text:
Leadered and Leaderless Teams in the Classroom
Summary and Keywords
There are trends in the use of teams in the classroom that stimulate both theory development and pedagogical innovation in this important area. In particular, three classroom applications are (1) building group process skills, (2) developing team leaders, and (3) using teams to learn course content. Of particular interest are new possibilities for utilizing leadered rather than leaderless groups, systematizing team coaching interventions, and enriching team-based learning. In this field of study, it is clear that pedagogical innovation and theoretical development interact to enhance student learning. Continued exploration in both aspects is encouraged.
Keywords: coaching, groups, group process, interpersonal skills, leadered group, leaderless group, leadership, pedagogy, teams, team-based learning
Teams are ubiquitous in the management classroom today, and smart research is needed to help instructors make informed decisions about how to use them. This article focuses on how management courses can build group process skills, develop team leaders, and enlist teams to learn content. The goal is to help instructors improve the decision-making, productivity, and satisfaction of future team members and leaders in both the classroom and the workplace. This field of inquiry is dynamic and at times controversial, offering many possibilities for theoretical and pedagogical innovation.
When analyzing teams and groups, applying a few definitions sets important boundaries. To begin with, in the organizational world, the terms "team" and "group" are used interchangeably, and that practice is followed here.
Fundamentally, a "team" is not the same as a "working group." Working groups interact very little when completing a task, while teams rely on collective action to produce work products. In teams (in common parlance often referred to as "real teams") members are jointly responsible for their output; teams have common goals, take a common approach, and share mutual accountability (Katzenbach & Smith, 1993, 2005). Most business school groups are real teams.
A "high-performance team" is a sort of real team on interpersonal steroids: In such teams, members commit themselves to helping each other to grow personally and to succeed. Finally, a group that should be working toward common goals but is failing to do so is less a team than a "potential team." Most business school teams are neither high-performance teams nor potential teams, but fall somewhere between them.
When designing a team, a manager has many decisions to make. Is the team the right size? Is it small enough to interact effectively, yet large enough to encompass both the necessary process approaches along with technical expertise? Does the team have the optimal complementary skill set for the project at hand? Does it have both technical knowledge and interpersonal expertise? Analogously, instructors design teams that are appropriate for their particular classrooms, considering both the goals of their classes and the diverse skills and characteristics of their students and institutions.
Pedagogical and theoretical research helps instructors make crucial course design decisions. This paper examines three main areas for research: (1) identifying which team characteristics are important, (2) deciding which team leadership skills matter, and (3) discovering which team factors contribute to learning. In addition, throughout the paper the practicalities of implementation in the classroom are considered.
Before these points are reviewed these in depth, the context will be set with a brief look at where team skills are usually taught in business schools.
Courses That Build Team Skills
In business school curricula, at least three types of courses include teaching team process and leadership skills. These are the dedicated group skills course, the course-as-organization, and the organizational behavior survey course. An additional dimension is added to these courses when they are taught in online or blended environments.
In the dedicated group skills course the entire focus of the learning objectives is to develop group skills both theoretically and experientially. In such a course, instructors can teach a full range of such skills, beginning at the individual behavioral level and moving all the way through to the level of organizational interface (Hess, 2007). Sometimes, such courses are designed around small class sizes that permit such pedagogical luxuries as having each student assume a leadership role for significant periods during the semester, or even eliciting a personal psychological analysis of the experience (Gibbard, Hartman, & Mann, 1976).
In the second type of course, the classroom itself is defined as an organization, and it is managed as a hierarchy run by the students and the professor (Betton, 1991; Cohen, 1976; Doherty, 1998; Hannah & Venkatachary, 2010). When the instructor makes a point of giving each student an opportunity to lead, such a course can be said to meet basic learning objectives for developing leadership skills in addition to group process skills.
The final and most prevalent type of course in which team skills may be taught is the traditional organizational behavior survey course. In this type of course, with its relatively large enrollments and wide-ranging topical coverage, finding the opportunity to develop team skills is more challenging. However, most professors of organizational behavior seem to believe rather strongly in the importance of groups, and so doggedly pursue the pedagogical opportunities groups present in even this challenging setting.
Next is an examination of teams as a fundamental building block of organizations. The focus will be on theoretical and pedagogical research that informs instructors about how students can acquire process skills to become effective team members.
Building Group Process Skills
In most courses that use teams, the foremost pedagogical goal is that group members should learn how to both analyze and practice effective group process. But what is group process, really, and how can it be operationalized in the classroom?
A textbook review of team process is likely to include the following topics: (1) designing a team; (2) setting a clear and energizing direction for the team; (3) coaching the team by choosing people with team potential, developing group roles, monitoring participation, developing an ethical group process, and delegating and empowering; (4) recognizing the pitfalls in group decision-making, including overreliance on concurrence seeking, social facilitation, and social loafing; (5) running an effective meeting; and (6) interfacing with the broader organization (André, 2008). Some of these topics include team leadership, although process is often taught in leaderless groups (Chen, Donahue, & Klimoski, 2004; Costigan & Donahue, 2009). Any one of these topics could be an interesting subject for research. However, in recent years innovative basic research has addressed in particular the separate topics of team roles and team leadership.
From a theoretical standpoint, one useful way to conceptualize group process is to examine the variety of roles team members may adopt (Mumford, Van Iddekinge, Morgeson, & Campion, 2008). To provide coherence to the team task role literature, Mumford, Campion, Morgeson, Weekley, and Ployhart (2006) identified ten unique team member roles in three categories. The first category, task roles, includes carrying out the work that meets the team's objectives. Social roles encompass such aspects as communication and cooperation. Finally, boundary-spanning roles include coordination with others outside of the team and representing the team's interests within the organization. Applying this data-derived typology can help instructors determine learning goals for their classroom teams and help researchers to tie those roles to group effectiveness.
Developing team leadership skills is seen increasingly as an important focus of group process research. For example, to improve learning, Hess (2007) presents a classroom practicum approach to developing leadership skills. André (2011) describes how giving each student an opportunity to lead his or her group adds to process learning. Other research suggests that in the classroom, having team leaders improves performance. Ferrante, Green, and Forster (2006) observed that in the undergraduate classroom team performance is higher when teams have formal leaders and those leaders are incentivized than when teams lack formal and incentivized leaders. Also, they found that social loafing is lower in the leadered groups. This emerging research stream is addressed next.
Developing Team Leaders
When it comes to developing team leaders, the instructor's challenge is less a paucity of theory than a paucity of classroom techniques.
On the one hand, extant leadership theory for groups is extensive and covers a broad range of topics. Group leadership theory examines the strengths and weaknesses of groups as decision-making units in organizations and the contribution of group process to improving or undermining decision-making. It covers particular individual behaviors that contribute to effective groups. In summary, we know a lot about how leaders extend both consideration and initiating of structure (Judge, Piccolo, & Ilies, 2004). On a more practical note, we also know something about the principles of running an effective meeting (Buckholz & Roth, 1987).
On the other hand, in the classroom itself students are unlikely to actually experience and practice principles of group leadership. One reason for this is that pedagogy and research for the management classroom have focused on leaderless groups. In a paper that identified more than 100 articles on groups in the Journal of Management Education, André (2011) found only 15 articles (about 14%) that examined groups with leaders. All the other research focused on leaderless groups, prompting the author to coin the term "leadered" to highlight the importance of leadership in student groups.
This section first examines what researchers have identified as the many problems that occur in leaderless teams. Then, team coaching is offered as one potentially useful theory for anchoring classroom discussion, and future research, about team leadership. Finally, a leadership exercise that develops leadership skills in the basic organizational behavior survey course is presented: Offering classroom leadership opportunities opens the door for research comparing the effectiveness of leadered and leaderless teams.
Concerns about Leaderless Groups
More often than not, instructors teach group process skills in leaderless groups. Yet, many researchers have pointed out the disadvantages of this approach.
To begin with, and fundamentally, leaderless groups are not the norm in the business world, and utilizing them as a training tool gives students a misperception of teams in the real world. A leaderless group is similar to what in business is referred to as a self-managed group, and in classroom practice leaderless groups are often given extensive powers that attempt to mirror such groups. In reality, the normative team in the business world exists in a hierarchy and is accountable to someone. Management influences the group's decision-making process by setting goals, determining corporate culture, and offering team rewards, among other things. Management models both attitudes and behaviors for the team, as well. As Holmer (2001) argues, using leaderless groups to represent actual business practices may be primarily a convenient fiction.
In class, students report that their leaderless teams are likely to be dominated by driven individuals and sabotaged by freeloaders (Holmer, 2001). A related weakness is that leaderless groups operate within the strong student peer culture, with its norms of conflict minimization, equality, and friendliness. Leadered groups, in contrast, introduce norms that are more common in the business world, norms as simple as making direct requests of team members and as elaborate as working within a hierarchy, directed by the leader, to accomplish tasks together.
Leaderless groups can also negatively impact the accomplishment of important learning objectives, one of which is that students should experience a variety of roles in teams. Unfortunately, in leaderless groups, a student is likely to fall into the same role in group after group: a student may be seen as a leader or as a hard worker who carries the group task and deals with its stressors, or as follower who is a good but perennially uncreative citizen (Guastello, 2007). A student may adopt the ongoing role of social loafer who exploits with either cynicism or guilt (Jassawalla, Sashittal, & Malshe, 2009). In each of these cases, the ongoing role rigidity suggests a failure to learn group process and leadership.
There is some evidence, too, that a leaderless team experience undermines objectives for increasing leadership diversity more generally. In teams without designated leaders (i.e., in which leaders are expected to simply emerge), individuals who do not fit other students' leadership prototypes are likely to be ignored (Eagly & Karau, 1991). A related problem is that non-prototypical individuals may not believe that the more high-status and culturally dominant team members want to hear what they have to say (Clark, 1998). Tragically, some students may come away from their group experience with the belief that they themselves are not leadership material.
In the end, students exposed to the vagaries of leaderless groups often learn to dread group projects. They develop negative affect when working in groups (Bacon, Stewart, & Silver, 1999). It may well be that students who view groups through a lens comprised of difficult experiences and uncomfortable emotions are at a disadvantage compared with students who plunge happily into teamwork. Research is needed in this important area. Based on these concerns, it seems likely that students who experience leadered teams may have some advantages.
The next section discusses how instructors coach teams and their leaders, and then presents a pedagogical approach that gives each student practice leading a team in the standard organizational behavior survey course. Researchers should examine whether such approaches provide an effective alternative to leaderless groups.
Coaching a Team and Its Leaders
A review of theories of team leadership is beyond the scope of this article. However, the theory of team coaching as described by Hackman and Wageman (2005) is analogous to how instructors teach with teams in the classroom, and is therefore worth discussing in some detail here.
Team leaders vary in the amount of attention they give to (1) structuring a team and its work, including establishing its goals; (2) running external interference in the organization and arranging for resources there; (3) coaching individuals to improve their personal contributions; and (4) coaching the team as a whole to help members use their collective resources most effectively. In a study of 268 teams in 88 organizations, the first two functions were used the most by team leaders, and the last two functions (i.e., the coaching functions) were used the least (Wageman, Hackman, & Lehman, 2004). The reader will recognize that the first two functions are similar to initiating structure, while the second two are similar to providing consideration (Judge, Piccolo, & Ilies, 2004; Schriesheim & Bird, 1979), a pattern that, as we have seen here, reveals itself repeatedly in the process literature. Bolton (1999) offers an alternative model that suggests coaches should start teams off well, help them manage diversity and conflict, and help them learn from their teamwork experience.
Depending on their particular learning objectives for leaders, classroom instructors teach some or all four of these functions. Certainly, this four-factor approach to team leadership provides a useful context for both instructors and students to delineate key interventions team leaders should consider. Thus, for example, lecturing on the four factors before giving students experiential work in class helps clarify the focus of an intervention: "As your instructor, I am now coaching the team"; "As a group member, you are now advocating for your team within the organization." The four factors act as a checklist of possibilities that team leaders can embrace. The list can also be used to clearly inform which responsibilities in the classroom are the instructor's and which are the students'.
Such theoretical frameworks are the underpinning of classroom experiential learning. Yet, how can theories for leading teams be taught experientially in the classroom? The next section will examine some possibilities.
Using Leadered Teams
What are the primary learning goals for student leaders in leadered teams? For one thing, they include those skills related to initiating structure, such as (1) setting goals for the team, (2) planning how the team will accomplish its mission, (3) stating the goals and processes to the group, and (4) running meetings. Secondly, they include skills more related to interpersonal behaviors (e.g., coaching). In the typical classroom, coaching individual group members is left to the instructor, although some personal developmental work occurs as the students evaluate each other. (For an appraisal of the student evaluation process, see Willcoxson, 2006.) Coaching the entire group (e.g., evaluating and improving the group's decision-making process) is often an explicit goal of the class and is performed by each student.
In addition, leader goals may include individual development. In terms of behaviors, a group leader may gain experience speaking before a group, learning to adapt speaking and behaving to particular individuals and groups. The leader also experiences psychological realities, such as what it is like to have more authority than others in the group. One of the fascinating things about teaching group process is that the possibilities for individual development can be complex, and possibly life-changing, and may blossom long after a course is finished.
Studying leadered teams is a field of inquiry that is wide open. The following are some hypotheses to consider. In leadered teams the impact of the dominant individuals and freeloaders may be reduced; meanwhile, individual learning, including learning by those very dominant and freeloading individuals, may be enhanced:
Requiring freeloaders to sometimes lead and dominant leaders to sometimes follow mitigates these problems. Indeed, the psychology of the leadered group is likely to be somewhat different from that of the leaderless group. For instance, the freeloader who in the leaderless group can remain detached and selfish, in the leadered group is required to prove himself or herself on at least one occasion. Influencing the freeloader to thus become a more productive group member may change group dynamics significantly and possibly enhances that person's group engagement throughout the group's development.
(André, 2011, p. 600)
Thus, the psychological experience of the leadered team may both come closer to that of workplace teams and be more personally developmental. It may change people's minds about their own possibilities for leading teams in business.
All of these experiences suggest research opportunities.
Of course, leadered groups also have their weaknesses. A comparison of the hypothesized strengths and weaknesses of leaderless versus leadered groups include the following:
1) Leaderless groups have the advantages that students practice group process skills, peer culture encourages fun and high energy, and informal leaders may emerge.
2) Leadered groups have the advantages that students practice both formal leadership and group process skills; aspects of managerial culture, such as hierarchy, are introduced; each student leads and gets structured feedback; students observe a variety of leadership styles among their peers; dominant individuals learn followership.
3) Leaderless groups are disadvantaged because the skills of formal leadership are not taught or practiced; peer culture dominates, fostering conformity; emergent leaders may not be good role models; and the nondominant students participate very little.
4) Leadered groups are disadvantaged because leaders lead infrequently and do not practice their skills over time in most courses; students may be uncomfortable leading, in part because their peer culture emphasizes equality; and when leadership is emphasized, group member process skills may receive less attention (André, 2011).
More research is needed in this area as well.
In the end, leading a team in class will always be different than leading a team in a business setting (Humphreys, Greenan, & McIlveen, 1997; Thomas & Busby, 2003). A student cannot use money to reward and punish, and does not have to manage the issues of power in a hierarchy. Also, a student doesn't stay in the leader position for very long, and so may not experience the same stressors as leaders in business.
But what research can help instructors to do is to make that classroom experience as authentic as possible. The next section presents a project that brings leadership back into the classroom group experience, with the hope that a research agenda along these lines could be advanced.
The Leadered Group Project
The leadered group project (LGP) is an integrated, semester-long experience that enhances learning of team leadership skills in the organizational behavior survey course (André, 2011). A "leadered student team" is nothing more complicated than a group of students in which one person is designated the leader. In the LGP, students apply experientially a variety of professional skills and theories: they assume the role of leader, articulate and assert ideas in that role, design their team's process, plan and organize, intervene interpersonally, run meetings, manage a diverse team, and are evaluated by their peers.
Although for professional audiences it is referred to as the LGP, in class the project is called "The Connections Project." The project requires students to make connections between the textbook theory and the reality they experience in their classroom leadership opportunities, and between their own and their classmates' behaviors.
In the LGP students experience an opportunity to lead and the responsibility to lead well. They are accountable for leadership effectiveness, and they receive feedback on leadership technique. The instructor is responsible for creating these experiences. Providing an opportunity for each student to lead within an organizational behavior survey course is challenging but not impossible (see Hess, 2007). In the LGP, permanent, term-long groups are created; short-term, in-class group projects are assigned; and project leadership is rotated among the group members.
The LGP has several strengths. First, it offers every student these opportunities for leadership practice with feedback. By doing so, it suggests to everyone in the class that every student, no matter their personality, can learn and master leadership skills. Because they observe firsthand a variety of individuals in leadership roles, the leadership rotation also helps students challenge their own prototypes.
In terms of logistics, the LGP requires an introductory class that introduces team process and leadership, and, optimally, includes a leaderless group project that serves as an icebreaker and process dry run. This session is followed by five or six 45- to 60-minute LGPs (one for each of five group members and one for make-ups or to accommodate groups of six) that run anytime during the term. One project can be virtual and done outside of class. To save precious class time, each of these projects can be crafted to reinforce other course material that is not group related.
The instructor as manager. During the LGP, the instructor is both project manager and coach. The complications inherent in their role are discussed at length elsewhere (André, 2011) and include making clear decisions as to how much power will be delegated to students and determining whether student leaders will have the power to tell their group members what to do. A key issue is how much power the instructor is willing to let go. Will the instructor let the group fail at some things, as a learning experience? For example, if a project will be run in the next class, should the instructor remind student leaders of that in advance, or not?
The instructor as coach. The role of coach is extremely important to the success of the LDP. At the individual level, the instructor has psychological expertise that students may lack, and the responsibility to use it. It has been increasingly recognized, for example, that introverts can lead just as well as, if not better than, extroverts (Brown & Reilly, 2009; Mann, 1959). Yet if our introverted students fail to grasp this, if they fail to learn that being a leader is creative and fun and possible for them, they lose out on an important personal opportunity. Likewise, classroom extroverts must learn how to follow as well as lead. Thus, an important role of the coach is to recognize personality differences and advise individuals accordingly.
When it comes to coaching the group as a whole, instructors must decide such issues as how much direction is useful. They must themselves develop the fine art of feedback—giving neither too much nor too little feedback to the groups. Giving too much precludes the initiative of the student leaders, while giving too little obviates the goals of the course. For example, consider this dilemma:
You notice that Julie has been the scribe for every session. A directive comment to the group would be, "You should rotate writers from project to project." A comment that invites participation would be, "Is it a good idea for Julie to write every session?" And a laissez-faire approach would be to simply let the issue of writers not participating emerge from the group's self-observation. To some extent your choice depends on the sophistication of your groups. For example, in some settings, a laissez-faire approach would probably leave Julie writing every session for the entire term, an undesirable outcome for both Julie and the group. In other settings, groups might readily realize that this will curtail her participation and will themselves figure out to rotate the writing.
(André, 2011, p. 611)
Another question is whether instructors should intervene when they see interesting behaviors during the group projects. Should they praise a leader who has just done something really good by passing them a congratulatory note? Should they alert them to group problems, such as a quiet member? Such interventions can be very powerful, pulling students into the present moment and encouraging them to take action. A related research question considers what types of coaching work best in leadered groups.
Learning outcomes. The learning outcomes of the LGP are necessarily modest relative to more process-intensive courses, as leaders may lead for as little as 45 minutes in the classroom (along with some preparation outside of the classroom). At the same time, research suggests that leaders who reflect on their group process probably learn more than those who do not (see Willcoxson, 2006). Since the LGP student leaders are also group members across half a dozen different projects, they have quite a lot of material to analyze.
Therefore, a paper analyzing the process of each session is a valuable learning tool for this project. Writing up the project helps students develop a personal narrative of themselves as leaders. Among novice leaders, comments like "No one ever asked me to lead anything before," followed by "I enjoyed leading. It was new to me and tells me I might some day want to be a manager" are fairly common (André, 2011, p. 613). Indeed, one can hardly imagine a successful business curriculum in which a student is not asked to lead a group.
Experienced student leaders learn new process approaches, and they, too, may further develop their notion of leadership. For instance, an instructor challenged one such extroverted student leader by assigning him to be a process consultant to a team. He observed that being a process consultant was more fun than being a leader, and started thinking about possible future consulting opportunities (André, 2011).
A paper on their own leadership and group process is also helpful to students in job interviews. Employers quite often ask questions about students' experience in teams, and students can draw on their team training in class to answer these questions concretely.
In sum, teams in the classroom offer many opportunities for consequential research on how group and team leadership skills are developed. The distinction between leadered and leaderless teams is an important one that should inspire more examination.
The next and last section moves to a different aspect of teams in the classroom, namely, the use of teams to teach course content.
Using Teams to Learn Content
In management studies, classroom teams are often studied for their own sake, but at times they are used as instruments to learn other types of content. When teams are used not primarily to develop teamwork and leadership skills but rather to enhance the learning of course content, there are, nevertheless, major interactions between these two goals. The distinction between content and process becomes blurred, and both team skills and content learning are enhanced. How does this synergy occur?
The Basics
Team-based learning (TBL) ensures that students both learn course content and practice it in problem-solving situations (Michaelsen & Sweet, 2008). In a TBL course students join permanent teams for the term. Before a given class, students must study the assigned materials for the unit and prepare to take a short test on the main ideas. This process is called the readiness assurance process, and is analogous to the more recently introduced notion of flipping a classroom. After the test is taken by individuals, it is then taken by their team. Students then receive the instructor's feedback on the team test and they discuss answers upon which they disagree. Finally, the instructor offers a short lecture that corrects misperceptions that have become apparent during the testing. Once the testing period is completed, the remainder, and majority, of the class is spent on group activities that apply the course content.
Utilizing TBL requires rethinking the traditional course (see Michaelson, Knight, & Fink, 2004). Professors must design the course by identifying and clustering instructional objectives and then creating a related grading system. Grades are dependent on individual performance, team performance, and each individual's contribution to the success of the team.
Instructors address student concerns about the grading system—for example, the common worry about freeloaders—using several strategies. First, a high level of accountability for individual pre-class preparation, class attendance, and devoting time to group assignments matters. Part of the student's grade is based on the individual scores on the readiness assurance tests and on peer evaluation. A related design element is that team assignments are done in class based on thinking and deciding that goes on only there; thus it is believed that less motivated teammates are unlikely to put the group at risk.
Research and wide usage suggest that being involved in this learning experience teaches students a great deal about teams. For one thing, it proves to them that effective teams readily outscore the best team member. Data collected over 20 years in nearly 1,600 teams show that the groups outperform their own best member by an average of nearly 11%. In the majority of classes, the lowest team score in the class is higher than the single best individual score in the entire class (Michaelson, Watson, & Black, 1989). In addition, student appreciation for group process is enhanced, although this outcome depends on the instructor pointing out group process and effectiveness to the teams. This knowledge can be developed by having students keep an ongoing log about team process, or write an end of the term reflection on how team members and team interaction have changed as their team became more cohesive.
One of the advantages of the team-based approach is that it can be applied in many areas in higher education. (See the 2008 special issue in New Directions for Teaching and Learning for numerous examples.) The team-based approach can also be adapted for use in business (Hillier & Dunn-Jensen, 2012).
Further Research
Researchers continue to critique and refine the team-based approach to content learning. For instance, a study of 233 business undergraduates found that learning content can be inhibited by the use of a group approach: individuals actually learned more when working alone (Bacon, 2005). Further, the author concluded that the design of the study probably minimized the negative impact of groups on the outcome.
Thus, it is crucial that business instructors examine their assumptions about how students learn best. If their goal is to enhance content learning, Bacon suggests they should use peer learning models, such as that developed by Michaelsen and Sweet (2008), that include the establishment of group goals but also require individual accountability. It remains to be seen whether projects designed to mimic business methods are fully adaptable to the classroom. For example, the testing that is essential to peer learning models in business schools is not likely to be practical in most business cultures.
One promising development for teaching teams in the classroom is to combine teamwork theory with problem-solving theory. Learning team skills at the same time as creative problem-solving skills may take students a long way toward solving everyday organizational problems (Goltz, Hietapelto, Reinsch, & Tyrell, 2007). This area, too, warrants further research and pedagogical development.
Teams are as popular in the classroom as they are in the business world, which is to say that they are ubiquitous. If not universally loved, they are certainly widely valued. Yet, challenges remain.
Both more research and more pedagogical innovation are needed. The nearly universal use of leaderless teams has been made problematic by the research on their weaknesses, and it may be made obsolete by the successful introduction of leadered groups. Future research should compare these two classroom methodologies using such factors as current student learning and impacts on students' early career team experiences.
Teams in the classroom are fascinating, convenient, inconvenient, annoying, entertaining, boring, and wonderful. They are just like—or rather, almost like—real life.
André, R. (2008). Organizational behavior: An introduction to your life in organizations. Upper Saddle River, NJ: Pearson/Prentice Hall.Find this resource:
André, R. (2011). Using leadered groups in organizational behavior and management survey courses. Journal of Management Education, 35(5), 596–619.Find this resource:
Bacon, D. R. (2005). The effect of group projects on content-related learning. Journal of Management Education, 29(2), 248–267.Find this resource:
Bacon, D. R., Stewart, K. A., & Silver, W. S. (1999). Lessons from the best and worst student team experiences: How a teacher can make the difference. Journal of Management Education, 23(5), 467–488.Find this resource:
Betton, J. J. (1991). Simulating organizations: A student-documented history of emergent behavior. Journal of Management Education, 15(2), 193–205.Find this resource:
Bolton, M. K. (1999). The role of coaching in student teams: A "just-in-time" approach to learning. Journal of Management Education, 23(3), 233–250.Find this resource:
Brown, W. F., & Reilly, M. D. (2009). The Myers-Briggs type indicator and transformational leadership. Journal of Management Development, 28(10), 916–932.Find this resource:
Buckholz, S., & Roth, T. (1987). Creating the high-performance team. New York: John Wiley & Sons.Find this resource:
Chen, G., Donahue, L. M., & Klimoski, R. J. (2004). Training undergraduates to work in organizational teams. Academy of Management Learning & Education, 3(1), 27–40.Find this resource:
Clark, T. (1998). Teaching students to enhance the ecology of small group meetings. Business Communication Quarterly, 61(4), 40–52.Find this resource:
Cohen, A. (1976). Beyond simulation: Treating the classroom as an organization. Journal of Management Education, 2(1), 13–19.Find this resource:
Costigan, R. D., & Donahue, L. (2009). Developing the Great Eight competencies with leaderless group discussion. Journal of Management Education, 33(5), 596–616.Find this resource:
Doherty, E. M. (1998). Creation of a learning organization laboratory in the classroom: Expected and unexpected lessons. Journal of Management Education, 22(5), 604–617.Find this resource:
Eagly, A. H., & Karau, S. J. (1991). Gender and the emergence of leaders: A meta-analysis. Journal of Personality & Social Psychology, 60(5), 685–710.Find this resource:
Ferrante, C. J., Green, S. G., & Forster, W. R. (2006). Getting more out of team projects: Incentivizing leadership to enhance performance. Journal of Management Education, 30(6), 788–797.Find this resource:
Gibbard, G. S., Hartman, J. J., & Mann, R. D. (Eds.). (1976). Analysis of groups. San Francisco: Jossey-Bass Publishers.Find this resource:
Goltz, S. M., Hietapelto, A. B., Reinsch, R. W., & Tyrell, S. K. (2007). Teaching teamwork and problem solving concurrently. Journal of Management Education, 32(5), 541–562.Find this resource:
Guastello, S. J. (2007). How leaders really emerge. American Psychologist, 62(6), 606–607.Find this resource:
Hackman, J. R., & Wageman, R. (2005). A theory of team coaching. Academy of Management Review, 30(2), 269–287.Find this resource:
Hannah, D. R., & Venkatachary, R. (2010). Putting "organizations" into an organization theory course: A hybrid CAO model for teaching organization theory. Journal of Management Education, 32(2), 200–223.Find this resource:
Hess, P. W. (2007). Enhancing leadership skill development by creating practice/feedback opportunities in the classroom. Journal of Management Education, 31(2), 195–213.Find this resource:
Hillier, J., & Dunn-Jensen, L. M. (2012). Groups meet … teams improve: Building teams that learn. Journal of Management Education, 37(5), 704–733.Find this resource:
Holmer, L. L. (2001). Will we teach leadership or skilled incompetence? The challenge of student project teams. Journal of Management Education, 25(5), 590–605.Find this resource:
Humphreys, P., Greenan, K., & McIlveen, H. (1997). Developing work-based transferable skills in a university environment. Journal of European Industrial Training, 21(2), 63–69.Find this resource:
Jassawalla, A., Sashittal, H., & Malshe, A. (2009). Student perceptions of social loafing: Its antecedents and consequences in undergraduate business classroom teams. Academy of Management Learning & Education, 8(1), 42–54.Find this resource:
Judge, T. A., Piccolo, R. F., & Ilies, R. (2004). "The forgotten ones?" The validity of consideration and initiating structure in leadership research. Journal of Applied Psychology, 89(1), 36–51.Find this resource:
Katzenbach, J. R., & Smith, D. K. (1993). The discipline of teams. Harvard Business Review, 71(2), 111–120.Find this resource:
Katzenbach, J. R., & Smith, D. K. (2005). The wisdom of teams. New York: HarperBusiness Essentials.Find this resource:
Mann, R. D. (1959). A review of the relationships between personality and performance in small groups. Psychological Bulletin, 56(4), 241–270.Find this resource:
Michaelsen, L. K., Knight, A. B., & Fink, L. D. (2004). Team-based learning: A transformative use of small groups in college teaching. Sterling, VA: Stylus.Find this resource:
Michaelsen, L. K., & Sweet, M. (2008). The essential elements of team-based learning. New Directions for Teaching and Learning, 116, 7–27.Find this resource:
Michaelsen, L. K., Watson, W. E., & Black, R. H. (1989). A realistic test of individual versus group consensus decision making. Journal of Applied Psychology, 74(5), 834–839.Find this resource:
Mumford, T. V., Campion, M. A., Morgeson, F. P., Weekley, J. A., & Ployhart, R. E. (Eds.). (2006). Situational judgment tests: Theory, measurement, and application. Mahwah, NJ: Erlbaum.Find this resource:
Mumford, T. V., Van Iddekinge, C. H., Morgeson, F. P., & Campion, M. A. (2008). The team role test: Development and validation of a team role knowledge situational judgment test. Journal of Applied Psychology, 93(2), 250–267.Find this resource:
Schriesheim, C. A., & Bird, B. J. (1979). Contributions of the Ohio State studies to the field of leadership. Journal of Management, 5(2), 135–145.Find this resource:
Thomas, S., & Busby, S. (2003). Do industry collaborative projects enhance students' learning? Education & Training, 45(4), 226–235.Find this resource:
Wageman, R., Hackman, J. R., & Lehman, E. V. (2004). Development of the team diagnostic survey. Working paper, Tuck School, Dartmouth College, Hanover, NH.Find this resource:
Willcoxson, L. E. (2006), "It's not fair!" Assessing the dynamics and resourcing of teamwork. Journal of Management Education, 30(6), 798–808.Find this resource:


text:
|Yebisu Premium - The Beer Of Beers
So what makes Japanese brewed beer different? I have no idea the chemical side of things but maybe it's the water, maybe the grains and ingredients, or maybe just the fact the style is brewed to taste for the locals (just like Fosters is for export in all those variations around the world). Either way Japanese beer brewed in Japan is different and that just adds to the excitement of actually travelling the 9hrs by air to get there. In the meantime I settle happily for what is available locally either way.
Cold storage for my Yebisu beers is a must when on the slopes!
I have my favourites in Japanese beer of course and the top of that list is Yebisu Premium. Pronounced E-bi-su, or if you are more familiar to the locals living in the district it is simply E-bis. The Y is always silent as the original name contains a Kana character no longer used in the modern Japanese language. Yebisu Premium is brewed in the Tokyo district of the same name by Sapporo Brewery and is considered on of the companies premium beers. A 100% Malt Beer originally developed as a German style but I think that name is really where the similarity stops.
|Misato Katsuragi and Yebisu Prmium
It is worth a note here to actually outline a little more just what I was doing in Japan. In short snowboarding in Hokkiado, Japan at the Niseko ski fields. It was awesome as always but what makes it even better is grabbing a cold brew at every food stop across the united mountain. I was in heaven I tell you. The first night we arrived at 11:50pm I ducked down to the local Lawson food store and grabbed some brews to put out the window to chill in the -12º air. Gaurentted though every lunch on the mountain was meet with a hearty meal of noodles or curry pork rice and 500ml Sapporo Draft in a cold glass.
|Just the day to day grind on the Niseko ski slopes.
So if you want to get into Japanese beer a little more, want to try the real deal but can't get to Japan, you will find most Japanese restaurants will stock genuine Japanese beer. Otherwise try buying from an Australian online importer such as Asian Beer Online. Asian Beer Online do not stock any of the beers named above but you will still get some good quality Japanese beer delivered to your door.
The Baron

subset: commoncrawl


text:
Options traders are betting big on gold. Three massive trades in the gold ETF executed over the past three weeks imply a belief that gold will rise by 5 to 7 percent by the end of the year.
Of all the options currently trading in the SPDR Gold Trust (GLD), the most active is the December 130-strike call, with nearly 66,000 contracts currently open on the name. The volume came almost entirely on three days—Jan. 31, when 24,000 of these calls were traded, the subsequent trading day, Feb. 3, when 21,500 more calls were traded, and this past Thursday, when volume topped 20,000.
Since buying a call gives an investor the right, but not the obligation, to buy shares of a stock or ETF at a given strike price, these purchases will make money if the gold ETF is above $130 by more than the cost of the calls at December expiration.
That means that at a price of $6.75, which is where the December 130-strike calls were trading on Thursday, the trade will only be profitable if the GLD rises from $127.40 to $136.75, which implies a gold price of about $1,425.
(Read more: Now that gold touched $1,300, here's what's next)


text:
Romanian seaside holidays, more expensive with 20%Home « Tourism « Innovation
As we entered to the peak season, the prices have exploded! If you've not enjoyed so far the Romanian seaside holidays, from now on you can do it with a hefty budget! Accommodation increased by 20-40% depending on the resort selected and the period when you book! The accommodation per night at a three stars hotel now starts from 250ron per person, one to four-star hotel is around 600 ron per person, and you can stay at five-star 1,000 ron/ night person!
And if you opt for packages with meals included and all-inclusive amenities, then prices jump and stronger, a vacation can cost you £ 5,000 per person for a week. You seem tempting? The answer can easily see the number of applications on the market. In week Apartment offered by1st May and Easter hustle and bustle were commonplace now weekends are pretty bare. Glimpse here and there by a group of young, eager for fun who prefer accommodation at the lowest prices and free facilities to just enjoy fun in the nightclubs or outdoor parties organized by the City on the coast.
Differences up to 40% compared to the 1st of May
In contrast, tourists who yearn for relaxation, comfort, attractive services and facilities designed to make them opt for pleasant holidays holidays pachelete out to our neighbors înainatre Bulgarian or Greek! If you are adventurous and want to request accommodation directly at the reception Hôtes fork out 40% more than the price charged by the hoteliers 1st May. If you book your home before the sâteva weeks, the price is 20% higher over the same period. How Somehow, these amounts on Romanian seaside holidays are about 40% higher than last week!
In Mamaia, a five-day stay at a three star hotel can cost aprximativ 1500 ron per person, while in Greece it reaches about 300 euros (all-inclusive). And if you prefer all-inclusive you can pay 200 euros per room for five days spent in Rhodes. As Bulgarians, and there prices are more convenient than the Romanian seaside, especially that packets entering and transport: 5 days from 205 EUR single room. And if you're concerned family and double rooms are available and many Bulgarians oferint price 150 ron / person per night.
Pretty great, do not you?
Photo: www.bestholidays.ro
There are no comments
Post a comment« You must to be logged in to post a comment
Heavenly destinations
Indonesia is one of the main tourist attractions of the world, this is…
Islands full of magic
1. Komodo Island Komodo Island is located in eastern Indonesia.…
Honeymoon Cruises 2013 (photo)
You have chosen rings, you have said yes and you think of a romantic honeymoon? Embark…
Top seaports visited by billionaires (photo)
The most expensive ports in the world can be amazingly expensive during…


text:
I gave the lesson in Elder's Quorum today about the sacrament.
I prepared a lesson (Saturday night) and then of course the lesson went completely different than I imagined.
When this happens I'm usually scared and excited.
Scared of what might happen.
Excited that maybe the Spirit is actually guiding the conversation.
Well, it took me about 10 minutes to work through everything I had.
Then we got to one of my last discussion points.
Reverence in sacrament.
We spent the rest of the time discussing this one seemingly small subject.
The discussion centered on smartphones.
Of course, because everyone loves a good debate and smart phones in church makes for wonderful back and forth.
At one point in time we had a man argue that "bringing a smartphone into church and saying that it's ok because I have the scriptures on it was no better than bringing a playboy into church that had a scripture case around it."
That's how the discussion started – and then I basically mediated a firestorm.
One comment stands out form the rest.
One of the men said that smartphones are wonderful for connecting to the world – in fact that is basically the very purpose for having a smartphone.
It allows you to be connected via: text. phone. facebook. twitter. email. blogs. internet. foursquare (I mean I actually checked into church the other week).
But, the man said, who do we come to church to connect with?
Heavenly Father.
We don't need a smart phone for that.
He said that leaving his phone in the car for 3 hours was a personal way of showing that he was literally willing to disconnect form the world and connect fully to Heavenly Father.
Insightful. I felt like the comment was directed at me for some reason.
Perhaps I was feeling guilty about playing Angry Birds, or Words with Friends.
He's right though, we go to church to connect with God – not stay connected with a world of distractions.
God doesn't want us to multi-task Him in for 5 minutes while we take the sacrament between playing games and texting our friends.
"Thou shalt have no other gods before me." (Exodus 20:3)
But there were others who argued that it's just a matter of self control. You could bring the phone into church and use the scriptures application as long as you avoided the games, texting and Internet.
? What do you think about smartphones in sacrament?


text:
Create an Account - Increase your productivity, customize your experience, and engage in information you care about.
The City of Sanger and Mid Valley Disposal Company observe Holidays throughout the year that will affect your regularly scheduled collection day.
The holiday schedule has been revised effective January 2016. Mid Valley Disposal has reduced their holiday schedule from 11 days down to only 3.
The following holidays will be observed which will delay your pick up by 1 day:
As a general reminder: please ensure that your trash receptacles are placed at the curbside the night before your regular pick up (and for sure by 5 a.m. on your pick up day)


text:
Neptune DXP Planet 8 v.5.3.1 Released
We are pleased to announce that Planet 8 v.5.3.1 is now available in our Download section. If you already have installed Planet 8, you will get a download link in the Cockpit.
This release contains a lot of new features and bug fixes for v.5.2.1.
This release would not have been possible without your feedback and contributions. A special thanks goes out to all of you!
- Nagaraj Appavoo
- Mathieu Chailloux
- Carlos Daniel Silva Reis Pires
- Nick Pennington
- Timothy Bovaird
- Maximilian Schaufler
- Bernd Hammermeister
- Omer greenfeld
- Mauro Fregonas
- Nicolay Wildhagen
- Philippe Giuge
- Duncan James Aird
New Features
- New Launchpad
- Launchpad Enhancement Framework
- Login Screen translated to device language
- Cockpit Documentation
- Sync Inbound Monitor
- Attach Before Display event
- Attach Cache Loaded event
- New Application in App Designer
- Global Translation Tool
- App Designer: Expression binding without backend model
- Policy
Bug fixes
- Cockpit Store: No apps listed
- Chinese translation in SAPUI5 core components
- App Designer: sap.f library added
- App Designer: Search ABAP Class
- App Designer: Version Management
- App Designer: Subscreen for CalendarAppointment
- App Designer: sap.m.HeaderContainer not added to sap.m.ObjectHeader
- Cockpit: App Designer Link
- Core Server: Sorting extension objects
- Cockpit: Mobile Client Build
- App Designer: sap.m.ViewSettingsFilterItem added to model list
- Media Library
- REST API Binding on sap.m.SelectDialog
- REST API destination on mobile clients
Release Details
Cockpit: New Launchpad
The old launchpad framework was a bit fragmented, it was getting difficult to maintain, because of all the different parts that this has evolved into over the years. Everything has now been merged into one single launchpad application. It is no longer needed to add menu and pincode app, we've even managed to merge the mobile and desktop version into one! This new launchpad will new be know as:NEPTUNE_LAUNCHPAD_STANDARD
When you upgrade, everything will work as before the upgrade. Every mobile client and every desktop launchpad run as before. You can now slowly begin to migrate to the new launchpad. There's not a lot to do, the only new thing is that we've added a new navigation layer. Before you added tiles directly to your launchpads & mobile clients, in the new launchpad you add tiles to tile groups. These tile groups can then be added to multiple launchpads and mobile clients.
By adding the tile group concept, it has become a lot easier to design applications with many applications. Each application can exist in multiple tiles, so that you can give the tiles different design and start the applications with different start parameters.
We have made sure that you notice the change:
It is very easy to choose the standard launchpad though:
Pretty much everything can be customized in the new launchpad! Here a tile group with a blueish theme has been created, default 5 tiles in each row
The same tile group in a mobile client, notice the 3. tile is set to full width on a mobile device.
Read all about the new launchpad in the online documentation: https://community.neptune-software.com/documentation
Launchpad Enhancement Framework
From Neptune DXP Planet 8 v.5.3.1, you can enhance the Standard Neptune Launchpad. Implement one or several enhancement spots, to fulfill the requirements in your organisation.
We encourage you to use the standard NEPTUNE_LAUNCHPAD_STANDARD application. Both in Launchpads and Mobile Clients. If you have special requirements, that previously forced you to modify the standard launchpad. Then you can now create an enhancement, implement one or more enhancement spots and add your special requirements there.
When you have implemented one or more enhancements, you can use them in your launchpads and mobile clients.
Read all about the new Enhancement Framework in the online documentation
Mobile Client: Login Screen translated to device language
The desktop launchpad and the mobile client has been translated into more languages, we are planning to translate them into all languages supported by SAP. The desktop login page has been updated to follow the Neptune UXP design Guidelines.
You can add your design, GDPR links and translation to the login page in the new enhancement framework.
On mobile, the launchpad the language on the first screen, where you type in username and password, is translated into the device language. If you only have a few languages in SAP, the user will still see the login screen in a familiar language. Once a SAP language has been chosen, the rest of the screens and applications will be shown in that language.
Here the device language is German, French is chosen and voila :)
Cockpit Documentation
The Cockpit Documentation app, where you create documentation for your applications has been updated. The documentation can now be grouped in a tree structure, making it a lot easier to maintain and read. The old guide tour section has been deprecated. Instead you can now add truly content aware help documents to a specific element in you app.
The document can be detach and resized
At the moment you can choose between these two placements for the content aware help. We'll add more controls in the future. The content aware help can also be detached and resized.
- Label in a form.
- Object Header
Sync Inbound Monitor
The Inbound Sync Framework is made to make it easy to send data from the frontend client back into SAP for processing in an offline scenario. If you have multiple Apps working offline, this framework can help you with the sync into SAP. It can also decouple the update process from the client process.
Records that are sent and processed can be monitored in the Neptune Cockpit:
The records are grouped according to status:
Outbox component: Prerequisite: New standard Launchpad(NEPTUNE_LAUNCHPAD_STANDARD).
When running an App inside the new Launchpad you will have the Outbox framework available.
This is a model that can hold data you change in all your apps running inside the same Launchpad.
To add data to the outbox you have to provide some javascript code.
First you define the data that you have changed and would like to store in your OutBox.
dataPage is an object of a model that you have changed.
Then you need to provide the Model Source of this model, in this case WA_CUSTOMER.var dataSync = { "WA_CUSTOMER": dataPage }
dataSync will then be added to the OutBox along with some parameters, using the update() function of the sap.n.Outbox:var status = sap.n.Outbox.update({ key: dataPage.KUNNR, //Key field of your data row immediate: true, //Process immediate (true/false) syncid: "SAVE_CUSTOMER", // SyncID – this is similar to Ajax_id (Explained later) data: dataSync, // data to sync })
When the immediate flag is set to true, the sync will automatically be triggered. If you set it to false you can manually trigger it with sap.n.Outbox.send() whenever you want at a later point. In the ABAP class of the app that you are adding to the Outbox from, you have to implement logic in the HANDLE_ON_SYNC_IN method to handle the update of the data in SAP.
The sync_id will correspond to the value you assign in the update() function above, and the data should be automatically assigned to the attribute you defined above. Then it is important to always return a ex_status value of either OK or ERROR as demonstrated below:method /neptune/if_nad_server~handle_on_sync_in. case sync_id. when 'SAVE_CUSTOMER'. modify zrm_account from wa_customer. if sy-subrc eq 0. ex_status-status = 'OK'. concatenate 'Customer' wa_customer-kunnr 'updated' into ex_status-message separated by space. else. ex_status-status = 'ERROR'. concatenate 'Customer' wa_customer-kunnr 'ERROR' into ex_status-message separated by space. endif. endcase. endmethod.
App Designer: Attach Before Display event:
AppCache Load options is now parsed into the Before Display event. This way you can query the option data and do different tasks on before display based on the calling environment.if (sap.n) { sap.n.Shell.attachBeforeDisplay(function(data) { console.log("beforeDisplay…"); }); }
App Designer: Attach Cache Loaded event:
Do stuff when all cache is loaded. Mobile Client must be rebuild to use this event. The event is activated in the standard launchpad, old launchpad only has an empty handler for this event, but no code behind the implementation.try { sap.n.Shell.attachCacheLoaded(function(data) { console.log("CacheLoaded…"); }); } catch (e) { console.warn(e); }
App Designer: New Application
The start view in the App Designer is now the settings view instead of the designer view, when creating a new application.
Cockpit: Global Translation Tool
You can now export translatable fields to a TAB separated .txt file, do you translation and upload the translated file to the cockpit. You can also choose to translate fields using Google Translate. These features are available both in the App Designer and in the Cockpit where you can translate Launchpad, Mobile Client, Tile & Tile Group field in one place.
App Designer: Expression binding without backend model
It is now possible to add & edit expression binding, even though there are no backend models bound.
Cockpit: Policy
The GUID has been added as an import parameter to the function call. Giving you more control over the result.
Hash navigation has been added to the policy link in the Tile app.
Cockpit Store: No apps listed
In new Planet 8 installations, the app list in the Cockpit Store is sometimes empty. This has been fixed.
Chinese translation in SAPUI5 core components
Some core components load translation files from the Common Locale Data Repository .json file. The cldr file for the two Chinese languages was not loaded correct. Now you can enjoy all your components in Chinese
App Designer: sap.f library added
When saving an application in the Cockpit App Designer, the sap.f library is now added automatically.
App Designer: Search ABAP Class
Application class can now be searched and selected for different systems using specified RFC destination.
App Designer: Version Management
Version management correction for automatic versions from transports.
App Designer: Subscreen for CalendarAppointment
sap.ui.unified.CalendarAppointment subscreen added. So that it is now possible to maintain model source and parent field.
App Designer: sap.m.HeaderContainer not added to sap.m.ObjectHeader
Using a header container in the object header was not possible. It will now be added correctly, remember to set the object header to responsive.
Cockpit: App Designer Link
When pop-up is blocked opening the App Designer, the user is now given more information, so that turning pop-ups blocking off should be easier.
Core Server: Sorting extension objects
Extension objects would sometimes show up in wrong order, this is now fixed with a sorting before repositioning the objects in:/NEPTUNE/CL_NAD_SERVER->SERVER_GET_APPLID_BASE /NEPTUNE/CL_NAD_SERVER->SERVER_GET_APPLID_BASE_AJAX.
Cockpit: Mobile Client Build
In rare cases plugin information was lost when saving a build version. If the application was closed without clicking the save button in the main screen, plugins was deleted from the mobile client.
App Designer: sap.m.ViewSettingsFilterItem added to model list
sap.m.ViewSettingsFilterItem was missing from the list over additional models.
Media Library
Clicking a table row in the Media Library would deselect the row. Uploaded media files would be added to the root folder, instead of the intended folder. This has been fixed with a little query to the selected index. If it is smaller than zero, then select it again programmatically.if (treeMime.getSelectedIndex() < 0) { treeMime.setSelectedIndex(treeMime._iSourceRowIndex); return; }
REST API Binding on sap.m.SelectDialog
Binding of models to an sap.m.SelectDialog object was missing data.
REST API destination on mobile clients
In some cases, the API destination was not reached when application was running in a mobile client. The relative path has been changed to a full path.
Some input fields in display mode was shown as disabled instead of inactive. This has been fixed in multiple places across the Neptune Cockpit and the App Designer.


text:
Civil No-Contact Orders in NC
Our Charlotte Family Law Attorneys Provide Moral & Legal Support
Need to issue a civil no-contact order in North Carolina? If you are the victim of stalking, abuse, or non-consensual sexual conduct, you can ask the Court to issue a civil no-contact order to prevent your abuser from having any further contact with you. North Carolina law defines abuse as physically or mentally harming, harassing, intimidating, or interfering with the personal liberty of another.
The person you wish to cease contact with may try to fight the order and the Court will likely inquire into the nature of their harassment. The Charlotte no-contact order lawyers of Miller Bowles Law can help you build a solid case to ensure the person in question is issued their no-contact order.
If you have been subject to stalking, abuse, or threats of abuse, call Miller Bowles Law today at (704) 810-1400.
Defining Abuse & Stalking
In 2004, the North Carolina General Assembly enacted a Chapter in the North Carolina General Statutes that provided remedies to victims of stalking, abuse, or non-consensual sexual conduct.
You have a right to feel safe. Having someone infringe upon your personal space or threatening you should be met with legal action as soon as possible so that they understand how serious this is.
In North Carolina, abuse is defined by law as:
- Harming someone physically or mentally
- Continued harassment of a person
- Threats and intimidation
- Interfering with one's personal liberty
You may also issue a no-contact order if you feel that you are being stalked. As stalking does not necessarily involve direct contact, the legal definition for stalking is slightly different than that of abuse.
North Carolina considers someone's behavior stalking when:
- The victim fears for their own safety of the safety of their loved ones
- The victim has experienced emotional distress as a result of the stalker's actions
- The stalker has engaged in unlawful acts such as non-consensual sexual conduct
What Does a No-Contact Order Do?
Once you have filed for a no-contact order, the summons will be served to the opposing party. This summons will be delivered by the local sheriff. If the person you wish to cease contact with does not know your address, you are entitled to omit your address from all documents for your protection.
If the opposing party does not respond to the summons request then the no-contact order may be enacted by default. Once the order takes effect, the opposing party will no longer be able to contact you in person, by phone, or in writing. They must also refrain from entering your property, school, place of employment, or other places you frequently visit on a predictable schedule.
If these terms are violated then the no-contact order will be given "permanent" status, which lasts for a full year and may be extended as needed. If the opposing party knowingly violates the order, a motion for contempt can be filed and against them and they could be subject to jail time.
Call (704) 810-1400 today for help from experienced Charlotte no-contact order attorneys.


text:
Virtual patching, Web application security
Profile: Jessica Scarpati
Web application security expert Ryan Barnett explains why Web servers represent such a fertile ground for hackers, whether developers will begin to create more secure code and the benefits of a technique called virtual patching, which tricks hackers into thinking a Web application has been patched. Barnett is director of security at Breach Security.
Security Wire Weekly [ 22:33 ] Play Now | Play in Popup


text:
Our next WLPC online qualifier is on Friday 20th April! Did you miss out on VEGAS100 2018? Qualify for our 2nd Las Vegas trip later in the year and represent your country at the game you love!
Archives for Online
Qualify For The GUKPT!
Qualify for the Grosvenor UK Poker Tour in our Redtooth Poker exclusive qualifiers! At 7:30pm on Saturday 25th April we are running an online qualifier into any £550 GUKPT leg on the 2015 tour. You can download the Grosvenor Poker software via www.grosvenorpoker.com/redtooth
VEGAS100 Online Qualifiers
The next member of VEGAS100 will be found via an online qualifier on Friday 13th March from 7:30pm on Grosvenor Poker. With just an £11 buy-in you could be part of May's VEGAS100 group with all the perks that come with it. You could even end up playing in the World Series of Poker (WSOP) […]
The Redtooth Tavern
WIN A £550 GUKPT SEAT VIA THE REDTOOTH TAVERN FROM SUNDAY 15TH FEBRUARY! Did you know our FREE TO PLAY Redtooth Tavern online pub poker league offers 10 seats into our regional finals? The online league has proven to be a great way to qualify for the next stage if you didn't quite make it […]
Sneak Preview!
We are pleased to let you have a sneaky new season preview of our brand new Redtooth Poker website that is coming soon!
Chris Tuzinkiewicz Completes the GUKPT Trio!
Our final online GUKPT qualifier ran on Friday 13th June which saw Chris Tuzinkiewicz emerge victorious over 50 other Redtooth Poker members. Chris will now join Bud Chatwin & James Manlove in a GUKPT leg of their choice. Chris Tuzinkiewicz plays Redtooth Poker at the Haywain in St Ives and is a regular at Redtooth […]
Bud Chatwin Qualifies for the GUKPT
Bud Chatwin who plays Redtooth Poker at the Green Dragon in Hucknall is the latest Redtooth Poker member to win a seat into the Grosvenor UK Poker Tour (GUKPT). Bud beat numerous other Redtooth Poker players in our exclusive online qualifier back in May. You will be seeing him play GUKPT Leeds in September, potentially […]
James Manlove-s the GUKPT!
James Manlove, from the Inn on the Green in London, beat 40 other Redtooth Poker members on Saturday evening to win a free pass into any £550 GUKPT leg of his choice. James will be playing for a share of over £100,000 when he takes to the felt later this year. Do you want to […]
Paul Harrison Joins Vegas 100
On Sunday 9th February Grosvenor Poker kindly hosted a huge online event in the shape of a Vegas 100 online tournament with a trip to Las Vegas up for grabs! The tournament attracted a little under 200 Redtooth Poker members, all with the same dream as the virtual cards were dealt at around 3pm!
Final Chance Friday Re-Scheduled!
Due to the postponement of Sunday 8th December's North West Two regional final, we have had to re-schedule Final Chance Friday until after the North West Two final. The new date for season 3's Final Chance Friday tournament is Friday 10th January at the same time, 7:30pm. This tournament is only available for the people […]


text:
Chocolate Chip'Wiches
By á-170456
- 1 cup all-purpose flour
- 1/3 cup sugar
- 2 1/2 tablespoons cornstarch
- 1 1/2 teaspoons grated lemon peel
- 1/2 teaspoon freshly-grated nutmeg
- 1/8 teaspoon salt
- 1/2 cup chilled unsalted butter - (1 stick) cut 1/2" pieces
- 1/2 teaspoon vanilla extract
- 1/2 cup walnuts
- 2 ounces bittersweet (not unsweetened) chocolate chopped (or semisweet chocolate or 1/3 cup mini chocolate chips)
- Sugar
- 1 pint ice cream of choice
- 3 ounces semisweet chocolate chopped
Servings 8
Step 1
For Cookies: Preheat oven to 350 degrees. Combine first 6 ingredients in processor and blend. Add butter and vanilla. Process until mixture resembles fine meal and begins to stick together, using on/off turns. Add walnuts and process until finely chopped. Mix in chocolate.
Transfer mixture to sheet of waxed paper. Press together. Top with another sheet of waxed paper. Roll out 1/4-inch thick. Cut out cookies using 2 1/2-inch round cookie cutter. Transfer to ungreased cookie sheet.
Gather scraps, reroll and cut additional cookies. Sprinkle cookies with sugar. Bake until just beginning to color, about 22 minutes. Cool on cookie sheet on rack 5 minutes. Carefully transfer cookies to rack and cool. (Can be prepared 3 days ahead. Store in airtight container.)
For Ice Cream: Soften ice cream slightly in refrigerator. Turn 8 cookies over and gently spread 1/4 cup ice cream atop each. Top with 8 cookies, sugared side up. Freeze until firm.
Melt 3 ounces semisweet chocolate in top of double boiler over simmering water, stirring until smooth. Dip fork in chocolate and drizzle in free-form lines over top of sandwiches. Freeze until chocolate design is firm. (Can be prepared up to 3 days ahead. Cover and freeze.) Soften slightly in refrigerator before serving if frozen very solid.
This recipe yields 8 servings.


text:
Login Form
Profile Informations
Login Datas
or login
This was a day when my friends and I went out to paint. We chose to sit by the stream. The moving water was so entrancing. They say there was gold mined in this area and families traveled these hills. I wasn't looking for hard rock gold, but I did find for myself gold amongst the leaves and light that glittered all around me.
Limited edition canvas giclee print is hand signed by Linda Curley.


text:
Special Offers
Manufacturer: Olympia
Olympia Omega D230L
View current similar products below
Brand Olympia Model Omega D230L Machine Type Discontinued Photocopiers Digital? Yes Maximum Paper Size A3 Status Withdrawn B & W/Colour B & W Speed 23 Speed Type cpm Technology Laser Modem Speed 33600 Duplex? Optional
If you require assistance discovering current products which are similar to the Olympia Omega D230L photocopier please contact us or alternatively, view the similar products displayed underneath.


text:
Make Money Online
Make Money Online With These Affiliate Programs
Below you will find most of the affiliate programs, affiliate networks and other systems I use to make money online. I'm constantly checking out new programs, ebooks, some software and other ways of making money on the internet so this page will be added to on a fairly constant basis. There won't be anything listed below that I haven't made at lease some money with or that I have a pretty good plan of with I'm going to do in the near future. No attempt is being made here to sell you on any of these programs listed below. You can use them on not use them, I'm just telling you what I've made money with or what I see that has good potential to make money.
Google Adsense – Adsense is my top money maker as it is for many who make money online. I don't run it here at AffiliateConfession, but I do on most of my other sites and I consistently make around $1,200 to $1,300 per month with it. Despite Google being a big pain most of the time, using Google Adsense is like getting free money, don't pass it up.
Build A Niche Store (BANS) – A great piece of software that lets you create an eBay affiliate storefront and feature eBay auctions right on your site. You can choose from thousands of categories and niches and sell any of the millions of products up for auction on eBay. This is my number two money maker right behind Adsense. Read the full BANS review here.
eBay Partner Network – eBay has moved their affiliate program away from CJ and now manages it themselves. Initally I'm liking the quicker reporting and ease of use the EPN offers. You don't have to register each individual web site you now have. Just create a campaign for your site and you are good to go.
ClickBank – ClickBank is the undisputed leader in selling ebooks and dowloadable software products. They feature more than 10,000 products that can make you anywhere from $5 upwards to $100. There are some scammy products sold through ClickBank and there are some very useful ones such as Build A Niche Store. Sell the good products and don't bother with the rest. Some affiliates make thousands from ClickBank and I have had months where I made over $500. It's one of the easiest ways to make money online.
Market Leverage – One of the top affiliate ad networks on the net today. Their level of personal service is unmatched by any other CPA network. They have some great offers you should check out and see if you can make some money by adding them to your traffic stream.
TripAdvisor – Unfortunately TripAdvisor is no longer taking on any new affiliates at this time, but I do use them on one of my travel sites and they make me make around $125 a month. When they start taking new affiliates again I will activate the link.
AzoogleAds – One of the top ad networks around. They have everything from herbal weight loss supplement offers, to free business card offers, to eBay training kits to creating leads for dating sites. I don't work Azoogle that hard, but I usually make $50 to $200 per month with them.
PepperJam Network – One of the newest affiliate networks and growing like wildfire. They have some very unique programs and are adding new ones all the time. They may someday give Commission Junction a run for their money.
Commission Junction – CJ is the largest affiliate network on the net and have been around since day one. They represent thousands of companies and just about any product you can think of. I've been bringing in from $500 to $1,000 per month with them on a pretty consistent basis. That's going to drop a bit starting in April with eBay moving their affiliate program in-house.
NeverBlue – Another ad network like Azoogle Ads.
Motive Interactive – A newer ad network that I'm just starting to check out. They have some very good, high paying offers and I like the way their interface is laid out and the feel of working in their control panel. Look for a full review soon.
LinkShare – Another affiliate network almost as big as CJ. They recently updated their interface to be much easier to work with. The old one was a nightmare, at least to me it was. I'm waiting for WalMart to approve me as an affiliate because I have a killer idea that could generate some substantial revenue in both commissions from WalMart and Adsense revenue.
ShareASale – One of the older and more established affiliate networks online today. I haven't earned much from ShareASale lately, but I used to do pretty well selling log cabin decor.
Popularity: 3% [?]


text:
A report released earlier this week said that the trend of eating in instead of going to restaurants isn't showing signs of letting up. There are some signs of economic recovery, but it looks as if people have realized the joy of cooking and eating in.
You know I love to cook for my family, and I hold the family dinner as one of the most important activities that my family can do together. Still, I love to eat out at good, independent restaurants where the owners and chefs support local and organic producers whenever they can.
If your personal finances are starting to recover, and you're venturing back to restaurants once in a while, a discount coupon can help.
Over the past year, many regional, daily discount websites have popped up following the example of Groupon. Some of them are restaurant-specific. Some of them have discounts to all sorts of attractions, including the occasional restaurant.
None of them offer discounts to only sustainable restaurants. You have to do your homework by simply checking out the restaurant websites and keeping up with your e-mail updates. You can usually find substantial savings to the types of restaurants you want to support with a little bit of research.
Here's a list of sources of restaurant discounts. You'll have to do the homework on the restaurants yourself.
Restaurant-specific sites
- Restaurant.com – This site offers discounts to specific restaurants. You can search by your region and buy a gift certificate at a discount. If you sign up to be on their mailing list, you will receive frequent coupon codes that will allow you to get even further discounts. It's not uncommon to be able to get a $25 gift certificate for $2 or $3. Often, you must spend a certain amount to be able to use the gift certificate you purchase. I've used this site several times, and I'm very happy with it.
- OpenTable Spotlight – Once a week, this site run by the OpenTable reservation service offers a 50 percent or more discount to restaurants in several cities. As a matter of fact, the discount for the Philadelphia region this week is for a farm-to-fork restaurant.
- Village Vines – This is a city-specific discount site that offers discreet percentage discounts off your entire bill to some of the city's better restaurants at specific dining times. Right now, discounts are available in New York City, Washington D.C., Los Angeles, San Francisco and Chicago, but it looks like Village Vines will be expanding to other cities. Membership is free, and you pay a $10 booking fee for each restaurant.
- Groupon – If you're not signed up to receive notifications of Groupon's daily deals, you need to consider it. Not only is the occasional great restaurant deal offered, but there are other deals that you'll probably jump at. The other day, I got a $20 Amazon.com certificate for $10.
- Living Social – Sign up for a city near you to receive notifications of regular deals on restaurants and other social activities.
- CBS Local Deals – Restaurants, museums, night life, arts, entertainment and more are offered in specific cities through CBS.
- Eversave – Another site that offers discounts on many attractions, including restaurants.
- mySimon – This site tends to have a lot of cosmetic, dental or hair-removal coupons, but it does have the occasional restaurant deal.
- South Jersey Daily Deal – If you're in my region, you'll want to connect with this site offered by the local Courier Post newspaper. If you're not in my region, search around to see if there are any deals.
- Always tip on the amount the bill minus the discount. Your server does just as much work with or without your discount. As long as the service is up to par, your server shouldn't suffer because you got a deal.
- Read the fine print of the deal and don't try to get around the rules. There are often minimum amounts that need to be purchased or a one-coupon-per-table rule.
- If you don't want your inbox bombarded with these deals, many of these deal sites also have Facebook pages that you can "Like" and the deals will show up in your Facebook stream.
- Be a wise consumer. Some of these deals seem too good to pass up. Unless you're sure you're going to use the coupon or gift certificate you purchase, give yourself some time to think about it before you hit the "buy" button.


text:
Next :
Fuel Dispenser
Express cabinet is developed with the rapid development of IoT technology and shopping online.It is a smart device for package or express mail identification, temporary storage, monitoring and management. It works together with PC server making up a complete express delivery system.
SoM: FETMX6Q-C
OS: Android
HDMI: 1-ch, for advertisement display
LVDS: 1-ch, for touching panel
4G: 1-ch, wireless communication
USB: 1-ch, for HD carmera
RS232: 2-ch,for thermal printer and RFID reader
Ethernet: 1-ch. for LAN communication
IO: more than 10-ch, for express cabinet magnetic lock and coin selector
download attachments :
ICP备12004394号-3 http://beian.miit.gov.cn/
冀ICP备12004394号 www.300.cn Contact | Backstage


text:
2012: Myths and Misconceptions
Understandably, 2012 is a topic of constant interest to conservatives. Conservatives who want to turn the country around will not do so in 2010, no matter how many seats they pick up. The GOP's chance to rid itself of Obama is 2012.
On slow news days, even the most insignificant story can become a big one if there's a 2012 angle. However, the glut of 2012 stories reveals how mythologized presidential politics has become. New themes mix with outdated methodology to produce political myths. It's time to clear up the confusion and take a look at the real story.
Myth: Barack Obama is toast. Barack Obama is guaranteed re-election.
While conservatives may wish the former and liberals hope the latter, neither is certain. History does tell us that since 1896, with one exception, every time a party has taken control of the White House they've held control of it for eight years.
But Obama's policies seem reminiscent of the exception, Jimmy Carter.
The truth here lies in how Americans vote. American University Professor Allan Lichtman's "keys to the White House" presidential election prediction system successfully predicted the winner of the popular vote for every election going back to 1860.
Lichtman offers 13 key conditions that favor the incumbent's re-election. If eight or more of these are true, the incumbent will win. If seven or less are true, the incumbent will lose. All but two keys focus on issues (such as whether the administration has had foreign policy success) or factors that lend to massive voter dissatisfaction (such as the incumbent party suffering significant losses in the House of Representatives, or the formation of a third party.)
You can argue the particulars, but Lichtman's basic point that voters make their decision based on performance is sound. If Republicans win in 2012, it will be because a series of things have gone wrong.
Reality: It's too early to say.
History teaches that Obama's naïve foreign policy and irresponsible management of the nation's finances portend ill. The question is how soon will that disaster come. The recession of 1937 didn't occur until the year after FDR won by a landslide. While the Gorelick wall played a key role in allowing 9/11, the attack on the World Trade Center didn't happen until eight months after President Clinton left power. Thus, a disastrous trajectory will not necessarily play into an election campaign.


text:
Our credit might feel bloated and overweight after a holiday season, vacation or just from putting many recently needed items on your charge cards. And when we get that credit card statement in the mail, it feels the same as adjusting your belt buckle — not good! So if you're focusing on slimming down this spring, perhaps it's time to put your credit on a diet as well.
If your credit is heavy with debt, one of the first things you should do is make a plan to pay it off as quickly as possible. After all, failing to pay off your credit cards can lead to high interest payments that could eventually see the cost of your gift purchases doubled or tripled within a few months.
[Credit Score Tool: Get your free credit score and report card from Credit.com]
Here is a plan for your credit card repayment to trim down on debt:
1. Preferred: As quickly as possible, pay off all of your credit cards so that you are no longer carrying a balance.
2. If you can't pay off your credit cards in full, pay them down as much as possible. Your credit scores are affected by the amount of available credit you have, so the more you have, the better. And this obviously reduces the amount of money that you'll have to pay interest on next month.
3. If you can barely pay your credit cards down, at least make the minimum payments to avoid late charges and an outstanding notice on your credit report.
4. Avoid: Skipping your credit card payments.
If you have several cards and not enough to go around, put some money on each card but just make sure you are at least paying the minimum payment. If necessary, go on a spending diet in the next few months to keep yourself from adding new charges to your credit cards. Take some of your credit cards out of your wallet and keep them in a safe place at home if they are too much of a temptation in your wallet.
Available credit is critical. It ensures that we have money when we need it. Sometimes our credit card balances can be bloated from too much spending, reducing our available credit. If that's the case for you, put your credit on a diet and get those credit card statements slim and trim again! To see how paying off your debt helps your credit, you can monitor your credit score for free once a month using Credit.com's free Credit Report Card or pull a copy of your credit report for free at AnnualCreditReport.com.
[Free Resource: Check your credit score and report card for free with Credit.com]
Image: iStockphoto


text:
The Most Viewed Articles on Beer Me BC in 2014
The top 10 most viewed articles on beermebc.com during 2014. As 2014 comes to an end it is interesting to look back at what turned ahead this year. Looking back
Left Field Cider Co. – 2013 Bourbon Barrel Apple Cider
Left Field Cider Co – Bourbon Barrel Apple Cider Review Bottled in Maette Lake British Columbia, the Left Field Cider Company has released their Bourbon Barrel Apple Cider. Brewed in
Bomber Brewing Co. – Old Fat Heater Winter Ale
Bomber Brewing Co. – Old Fat Heater Winter Ale Review Winter is here and Bomber Brewing has brewed up a beer to cure your cold-weather woes. The Old Fat Heater
Four Winds Brewing – Oat Porter
Four Winds Brewing – Oat Porter Review Four Winds has added an Oat Porter to their 330ml bottle line of four packs. This beer pours from the bottle as a
Strange Fellows Brewery is Open For Business – Stop by for a flight and growler fill!
East Vancouver's Strange Fellows Brewery is now open and waiting for you to stop by! As Jim Morrison said, "People are strange when you're a stranger" so it is time
The Best BC Craft Breweries, Beer and Events – As Voted By You!
Your Votes Count! The Best in BC Craft Breweries, Beer and Events for 2014. 2014 Beer Me BC Craft Beer Survey Results Part 3 In this year's Beer Me BC
Russell Brewing Co. – 19th Anniversary IPG'Day IPA
Russell Brewing Co. 19th Anniversary IPG'Day Australian Hopped IPA Review Celebrating their 19th birthday the Russell Brewing COmpany has paid tribute to one of the brewers Australian heritage by brewing
Driftwood Brewery – New Growth Pale Ale
Driftwood Brewery – New Growth Pale Ale Review Driftwood Brewery has a new look and a new Pale Ale. Focusing on local flavour and local ingredients the New Growth
Steamworks Brewing Co. – Black Angel IPA
Steamworks Brewing Co. – Black Angel IPA Review Steamworks Brewing Company's sampler 12 pack contains a secret called the Black Angel IPA. This black IPA is currently only available in
Sea Cider – Rumrunner Apple Cider
Sea Cider – Rumrunner Apple Cider Review The Rumrunner is an Apple Cider which takes things a step beyond what you may expect. Aged in Newfoundland Screech barrels this cider


text:
The recent change in the YouTube comment system, more specifically, the merge with Google+ has created a tremendous amount of backlash.
Top YouTubers such as Yogscasts, Nerd³, Totalbiscuit and Pewdiepie have disabled comments all together on their new videos, one citing increased spam being submitted to their videos.
"Due to the recent changes of the YouTube comment system I'm forced to disable comments. Since front page/top comments are filled with: Links to virus sites, Advertisers, Self Advertisers, Spam, Copy and paste pics of dogs"
"Feather" is an inbuilt YouTube project which cuts down on all of the excess layouts and javascript to deliver a faster YouTube experience. Dedicating the entire screen to your chosen content instead of sidebars.
side effect benefit is the complete removal of any and all comments.
The comments rarely add anything of value to the video you are watching and most of the time end up being an argument about something totally unrelated, so for me they won't be missed at all.
However, YouTube have added an option to enable comments on a single video temporarily just in case you wanted to dive into the comment cesspool.
Happy YouTubing


text:
Waterproof Deck Coating
If you are looking for a waterproofing system to protect plywood surfaces from the elements. the Deck Coating waterproof deck coating system offers unmatched strength. durability and design over plywood surfaces.
We use the finest acrylic resins and cement blends into a reinforced galvanized metal lath and fiberglass layers that eliminates plywood seams and is ideal for use in heavy traffic. areas.
This system is perfect for balconies. corridors. stairs. landings. roof decks and interior floors and can transform plywood floors in to the look of concrete with a multitude of colors. finishes and textures. This system carries a Class A Fire Rating and has a 10 year warranty. Our standard texture is an orange peel knockdown texture. Other finish texture options are available for an additional cost.
Standard Colors


text:
It may be comforting to someone somewhere — though I'm hard-pressed to figure out who or where — to know that Riccardo Muti, the esteemed music director of the Chicago Symphony Orchestra since 2010, believes that Chicago is "the most elegant city in America."
Oh, maybe Mayor Rahm Emanuel is warmed by such words, for he appears determined to make Chicago the best place on the planet.
But even as we see him at the opening of a new Wal-Mart, meeting with the CEO of Whole Foods or officiating at the opening of a new runway at O'Hare International Airport or the reopening of the southern portion of the CTA's Red Line, we watch the ongoing violence that is ripping apart families and communities.
Such is the familiar fare of tonight's sixth episode of the CNN series "Chicagoland," which continues to follow its main themes of violence, schools (specifically Fenger high school on the Far South Side) and Rahm Emanuel.
Schools? How's this for a Pyrrhic victory: Jadine Chou, chief safety and security officer for Chicago Public Schools, announcing, "We have not had a student shot this week," jumping the gun, so to speak, because she says this on a Thursday.
CPS CEO Barbara Byrd-Bennett is heard to say, "Wow."
Fenger is having money problems. Its budget set to be cut by $100,000, principal Liz Dozier is faced with having to fire staff.
Contrast that no-money story with the example of the mayor's legendary money-raising skills. Walking through Growing Home, an urban garden/organic farm in Englewood with the aforementioned Whole Foods CEO (Walter Robb), the mayor learns that the operation needs $100,000; in a flash, he convinces Robb to pony up the dough.
He then, in a sorry example of his crude conversational ways, tells two women associated with Growing Home, "Take your hundred grand and get the f--- outta here."
Buddy Guy makes an appearance — two, actually. One is absolutely superfluous but star-studded: During a concert at the White House, the president awkwardly joins Guy in singing "Sweet Home Chicago." An interview with Guy is much more revelatory, short as it is.
We learn that the legendary bluesman came here in 1956, a time when jobs were plentiful and the black communities were lively centers of business and culture.
"That was the heyday," Guy says, hauntingly. "Now it looks like a ghost town."
And we meet some residents of that ghost town, none more interesting than former gangbanger and semi-paralyzed gunshot victim Eric Wilkins, doing his best to stem violence and save kids.
But they continue to get shot and die, and for as much as we have already seen in this series, the violence remains shockingly sad for all of us — especially for one of the series's most realistic and compassionate characters, Dr. Andrew Dennis, back in the blood-soaked trauma center at Stroger Hospital.
The former mayor also makes an appearance, at long last. There is a very short interview with Richard M. Daley — nothing we haven't heard before — and we see him standing in one of his triumphs, Millennium Park. But mostly he comes at us in old news clips.
And there is his father too, Richard J. In talking about the late mayor, co-writer/narrator Mark Konkol says that Daley's power and influence "earned him a nickname that he hated. They called him American Pharaoh."
I, for one, would like to know who "they" were. "American Pharaoh" is the title of a book written by Adam Cohen and the Tribune's Elizabeth Taylor in 2000, 24 years after Daley's death.
Neither they, nor anyone else I talked to about Richard J. Daley, could recall him ever being referred to by, let along hating, that nickname.
OK, that may be nit-picking about something that no one will notice in Fargo, N.D., or Tallahassee, Fla., or all the other places this series is getting decent ratings.
But this is our town, and we want "Chicagoland" to get things right, even as it only has a couple of hours more in which to do so.
Rick Kogan will review all eight parts of "Chicagoland," Thursdays in A+E
9 p.m. Thursday; 7 and 10 p.m. Saturday; 9 p.m. and midnight Sunday; 3 a.m. Monday; CNN


text:
The Men's Shed Movement
Invented in Australia, the remarkable men's shed movement has spread from the back blocks of Australia to reach a total of more than 1,400 Men's Sheds in diverse countries on opposite sides of the world. This book provides a fascinating, carefully evidenced and definitive story of men's sheds for the first time. It is a book and movement whose time has come. Many nations are struggling to meet the needs and interests of men beyond the workplace. Over two decades, the men's shed movement has mushroomed from the ground up to become a strongly networked international movement, not only in Australia, but now Ireland, the UK, New Zealand, and continental Europe. How and why this has happened and what the evidence and research means for service providers, communities and the men in the men's sheds movement is thoroughly explored. Lead author, Professor Barry Golding, Federation University Australia, is the respected world expert in the field, being a patron of the Australian Men's Shed Association and the winner of the coveted Ted Donnelly Award in 2013 for his "outstanding contribution to the men's shed movement."


text:
Our Inspiration
A growth mind-set
We believe that effort and resilience makes the difference. It is a belief that if a child has confidence in themselves they can achieve more than they thought possible. Our mantra is "We can't do it…yet!" We do not discuss ability or talent, but effort and success. We believe in challenging all of our children and in providing the support so that they are able to challenge themselves and have a clear understanding of do what to do next. Therefore the clarity of individual structured feedback to each pupil is crucial so that they know what to do to improve. A key priority is to develop a language of talking about their thinking, to reflect and to review. To support peer feedback in an emotionally safe context, we expect that pupils and staff will provide suggestions that are kind, specific and helpful in moving the person on with their learning. The focus is on developing the skills to be an effective and reflective learner.
Character and resilience
In addition there will be a focus on developing character, self-confidence and resilience so that children can deal with life's problems and are able to work well as a member of the future work force.
Learning without limits
It is also reflected in the positive learning environments where pupils (and staff) are able to take risks and learn from their errors, ask questions and be supported to develop further. Our unique community will provide endless chances for children to learn together, develop their thinking, problem solving and team working skills. A school that will enable multiple opportunities to develop leadership and responsibilities.
"We want our parents to say their children are happy at school and achieve well."
~ SASH Education Trust
Our pupils will be:
Emotionally intelligent – they are taught the 'why' ahead of the 'what' and 'how'
Experts – they develop expertise by being reflective
Creative thinkers – they apply knowledge to new contexts with problem solving tasks Involved – in construction of objectives and success criteria
Responsive to feedback – having quality learning conversations
Curious and questioning
Motivated – through challenges that have a clear purpose


text:
Some features of this site are not compatible with your browser. Install Opera Mini to better experience this site.
On August 29, 2006, the U.S. Air Force Weather Agency reported that the Soufriere Hills Volcano on the island of Montserrat experienced a dome collapse and emitted an ash plume. The Moderate Resolution Imaging Spectroradiometer (MODIS) flying onboard NASA's Aqua satellite took this picture the same day. This image shows both the plume emanating from the volcano and blowing northward over the Caribbean Sea, and a hotspot. Outlined in red, the hotspot shows where the MODIS sensor detected land surface temperatures considerably hotter than the surroundings.
Beginning in 1995, a series of eruptions of the Soufriere Hills Volcano produced flows of hot rock, lava, and ash, forcing the evacuation of part of the island of Montserrat and eventually destroying the capital city of Plymouth.
NASA image by Jeff Schmaltz, MODIS Rapid Response Team, Goddard Space Flight Center.