crisis.

Learning Ecosystems

Some items re: Web3 and the Metaverse

3 major trends affecting ed tech companies [Schwartz]

Wow! Here’s a new idea! Digital art as an ever-changing subscription!

DC: Here are some things I’m learning about dealing with cryptocurrencies. Will a next-gen learning platform be a solid use case for cryptocurrencies?

Four resources relating to legaltech — from Zach Abramowitz

450+ University Partnerships in the first three quarters of 2021 [holoniq.com]

Will Microcredentials be the Rx Needed to Fix Our Ailing Degree Systems? [Leaser]

DC: What would it look like if the VRJAM metaverse platform were available for teaching and learning-based applications/offerings?

From the Paul Weiss Law Firm: A 2019 whitepaper re: cryptocurrency. | How might the development of cryptocurrencies integrate in with a next-gen learning platform? [Christian]

One Year Later . . . and Counting: Reflections on Emergency Remote Teaching and Online Learning [Moore, Trust, Lockee, Bond, & Hodges]

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