![\"\"](\"..\/images\/legalpad\/legal_left_filler.gif\")
<\/td>\nInitiating an Inquiry into Technology<\/h2>\n<\/td>\n![\"\"](\"..\/images\/legalpad\/legal_right_filler_upper.gif\")
<\/td>\n<\/tr>\n\n<\/td>\n \nGoal for unit:<\/strong><\/h4>\nTo identify a technology that presents an
\nintriguing question, one that students can investigate in a variety of
\nways for the entire semester. The essay will serve to pose their question, through personal
\nobservations and stories and through consideration of one of the essays.
\nRead two of the following Presence of Others <\/em>essays on science and technology,
\nmost likely Rifkin, Oppenheimer, J. Q. Wilson, Samuelson.<\/td>\n<\/td>\n The focus of this entire unit is to get students
\nto raise questions instead of jumping to answers, to become invested in an
\ninquiry into technology that will last a semester–and not get old.
\nThe primary evidence will come from their own experiences and
\nobservations, but students will be expected to consider part of one essay
\nas well.<\/span><\/span><\/td>\n <\/td>\n<\/tr>\n \n<\/td>\n Day 1.<\/p>\nIntroduction to the unit.\u00a0 Students can brainstorm\/list
\ntopics\/thoughts about technology and do some focused freewriting, all with the
\npurpose of finding a topic of interest. This could also alter the choice
\nof essays assigned from Presence<\/em>.\u00a0 Students can share and
\nrespond to ideas in Blackboard.\u00a0 As a way of introducing these
\nessays, students could be introduced to the art of skimming for a purpose:
\nto find a topic of inquiry for the semester.\u00a0 Homework<\/em>:
\nRead essay in technology unit (probably Wilson).\u00a0 Respond by making a
\ndouble-entry
\njournal<\/a> response in Blackboard.\u00a0 Also in Blackboard, write a
\nbrief nonfiction story or detailed observation that in some way seems
\nimportant as you think about the technology they’ve tentatively chose.<\/td>\n<\/td>\n <\/p>\nStudents are introduced to some processes of
\ngenerating language:\u00a0 listing, freewriting, double-entry journaling.<\/span><\/span><\/td>\n
<\/td>\n<\/tr>\n \n<\/td>\n \nDay 2.<\/strong><\/h4>\nStudents practice reading their and others’ writing
\nwith the purpose of discovering an engaging question about technology.
\nFirst, in groups of three, students reflect on the possible meaning of
\neach of their stories in Blackboard.\u00a0 Then the groups share their
\ndiscoveries with the class, always moving in the direction of finding
\nquestions.\u00a0 This process will probably need to be modeled by the
\ninstructor.\u00a0 Discuss Wilson essay first to capture the general
\nargument and evidence, then consider the questions it explicitly or
\nimplicitly raises.\u00a0 Homework<\/em>:\u00a0 Students read another
\nessay in the technology unit, this time of their choice and respond (1) by
\nsummarizing in 100 words or less and (2) using double-entry journal
\ntechnique in Blackboard, especially using it to raise questions.<\/td>\n<\/td>\n The key to this day is to transform experience
\ninto wondering, not answers.\u00a0 Ultimately, this entire essay may
\nbecome the introduction to the final essay of the term<\/span><\/span><\/td>\n <\/td>\n<\/tr>\n \n<\/td>\n \nDay 3.\u00a0<\/strong><\/h4>\nWork on communicating the essence of an essay to
\nsomeone who hasn’t read it.\u00a0 This involves figuring out what is
\ncritical to include and articulating the
\nsummary<\/a> in a
\nconcise, even elegant way.\u00a0 In new groups of three, in Blackboard,
\nstudents share their homework assignments and add to each other’s
\nquestions.\u00a0 Discussion regarding how they’re coming along with
\nfinding a question they’ll willingly pursue for the semester.\u00a0
\nHomework<\/em>:\u00a0 Write another nonfiction story or detailed observation
\nthat makes your technology question more compelling or that alters it some.<\/td>\n<\/td>\n Day 3’s focus is two-fold:\u00a0 to learn to
\nsummarize effectively for an audience unfamiliar with what they’ve read,
\nand to read a published essay on their topic for a specific purpose:
\ndiscovering or refining their question.<\/span><\/span><\/td>\n <\/td>\n<\/tr>\n \n![\"\"](\"..\/images\/legalpad\/legal_left_filler_lower.gif\")
<\/td>\n\nDay 4.<\/strong><\/h4>\nInstructor models how students can read the new
\nstory in relation to the original story as a way of complicating the
\nquestion being asked, or complicating the way<\/em> the question is being
\nasked.\u00a0 Then students work in pairs or groups of three.
\nAfterwards, students can do some focused freewriting to arrive at their
\nbest version of a question and to consider which pieces that they’ve
\nwritten so far might go in their essay and in what order. Homework<\/em>:\u00a0 Write first draft of exploratory essay,
\nincluding Works Cited page and metatext.\u00a0 See
\nessay prompt<\/a>.<\/p>\n <\/td>\n
<\/td>\n \n<\/h5>\nThis assignment is tricky because they have to
\nfind a story that does not simply provide evidence for their way of
\nthinking about technology but raises a question.\u00a0 In other words,
\nthey need to search their experience for a perspective that challenges or
\ncomplicates their initial perspective.<\/span><\/span><\/h5>\n<\/td>\n![\"\"](\"..\/images\/legalpad\/legal_right_filler_lower.gif\")
<\/td>\n<\/tr>\n\n<\/td>\n \nDay 5.<\/strong><\/h4>\nInstruction based upon common problems noticed in
\nfirst drafts (possible through pre-class preview of drafts by instructor).
\nInstruction on peer review, along with
\nquestions for peer review<\/a>,
\nto precede
\npeer review work<\/a> via Blackboard and in person.\u00a0
\nHomework<\/em>:\u00a0 Write second draft of essay, including new metatext.<\/td>\n<\/td>\n \n<\/h5>\nIt’s possible to quickly look through Blackboard
\nbefore class to get a sense of what students will need to work on.
\n(See <\/span>
\nsuggestions <\/a>
\nfor using computers in the classroom.)<\/span><\/span><\/h5>\n<\/td>\n<\/td>\n<\/tr>\n \n<\/td>\n Day 6.<\/p>\nEditing work on second draft, including in-class
\nexercises based on sentences copy and pasted by instructor from drafts in
\nBlackboard.<\/td>\n
<\/td>\n <\/td>\n <\/td>\n<\/tr>\n \n<\/td>\n <\/td>\n <\/td>\n <\/td>\n <\/td>\n<\/tr>\n \n![\"\"](\"..\/images\/legalpad\/legal_leftcorner_bottom.gif\")
<\/td>\n![\"\"](\"..\/images\/legalpad\/legal_bottom_filler.gif\")
<\/td>\n![\"\"](\"..\/images\/legalpad\/legal_rightcorner_bottom.gif\")
<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n","protected":false},"excerpt":{"rendered":"Exploratory Essay:\u00a0 Sample Assignment Sequence Initiating an Inquiry into Technology Goal for unit: To identify a technology that presents an intriguing question, one that students can investigate in a variety of ways for the entire semester. The essay will serve to pose their question, through personal observations and stories and through consideration of one of … Continue reading “Exploratory Essay: Sample Assignment Sequence”<\/span><\/a><\/p>\n","protected":false},"author":600,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"class_list":["post-620","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/pages\/620","targetHints":{"allow":["GET"]}}],"collection":[{"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/users\/600"}],"replies":[{"embeddable":true,"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/comments?post=620"}],"version-history":[{"count":4,"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/pages\/620\/revisions"}],"predecessor-version":[{"id":625,"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/pages\/620\/revisions\/625"}],"wp:attachment":[{"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/media?parent=620"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
<\/td>\n<\/tr>\nGoal for unit:<\/strong><\/h4>\nTo identify a technology that presents an
\nintriguing question, one that students can investigate in a variety of
\nways for the entire semester. The essay will serve to pose their question, through personal
\nobservations and stories and through consideration of one of the essays.
\nRead two of the following Presence of Others <\/em>essays on science and technology,
\nmost likely Rifkin, Oppenheimer, J. Q. Wilson, Samuelson.<\/td>\n<\/td>\n The focus of this entire unit is to get students
\nto raise questions instead of jumping to answers, to become invested in an
\ninquiry into technology that will last a semester–and not get old.
\nThe primary evidence will come from their own experiences and
\nobservations, but students will be expected to consider part of one essay
\nas well.<\/span><\/span><\/td>\n <\/td>\n<\/tr>\n \n<\/td>\n Day 1.<\/p>\nIntroduction to the unit.\u00a0 Students can brainstorm\/list
\ntopics\/thoughts about technology and do some focused freewriting, all with the
\npurpose of finding a topic of interest. This could also alter the choice
\nof essays assigned from Presence<\/em>.\u00a0 Students can share and
\nrespond to ideas in Blackboard.\u00a0 As a way of introducing these
\nessays, students could be introduced to the art of skimming for a purpose:
\nto find a topic of inquiry for the semester.\u00a0 Homework<\/em>:
\nRead essay in technology unit (probably Wilson).\u00a0 Respond by making a
\ndouble-entry
\njournal<\/a> response in Blackboard.\u00a0 Also in Blackboard, write a
\nbrief nonfiction story or detailed observation that in some way seems
\nimportant as you think about the technology they’ve tentatively chose.<\/td>\n<\/td>\n <\/p>\nStudents are introduced to some processes of
\ngenerating language:\u00a0 listing, freewriting, double-entry journaling.<\/span><\/span><\/td>\n
<\/td>\n<\/tr>\n \n<\/td>\n \nDay 2.<\/strong><\/h4>\nStudents practice reading their and others’ writing
\nwith the purpose of discovering an engaging question about technology.
\nFirst, in groups of three, students reflect on the possible meaning of
\neach of their stories in Blackboard.\u00a0 Then the groups share their
\ndiscoveries with the class, always moving in the direction of finding
\nquestions.\u00a0 This process will probably need to be modeled by the
\ninstructor.\u00a0 Discuss Wilson essay first to capture the general
\nargument and evidence, then consider the questions it explicitly or
\nimplicitly raises.\u00a0 Homework<\/em>:\u00a0 Students read another
\nessay in the technology unit, this time of their choice and respond (1) by
\nsummarizing in 100 words or less and (2) using double-entry journal
\ntechnique in Blackboard, especially using it to raise questions.<\/td>\n<\/td>\n The key to this day is to transform experience
\ninto wondering, not answers.\u00a0 Ultimately, this entire essay may
\nbecome the introduction to the final essay of the term<\/span><\/span><\/td>\n <\/td>\n<\/tr>\n \n<\/td>\n \nDay 3.\u00a0<\/strong><\/h4>\nWork on communicating the essence of an essay to
\nsomeone who hasn’t read it.\u00a0 This involves figuring out what is
\ncritical to include and articulating the
\nsummary<\/a> in a
\nconcise, even elegant way.\u00a0 In new groups of three, in Blackboard,
\nstudents share their homework assignments and add to each other’s
\nquestions.\u00a0 Discussion regarding how they’re coming along with
\nfinding a question they’ll willingly pursue for the semester.\u00a0
\nHomework<\/em>:\u00a0 Write another nonfiction story or detailed observation
\nthat makes your technology question more compelling or that alters it some.<\/td>\n<\/td>\n Day 3’s focus is two-fold:\u00a0 to learn to
\nsummarize effectively for an audience unfamiliar with what they’ve read,
\nand to read a published essay on their topic for a specific purpose:
\ndiscovering or refining their question.<\/span><\/span><\/td>\n <\/td>\n<\/tr>\n \n<\/td>\n \nDay 4.<\/strong><\/h4>\nInstructor models how students can read the new
\nstory in relation to the original story as a way of complicating the
\nquestion being asked, or complicating the way<\/em> the question is being
\nasked.\u00a0 Then students work in pairs or groups of three.
\nAfterwards, students can do some focused freewriting to arrive at their
\nbest version of a question and to consider which pieces that they’ve
\nwritten so far might go in their essay and in what order. Homework<\/em>:\u00a0 Write first draft of exploratory essay,
\nincluding Works Cited page and metatext.\u00a0 See
\nessay prompt<\/a>.<\/p>\n <\/td>\n
<\/td>\n \n<\/h5>\nThis assignment is tricky because they have to
\nfind a story that does not simply provide evidence for their way of
\nthinking about technology but raises a question.\u00a0 In other words,
\nthey need to search their experience for a perspective that challenges or
\ncomplicates their initial perspective.<\/span><\/span><\/h5>\n<\/td>\n<\/td>\n<\/tr>\n \n<\/td>\n \nDay 5.<\/strong><\/h4>\nInstruction based upon common problems noticed in
\nfirst drafts (possible through pre-class preview of drafts by instructor).
\nInstruction on peer review, along with
\nquestions for peer review<\/a>,
\nto precede
\npeer review work<\/a> via Blackboard and in person.\u00a0
\nHomework<\/em>:\u00a0 Write second draft of essay, including new metatext.<\/td>\n<\/td>\n \n<\/h5>\nIt’s possible to quickly look through Blackboard
\nbefore class to get a sense of what students will need to work on.
\n(See <\/span>
\nsuggestions <\/a>
\nfor using computers in the classroom.)<\/span><\/span><\/h5>\n<\/td>\n<\/td>\n<\/tr>\n \n<\/td>\n Day 6.<\/p>\nEditing work on second draft, including in-class
\nexercises based on sentences copy and pasted by instructor from drafts in
\nBlackboard.<\/td>\n
<\/td>\n <\/td>\n <\/td>\n<\/tr>\n \n<\/td>\n <\/td>\n <\/td>\n <\/td>\n <\/td>\n<\/tr>\n \n<\/td>\n <\/td>\n <\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n","protected":false},"excerpt":{"rendered":"Exploratory Essay:\u00a0 Sample Assignment Sequence Initiating an Inquiry into Technology Goal for unit: To identify a technology that presents an intriguing question, one that students can investigate in a variety of ways for the entire semester. The essay will serve to pose their question, through personal observations and stories and through consideration of one of … Continue reading “Exploratory Essay: Sample Assignment Sequence”<\/span><\/a><\/p>\n","protected":false},"author":600,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"class_list":["post-620","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/pages\/620","targetHints":{"allow":["GET"]}}],"collection":[{"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/users\/600"}],"replies":[{"embeddable":true,"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/comments?post=620"}],"version-history":[{"count":4,"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/pages\/620\/revisions"}],"predecessor-version":[{"id":625,"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/pages\/620\/revisions\/625"}],"wp:attachment":[{"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/media?parent=620"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
\nintriguing question, one that students can investigate in a variety of
\nways for the entire semester. The essay will serve to pose their question, through personal
\nobservations and stories and through consideration of one of the essays.
\nRead two of the following Presence of Others <\/em>essays on science and technology,
\nmost likely Rifkin, Oppenheimer, J. Q. Wilson, Samuelson.<\/td>\n
\nto raise questions instead of jumping to answers, to become invested in an
\ninquiry into technology that will last a semester–and not get old.
\nThe primary evidence will come from their own experiences and
\nobservations, but students will be expected to consider part of one essay
\nas well.<\/span><\/span><\/td>\n
Introduction to the unit.\u00a0 Students can brainstorm\/list Students are introduced to some processes of Students practice reading their and others’ writing Work on communicating the essence of an essay to Instructor models how students can read the new <\/td>\n Instruction based upon common problems noticed in Editing work on second draft, including in-class Exploratory Essay:\u00a0 Sample Assignment Sequence Initiating an Inquiry into Technology Goal for unit: To identify a technology that presents an intriguing question, one that students can investigate in a variety of ways for the entire semester. The essay will serve to pose their question, through personal observations and stories and through consideration of one of … Continue reading “Exploratory Essay: Sample Assignment Sequence”<\/span><\/a><\/p>\n","protected":false},"author":600,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"class_list":["post-620","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/pages\/620","targetHints":{"allow":["GET"]}}],"collection":[{"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/users\/600"}],"replies":[{"embeddable":true,"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/comments?post=620"}],"version-history":[{"count":4,"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/pages\/620\/revisions"}],"predecessor-version":[{"id":625,"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/pages\/620\/revisions\/625"}],"wp:attachment":[{"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/media?parent=620"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
\ntopics\/thoughts about technology and do some focused freewriting, all with the
\npurpose of finding a topic of interest. This could also alter the choice
\nof essays assigned from Presence<\/em>.\u00a0 Students can share and
\nrespond to ideas in Blackboard.\u00a0 As a way of introducing these
\nessays, students could be introduced to the art of skimming for a purpose:
\nto find a topic of inquiry for the semester.\u00a0 Homework<\/em>:
\nRead essay in technology unit (probably Wilson).\u00a0 Respond by making a
\ndouble-entry
\njournal<\/a> response in Blackboard.\u00a0 Also in Blackboard, write a
\nbrief nonfiction story or detailed observation that in some way seems
\nimportant as you think about the technology they’ve tentatively chose.<\/td>\n<\/td>\n <\/p>\n
\ngenerating language:\u00a0 listing, freewriting, double-entry journaling.<\/span><\/span><\/td>\n<\/td>\n<\/tr>\n \n <\/td>\n \n Day 2.<\/strong><\/h4>\n
\nwith the purpose of discovering an engaging question about technology.
\nFirst, in groups of three, students reflect on the possible meaning of
\neach of their stories in Blackboard.\u00a0 Then the groups share their
\ndiscoveries with the class, always moving in the direction of finding
\nquestions.\u00a0 This process will probably need to be modeled by the
\ninstructor.\u00a0 Discuss Wilson essay first to capture the general
\nargument and evidence, then consider the questions it explicitly or
\nimplicitly raises.\u00a0 Homework<\/em>:\u00a0 Students read another
\nessay in the technology unit, this time of their choice and respond (1) by
\nsummarizing in 100 words or less and (2) using double-entry journal
\ntechnique in Blackboard, especially using it to raise questions.<\/td>\n<\/td>\n The key to this day is to transform experience
\ninto wondering, not answers.\u00a0 Ultimately, this entire essay may
\nbecome the introduction to the final essay of the term<\/span><\/span><\/td>\n<\/td>\n<\/tr>\n \n <\/td>\n \n Day 3.\u00a0<\/strong><\/h4>\n
\nsomeone who hasn’t read it.\u00a0 This involves figuring out what is
\ncritical to include and articulating the
\nsummary<\/a> in a
\nconcise, even elegant way.\u00a0 In new groups of three, in Blackboard,
\nstudents share their homework assignments and add to each other’s
\nquestions.\u00a0 Discussion regarding how they’re coming along with
\nfinding a question they’ll willingly pursue for the semester.\u00a0
\nHomework<\/em>:\u00a0 Write another nonfiction story or detailed observation
\nthat makes your technology question more compelling or that alters it some.<\/td>\n<\/td>\n Day 3’s focus is two-fold:\u00a0 to learn to
\nsummarize effectively for an audience unfamiliar with what they’ve read,
\nand to read a published essay on their topic for a specific purpose:
\ndiscovering or refining their question.<\/span><\/span><\/td>\n<\/td>\n<\/tr>\n \n <\/td>\n\n Day 4.<\/strong><\/h4>\n
\nstory in relation to the original story as a way of complicating the
\nquestion being asked, or complicating the way<\/em> the question is being
\nasked.\u00a0 Then students work in pairs or groups of three.
\nAfterwards, students can do some focused freewriting to arrive at their
\nbest version of a question and to consider which pieces that they’ve
\nwritten so far might go in their essay and in what order. Homework<\/em>:\u00a0 Write first draft of exploratory essay,
\nincluding Works Cited page and metatext.\u00a0 See
\nessay prompt<\/a>.<\/p>\n<\/td>\n \n <\/h5>\n
This assignment is tricky because they have to
\nfind a story that does not simply provide evidence for their way of
\nthinking about technology but raises a question.\u00a0 In other words,
\nthey need to search their experience for a perspective that challenges or
\ncomplicates their initial perspective.<\/span><\/span><\/h5>\n<\/td>\n<\/td>\n<\/tr>\n\n <\/td>\n \n Day 5.<\/strong><\/h4>\n
\nfirst drafts (possible through pre-class preview of drafts by instructor).
\nInstruction on peer review, along with
\nquestions for peer review<\/a>,
\nto precede
\npeer review work<\/a> via Blackboard and in person.\u00a0
\nHomework<\/em>:\u00a0 Write second draft of essay, including new metatext.<\/td>\n<\/td>\n \n <\/h5>\n
It’s possible to quickly look through Blackboard
\nbefore class to get a sense of what students will need to work on.
\n(See <\/span>
\nsuggestions <\/a>
\nfor using computers in the classroom.)<\/span><\/span><\/h5>\n<\/td>\n<\/td>\n<\/tr>\n \n <\/td>\n Day 6.<\/p>\n
\nexercises based on sentences copy and pasted by instructor from drafts in
\nBlackboard.<\/td>\n<\/td>\n <\/td>\n <\/td>\n<\/tr>\n \n <\/td>\n <\/td>\n <\/td>\n <\/td>\n <\/td>\n<\/tr>\n \n <\/td>\n<\/td>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n","protected":false},"excerpt":{"rendered":"