Out-Of-Class #3: Another Good Example

Nov. 17, 2016

College Options

            For many high school seniors, choosing a college experience can be stressful. As more and more graduates have decided to further their education, college and university opportunities have expanded to meet growing needs.

            While there are a handful of college options, the majority of students choose a higher education experience through a private university, a public university, or a community college.

            Each of these options include both positive and negative aspects. Campus life – and college life – can differ greatly, depending on the path students choose.

            For Eliza Bengala, a student at Lansing Community College, choosing a local school was all about convenience.

            “Looking at it, you might get scholarships for a university,” Bengala said. “But your credit hours are so much cheaper at a community college.”

            Bengala lives with her family in Howell. In her spare time, she works at Sparrow Hospital in Lansing. In order to juggle work and school, Bengala looks to her school for support.

            “For me, it was convenient because LCC has a campus right in Howell, and you can take all of your prerequisite classes there,” Bengala said. “Plus, trying to go to work is easier because community colleges work around your schedule and teachers are usually pretty flexible.”

            Bengala also enjoys the benefits of living at home during her college years – though she admits there are drawbacks.

            “The biggest part about staying at home is saving money,” Bengala said. “The biggest problem is that I’m twenty-years-old 20 YEARS OLD, PER AP STYLE. ALWAYS USE FIGURES AND ONLY USE HYPHENS FOR AGES EXPRESSED AS ADJECTIVES BEFORE A NOUN OR AS SUBSTITUTES FOR A NOUN nd I live at home. It’s hard for me to go out, because my parents like me to be home before I go to bed. I don’t have as much freedom as everyone else. People who live on campus can do whatever they want.”

            Dr. David Winters, a professor of education at Eastern Michigan University, agrees that choosing a community college – even for prerequisite classes alone – can provide a financial boost.

            “During the first two years of college, you’re probably taking your general education courses anyway,” Dr. Winters JUST WINTERS; DO NOT USE TITLES ON SECOND AND SUBSEQUENT REFERENCES, PER AP STYLE said. “You might take one or two classes in your major, but most people get into those when they get to be juniors and sometimes sophomores. The two year programs are usually cheaper per credit hour at community colleges.”

            Dr. Winters JUST WINTERS; DO NOT USE TITLES ON SECOND AND SUBSEQUENT REFERENCES, PER AP STYLE argues, however, that having a full college experience is also important.

            “At a four HYPHEN HERE year institution, you really get that experience,” Dr. JUST WINTERS; DO NOT USE TITLES ON SECOND AND SUBSEQUENT REFERENCES, PER AP STYLE Winters said.

            Gabriel Seck, a transfer student at Michigan State University, is currently enjoying that experience.

            “I have friends who were in private universities and community college, and I went to community college over the summer. For me, while I love my family more than anything, I do think you need to move away from home to start your life,” Seck said. “I know I became a completely different person.”

            Seck, who originally began her higher education experience at Western Michigan University, believes that attending a public university is a learning experience – even outside the classroom.

            “With community college, it’s typically everyone you went to high school with and the same people in your town. But with a public university, you get everyone,” Seck said. “You learn so much about different cultures, different people, different religions. It’s completely immersing yourself back into everything.”

            In addition, Seck describes public university campuses as communities of their own.

            “Private universities are very, very nice,” Seck said. “But they are only in a certain area. MSU is like a town. It was the same thing when I lived in Kalamazoo and I went to WMU. It was like a little town. It’s your own little city, in that sense.”

            Kayla McClain, a student at Baker College, is learning just how nice private universities can be.

            “Class sizes are really small, which is one of the reasons I wanted to go there,” McClain, who transferred to Baker College from Grand Valley State University during her freshman year, said. “You get more one-on-one time with the teachers. There are no big lecture classes.”

McClain also finds that building relationships with professors is far easier at a private university.

“I had one lecture while I was at Grand Valley, and it was like you were watching the class from a distance,” McClain said. “You’d have a hundred people. I never felt comfortable asking the teacher for anything.”

            Having experienced both public and private schools, McClain has carefully noted the distinctions between the two.

            “There are a lot of differences,” McClain said. “For one, the size and population. There are more students at GVSU, so there are bigger buildings and more of a campus life. At Baker, when you commute, you go to class and go home.”

            McClain commutes to Baker College from her home in Howell, where she lives with her family.

            “I just didn’t like campus life,” McClain said of her time at a public university. “I didn’t like living where I have to go to school. You can get away from all of it when you commute. You have to pay for gas and you have to drive, but it’s not too big of a deal for me. It’s worth it.”

            McClain also points out that Baker College is a special type of private school.

            “Baker is technically a private school, but it’s also known as a career school,” McClain said. “It’s like a trade school, and its main purpose is to get you ready for the real world. They give you a lifetime guarantee and promise to help you get a job if you graduate. It seemed more practical for me to go there.”

            Despite the differing experiences of herself and her friends, Seck insists that high school seniors must make a decision for themselves.

            “There’s no wrong choice for high school students,” Seck said. “It’s economically what you can do and where you feel most comfortable. If you’re not ready to leave home, go to community college. You’re going to save a lot of money and meet a lot of great people. At a public university, you’ll have great experiences.”

            For Seck, the ultimate choice is not what college experience to have, but to choose college in the first place.

            “No matter where you go,” Seck said,” You should be proud that you are going to further your education.”

Word Count: 1040

Sources

Eliza Bengala

Student at Lansing Community College

(517)-918-2375

Kayla McClain

Student at Baker College

(517)-518-2392

Gabriel Seck

Student at Michigan State University

(248)-880-3299

Dr. David Winters

Professor at Eastern Michigan University

(978)-888-8534

ASSIGNMENT GRADE: (GRADE REDACTED)

INSTRUCTOR COMMENTS: NICE OVERALL JOB. WHILE WE HAVE A GOOD REPRESENTATION OF PEOPLE AFFECTED BY THE ISSUE (STUDENTS) AND A GOOD NEUTRAL EXPERT (AN EDUCATION PROFESSOR), WE ARE MISSING PEOPLE IN CHARGE OF THE ISSUE: SCHOOL OFFICIALS, ESPECIALLY ADMISSIONS OFFICIALS. WHAT ARE THEY LOOKING FOR? WHO ARE THEY CATERING TO? STILL, NICE OVERALL STRUCTURE AND REPORTING.

MM #2: What You Did

Here are some examples of your work. The comments are not being made to pick on anyone (in fact, these are some of the better examples of our work here) and no grades are being shared beyond me and the person whose work it is. 

But I am sharing comments to help us all get a sense of what we did well, and what we can do better, and how to do that. In my in-person class we'd be reviewing these vids as a group and discussing them, and that's what I'm trying to replicate here. 

So please take a look at EACH piece of work via the hyperlinks below, and see what ideas you can get by reviewing EVERYONE'S work to make your next multimedia assignment go as well as possible.

Off we go:

* Tabinda S.: graduating on time video and blog posts: Good B-roll here, doing what B-roll is supposed to do: show what people are talking about, as the interview subject is talking about it. Use your interviews as cues to what B-roll you need to shoot to illustrate the words of your interview subjects. 

Another thing to emulate here is the pacing. Instead of having one interview subject say everything they have to say and then the next, it goes back-and-forth, not ranked based on who is talking but what the issue is they are talking about. It's much more natural, conversational and structured for ease of viewer engagement.

Plus, let's make sure we stay within time parameters; for this assignment, it was 1-2 minutes; the video goes over 3 minutes. In the real world, you'd be expected to hit your time cue TO THE SECOND as a 30-minute newscast (23 minutes plus commercials) is literally scheduled to the second.

* Cassie B.: technology in theatre video and blog posts: Like noted in the previous post, the B-roll should illustrate what is being talked about. Here, it does not. The B-roll is of an empty theatre (which shows the theatre part but nothing connecting it with tech) and a person reading (which shows neither).

But the blog posts do a wonderful job of hyperlinking to background information. That's what hyperlinks do best; it provides that background in a second dimension so it doesn't clutter the written story for those who are happy with just a summary, but it gives those who want more the ability to get more information without having to go anywhere else. You give them a one-stop shop for subject exploration. Hyperlinks are one big difference between print and online journalism; giving the audience that two-dimensional presentation that allows for shorter stories without sacrificing background.

* Sarah A.: condom use video and blog posts: This was a challenge for B-roll, given the topic. But you worked around the problem and came up with a B-roll angle that worked: guys shopping for condoms. Whatever the topic, we need to think around the problem and get B-roll that matches the story. Video is a visual medium; we must show (in B-roll) the story the interview subject is telling (in his or her words). It can't just be a talking head.

Regarding the blog posts, in one we have links (listing the URLs) but not hyperlinks (having the URL hidden in a link that goes to story text). In another we don't have any links at all (the minimum here is two per post). In online journalism, we do background through hyperlinks; we must use them or it's just us doing print online.

* Nick K.: new restaurant video and blog posts: B-roll doesn't have to be spectacular; just illustrative. Here, in a story about a new restaurant we have a customer eating a sandwich and a counter crew running around behind the counter. And that's it. Just shoot what is being talked about.

* Andrew B.: student section video and blog posts: Another reminder: we need to shoot video with our phones in the horizontal position, so that we end up with a shot that actually fits a TV or computer screen without the black bars on either side of the shot.

The bigger problem is the lack of B-roll. We are telling a story about something animated -- fans at a game -- and yet there's no tailgating or close-ups of fans cheering in the stands or leaving out of boredom or anything like that. Video is a visual medium; we need to show what interview subjects are talking about.

* Whitney P.: student section video and blog posts: This is a similar topic as the previous post, but much more B-roll here showing the stadium and fans and students. But we need to slow down with our panning of shots; it makes what we're looking it a bit of a blur. Really, it's best to have a mix of fixed video shots -- taking two or three angles, each for a few seconds at a time -- than panning at all.

Plus, we need to shoot video with our phones in the horizontal position, so that we end up with a shot that actually fits a TV or computer screen without the black bars on either side of the shot.

* Kiara C.: living on or off-campus video and blog posts: We need to remember the rules we learned in doing print stories in class, that we start with the ending. We didn't do that with the video; the narration at the end would have been a perfect lede for the video. The structural rules from print should transfer over to video.

* Ivy H.: smoking on campus video and blog posts: We need to remember the rules we learned in doing print stories in class, that we use first and last names on first attribution. We didn't do that here. The structural rules for print should transfer over to video.

* Joey E.: protest video and blog posts. Not only are we lacking B-roll here, we appear to be using pictures we did not take. First, we should never be doing that for journalism; second, it also violates federal law. Taking pictures or words produced by someone else who you did not talk to is copyright theft. Even if you cite them, if you don't have their permission you broke the law. That's one big reason why we should ONLY use interviews with people WE interviewed OURSELVES and ONLY video and pictures WE shot OURSELVES.

The editing is also a bit sloppy. We end with a caption reading, TITLE TEXT HERE. That's not professional. Just like with print stories, we need to thoroughly proof our work and make sure it's ready for public presentation.

For the blog, we need to remember to follow the AP style rules we learned doing print stories. That means on second and subsequent attributions, use the last name only and not first names. The structural rules for print should transfer over to video.

* Danan T.: student experience video and blog posts. I'm not gonna harp on the quality of video in our assignments, as we're working with some pretty basic equipment, so let's please look past that. Nice generic B-roll here, but let's get specific. Let's follow around our interview subjects and show them living their student experiences: walking to class, taking notes in class, interacting with students on campus, etc. 

Plus, after we identify an interview subject via caption the first time, we don't have to reuse that caption? Why, when in print we do? Because in video, once we establish someone's idetification we have another cue: their face.

* Patrick K.: student talents video and blog posts: For the video, we are missing a title caption or narration that tells us what the story is about. Without it, it's like writing a print story without a lede: nobody knows right away what this is supposed to be about. Plus, be sure to put your camera on a steady shooting surface so we dong't get the extreme shake we see with the second interview segment. Shaky shots are extremely distracting and need to be avoided.

* Cassi W: out-of-state students video and blog posts: For the video, we are missing a title caption or narration that tells us what the story is about. Without it, it's like writing a print story without a lede: nobody knows right away what this is supposed to be about.

* Charisma T.: students of color video and blog posts: I'm not gonna harp on the quality of video in our assignments, as we're working with some pretty basic equipment. But I will harp on attention to detail like with the first video subject, where instead of getting her attribution we have a caption reading TEXT TITLE HERE. That's not professional. Just like with print stories, we need to thoroughly proof our work and make sure it's ready for public presentation.

Plus, we are almost entirely lacking B-roll, except for the scene-setting B-roll at the start of the vid. We need to show our interview subjects studying and walking to class and interacting with other students. We can't simply leave out B-roll. Video is a visual medium; we must show (in B-roll) the story the interview subject is telling (in his or her words). It can't just be a talking head.

Regarding the blog posts, we only have one hyperlink between the two posts. The minimum for this assignment is two per post. In online journalism, we do background through hyperlinks; we must use them or it's just us doing print online.

* Casey H.: marijuana use video and blog posts: The blog posts do a wonderful job of hyperlinking to background information. That's what hyperlinks do best; it provides that background in a second dimension so it doesn't clutter the written story for those who are happy with just a summary, but it gives those who want more the ability to get more information without having to go anywhere else. You give them a one-stop shop for subject exploration. Hyperlinks are one big difference between print and online journalism; giving the audience that two-dimensional presentation that allows for shorter stories without sacrificing background.

For the video, make sure that you don't have interviewees talking over explanatory captions; if there is something of the viewer to read, let the read it before they have to listen to someone talking, and vice versa.

JRN 200: Your Homework For The Week of Monday, 11/14

It's our final reading of the semester: RFTM Ch. 5-6 (p. 79-132) by 9 a.m. next Monday. Please keep an eye on the blog every day for assignment reviews and other updates.

Plus, this Friday you have your third out-of-class story due, and next Monday you have your third multimedia package due!

And, don't forget your job shadow report deadline is coming up! Here's the background:

The job shadow assignment in JRN 200 is unique from our other work in that it is not intended for publication.

It is intended to help students explore career options.

To do this, choose a person who is doing a journalism job that you might like to do and plan to spend half a day with them as they work. This is one of the last things due, but set it up early so you are not in a tight spot late in the semester. It might take several tries to set this up. Some people, we have found, are not responsive.

Your are to shadow a journalism professional, not another student or professional in another area of media (public relations, etc.). We do not shadow people at The State News, WKAR or places where we have interned.

The person may work in any form of news media, as long as it is journalism they are doing. They can work in any city.

THE QUESTIONS

Learn largely by observing what they do, and use your own questions. Here are a few you can use:

* What is a really fun day on this job?

* What happens on a terrible day?

* What are the best parts of the job?

* What are the worst parts?

* How is the job changing -- and how fast?

* How did you get this job?

* What are its basic requirements?

* What do you like/dislike about it?

* Is job security an issue? How do you cope with that.

THE REPORT

You will not write a news article about this, as it is not a news story. You will be writing a 300-word report. About two thirds should describe what you saw and heard. About a third should describe how well this job -- or parts of it -- would fit you. Include any lessons you learned about your career path or getting a job someday.

The deadline for your job shadow report is no later than 9 a.m. Monday, Nov. 28 to omars@msu.edu.

Job Shadows: What You Saw, Part 2

Here's a sampling of some of the various job shadows done by you all. Take a look and see what you can learn from everyone's visits. There's a lot of good stuff here to help you decide what you want to do with your lives; what you need to be doing to get there; and what to expect when you do get there.

We will add more job shadow reports to the blog as they are completed. Please give each one of these a quick read, will you?

*****

It had already been a busy morning for Abigail Welsh Alusheff when I arrived at the main building for the Livingston Daily Press and Argus, located in downtown Howell.

To be honest, for the paper’s only education reporter, it had been a busy week.

Abigail, a twenty-five-year-old college graduate from the Lansing area, began working for the Press & Argus when she was twenty-three. Over the past two years, the company has faced significant downsizing in both the writing and advertising departments. For much of my visit, we explored the state of the newspaper.

Just twenty-four hours before my arrival, executives from Gannett (the conglomerate that owns the Press & Argus, as well as the Lansing State Journal, the Detroit Free Press, and dozens of other newspapers across the country) had fired both main editors, several writers, and advertising staff.

The cuts left the newsroom empty, dark, and depressing. For the several hours I shadowed Abigail, I met one photographer and three other reporters. Half of the lights in the building were off – I assume to save electricity. Offices were empty. Desks were cleared off. And remaining staff members were still in shock.

With only sixteen full-time staff members left in the main building, Abigail explained, the company will probably look into downsizing to a smaller location. Evidently, executives have been looking to downsize since February, and reporters have had their desks ready.

Over lunch, Abigail and I talked about the possibilities for the future of the newspaper. Ultimately, Abigail believes Gannett will eliminate the Press & Argus and make Livingston County a beat in the Lansing State Journal. As it is, Abigail works at the Lansing office several times a week to avoid the commute.

Unlike most professional newspapers, the Press & Argus reporters don’t place their own stories or come up with their own graphics. Rather, they send their stories to another state to be processed and placed on a template. Printing is also done off-site. Only advertising is handled in-house. This means, for many staff members, knowing how to use InDesign is unnecessary. And, since nearly all stories are published in print and online, the writing format is generally the same for every story.

At the moment, Abigail and other reporters at the newspaper have no chain of command. If you notice on their Facebook page, many shared stories are simply stories written by sister newspapers. With no in-house editors, the employees are struggling to find their voice – and their job security.

While shadowing Abigail, I was able to see her job firsthand. We traveled to Hartland to interview Chuck Hughes, the new superintendent of Hartland Public Schools. I was able to see professional reporting up close, and I was surprised at some of the differences between what I’ve been taught and what actually takes place.

Abigail has a method of shorthand that she uses during interviews. This means her quotes are not always word-for-word. Rather, she writes down important nouns, verbs, and adjectives – then assembles sentences from there. I’ve been recording interviews since high school to ensure that every single word is exact. But I realized, in the field, this isn’t always realistic when two or three stories need to be written per day and some interviewees would prefer not to be recorded.

As someone who grew up with the Press & Argus (and knew the integrity of the paper before Gannett took over), my visit had a huge impact on me. I’ve always pictured a newsroom as hectic, stressful, and overwhelming. Though the Argus is going through changes, Abigail assured me that the environment has always been comfortable. For that reason, my visit made me rethink my decision to remain a freelance writer.

However, seeing the state of the newspaper and the frequent cuts made by Gannett, I was also coldly reminded of the risks involved in being a reporter. At least, the risks involved in the state of Michigan, where the majority of large newspapers are owned by the same company. For me, this takes the personality and character out of news. It takes away the local aspect. And I think, ultimately, it will end up eliminating the paper I grew up reading.

What I saw during my job shadow was far more newsworthy than I ever could have guessed. It makes me wonderful where small town newspapers will go from here – and what I will decide to do in response.

Vid #1: Let's Look At Some Videos!

Okay, so here's the video recap. I ask that you please look at EACH video and read my comments for EACH video (not just your own!), so we can learn like we've learned from each other throughout this semester.

Overall, I thought we did very, very well on this assignment, especially considering it was a first-time video in this class. Lots of good B-roll, good story flows, ect. Certainly some things that can be tweaked, but that's to be expected. 

Let's look for what worked and what didn't and what we could borrow for the next time and what we need to avoid doing again.

BTW, unless you received an email from me noting a specific grade, your grade for this exercise was a 4.0, with it equaling a practice story in final grade weight. (Future assignments will be evaluated and graded much more specifically based on execution and will be of higher grade weight, though).

Here we go:

Tabinda S.: LOTS of great B-roll here, which is what we want. Video is a visual medium; we need to show what people are talking about, and not just people talking. But we don't need to have the source saying their name as the caption already IDs the person for us. To do both is redundant, and using the caption lets us save story audio time for substance and not identification.

Cassie B.: The story topic didn't give us much to work with for B-roll, but we got B-roll anyway. As subjects talked about what they were studying, we show them scrolling through class stuff on a computer. And that's good! Video is a visual medium; we need to show what people are talking about, and not just people talking. 

Nick K.: Good shots and B-roll here, but let's be sure we are shooting with our phones in a horizontal position (and not vertical!) so your image fits within a TV or laptop screen correctly and without the black bars we see on each side of the image. 

Sarah A.: First, we need to put our camera on a steady surface like a tripod. No matter how still we think we're holding it, there will be some noticeable shake. Second, we don't need to have the source saying their name as the caption already IDs the person for us. To do both is redundant, and using the caption lets us save story audio time for substance and not identification. Plus, we needed more B-roll. Video is a visual medium; we need to show what people are talking about, and not just people talking.

Joey E.: We need to start out with a title of what our story is about, not the generic "Video Story Interview" we see here. Plus, there's no need to have the source say their name as the caption already IDs the person for us. Nice job of using still pics for B-roll, but we needed more.

Charisma T.: We are totally lacking B-roll here. Never acceptable. We need to show the audience what the subject is talking about, while they are talking about it. That means after the interview going and getting shots of what they talked about. The first interview subject talks about balancing classes, so show her walking to class or sitting in class or working on homework. Video is a visual medium; we need to show what people are talking about, and not just people talking.

Cassi W.: We're missing the lede altogether here in the form of a caption or narration. Just like with a print story, let the viewer know what they're about to get into. Plus, when shooting with our phones be sure to shoot horizontally so your image fully fits on a TV or laptop screen, and not vertically like we do here. And we need the B-roll WITHOUT sound INSIDE the interview segment with the interview sound still going.

Andrew B.: Again, we are missing a lede in the form of a caption or narration. Again, we need to shoot with our phone in a horizontal position. Good use of B-roll. 

Casey H.: Weak b-roll here. We need B-roll showing what the subject is talking about: covering a story, typing in text, etc. Generic B-roll just showing a pretty empty office doesn't add anything at all.

Kiara C.: Like with print stories, we need to identify people by first and last names. AP style rules still apply here, folks. A good variety of B-roll but we need less "dead air" when there is no voice over the B-roll.

Whitney A.-P.: Good B-roll, but again we don't need ID captions AND the person saying who they are, and we don't need the person being asked on-tape what they've been up to this semester because the caption lede already stated what the issue was. Like with print, let's avoid being redundant and understand that since we're working in two mediums (visual and audio) that only one is needed to accomplish most tasks and save time.

Luke B.: Good B-roll, but again we don't need ID captions AND the person saying who they are, and we don't need the person being asked on-tape what they've been up to this semester because the caption lede already stated what the issue was. Like with print, let's avoid being redundant and understand that since we're working in two mediums (visual and audio) that only one is needed to accomplish most tasks and save time.

Patrick K.: Here we didn't have ANY identification of interview subjects! We said two names, but we never paired each name with a face. Who was who? 

JRN 200: Your Homework For Monday 11/7

First, I will have your third and fourth out-of-class story pitches back to you by later this week. Here are your story deadlines:

*** Your third out-of-class story will be due no later than 9 a.m. Friday, Nov. 18 to omars@msu.edu.

*** Your optional fourth out-of-class story will be due no later than 9 a.m. Monday, Nov. 28 to omars@msu.edu.

Second, we will have second and third video and blog assignments to do.

*** For your second multimedia assignment, we will use video and blog formats like those in our first assignments, but instead of having sorta irrelevant topics, you will take all of or an aspect of one of your first two out-of-class stories, and do a video/online preview/online recap for it.

That would include:

... a 1-2 minute video, uploaded to YouTube, with B-roll and at least two source interviews on-tape;

... a 100-200-word preview or one side of the issue, posted to blogger.com and done in a journalistic style, taking a look at the issue going into your reporting, with at least two relevant working hyperlinks embedded in the text;

... and a 100-200-word recap or other side of the issue posted to blogger.com and done in a journalistic style, taking a look at what you discovered about the issue/how it ended, with at least two relevant working hyperlinks embedded in the text;

For this exercise, you may re-interview sources from your previous stories or interview new sources. You may also use what you gathered and your notes from your original stories in putting together your new media news products.

Also, when I say you can do the entire comprehensive story or just an aspect of it, this is what I mean: let's say you did a story on the pros and cons of living off-campus vs. on-campus. The video and tweet stream may just look at one aspect, such as student opinions on the issue. The preview online story might look at the experiences of on-campus residents; with the recap looking at off-campus viewpoints. None of the mediums necessarily have to look at the issue as broadly as you did in a traditional text story (though you may do so if you so choose).

Your deadline for the second multimedia assignment will be 9 a.m. Monday, Nov. 14, via email to omars@msu.edu. Please put ALL your links to your work into a single email, with the subject line of MM2. 

*** Then, you will have a third multimedia assignment, using the same parameters as the second. But your topic will be the same as your third out-of-class story. So when you do your interviews for your third out-of-classer, be sure to gather material for all mediums at the same time: print, video and online.

Your deadline for the third multimedia assignment will be 9 a.m. Monday, Nov. 21, via email to omars@msu.edu. Please put ALL your links to your work into a single email, with the subject line of MM2.  

If you need any assistance, contact me ASAP. And good luck, everybody!