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Care & Community Village Project in Fiji by Caleb Thomas
For my volunteering experience I chose to go to Fiji. I first found out about Projects Abroad from my school which had a poster in its common room area. I had some spare time so I logged on to the website and there I saw all the amazing opportunities and places that I could go to. I decided on Fiji because it was a part of the world where I have never been to and obviously the hot weather would be a great positive.
After my very long 22 hour flight, I arrived in Fiji where I was greeted by Oripa and Emi, two women from Projects Abroad Fiji. I was then driven from the airport to Nadi Town where I was staying with my host family. I met two other volunteers, from America and Hong Kong, as well as my host parents. As soon as I arrived in their house I felt welcomed and right at home. One of the best things about my host family was definitely the food! My host mum was a wonder in the kitchen, the food was tasty, spicy and delicious and the other two female volunteers and I also really enjoyed the food.
My Placement
My placement was with ten girls from; England, America, Hong Kong, New Zealand, South Korea, Belgium, Germany, Poland and Canada. Honestly, these girls made my trip absolutely unbelievable and I genuinely miss every one of them to this date.
Our placement was at a kindergarten in Nawaka Village. The children were all so adorable and were actually really clever. They were nervous to begin with but after a couple of days, they were all eager to interact and play and learn with us. Our days consisted of teaching them about transport, shapes and numbers among others. Then we played outside for a bit before they went home.
When playing outside they really enjoyed learning how to play 'duck duck goose' and also loved to play 'tig'. A lot of the time I was chosen to play tig, I think this was because I was the only male and am a sporty person.
After the first couple of days we had to teach the children some songs, so I chose some Christian songs to sing because I had seen they already knew some Christian songs. After I taught them these songs, the teacher assumed I am Christian, which I am, and asked to lead to the prayer for the next couple of days which I loved and also felt very honored to do so.
Our afternoons were spent refurbishing the kindergarten which was a lot of fun and in the end the whole place just looked absolutely brilliant, colorful and regenerated. In addition to this, because I was the only male I was always picked to do the heavy lifting like lifting the paints, builder's blocks and such.
Weekend Excursions
In between the two weeks of volunteering, we had a weekend where we travelled to another island of Fiji's which was full of other volunteers and tourists. Here we went hill walking, swimming in the ocean, partied in the night time and played some games. I hung out some other volunteers from Germany, Netherlands, Brazil and Canada and they were just as awesome as the girls in my group. The whole weekend was so brilliant and every day after we left, we all missed it so much because it was so much fun.
Our leisure time could be spent in a variety of ways. As long as it was okay with our host parents we could basically do whatever we wanted. So we went to different beaches, went on walks, to the cinema and different styles of restaurants, where I tried sushi for the first time – I must say I'm not a fan. On another occasion my group got taken to a huge flower garden. Myself and the American girl split up from the group and decided to go hiking up the adjacent hill which showed the true beauty of Fiji and its wildlife.
Final Thoughts
I would extremely recommend Fiji to any future volunteers. Stereotypically Fiji is seen as golden sandy beaches and clear blue oceans, which is does have, but help is needed in this part of the world. The whole country is welcoming, friendly, safe and very hot no matter what time of year, which is always a bonus!
On return to England, I still miss Fiji even though I visited about three months ago now. I miss the people, the places, the food and all the amazing long life friends I made. I don't think any other experience will be anything close compared to the marvelous time I spent in Fiji.
The staff of Projects Abroad in Fiji, and also at the main offices in the UK, was exceptionally helpful, catered to my every need and was on hand at any time when I needed them. Without a doubt they are some of the nicest people I have ever had the pleasure to meet - as soon as I have the chance to go back to Fiji, I most certainly will!
Caleb Thomas
Esta anécdota podría incluir referencias al trabajo con o en orfanatos. Encuentra más información sobre la posición actual de Projects Abroad sobre el voluntariado en orfanatos y nuestro enfoque en cuidado comunitario para niños.
Esta es la experiencia personal de un voluntario en el proyecto y es el panorama de un momento específico. Tu experiencia puede variar, pues nuestros proyectos se adaptan constantemente a las necesidades locales y a los logros obtenidos. Los cambios climáticos estacionales también pueden tener un gran impacto. Contáctanos para obtener más información sobre lo que puedes esperar de este proyecto.


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subset: commoncrawl


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Follow-up stories can be hard to come by, since people's attention seems to fade as the next hot topic comes along. As Twitter streams new trending topics, stories seem to become old news quicker than ever. A few months ago, I noted how NPR aired a follow-up report on a man who was selling pet insurance for those who thought they might be raptured back in May (remember Harold Camping?). It was a story perfect for the Internet, one that could easily be chuckled at and shared, but it seems like it was too good to be true. Back in December, NPR followed up with Bart Centre, reporting that he had made least $35,000 by taking on 260 clients. At least, that's what Centre claimed.
Religion News Service came out with a story yesterday reporting that the man's story was an elaborate hoax, one that many outlets (including RNS) reported.
Bart Centre, who lives in New Hampshire, came clean after the state Insurance Department delivered a subpoena because he appeared to be engaged in "unauthorized business of insurance" through his Eternal Earth-Bound Pets business. "Eternal Earth-Bound Pets employs no paid rescuers," Bart Centre wrote in a blog post on March 16. "It has no clients. It has never issued a service certificate. It has accepted no service contract applications nor received any payments -- not a single dollar -- in the almost three years of its existence." Centre's business was reported widely by Religion News Service, NPR, The Washington Post, The Associated Press, CBS News, the BBC, Bloomberg Businessweek, The Huffington Post and other media outlets in the past year.
Centre had even told RNS recently that he was disappointed by Camping's recent decision not to make future predictions, claiming it would be bad for business.
Total clientele rose to 245 by May 21. With the world still spinning after Camping's original prophecy failed to materialize, Centre's business only inched up to 267.
"It really died off really quickly after May," Centre said.
He's also had to handle buyer's remorse. Six customers who signed up just weeks before Camping's failed doomsday asked for their money back. Centre declined, pointing to the contract.
Centre and his co-owner, a Minnesota police officer, share the income from their fees with the 48 other people they've deemed to be suitable "rescuers." Most, he said, are "atheists who are happy to give people peace of mind."
I wonder if he apologized to the reporter because he obviously was working from an elaborate imagination. It must have been pretty annoying to write the retraction story, but it's also part of the follow-up process. Here's more from the updated story.
Richard McCaffrey, the compliance and enforcement counsel who delivered the subpoena, said the subpoena could be withdrawn but the investigation is continuing because of what he considers Centre's contradictory remarks. "He was either lying to the newspapers or he's lying now," said McCaffrey. McCaffrey noted the website for Eternal Earth-bound Pets -- which includes advertisements about Centre's two "Atheist Camel" books -- remains operational. Centre said just two Rapture believers -- rather than his previously claimed 267 clients -- contacted him to sign up for his service. He said he told them he didn't have a rescuer close enough to their area to make a commitment.
Back in December, I suggested that the NPR story could have offered at least one more voice in the story. "Simply reporting on this one particular business with no other voices seems to legitimize it in some way," I said. Sure, adding a second voice would not have fixed the problem that the story was wrong to begin with, but it seems like it would have offered some sort of "okay, but" in the piece.
On another note, I often wonder whether editors go back to the original story on their websites and link to the updated one at the top. The story isn't a correction in the traditional sense, but it is an important update. If you're searching the web and you come across the earlier versions from last May or whatever, you might not come across the updated report. This is a personal pet peeve that publications aren't trying to be a bit more like Wikipedia in letting their stories evolve instead of pretending like once they're published, they're finished. Blogs do a better job of adding an update at the bottom, but traditional media outlets seem to still be struggling with the concept.
Puppy image via Wikimedia Commons.


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I liked the article. It can be suitable in replicate in my country. I am a prospective student intending to pursue a PhD in Education and I would love to replicate this action research as my PhD research project. If I can find sponsors for this research project I would be very delighted to be contacted my email is [email protected] .com
Teacher Knowledge Matters in Supporting Young Readers
Knowing what teachers know and how they practice is necessary to ensure that there are professionals in every classroom meeting the diverse needs of students. Researchers evaluated case studies from a group of teachers and revealed four different levels of knowledge, indicating that future staff development needs to be differentiated and individualized.
Young children need both overall language skills related to vocabulary and conceptual world knowledge and the literacy-based skills of letter knowledge and letter-sound correspondence (Carnine, Silbert, Kame'enui, Tarver, & Jungjohann, 2006). Those who struggle with emergent literacy have been described as young readers who have not learned "to orchestrate their knowledge of language, of the world, and of print, and how it works" (Pinnell, Fried, & Estice, 1990, p. 282). Such children need support in phonemic awareness, phonics, fluency, text comprehension, and vocabulary (National Institute of Child Health and Human Development [NICHD], 2000).
While there may be some differences of opinion about what strategies promote growth in these areas, there is overwhelming agreement on the need for early intervention (Carnine et al., 2006). Programs such as Reading Recovery meet the early intervention criteria because they are for readers who are experiencing difficulty in the first year of reading instruction (Pinnell et al., 1990). By their very nature, daily tutoring sessions in which a child reads familiar and new stories, composes a message, and works with letters (Pinnell et al., 1990) help him or her develop oral reading fluency, text comprehension, an increased vocabulary, and phonological awareness (Stahl, Stahl, & McKenna, 1999). Despite formidable critics (Hiebert, 1994; Hoff, 2002; Shanahan & Barr, 1995), there is continued evidence that Reading Recovery techniques help young struggling readers reach grade level in reading (Allington, 2005) and stay there (Schmitt & Gregory, 2005). Early literacy support has also been shown to reduce special education referrals (O'Connor & Simic, 2002). Small wonder, then, that the success of short-term first-grade tutoring has sparked interest in making strategic, reading-support activities available in the regular classroom. Some places have successfully intensified and improved instruction for all first-grade students by pairing teachers trained in Reading Recovery strategies with regular first-grade teachers for one hour every day (Kinnucan- Welsch, Magill, & Dean, 1999). Others have chosen to develop whole-class programs that successfully extend strategic literacy instruction through the primary grades in their school (Miles, Stegle, Hubbs, Henk, & Mallette, 2005).
Aligning strategic teaching and exemplary literacy practices with instruction in the regular classroom becomes an ongoing professional development experience for the teachers involved (Kinnucan-Welsch et al., 1999). Through coaching, teachers need to internalize and be able to put into practice a number of specific understandings. Among these are the basics of describing the reading cueing systems (meaning, structure, visual cues) that readers use (Goodman, 1982), successfully completing and analyzing running records (Clay, 1991; Stafford, 2000), and using the miscue analysis of those records (Goodman, 1982) to guide instruction. Even when there is no specific school-mandated early literacy support program, teachers who have been trained in sound techniques, such as those found in Reading Recovery, implement them in their classrooms (Roehrig, Pressley, & Sloup, 2001). Because such changes in teacher knowledge and procedures are tied to student outcomes and achievement (Guskey, 2000), knowing the developmental nature as well as the depth and breadth of those changes becomes important.
Evaluating teacher knowledge: One school's story
One elementary school near Charleston, South Carolina, found itself in just this position. Knowing that highly qualified teachers positively affect student outcomes (Ferguson & Ladd, 1996) and that the use of ongoing assessment to monitor progress and plan for instruction is essential in the primary grades (Dole, 2004), the school's principal decided to implement staff development based on the sound literacy knowledge and techniques associated with Reading Recovery. The goal was to help all primary teachers be consistent in the terminology, strategies, and assessments (particularly running records) they used within reading instruction.
Training/Support Work
Over a school year, the literacy coach provided ongoing training to the teachers in grades 1 through 3. These sessions included the purposes of running records, running record symbols and conventions, and the calculation and conversion of the accuracy and self-correction rates. The use of reading cueing systems (meaning, structure, visual cues; or MSV) and the development of questions to guide miscue analysis of running records were also targeted. Other coaching included identifying the strategies of good readers, implementing self-correcting and cross-checking, using miscue analysis of running records to guide instruction, and monitoring the retelling of stories. An integral part of the training involved teachers actually completing running records on their students. As the teachers analyzed the running records, the coach provided ongoing support and assistance; teachers learned as they worked directly with students.
Current requirements for this school district mandate that running records be completed on all firstthrough third-grade students every nine weeks and on all kindergarten students at the end of the year. The teachers immediately put the training to good use, linking it to evaluating student outcomes (Guskey, 2000). Student improvement could be determined by analysis of their running record assessments. However, the relationship between student achievement and changes in teacher knowledge or procedures was not clear.
Typically, teacher knowledge develops from declarative knowledge (knowing what the strategy is and is meant to do), to procedural knowledge (knowing how the strategy works), to conditional knowledge (knowing when and why to use the strategy; Jones, 2006). Therefore, understanding any links between changes in different types of teacher knowledge (declarative, procedural, or conditional) and student outcomes (Guskey, 2000) became critical in planning for future literacy support.
Research in Action
Schools continually evaluate changes in student knowledge; often, they fail to do the same for teacher changes and rarely establish the link between the two (Anders, Hoffman, & Duffy, 2000). And yet, "teacher learning and student learning are the measures against which efficacy and accountability should be assessed" (Kinnucan-Welsch, Rosemary, & Grogan, 2006, p. 430). Fortunately, one of the school's lead reading teachers, a master's candidate at a local college, undertook the evaluation of the running record literacy coaching at the school as her thesis project. It was not an ideal solution; evaluation should be built into staff development from the very beginning (Lowden, 2006) but it was a beginning in exploring the link.
The action research sought to describe how well the staff support and coaching worked and how it affected the literacy knowledge of teachers in grades 1, 2, and 3 in one school. A second goal was to ascertain how best to proceed with future staff training and coaching to support literacy improvement. What did the teachers know and practice? Where were they on the knowledge continuum? Would teachers benefit from differentiated instruction sessions?
Answering the Research Questions
The teacher/researcher used a qualitative approach to answer the following questions:
- How do classroom teachers describe the reading cueing systems?
- How do classroom teachers analyze running record information?
- How do classroom teachers implement classroom reading instruction based on miscue analysis of running records and their knowledge of the reading cueing systems?
Observation, interviews, and analysis of records are the preferred tools for assessing staff-development participant outcomes (Guskey & Sparks, 1991). The researcher triangulated all three areas in gathering data from the six teachers in the primary grades (two each from grades 1, 2, and 3).
The background of the participating teachers ranged from 7 to 20 years of experience. Four of the teachers had master's degrees and two had 30 hours over their master's. One teacher did not have a master's degree while another was working on it. Three teachers had degrees in special education. All teachers had participated in previous professional development sessions and coaching. Two teachers had previously volunteered in a reading initiative led by a literacy coach in which there was systematic inquiry about issues in classrooms.
Data Collection
The researcher observed each classroom teacher as the teacher completed a miscue analysis of a running record and taped a formal interview. Each teacher described the three reading cueing systems and their relationship to teaching students how to read. They also identified how they use miscue analysis information and their knowledge of the reading cueing systems to guide reading instruction. The researcher then examined this information as a continuum of understanding and application. She used a literacy knowledge rubric to determine the stage at which teachers were functioning. The literacy stages delineated where each of the teachers ranked with regard to describing the reading cueing systems, analyzing the miscue analysis of the running record, and identifying their ability to use their literacy knowledge to guide reading instruction.
Creating and using the developmental literacy knowledge rubric was a challenging task. It required a well-defined progression of skill development that could be observed and then defined on a rubric:
- The rubric was based on the three research questions related to the reading cueing systems, miscue analysis of running records, and guiding classroom reading instruction. These three sections were then set up on a continuum-Beginning, Developing, Independent, Mastery-indicating stages or levels of ability. The Beginning stage included basic recall or recognition of information (declarative knowledge). The Developing stage included explanations of concepts and transference of the information to another similar situation (procedural knowledge). The Independent stage included the analysis or breaking down of information into parts to explore relationships (early conditional knowledge). The Mastery stage included synthesis or evaluation of information-putting parts together to form a new whole and using this information to justify a course of action (conditional knowledge).
- The researcher and the literacy coach identified what teachers were taught during the running record training-reading cueing systems, running record information, and guiding classroom reading instruction.
- The criteria on the rubric for describing the reading cueing systems and for guiding classroom reading instruction came from the running record training information and from resources cited in the beginning of this article.
- A running record form was analyzed for accurate information. The teachers' miscue analysis of running records was included as criteria for the rubric.
- The researcher completed the rubric by circling the appropriate criteria within each stage of development. Several of the teachers did not have all responses fall within one developmental level. In the analysis, teachers were grouped by where the preponderance of answers fell in each developmental level. The detail of the rubric made it easy to define what they did not know in the three areas and what they needed to learn more about.
|Early conditional
|Evaluation areas
|Beginning: During this stage the teacher…
|Developing: During this stage the teacher…
|Independent: During this stage the teacher…
|Mastery: During this stage the teacher…
|Reading cueing systems
|Miscue analysis of running records
|Guiding reading instruction
Case Study Analysis of Teachers
The researcher described the teachers' literacy knowledge within case studies. A summary of two studies provides insight on how the process worked.
Leslie (first-grade teacher with 10 years of experience and a master's degree plus 30; all names are pseudonyms) identified and explained all running record conventions and symbols such as wait time, rereading, self-corrections, omissions, insertions, told, appeal, and child's response written on top of the correct word (e.g., fetch/throw). On a running record, Leslie correctly coded self-corrections. Leslie accurately counted and labeled errors and self-corrections on the running record form. She demonstrated how to calculate the accuracy and self-correction rates. When Leslie analyzed the running record, she explained the relationship between self-corrections and accuracy rate. She reported that a self-correction rate of 1:3 is not too high and is an acceptable rate.
From the miscue analysis of a running record, Leslie demonstrated knowledge of the cues the child used and neglected. When the child read likes for liked and sisters for sister, Leslie wrote a note on the running record and stated that the child needed to work on endings. She noted that most of the time the child substituted endings instead of omitting them (e.g., storing/string). Leslie correctly coded and analyzed the child's errors and self-corrections on the running record form. She evaluated three of the four higher level reading strategies (cross-checking, self monitoring, self-correction) when she stated that the child used the visual cue on errors and used meaning and structure cues to self-correct (e.g., school/shoes and stripe/stripes-visual cue used on errors, meaning and structure cues were used to self-correct). Leslie's analysis of the running record included teaching prompts for meaning ("Does that make sense?") and structure ("Does that sound right?"). Leslie stated that if the child had listened and self-monitored more "she would have gotten things." Leslie continued by saying that for students, especially in first grade, it is hard for them to become self-monitoring readers. See Figure 1.
Leslie named and described the reading cueing systems. She stated that meaning means that a child can make sense of the text and that it helps with comprehension. Leslie explained that the prompt for meaning is "Does that make sense?" She reported that she asks herself if the child understands and monitors him- or herself to gain information from the text. Leslie stated that the structure cue relates to grammar and how sentence structure works when students decode words. According to Leslie, part of structure involves the wrong verb tense being used (e.g., token/taken). Leslie stated that speech problems and the dialect for some Spanish and African American students create more structure problems. She stated that the prompt for structure is "Does it sound right?" Leslie reported that the visual cue involves decoding a word and what the word looks like. When using the visual cue, students are looking for chunks within words, word families, and the visual part of the word. Leslie reported on two prompts for the visual cue: "Get your mouth ready for the first sound" and "Does that look right?"
Leslie evaluated the purposes and integration of the reading cueing systems. She stated that "Efficient and well-rounded readers need all three systems. They can't have one without the other." Leslie reported that well-rounded means that students use everything they know about strategies to decode words. The visual cue alone will not help with certain words. She stated that students must use all three cues in order to gain meaning and to make sense of text and for the word to look right. Leslie did not include the structure cue (sound right) when discussing the integration of the reading cues.
Leslie reported that the reading cueing systems are used to drive instruction. Instruction should include cueing systems that are neglected and prompts to help students integrate all three systems. Using the running record to guide instruction, Leslie stated that mini-lessons would reemphasize inflectional endings (e.g., like/likes, put/puts). Leslie explained that classroom reading instruction was individualized to meet the child's needs through conferences during fluency (oral reading). According to Leslie, running records show patterns of progress or patterns of errors that need to be addressed.
Kathy (third-grade teacher with 6 years of experience and a master's degree in process) identified six out of the eight running record symbols and conventions: reread, self-corrections, told, omissions, insertions, and child's response written on top of the correct word (e.g., fetch/throw). She did not know two conventions: wait time and appeal. Kathy described the symbols and conventions used on a running record that she analyzed (e.g., child self-corrected on his own-and/had-and repeated whole sentence to make sure he knew what was going on-rereading). She accurately marked the correct responses made by the child.
Kathy demonstrated how to count errors on the running record. She accurately counted the self-corrections, but she also counted the self-corrections as errors. Because of this, Kathy recorded an incorrect accuracy rate and self-correction rate. That in turn led Kathy to choose the wrong level of instruction- Instructional level rather than Easy level. She correctly figured the accuracy rate but did not accurately figure the self-correction rate. She stated that the self-correction rate (e.g., 1:10) meant nothing to her, but she made a side note that the child "thinks and corrects himself." Kathy accurately recorded self-corrections when marking the child's responses. When labeling the MSVs, Kathy circled only the cue that she thought the child used. The other cue symbols were not noted. Kathy did not analyze any self-corrections.
From the miscue analysis of a running record, Kathy explained that the student self-corrected on his own and "gets credit back to help him" (e.g., fixhounds/foxhounds). She explained that dog/dogs is a visual error and that the child neglected the ending. On the error on/in, Kathy explained that the child self-corrected because he knows that on Alabama doesn't make sense. She explained that when the student changed the word, which did not make sense, it was a structure cue. Kathy found that on two running records, the student's errors interfered only a little with the meaning. The student's comprehension was still good. Kathy interpreted the accuracy rate and text level (93%-Instructional level for that student). See Figure 2.
Kathy named and defined the three reading cueing systems. She described basic information about each system: meaning cue-text and illustrations-children sometimes focus on words or look at illustrations (e.g., mule/donkey-child looked at illustration, not the correct word); structure cue-grammar-adding different sounds or changing verb tense (e.g., growed/grew); visual cue (e.g., adding s or taking off s and not using endings to help figure out what words mean).
Kathy stated that the reading cueing systems teach students that illustrations are important but they have to read more into the text to get the meaning. She stated that the upper grades focus more than the lower grades on comprehension rather than on how words look. Kathy reported that it is important to find structure cues. These cues can totally change the meaning of the text if, for example, the student adds s to a word. Kathy did not give an example of what she meant when she made that statement.
Kathy reported that knowledge of the reading cueing systems and information from the analysis of a running record would be used to guide her classroom reading instruction. She stated that she would tell the student to make sure to read carefully and to check word endings. During small-group reading instruction, Kathy stated that she would tell the students to slow down to get more meaning and to help them remember what they read. Kathy made comments about "poor retelling." She said that such a child was a "word caller." She evaluated how she would support that student by explaining that she would have the child read at a lower level for several weeks. She would administer another running record to determine if the child had made any progress on comprehension.
These analyses, plus the four other case studies, revealed varying stages of development in the literacy knowledge of the teachers. While they had received the same support at the school, the teachers' overall acquisition of new knowledge was affected by their educational background, years and level of teaching experience, involvement with special education, and previous coaching experiences. The teachers with the highest earned degree (master's degree plus 30 hours), previous literacy staff-development support (South Carolina Reading Initiative), and greatest responsibility for teaching children how to read (firstgrade teachers) had the greatest knowledge of the reading cueing systems and the most accuracy in the miscue analysis of the running records. It appears that educational level (degrees earned) and breadth of educational experiences (special education/literacy initiative) as well as the scope of professional requirements (responsibility for the initial breakthrough in reading) contributed more to a teacher's level of literacy knowledge than years on the job. The developmental growth from declarative knowledge to conditional knowledge is influenced by many factors.
|Developmental Stage
|Years Teaching
|Higher Education
|Special Education Degress
|Literacy Training/ Coaching
10 years
Master's degree
plus 30
School support and South Carolina Reading Initiative
21 years
Master's degree
plus 30
Mentally disable, learning disabilities resource
School support and South Carolina Reading Initiative
22 years
Bachelor's degree
Learning disabilities
School support
24 years
Master's degree
Learning disabilities
School support
27 years
Master's degree
School support
6 years
Master's degree in process
School support
Now what?
No one in the field of public education today can escape the mandates for accountability (Allington, 2006). Often, teachers are evaluated on their student performance. State departments, schools of education, and school districts are being told that we need certified and highly qualified teachers in each classroom. Looking at someone's qualifications is not enough. This study shows the reality of inconsistent knowledge and skills within and across the grade levels. Six teachers, who had received the same coaching, demonstrated four levels of knowledge. In most school-level or district-level staff-development opportunities, these teachers would receive additional training as if they were all on the same page of music. We have embraced the concept of diversity of learners within our student population; it is now time to address the same diversity in our teaching population. Effective assessment of knowledge, skills, and dispositions is a critical component of the teaching-andlearning cycle. Helping teachers identify their own level of knowledge and skills turns the heavy hand of accountability into a supporting hand of professional growth.
What the Findings Reveal
This study showed the power of using a developmental rubric and case studies to identify what teachers know and don't know about specific content and pedagogy. It used school-based literacy coaches to define the learning and the desired behaviors and to gather the data. The two teachers who received additional training from the South Carolina Reading Initiative scored on the Mastery level and were firstgrade teachers. Future research should address what the case studies revealed: The teachers' acquisition of literacy knowledge was affected by teaching background, previous educational and coaching experiences, and literacy needs of the students in their current grade level (miscue analysis might be more helpful in first grade than third grade). It is clear from this study that differentiated staff development is essential to support professional growth.
Recommendations for the future
The steps used in this study suggest some of the answers. A developmental rubric or scale, designed to describe characteristics of the desired level of performance, should be developed by a group of "experts." The experts could be teachers, administrators, or those highly trained in the defined area. The importance of the knowledge and skills within and across grade levels should be clear to all. For example, in this study the first-grade teachers were the focus for Reading Recovery training and for the additional state-level training. The role of the second- and thirdgrade teachers was not as well defined, yet they were in a position to extend and support the strategies developed in first grade. Programs and early interventions must be viewed across grade levels rather than as grade level or teacher specific.
Before and after training is conducted, the knowledge and skill levels of each teacher should be assessed. Each teacher should be given an opportunity for self-assessment using a rubric. A rubric provides clear expectations of the knowledge and behaviors of a teacher performing on the desired Mastery level. Each teacher can use the rubric to self-assess and identify areas for professional growth. Pairing or grouping teachers can provide additional feedback and suggestions and can enhance this process and create learning communities. Colleagues can provide feedback by observing teaching, analyzing student work or assessment techniques, and holding conferences with the teachers about their observations. The feedback confirms (or not) a teacher's own analysis of his or her level of performance and supports a continuum for that growth. Staff development, ranging from direct instruction to actual coaching, can be designed for different levels of knowledge. Teachers on higher developmental levels can be paired with those on lower developmental levels to provide many layers of coaching and collaboration. Professional development can be focused, personalized, and tied to student learning within a classroom, across grade levels, and within a school. Teachers can set incremental goals and evaluate themselves on a regular basis, just as they evaluate their own students' growth over time. To link the knowledge of the teacher to student achievement, the growth of each teacher needs to be viewed as an individual effort over time supported by a collaborative effort within the school and school district. This requires clearly defined expectations of professional knowledge and skills for all teachers as exemplified by Table 1. Clarity in setting goals for both teachers and students is essential in any school improvement plan.
Research addressing the impact of professional development for practicing teachers is a critical need (Anders et al., 2000). Because accountability and evaluation measures must be meaningful and effective (Kinnucan-Welsch et al., 2006), rubrics and case studies can provide insights and identify initial steps in the right direction. This approach could identify teachers who have additional knowledge and skills to support their role as literacy coaches or reading specialists. In an era when we need qualified teachers to support high-quality reading instruction (Allington, 2006), knowing what teachers know and practice is a necessity to ensure that there are professionals in every classroom.
Click the "References" link above to hide these references.
Allington, R. (2005). How much evidence is enough evidence? The Journal of Reading Recovery, 4 (2), 8-11.
Allington, R. (2006, February). Reading specialists, reading teachers, reading coaches: A question of credentials. Reading Today (4), 23, 16-17.
Anders, P.L., Hoffman, J.V., & Duffy, G.G. (2000). Teaching teachers to teach reading: Paradigm shifts, persistent problems, and challenges. In M.L. Kamil, P. Mosenthal, P.D. Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. 3, pp. 719-742). Mahwah, NJ: Erlbaum.
Carnine, D.W., Silbert, J., Kame'enui, E.J., Tarver, S.G., & Jungjohann, K. (2006). Teaching struggling and at-risk readers: A direct instruction approach. Upper Saddle River, NJ: Pearson.
Clay, M.M. (1991). Becoming literate: The construction of inner control. Portsmouth, NH: Heinemann.
Dole, J. (2004). The changing role of the reading specialist in school reform. The Reading Teacher, 57, 462-471.
Ferguson, R.F., & Ladd, H.F. (1996). How and why money matters: An analysis of Alabama schools. In H. Ladd (Ed.), Holding schools accountable: Performance-based reform in education (pp. 265-298). Washington, DC: Brookings Institution.
Goodman, K.S. (1982). Language and literacy: The selected works of Kenneth S. Goodman, Volume 1: Process, theory, research [F. Gollasch, Ed.]. Boston, MA: Routledge
Guskey, T. (2000). Evaluating professional development. Thousand Oaks, CA: Corwin Press.
Guskey, T.R., & Sparks, D. (1991). What to consider when evaluating staff development. Educational Leadership, 49 (3), 73-76.
Hiebert, E.H. (1994). Reading Recovery in the United States: What difference does it make to an age cohort? Educational Researcher, 23 (1), 15-25.
Hoff, D.J. (2002). Researchers urge officials to reject Reading Recovery. Education Week, 21 (39), 1, 20.
Jones, R.C. (2006). What? How? When? Retrieved June 8, 2006, from curry.edschool.virginia.edu/go/readquest/conditional.html
Kinnucan-Welsch, K., Magill, D., & Dean, M. (1999). Strategic teaching and strategic learning in first-grade classrooms. Reading Horizons, 40, 3-21.
Kinnucan-Welsch, K., Rosemary, C.A., & Grogan, P.R. (2006). Accountability by design in literacy professional development. The Reading Teacher, 59, 426-435.
Lowden, C. (2006). Reality check: Survey highlights the disparity between the ideal and real in professional learning programs. Journal of Staff Development, 27 (1), 61-64.
Miles, P.A., Stegle, K.W., Hubbs, K.G., Henk, W.A., & Mallette, M.H. (2005). A whole-class support model for early literacy: The Anna plan. The Reading Teacher, 58, 318-327.
National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No. 00-4769). Washington, DC: U.S. Government Printing Office. O'Connor, E.A., & Simic, O. (2002). The effect of Reading Recovery on special education referrals and placements. Psychology in the Schools, 39, 635-646.
Pinnell, G.S., Fried, M.D., & Estice, R.N. (1990). Reading Recovery: Learning how to make a difference. The Reading Teacher, 43, 282-295.
Roehrig, A.D., Pressley, M., & Sloup, M. (2001). Reading strategy instruction in regular primary-level classrooms by teachers trained in Reading Recovery. Reading & Writing Quarterly, 17, 323-348.
Schmitt, M.C., & Gregory, A.E. (2005). The impact of an early literacy intervention: Where are the children now? Literacy Teaching and Learning, 10 (1), 1-20.
Shanahan, T., & Barr, R. (1995). Reading Recovery: An independent evaluation of the effects of an early instructional intervention for at-risk learners. Reading Research Quarterly, 30, 958-996.
Stafford, F.E. (2000). Running reading records: An effective individualized assessment for the regular primary classroom [Electronic version]. The Delta Kappa Gamma Bulletin, 66 (30), 50-57.
Stahl, K.A.D., Stahl, S., & McKenna, M.C. (1999). The development of phonological awareness and orthographic processing in Reading Recovery. Literacy Teaching and Learning, 4 (1), 27-42.
Fitzharris, Linda, Jones, Mary Blake, & Crawford, Allison (February 2008). Teacher Knowledge Matters in Supporting Young Readers. The Reading Teacher, 61 (5), 384-394.
Fitzharris teaches at the College of Charleston, South Carolina, USA; e-mail [email protected]. Jones also teaches at the College of Charleston. Crawford teaches at Spann Elementary School in Summerville, South Carolina.


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"Movie Trailer Credits Intro" also known as "Entwined", is a powerful, dramatic and gripping piece ideal for use in:
- film or tv as a credits opener or movie intro
- intense and emotional cinematic sequences
- various types of internet video projects
- dramatic cinematic after effects projects of VideoHive
With it's open and airy atmosphere, inspirational choir and vocals, distorted guitars and acoustic percussion, "Movie Trailer Credits Intro" will not let you down!
Both WAV and MP3 versions of the track are included in the download package. Thanks for purchasing
Buy audio here: http://bit.ly/1ysLe7G
More Audio Files here: http://bit.ly/MoreAudio
Visit Themeplorer here: http://bit.ly/themeplorer
Video customization service here: http://bit.ly/reeox_videohive
Movie Trailer Credits Intro TimMcMorris


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CJoyce needed a new web page design and created a contest on 99designs.
A winner was selected from 54 designs submitted by 32 freelance designers.
We are a business syndication company. What does that mean? We start businesses from concept through maturity. We are not an investment bank or financing company. Companies are our products. We take ideas, develop them, package them, raise financing, and launch them into the marketplace. We are seeking a concept for our new website. Something that can simplify and boil down what we are and communicate this effectively and simply in a well thought out way.
We think that form follows function. Our main customers are investment advisors, pension funds, CFA's, and wealthy individuals. These customers are usually extremely conservative, extremely intelligent, extremely educated, and have the highest incomes and net worth. What we do is NOT conservative. We are at the opposite end of the spectrum. We deal in ideas that are extremely risky, but very well thought out. 99% of the time these people (our customers) invest in standardized, conservative ideas. We are the 1% of the time they take extremely high risk. We provide a way for these people and entities to invest in start-up companies while mitigating their involvement and risk by investing alongside others. It is VERY important that the design appeals to these people and their segment. It is VERY important that the design helps differentiate us from other companies in a very definitive, well-designed and thought out way. We would like some type of flash design to help reach this purpose.
This contest is for the website CONCEPT and NOT full execution of the site. We will be happy to either negotiate an additional fee or we can take the concept and have others complete it. We did not do a contest for the whole site because requirements may or may not change based upon final concept.
If you have questions please ask!
- Item 1...I think it is best to provide an example of work we like. We do not want a copy of this site, but we would like to emulate the thought behind it to accomplish our objectives. http://www.groundfl.com To us this is a site that evokes a certain feeling of capability, trust, and sophistication. It takes a relatively difficult, boring, topic and achieves a lot in a clean, well-thought out way. With our site we want to achieve being effective and evocative so that whether we are dealing with Iowa, India, China, or Europe, people get a true sense of who we are, what we do, and want to do business with us. The site is not an end in itself. It is there to help cement in our customer's minds that they should be doing business with us.
- Item 1...We do NOT want what we consider to be 1st level ideas. Ideas that are obvious and not well thought out. As in,.."oh, they are a finance company, let's put a dollar sign in the flash". Or, "oh, they are an incubator, let's use an egg." These would be examples of what we do not want because obviously the person did not "get" what we are about or investigate what we actually do. We are not a a finance company or an incubator. We do NOT want a standard investment company website. We are not an investment company, we START companies, we don't invest in stocks, bonds etc. We are not an incubator for other companies. These are OUR companies and OUR projects that we work on from concept through eventual sale. We do not want boring. We want effective and evocative done in an extremely well thought out way so that whether we are dealing with Iowa, India, China, or Europe, people get a true sense of who we are, what we do, feel damn good about it and want to do business with us no matter their background. A link to our LOGO files is found in the discussion section on the first page if needed or: www.esnips.com/web/Joyceco But we are NOT looking for simply a logo flash, we are interested in a well thought out, effective, evocative CONCEPT!


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Frequent Links
Funeral director
|The examples and perspective in this article deal primarily with the United States and do not represent a worldwide view of the subject. (December 2010)
A funeral director, also known as a mortician or undertaker, is a professional involved in the business of funeral rites. These tasks often entail the embalming and burial or cremation of the dead, as well as the planning and arrangement of the actual funeral ceremony. Funeral directors may at times be asked to perform tasks such as dressing (in garments usually suitable for daily wear), casketing (placing the human body in the container), and cossetting (applying any sort of cosmetic or substance to the viewable areas of the person for the purpose of enhancing appearances).
Role in the United States
In the US, most modern day funeral homes are run as family businesses.[citation needed] The majority of morticians work in small, independent family run funeral homes. The owner usually hires two or three other morticians to help them. Often, this hired help is in the family, perpetuating the family's ownership. Other firms that were family-owned have been acquired and are operated by large corporations such as Service Corporation International, though such homes usually trade under their pre-acquisition names.[citation needed]
Most funeral homes have one or more viewing rooms, a preparation room for embalming, a chapel, and a casket selection room. They usually have a hearse for transportation of bodies, a flower car, and limousines. They also normally sell caskets and urns.[1]
Organizations and licensing in the United States
In the United States, the individual states each have their own licensing regulations for funeral directors. Most require a combination of post-secondary education (typically an associate's degree), passage of a National Board Examination,[2] passage of a state board examination, and one to two years' work as an apprentice.[3]
Employment opportunities
Mortuary science graduates may have to relocate to find jobs.[1]
In media
- The TV series Six Feet Under was about a family-owned funeral home and the family's life.
- In the Anime/Manga Kuroshitsuji/Black Butler, there is a character named The Undertaker, who is a funeral director in Victorian London.
- In the movie My Girl and its sequel My Girl 2, Harry Sultenfuss owns and runs a funeral parlor in his house.
- "Ask a Mortician" web series, hosted by mortician Caitlin Doughty, gives a humorous take on death topics that promotes death acceptance and alternative funerals practices.
- ^ a b "Funeral Directors." Occupational Outlook Handbook, 2006-07 Edition. 4 Aug, 2006. Bureau of Labor Statistics, U.S. Department of Labor. 8 Dec, 2008. <http://www.bls.gov/oco/ocos011.htm>
- ^ theconferenceonline.org, Students' NBE
- ^ American Board of Funeral Service Education, Frequently Asked Questions
External links
|Wikiquote has quotations related to: Undertakers
|Wikimedia Commons has media related to Funeral directors.


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David Flores
Website: https://www.davidfloresart.com/
Client: David Flores
Work: Fabrication
Category: Artist & Designer Collaboration
Materials: Fused Glass, Stained Glass
Place: Santa Barbara, CA
This site uses Akismet to reduce spam. Learn how your comment data is processed.
Email: email@example.com
Phone: (323) 255-0131
Stained Glass & Restoration
200 S. Ave 66
Los Angeles, CA 90042
Phone: (323) 255-0131
Fused & Kiln Formed Glass
143 Pasadena Ave.
South Pasadena, CA 91030
Phone: (323) 244-4525
Public Tours of Judson Studios take place every second Thursday of the month at 2:15 pm.
The tour is $18 per person, $16 for students and seniors. The cost includes tours of our historic building in the Garvanza district of Highland Park followed by a tour of our new facility located a minute away in South Pasadena.
For information or to book a private tour, e-mail us at firstname.lastname@example.com or by phone at (323) 244-4525
Join our monthly public tour HERE
Press & Marketing Inquiries:
Contact Jocelyn Lo at email@example.com
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Monday - Friday: 8:30AM to 4:30PM
Saturday & Sunday: Closed.
All after hours calls will be forwarded to our personal message system.
© 2019 The Judson Studios. All Rights Reserved.


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|June 24, 2016
|June 26, 2016
The 2nd Annual Silver Hills R/C Helicopter Fun Fly is being held June 24th, 25th, and 26th 2016 near Coeur d'Alene, ID. Deater "RC Dbutz" Butler is putting on the event so if you have any don't hesitate to PM him on the forums.
Its being held in a huge field located directly across the street from the Silverwood Theme Park and also next to an RV Park. So, bring the entire family for a great weekend of flying, and bring your RV if you have one, or bring your camping gear.
Coordinates are 47.897429, -116.705542
Google Maps Location
This is an AMA sanctioned event. They will have a food vendor on site for breakfast, lunch and dinner (Great food too!). They are planning to have flood lights as well, but will require night pilots to zip tie something that will remain illuminated if the heli goes outside of the lights. For more information read the post on RunRyder.


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Consumers in 37 states that want affordable marketplace health coverage are more likely to pick a plan from Coventry, Humana or WellPoint, according to new research by Avalere Health.
Coventry had the largest share of its health plans priced competitively, with more than half priced equal to or less than the area "benchmark" plan, which is the second lowest-cost silver plan.
Sixty-five percent of the nation's 8 million marketplace enrollees selected a silver plan, which covers 70 percent of medical costs. Ninety-five percent of silver plan members who enrolled through the federal marketplace, HealthCare.gov, qualified for financial assistance to help pay for coverage.
Humana, Coventry, and the new consumer operated and oriented plans, known as "co-ops," had the largest share of affordable silver plans. While over 60 percent of Humana's silver plans were priced the same or less than area benchmark plans, according to the research which looked at plans in California, Idaho, New Mexico and the 34 states that use the federal health insurance marketplace.
Overall, independent Blue Cross Blue Shield plans, known as "Blues," had the most low-cost silver plans with 370 in 27 states.
"Securing enrollment in silver plans is critical for carriers establishing exchange market share," said Elizabeth Carpenter, director at Avalere Health. "Looking ahead to 2015, we expect silver plans to remain the most popular given the link between the silver level and federal financial assistance, including tax credits and cost-sharing reductions."
Source: http://www.miamiherald.com/2014/05/21/4129672/coventry-humana-wellpoint-offer.html
Call 888-959-3788 today to speak with a licensed agent regarding your health insurance.


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CrowdConf needed a new other design and created a contest on 99designs.
A winner was selected from 230 designs submitted by 59 freelance designers.
CrowdConf (http://crowdconf.com) is a 1st annual conference on the future of distributed work being held October 4, 2010 in San Francisco. It brings together researchers, technologists, outsourcing experts, legal scholars, and artists to discuss the rapidly democratizing and flattening of the global labor market.
Topics will include:
- Past, present, and future of crowdsourcing
- Quality assurance and metrics
- Social and economic implications of crowdsourcing
- Task design/Worker incentives
- Innovative projects, experiments, and applications
CloudConf brings together the leading minds in crowdsourcing from Amazon and oDesk to Crowdflower and 99designs. There will be researchers, technologists, outsourcing experts, legal scholars, artists - anyone who wants to learn more about and discuss the future of this growing trend.
We need you to design of the tote bag that will be given to every conference attendee.
The design can be really fun or very simple so long as it:
- looks great
- cleverly represents what this conference is all about
***We are NOT looking for a boring or typical conference bag.
Feel free to use your own additional text or images but please include:
• the name and year - CrowdConf 2010
• the subtitle - The First Conference on the Future of Work
• The website - crowdconf.com
• Designed by (your name) at 99designs
The design must fit these dimensions:
11 inches wide
13 inches tall
The printing will be done in 2 colors


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Howdy peeps of Salem.
As the title already suggests i am a returning player looking around for some activity, hopefully joining a group of mates or just settling down in an active town.
Im sure people who will be interessted in another farmhand for their places will all have their private questions towards me, but either way, i'll share some common stuff about me.
- I was mainly playing as a Hunter in my previous experiences, but that doesn't mean that i am willing to take on other roles as well.
- We could say that i am a youngling, personally i feel myself a bit ( Tiny bit? :'[ ) older than my fellow mates in the world of teenagers.
- I am not into the shady stuff on the forums, i'd like to avoid all the politics going on here as far as possible. ( Yes, i am fully aware that it is a feature of the game, but it makes me cringe. )
- If you want to know something, or you think you possible have a thing going on that i could be a part of, please message me.


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Best definition
The act of capturing, mildly sedating, and throat-fucking a loon.
Dave and I grabbed a 6 pack of Busch and headed down to the lake for some looning. Little fight, no bite.
looning: define #2
1.Fucking around or clowning on someone,
2.Being silly
3. Acting Crazy
2.Being silly
3. Acting Crazy
1.Bruh, That boy Jordan, Cuz was Looning on that one boy with the dumbass afro, Albert!
2. Ay Cuz, come kick it with me and that boy Albert, we hella burnt out and Straight Looning
3. BRUH, we saw this one basshead hella Looning
2. Ay Cuz, come kick it with me and that boy Albert, we hella burnt out and Straight Looning
3. BRUH, we saw this one basshead hella Looning
looning: define #3
kreeping non stop on a specific group/person
Todd and Alex were looning on those girls
looning: define #4
Looning – the way HIPPIES wander about in an aimless way, talking hippie nonsense and making strange movements and poses. Also is related to LOONS, the very wide bottomed flares hippies still wear even now. also related to LUNATIC and LOONY, as they appear demented to humans.
"Hey man , do you feel like going out Looning? "
"Look at those hippies! they're really looning!"
looning: define #5
The act of throwing water balloons at someone's house, normally at night. Can be hand thrown or launched from a water balloon launcher.
yo lets go looning tonight!
looning: define #6
The feeling of nostalgia one has when they smell an odor/smell from their past.
God, I'm looning right now because I just smelled apple-cinnamon candles like the one my deceased grandmother used to own.
looning: define #7
Word that refers to social media rambling. Refers to rambling in any electronic format (Facebook, e-mail, blog, personal website).
My friend is looning on Facebook about her bad day. She just keeps typing whatever she's thinking.


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Bo Deal (Feat. Mecca & B.F.N.) - Ratatatat [Unsigned Hype]
B reports "Bo Deal and the Klan take the world thru some of the grittiest streets in Chicago while setting the city on fire. and please include my myspace and definition of royalty coming soon. thanks and have a great day Bo Deal - Boss of Chicago www.myspace.com/bodeal Definition Of Royalty "COMIN' SOON""
Please click the "Report" button below if the video on this page is not working properly.
Comments will only be displayed by verified emails. No Spamming or Racism.


text:
The HTC One smartphone will be sold by the nation's largest carrier beginning next week, four months after it launched on AT&T, T-Mobile and Sprint.
Verizon Wireless said in a tweet early Friday that HTC's top phone of 2013 would cost $199 with a two-year contract and be available Aug. 22 in stores and online.
PHOTOS: Top smartphones of 2013
The device comes with a 4.7-inch screen, a fast processor, a solid battery and at least 16 gigabytes of internal storage. Reviews have praised its sleek aluminum design, Beats-powered audio and neat photo-capture features. HTC is said to have sold 5 million units in the first couple of months, but the lack of a Verizon version was considered to be a major setback.
For Verizon customers, the One is expected to hit stores just before the Motorola Moto X. While the Moto X hasn't received favorable reviews on the hardware side, many of its software features could be preferable to some users. For example, the Moto X will have better voice command and touchless features than most other phones. It also comes packed with Android's new camera app, and its body colors can be chosen by the buyer.


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Isle of Wight residents are reminded to move their calendars forward tonight to 2013. Despite the annual spring reminder and widespread use of the Internet there are many hold outs to sharing the 2013 calendar across the island with many communities still following specific years of their choosing. Freshwater prefers 1905, Shanklin 1923 and Bembridge is split between 1958 and 1959.
|The people of Ryde would like it to be Christmas every day
Calendar confusion on the island is a mystery to many tourists. While many are charmed by the slower pace on the island they are not sure why it is slower in some places than others.
The debate on standardizing time on the island has bedeviled local politics for decades. Conservative proponents make a strong argument for sticking with a year they know brought prosperity rather than subjecting residents to the vagaries and whims that may come with accepting a new year every twelve months. Futurists say that the past is the past and the future is the future, so there! In the middle is the moderates who have tried to bring the factions together by proposing a common era or decade for all with limited success.


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|[Insert Extermi-cake joke here ]
|Two British institutions in one
delightfully refreshing pot.
It also makes me wonder: what other things will people be doing as individuals or small groups on the anniversary? Do any of you have plans more grand than simply watching the 50th anniversary special? What about themed bakes or other clever edibles, especially those made without the help of a major retailer? If so we'd really love to hear about them!
You can see Lakeland's whole range of Doctor Who products at their 50th anniversary microsite.


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This week I interviewed Susie Hall, the President of VitaminT – a very large recruiting agency that deals primarily with "creative types". We spoke about how recruiters go about finding great candidates, what they look for, how they network, and how job seekers can get on their radar. I've shared the highlights of that discussion, along with several tips about things that a job hunter can utilize to create an effective personal brand and get hired faster. Note: her advice is valid for people with all kinds of backgrounds, interests and aspirations. You can see what she says by following this link to my USNews & World Report article for this week: http://money.usnews.com/money/blogs/outside-voices-careers/2012/12/26/how-to-be-found-and-prized-by-headhunters#comments.
Happy reading… happy hunting, and HAPPY NEW YEAR!


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When he's not suggesting Lamar Odom be a ball boy, Metta World Peace is sharing the love—even with opposing teams.
With the Lakers up two on New Orleans and 1.2 seconds left in the game, World Peace simply had to inbound the ball somewhere in the frontcourt. Even if the pass was knocked away, the clock would expire and the Lakers could go home with a victory. Instead, World Peace let his giving mood get the best of him and inexplicably passed the ball into the backcourt—where the Hornets' Jason Smith was waiting alongside Matt Barnes, to whom the pass was presumably intended.
World Peace attempted to explain his decision on Twitter:
Easy pass... Jason smith is a poker player.matt played running back. 1.3 seconds. Jason smith cant bend down that far. Keep the ball low.
Keep ballin', Metta.


text:
Business Challenge
With over 40,000 employees serving clients in more than 5,000 branches, Sichuan Rural Credit Union and Cooperative Bank is transforming itself to meet the skyrocketing demand for digital banking. To support digital transformation, the bank's Information Technology Center (ITC) has built 100+ business systems that facilitate online banking as well as activities for its dispersed branches. Now in Project II of a three-phased initiative, ITC has replaced manual IT service management (ITSM) processes with best practices and tools that are empowering the bank to deliver an exceptional customer experience while reducing costs.
BMC Solution
Monitoring with TrueSight Operations Management was put in place during Project I. In Project II, ITC established a three-level service support system for more than 40,000 employees using Remedy Service Management Suite, BMC Discovery and BMC Atrium CMDB. ITC has also implemented BladeLogic Server Automation (now known as TrueSight Server Automation) to handle server provisioning.
Business Impact
The new support model has lightened the workload for the headquarters service desk and is speeding the handling of incidents, service requests, and changes.
- Service request efficiency improved dramatically, with 69% of requests responded to within one hour.
- Fifty percent of incidents are resolved in less than four hours and 35% are closed in one hour.
- Self service accounts for 36% of ticket submissions, reducing the number of help desk calls.
"Remedy has streamlined, standardized, and automated our ITSM processes and BMC's philosophy of integrated operation and maintenance provides an excellent foundation for the bank's future expansion."— Chen Jie, Vice President and Chief Architect, Sichuan Rural Credit Union and Cooperative Bank
Let's discuss your transformation
Featured Offerings:
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Analytics-driven performance management to find and resolve availability and performance issuesLearn More | Start a free trial
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TrueSight Server Automation
Configure, deploy, and patch servers to accelerate change, enforce compliance, and lock down securityLearn More


text:
Congenital branchial fistulas are attributed to maldevelopment of the branchial system. A skin tag, sometimes containing cartilage, may mark the site of the opening. There is frequently a discharge, and infection may occur. Branchial fistulas may also appear in association with the Melnick-Fraser syndrome, in which pre-auricular pits, hearing loss and renal anomalies are also present.
Branchiogene Fistel


text:
Mein Konto
Mein Warenkorb
Zur Kasse
HORSEFEED BOX® Natur-Klinoptilolith-Zeolith
Kolloidale Silberlösung
Many people have owned, used, and ridden on Hermann Oak Leather for years. They have heard the phrase "Hermann Oak Leather" used to describe only the finest of leather products. Yet, in spite of being very familiar with Hermann Oak Leather, many people are unclear as to what it actually is.
Leather is the hide of an animal that has been chemically altered by a process known as tanning. By tanning animal hide, the hide becomes far more durable, long lasting, resistant to wear and rot, softer, and more pliable.
Hermann Oak Leather is leather tanned by the Hermann Oak Leather company in St. Louis, Missouri. The Hermann Oak Leather company has been making leather since 1881 when Lewis Charles Hermann started the business to accommodate the local harness trade and to supply wagon loads of settlers on their way West.
Since 1881 the Hermann Oak Leather company has earned the reputation of being the premier leather manufacturer in the United States. Their specialty is vegetable tanning, a type of tanning used to make leather for many uses, including saddle making. Hermann Oak Leather can be found in certain saddles made by such prestigious saddle makers as Circle Y, Billy Cook, Bobs and more.
There are a wide variety of tanning methods to convert animal hide into leather. Two commonly used methods of tanning, vegetable tanning and chrome tanning, are compared below.
Vegetable tanning is a process that uses "tannin" to change hide into leather. Tannin is derived from natural products found in plants. Vegetable tanning produces a leather that is:
Vegetable tanned leather is one of the more expensive leathers and is frequently found in products such as saddles, shoe soles, and gun leather.
Chrome tanning is a method of tanning that uses chromium sulfate and other compounds to tan the leather. Chrome tanning produces a leather that is:
Chrome tanned leather is often less expensive than vegetable tanned leather because the tanning process is considerably shorter. Chrome tanned leather is frequently used in items such as clothes, upholstery, gloves, and chaps.
You can learn more about Hermann Oak Leather by visiting their website at www.hermannoakleather.com.
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text:
Dolphins running back Reggie Bush lost a fumble and was benched after getting just five touches in Sunday's 37-3 loss to the Titans. Afterward, Bush called the benching the right call.
"I didn't deserve to be back in there," Bush said. "I fumbled the ball and I've had two fumbles lost this year. I have to do a better job of protecting the ball. I've been in this league long enough to know protecting the ball is the most important thing as a running back."
Bush got off to a brilliant start this season, with 50 carries for 302 yards and two touchdowns in the Dolphins' first three games, and he talked openly about his goal of leading the league in rushing — a goal that seemed attainable, given how well he was playing. But Bush suffered a knee injury in Week Three, and although he didn't miss any games, he hasn't been the same player since then: He has 76 carries for just 252 yards in the last six games.
When a running back averaging six yards a carry and 101 yards a game suffers an injury and then drops to 3.3 yards a carry and 42 yards a game, it's reasonable to think that the injury is the reason. But Bush says that's not the case.
"No, not at all," Bush said. "I'm not hurt at all."
Whatever the reason, Bush's production has declined. And that decline in production, along with two lost fumbles in the last three games, has Dolphins coach Joe Philbin phasing Bush out of the offense.


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Giant Trance 27.5 3 - 2016
Boosting off roots, snapping out of corners, tackling steep drops: do it all with confidence on Giant's Trance 27.5 3. Up and down the mountain, the ALUXX SL aluminum frame is light and stiff to get up and go, while the Maestro rear suspension along with RockShox Monarch R shock deliver 140mm of bump-swallowing travel that lets you float over rock gardens. Up front, a RockShox Sektor Gold RL leads the charge with 140mm of forgiving travel on chattery trails or big hits. Speaking of charging forward, the wide-ranging Shimano Deore 2x10 drivetrain keeps you going with quick, smooth shifts every time. And when it comes time to dive hard into the switchbacks, Giant's 27.5-inch wheels respond with agility while the Schwalbe tires bite into terra firma and Shimano discs scrub speed reliably.
27.5-inch wheels (also known as 650B) offer the best characteristics of 26- and 29-inch wheels for an outstanding ride.
Efficiency: Increasing the wheel diameter decreases the angle of attack (the angle at which round objects meet square objects). The lower the angle, the easier it is to roll over obstacles and maintain momentum.
Traction: With a larger diameter, the tire's contact patch increases, putting more rubber on the trail. A 27.5-inch (650B) has nearly the same contact patch as a 29er for superb acceleration, braking and cornering.
Weight: The weight of a 27.5 wheel, tire and tube is only 5% more than an identically built 26-inch wheel. Compare this to a 12% increase with a 29-inch wheel. Lighter wheels mean a lighter bike, and better climbing and acceleration.
Pedals sold separately
|Giant ALUXX SL aluminum w/Maestro suspension, 5.5-inch travel
|RockShox Sektor Gold RL Solo Air, OverDrive steerer, 15mm thru-axle, 140mm travel
|Rear Shock
|RockShox Monarch R
|Giant S-XC2 27.5-inch
|Giant Sport Tracker Disc
|Stainless-steel, 14g
|Schwalbe Nobby Nic Performance, tubeless-ready, 27.5 x 2.25
|Shimano Deore
|Front Derailleur
|Shimano Deore
|Rear Derailleur
|Shimano Deore Shadow Plus
|Rear Cogs
|Shimano HG50, 10-speed: 11-36
|Shimano Deore
|Giant Connect, low rise
|Giant Connect
|Brake Levers
|Shimano M396
|Shimano M396 hydraulic disc, 180/160mm rotors
|Giant Contact, upright
|Giant Connect
* Subject to change without notice.
Giant 27.5 -- Ride Without Limits.
Maestro technology
Part Numbers
|Store SKU
|Satin Black/Blue / X-Small
|Satin Black/Blue / Small
|Satin Black/Blue / Medium
|Satin Black/Blue / Large
|Satin Black/Blue / X-Large
Read 5 ReviewsWrite a Review
REVIEW SNAPSHOT®by PowerReviews
- Durable (4)
- Lightweight (3)
- Comfortable (2)
- Versatile (2)
- Agile
- Drownin' in poon sincebuy
- Frame color
- Grips
- No rear lockout nbd
- Rocky sections
Best Uses
- Enduro (3)
- Mountain biking (3)
- Trail (2)
- All-mountain
- Commuting
- Everything
- Flowing trails
- Technical trails
- Trail riding
- Extreme Sports
Reviewed by 5 customers
Sort by
- Durable
- Ridin Dirty Da Whip Clean
- Gnarly Brah
- Stylish
- No Rear Lockout Nbd
- Drownin' In Poon Sincebuy
Best Uses
- Commuting
- Mountain Biking
- Trail Riding
- Enduro
So I bought this bike, and 5 hours later realized i had rode 40km of trails in my local river valley! Awesome bike, went straight from the shop to the trails and it handled like a beast. From medium drops to greasy roots and medium rock beds, this thing took it all and spit in my face saying GIVE ME MORE!!!! Would recommend 10/10 just bring protection because this bike will suck your soul dry for the low price of around 2000-2400. You'll love it.
- Durable
- Lightweight
- Agile
- Comfortable
- Frame Color
Best Uses
- Enduro
- Trail
Giant Trance 3 2016 is my first full suspension bike, after weeks of research i finally decided to buy it, coming from a hardtail bike, this bike is a game changer, its moves like a tank on rocky/stiff descends with ease, it feels your always on control, as for uphill this bike is really forgiving. The tires are solid too, its been a month now and i have not experience any flat tire, grip is perfect with the maestro technology, the bike is also light, handling is perfect, this bike is just perfect on my everyday trail ride, i believe this bike is rated as trail/enduro bike. overall im happy with the purchase and never regret buying it. Future upgrades will be going tubeless tire.
- Looks Amazing
- Feels Like More Travel
- Looks Like A Tank Irl
- Rides Updown Perfectly
- Lightweight
- Comfortable
- Grips
- Rocky Sections
Best Uses
- Enduro
- All-mountain
- Trail
- Everything
- Technical Trails
- Flowing Trails
Summary: I've been saving up for this bike for awhile. It's absolutely a dream to ride. There's no suspension movement when climbing while sitting, and turning the rebound on the shock to the slowest it can go eliminates any suspension movement while standing up and climbing. I run a high rebound on the shock and fork on trails. It eats up everything, while still giving you enough feedback. By no means does it ever jerk you around due to a high speed impact with something in your way. The only poor component in my opinion are the grips. That's really not a problem if you don't like them as they're the cheapest part to change. It's also down to personal preference. This bike is my first full suspension mtb, so I don't have that much experience with them; however, this bike behaves like a tank and will plow through anything, but also be nimble and agile when you want it to. I did a ton of research before getting it, and I can confidently say it is the best bike in it's price point. It's so good that I don't even need to ride other bikes in its price point to know their worse. Con (I don't even need an "s"!): The high sidewalls on the tires allow for a very puncture-resistant, and reliable tire. On the other hand, they push you side to side when going over rocky terrain. Who is it for? If you live in a hilly place, or do both climbing and descending a fair bunch, this bike it for you. It'll stop quite quickly, without feeling like you're going over the bars. It's easy enough to clean with a hose, so feel free to go through mud! It also looks enticing with water droplets all over it. ;P If you want a bike that looks as good as it rides, go for this piece of mechanical perfection.
- Versatile
- Lightweight
- Maestro Suspension
- Cool Paint
- Durable
- No Lock Out On Rear Shock
Best Uses
- Mountain Biking
- Extreme Sports
love the maestro suspension design it soaks up every thing and ask's for more this wheel size IMO is the best easier around switch backs I changed wheels to some thing lighter and bike weighs 28.5 with dropper post amazing how this bike soaks up baby head rocks also upgraded to 150 mm pike best fork ever brakes work great buy this bike..you wont find a better bike for price......
- Versatile
- Durable
- Heavy
Best Uses
- Mountain Biking
I ride this bike about 2 to 3 times a week on advanced technical trails and I am very happy with the way the bike rides. The bike has a very good build for the price and the frame is light and durable. I was unimpressed by the stock wheels because of their weight and engagement but they are bombproof. I tried to ruin them by riding hard and hitting as much sketchy stuff as I could to get an earlier upgrade and they took it like a champ (they are sitting in my garage now with just minor scratches and function as a spare just in case I destroy my new wheels). I ended up putting industry nines torch trail wheel on and the bike is just amazing now. The only other modification was a conversion to 1x10 and carbon cranks with a narrow wide chainring. If you don't have the means to buy a higher end bike but want a frame you can upgrade over time I recommend this bike. My build is currently at a little over 27lbs with pedals. The only other thing I plan on changing is the suspension, while the stock suspension is great and has taken me even through the trails in North Georgia (a lot of downhill) I really want something I can adjust as the day progresses and the climbs turn to descents.


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Samsung may have set its sights on AMOLEDs this year, that doesn't mean old-school LCD technology will fall by the wayside. It's just getting bigger. This week, Samsung launched its 75-inch ES9000 Smart TV in South Korea just this week for 19.8 million KW ($17,463 USD).
If bigger is better, this might be the next best option of watching the 2012 summer Olmypics, after Panasonic's monstrous IMAX-competing 145-inch Ultra High Definition TV. Besides its size, the TV has Wi-Fi, access to Samsung Apps, its own app store with apps from Pandora, YouTube, Netflix, Hulu Plus and others.
The 75-inch 1080p screen is a jump up in screen size from Samsung's existing line of 51-inch and 55-inch screens in the 7500 and 8000 series televisions that Samsung has already brought to market. The differences in prices between the 75-inch and 55-inch TVs are dramatic. The ES9000's smaller cousins top out around $4,000, less than a quarter of its price.
Like other Smart TVs, the 75-inch screen includes Samsung's proprietary "Smart Interaction" technology. The tech, revealed at CES 2012, offers a hands-free method of accessing and activating your television. Through a mic and integrated webcam, viewers can turn on or off the TV, access the app store, adjust the volume and browse the Internet. Besides the usual remote control, Samsung offers an app to control the TV using a smartphone. Facial-recognition technology also prevents unwarranted users (whether friends or even children) from accessing and purchasing apps on the Samsung app store.
Samsung's Evolution Kit also makes it possible to upgrade television's processing power down the line — a new chip can be installed into a slot on the back of the TV.
Samsung's mammoth TV hasn't yet hit the international market, so potential buyers take note: You have a head start to scrape together $17,000.
Editors' Recommendations
- Take a gander at the best deals on 4K TVs for February 2019
- Get big-time savings on these huge 4K TVs for Super Bowl LIII
- The best 4K TVs of 2019
- Amazon has sweet Valentine's Week deals on Echo, Ring, Fire, Fire TV, and Kindle
- Choosing one of these smart TVs under $300 will make you look like a genius


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What I Really Do at the Dixie Cup Every Year—MostlyMore Than You Ever Wanted to Know March 1, 2008 - Fred Eckhardt
Every year since 1989, I have traveled down to Houston, TX, a lovely city that is widely unappreciated among the great cities of this country. Did you know that Houston is closer to Chicago, IL, than it is to El Paso, TX? Moreover, it is a remarkably beautiful city, quite green—not at all the oil-reeking... View Article


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by Tom Watson
* Here are the images Tom sent to accompany his text in the post above. Many thanks, Tom - and apologies for the awkward presentation today! ~ L
* Many thanks to Tom Watson for sharing his thoughts and recollections of Bernie Fuchs with us, as well as providing all of today's scans. I still have quite a few BF illustrations to share this week (thanks to our own Charlie Allen) but would very much like to have some interesting anecdotal text to accompany them. If you would like to do the share your thoughts on Bernie Fuchs as a guest author, drop me an email at leifpeng[at]gmail[dot]com.
*And be sure to drop by Charlie Allen's Blog to see the latest CAWS: Charlie's magnificent marine paintings.


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Follow RFF News on your cell phone. Text follow rff to 40404 you will receive txt messages with RFF News
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Ok I'm home from work and all I'm seeing is the HOH convo. I guess Matt is calling out Rachel on her showmance or something.
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Welfare benefits
If you are looking for extra financial support you can use our online benefits directory to find out information about welfare benefits and if you are eligible.
You can receive benefits for a number of reasons, including if you:
- have a long term illness or disability
- care for someone
- are unemployed or work part-time
- are having a baby
- have a disabled child
- are over pension age.
Watch our short video which shows how people in different situations can be entitled to benefits:
Welfare benefits directory
Use our online benefits directory to see what type of benefits you might be able to receive and how to apply for them.
Most popular benefits
We have detailed information for some of the most popular benefits:
- Attendance Allowance
- Disability Living Allowance
- Employment Support Allowance
- Jobseeker's Allowance
- Personal Independence Payment
- Tax Credits
Help to Save scheme
Help to Save is a government saving scheme to support working people on tax credits and Universal Credit build their savings.
|Who can apply
|Armed Forces Compensation Scheme
Long term ill/disabled bereaved
This scheme replaces the War Pensions scheme for those who have suffered injury, illness or death caused by service on or after 06.04.05
|Attendance Allowance
Long term ill/ disabled/ stage pension age
A non taxable weekly benefit for people over 65 who need looking after because of an illness or disability.
|Bereavement Allowance
An allowance paid for 52 weeks to those who have been widowed or who have list a civil partner.
|Bereavement Payment
A one off payment of £2000 paid to spouses bereaved on or after 09.04.01 and for civil partners bereaved on or after 05.12.05.
|Bereavement Support Payment
A larger first payment followed by up to 18 monthly payments to be paid if your husband, wife or civil partner died on or after 6 April 2017.
|Budgeting loan
Long-term ill/ disabled/ unemployed and part-time workers
An interest free loan for those in receipt of certain benefits.
|Carer's Allowance
Carers and unemployed/ part-time workers
A weekly benefit paid to those who care for someone with an illness or disability
|Carer's Credit
|If you care for someone for at least 20 hours a week
|Child Benefit
|Families or carers
|This benefit is payable to all parents and carers of children and young people up to the age of 19
|Child Tax Credit
|Unemployed/ part-time workers parents or parents of a disabled child
|This benefit is payable to parents with a low income
|Christmas bonus
|Long term ill/ disabled/ state pension age
|A one-off payment of £10 paid automatically to people claiming certain benefits in the qualifying week
|Cold Weather Payment
|Long-term ill/ disabled/ state pension age
|An extra payment of £25 per week, paid automatically if in receipt of certain benefits
|Council Tax support/ reduction schemes
|Long-term ill/ disabled/ state pension age
|Local council tax support/ reduction scheme from 1 April 2013.
|Disability Living Allowance
Long-term ill/ disabled/ have a disabled child
A non taxable weekly benefit paid to people from birth to 65 who have attention or supervision needs because they have an illness or disability, or who have difficulty with their mobility
|Employment Support Allowance
Long-term ill/ disabled
An earnings replacement benefit paid because you are unable to work due to illness or disability
|Funeral payment
|This is a lump sum payment to cover the cost of a funeral and other expenses
|Guardian's Allowance
|A weekly benefit which you can claim if you care for a child who's parents have died, are in prison or their whereabouts are unknown
|Health benefits
|Long-term ill/ disabled/ state pension age
|Various free benefits including sight tests, dental treatments and prescriptions if you receive particular benefits
|Health start food and vitamins
|Pregnant/ recently given birth
|You can claim for vitamins and vouchers worth £3.10 each to exchange for healthy food at specific places.
|Housing benefit
|Long-term ill/ disabled/ state pension age
|A benefit paid to help you with the cost of your rent.
|Income support
Carers/ pregnant women or women who have recently given birth
A weekly benefit paid to certain categories of people on a low income
|Industrial Injuries Disablement Benefit
Long-term ill/ disabled
This is a weekly benefit payable to those who have had an injury at work, or who are ill as a result of their work or work environment
|Jobseeker's Allowance
Unemployed/ part-time workers
You can claim JSA if you are currently unemployed or working under 16 hours per week and are actively able and looking for work
|Maternity Allowance
|Pregnant women or those who have recently given birth
|You may receive this if you are pregnant or have recently had a baby and you are not entitled to Statutory Maternity Pay
|Motability Scheme
|Long-term ill/ disabled
|A Government funded scheme which allows you to exchange your higher rate Mobility payment from Disability Living Allowance or your enhanced rate Mobility payment from Personal Independence Payment for a car
|Pension Credit
Stage pension age
A weekly benefit called Guarantee Credit is paid to those over Pension age to guarantee they have income of an appropriate level
|Personal Indepedence Payment
Long-term ill/ disabled
Personal Independence Payment has started to replace Disability Living Allowance for people of working age with a health condition or disability
|Road Tax Exemption
|Long-term ill/ disabled
|If you are in receipt of Disability Living Allowance at the Higher rate of the Mobility component you are entitled to exemption on your Road Tax
|Short term advance
Short term advances of your benefits are available to claimants of any contributory or income-related benefit
|Sixteen to Nineteen Bursary
|Long-term ill/ disabled
|You could get a bursary to help with education-related costs if you're aged 16 to 19
|State Retirement Pension
|State pension age
|Your State Retirement Pension is based on the National Insurance Contributions you have paid throughout your life
|Statutory Adoption Pay
|A payment made by your employer whilst you are on leave after adopting a baby or child
|Statutory Maternity Pay
|Pregnant women or those who have recently given birth
|A payment made by your employer whilst you are on leave before and after having a baby
|Statutory Paternity Pay
|A payment made by your employer if your partner has recently given birth to or adopted a baby
|Statutory Sick Pay
|Long-term ill/ disabled
|A payment made by your employer whilst you are unable to work due to ill health
|Sure Start Maternity Grant
|Pregnant women or those who have recently given birth
|You may be entitled to a payment of £500 if you are expecting a baby or have recently given birth
|Universal Credit
|Long-term ill/ disabled/ unemployed and part-time workers
|A new benefit that will start to replace Income Support, Income based Jobseeker's Allowance, Income based Employment and Support Allowance, Housing Benefit and Working and Child Tax Credit for working age people from 2016
|War Pension Scheme
|Long-term ill/ disabled/ bereaved
|The scheme remains in place for those with existing awards on 06.04.05
|Widowed Parents Allowance
A benefit paid to Widow's, Widower's or surviving civil partner who are under pension age and who are pregnant or are receiving Child Benefit
|Winter Fuel Payment
|Stage pension age
|You could get between £100 and £300 tax-free to help pay your heating bills if you were born on or before 5 July 1952
|Working Tax Credit
Long-term ill/ disabled/ unemployed and part-time works
This is a benefit paid to those who are working and on a low income


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May they never, ever stop making mods for Grand Theft Auto IV. I'm serious! Never stop.
This latest one lets players assume the role of a giant elephant, stealing cars and riding motorcycles around Liberty City. Good thing there are no mice in GTA IV. Though there are peanuts….
We can only hope that the PC version of GTA V launches in better shape than the PC version of GTA IV, and that we get to see stuff like this right out of the gate with the new game.
(Via PCGamesN)


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Alfamega Is Officially Switching To Being Postive & No Hate In His Blood! (Says Internet Gangsterism Aint Cool & Shouts Out A Whole Plethara Of Ppl) "Shout Out To Shawty Lo" [Video Blog]
Black says "Alfamega Speaks on All these Internet Gangsters"
Please click the "Report" button below if the video on this page is not working properly.
Comments will only be displayed by verified emails. No Spamming or Racism.


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Why. Red on right is general rule of thumb. Why would you need to color the bar to know that. The line is reddwt wrote:What is it with kite companies that makes them unable to color one side of their bar in red?
Where? has that been confirmed? would be nice. The triangular swivel on front lines "thingamabob" never worked.Westozzy wrote:At least there is a swivel this time! Shits me after a while on a looping session. Just don't Ike my front lines twisted.