Strategies for frequent posting to business & tech blogs

Readers of the Ipso Facto blog may not be aware that my writing appears in many other blog locations. In addition to two active personal blogs (one of which has been running since 2004), my old Harvard Extension blog (2005-2008), various employer and school-related blogs from 2005-2012 (Computerworld, The Industry Standard, MIT, and my first startup), and a 2007 guest-blogging gig on a site dedicated to virtual worlds, I have been very active on my current company’s blog. But there is a lot more blogging activity on the individual product sites for books like Twitter In 30 Minutes and the recently released book about the iPhone 6 and 6S. It’s hard, but I have developed a strategy for frequent posting on the blogs. It helps give the books a higher online profile, and in the case of several of the books, the posts prompt feedback from readers which I can use for follow-up editions of the books.

Here is a sample of recent posts:

How is it possible for me to write so many blog posts? There are several answers. First, I am an extremely prolific writer. In 10 years I have written well over 1,000 blog posts across all blogs. More than 450 posts appear on my old Harvard blog alone, and a few others are above 200 posts. I am just one of those people who likes to write, and when I get the urge I have to sit down in front of my keyboard and get it out there, as I did yesterday morning on Ipso Facto with my blog post about the Fessenden School and St. George’s.

Second, for the book blogs, I have started to excerpt sections from the manuscripts. It’s a great way to showcase the quality of the books while getting some additional online attention. I am also using draft chapters from my forthcoming Lean Media book to get feedback which I can use to improve the manuscript.

Simpsons blog post example from Lean Media In 30 Minutes

I have also begun to leverage other types of content — chiefly videos — upon which to base blog posts. This is especially true of the books about browser-based software, which are easy to screencast. I have created scores of short YouTube videos on topics such as how to do something in Twitter or Excel or LinkedIn. It’s not hard to take the embed code from one of the videos, put it on the blog, write up a summary or additional instructions, and then post it.

Fessenden School and St. George’s: A tale of two investigations

Alumni of a prestigious New England prep school come forward, relating their experiences decades ago of being molested by faculty. The school conducts an internal investigation, admits that students were abused, issues an apology to the victims and makes counseling available to them.

Sound familiar? It should, because it’s the same playbook used by the Fessenden School in Newton, Massachusetts after a sexual abuse scandal came to light. However, this isn’t the Fessenden School. It’s St. George’s in Rhode Island. And unlike Fessenden, St. George’s is being forced to go much further. Not only are Rhode Island state police investigating St. George’s, the school is working with victims on a separate independent investigation. The New York Times reports:

St. George’s School, an elite Rhode Island prep school embroiled in a widening sexual abuse scandal spanning decades, said Thursday that it would commission a new, independent investigation into allegations of misconduct against former staff and former students.

The investigation is to be undertaken by a third party to be chosen with the approval of a group of victims who have been critical of the school’s handling of the matter.

The school and the victims group, which calls itself “S.G.S. for Healing,” said in a joint statement that the investigation would be independent, comprehensive and not limited “in scope or time period and will be conducted in a manner sensitive to victims who may have already provided information.”

The Rhode Island State Police are conducting a separate investigation. And the Episcopal Diocese of Central Pennsylvania has restricted a retired priest from his duties after the priest was named Tuesday by lawyers for former students as having molested three boys at St. George’s in the 1970s. … (more)

The contrast is striking. The police are investigating St. George’s, and the school has agreed to an independent investigation that will look into allegations going back to the 70s and possibly much earlier. Meanwhile, the Fessenden School, Fessenden Headmaster David Stettler, the current and past Fessenden board of directors, and Fessenden’s legal counsel have done everything they can to make the ugly stories and lawsuits about pedophile faculty go away. It’s been this way for years. Only recently has a crack begun to open, but the school continues to fight, delay, and deny.

I have confidence the truth about Fessenden will come out in civil lawsuits. But what really needs to happen as soon as possible is a criminal investigation by the Newton police, the Massachusetts state police, or the Middlesex County D.A., as well as a totally independent investigation, funded by the school but not run by its lawyers, administrators, or directors. The truth must come out, and people guilty of abusing students–as well as administrators, directors, or other parties who either attempted to cover it up or failed to notify authorities–need to be tried in court. If they are found guilty of crimes, they need to be sentenced to jail. The school needs to come clean, acknowledge exactly what happened, and examine the factors that led to young boys being abused and the promotion of a sick, broken culture. Only then can the real healing begin, and safeguards put in place so something like this never happens again at Fessenden or any other school.

Lives were ruined. Yet Fessenden and the people who committed pedophilia or allowed these acts to take place continue to evade scrutiny and accountability. This must change, and the situation at St. George’s shows a way to move forward.

Crowdsourcing book design vs. using experienced professional book designers

Earlier this year, I started a project to redesign the In 30 Minutes book series. There were several reasons for this, including:

  1. Dropbox GuideThe existing design, while eye-catching and effective, was beginning to look a little dated.
  2. There were some issues around placement of template elements, such as the large clock taking up too much space to fit in a long subtitle (see the inset sample).
  3. A desire to have a new, more modern look in preparation for expanding distribution of the series to retail and other outlets.

Every publisher knows that relaunching or redesigning a publication is a big deal. That’s true for books as well as websites, magazines, pamphlets, and other types of media that have a visual identity. Oftentimes there are restrictions or requirements associated with the redesign that require special attention, such as wanting to preserve a color scheme or design element. Think of the Apple logo, which has undergone several iterations over the past 40 years. For much of the time, the apple symbol has remained constant even while the colors and depth have changed.

For my books, the existing designer declined to take on the job — it would take a lot of effort, and as a full-time graphic designer with a well-known magazine publisher he did not have the bandwidth to devote to the project on nights and weekends.

So I tried using a design crowdsourcing service called 99designs. The idea is the customer pays a flat fee for a design template, and then designers all over the world compete by submitting bids. Here are some of my observations about choosing 99designs from last May:

The concept is not without controversy, and many experienced designers don’t participate — it goes against their beliefs about the client/designer relationship, the prize doesn’t come close to their standard rates, and there’s a real chance they may not win. But it opens some doors for younger designers, as well as designers from other countries who otherwise would have a tough time recruiting clients outside of their regions.

I liked it because it gives me the chance to see ideas from lots of different designers, and moves fast — the contest can wrap up in about a week. So I decided to give it a shot.

There were a lot of submissions and ideas from the designers participating in the contest. I eventually chose a winner … but decided not to use the design. It was good, but it was missing depth. It also did not seem so flexible for books with longer titles or subtitles.

Friends in the publishing industry were helpful in giving feedback and also recommending some professional designers. I eventually chose TLC Graphics and have been very happy with the results. You can see the new look in the design for one of the first books that will carry it, iPhone 6 & iPhone 6S In 30 Minutes:

iPhone 6 and iPhone 6S BookThere are other color combinations in the works as well:

Four new book cover designsThe old covers are gradually being switched out. For some books, the interiors are being completely revised, including LinkedIn In 30 Minutes. I hope to have the entire process done by spring 2016.

In summary, while I am glad I tried a crowdsourced service and the price was reasonable, for the series designs a dedicated professional book designer has worked for me each time I have updated the look and feel of the books (first in 2012, and now in 2015). Besides looking better, I feel that the designs also had the necessary flexibility required for this type of series.

I am happy to discuss my experience with 99designs and working with professional designers in the comments section below.

 

 

 

 

 

Whatever happened to the Lean Media framework?

(Updated) I received a message from a European media executive about my Lean Media framework proposal from a few years back. Here’s what I wrote at the time:

A few years ago, before the mobile startup, I heard Eric Ries give his Lean Startup stump speech at MIT. It immediately clicked with me. His focus was software development, but I realized that the things he was saying about product development, feedback cycles, and speed applied not only to software, but to media content as well. I had seen it with my own eyes. Print content, websites, video, music and other products/projects that were developed with these qualities in mind had many positive qualities. They were cheaper to produce, they made it to market more quickly, user feedback loops started sooner, and if they were new brands, they got a huge head start. They were also more fun to work on.

Conversely, products that took the big media approach — bloated teams, top-down directives, planned by committee, limited feedback cycles, etc. — encountered problems. They required huge staff and budget commitments, took years to complete, and seemed to have a higher rate of failure.

Almost immediately I realized there were some issues I had to think through (see Lean Media: The Importance Of Intangibles And Brands and The Lean Media mindset: Can it work for large companies?) even while I found more examples of lean media such as Led Zeppelin (who started lean) and The Deftones (who returned to lean).

Earlier this year, I started writing a book about lean media, but quickly realized that the idea still needed to be refined. This is what I told the European executive:

Thanks for reaching out. I started to write a book about lean media but stopped because A) I have too many other things going on with my business and B) it was hard to think through some aspects of the framework.

For instance: talent/creative can make such a huge difference in the success of a lean media project but “dream teams” with lots of resources can fail. “Creative” is also hard to measure, which in turn makes it hard to translate into actionable advice

Another intangible aspect: “Brand.” It is so easy to create in the lean media world but how it fits in with existing brands (if it is part of a corporate effort) gets very tricky.

There is also the issue of scaling a lean media project into a true business, if that is the goal. Perhaps it is beyond the scope of lean media, though, because more resources and coordination is required.

As you can see I still have some thinking to do about this. Ideally, at the end of the day I want to have a simple framework that managers/companies/entrepreneurs in all kinds of media industries can apply. But I am not sure if such simplicity is possible.

What I probably should do is talk with more people in the trenches. I know there is something here, but expressing it cleanly will talk more contemplation … and perhaps collaboration.

November 2015 Update: I am expanding Lean Media into a book. Read sample chapters here, or sign up for the lean media newsletter.

An action plan for telecommuters and their managers

Mary Meeker’s latest report on Internet trends was recently released. While many observers are pondering the some of the big stats relating to the size of the digital economy and the big companies that stand to benefit, I was interested in a data point that pretty much slipped beneath the radar. Buried on page 126 of Meeker’s slideshow was this finding, relating to freelancers:

Freelancers = Significant & Growing Portion of Workers @ 53MM People, 34% of USA Workforce

She broke down the numbers further, relying on data from oDesk/Upwork:

Mary Meeker Internet trends freelancers vs telecommuters and virtual office action plans

If these numbers are correct, it represents a huge change in the way Americans are working. Certainly, the data shows that freelancers are ready for virtual work, if tens of millions are already doing it.

But are companies ready? The slide did not break out the telecommuting workforce. Millions work from home on a full-time or part-time basis for employers located elsewhere (ranging from across town to the other side of the globe). But it’s a drop in the bucket, compared to the numbers of people who could be telecommuters if their companies allowed it.

As author Melanie Pinola pointed out in her book The Successful Virtual Office In 30 Minutes: Best practices, tools, and setup tips for your home office, coworking space, or mobile office, most jobs that take place in front of a computer screen are candidates for being done remotely. But not all companies are on board. She cited the example of Yahoo, which killed its teleworking program in 2012 because its new CEO thought collaboration and innovation were suffering.

As Melanie noted, “Good collaboration and innovation don’t require you to be within touching distance of your coworker.” If companies have the right team in place, and the right tools, telecommuters can not only be productive, they can successfully collaborate and innovate, too. Melanie’s book covers many of the tools and best practices that can help a virtual team — as well as individual contributors, their managers, and their freelance partners — operate at peak efficiency. She has also written Virtual Office Action Plans, which describes strategies and approaches for telecommuters, freelancers, and business managers.

What’s the best home office setup for a virtual office?

I’ve worked out of three home offices in the past ten years. I’ve been able to get a lot accomplished in these offices, including writing a graduate thesis, managing a virtual team, and starting my own publishing company. However, if Melanie Pinola’s The Successful Virtual Office In 30 Minutes had been available at the start, I would have been able to get a lot more done. This blog post will serve as a review of the book, albeit a biased one — while I really did get a lot of useful information from Melanie’s guide, I am the publisher of the In 30 Minutes series.

Best Home Office book Melanie is the author of a top-selling LinkedIn book and writes about home offices, telecommuters, and virtual work for Lifehacker. She’s also About.com‘s mobile office expert. As a virtual worker for decades (she started working from a home office in the 1990s) she knows the virtual mindset and what’s required to have a successful virtual office. It’s not just a matter of wanting to work from home, or assuming a Wi-Fi connection and laptop is all that’s required. She methodically works through the different aspects of setting up and maintaining a high-performance virtual office, starting with legal and technical requirements and finishing with a list of Top Tech Tools for home offices. Specific topics include:

Finding the best place to work and creating an efficient home office or remote workspace (Chapter 1)

  • Recommendations for setting up the ideal virtual office, based on the latest research.
  • How to use alternative offices such as coffee shops and libraries to get more done.
  • Four elements of a productive home office.
  • Ergonomics (or how to stay healthy)
  • Must-have supplies for your home or mobile office.

Learning strategies to help you work more effectively on your own and as a virtual team member (Chapters 2 & 3)

  • How to ward off roommates, spouses, children, pets, phone calls, and other daily distractions.
  • Crucial time-management tips.
  • How to work well with other virtual team members.
  • Best practices for effective communication across a distributed team.
  • Dealing with resentful coworkers.
  • Coping with isolation.

Using technology to help you stay productive and connected (Chapter 4)

  • Useful apps for real-time collaboration.
  • Software that can make you work more efficiently.
  • How to secure your digital data.

Reading Melanie’s book, I immediately picked up some tips that I could apply right away to my home office setup. They included installing a door to keep out family distractions (especially in the evening, when I am most productive) and dusting off an old space heater to keep my home office warm in the winter months (much cheaper than cranking up the heat for the entire house). The recommended applications included a few that I want to explore further, including Slack. There was also an extensive list of tools and apps relating to coworking spaces, which is a popular mode of work these days (see my review of the CIC).

This new book practically pays for itself, in terms of the increased productivity and better insights into virtual offices. Whether you are a freelancer, consultant, small business owner, or are interested in telecommuting, this is a wonderful and effective guide for getting the most out of your home office.

Creating a special Google Docs resource for educators

Google Drive For EducationWhen Google Drive and Docs In 30 Minutes was first introduced more than two years ago, almost immediately I noticed an interesting trend in the traffic logs to the product website. Lots of visitors were coming from schools and school districts all over the country. Then, I started getting huge bulk orders for the books from my two print distributors, CreateSpace and LSI. Emails from some teachers confirmed that their schools had ordered the books as K-12 teacher training for Google Drive for Education. In this post, I am going to discuss the creation of several new products intended to serve teachers, curriculum managers, school administrators, and educational IT professionals who are interested in providing a Google Drive/Google Docs training resource for their schools.

First off, I would like to note that Google Drive and Docs In 30 Minutes is not only about Google Drive and Google Docs. It covers the other programs in the suite, including Google Sheets, Google Slides, Google Forms, and Google Drawings, as well as collaboration and other features. It is the top-selling In 30 Minutes guide, and I just released a revised and expanded 2nd edition.

That said, Google Docs for students is the top draw for K-12 educators. Primary school students are not likely to need spreadsheets or presentation software. In many school districts, starting in 3rd or 4th grade, students begin to practice typing and composition. Google Docs provides an excellent platform to practice, and its collaborative nature also allows teachers to check progress and make comments. For teachers who are new to Google Docs and are using the educators’ version of Google Drive, Google Drive and Docs In 30 Minutes provides an excellent starting point.

My first thought was to create bulk ordering options for educators at a steep discount. That was easy enough to do. But then I got an interesting request from a teacher:

I also want to know if your would be willing to offer a license for people to have access to it at our school. You see, there are about 150 people learning about Google drive. Maybe 30 of them are English speakers. The school might consider getting a license for people to view the .PDF, but individuals probably won’t want to shell out $4.99 since they see it as something that the school is making them do.

This was an interesting thought. How about offering an affordable license that any teacher or staff member could access on their computers, tablets, or Kindle? I put together a simple license, priced it attractively, and let it fly. The teacher recommended it to his school, and then I started getting other sales.

This month, to coincide with the release of the 2nd edition of Google Drive & Docs In 30 Minutes, I updated the license to include two versions: A single-edition license as well as an educational license subscription, which will provide regular updates to the text of the books as well as extra materials such as videos. You can see the descriptions and prices on the dedicated Google Drive & Docs In 30 Minutes page for education.

 

 

 

 

 

How the C. diff book is doing, 18 months after launch

C diff bookIn mid-2013, my publishing company released its first medical-related title, C. Diff In 30 Minutes: A Guide to Clostridium Difficile for Patients and Families. Publishing a C. diff book for patients and their caregivers was a risky proposition. At the time, there was only one other similar title available on Amazon, which didn’t appear to be selling very well, judging by the the publicly available sales data that Amazon displays.

But we had a few things going for us: A well-respected international C. diff expert, Dr. J. Thomas Lamont, was the author of the book. We used an easy-to-understand structure that featured practical information as well as case studies based on the author’s extensive experience with patients. I created a solid website with lots of resources for browsers, including a simple guide to what is C. diff, a list of C. diff symptoms and a resource describing basic C. diff disinfectants and procedures for healthcare workers and patients.

I also priced C. Diff In 30 Minutes strategically. It was hard to justify the same cover price as the competing title, which was much longer and had several reader reviews in mid-2013. On the other hand, C. Diff In 30 Minutes wasn’t some Kindle freebie. It contained expert information that can help patients understand and cope with a little-known but devastating gastrointestinal infection. I priced the ebook at $7.99, and the paperback under $15 (which was often discounted).

The result? The guide has been a steady seller almost since launch. With almost no promotion beyond a few hundred dollars in Adwords, the book has sold nearly 1,000 copies, generates a nice revenue stream for the author and my publishing company, and has gotten consistently high reviews from real customers (to date, almost all reviews have been 5-star reviews). Here are some samples:

KS:

“When I learned in 2013 that I had c.diff, I found this little book to be a lifesaver!!! Many doctors don’t know what to tell patients regarding the best ways to treat c.diff, but from guidance in this book, it was a slow process, but I was able to fully recover in roughly 6 months. The book is WELL WORTH its nominal cost!”

Linda:

“This has been the best information yet. I am a former c diff patient. My mother is currently hospitalized with it. We now know what to do for her and how to protect others over the next few months.”

The second reviewer also noted that she was glad we had published books “other than computer books.” This naturally made me wonder: What other health/medical titles could we publish? These require a certain degree of expertise and/or deep experience. Unfortunately, doctors are hard to recruit for these projects, mainly because they are so busy (as you may have guessed, C. Diff In 30 Minutes is written by a relative, and he’s too busy to do another one). I had another potential writer with expertise in Alzheimer’s, but he backed out later when he made a cross-country move.

As for C. Diff In 30 Minutes, I hope to expand distribution to hospitals, nursing homes, and healthcare workers. We may also have to release an update in the next few years to cover fecal transplants, which have really taken off since 2013.

Harvard Extension faculty and the Harvard Instructor requirement

So you’re thinking about attending the Harvard Extension School, or you want to know more about the degree programs. A common question that prospective candidates have is whether students are taught by real Harvard faculty. Others are interested in whether Harvard Extension faculty are tenured professors at the University.

The short answer: It depends on the concentration and the classes being taken.

Looking at the Harvard Extension Faculty Directory, the first page of results contains numerous associate and assistant professors, lecturers, and preceptors from FAS, the Harvard Medical School, the Harvard School of Public Health, and other units. The page also lists faculty from other area universities (Boston College, Suffolk, Northeastern, UMass, etc). There are many non-academic-affiliated instructors, too, who teach in the Extension School’s professional programs.

Generally speaking, the liberal arts and science classes are more likely to have Harvard faculty, including tenured professors. The Extension School has a “Harvard Instructor” requirement for the liberal arts masters degrees, requiring 7 out of 9 courses to be “a faculty member with a teaching appointment” at Harvard.

However, the school bends the rules for Summer School classes. All Harvard Summer School instructors are regarded as Harvard Instructors, even if they don’t have a teaching appointment. That’s not just for Extension School students taking Summer School classes; the rules are bent for Harvard College students attending the same classes — most on-campus Summer School coursework counts for credit for attending Harvard College students, with some conditions. Online classes offered by the Summer School cannot be taken for credit by Harvard College students, though.

I was a history concentrator in the Extension School’s Master of Liberal Arts program from 2003-2008, taking all of my classes on campus. Here’s the Harvard/non-Harvard faculty breakdown:

  • 2 classes taught by tenured Harvard faculty members
  • Thesis project directed by a tenured Harvard faculty member
  • 1 class taught by a non-tenured Harvard lecturer
  • 2 classes taught by Harvard post-docs/research affiliates
  • 1 class taught by a visiting professor from Boston College
  • 1 class taught by a visiting professor from Northwestern
  • 1 class taught by a visiting professor from Western Michigan University
  • 1 class taught by Museum of Fine Arts research affiliate

The 3 or 4 courses I took during the summer generally had non-Harvard instructors, but counted toward the Harvard Instructor requirement based on the Summer School exception described above. The Northwestern and Western Michigan lecturers had received AB/JD and PhD degrees from Harvard and had visiting scholar affiliations at Harvard, while the late Professor Thomas H. O’Connor of Boston College was considered the leading scholar in his field.

For other liberal arts concentrations, it’s possible to choose classes so most or even all instructors are tenured Harvard faculty or tenure-track professors. I know students who have done this, or even applied for (and received) Special Student status to take GSAS/College classes taught by Harvard faculty.

As for the professional programs (Finance, Digital media arts, etc.) there are no longer any Harvard Instructor requirements. This is not surprising, considering many of the topics being taught have no equivalent in Harvard College or any of the professional schools. Practically speaking, this means it’s possible to receive a degree from Harvard without ever taking a class with Harvard faculty. It’s ridiculous, and reflects very poorly on the Extension School, as I noted in another post several years ago:

… The professional degree programs have failed to fit the model established by the Extension School to offer a Harvard academic experience led by Harvard faculty members to students. It further sets a precedent for launching new professional degree programs that have no connection to the University’s existing areas of study, and opens the door to criticism that Harvard Extension School degrees aren’t “real” degrees because they no longer represent study under Harvard’s top-notch faculty.

I advise students considering these programs to make every effort to take actual classes with real Harvard faculty. For some fields, it’s impossible because there are no Harvard instructors available or willing to teach in these areas. But for others, there may be course offerings from time to time.

For online courses, there is an additional dimension to Harvard Extension faculty participation: Whether the classes are “live” with a participating professor, or whether they are prerecorded lectures with no opportunity to interact with faculty. In such classes, online discussion and assignments are handled by non-faculty TAs. Many students don’t know this before they sign up, and are disappointed by the experience, as one student discovered:

… Most of my distance classes were recorded lectures of College classes from the current semester. I had problems in both of my prerecorded classes that were related to the fact they were prerecorded and the professors were not involved. In one class, I had an outstanding TF and she made a huge difference; in the other things went badly and students complained. The professor was not accessible and this was not explained prior to the start of the class. …

In summary: If you are looking for a real Harvard experience, take as many classes on campus with real Harvard instructors as you can.

Harvard headlines: Clickbait and the Extension School

Last week there was a flurry of Harvard headlines, after a male student attacked a senior citizen at Logan airport. I won’t get into the details of the story itself, but wanted to talk about the sensationalist coverage and the collateral damage to the Harvard Extension School.

When the story first hit the Internet, it was all about the Harvard connection:
Harvard headlines extension school
Many of the initial headlines, including those from Boston .com, the Huffington Post, and other national and international outlets, omitted the fact that the student, Cameron Shenk, was an Extension School student. In the absence of such context or knowledge of the Extension School, many people skimming the news would assume it was a Harvard College student, even though Mr. Shenk and his lawyer did nothing to insinuate otherwise. It’s a common assumption, as I’ve cited repeatedly on this blog (see my earlier article about Harvard Extension School resume guidelines).

Predictably, when the Internet commenters and follow-on coverage appeared, the angle turned from tragic crime to criticism of the Extension School and its students. Boston .com’s Eric Levenson claims that Extension School students “just need an interest to learn and some money to spend,” neglecting to mention the wide gap between casual class takers and degree candidates who have to prove they can do coursework at a high level before being admitted.

As I said in the comments section of the Boston .com article, there are a couple of issues at play when it comes to mainstream media stories about the Extension School:

  1. Clickbait headline writers who want to play up any story involving weird/unstable/criminal behavior and “Harvard”
  2. A continuing education division that is not well understood (for example, there are casual class takers as well as degree candidates) and often gets defined by strange headlines or fakers.
  3. A student and alumni population which includes a fair number of people who are apt to play down their Extension School affiliation or deliberately mislead others into thinking they attended Harvard College or one of the highly competitive professional programs, such as the Business School.

I think journalists such as Eric Levenson deserve much of the blame Unfortunately, previous stories about Extension/College imposters, combined with a large number of alumni who claim “Harvard” while hiding “Extension” are adding another negative context to this story.

It’s unfortunate, because the Extension School has some great classes and degree programs, and have helped hundreds of thousands of people further their educational goals. Most of them are good people and are honest about the Extension School affiliation, yet the fakers and bizarre headlines are increasingly defining what it means to be an Extension School student.

I welcome your comments below.