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It's hard enough dealing with the everyday problems of running a business in the food services industry – staff management, ordering, compliance with regulations, marketing and online presence all take a toll on the most vigilant and energetic owner. The very last thing you need to deal with is broken equipment.
There's an old saying, "a workman is only as good as the tools he uses", and this is true in all of life, but is especially important in the food services industry.
You put a lot of resources into your staff; recruiting, training and paying them takes a lot of time and money, so you need to make sure they're working smart.
Diagrams of workflow initiatives mean nothing if your staff are trying to cope with substandard or aged equipment, they will never achieve their full potential under these conditions. You need to keep your machines up to scratch.
So what do you do?
- You could run around contacting your equipment service desks, where you will be greeted by inept staff with no idea of real world problems.
- You could source cheap replacement parts from Asia, which won't fit properly, will break down again, and you're right back where you started.
Your best bet, the smart thing to do, is find a supplier that carries all the parts you would ever need. One that sources their stock from the original manufacturers, and doesn't deal in cheap knockoff copies.
Sharp Tek Supply International has been in the parts supply business for many years, and know it inside and out. They have forged relationships with literally hundreds of original equipment manufacturers, and established a global network of supply lines.
This ensures that they have the part you require, and that they can get it to you quickly. Time is money, right? You don't have time to wait around for parts to arrive, and the sooner you get up and running again the better.
Sharp Tek Supply International understands this all too well, and generally will dispatch your order the same day they receive it, and you truly cannot get better service than that. This translates to two days shipping over the majority of the US, and international orders are very quick also due to their international ties.
Sometimes the worst happens. One of your machines breaks down and you just can't fix it. It becomes more financially viable to just replace it. Sharp Tek Supply International has got you covered for this too.
They carry a very wide range of new foodservice and restaurant equipment and supplies at excellent prices, they actually have a low price guarantee which assures you of great value.
They're an indispensable partner for any foodservice business, and will streamline your activities so you can get on with living and enjoying the benefits of your business. Isn't that why you got into this game in the first place?


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Posted in Other 30+ days ago.
Type: Full Time
NTT DATA, Inc., a top 10 global IT services company, Has a Senior Project Manager need for our direct client in Madison, NJ.
To apply for this position, please follow the link below or send your resume directly to firstname.lastname@example.com. For more information please call Kim Ladka at 732-362-2602.
Location: Madison, NJ
Length: 1 year +
Strong PM, must have at least 5 years of experience and has implemented a LabWare LIMS system.
The Company is an equal opportunity employer and makes employment decisions on the basis of merit and business needs. The Company will consider all qualified applicants for employment without regard to race, color, religious creed, citizenship, national origin, ancestry, age, sex, sexual orientation, genetic information, physical or mental disability, veteran or marital status, or any other class protected by law. To comply with applicable laws ensuring equal employment opportunities to qualified individuals with a disability, the Company will make reasonable accommodations for the known physical or mental limitations of an otherwise qualified individual with a disability who is an applicant or an employee unless undue hardship to the Company would result.
NTT DATA Services is a leading IT services provider and global innovation partner with 130,000 professionals based in over 50 countries. NTT DATA recently acquired Dell Services. NTT DATA Services emphasizes long-term commitment and combines global reach and local intimacy to provide premier professional services, including consulting, application services, business process, IT outsourcing, and cloud-based solutions. We are a part of NTT Group, one of the world\'s largest technology services companies, generating more than $100 billion in annual revenues and partner to 80% of the Fortune 100. Visit www.nttdataservices.com to learn how our consultants, projects, managed services, and outsourcing engagements deliver value for a wide range of businesses and government agencies..

subset: commoncrawl


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Moving Forward, Staying Focused
Three weeks ago, we began a cross-country bus tour in California to visit schools, meet with educators and students, get feedback and listen, and generally take the pulse of people after nearly four years in office.
Closing The Opportunity Gap
Thank you for that generous introduction, Dennis [Van Roekel].
One of the most extraordinary opportunities in my job is that I get to visit hallowed ground. I get to stand in the footsteps of giants who fought and won battles for equal educational opportunity. And so it is today.
Change is Hard
I asked to speak with you today because, after three-plus years in Washington, it's a good time to take stock of where we are as a country – and where we are going.
Remarks of U.S. Secretary of Education Arne Duncan to the SHEEO Higher Education Policy ConferenceThanks very much, Rahm, for that generous introduction.
I'm not sure what I've done to deserve such a glowing introduction. But I have a hunch that Rahm will let me know in a few minutes. He said something about wanting to have, quote, "a frank exchange of views."
Testimony of Secretary Duncan before the Senate Labor, Health and Human Services and Education Appropriations Subcommittee
I want to thank the Chairman, the Ranking Member, and other Members of this Subcommittee for your support. Over the past three years, we've protected students at risk while investing in education reform that supports bold and courageous leadership at the both state and local level.
Remarks by U.S. Secretary of Education Arne Duncan at the National Academy Foundation NEXT Conference
[Speaker may have deviated from prepared remarks.]
Thank you, J.D., for the warm welcome. Good afternoon, everyone.
It's a pleasure to join you all in marking the National Academy Foundation's 30-year record of impact, in states all across America.
Remarks of U.S. Secretary of Education Arne Duncan on the 40th Anniversary of Title IX
It's a pleasure and honor to follow Valerie Jarrett and Birch Bayh. Given our lineup of distinguished speakers and outstanding panelists, I am going to keep my remarks brief.
Saluting Presidential Scholars
Good evening, and welcome to what promises to be a phenomenal exhibition of talent by this year's United States Presidential Scholars in the Arts.
25th Anniversary Celebration for the National Board for Professional Teaching Standards
It's an honor to be here, and to be sandwiched between education luminaries like Secretary Riley, Michele Cahill, Governor Wise, and Governor Hunt.
The Race to the Top District Competition
We all know that the real work of educating children happens in the classroom among teachers and students in partnership with strong principals and involved parents.


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In the ongoing battle to fix the Medicare payment system for family physicians, the AAFP took its message to Capitol Hill on May 5, when the Academy was invited to testify before a House panel about alternatives to the sustainable growth rate, or SGR, formula.
During May 5 testimony before the health subcommittee of the House Energy and Commerce Committee, AAFP President Roland Goertz, M.D., M.B.A., of Waco, Texas, proposes an alternative to the current sustainable growth rate formula for Medicare payment.
Congress has to enact a Medicare physician payment system that provides greater support for team-based primary care and the patient-centered medical home, or PCMH, through a blended payment model, AAFP President Roland Goertz, M.D., M.B.A., of Waco, Texas, told the health subcommittee of the Energy and Commerce Committee, during the hearing(energycommerce.house.gov) here.
"Congress, understandably, is most concerned with controlling federal expenditures for health care, especially given the rapidly rising costs for Medicare," said Goertz during his testimony(republicans.energycommerce.house.gov). However, "There is growing and compelling evidence that a health care system based on primary care will help control these costs, as well as increase patient satisfaction and improve patient health," he added.
"Simply reforming the fee-for-service system, which undervalues preventive health and team care coordination, cannot produce the results that Congress and patients require," said Goertz. He proposed a blended payment model that contains three elements:
- some fee-for-service payments;
- a care coordination fee that compensates physicians for their expertise and the time required for primary care activities, which are not paid for currently; and
- performance bonuses based on a voluntary pay-for-reporting/performance system, and for care team members and services that are not eligible for fee-for-service billing.
Goertz, acknowledging that it will take time to transition to a blended payment model, called for a five-year transition period with mandated payment updates that incorporate higher rates of at least 2 percent for primary care physicians for Medicare fee-for-service payments.
In addition, he noted, Congress should continue to pay the primary care incentive payment for primary care services called for by the Patient Protection and Affordable Care Act, but it should increase that incentive payment from 10 percent to 20 percent. Congress also needs to permanently extend the program that equalizes Medicaid and Medicare payment rates, Goertz said.
"Both of these programs, along with mandated updates that are 2 percent higher for primary care physicians, will help stabilize current (medical) practices that have seen such financial turmoil in the past few years," said Goertz.
During this proposed five-year period, it also will be crucial to encourage as much innovation as possible, said Goertz. "The new CMS Center for (Medicare and Medicaid) Innovation needs to be a key focus of this effort. We believe this center can help CMS create market-based, private sector-like programs that can significantly bend the health care cost curve."
The SGR formula has repeatedly called for cuts in Medicare payments to physicians during the past few years, forcing Congress to step in and negate the cuts. And the problem has continued to grow. In 2010, Congress intervened five times to block impending Medicare payment cuts mandated by the SGR. Without further Congressional intervention, physicians face a cut of 29.4 percent on Jan. 1.
The SGR formula threatens the stability of the Medicare system for both patients and physicians, said lawmakers during the hearing.
The SGR is symptomatic of a "fundamentally flawed payment system," said Rep. Joe Pitts, R-Pa., chair of the subcommittee. "Keeping the current system or making minor adjustments is no longer a viable option."
Congress needs to "work toward a new way of paying for care, for physicians and all providers, that encourages integrated care," noted subcommittee member Rep. Henry Waxman, D-Calif.
The PCMH is an excellent example of an integrated care model that uses a team-based approach to deliver patient-centered care, said Goertz during a question-and-answer session, adding, "There are more than enough demonstrations that already show the benefit (of the medical home)."
Subcommittee member Rep. Tammy Baldwin, D-Wis., also touted the benefits of the PCMH. She described the experience of Dean Health Systems, an integrated health system in her district that has significantly improved care and reduced costs by adopting the medical home model. The health system developed its own payment system to support the PCMH model because of the limitations of the fee-for-service system, said Baldwin.
Developing a medical home where a practice-based care team takes collective responsibility for a patient's ongoing care, "would not have been possible within the (current) fee-for-service construct," said Baldwin.
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PHILADELPHIA (AP) While Andy Reid has found a new home, the Philadelphia Eagles' search to replace him could take some time.
The Eagles were granted permission Friday to interview Colts offensive coordinator Bruce Arians and Seahawks defensive coordinator Gus Bradley for their coaching vacancy.
Team officials already met with three candidates and plan to interview Broncos offensive coordinator Mike McCoy in Denver on Sunday. Oregon coach Chip Kelly was on Philadelphia's list, but a person familiar with the situation told The Associated Press he's nearing a deal with Cleveland and the Eagles are ``heading in another direction.''
That person, who spoke to The Associated Press on condition of anonymity because the team isn't discussing its negotiations publicly, said the Eagles planned to interview several other candidates regardless of any conversations with Kelly.
Reid, who was fired Monday after a 4-12 season, has agreed to a five-year deal with the Kansas City Chiefs, according to two people familiar with those negotiations. Reid flew to Kansas City on Friday and already has started assembling his coaching staff, which should include some former assistants.
The Eagles interviewed Penn State's Bill O'Brien on Thursday and met with Atlanta Falcons defensive coordinator Mike Nolan and special teams coordinator Keith Armstrong on Wednesday. O'Brien is remaining at Penn State. The Eagles wanted to talk to Falcons offensive coordinator Dirk Koetter, but he signed a contract extension to stay with the team through next season.
The interviews with Arians and Bradley will take place next week.
Arians was 9-3 as interim coach in Indianapolis filling in for Chuck Pagano. He previously served as Pittsburgh's offensive coordinator from 2007-11. The 60-year-old Arians is quite familiar with Philadelphia, having coached Temple from 1983-88.
Bradley is in his fourth season in Seattle. His defense finished first in the NFL in points allowed (15.3) and fourth in yards (306.2).
``There are some outstanding college coaches out there and some outstanding coordinators out there,'' owner Jeffrey Lurie said after firing Reid. ``There are outstanding coaches that used to coach in the National Football League out there. (We'll leave) no stone unturned, and we're open to it all.''
The Eagles' search could last until after the Super Bowl. There are several other coaches on playoff teams that could get interviews with Philadelphia, including Cincinnati's Jay Gruden and Mike Zimmer, Green Bay's Ben McAdoo, Seattle's Darrell Bevell, Washington's Kyle Shanahan and Houston offensive coordinator Rick Dennison.
Former coaches Jon Gruden, Bill Cowher and Tony Dungy - all Super Bowl winners - are not on Philadelphia's radar at this time.
The Eagles went to the playoffs nine times in Reid's 14 seasons, but not since 2010. They last won a playoff game in 2008.
Follow Rob Maaddi on Twitter:https://twitter.com/RobMaaddi
Online:http://pro32.ap.org/poll andhttp://twitter.com/AP-NFL


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Get Your Test Cycle Here
Select your goal below for customized cycle and stack recommendations.
If you're looking to bulk up, a Test and Dbol cycle is pretty common.
While Dianabol can give you the massive growth that is necessary for these kinds of cycles, a Test base is necessary to ensure that the gains have the longevity that you need.
But remember:
There's a whole bunch of different kinds of Testosterone out there, each differing based on the ester attached.
And for those with an open mind, there are natural steroid alternatives with more quality guarantees and no side effects.
Below, we're going to cover all of these options in detail and the risk and benefits that come with them. Buy Testo-Max online here.
Mass Gains
Table of Contents
Test and Dbol cycles are one of the most common that you'll find in bodybuilding communities.
Take a look at this one for beginner bulking:
This cycle could easily be turned into a Test E and Dbol cycle for 10 weeks if you want to chop the time down. In this case, Dianabol would be used for just 4 weeks.
The key is to use long-ester forms of Test like Enanthate and Cypionate. Sustanon 250, which is a blend of multiple Test esters, will also do the trick.
Wondering what to expect from a Test Dbol cycle?
By integrating long-esters into your stack, you're giving your cycle a base that has long-lasting effects. This way, the fast gains that you get from Dianabol will be better utilized.
Without this kind of base, you risk losing your gains.
The end result?
A period of rapid muscle growth in the beginning that is supported by slower, but more sustainable growth.
Just look at Test E and Dbol cycle before and after pictures and you'll see what it can do.
Another common combo is Test, Dbol, and Deca cycle. This sort of stack should be limited to those with intermediate steroid experience.
Here's an example:
For those looking for shorter 4-week cycles, we suggest against it.
Although this could work with just Dianabol alone given it's fast-acting nature, combining it with a longer acting steroid like Test will be pointless. There simply isn't enough time within 4 weeks to really reap its benefits.
Even a short Dbol cycle is not recommended, unless it's for the purpose of getting quick gains immediately before a competition.
Regardless of what kind of Test and Dbol stack you use, remember to split your Dianabol doses.
For example:
If you're taking 50 mg daily, split it into two 25 mg doses—one in the morning, and one 5 to 6 hours later.
This will ensure that its concentration in your blood is as stable as possible, giving you better results.
Despite their benefits, using Test and Dbol can lead to many adverse effects common to anabolic steroids.
These include:
When stacking steroids, the possibility of experiencing these effects increases.
Although minimizing your doses and cycle lengths can help in this respect, there's always a chance of experiencing negative effects from anabolic steroid use.
Luckily, there's another solution:
Natural alternatives.
One of the most reputable suppliers of such alternatives is CrazyBulk. With a variety of natural supplements designed to provide results that mirror anabolic steroids, they're known for their quality products and guarantees.
Consider Testo-Max and D-Bal, the alternatives to Testosterone and Dianabol, respectively.
Each product comes with guaranteed results in 30 days, no side effects, and free shipping—no matter where in the world you are.
And here's the thing:
These kinds of commitments are not only impossible to find in the world of anabolic steroids, but even rare when it comes to supplements.
Sure, you'll get some regular deals and promotions, but when it comes to standing behind their products, many supplement companies are nowhere to be found.
Still considering a Test and Dbol cycle?
Look at the other option:
A Testo-Max and D-Bal cycle.
For Testo-Max, you'll be taking 3 capsules with water around 45 minutes prior to working out. With D-Bal, you'll be dosing 3 times daily around 45 minutes
Each product requires at least 2 months for the absolute best results, with a 1.5-week break in between.
And the results are impressive—these are the kinds of gains that last you well into the future. We know that you'll feel much more comfortable with your results when you know that they came from completely legal, natural products.
Anyone considering a Test and Dbol cycle should strongly consider CrazyBulk's natural alternatives.
All of these products can be stacked together much like anabolics, but without the looming danger of damaging side effects.
Remember: Hitting your peak performance in the gym requires a healthy body, so your best bet for long-term results lies in the potential of natural alternatives.Anavar DianabolDbol StackDianabol ClenbuterolDianabol CyclesDianabol DosageDianabol HGHDianabol StacksDianabol Testosterone StackDianabol vs. AnadrolDianabol Workout Routine and DietDianbol Deca Durabolin StackTest Dbol Cycle


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Last week, I was at the Nordic Game Conference with Flowstorm, as it was nominated for the Nordic Game Indie Sensation Award!
Flowstorm was playable in the expo area, and it was super neat to see people have fun playing 1v1!
I even met a few of the backers of our Kickstarter, and press who had written a piece on Flowstorm before, which was awesome.
The first picture is of Lau Korsgaard and Nicklas "Nifflas" Nygren playing 1v1,
the picture of the crowd was taken from the main stage while people were watching the Flowstorm Kickstarter trailer!
Unfortunately, Flowstorm didn't win the Indie Sensation Award, but Unmechanical won the Artistic Achievement Award!
Massive thanks to all of you who were there and tried the game! (And voted for Flowstorm in the contest!)
// Joachim


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The lifeblood that will keep "True Blood" pumping for seasons to come? Creative fluidity and plenty of fun, according to the creator and stars of the series. And, oh yes, Season Five is definitely a go.
"I just closed a deal to do another season, and I don't have any desire to leave, because I'm having more fun than I've ever had in my life," says executive producer Alan Ball of his future at the helm of the HBO horror show that's as addictive as vampire blood in Bon Temps. Ball says that while the series derives plot direction and inspiration from author Charlaine Harris' Sookie Stackhouse novels, it's finding new twists, turns and tweaks to Harris' framework that keeps the show feeling fresh.
"My rule of thumb for working with a source material is that the books are Sookie's story, told by Sookie," says Ball. "Everybody else in the books exists when they're in the same room with Sookie. So since the show is more of an ensemble show, I think we generally have more freedom coming up with, say, Lafayette's story. Lafayette's a great example, because he gets killed in the books, and after the first season of working with Nelsan, I just went 'There's no way we can kill this character.'"
U.S. & World
News from around the country and around the globe
"Ultimately there's no formula – it's just kind of an organic process," explains Ball. "I work with five really, really good, smart writers and it's a very democratic process in the room, and if I hear five people saying to me 'I think we should do this instead of the way it is in the books,' then I'm going to listen to that argument because I trust them."
Star Anna Paquin said the producers also welcome her voice when it comes to charting the fate of Sookie, especially in some of her tarter retorts to vampire in-fighting over her. "I don't think I've ever really come in with "I think this should definitely happen..." but sometimes I pitch things that are kind of a joke," says Paquin. "Also our show kind of beats you to the punch as far as 'Wouldn't it be really crazy if we did blah-blah-blah...' It's not a show where you feel like there's a lack of imagination."
Paquin says she especially relishes the mordant humor of many of her whip-sharp lines. "I love my messed‑up mixed with my funny as much as the next gal," she says. "I think that the more you can bring humor into darkness, I think in real life one of the things I always find is that if you can laugh through a situation, even if it's incredibly sad or really hard, it's kind of the way through, and I think that our show uses that in a really great way. "
"Also it's just kind of really fun for someone to write you in a way that makes you sound incredibly funny."


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Find the perfect program from more than 300 institutions offering degree programs in audiology and speech-language pathology on EdFind.
Search through thousands of courses offered by ASHA CE Providers and stay current in your field.
There are thousands of certified audiologists and speech-language pathologists. Find the right one for your needs.
Fund critical research and education that brings the gift of communication to individuals affected by speech, language and hearing disorders.
Join NSSLHA to stay current on advancements in the fields, find professional opportunities and become a leader.
Save. Learn. Connect. Join ASHA's exclusive professional communities for focused information and more.
The American Speech-Language-Hearing Association (ASHA) is the national professional, scientific, and credentialing association for 198,000 members and affiliates who are audiologists; speech-language pathologists; speech, language, and hearing scientists; audiology and speech-language pathology support personnel; and students.
The ASHA Action Center welcomes questions and requests for information from members and non-members.
Available 8:30 a.m.–5:00 p.m. ET Monday–Friday
Site Help | A–Z Topic Index | Privacy Statement | Terms of Use
© 1997-2018 American Speech-Language-Hearing Association


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Home > News & Events > Wayland Press Release Archives > 2005 News Releases > April 2005 > Wayland's CMENC chapter earns recognition
Wayland's CMENC chapter earns recognition
PLAINVIEW – The Wayland Baptist University chapter of the Music Educator's National Convention was recognized as a national collegiate chapter growth award winner. MENC is a national organization promoting music education.
Wayland was named among five collegiate chapters in the state of Texas to show significant growth in the past year. Baylor, Southern Methodist, Trinity and University of Texas-Arlington were the other four chapters recognized.
Dr. Sandra Mosteller, the faculty advisor for Wayland's CMENC chapter, said the fledgling group has worked hard to grow in numbers and activity. Wayland had a CMENC chapter in the 1980s, but it dissolved in the past decade. The chapter reformed in the 2001-02 school year with two members. The group grew to six members the following year and eight members last year before blossoming with 18 members this year.
"Our officers were really important in the growth of the chapter and are doing a lot more to stay active in the chapter," Mosteller said.
Leslie Hayes serves as chapter president, Travis McCullough is vice president and Ariel Smeaton is the secretary/treasurer. Not only have the three played a vital role in the growth of the chapter, they have also helped the chapter receive state-wide recognition.
As a community service project, Wayland's CMENC chapter worked with the Pastorale Music Festival in Lubbock this year. The group has also been visible on campus helping with receptions, recitals and operating booths at various recruiting events.
Mosteller said that as the group continues to grow, they hope to branch out with more community service opportunities such as giving private lessons and eventually operating a pre-contest music festival for solo and ensemble contestants.
"We have a lot of goals we haven't achieved, yet. But that just takes time," Mosteller said.
Dr. Ann Stutes, Chairperson of the Division of Fine Arts and associate professor of music, said the CMENC group is just another part of Wayland's growing recognition as a quality school of music.
"The Department of Music is very proud of our music education students and their motivation to become leaders in the profession," Stutes said. "Wayland faculty members regularly receive calls from principals and superintendents requesting information on upcoming graduates who would be willing to apply for positions in their districts. The fact that our students have requests for interviews even before they formally apply is proof that they are dedicating themselves to their education and making positive impressions while still studying at Wayland."


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Occupy's Pledge to FIGHT BACK
We Didn't Start the Class War
x362486 pledged on to fight back against the 1% by doing the following:
- Come out in the streets when Occupy calls for a day of action.
- Never go to work during a general strike.
- Help organize their co-workers to make demands.
- Attend a direct action / civil disobedience training session.
- Dump their bank and join a credit union.
3873 others also signed the pledge. Will you pledge to fight back too? Click Here


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Provided by: libvm-ec2-perl_1.28-2build1_all
VM::EC2::VPC::RouteTable::Association -- The association between a route table and a subnet
use VM::EC2; my $ec2 = VM::EC2->new(...); my $table = $ec2->describe_route_tables('rtb-123456'); my @associations = $table->associations; foreach my $a (@associations) { print $a->routeTableAssociationId,"\n", $a->routeTableId,"\n", $a->subnetid,"\n", $a->main,"\n"; }
This object describes the association between a EC2 Virtual Private Cloud routing table and a particular subnet. The special "main" route table, which is assigned to newly- created subnets by default, is designated by an association that returns a true value for the main() method.
These object methods are supported: routeTableAssociationId -- An identifier representing this association. routeTableId -- The ID of the associated route table. subnetId -- The ID of the associated subnet. main -- Returns true if the associated route table is the VPC's main table. In addition, the following convenience methods are provided: route_table -- Return the VM::EC2::VPC::RouteTable object. subnet -- Return the VM::EC2::VPC::Subnet object.
When used in a string context, this object will be interpolated as the routeTableAssociationId.
VM::EC2 VM::EC2::Generic VM::EC2::VPC::RouteTable VM::EC2::VPC::Subnet
Lincoln Stein <firstname.lastname@example.com>. Copyright (c) 2012 Ontario Institute for Cancer Research This package and its accompanying libraries is free software; you can redistribute it and/or modify it under the terms of the GPL (either version 1, or at your option, any later version) or the Artistic License 2.0. Refer to LICENSE for the full license text. In addition, please see DISCLAIMER.txt for disclaimers of warranty.


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According to DNR, Western Washington is at moderate risk of wildfire and most of Eastern Washington is at high risk. Here are some tips for preparing for wildfire risk:
- Check your policy to make sure damage from wildfires is covered. Some policies include some coverage for emergency shelter, such as a hotel, if a home is uninhabitable.
- Review your policy to make sure you have enough coverage. Things like fine art, jewelry and computer equipment may have limited coverage under a standard policy. But you can buy special coverage that gives you more protection for those types of items, called a rider. Contact your insurance agent or broker to ask about supplemental policies.
- Catalog your home's belongings in case you need to make an insurance claim. The National Association of Insurance Commissioners has a printable home inventory checklist or you can try free iPhone/iPad or Android apps.
- Read some tips to prepare and protect your home.
- You can help protect a rural home and limit the danger by clearing a natural fire break between your home and surrounding trees, brush and uncut fields. The Federal Emergency Management Agency has information on how to protect yourself and your home before, during and even after a wildfire.
- Have an emergency kit and a family communication plan. Know the location of your valuable papers, including insurance policy and contact information, mementos and anything you can't live without, so you can evacuate with them, if needed.
- Here's a list of recommended emergency supplies to keep on hand in the case of an evacuation.
- Don't forget about planning for your pets. Ready.gov has tips for pet owners.
- The Washington Department of Natural Resources has the most recent fire information available on its website and through the @waDNR_fire Twitter feed.


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Contact Us
Welcome to UFO Focus New Zealand Research Network
New Zealand General UFO / UAP Sighting Reports
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UFOCUS NZ signs agreement of cooperation with Chilean aviation/military group, CEFAA
Read more ...
Purchase UFOCUS NZ Director Suzanne Hansen's book
"The Dual Soul Connection - The Alien Agenda for Human Advancement "
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UFOCUS NZ's Mission Statements:
To collect, analyse and study reports of Unidentified Aerial Phenomena (UAP / UFO / UAS) occurring in New Zealand in a serious, objective and scientific way
To determine whether occurrences of UAP activity compromise safety of air operations / aviation in New Zealand
To study and collate patterns of UAP activity occurring around times of seismic and volcanic activity in New Zealand
UFOCUS NZ confers with professionals in air traffic control, aviation, astronomy, astrophysics, meteorology, photographic data analysis, police, psychology, general medical practice and counselling, to assist us in the analysis of UAP sighting reports / incidents.
UFOCUS NZ offers:
Confidential support and information for those who have experienced UAP / UFO sightings
Referrals to professionals
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UFOCUS NZ 'NEWSLINK' email UAP/UFO-related news output - email us to join our list
Archival Resource:
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UFOCUS NZ is a non-profit organization that receives no private funding or sponsorship. UFOCUS NZ respects the right to privacy of all individuals.
All UFOCUS NZ sighting reports, photographs, articles and artwork on this website are copyright. Please contact us if you wish to use any material.
Copyright for individual's articles or illustrations featured on this website lies with the original authors, artists, photographers.
Viewpoints expressed in articles etc on this website, or on other websites linked to this website, are not necessarily representative of UFOCUS NZ's viewpoints.
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March is National Save Your Vision month — a good time to consider some of the more common eye diseases that could affect one's vision.
It is said that by age 75, a majority of us will develop problems with our eyes that could lead to serious vision loss. At that age, more than one half of people will have cataracts, and around 20 percent will have either macular degeneration or glaucoma.
These diseases are all related to the aging process, which of course we cannot change. But there are some things we can do to reduce the risk.
Cataracts are a condition caused by the clouding of the normally crystal-clear lens of the eye. This results in hazy vision, increased visual glare, seeing halos around lights, and poor night vision.
A cataract can develop in one or both eyes.
Some risk factors are increasing age, excessive exposure to sunlight, diabetes, excessive alcohol consumption and smoking.
As cataracts worsen, surgery often becomes necessary. This involves removing the cloudy lens and replacing it with a plastic lens implant. This is routine surgery with minimal risk and great benefit.
Macular degeneration
Macular degeneration occurs with failure of the macula, the center of our retina that is responsible for clear vision.
There are two types of degeneration. Dry macular degeneration is the most common and is caused by a thinning and breakdown of the macular tissue. Wet macular degeneration can progress from the
dry variety and is due to leaky blood vessels around the macula and is often more serious. Both types can cause serious central blurring and even a central blind spot.
Treatment for dry macular degeneration involves taking antioxidant vitamins, and for the wet variety there are new drugs that prevent leaky blood vessels.
Glaucoma is caused by increased pressure that builds up inside the eyeball. It results in damage to the optic nerve, which interferes with the transmission of images to the brain, resulting in severe loss of vision.
Treatment begins with eye drops, which usually need to be used or the rest of one's life.
Several different surgical procedures are also available for some types of glaucoma.
Possible prevention
There are things you can do to help save your vision, including:
– Wear sunglasses when outdoors during daylight
– Quit smoking
– Moderate alcohol consumption
– Control chronic diseases such as diabetes and hypertension
– Exercise regularly and eat a diet with lots of fresh fruits and vegetables
See your doctor immediately if you have any obvious visual change.
People between the ages of 18 and 50 should have routine eye exams every two years, and every year after the age of 50.
Children need routine eye exams as well. Ask your child's doctor about the frequency.


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Clean as the Opening Whistle: A Recap Of The Pac-12's Undefeated First WeekendPosted by Connor Pelton on November 13th, 2012
The Pac-12 made it through the opening weekend of college basketball with an unblemished record (13-0), one of only two power conferences to do so. Let's take a closer look at how it all went down through the first few days.
Upsets – None. Zip. Nada. The Pac-12 team was the favorite in each of the 13 games played this weekend, and they won each and every time. Oregon State and Arizona were the closest schools to a loss as the Beavers held off New Mexico State, 71-62, and the Wildcats pulled away late to win 82-73 against Charleston Southern.
Best Game – New Mexico State at Oregon State: This one had all the makings of an upset for the first 10 minutes of the game. The Aggies used their height advantage to dominate the glass and took advantage of a slow-to-rotate Beaver defense by nailing mid-range and three-point jumpers. But down 18-12 midway through the first half, the Beavers went on a 22-6 run to kill the Aggies' morale. New Mexico State hung around for the duration of the contest, and even had a chance to cut the deficit to three with 30 seconds left, but Terrel de Rouen clanked a three-point attempt and the Beavers escaped.
Player of the Week – Dwight Powell: Stanford's junior forward scored 27 points in 32 minutes on Friday night against San Francisco. Even more impressive is the fact that Powell didn't have a point in the final seven minutes of Stanford's 74-62 win at the Oracle Coliseum. However, his final bucket, a tip-in to extend the Cardinal lead to 13, was a dagger to the heart of the Dons. Powell also pulled down seven rebounds on the night.


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Acta Theologica
On-line version ISSN 2309-9089
Print version ISSN 1015-8758
Acta theol. vol.32 n.2 suppl. Bloemfontein Dec. 2012
Enhancing of teaching and learning through constructive alignment
G.E. Dames
Department of Philosophy, Practical and Systematic Theology, University of South Africa. E-mail: firstname.lastname@example.com
This article elucidates issues about practical knowledge/deep learning on the current teaching and learning preaching practices in the Department of Practical Theology at the Faculty of Theology of the University of the Free State. The action learning and action research methodology is applied. Growing evidence indicates that there is a disjunction between the level of student competencies and incongruent teaching practices in the Faculty. Failure in the operationalization of both an interdisciplinary and a constructive alignment approach is at the core of surface learning. It appears that former and current students find it difficult to align their studies and to adapt to an unfamiliar, diverse, pluralistic and complex postmodern society. We teach content and assess students on the basis of what they know. The content does not relate to students' own experiences or the broader issues in society. We are talking about a change that is deeper than surface alterations to the syllabus or to classroom teaching techniques. We are considering a radically different way of framing the ministry of preaching and of viewing the task of those who seek to learn and to teach preaching.
Keywords: Teaching and learning; Constructionist theory of learning and alignment in teaching; Action learning and action research; Preaching practice; Practical knowledge
Trefwoorde: Onderrig en leer; Konstruksieteorie in leer en belyning in onderrig; Aksieleer en aksienavorsing; Preekpraktyk; Praktiese wysheid
The task of teaching preaching should be redesigned from the perspective of the ministry of preaching as a holistic and integrative Christian practice (Long 2008:4):
A practice is a constellation of actions that people have performed over time that are common, meaningful, strategic, and purposeful (Long 2008:12).
In this article, practice also refers to practical knowledge about preaching action or homiletic practices that ought to change (Osmer 2008:84). Preaching as a practice provides a framework to integrate different perspectives, to sharpen our teaching focus, and to strengthen student learning (Long 2008:11). This article captures the author's teaching and learning practices and experiences in a homiletics teaching and learning context. It signifies, albeit Zuber-Skerrit (2007:37), the author's way of becoming, knowing, learning, growing and developing as a lecturer in terms of action learning and action research (henceforth ALAR). In this article, action learning refers to the lecturer's (author's) ability to learn from teaching practices and experiences whereas action research refers to critical practical reflection on that experience, practice and praxis. It is instrumental in the re-envisioning of the teaching preaching practice (cf. Long 2008:4). In this article, ALAR presupposes more than the umbrella term "action inquiry" - it seeks to relate to a specific educational issue and a particular form of study (cf. Tripp 2003). It is a form of study that focuses on practical knowledge and understanding by reflective practitioners. The objective is to critique the implicit assumptions in educational practices through a collective understanding of the praxis. This is a revival of Aristotle's practical philosophy/knowledge that transcends positivistic research methodology (Carr 2006a:425-428, 433; Osmer 2008:84).
Interpreted in this way, [action learning and] action research would no longer be understood as a social science 'research paradigm' that can achieve what conventional social scientific research has conspicuously failed to achieve (Carr 2006a:434).
ALAR seeks to close the gap between theory and practice and address the need for a new social scientific paradigm. How we change is to do ALAR -changing our action by changing our thinking in re-changing our practices (Carr 2006b). We concur that a re-envisioned integrative methodology for teaching/learning preaching practices (homiletics) is sought (Long 2008:7). The improvement of the teaching/learning practice through a systematic/ collaborative way and the dissemination of the results in public are essential aspects in this regard. ALAR is characterised by group discussions, trial and error, the discovery of new techniques and methods, and learning from both students and colleagues (Zuber-Skerrit 2007:37-38). It could be concurred that lecturer, students and the education institution developed simultaneously: "Action learning is a change process aimed at personal, professional and organisational development" (Zuber-Skerri, 2007:37). The aim of this article is to record the author's action teaching and learning findings based on the action research methodology. Zuber-Skerrit's (1992:15) (cited in Zuber-Skerrit 2007:37) CRASP model is illuminating in this regard. It refers to the following aspects:
critical collaborative enquiry; reflective practitioners being accountable and making the results of their enquiry public; self-evaluating their practice, and engaged in participative problem solving and continuing professional development (Zuber-Skerrit 1992:15).
The CRASP model characterises the lecturer's ALAR knowledge, skills and experience.
The aforementioned is based on both a literature and an empirical study. Both qualitative (ALAR) and quantitative research methods will be applied to collect evidence of the lecturer's teaching and assessment, and students' learning activities. The teaching goals of the lecturer will be analysed by applying the Teaching Goals Inventory (TGI)1 in obtaining scores through the online self-scoring worksheet. This is followed by a critical reflection on the results and suggestions of how teaching should be changed. Principles of reflective teaching will be applied to the results of The Student Course Experience Questionnaire, adapted from the University of Oxford Student Course Experience Questionnaire,2 to differentiate between students' learning praxis and teaching theories.
Postmodern students cannot only be taught the facts of science. They have to reflect on their own cognitive, attitudinal, affective, behavioural experiences and practical knowledge. Participative learning in action may enable students to solve scientific and pragmatic problems (Biggs & Tang 2007:50):
Both are premised on the view that meaning is not imposed or transmitted by direct instruction; it is created by the students' learning activities, their 'approaches to learning'. Meaning is personal; it depends on motives, intentions, prior knowledge, etc. Learning is a way of interacting with the world. We structure information we get, not just receive it, thus education is about conceptual construction (Biggs in Shake Seigel 2004:1).
A constructionist theory of learning and alignment in teaching should be applied (cf. Biggs in Shake Seigel, 2004:1). Intended learning outcomes, teaching and learning activities and assessment tasks ought to be aligned (Biggs & Tang 2007:50). Our institutional teaching and learning climate should also change (Biggs in Shake Seigel 2004:2). Pedagogy of engagement for multifaceted change that focuses on students' learning and complex social experiences will improve their academic and professional competencies. Students will be enabled to apply learning activities that foster the construction of their own knowledge, behaviour and skills; as well as in assessing its outcomes (Biggs & Tang 2007:50, 52):
Alignment in constructive alignment reflects the fact that the learning activity in the intended outcomes, expressed as a verb, to be activated in the teaching of the outcome is to be achieved and in the assessment task to verify that the outcome is achieved.
Faculty should instead focus on the learning activity (the what and the how) of students and not on the silo teachings of the lecturer's preferred themes (Biggs & Tang 2007:52). Course outcomes should instead empower and inform students on how they are expected to change their world views and behaviour. This is possible on the basis that their learning activities should build on specific theories. The bipolar tension between theory and praxis becomes crucial (Heitink 1979). The use of verbs is critical in supporting the relation between theory and praxis teaching. The application of verb-directed intentional learning outcomes clarifies in which teaching and learning activities students should engage and what and how students need to perform in the assessment tasks. It should develop greater application of practical knowledge/an integrative theory in praxis. Curriculum themes should be defined in terms of outcome statements in addressing both the teaching and the learning activities (TLAs) and assessment tasks (ATs). Most of our courses foster inappropriate learning activities (LAs) which are unaligned and lead to a surface approach in learning. Constructive alignment is designed to foster practical knowledge/ deep learning instead. Students become more progressive, while teachers act as mentors/facilitators of students and their learning environment (Biggs & Tang 2007:54). Faculty should thus shift from norm-referenced assessment to criterion-referenced assessment (Biggs & Tang 2007:5253). Constructive aligned teaching systematises the planning and activities of teaching activities. It results in open-ended assessment tasks which allow for unintended, but desirable outcomes (Biggs & Tang 2007:53). Consistency in the Faculty's different curriculums will consequently be maximised (Biggs & Tang 2007:53).
The lecturer's teaching goals (Table 1) were analysed by completing the Teaching Goals Inventory (TGI) online (See Appendix A for all tables). The objective was to reflect critically on the TGI's results which were shared in contact sessions with fellow colleagues. We focused on the assessment of each goal's importance to what the lecturer deliberately aimed to have the students accomplish. The generic results in Table 3 (T3) were compared with the lecturer's in Table 1 (T1) (Brussow 2010:27). The third column represents the percentage of aspects within each cluster that was rated "essential". The fourth column contains the average rating we assigned to aspects within each cluster. These results were compared with those in Table 3 on the result page of the inventory. A critical reflection on our results was captured and shared with the students during a class session. Each goal's importance was assessed to what we aimed to have our students achieve. The following teaching goals were assessed: higher order thinking skills; discipline-specific knowledge and skills; liberal arts and academic values; work and career preparation; basic academic success skills, and personal development.
3.1 Higher order thinking skills
The highest results, although a slight decreased percentage (from 45%; a=3.09 [T3] to 38%; a=4.38 [T1]), indicate that we considered higher order thinking skills to be essential in teaching and learning activities. Current reciprocal teaching and learning activities, if developed, could engender much higher order thinking skills. This is only possible within a motivational context which engenders the space for complex learning skills in Practical Theology Lecturers 402 and 602 (hereafter, PTL 402 and PTL 602). PTL 402 and PTL 602 represent 4th- and 5th-year modules on homiletic theory and practical work in the Department of Practical Theology in the Faculty. Such a reciprocal learning environment lends itself to both a reflective and a self-monitoring practice for students. Transformative reflection practices could assist teachers and students in monitoring and improving teaching and learning practices, respectively (Biggs & Tang 2007:98-99). The current nature and construction of PTL 402 and PTL 602 engender "learning to monitor the construction site" in the development and deliverance of sermons (Biggs & Tang 2007:99).
3.2 Discipline-specific knowledge and skills
The highest results, although a slight increased percentage (from 36%; a=2.83 [T3] to 38%; a=4.13 [T1]), indicate that we perceived discipline-specific knowledge and skills as an essential teaching and learning object. The nature and purpose of PTL 402 and PTL 602 require that students conceptualise and operationalize both the concepts and the application of concepts such as "exegesis, hermeneutics and homiletics". The appropriate conceptualisation and operationalization of the aforementioned discipline-specific knowledge and skills could only engender a relevant and active learning activity for students. The ultimate object is the interaction between exegesis, hermeneutics and homiletics through practical hermeneutical knowledge. Its alignment with the specific intentional learning outcomes (ILOs), an academically, relevant and applicable sermon, is the main objective. PTL 402 and PTL 602 engender learning through different sense modalities: hearing, sight and speech: "The more one modality reinforces another, the more effective the learning" (Biggs & Tang, 2007:95). Peer teaching plays a powerful role in the way of learning for the PTL 402 and PTL 602 students:
Most people learn 95% of what they teach someone else; 80% of what they use and do in real life; 70% of what they talk over with others; and 50% of what they see and hear (Biggs & Tang 2007:96).
3.3 Liberal arts and academic values
A significant increase in results (from 18%; a=2.02 [T3] to 30%; a=4 [T1]) indicates that we perceive liberal arts and academic values as an essential prerequisite in PTL 402/PTL 602 teaching and learning activities. The premise of the PTL 402 and PTL 602 courses lies in a practical theological philosophy of interdisciplinarity. Interdisciplinarity seeks to construct a base of interconnected knowledge which in itself is based on the student's prior knowledge/practical knowledge. The course requires students to acknowledge, research and apply scientific knowledge from other social sciences and contextual realities. The entire course is based on the principle of reconstruction of prior knowledge in relation to new knowledge (Biggs & Tang 2007:93): "In deep learning, new learning connects with old, so teaching should emphasize the interconnectedness of topics". PTL 402 and PTL 602 aim to improve the scope of learning to transcend discipline-specific knowledge, but to incorporate, for example, insights from the student's socio-economic, cultural and political contexts. Reconceptualization leads to intrinsic motivation and consequently deep learning. The in-time and in-context learning activity and peer assessment create an expectancy-value theory. Teaching is based on a relational (fostering a motivational context) and an extended abstract structure (Biggs & Tang 2007:93). Teaching is structured and incorporates a continuous and active practice of formative feedback (Biggs & Tang 2007:94).
3.4 Work and career preparation
A slight decreased number of results (from 26%; a=2.5 [T3] to 25%; a=3.88 [T1]) indicates work and career preparation as essential for teaching and learning activities as an appropriate motivational context.
3.5 Basic academic success skills
A significantly decreased percentage of results (from 22%; a=2.29 [T3] to 11%; a=3.22 [T1]) indicates that basic academic success skills should play an essential part in teaching and learning activities as an appropriate motivational context.
3.6 Personal development
A significantly decreased percentage of results (from 28%; a=2.41 [T3] to 11%; a=3.67 [T1]) indicates that personal development should play an essential part in teaching and learning activities.
It could be concluded that teaching and learning activities in the PTL 402 and PTL 602 courses focus more on higher order thinking skills and discipline-specific knowledge and skills (38%; a=4.38/13). The difference between the results in Table 3 (45%; a=3.09) and Table 1 (38%; a=4.38) on higher order thinking skills indicates that this aspect needs more emphasis. The results on the discipline-specific knowledge and skills seem to be on average with those in Table 3. The increased attention to liberal arts and academic values (from 18%; a=2.02 [T3] to 30%; a=4 [T1]) could be the result of a renewed emphasis on interdisciplinary teaching and learning activities within the Department of Practical Theology. Work and career preparation (26%; a=2.5 [T3] and 25%; a=3.88 [T1]) seem to be on par. However, basic academic skills (from 22%; a=2.29 [T3] to 11%; a=3.22 [T1 ]) will have to receive renewed attention and redress if excellence in TLAs and deep learning is to be realised. Personal development does not receive sufficient attention in the TLAs (28%; a=2.41 [T3] compared to 11%; a=3.67 [T1]). The rationale could be that it receives or should receive attention throughout the entire curriculum within the entire Faculty. However, the results may indicate that such a crucial aspect may be overlooked in teaching and learning activities. The three top teaching and learning goals in Table 2 indicate that Wise decisions or discernment (n=52), Analytic skills (n=2) and the Value of the subject (n=21) point to the Department's preference in its teaching activities, which could be ascribed to the nature of the PTL 402 and PTL 602 courses, regarding the high level and requirement for excellence in exegesis, hermeneutics and homiletics through practical hermeneutical knowledge.
The Student Course Experience Questionnaire (adapted from the University of Oxford) was designed to evaluate students' experiences of their learning context (PTL 402 and PTL 602). It was based on the way in which they perceive key aspects of their learning context in relation to the quality of their learning approach and to the outcomes of their learning. The collected results from this inventory provided valuable information on how students experience our module in terms of teaching, learning outcomes, assessment, workload and motivation.
The PTL 402 and PTL 602 modules form the foci for interdisciplinary and cooperative teaching and learning in the Department of Practical Theology. The quality of teaching, learning, assessment, and outcomes tasks should guide the construction of transformative teaching towards a deep learning environment for students. Teaching tasks should make teaching transparent and facilitate deep learning for students (Ramsden 1995 in Adams 1995:5).
The Student Course Experience Questionnaire is designed to evaluate students' experiences of their learning environment based on the way in which they perceive key aspects of their learning context related to the quality of their learning approach and to their outcomes of learning (Brussouw 2010:31).
A survey was conducted on 23 September 2010 to evaluate students' perceptions and experiences of their learning environment in the homiletics classes. A random sample of 15 students from both the 4th-and 5th-year class participated in the survey. The survey measured how students experience our modules in terms of teaching, learning, outcomes, assessment, workload and motivation. The survey should help lecturers reflect on the results and in decision-making:
A reflective emphasis on decision-making includes a conscious, systematic, deliberate process of framing and re-framing classroom practices, in light of the consequences of our actions, democratic principles, educational beliefs, values and preferred visions teachers bring to the teaching-learning experience (Serafini 2001 in Green 2006:2).
Future decision-making should take account of Serafini's suggestions. Table 4 illustrates the different scales and responses in the survey. The following paragraph focuses on the analysis and interpretation of the student survey results and lessons learnt.
5.1 Student survey results and lessons learnt
Table 4 represents the combined responses of students in the PTL 402 and PTL 602 programmes. The general results (n=216; 43% and n=46; 9%) could be regarded as positive and acceptable. However, the remaining results (n=132; 26%; n=92; 18% and n=17; 3%) are cause for concern regarding students' learning and our teaching practices. The respective responses for Clear outcomes, Appropriate workload, Appropriate assessment and even Generic skills are of concern. The number of students who agreed (n=27; 37%) and those who strongly agreed (n=5; 7%) that our teaching tasks adhere to clear outcomes represents only 41% of the total percentage of students who have a clear understanding and positive experience of the validity of the intentional teaching outcomes.
The fact that significant numbers of students (n=21; 28%) were undecided (n=17; 23%) and disagreed, and that a small number (n=4; 5%) even strongly disagreed on the notion of clear outcomes represents 56% of the students' perception and actual experience that our teaching does not demonstrate clear outcomes. During a debriefing session on 13 May 2010, the students requested the team of lecturers to use a rubric for their evaluation and critique of the students' class sermons and preaching action. The students identified the need for a concrete critique evaluation method, for instance, step-by-step suggestions of what they did wrong and how they could improve their preaching. The team of lecturers were asked to explain their manner of critique with examples or guidelines from their own practices of the ministry of preaching. The students called for a collective teaching strategy: "[T]he simultaneous class feedback of three or four lecturers can be overwhelming; the manner of critique makes a difference; we need a safe space for feedback; and require one lecturer to guide us in our exegetical work two weeks before the class". The department will progress if the aforegoing recommendations of the majority of the students are addressed.
The fact that only 7% (n=5) of the students strongly agreed calls for critical and transformative reflection-on-teaching tasks. The Department will progress if it addresses the needs of the students and applies some of the principles of constructive alignment. The alignment of exegetical, hermeneutical and homiletical teaching tasks with students' learning context is required. This may assist in fostering student capacities as well as in attending to the prescribed guidelines on curriculum development at the University of the Free State.
Responses to the question on the appropriate workload scale are alarming: 39% (n=30) of students disagreed, 3% (n=2) strongly disagreed and 31% (n=24) of the students remained undecided on whether their workload is appropriate in relation to the total weight of their learning activities. It could be argued that the Department overemphasises content coverage instead of focusing on deep and reflective learning. The majority of students indicated during the debriefing session that they were overtaxed by all the study requirements of the different departments in the Faculty.
Less than half of the students (n=19; 25%) agreed and only 3% (n=2) strongly agreed that their workload promotes an appropriate motivational learning context. The fact that only 3% (n=2) of the students strongly agreed that their workload is conducive for progressive and qualitative learning may indicate that students are overloaded with content. This could limit their learning space, capacity development and ability for deep learning. This may also explain their lack of critical reflection and ability to integrate the different sub disciplines' theories into the PTL 402 and PTL 602 modules. The Department was of the opinion that its assessment tasks were clear and effective. However, only 7% (n=4) of the students agreed and 2% (n=1) strongly agreed with its current assessment practice; 33% (n=19) of the students were undecided, and more than half of the students (n=29; 51%) emphatically disagreed, while 7% (n=4) strongly disagreed. Homiletic teaching tasks lack a clear and appropriate assessment task and need to be redesigned. This result correlates with students' perception regarding the aforementioned responses on clear outcomes in the PTL 402 and PTL 602 modules. The aforegoing results raise a serious concern in that students' learning needs, expectancies and experiences are not being met with reference to the module's outcomes, workload and assessment activities. This requires a redress that could engender an appropriate learning environment and quality teaching and learning activities that may raise students' learning capacities. The development of an appropriate and effective assessment rubric is required. This should provide both lecturers and students with a clear theoretical and practical framework of the teaching, learning, activities, outcomes and assessment tasks. Practical knowledge/deep learning necessitates appropriate assessment that correlates with relevant and practical concepts and philosophies. It is the art of relating new material to what students already know and understand. The lecturer should create conditions that stimulate learning - allowing mistakes without imposing penalties (Biggs & Tang 2007:7). The identity and integrity of the lecturer support and promote rewarding students' effort instead of their abilities. Deep learning embodied by integrity engenders consistent and fair assessment which correlates with the intended learning outcomes. Ultimately, the lecturers' capacity in establishing trust validates their teaching and learning activities. Constructive alignment provides a structured reflective framework to anchor teaching decisions in achieving or assessing the intended learning outcomes (Biggs & Tang 2007:11).
The following responses provide building blocks to improve on the abovementioned results. Students seem to regard their levels in generic skills, motivation and satisfaction with the module as acceptable: 56% of the students agreed and 8% strongly agreed that the module is actively developing their generic skills in exegesis, hermeneutics and homiletics, while a minority either disagreed (n=3; 4%) or strongly disagreed (n=2; 3%). The number of students (n=20; 28%) who remained undecided could be attributed to the abovementioned negative perceptions or experiences of students. The ideal is that PTL 402 and PTL 602 should at all times engender the necessary generic skills in exegesis, hermeneutics and homiletics - it is the culmination point where the content of the different theological disciplines should overlap and converge (Osmer 2008). The fact that only 8% of the students strongly agreed on this point is not acceptable - this factor requires redress.
The majority of students (n=50; 66% and n=12; 16%) indicated that they either agree or strongly agree that teaching tasks have increased their motivation levels. However, the Department needs to increase students' motivational levels for learning. The classroom atmosphere has to be changed to create an atmosphere of worship and faith community. The requests by some of the students for continuous formative assessment in the development of their liturgical and homiletical assignments should be addressed by the introduction of a team of permanent and part-time lecturers who could facilitate the process (Osmer 2008). The students' satisfaction levels may indicate that the Department has attained a measure of success in this regard. This can substantiated by the responses of some of the students indicating that "the homiletics classes were an improvement and more learner friendly in relation to the previous year".
Similarly, significant percentages of students (56%; n=31 and 15%; n=8) agreed and strongly agreed that the Department's teaching activities are conducive for their collective satisfaction levels, respectively; 20% (n=11) of the students were undecided, while only 5% (n=3) disagreed and 4% (n=2) strongly disagreed.
The fact that the Department is the first in the Faculty to apply a pragmatic interdisciplinary and intradisciplinary approach should foster greater student motivation and satisfaction in future learning tasks. The Department embarked on a deliberate interdisciplinary approach in establishing an integrative homiletics teaching praxis that consists of New Testament, Old Testament, and Systematic Theology lecturers. Intradisciplinary initiatives consist of regular departmental seminars and workshops on the different fields of study in practical theology, particularly homiletics. Specialists in communication, speech quality facilitators and local church ministers (as reflective practitioners) form part of the integrative and collaborative team of lecturers in assisting student learning experiences. Interdisciplinary work has also been extended in cooperation with other social sciences which consist of various disciplines in other faculties at the University of the Free State. Gardner (in Osmer 2008:224) refers to the aforementioned initiatives as the development of educational pathways that "allow students to deepen their knowledge, attitudes, and skills over time". Collaboration in designing educational pathways engenders the development and depth of introductory courses in relation to higher level courses:
An upper-level course in preaching ... may build on empirical research skills acquired in an introductory course on congregation studies. An advanced course in Christian education may build on a communication model learned in a required preaching course (Osmer 2008:224).
The outcome is to develop students' critical thinking, reflective judgement, creativity, and skills in the practice of the ministry of preaching (Osmer 2008:225).
It could be concurred that the more positive results are sufficient leverage in developing a teaching and learning atmosphere for deep learning. It requires transformational reflection for deep teaching, learning outcomes and assessment tasks. A constructive alignment of teaching, learning (outcomes) and assessment tasks is required in fostering practical hermeneutical knowledge. The Department should guard against overemphasising content coverage. Two learning outcomes, as defined by Osmer (2008), should be introduced, namely to focus on developing students' task competencies in preaching and knowledge, attitude, and skills development in practical theological interdisciplinary and intradisciplinary interpretation. Teaching and learning quality could improve if some of the following pedagogical strategies as proposed by Osmer (2008:226-230) are applied:
- Focusing on modelling and student performances in teaching the pragmatic task in a context of diversity.
- Mind maps, case studies, action research - action learning and critical incident reports to practice practical theological interpretation regarding episodes, situations, contexts.
- Repetitive question-asking (teaching for understanding through public assessment) to integrate task competence and practical theological interpretation.
- Theories of interpretation linked with case studies/critical incidents or practice (interpretive and pragmatic tasks for adaptive challenges).
- Portfolio of performance and self-reflection.
By applying Osmer's (2008) teaching and learning strategies, the Department would be enabled to align learning outcomes and assessment tasks with its teaching tasks - to foster a learning environment conducive for the appropriate teaching and learning atmosphere. Current interdisciplinary and intradisciplinary teaching and learning tasks should be expanded with reflective and modelling teaching communities and small learning communities of student peer groups. Formal and informal formative teaching and learning practices should become part of the Department's pedagogical approach. Faculty as a whole should interact with their respective discipline fields with the Department in a more transformative manner in realising alignment of the different teaching and learning activities through a core methodology, such as (practical) theological interpretation and action. The goal is to shift from a teacher-centred approach to a learner-centred approach and, ultimately, to a learning-centred approach (Long 2008:16).
5.2 Becoming reflective practitioners
We have to become "reflective practitioners" (Schon 1983 in Biggs & Tang 2007:41, 43) to compare our own teaching with our respective educational experience and theories (Kuit, Reay & Freeman 2001:130).
It will assist faculties in dealing with the disparities in student survey results. Our own teaching and learning assumptions would also be exposed (Brookfield 2002:36). We should "re-adjust" our teaching theories through a continuous reiterative questioning process to attain an accurate teaching and learning praxis (Kuit, Reay & Freeman 2001:130-131). The integration of action research and action learning in teaching tasks could assist in systematically changing "surface" teaching patterns on the basis of the above and future research results. This may motivate deep learning activities or practical knowledge in students (Biggs & Tang 2007:43-44). We need to develop explicit and well-structured pedagogical theological theories (Biggs & Tang 2007:44). Osmer's (2008:4) theory of practical theological interpretation with regard to descriptive-empirical, interpretive, normative and pragmatic tasks could prove appropriate in this instance.
It became apparent that students suffer under the current workload. This situation could foster a Theory X (surface) learning atmosphere, whereas a Theory Y (deep learning/practical knowledge) atmosphere is preferred as the appropriate option. A Theory Y climate would enable more time for student reflection, and eliminate or decrease anxiety and cynicism among students. We need to apply the principles and practices of constructive alignment and a centric reflective framework (reflection-for-action; reflection-in-action, and reflection-on-action) in terms of egocentricism (view of self), allocentrism (view of student) and macrocentrism (view of professional and content standards) (Biggs & Tang 2007:46; Green 2006:27). The centric reflective framework is a practical tool that could provide continuous reflection and assessment of the reality and preferred ideal in teaching practices. We should also address diversity, complexity, as well as historical, cultural and political values or beliefs in framing and re-framing practical problems to which solutions should be sought (Gore & Zeichner 1991 in Hatton & Smith 2006:3). Structured reflection for sound teaching supports the development of "a growth competence in internally directed learning" (Korthagen & Vasalos 2005:48). The Department will do well to build on the positive experience of students regarding their motivational levels. This could sustain deep learning; maintain quality engagement during the learning process between lecturer and student (Biggs & Tang 2007:48), and develop students' competencies, professional identities and self-directing learning capacities (Korthagen & Vasalos 2005:5253, 68). Biggs and Tang (2007:91-92) propose the following intentional learning outcome activities as general characteristics for good teaching and learning contexts, namely an appropriate motivational context; well-structured knowledge base; relevant learner activity; formative feedback; reflective practice, and self-monitoring activities. These factors could instil consistency; interconnection between the known and the new; peer teaching; whole-class interactive teaching; self- and peer assessment; cooperative learning, and monitoring the construction site (Biggs & Tang 2007:97).
Deliberate and sustained reflection and action is required to improve self-directed student learning activities - it should not be based on silo teaching practices. This could be realised by implementing action learning, action research, engagement with a critical friend, drama, role play, journal-keeping, mentoring, mind maps, peer observation, teaching, storytelling as well as teaching and learning networks (Hall 1996; Osmer 2008). The Department's homiletic workshops should be expanded to support its teaching efforts in developing and strengthening students' knowledge, attitude and skills in practical theological interpretation and action.
PTL 402 and PTL 602 are structured and aligned within an appropriate motivational context and an inherent formative assessment activity and reciprocal learning environment. Experience has taught that the aforementioned teaching practice leads to "the most powerful enhancement of learning" (Biggs & Tang 2007:97). The entire teaching and learning activities are structured to enhance interactive teaching. Self- and peer assessment as well as cooperative learning are inherent activities. PTL 402 can basically be characterised by learning from error. Students do find it difficult to make connections between exegesis, hermeneutics and homiletics. Misconceptions occur often and are redressed on a continuous basis. The motivational context of PTL 402 and PTL 602 correlates with a Theory Y climate. Students are generally spontaneous in their peer assessments and participation in reciprocal learning activity - this fosters a climate of admitting errors. The lecturer's positive rapport facilitates public correction as acceptable and appreciative by students (Biggs & Tang 2007:97-98).
The aim of this article was to study the author's teaching praxis based on the action learning and action research methodology. Both qualitative (ALAR) and quantitative research methods were applied to collect evidence of both the lecturer's teaching and assessment and the students' learning activities. The objective was to seek the improvement of the teaching/ learning practice through a collaborative strategy. A constructionist theory of learning and alignment in teaching was proposed to develop intended learning outcomes, teaching and learning activities. The lecturer's teaching goals were analysed using the Teaching Goals Inventory (TGI). One of the findings illustrated that teaching and learning activities in the PTL 402 and PTL 602 courses focuses more on higher order thinking skills and discipline-specific knowledge and skills. The Student Course Experience Questionnaire was utilised to evaluate students' experiences of their learning context. Results indicated that there is sufficient leverage in developing a teaching and learning atmosphere for deep learning/ practical reasoning. Transformational reflection for deep teaching, learning outcomes and assessment tasks towards practical hermeneutical reasoning are called for. Contemporary lecturers are required to become "reflective practitioners" to compare their own teaching with respective educational experience and student-centred learning.
ADAMS, K.L. 1995. The critical incident questionnaire: A critical reflective teaching tool. California State University, Fresno. Available at http://www.exchangesjournal.org/ [accessed 5 June 2010] [ Links ].
BIGGS, J. & TANG, C. 2007. Teaching for quality learning at university. 3rd ed. McGraw Hill: Society for Research into Higher Education & Open University Press. [ Links ]
BROOKFIELD, S.D. 2002. Using the lenses of critically reflective teaching in the community college classroom. New Directions for Community Colleges 118, Summer. Wiley Periodicals, Inc. [ Links ]
BRÜSSOW, S. 2010. Facilitation of learning in practice. Unpublished class notes, University of the Free State. [ Links ]
CARR, W. 2006a. Philosophy, methodology and action. Journal of Philosophy of Education 40(4):421-435. Available at http://0-onlinelibrary.wiley.com.oasis.unisa.ac.za/ doi/10.1111/jope.2006.40.issue-4/issuetoc [2012, 30 July] [ Links ].
CARR, W. 2006b. Action research: Understanding the theory of action. Unpublished workshop material. University of Stellenbosch, 22 September: Centre for Higher and Adult Education. [ Links ]
GREEN, K. 2006. No novice teacher left behind: Guiding novice teachers to improve decision-making through structured questioning. Penn GSE Perspectives on Urban Education 4(1):1-9. Available at http://www.urbanedjournal.org [2010, 10 June] [ Links ].
HALL, S. 1997. Forms of reflective teaching practice in higher education. In: R. Pospisil & L. Willcoxson (eds.), Learning through teaching. Proceedings of the 6th Annual Teaching Learning Forum, Murdoch University, February 1997. Perth: Murdoch University:124-131. Available at http://lsn.curtin.edu.au/tlf/tlf1997/hall1.html [2010, 1 June] [ Links ].
HATTON, N. & SMITH, D. 2006. Reflection in teacher education: Towards definition and implementation. School of Teaching and Curriculum Studies. The University of Sydney. Australia. [ Links ]
HEITINK, G. 1979. Pastoraat als hulpverlening. Inleiding in de pastorale theologie en psychologie. Kampen: J.H. Kok. [ Links ]
KORTHAGEN, F. & VASALOS, A. 2005. Levels in reflection: Core reflection as a means to enhance professional growth. Teachers and Teaching: Theory and Practice 11(1):47-71. [ Links ]
KUIT, J.A., Reay, G. & Freeman, R. 2001. Experiences of reflective teaching. London /New Delhi: SAGE Publications 2(2):128-142. [ Links ]
LONG, T.G. 2008. A new focus for teaching preaching. In: T.G. Long & L.T. Tisdale (eds.) Teaching preaching as a Christian practice. (Louisville: Westminister John Knox Press) pp. 3-17. [ Links ]
OSMER, R.R. 2008. Practical theology. An introduction. Michigan: Eerdmans. [ Links ]
Seigel, S. 2004. Constructive alignment: Biggs. Available at http://www.resources. scalingtheheights.com/Constructive Alignment [2010, 20 June] [ Links ].
ZUBER-SKERRIT, 0. 2007. Change management projects for poverty reduction through action learning and action research. Unpublished workshop materials. Stellenbosch: AusAID-funded Seminar. [ Links ]
1 Available at http://fm.iowa.uiowa.edu/fmi/xsl/tgi/dataentry.xsl?-db=tgidata&-lay=Layout01+-view [accessed 20 August 2010].
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The AQUATICA line is comprised of porcelain tile that has been specifically selected for its level of quality and suitability for swimming pool applications.Product Specifications:
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