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New Philharmonic in Glen Ellyn announces 40th anniversary season
It's a season of anniversaries for The New Philharmonic, the resident orchestra at College of DuPage in Glen Ellyn. The recently announced 2016-17 season marks not only the 40th anniversary of the New Philharmonic, but also the 30th anniversary of its prime campus home at the McAninch Arts Center.
All concerts and performances are conducted by New Philharmonic artistic director Kirk Muspratt. The season features:
• A 40th Season Opening Celebration titled "Passionate Virtuosity" on Sept. 24 and 25 featuring guest Egyptian pianist Wael Farouk in a performance of Prokofiev's Piano Concerto No. 1. Also on the bill are Tchaikovsky's Symphony No. 6 and his "Overture of 1812."
• "An Evening of Gershwin" on Oct. 22 and 23 featuring soprano Kimberly Jones, baritone Bill McMurray and the Northwest Indiana Symphony Chorus performing selections from "Porgy and Bess." Pianist Marta Aznavoorian is also the featured soloist in "Rhapsody in Blue." "An American in Paris" rounds out the concert.
• Von Heidecke Chicago Festival Ballet's "The Nutcracker" will once again feature the New Philharmonic performing Tchaikovsky's fairy tale score for four Glen Ellyn performances on Saturday and Sunday, Dec. 17 and 18.
• "New Year's Eve -- 40 Years of the New Philharmonic" is performed three times on Dec. 31. Metropolitan Opera National Council award-winner Jessie Donner performs tenor arias in addition to the usual mix of Viennese favorites.
• Gilbert & Sullivan's 1885 comic operetta "The Mikado" slyly mocks British society in a semi-staged production by director Michael La Tour on Jan. 28 and 29.
• "ENCORE!!" features the return of Chicago Symphony Orchestra assistant principal violinist David Taylor in music of Lalo and Saint-Saens on April 8 and 9.
Tickets for the New Philharmonic's 2016-17 season are available now by subscription, with single tickets going on sale in August. For more information, call (630) 942-4000 or visit atthemac.org.

subset: commoncrawl


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Our offices will close for the RSA Holiday Season on the 19th of December 2019 and will reopen on the 6th of January 2020. We want to express our sincerest appreciation for the trust you have placed in us. Best wishes for the holidays.
About the Author(s)
Received: 08 Apr. 2019; Accepted: 14 Aug. 2019; Published: 15 Oct. 2019
Copyright: © 2019. The Author(s). Licensee: AOSIS.
This is an Open Access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution,
and reproduction in any medium, provided the original work is properly cited.
Background: The positive behaviour support (PBS) model is a model of response to address challenging behaviours of learners in schools that has proven to be effective in developed countries. Given its human rights and functional contextualism lens, the PBS model is particularly relevant to and of value within the South African context.
Aim: Since learner challenging behaviours are a key contributory factor to learner exclusion in schools, an inclusive education module on the PBS model was developed and evaluated for its effectiveness in the South African context.
Setting: The study is set within an interpretivist paradigm and utilises a generic qualitative research design.
Methods: Qualitative data were collected through module evaluations – 11 focus group interviews with 144 candidates (4th-year in-service Limpopo teachers) followed by four classroom observations and interviews with the teachers from the classroom observations.
Results: The thematic analysis revealed that participants had developed new insights about ecosystemic challenges that impact behaviour and were critically reflexive about their changed practices resulting from their participation in the inclusive education PBS model. Participants valued PBS strategies as good and useful for excellence in teaching. This evidences a pocket of success in relation to the value of the PBS model.
Conclusion: The professional development of pre-service teachers with the skills and knowledge of the PBS model for classroom practice is advocated for. Recommendations are made for further research.
Keywords: inclusion; bioecological; teacher education; positive behaviour support model; PBS; foundation phase teacher.
Given the national and international concerns about the increase in learner challenging behaviours within schools, there is a need for comprehensive behaviour support initiatives that can assist school administrators and teachers in managing behaviour in the classrooms. In addition, given that ecological and systemic factors impact and affect learner behaviour and learner behaviour management, this study considered it imperative to view the understanding of behaviour and behaviour support from an ecosystemic perspective (Bronfenbrenner 1977, 1979, 1986, 1992; Bronfenbrenner & Ceci 1994; Bronfenbrenner & Morris 1998).
In investigating various behaviour support strategies that build inclusive classroom practices, researchers within the South African context have begun to cite the positive behaviour support (PBS) model as useful for the management of challenging behaviours in learners (Pienaar & Raymond 2013; Western Cape Department of Education 2007). As part of a 4-year Bachelor of Education (BEd) degree at a South African university, an inclusive education (IE) module with a focus on PBS was introduced in the fourth year of the degree to in-service Limpopo teachers. The PBS model was considered to be relevant to the context of the South African classroom. The tiered approach of PBS makes it a good fit with the tiered South African Screening, Identification and Assessment (SIAS) (Department of Basic Education 2014) policy that the education department requires teachers to use in their support of learners for IE. Positive Behaviour Support takes into account the ecology of the learner, the problem behaviour and the context of the system in which behaviour support is provided (McIntosh et al. 2010).
The conceptual framework for the ecological systems theory described in this research is based on the works of Bronfenbrenner (1977, 1979, 1986, 1992), Bronfenbrenner and Ceci (1994) and Bronfenbrenner and Morris (1998, 2006). The ecological theory views that human behaviour is developed and maintained through interactional processes. There is little argument that early childhood experiences are influential in shaping a child's development (Bronfenbrenner 1986). Corroborating Bronfenbrenner's theory, Perkins and Mclaughlin (2015) identified predictive risk factors, firstly, within the family, which include poor parenting skills, parental substance abuse and poor mental health, a negative or unsupportive parent–child relationship, single-parent homes, teenage pregnancies and child abuse and neglect. Secondly, the quality of environmental interactions of a child with his or her parent, teachers, peers and friends can create a potential risk or protective factors. Finally, the global environment (such as poverty, neighbourhood characteristics and home–school relationship) has an undeniable bearing. It is evident that behavioural challenges not only impact and affect the learner who is non-compliant but also impact the teacher and peers alike (Perkins & McLaughlin 2015). Several of the predictive risk factors indicated here are prevalent in Limpopo. An understanding of behaviour and behavioural challenges, from an ecosystemic perspective within Limpopo Foundation Phase (FP) classrooms, was considered essential for this study.
The theoretical description of PBS that takes into account its ecological focus is 'functional contextualism', which highlights the importance of the ecology of both the specific problem behaviour as well as the environments within which behavioural support is provided (McIntosh et al. 2010). In view of this, PBS focuses on the construction of ecosystems that promote desired behaviours and minimises the development of challenging behaviours (Dunlap et al. 2009). It is therefore significantly different from previous models of behaviour modification, which relied heavily on the use of specific, sometimes aversive, intervention techniques without a clear or detailed understanding of the contextual factors underpinning the individual's behaviour (Gore et al. 2013). Within PBS practices, there is an outright rejection of methods that may involve the deliberate or conscious infliction of pain, limitation of freedom or any unnecessary constraints and restrictions on learners who present with challenging behaviours (Singer & Wang 2009).
There is a persistent need for strategies and practices that extend beyond punitive measures, which aid the development of school customs and mores that are based on non-violence and that promote positive self-discipline. The PBS model is one such approach and has been characterised by Sherrod, Getch and Ziomek-Daigle (2009) as a proactive and preventive method to reduce challenging behaviour in schools. Positive behaviour support is based on the scientific assumption that human behaviour, while affected by a complex mix of biological, societal and learning factors, can change as a result of the actions of others in a supportive, caregiving role and is for people from all cultures, ages and levels of competence (Dunlap et al. 2009:4).
The ecological systems focus within PBS considers the school as a microsystem within the broader system of the family, community and society. The school is a locus of proximal relationships that impact and influence how the collective actions within the school contribute to how the school is characterised (OSEP 2004). From this perspective, the individual learners, teachers and parents are considered the primary context for systems change. While individuals within schools engage in behaviours, and organisations such as schools consist of a group of individuals, systems are what is needed to support the collective use of best practices by individuals within the school system (Sugai & Horner 2009). Positive behaviour support, therefore, gives priority to the development of systems that assist in the adoption of processes and practices that fit in with and supplement the continuous efforts of school reform and development practices.
In its approach to behavioural support, the PBS model places an emphasis on values of respect for the learner, relevant and meaningful learner outcomes, dignity and self-respect, normalisation as opposed to stigmatisation, as well as inclusion, person-centred planning and collaborative stakeholder participation (Johnston et al. 2006). Given this emphasis, the application of the PBS model is considered to be a valuable and successful alternative to the reactive and punishment-oriented approaches historically used by many schools. The use of the model also results in increased opportunities for teachers to devote more time to their teaching as opposed to managing learners' behaviour (Warren et al. 2006). McIntosh et al. (2010:10) report that the use of extensive research has been key to the success of PBS systems in reducing discipline-related problems and promoting a positive school climate with existing school resources. With increased exposure and familiarity, it can be argued that more schools will experience the benefits of using PBS strategies and become increasingly proactive in establishing school environments that are more conducive to learning (Warren et al. 2006).
Sugai and Simonsen (2012) identified the following fundamental features of PBS:
This study aimed to determine the effectiveness of using the PBS model in FP classrooms in the Limpopo province. To achieve this, the study sought to determine how effective and appropriate teachers found PBS in the identification and support of learners with behavioural difficulties within a selection of FP classrooms in Limpopo.
This research used qualitative methods of investigation. Empirical data were gathered through course module evaluations, focus group interviews, classroom observations and interviews with teachers from the classroom observations. Data were analysed using Miles and Huberman's (1994) interactive model of thematic content analysis.
The purposefully selected research participants for this study included 144 fourth-year BEd FP Limpopo in-service teachers. These teachers had undertaken the 4-year BEd degree at a South African university as part of the Department of Education's (DoE) improvement plan for its teachers.
An IE module was developed using the principles of the PBS model and its applications to the school environment. The selection and sequencing of the content of the IE module were impacted by the contextual factors related to the number of weeks per hour available for the module within the university calendar. Given that teachers in Limpopo were attending the module in the fourth and final year of their BEd qualification, they had already been introduced to Bronfenbrenner's bioecological model, to the psychology of education including child development, FP classroom pedagogy and the principles of inclusion. The teachers were therefore exposed to the integration of the curriculum to facilitate the incorporation of a wide range of curricular areas, and this was considered necessary to equip teachers to apply the PBS model's classroom strategies (e.g. reflective thinking, and classroom management). The IE PBS module also drew upon previously acquired knowledge and practice as the teachers had been involved in at least two Teaching Experience practicum opportunities per year over their previous 3 years at the university. This created opportunities for the teachers to experience first-hand the cultural and contextual differences between schools in the Gauteng and Limpopo provinces.
Empirical data were gathered through course module evaluations, focus group interviews and classroom observations. Evaluation of modules taught is a routine expectation of the university and is undertaken by students voluntarily. A module evaluation form was developed and was used to determine whether participants found the IE PBS module and its applications to the school environment to be a useful tool for the identification and support of learners with behavioural difficulties. Following the module evaluations, focus group interviews were conducted. A total of 11 focus group interviews were conducted, with each focus group having between five and seven participants. The interviews were conducted for approximately 1 hour per focus group. This was done during the time of day that was convenient to the group.
Focus group interviews are not without their challenges. Fontana and Frey (1994) identified the challenges that may arise as a result of group culture and dynamics to achieve a balance in the group interaction. In addition, there is also the reality that respondents may feel pressurised to provide what they may consider to be socially acceptable responses. To overcome this challenge, I took on the roles of a moderator and facilitator, and less that of an interviewer (Punch 2009). I sought to facilitate and moderate the group interactions by creating opportunities for each member of the group to participate, thereby facilitating individual responses of all members within the group while exploring with the group the links that emerged from the topics within the discussions. The advantage of such discussions is that it provides direct evidence about similarities and differences in participants' opinions and experiences (Mouton & Babbie 2003). By following up on unanticipated issues and asking spontaneous questions, the group dynamics and interactions created a shaping and reshaping of the opinions as the participants reflected on, added to and shared their similar and/or dissimilar experiences, while providing personal insights and reasons for them (Cohen et al. 2007). This assisted in overcoming potential power relation issues as each member's participation was valued and encouraged within the group.
Furthermore, following the focus group interviews, observations were conducted in the classrooms for four volunteer participants within four schools in Limpopo. Teacher interviews following the class visits provided data specific to the classrooms within which the observations took place, thereby providing a contextual lens in relation to contributing factors to challenging behaviour in the Limpopo FP classrooms and the effectiveness of the use of PBS within the classroom context. Each classroom observation lasted for approximately 1 hour. This length of observation was considered sufficient for this particular data collection as the aim was to get a gist of the potential use of some of the PBS tools and strategies related to classroom behaviour support. Only practices that could be reasonably observed within an hour of observation were included in the observation schedule. The observation schedule was adapted from the observation tools that are available at pbis.org (https://www.pbis.org/evaluation/evaluation-tools). The definition and operationalisation of the behaviours that count as good evidence of behaviour support practice within the observation tool were the same as those to which teachers were exposed as part of the IE PBS module.
What follows is a selection of the exemplars (examples of good practice, teacher with-it-ness exemplars) and non-exemplars (examples of poor practice, teacher with-it-ness non-exemplars). The first area of observation was classroom climate management. An example here was: the teacher makes positive and affirming statements. A non-exemplar was: the teacher seldom smiles at learners or speaks in a personal way to learners. The second area of observation was lesson planning, which included lesson delivery/presentation, lesson management and time management. An exemplar here of lesson presentation/delivery was: the teacher uses effective communication skills, organises an appropriate number and variety of instructional activities and presentation techniques. Learner engagement and learner management formed the third observation area. Non-exemplars of learner engagement included: the teacher seems unaware of the large amount of wasted time in her classroom, during which no active instruction is occurring. Either learners are not engaged in any type of learner-managed learning activity, have not been given directions to begin an activity, are waiting for another task or are not being supervised. Classroom routines, including organisational, academic and social routines, were the fourth observation area. An exemplar here was: the teacher designs, teaches and implements a variety of organisational routines to facilitate the movement of learners, the flow of paper and instructional materials and the adherence to schedule. The final item on the observation schedule included rules and rubrics used to communicate behavioural, social and academic expectations to learners. A non-exemplar here was: there are no behavioural expectations or rubrics posted in the classroom, and there are no posted rubrics for learner behaviour or work products.
Because of the fact that observation schedules have the tendency to decontextualise what they record, it was essential to also collect information about the relevant background (Denscombe 2010). Together with the use of the observation schedule, contextual factors were recorded to collect information about relevant background matters such as class size, space available in the class for teacher movement, whether the class was a print-rich environment, etc. These observation notes enhanced the understanding of the data collected.
Following the classroom observation, individual interviews were held with the class teacher for each of the four classes. These interviews were arranged either during the lunch break or during the teacher's free period. The interviews were semi-structured and were approximately 30–40 min in duration. The four interviewees were the teachers of the classroom that was observed. Two interviews took place in the teachers' classrooms during a tea break and lunch break. The other two interviews were held during the teachers' free periods in the staff room.
The aim of the interviews was to provide the interviewer and interviewees with the opportunity to discuss their interpretations of the 1 h observed period and to express how they regarded the practical application of the PBS model from their own points of view. The interview questions were therefore built on issues covered in the observation schedule in order to increase their salience and relevance (Cohen, Manion & Morrison 2011). The questions encouraged participants to comment on how they felt their lessons unfolded in relation to the key observed areas. The semi-structured interview format ensured that the interviews remained conversational and situational. In this sense, the interviews were not merely concerned with collecting data about the lived situations, rather they afforded the opportunity for knowledge to be constructed between the participants, thereby generating the data (Cohen et al. 2007). The semi-structured format further allowed for logical gaps in the data to be anticipated and closed by means of following up on an idea or topic, probing for further information or asking respondents to specify or provide examples (Kvale 1996).
The qualitative data (from the module evaluations, focus group interviews) were analysed using Miles and Huberman's (1994) interactive model of thematic content analysis. The data obtained from the focus group interviews were organised by the interview group. This grouping of the data from each of the focus group interviews enabled themes, patterns and similarities to be seen at a glance. While this is considered to be a useful way to summarise similar responses, it risks the 'integrity and coherence of the individual participant being lost to the collective summary' (Cohen et al. 2007:467). To overcome this challenge, there was a deliberate focus on individual responses, signalled by quoting responses in the discussion of the analysis. The use of direct phrases of the respondents was valuable in that they were more 'illuminative and direct than the researcher's own words' (Cohen et al. 2007:467).
With regard to the data from the observations as well as the individual interviews, each classroom observation and teacher interview was looked at as a data set before moving on to the next participant's observation and interview responses. Participants' responses given in interviews were aligned with the data from the classroom observations. Thereafter, the issues emerging from the data were drawn together across all four observations and four interviews to consider 'themes, shared responses, patterns of responses, agreement and disagreement, to compare the issues that each observation and interview raised' (Cohen et al. 2007:467). This assisted in preserving the integrity of the individual responses and enabled a whole picture of the interviews and observations across participants to take shape. Coding was then used to find themes and patterns in the data sets and across data sets (Cohen et al. 2007). Contextual realities of classroom practice as well as reported practice of PBS strategies provided an understanding of the social contexts as well as of the various discourses within the data sets, enabling a more fair-minded interpretation of the data.
Descriptive codes were used to categorise the data. The theoretical underpinning of the study, that is Bronfenbrenner's bioecological theory, inclusion matters and the literature linked to the various PBS strategies used within the behaviour support model, provided a stimulus for the overarching themes that emerged within the descriptive codes.
For this study, ethical clearance was obtained from the University of the Witwatersrand (ethical clearance number 2012ECE013). Permission was also sought and obtained from the Limpopo Department of Education. All other ethical protocols were followed, including informed consent, voluntary participation and freedom to withdraw from the study. Anonymity was guaranteed in relation to the module evaluations and classroom observations. Anonymity could however not be guaranteed in the focus group interviews as the identities of the participants within the groups were known to each other.
Within this research, I used the actual words of the participants' from the focus group interviews as well as classroom interviews as much as possible and this assisted in the promotion of descriptive as well as interpretative validity. I, however, needed to edit the language of participants for grammar but did not alter the meaning. Given that the participants' home language was not English, I did this to ensure that I did not show disfavour to the teachers' words if I put their verbatim words next to my closely edited written words.
One of the major difficulties connected with supporting learners with behavioural challenges that have been highlighted in the literature is the way behaviour and behavioural challenges are conceptualised and understood (Ferber 2006). For teachers to have a holistic understanding of behaviour and behaviour support, it was imperative that this study provided a framework of understanding learner behaviour from within a holistic paradigm. The ecosystemic framework provided the depth and breadth of such conceptualisation. This was evidenced by 94% of respondents within the module evaluations, indicating that the ecosystemic framework of understanding behaviour and behaviour support was one of the most valuable aspects of the PBS module.
In addition, the overwhelming majority of respondents within the focus group interviews and across all of the focus groups highlighted how the development in PBS had impacted their personal reflections about their role in supporting positive behaviour among learners. A significant change reported by the majority of respondents regarded their understanding of the causes of behavioural challenges. They reported in great detail how they had become more aware of systemic factors, including their roles, which contributed to a learner's negative behaviour. The majority of respondents reported that they had previously believed the cause of the behaviour to be learner driven. They now reported having become aware that systemic factors within the learners' home as well as systemic factors within the classroom, including teaching style and classroom management, impact learner behaviour.
This increased awareness of the various ecosystemic challenges led to an in-depth understanding of learner needs in the context of the classroom and home. The majority of respondents indicated that as a result of the new information, they were obliged to engage in introspection about their behaviour in their classrooms, their teaching practices and their use of language and tone of voice, all of which have the potential to support or impede positive behaviour in learners.
Overall, the respondents indicated that their initial limited linear view of learners and learner behaviour support had changed following their participation in the IE PBS module. The linear or first-level view positions the observer (such as the teacher or other professionals) on the outside of the microsystem (school, family and individual learner), and is predisposed towards investigations about difficulties, problems and challenges that provide linear explanations when describing and understanding the individual (Amatea & Sherrard 1994). The shortcoming of this lens is that the teacher is not considered an integral part of the system and remains an observer in the process of effecting change rather than a participant in the process. Following exposure to the IE PBS module and its ecosystemic theoretical underpinnings, the respondents began to consider themselves as integral to the context of support to effect behavioural changes. This shift included an understanding that there are layers or levels of interacting systems resulting in change, growth and development, and these can be physical, biological, psychological, social and cultural. The respondents of this study recognised that what happens in one system affects and is affected by other systems. This in-depth understanding is what the literature refers to as a second-level shift in conceptualising behaviour and behaviour support, which has led to respondents understanding that relationships among causes are reciprocal and multifaceted (Amatea & Sherrard 1994).
The understanding and use of this theory resulted in the majority of respondents reporting that there was an increased understanding about the magnitude, depth and breadth that their teaching and teacher roles impacted the learners' lives in and out of the classroom. This new knowledge and holistic view of learner support about the PBS support model increased respondents' consideration of their roles within the classroom and in the broader school context, which included home–school support partnerships. The teachers were effective in situating themselves as integral to the context of understanding and supporting effective behavioural change. Within this study, it was evident that respondents had moved from understanding the individual within a psycho-medical framework to a second-level understanding which viewed learners within the various relationships and support networks of which they formed a part. Literature asserts that individuals develop through the varied activities and interactions that they engage in within their microsystems (Tudge et al. 2009).
As is the case elsewhere, within the South African context, issues of inclusion and inclusive practices continue to be an essential aspect of local, national and international discussion about how best to respond to learners who experience difficulties in school (Engelbrecht et al. 1999). Embedded in the discussion, research and inclusive practices debate is the call to reduce the number of learners excluded from school for disciplinary reasons (Evans, Harden & Thomas 2004). The imperative to support learners who present with behavioural challenges has emerged in this study as a core outcome. Respondents within this study previously engaged in a variety of exclusionary practices (learners were 'just left outside', were 'shouted at', 'beaten', etc.), and following their participation in the IE PBS inclusion module, they reported that they now reflect on, assess and develop values and beliefs as well as instructional teaching and assessment practices that support the inclusion of learners who present with challenging behaviours. Such deep teacher reflection and a move towards inclusionary practices and action are supported by the literature as the key to educational change (Walton 2011). The majority of respondents within the study reported using various PBS strategies. Respondents reflected on how their attitudes to teaching and learners had become more supportive and less exclusionary. This result supports the literature that states that 'what teachers think, what teachers believe and what teachers do at the level of the classroom ultimately shapes the learning that young people get' (Hargreaves 1994:1). While earlier literature about PBS application was absent in the South African context, there is now information that assists in considering this model of behaviour support as useful and relevant to a different context.
Within the theoretical framework of Bronfenbrenner's ecosystemic theory, behaviour and behaviour support can only be fully understood taking into account the person–environment context that represents the entirety of relationships and interactions among individuals and their environments. The findings of this study were that the factors perceived by respondents to contribute to learner challenging behaviours in Limpopo FP classrooms were those negative factors within the home, school and immediate communities. It was these proximal interactions that are highlighted in the relevant literature, which were found to be relevant in this study as well. These included the interaction between the parent and child, the teacher and learner as well as the learner and other learners (Bronfenbrenner 2006).
The three main microsystem factors contributing to learner challenging behaviour were found to be the following:
The shift reported by respondents, who initially viewed themselves as outside and apart from the systems that impact learner behavioural challenges, involved them seeing themselves as integral contributors to behaviour challenges, and also as part of the possible solution to the support of learners with behavioural challenges. Reported reflexive introspection by the respondents led them to consider themselves as agents of change within the system and as capable of offering protective support concerning behavioural challenges when applying PBS strategies of behavioural support in the classroom.
The respondents considered that before they were exposed to the IE PBS module, their ability to manage behavioural challenges was inadequate. They lamented their inadequate initial teacher education and the lack of professional development courses in behaviour support and behaviour management. Their concern about the inadequacies in their approach was indeed legitimate and is supported by previous findings (Green et al. 2011).
Following their participation in the IE PBS module, the majority of respondents felt better-equipped to deal with learner challenging behaviours in the classroom. The PBS strategies found by the majority of respondents to be most relevant to the management of behavioural challenges are summarised below:
The value of PBS found by the participants in this study is congruent with international findings of the value of the PBS model of behaviour support (McIntosh et al. 2010). The emphasis is on the core values of 'respect for the individual, meaningful outcomes, social validation, dignity, normalisation, inclusion, person-centred planning, self-determination, and stakeholder participation' (Johnston et al. 2006:54). The application of the PBS model within this study was a valuable and successful alternative to the 'reactive, punishment-oriented approaches historically used by many schools' (Johnston et al. 2006:54).
An overall evaluation of the Inclusion module that was taught, as well as teachers' responses during the focus group interviews and classroom observations, provided sufficient data to confirm that the Limpopo FP teachers indeed found the PBS model and effective and appropriate tool that could be used in support of learners who present with behavioural challenges in their classrooms. All respondents indicated on the module evaluation forms that they would use the strategies in their classrooms to assist them in support of learners with behavioural challenges. The majority of respondents (94%) indicated that they had found the following aspects of the PBS module most valuable:
There was strong support for the model, particularly once an understanding of the various factors that contributed to behavioural challenges had been established. While previously learners were believed to be just naughty, the ecosystemic understanding of how the learners' home, school and family contexts impact his or her behaviour was reported to be valuable. The participants reported that the ecosystemic view opened up the channel for them to consider their part in the various systems within the school context that led to challenging learner behaviour. Such a realisation reportedly allowed the respondents to be reflexive about their role within the system of support and make the necessary classroom practice and attitude adjustments. The Limpopo FP teachers unanimously reported a better and deeper understanding of the contributory contextual factors that impact challenging behaviour in the classroom.
All respondents without exception found that where previously they felt inadequately prepared to manage behavioural challenges, the PBS strategies they were taught were very valuable in addressing behavioural challenges and were a welcome support for their classroom practices. Common behaviour management practices that respondents admitted to having been using were highlighted within the focus group interviews as being inappropriate and ineffective. These included the use of corporal punishment, negative attitudes by teachers towards learners and towards teaching, as well as prevalent practices of favouritism, victimisation and labelling of learners. These same behaviour management strategies, together with the majority of respondents' reported lack of knowledge of appropriate teaching strategies, challenging contextual factors of overcrowded classrooms and challenging systemic factors related to home–school partnerships, were also considered by the majority of respondents as factors that contributed to challenging behaviour in the class.
Overall, the classroom observations revealed a general use and application of the following PBS principles: positive classroom and climate management, relevant lesson and time management, organised lesson designs, meaningful lesson presentations, meaningful use of organisational rules, appropriate management of learner conflict/disruptions, as well as appropriate use of social rules and routines.
The PBS strategies that were reported by the teachers to have been most effective included the use of praise/rewards/tokens. Efforts towards greater parent–teacher collaboration were also highlighted, together with the use of classroom rules. This can be observed in the teachers' comments below. In addition, the appropriate use of silence as well as positive regard for the learners and the appropriate use of affection were also significant strategies that were reported to be assisting in getting learners to attend as well as build positive relationships with the teacher. An example of the effectiveness found in the use of silence in the classroom is reflected in the following excerpt:
'I used this thing of just being quiet, I never thought it will work. I just go in, see them making a noise and I just say, stand up, fold your arms, and close your mouth. And you can see they are just surprised, I am talking soft not shouting and soon they all become surprised and just do it, I just say fold your arms, close your mouth, and yes this thing is working! One by one they become quiet. We are used to shouting and saying KEEP QUIET!!! But they don't stop. Hey, but this thing it works (laughing). It was the first time I saw being soft can calm children down.' (School 1, teacher 1, female)
'I used this thing of just being quiet, I never thought it will work. I just go in, see them making a noise and I just say, stand up, fold your arms, and close your mouth. And you can see they are just surprised, I am talking soft not shouting and soon they all become surprised and just do it, I just say fold your arms, close your mouth, and yes this thing is working! One by one they become quiet. We are used to shouting and saying KEEP QUIET!!! But they don't stop. Hey, but this thing it works (laughing). It was the first time I saw being soft can calm children down.' (School 1, teacher 1, female)
Positive regard, affection and emotional support of learners were also reported to be strong contributing factors to building learners' self-esteem and sense of belonging in the classroom. This, in turn, reportedly encouraged positive behaviour practices from the learners. The responses below highlight the moving stories that one teacher told of the value of emotional connectedness within the classroom:
'Just to give them (learners) hugs or a kiss on the head, just to praise them. …you see it is working and they feel comfortable and share what is happening.' (School 1, teacher 2, female)
'That child from Zimbabwe told me he wants me to be his mum. I asked him why, he said he has never been hugged before. So you see, just showing some love is a very big thing for that child.' (School 1, teacher 2, female)
'Just to give them (learners) hugs or a kiss on the head, just to praise them. …you see it is working and they feel comfortable and share what is happening.' (School 1, teacher 2, female)
'That child from Zimbabwe told me he wants me to be his mum. I asked him why, he said he has never been hugged before. So you see, just showing some love is a very big thing for that child.' (School 1, teacher 2, female)
Given the value that respondents found in the use of the PBS model support strategies, there was widespread advocacy for other teachers in the province also to undergo such professional development. The issue of needing more time to practise the strategies was raised by a large number of respondents, together with the need for continued professional development in the area of behaviour support for all teachers in the Limpopo province. The overall feeling of participants was that such knowledge needed to be shared for the broader support of learners within their schools and learning communities.
The teachers considered that the PBS strategies were good and useful for excellence in teaching, and the limitation was that only a few teachers had been exposed to it. The impact of the respondents' strategies of behaviour support was creating awareness among other teachers that there was a different, better way to support learners who present with behavioural challenges. The lack of opportunity for these strategies to be shared with their colleagues was highlighted as a challenge. All respondents reported that it was imperative for teachers within their schools to have an opportunity to learn the principles and practical applications of the PBS model and thereby learn healthier support mechanisms by which challenging learner behaviours could be addressed. One poignant reflection was when one teacher expressed: '…it is a waste for us to be the excellent teachers alone'. The idea of increased exposure and familiarity with the PBS model is strongly supported by literature as having the advantage of more teachers within schools and more schools within districts experiencing the benefits of using PBS strategies to 'proactively establish school environments [to be] more conducive to learning' (Warren et al. 2006:196). In order to ensure that IE is embraced and pursued by all teachers, there continues to be a need for professional development and support (Ntombela & Raymond 2013).
Shulman (1986) explains that teacher education should function to teach prospective teachers how to use ideas and theories in their classroom practice and should also help them to investigate and discover how those ideas and theories in effect manage those who attempt to engage them. The imperative that teacher education programmes incorporate effective behaviour support strategies together with general pedagogical development and specific classroom behaviour support management techniques has been proven valuable in the findings of this research. The findings provide a compelling argument that the ideas and theoretical underpinnings of the PBS model should form part of the support strategies that prospective teachers are exposed to as part of their pre-service education.
This research deliberately focused on Limpopo FP teachers during their teacher education degree at the university. The PBS model was evaluated for the effectiveness of its use within the specific context of Limpopo. The findings that emerged from the study provide rich data to support a meaningful understanding of the value of PBS that has been found within a specific context. It is however accepted that the specific context would limit the generalisability of the findings to other South African contexts.
The PBS model is a model used predominately in overseas countries as a school-wide model of support. For this study, the model was adapted to focus only on the classroom PBS strategies. The use of the model as a complete three-tiered approach was therefore not investigated. Despite having to practise the PBS strategies in isolation from their colleagues, the respondents nevertheless willingly tried out the PBS model of support. This can be considered as a sign of the perceived value of the PBS model and the respondents' adaptability to use different forms of learner support in their classrooms.
A further limitation evolved out of one of the findings of the study. The majority of respondents expressed strongly that all FP teachers within the Limpopo province should have the opportunity to participate in professional development on behaviour support and the PBS model. This urgent call by the respondents, while accepted as legitimate, was not possible to be addressed within the scope of this research. The respondents commented on the interest shown by their colleagues at their schools concerning the good practices they saw being implemented. The majority of respondents expressed the concern that there was little opportunity for them to share their expertise with others, given the busy schedules of all the teachers and the heavy workloads.
While this study is possibly the first to provide information about the value of PBS within the South African context, and specifically within the province of Limpopo, there are extensive opportunities to conduct further research on the model within the rest of the country. Literature suggests that in South Africa teachers may find it harder to adopt new strategies for various contextual reasons. Contextual factors that may impede teacher uptake include teachers' difficulties with lack of appropriate resources, poor learner engagement and teachers' own poor teacher education as a result of Bantu Education (Chrisholm 2003). Further studies in various other South African contexts would, therefore, provide invaluable information with regard to possible generalisability of the value of PBS support in this country's context.
Although the findings of this study indicate a pocket of success in relation to the value of PBS, further studies to explore the value of long-term school-based behaviour support with PBS interventions can provide data in relation to whether the model achieves success in the reduction of behavioural challenges within schools and classrooms in different contextual settings. Various national and international studies argue for the effectiveness of intervention programmes that include coaching and follow-up programmes. The duration of such programmes generates opportunities for collaborations, group inquiry into practice and individual reflections (Brodie 2008). Research into the long-term use of PBS support programmes in collaboration with school-based support teams across various districts in different provinces of the country may provide further information concerning teacher uptake of intervention and support programmes in the area of behaviour support.
In light of the fact that at the time of this study I did not find much documented research regarding the use of PBS within the South African context, the findings of this study suggest that it is the first of its kind. The study offers an indication of the value and effectiveness of PBS within South Africa. The findings of this study reveal that the Limpopo FP teachers indeed found that the PBS model was a practical and useful tool for the understanding and support of learners who present with behavioural challenges in their classrooms. Overall, the research findings provided evidence to support the effectiveness of the PBS model for Limpopo FP classrooms and, in doing so, have been successful in providing useful information about the use of the PBS model in the South African context. The PBS model was found to be valuable and useful in helping the Limpopo FP teachers better understand and better manage behavioural challenges in their classrooms. The opportunities for exploration of the PBS model within higher education courses for teacher education are possible given the value the FP teachers found in the IE PBS module taught. This, I would argue, will equip teachers with the skills and knowledge to support positive behaviour in the classroom.
This research has been based on the author's PhD thesis submitted to the University of the Witwatersrand.
The author declares that she has no financial or personal relationships that may have inappropriately influenced her in writing this article.
V.M.D. is the sole author of this article.
The research reported in this article was supported by the European Union Primary Education Policy Support Programme (EU PPSP).
New data were created or analysed in this study.
The views and opinions expressed in this article are those of the author's and not an official position of the institution or funder.
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These berries are wrapped in prosciutto and stuffed with a blend of cheese and greens. They make for a fun snack, and are also great for entertaining. If you've been worried that you can't host a party or serve guests Paleo foods, there's no need to worry. Many of the dishes that you make will not look any different than "normal" food, and if you don't want to tell anyone it's Paleo friendly, you don't have to. In this recipe they're using ricotta, but they are making sure it's grass-fed. If you are unable to process any sort of dairy you'll want to omit this part, but many Paleo followers allow a bit of high quality cheese now and then.
Halloween has come and gone, but there's still time to get your squash on! Ground flax seed, vanilla protein powder and egg whites pack on the protein, while pumpkin pie spice and pumpkin puree provide a double-punch of its heartwarming flavor. Top with pepitas and honey for a delicious and festive feast. Photo and recipe: Gina / Running to the Kitchen
Serve the pancakes warm with maple syrup or more honey. You can also allow the pancakes to cool completely before wrapping them tightly in freezer-safe wrap and freezing. When you are ready to serve the pancakes, unwrap the stacks, separate the pancakes from each other and place them, frozen, in a toaster oven. Cook at about 300°F until warm, 1 to 2 minutes.
Any time I see a grain-free recipe for pancakes that says "like REAL pancakes" I always hope "Yes, maybe this is THE ONE!" But like all the others, it's not. Comments on here saying that there was a strong baking soda taste were correct. I even added in chocolate chips to cover it a bit (still there!) and followed some tips I saw in the comments–I mixed the dry ingredients together then ran them through a mesh strainer (twice!) to make sure everything was well incorporated, added a bit of vanilla and cinnamon, like I used to with regular pancakes, and folded the egg whites at the end to keep the pancakes fluff(ier). I will give them that: they stayed thick, and folding in the egg whites did help most of them from getting too dense (but never fluffy like a real pancake). Then again, mine definitely didn't come out like the video batter–it was closer to a cookie dough consistency.
This sweet potato is stuffed with beef and blueberries, a combination that you may not have ever seen before. They all combine to form a very well-balanced Paleo meal, and you're getting tons of antioxidants both from the blueberries and the sweet potatoes. The beef gives you protein, while sweet potatoes are a carbohydrate that is digested slowly by the body. There is just as much sweet potatoes as there is beef, with just a bit of blueberries added for good measure. This makes for a microcosm of what it's like to eat a perfectly portioned Paleo meal. https://www.youtube.com/watch?v=CTxpNjgsbI0
Sometimes I just don't want the banana flavor either. So I decided that processing other fresh fruits/vegetables to the consistency of applesauce would give me some variety. The mildest I have tried so far are apples and zucchini. The eggs really provide the structure, so if it's a little juicy, like pineapple, you may want just a bit more egg than fruit, and a good hot pan to keep them from spreading too much. However, I have also realized (accidentally the first time) that I can make a thinnish one the size of my skillet, flip it, and have a nice wrap too. Just don't cook it too dry or it splits like egg when you bend it. Extra coconut oil/butter in the mix helps that a little. Made with pureed homemade salsa, it's fantastic with some seasoned ground beef, lettuce, tomato, sour cream. Made with pureed zucchini, the most versatile savory (spice it up!) one, I think, that is particularly good with mediterranean-spiced lamb and some garlic and cucumber in sour cream (I miss my shawarma). I'm still working with the ratios to get a wrap that consistently doesn't break, so I can eat it like a tortilla/flatbread, but I usually end up eating it with a fork any way.
Thai Steamed Mussels Teriyaki-Style Salmon with Veggies Spicy Fish With Cabbage Slaw Easy Fish Curry Spicy Grilled Jumbo Shrimp Fried Fish Tacos Buffalo Shrimp Lobster Salad with Taro Chips Asian Marinated Tuna with Shaved Salad Shrimp Ceviche with Tostones Halibut with Peach and Pepper Salsa Sesame Spiced Tuna Crispy Coconut Shrimp With Mango Sauce Rosemary-Skewered Scallops Crab Stuffed Shrimp Bacon-Wrapped Salmon Shrimp Burgers with Pineapple-Avocado Salsa Sweet Lemon Shrimp Orange-Rosemary Seared Salmon Smoked Salmon With Fresh Vegetables Tuna Burgers Spicy Tuna And Cucumber Bites Salmon Cakes Mussels in white wine sauce Fish tacos Creamy tomato baked scallops Shrimp in fruity salsa Garlic Shrimp With Zucchini Noodles
This could be the perfect trail mix. It's full of crunch from a variety of nuts, sweetness from coconut flakes and banana chips and just the right amount of chocolate to curb those cravings. It comes together right in the slow cooker, so your kitchen will smell amazing! Be sure to use coconut oil or ghee instead of butter here to keep it strictly Paleo. https://www.youtube.com/watch?v=xO9hgIjup6c
Thank you, thank you, thank you for posting this paleo pancake recipe. My toddler's diet had to be altered for health reasons and pancakes are one of her favourite breakfast items. I've been so stressed out trying to find recipes that she loves and this one is a keeper. She and I included absolutely love these pancakes! She's at a picky toddler age… and I eat them because they're so delicious!
These clusters are great for popping, and they're made from one of the healthiest seeds out there, pumpkin seeds. In fact there's only four different ingredients to these, so they've kept it very simple, and you don't have to worry if there are any unapproved items here. These are going to be sweet from the use of honey and coconut sugar, with a strong vanilla flavor from the vanilla extract. You can use these to satisfy your sweet tooth without the need to eat an entire dessert. https://www.youtube.com/watch?v=nlAiM0E68Oc
Yes, I did it right. Only 3 ingredients. Are you like some people and just pass up plantains in the grocery store? I used to be like that. I didn't even know what they were. They looked weird and terrible. I don't think like that anymore since I've gotten to know them. You can either choose them when they are on the yellow side or the green color side. The only difference is that the yellow ones are riper and therefore sweeter. The green ones are less ripe and won't taste as sweet. That choice is just up to your preference. The yellow ones are a little harder to work with because they are more sticky. I do recommend green but you should experiment and have fun. Don't worry about the skin being brown and a little bruised. The skin on plantains is really thick so the fruit is more protected than with a banana. https://www.youtube.com/watch?v=urGzfAW70PY
These pork chops are made on the grill, so they are going to seal in all of the delicious grilled flavor. Plus they have added a nice mustard coating on it, so you're going to have a bit of spiciness here as well as the flavor from the pork. They topped it off with basil apricot relish so there will be a sweetness to balance out the mustard, and sweet fruits like apple sauce are often paired with pork chops because they simply go really well together. You'll want to make sure that you get a vegetable with this. It's nice to have some fruit with it, but vegetables get top rank along with meat. https://www.youtube.com/watch?v=p9nD6DEQ1-U
If you thought pulled pork sliders were off the menu, you were wrong. You just have to find creative workarounds when you are making Paleo recipes. In this case they've replaced hamburger buns with sliced sweet potato, which gets the wheat out. They haven't skimped on the pulled pork which is going to taste just like you'd expect it to if you ordered a pulled pork sandwich from a barbecue joint. Creativity is one of the main and factors when you are eating Paleo because nothing is really off limits, you just have to figure out how you can have it.
No grains? No problem. Paleo eaters may shun grains, processed vegetable oils, and refined sugars, but that doesn't stop them from enjoying plenty of delicious dishes—and creating some downright ingenious recipe substitutions. Whether you're a longtime primal-eating fanatic or just curious about what it's like to go back to dietary basics, we've got 39 delicious Paleo-approved snacks for whenever hunger strikes. https://www.youtube.com/watch?v=qBt-yRHqajM
The paleo diet encourages you to skip weighing and measuring yourself and if at all encourages you to count nutrients as opposed to calories. So the only thing you should take into consideration when meal planning is making sure you'll approximately cover your macronutrient needs and then simply eat as much as you feel like when it's breakfast, lunch or dinner time.
Nina, how much cinnamon do you use for your pancakes? I have tried banana pancakes, with just 2 eggs, a banana and then some cinnamon and vanilla, but….I find seems like the banana tends to overpower things a bit, not sure if I'm not used to or not or if using an organic one would make a difference, but it's a little bit of an adjustment. Any tips there? A binder may not be a bad idea either…… https://www.youtube.com/watch?v=S2wGrYngpJ0
I love you and your recipes better than all.the other paleo recipe sites! These pancakes are delicious, even though mine weren't as beautiful as yours! They still tasted great. I must need a better pan as you suggested! You have the best, simple paleo recipes. I love your 2 ingredient roti and naan bread so much! They make the sting of going gluten free bearable! I do wish you'd develop a bread that I could slice for a sandwich, toast for breakfast and even eat by itself! Other than that, I just dont need any other cookbooks besides yours!
Anytime you keep things simple you'll be keeping them Paleo. Think about it: early man didn't complicate things because they couldn't complicate things. They had to use what was around them, whatever that would have been. They also didn't have well-equipped kitchens like we have, so their cooking style would have been rudimentary, yet effective. This tomato soup only adds a few different items plus some seasonings to fresh, ripe tomatoes so it's going to really pop in your mouth, and the tomato flavor will be front and center. Luckily we have things like immersion blenders to make quick work of the preparation process. https://www.youtube.com/watch?v=xcHTNdMiVdA
Move over, Doritos; there's a new ranch chip in town and it's actually healthy for you. These kale chips are seasoned with zesty ranch flavor from dill, garlic, and lemon juice. Plus, they're made with only clean ingredients, unlike Doritos (hello, MSG!). Although these chips do list sugar on the ingredients panel, it only comes in at 3 grams per 1-ounce serving. https://www.youtube.com/watch?v=2lTSvNt_hZo


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Ellicott City, MD 21043
For comfortable dental hygiene treatment in the Ellicott City, Maryland area, Dr. Teresa Adams is known for having a gentle touch. The friendly team at Soft Touch Dental Care provides teeth cleaning for a whiter smile.
Maintaining good dental hygiene is the foundation for healthy teeth and gums. We're committed to helping you have a lifetime of oral health.
At Soft Touch Dental Care, serving the Ellicott City, MD area, Dr. Teresa Adams offers Electronic Dental Anesthesia (EDA) to help greatly reduce the sensation of an injection. The EDA is a battery-operated device that sends mild electrical impulses through a finger pad that Dr. Adams holds against the tissue surrounding your tooth. This produces a pulsating, tingling sensation which effectively masks the discomfort of an injection.
With sedation dentistry, you'll feel like you slept through your appointment with Ellicott City area sedation dentist Dr. Teresa Adams. You'll likely remember absolutely nothing about your treatment, except waking up to your successful results. Dr. Adams commonly hears her patients say, "I remember taking a pill and the next thing I remember is waking up with my teeth fixed."
Don't let untreated dental problems get you down. Rebuild your confidence with a beautiful new smile. From simple treatments that make a big difference, to more extensive work, unveiling the smile you were meant to have can have profound life-changing effects. Serving the Ellicott City, MD area and offering general dentistry, Dr. Adams can help you develop an affordable treatment plan you'll feel good about.
A negative self image can be detrimental to many facets of your life. Ellicott City area dentist Dr. Teresa Adams understands the positive life-changing power that a healthy and beautiful smile can bring to you. Here at Soft Touch Dental Care, we don't want you to be embarrassed any longer. Why not take your smile - and even your life - to a new level of self-confidence and beauty?
602 S. King St. Suite 302
Leesburg, VA 20175
Dr. Jose Loza, practicing in the Leesburg, VA area, can provide you with the highest quality dental crowns available, and restore your smile. Using state-of-the-art materials and cutting-edge techniques, Dr. Loza can make your smile look healthy and natural again.
Leesburg Dental offers designated handicap parking spaces for the exclusive use of vehicles displaying handicap hangtags or disabled license plates. Conveniently located in the Leesburg, Virginia area, Dr. Jose Loza provides general dentistry and offers fully accessible facilities.
If you're looking for a more pleasing, silver-free smile, you'll want Leesburg area dentist Dr. Jose Loza to replace your amalgam fillings with natural-looking composite fillings. Tooth-colored fillings are thought to be safer and more attractive than older silver amalgam fillings. Dr. Loza will precisely match your new tooth-colored composite fillings with the natural color of your teeth, providing you with virtually invisible fillings.
Leesburg Dental practices the highest infection control standards to protect our patients and ourselves. In the Leesburg, VA area, Dr. Jose Loza and his staff strictly observe all Occupational Safety and Health Administration (OSHA) guidelines. All instruments are cleaned, disinfected and routinely sterilized as recommended by the American Dental Association and the Centers for Disease Control. Whenever possible, disposable, single-use items are used to ensure your safety.
We understand you have a busy life, and "going to the dentist" is one more task you need to check off your ever-growing "to-do" list. That's why here at Leesburg Dental, located in the Leesburg, VA area, we offer people hours, not office hours. Dr. Loza and his staff put your needs first by providing flexible scheduling options to ensure you obtain an appointment that is convenient and workable for you.
Rippeon, Daryll E D.D.S.
105 E Main St
Thurmont, MD, 21788-2009
Thurmont Family Dentistry
100 S Center St
Thurmont, MD, 21788-1910
Thurmont Family Dentistry
105 E Main St
Thurmont, MD, 21788-2009
Mc Curdy, Ronald J D.D.S.
105 E Main St
Thurmont, MD, 21788-2009
Technology now offers attractive options for cavity restorations in dental care. Called composites, these new tooth-colored fillings are excellent choices for front teeth and other repairs that might be visible. Composites duplicate the natural appearance of a tooth in restoring decayed teeth or repairing a defect.
Composites are made from a mixture of microscopic plastic and ceramic resin particles. Another type of tooth-colored filling is called a resin ionomer, which releases fluoride useful for preventing tooth decay.
The bonding process used in restoration provides strength to the tooth, making it more structurally sound. It also seals the tooth, decreasing the chance of sensitivity to hot and cold. Some composites made with materials releasing fluoride are ideal for treating root decay, a condition when gums recede, exposing tooth roots to more cavity-causing plaque. These fluoride-releasing materials also are useful for filling decayed baby teeth.
Following removal of the decayed area, a mild acid solution is used to prepare the tooth's surface for bonding. A bonding agent is then brushed over the surface. Next, several layers of the composite are applied. For a natural appearance, the dentist matches the color of the composite to the tooth.
Then, it is chemically hardened or cured with a special light and finally polished for a natural-looking finishing touch.
In a five-year clinical study, some of the resin materials demonstrated 100% effectiveness for adhesion and retention. Like other types of fillings, they may require periodic replacement. While the material is very durable, they may not perform quite as long as silver fillings or amalgams for their resistance to the rigors of grinding and chewing.
Scheduling regular dental exams is an important part of good oral hygiene. Your dentist will check your invisible fillings each time to ensure their performance.
By Brian J. Gray, DDS, MAGD, FICO
Problems with the way your teeth fit together occur in many different ways. Some bite problems cause discomfort or even pain, and that pain can masquerade as problems that you would not readily associate with your teeth. Some bite problems can cause major damage to your teeth without producing any obvious discomfort.
There are some pretty simple ways that anyone can detect TMJ when a problem with the bite is causing or at least contributing to pain or discomfort.
The clench test: With your mouth empty so there is nothing between your teeth to bite on, close your teeth together and squeeze hard. If clenching your teeth together causes any sign of discomfort in any tooth, you have a disharmony in your bite.
Teeth that are sensitive to cold often get that way from the extra pounding they take if any part of that tooth strikes before the rest of the teeth contact during closure. Use the clench test to see if the extra sensitivity is related to an uneven bite. Squeeze hard. If you can make any tooth hurt by empty mouth clenching, the bite is probably the main reason for the sensitivity. This is a good way to find out if a new filling or crown is "high." If it hurts when you clench, it is probably not in perfect harmony with a correct bite. You should be able to bite hard and grind your teeth together in all directions without feeling discomfort in any tooth if your bite is perfect. The exception to this is if you have advanced periodontal disease, you may have several teeth that can't accept firm biting, but even then, you should not normally feel pain in a single tooth when biting.
If biting hard causes pain or discomfort in the jaw joint, (you may feel it just in front of your ear), you can suspect a possible relationship between your bite and a temporomandibular joint (TMJ) problem. It may be associated with a structural disorder in your TMJ, but more often the pain is coming from certain muscles that move your jaw joints to accommodate a bite that is not in harmony with your TMJs. Your dentist should be able to diagnose the exact source of the pain.
Look for severe wear on your teeth, as this is another sign that your bite is not in harmony. If you have worn all the enamel off the biting edges of your teeth, you will see a darker colored surface. This is dentin and it will wear down seven times faster than the much harder enamel that you've already worn through. So ask your dentist to evaluate what is causing so much wear. This wear can be especially damaging when it is on your front teeth, so if you notice your lower front teeth have worn down to dentin, have your bite checked. Better yet, don't wait till all the enamel is gone. Schedule a visit to your dentist office. Correcting your bite may stop or at least slow down the wear process.
By Peter E. Dawson, DDS


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Opening hours
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Toilet cistern repairs, Drain unblocking, Plumbing repairs, Toilet plumbing, Plumbing maintenance, Leaky tap repair, Maintenance, Bathroom renovations plumbing, New home plumbing, Alterations, Renovations, Plumbing alterations, Bathroom plumbing, Kitchen plumbing, Laundry plumbing, RepairsPlaces
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About Plumber Dan
Want someone who can look after your general plumbing and maintenance needs?
Then get in touch with Plumber Dan!
Registered plumber, Daniel offers reliable plumbing services. With more than 18 years of industry experience, Daniel provides expert plumbing solutions to all residential and commercial clients across Wanganui!
The expert services Plumber Dan offers are:
- Kitchens and Bathrooms
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Whether you have a blocked sink, drainage issue or a roof leak, Plumber Dan has the expertise and knowledge to find the right solution at a cost effective price.
For more information and to discuss your requirements call Daniel from Plumber Dan today or visit their website today!
What makes us different
Plumber Dan Ltd has 10 qualified Plumbers, Drain layers and Gas fitters with a combined 196 years of experience in their field.


text:
Taylor Fertility Clinics - Texas
Welcome to In Vitro Centers an online directory featuring Fertility Clinics from all across the United States. We have organized our directory by state, city, zipcode and areacode to make it quick an easy to find a Fertility Clinic near you. In Vitro Centers is the premiere resource in Taylor, TX for finding information on artifical insemination, clinics, cheap ivf and fertility doctors.
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text:
Fascist school. (1930)
Not Digitized
Availability of videosources
Needs clarification of possibility of digitizing in HD.
Reel №1
During the Coliseum on the open veranda of the girl covered tables for a meal.
Meal after the signal for dinner.
Children go to the column dinner.
Prayer before meals.
Lesson at school, beginning with a prayer.
Crucifix and a portrait of Mussolini on the class wall.
Prayer pesnipenie children.
Children picking flowers in the open air, and put them to the grotto and to the image of the Madonna in the classroom.
After reading the children are accepted for embroidery.
Italian lessons in the form of a letter to the Duce.
Recitation of the boy in front of a microphone on the march on Rome fascists.
Lesson of labor and performance of the winning song.
Film projection in the school on a military parade screen.
Physical and chemical experiments in the classroom.
Game ball boys younger.
Theatrical History, Suit representation in the country with the participation of children and for children.
Chronicle sending Italian troops in Abyssinia.
Farewell to a soldier with the children.
Children also noted on the map promotion of Italian troops in North Africa.
Collecting scrap metal to help the army and the national economy.
Letting the children of a family and family gold jewelry for the country.
Words of comfort to the boy in the school, whose father, a fascist fighting killed.
Procession of children at the monument to the heroes Dogali 1887 as well as in the fascist monuments.
The study of maps and geography at school
Key wordsItaly, children, school, fascists, movies, teaching, charitable aid, soldiers, monuments, concert


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|Electronic books
|Additional Physical Format:
|Print version:
Knight, Dominic.
Trumpedia : Alternative Facts about a Real Fake President.
Sydney : Allen & Unwin, ©2018
|Named Person:
|Donald Trump; Donald Trump
|Material Type:
|Biography, Document, Internet resource
|Document Type:
|Internet Resource, Computer File
|All Authors / Contributors:
Dominic Knight
|1760637580 9781760637583
|OCLC Number:
|1 online resource
|Cover; Title page; Copyright; Dedication; Legal disclaimer; Note to readers; Access Hollywood; America First; The Apprentice; The Art of the Deal; Baby Trump blimp; Alec Baldwin; Steve Bannon; John Barron; Barron Trump; Battery theory; Bill of Rights; Birtherism; Cabinet; Cameos by Donald Trump; Trump casinos; Charlottesville rally; Christian right; Hillary Clinton; Roy Cohn; James Comey; Covfefe; Stormy Daniels; Deep state; Diet Coke; Donald Junior and Eric Trump; Donald Trump; Electoral college; Empire State Building; Environmental Protection Agency; Fake news; Fake News Awards. Family separation policyFashion and Donald Trump; Trump Foundation; Fox & Friends; Goldman Sachs; Trump Golf; Hope HIcks; HIV and HPV; Trump International Hotel, Washington, D.C.; Ivana Trump; Ivanka Trump; Jerusalem; Kim Jong-Un; John Kelly; KFC; Kleptocracy; Jared Kushner; Make America Great Again; Marla Maples; Mar-a-Lago; Jim Mattis; McDonald's; Melania Trump; Miss Universe; Trump Mortgage; Robert Mueller; Narcissistic personality disorder; The Trump Network; Non-disclosure agreement; Nuclear football; Trump Organization; Pardon power; Mike Pence; Reince Priebus; Vladimir Putin. Real News UpdateRepublican primaries, 2016; Sarah Huckabee Sanders; Anthony Scaramucci; Shithole; Trump Shuttle; Sean Spicer; Steele Dossier; Supreme Court; 3 Doors Down; Tiffany Trump; Rex Tillerson; Trump Tower; Twitter; Trump University; Trump Vodka; Voter fraud; The Wall; Kanye West and Kim Kardashian West; Witch hunt; WWE.
|Dominic Knight.
A bitingly funny satire on the world of Donald Trump, from the author of the Christmas bestseller Strayapedia.
User-contributed reviews


text:
The major reason for setting a goal is for what it makes of you to accomplish it. What it makes of you will always be the far greater value than what you get.
Only you can control your future.
I do know that when I am 60, I should be attempting to achieve different personal goals than those which had priority at age 20.
The way to get started is to quit talking and begin doing.
Old Professors never die, they just lose their faculties.
Just because something doesn't do what you planned it to do doesn't mean it's useless.
A holding company is the people you give your money to while you're being searched.
Kill my boss? Do I dare live out the American dream?
One of the main weaknesses of mankind is the average man's familiarity with the word 'impossible'.
If you don't have time to do it right, when will you have the time to do it over?
Apple's market share is bigger than BMW's or Mercedes's or Porsche's in the automotive market. What's wrong with being BMW or Mercedes?
To solve any problem, here are three questions to ask yourself: First, what could I do? Second, what could I read? And third, who could I ask?
Leadership and learning are indispensable to each other.
Those who vote decide nothing. Those who count the vote decide everything.
It is your decisions, and not your conditions, that determine your destiny.
Personally, I enjoy working about 18 hours a day. Besides the short catnaps I take each day, I average about four to five hours of sleep per night.
God sells us all things at the price of labor.
To copy others is necessary, but to copy oneself is pathetic
Do one thing at a time, and while doing it put your whole soul into it to the exclusion of all else.
If you aim at nothing, you will hit it every time.
Coming together is the beginning. Keeping together is progress. Working together is success.


text:
Montenegro Real Estate
Property Buyers Guide
Places to buy property
Property Listing
Offer your property
Featured Properties
New rental apartments with magnificent sea vews !
Land in Bratešići 5500m2
One room flat in the center of Sutomore with the view at the sea
Real Estate Companies
Adriamonte d.o.o.
Monte Elite
Proper Property Monte d.o.o.
Kuljaca Company
Kamin Nekretnine
Property & Travel
Sveti Stefan Real Estate
SM Nekretnine
Invest Montenegro Real Estate
Adrovic Nekretnine
ART Nekretnine
Useful links
Official website of National Tourism Organisation of Montenegro
Montenegro Beauty
Montenegro informations, pictures etc.
Montenegro Airlines
Official website of Montenegro Airlines.
Sveti Stefan
Website about Sveti Stefan with news, service infnormations, accomodations.
Princess Colony
May not be the nicest site but the project is extremly interesting and they are looking for investitors.
Risan is the oldest town in Kotor Bay. A traditional story tells that Risan was the center of sailing, craftmanship and trading in the old Ilirian state. In the old town of Risan there is hotel "Teuta" Risan is quiet and interesting place which as well gets more attention lately.
Montenegro Estate search:
Useful Links
Searchable listing of hotels in Montenegro with pictures and informations
Tivat Airport
Info phone:
+381 82 670 960
Official website of Airport Tivat.
Newest Estates
k5603 For sale house close to Lustica Bay, Lustica
Ds2751 dvosoban stan 53 m2 cijena 45.000 e Budva, Crna Gora
G0245 Na prodaju garsonjera u Budvi 200 m od mora 34 m2 plus terasa 10 m2
ds2748 Na prodaju dvosoban stan sa pogledom na more, Rafailovici, Becici
js1866 Na prodaju stan u novogradnji u Budvi 1600 e/m2


text:
Deli Roastbeef Wrap
Create a Recipe Makeover
Nutritional Info
- Servings Per Recipe: 1
- Amount Per Serving
- Calories: 211.9
- Total Fat: 6.7 g
- Cholesterol: 30.0 mg
- Sodium: 804.8 mg
- Total Carbs: 23.7 g
- Dietary Fiber: 10.4 g
- Protein: 25.4 g
View full nutritional breakdown of Deli Roastbeef Wrap calories by ingredient
Submitted by: CMITCHELL9
IntroductionThis is also good with some southwest Chipoltle. This is also good with some southwest Chipoltle.
Number of Servings: 1
1-Light Flatout Wraps, Sundried Tomato
3 oz. Lean, Deli sliced Roast Beef
Red, Yellow, Orange and/or Green Bell Pepper strips
1 Cup Fresh Spinach leaves
8-10 Sprays of Wishbone Salad Spritzers Balsamic Breeze or Italian
Layer roast beef, spinach leaves and pepper strips on one wrap. Spray with dressing and roll up. Serves 1.
Number of Servings: 1
Recipe submitted by SparkPeople user CMITCHELL9.
Number of Servings: 1
Recipe submitted by SparkPeople user CMITCHELL9.
Rate This Recipe
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The Odysseus European Youth Space Contest is being organized by Odysseus II, a three-year project funded through the European Union's Horizon 2020 research and innovation programme.
The project consortium consists of 14 partners and four supporting organizations from 11 European countries. DTU Space is regional partner for the Nordic countries.
A new Odysseus contest will be run in the 2016-2017 academic year. Registration opens on 1 September 2016. Students and teachers from all over Europe are encouraged to participate.
Read more about the upcoming contest at the Odysseus website.
DTU Space organized the regional semi finals (including England) in april this year. The four day event took place at the ScienceTalents centre in Soroe near Copenhagen.
A British team and a Swedish student won the first prizes and participation in the finals just held in the Pioneers and Explorers category.
In the Skywalkers category Inka Kuljuntausta from Finland were voted national winner and became the best placed regional participant in this category.
The regional winners also received a computerized telescope and medals.
The Odysseus European Youth Space Contest is a European competition aimed at young and talented students interested in space science. DTU Space is the regional partner in the Odysseus Project.
The winners were recognized at an award ceremony recently at the Euro Space Center in Transinne in Belgium. A panel of judges evaluated entries in two categories on the basis of scientific knowledge, practical implementation and creativity.
Winners go to Europe's Space Port
In the Pioneers Category (ages 14 to 18 years) the winning team are from Portugal consisting of Carlota Fernandes, Diogo Goncalves and Nelson Rebelo. This trio developed a functional remote-controlled rover to explore planetary surfaces and gather data using a variety of instruments.
In the Explorers Category (17 to 22 years) the winner was Alice Antonelli, from Italy. Alice recently graduated from Liceo Scientifico Enrico Fermi School in Tuscany. Her contribution to the contest was to design a stratospheric balloon that releases a monowing glider equiped with a camera and sensors that capture data on meteorological conditions and pollution.
The prize for all four winners in these two categories is an all-expenses-paid trip to French Guiana in South America with a guided visit to Europe's Space Port there. Each winner also get a computerized telescope and have had their travels paid to go and compete in the international final in Belgium in July.
Illustrating space in pictures
Apart from Pioneers and Explorers there was also a contest for younger kids called the Skywalkers category (7 to 13 years).
Here the participants send in pictures illustrating different space themes and the winners were selected by voting from the Odysseus Community and public voting through Facebook.
The picture "Into the space by rocket" by Ivan Rubčić from Croatia was voted the best by the Odysseus Community among the junior Skywalkers. Among the Senior Skywalkers the picture "La vie dans l'univers" by Baris Bilici from France won.
Finally, the picture "A civilization that has developed a very high technological standard" by Menelaos Raptis from Greece got the most votes in a public voting process through facebook.
All Skywalkers winners receive an computerized telescope, an iPad and a medal for their achievement.
(Illustration: Baris Bilici of France got honored in the Skywalkers category at the 2016 final of the Odysseus space contest for the picture: "La vie dans l'univers". Credit: DTU Space/Odysseus-contest)
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