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MANAGEMT 7044NA - Strategic Management
Ngee Ann Academy - Trimester 1 - 2014
General Course Information
Course Details
Course Code MANAGEMT 7044NA Course Strategic Management Coordinating Unit Business School Term Trimester 1 Level Postgraduate Coursework Location/s Ngee Ann Academy Units 3 Prerequisites MANAGEMT 7086NA, MANAGEMT 7103NA, MANAGEMT 7100NA & MANAGEMT 7104NA Corequisites MANAGEMT 7087NA Course Description Strategic management is concerned with the long-term direction, scope and performance of an organization. As such it draws on other disciplines (e.g. marketing, finance, economics, organisational behaviour) already covered in the MBA. Whether the overall 'strategy' of an organization emerges from the interplay of functional departments or is a 'grand plan' devised by one group, its implementation takes place at the functional/process level where goals, plans and actions need to align with other departments as part of a coherent orientation. Hence all managers need to understand how their roles and functions are part of the overall strategy of the organization.
Course Staff
Course Coordinator: Dr Chris Smith
Course Timetable
The full timetable of all activities for this course can be accessed from Course Planner.Intensive 1 (24th - 26th January 2014)
Intensive 2 (21st - 23rd February 2014)
The full timetable of all activities for this course can be accessed from the Course Planner at http://access.adelaide.edu.au/courses/search.asp?year=2010
Learning Outcomes
Course Learning OutcomesOn successful completion of the course will be able to:
Analyse complex organizational environments, cases and issues by reference to and application of relevant theories, concepts and models i.e.
- Diagnose environmental and industrial forces that drive and constrain strategic options for businesses.
- Specify the key elements of strategic advantage for individual organizations against the demands of their industries.
- Analyse strategic positioning strategies of firms and evaluate them against the necessary competencies and resources of the organization.
- Develop alternative strategies contingent on the demands of the organization and its industry context.
University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Knowledge and understanding of the content and techniques of a chosen discipline at advanced levels that are internationally recognised. A, B, C,D The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner. A, C An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems. D A commitment to the highest standards of professional endeavour and the ability to take a leadership role in the community. D An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities. A, C
Learning Resources
Required Resources
The text for this course is
Angwin, D, Cummings, S. & Smith, C (2011) Strategy Pathfinder, Core concepts and live cases (2nd Ed.) London: Wiley
Recommended Resources
Besanko, D., Dranove, D., Shanley, M. & Schaefer, S. (2013) Economics of Strategy (6th ed.) NJ: John Wiley & Sons.
De Wit, B. & Meyer, R. (2005) Strategy Synthesis. London: Thompson Learning
Ghemawat, P. (2010) Strategy and the Business Landscape. (3rd Ed.) NJ: Prentice Hall
Grant, R. (2013) Contemporary Strategy Analysis (8th ed.) NJ: John Wiley & Sons.
Whittington, R (2001) What is Strategy and Does it Matter? (2nd ed.) London: Thompson Learning.
Online LearningNo specific online learning facilities are part of the course other than the usual communication and sharing of information/papers via MyUni. Please ensure that your MyUni email address is one through which you can be contacted.
Learning & Teaching Activities
Learning & Teaching ModesThe sessions will comprise input from the lecturer and group/individual work based on case studies, videos and supplied topics.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.This is a standard '3 Unit' MBA course which requires about 156 hours of student effort. These 156 hours includes the time spent in class and undertaking assessment as well as the reading and assignment preparation you must undertake outside of the class hours.
Learning Activities SummarySession 1: 'Strategy' – meanings, manifestations and analysis
In this session we examine the meanings and manifestation of strategy and strategy analysis at various levels.Reading: Pathfinder p. xiii - xixHeywood, S., Spungin, J. & Turnbull, D. (2007) Cracking the complexity code. McKinsey Quarterly, 2: 85-95.Pina e Cunha, M. & Vieira da Cunha, J. (2006). Towards a complexity theory of strategy, Management Decision, 44(7): 839 – 850.Porter, M. E. (1996) 'What is strategy?' Harvard Business Review, November-December: 61-78.Smith, C. (2005) The Origins of the word strategyCase: The Iranian Hostage Crisis
Session 2: Goals: Competitive advantage
The goal of competitive advantage lies implicitly at the heart of all models of business strategy and is explicitly identified as the core issue by most 'classical' authors. In this session we explore some of the key concepts, practices and empirical findings pertaining to advantage
Reading: Pathfinder Chapter 5Frank, R. J., George, J.P. & Narasimhan, l. (2004) When your competitor delivers more for less, The McKinsey Quarterly, 1:48-59Huyett, W. I. and Viguerie, S. P. (2005). Extreme competition, The McKinsey Quarterly, 1: 47-57.Pretty Profitable Parrots. The Economist 2012 (12 May)Ryans, A. (2010). When companies underestimate low-cost rivals. McKinsey Quarterly, June, 1-5.Case: The US textile industry
Session 3: Positioning
Based on their choice of pathway to competitive advantage managers then have a variety of options of how they will compete with rivals and which segment of the market they will compete for. In this session we examine some theories and frameworks that help analyse those choices.
Reading: Pathfinder Chapter 5Auguste, B. G., Harmon, E. P. and Pandit, V. (2006). The right service strategies for product companies. The McKinsey Quarterly, 1:41-51.Fighting for the next billion shoppers, The Economist 2012 (30 June)Janmohamed, S. Z. (2010) Designing a game-changing Islamic brand, in the Muslim Council of Britain's publication ''Nurturing the Future in Islamic Finance and Thought Leadership'VW conquers the world. The Economist, 2012 (7 July)Case: Designing an Islamic Cola (Three Islamic Colas)Session 4: Resources and Practice
Although first discussed in the late 1950's the resource-based-view (RBV) of the firm did not feature strongly in the publications and language of strategy until the late 1980s. The RBV emphasises the differences (heterogeneity) between firms and the competitive advantage that accrues to valuable, durable, difficult to imitate/substitute resources and capabilities.
Reading: Pathfinder Chapters 5, 6Powell, T. C., Lovallo, D. & Fox, C. R. (2011) Behavioral strategy, Strategic Management Journal, 32: 1369-1386.Ulrich, D. & Smallwood, N (2004) Capitalizing on capabilities. Harvard Business Review, June: 119-127Word on a wing The Economist June 9th 2012Case: Low Cost Airlines
Session 5: The industry environment –structure
Industries become fixed over the medium term into a particular structure that drives and is derived from the interactions of the firms in the industry.
Reading: Pathfinder Chapter 3, 5A fragile truce The Economist 2012And then there were three. The Economist, 2012 (1 Sept)The click and the dead The Economist, July 3rd 2010: 70.Things are looking up for lift makers. The Economist May 16th 2013Session 6: The industry environment – evolution and stage
As industries evolve and change so to do the various success factors for survival and for success.
Reading: Pathfinder Chapter 3, 5Intoxication, The Economist, 2012, (July 14)Jiang, B., Koller, T. M. & Williams, Z. D. (2009) Mapping decline and recovery across sectors, The McKinsey Quarterly, winter: 21-25.Printers sink, The Economist, 2012 (25 Aug)McGahan, A. M. (2004). How industries change, Harvard Business Review, October, 86-94.Zen and the art of car making, The Economist 2012 (16 June)Case: The Golden Arches, Pathfinder, p.91-93
Session 7: The industry environment - forces
The five forces model emphasises the deterministic influence of the industry on an individual firm's strategic actions and its relative performance. This approach assumes an 'arms length' relationship between suppliers, customers and competitors as they 'compete' for value and scarce resources. Complementors also influence the level of value in an industry and the prices and strategies of these firms need to be accounted for as well as the traditional buyers, suppliers and rivals.
Reading: Pathfinder Chapter 3Merchant, M. (2012) Why Porter's model no longer matters Harvard Business Review blogPorter, M. E. (2008). The five competitive forces that shape strategy, Harvard Business Review, January: 78-93.Power is money, Pathfinder, p. 84-88The ineluctable middlemen, The Economist 2012, (25 Aug)
Session 8: The macroenvironment and industry forces
The profitability of firms is influenced by factors other than its immediate competitor/market interactions. Macroeconomic changes (e.g. interest rates, exchange rates), political moves (e.g. legislation for greater safety in cars, blocking takeovers), social changes (e.g. the ageing of the world) and technological innovation (e.g. the Internet) all have significant impacts (negative and positive) on profits. In some industries the non-market strategy of the firm/industry is more important than its competitive moves. A particular development that is having a major influence on how companies act and communicate their actions is the strong move towards 'corporate sustainability' as a model for capitalism in the 21st century
Reading: Pathfinder Chapters 1, 10.A continent goes shopping The EconomistBonini, S. M., Mendonca, L. T. and Oppenhiem, J. M. (2006). When social issues become strategic, The McKinsey Quarterly, 2 pp 20-31.Tackling Socio-political Issues in Hard Times. (2009). The McKinsey Quarterly, pp 2-7.China's population The Economist, 2011 (7 May)McDonald's: McAttacked. Pathfinder, p. 317-319.Marcos: Codes and Conduct. Pathfinder, P. 323-324.Nike: Local actions, global effects? Pathfinder, p.27-30Opening up India; The Economist, 2011 (16 April)Rules for fools; The Economist, 2011 (14 May)
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Summary
Assessment item Percentage of Total Mark Relevant learning objective(s) Due or scheduled date Individual Assignment (summative/formative) 50 A, B, C, D 25th Nov. 2012 Group Projects
20 A, B, C, D In class Final Exam
30 A, B, C As per timetable
Assessment Related RequirementsAttendance
Statutory obligations in Singapore are such that attendance in person is a compulsory condition of passing a course. Our specific requirements are that students must attend at least 80% of class sessions to be graded for that course. For these purposes each intensive weekend is defined as comprising 5 sessions with 1 on Friday evening and 2 on each of Saturday and Sunday. Each course in total comprises 10 sessions; Students must attend a minimum of 8 sessions to be eligible to be given a grade for the course. Students failing to meet these requirements will be automatically graded 0% Fail (F) on their transcripts.
Grade minimum
To gain a pass for this course, a student must achieve at least 50% overall with a minimum of 45% for the overall individual components. Students not achieving this requirement will have a fail (F) recorded as their final grade
The individual component is the weighted average of the assignment and the exam grades.
Assessment DetailClass participation (10%)
This is a broad concept that captures your engagement with the learning in the class and in particular during your work in groups. Other inputs such as attendance, mobile phone monitoring, interaction with the lecturer etc. are also taken into account.
Individual assignment (60%)
This is a written report/essay on the following topic.
Using concept and theories from the strategic management course explain the 'strategy' of your organization in terms of goals, positioning and resources and critically evaluate the linkages between these three parameters. (This will attract 80% of the marks)
On the basis of this critical analysis what specific changes would you suggest? (20% of the marks)
(For an understanding of critical thinking/critical evaluation see http://en.wikipedia.org/wiki/Critical_thinking )
- The assignment is designed to demonstrate your learning and application of models of positioning, resources/capabilities and competitive advantage and as such limited credit will be given for the use of models and theories outside of this arena.
- The assignment must be based on your current organization or else no marks will be given. Exceptions to this will only be granted in extreme circumstances and must be applied for and granted in writing (email) and a copy of the permission must be submitted with the assignment.
- The assignment will be graded against the criteria on the provided marking rubric. You are advised to keep the criteria in mind as you plan and write your work.
A report (maximum 3000 words) to be submitted via MyUni by 5.00pm 23rd February
Individual examination (30%)
This will comprise a 3-hour open book examination on the date in your timetable. It will be based on questions around a case and examples will be given and worked through in class.
SubmissionThe individual assignment, with the appropriate coversheet and declaration is to be submitted via MyUni by the deadline date. Please submit your assignment in 'Word' format and not pdf.
Students are expected to submit their work by the due date to maintain a fair and equitable system. Extensions will generally only be given for medical or other serious reasons. All requests for extensions must be emailed to the lecturer in charge of the course before the due date. Each request will be assessed on its merits. A late assignment (without prior arrangement) may be penalised by a 5% mark reduction for each day that it is late.
Course Grading
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending
Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through Access Adelaide.
Student Feedback
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
Student Support
- Academic Support with Maths
- Academic Support with writing and speaking skills
- Student Life Counselling Support - Personal counselling for issues affecting study
- International Student Support
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- Reasonable Adjustments to Teaching & Assessment for Students with a Disability Policy
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This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangement Policy
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Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student's disciplinary procedures.
The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.


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2157 York Rd, Lutherville-Timonium, MD 21093, USA
Timonium Square Shopping Center
2157 York Road
Timonium, MD 21093
Our Sauvignon Blanc shows Rex's sassy side with its lively citrus and green apple flavors. Highly versatile, nearly any dish seasoned with fresh herbs can be paired with it. That's because Sauvignon Blanc has an herbal quality, making it easier to align the flavor of the food closer to that of the wine. Just like the 47 lb Rooster, you'll never forget this bright, crisp and refreshing white.

subset: commoncrawl


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Twelve cities in the Nordic countries have joined forces in a joint Nordic procurement initiative. The goal is to get zero emission delivery of goods, to develop Nordic companies, get greener and more innovative solutions, and to make sure that the public sector cooperate more with the private sector.
On the 21th of April, the supplier market is invited to a digital conference where the cities will present their needs and upcoming procurements, and were suppliers can pitch their solutions to the public buyers. The event is open for interested parties outside the Nordic countries who wants to learn more about the initiative, how we approach the market and which new innovative solutions supplier market can offer on zero emission deliveries.
Click on the link for information and registration to the conference.
Organisers: ZERO, The National programme for Supplier Development, The Norwegian Agency for Public and Financial Management (DFØ)
You can find more information about the Nordic initiative here.


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Leafer Miller didn't hear a lot after the specialist let him know they needed to forfeit the leg.
Lying on the trauma center cart, one announced computer game geek and previous competitor attempted to appreciate existence without the leg that had impelled him on the track and to the turf for handles on the soccer field.
Unsalvageable: Preventable Amputations Rise During COVID
It was consistently in my sub-conscience as the direst outcome imaginable, the 35-year-old Fresno, CA, local says. In any case, I wasn't anticipating that that should be the situation.
The removal was the aftereffect of a repetitive American story: A diabetes conclusion in his mid-20s; a grouping of cutbacks and hirings that left his protection status in transition; missed essential consideration visits when suppliers left the organization; and skipped insulin dosages because of excessively expensive sticker prices.
In some cases, it would come down to insulin or lease, Miller says, I felt like my options were limited.
In May 2020, when Miller fostered an ulcer on his right sole, he postponed going to the trauma center. Fresno's safe house set up request had quite recently been stretched out because of taking off COVID-19 caseloads: Local clinics were topping off, and the region's between time wellbeing official was empowering individuals to do all that we can do to forestall a medical clinic admission to try not to overpower the clinical frameworks.
After fourteen days, Miller couldn't hold out any longer: The chills, fever, and sickness were incapacitating, and the foot was fundamentally enlarged and spoiling, he says, with an odor he actually can't neglect. What's more, that is the point at which the specialist shared the news.
He let me in on what I dreaded and that they'd need to remove … it was sinking or swimming, Miller says, And my considerations were simply: I like relaxing. So that was the need.
Every year, almost 100,000 Americans have a leg removal, over a portion of which are because of diabetes and fringe supply route infection. The forecast for individuals who have such removals can be more terrible than most tumors: Up to 74% may bite the dust within 5 years.
Preventive consideration and systems utilizing inflatables, stents, or sidestep a medical procedure to further develop the bloodstream are very successful for forestalling removals. However, individuals having a place with networks of shading -, for example, Black Americans like Miller – and are bound to get the removal and are less inclined to get preventive systems than whites.
That leaves the trauma center if all else fails. In any case, choosing when to go can be hard: Go too soon, and you could be on the snare for a great many dollars in medical clinic charges. Go past the point of no return, and you could lose a leg.
The COVID-19 pandemic has additionally muddled these high-stakes analytics. During COVID-19 closures, clinical facilities briefly shut their entryways and elective medical procedures quit, making it harder for patients to get care.
As per information imparted to WebMD and meetings with specialists in the field, the number of patients with unsalvageable sickness – infection so outrageous that it can't be successfully treated with medications or minor medical procedures – has ticked up. So too has the pace of removals.
Lee Kirksey, MD, bad habit administrator of vascular medical procedure at the Cleveland Clinic, portrays what's occurred over the previous year as a pandemic superimposed on a plague.
There is no question that the COVID emergency has brought about patients postponing their consideration … in certain examples losing their leg as an outcome, he says. Also, I thoroughly consider the coming years, we'll keep on seeing those results work out.
For what reason Did It Take So Long?
By July 2021, Vicky Brown's left leg was so enlarged, she contrasted it with a paperweight.
Performing everyday tasks with the excruciating and engorged appendage turned out to be inconceivable, the 60-year-old says.


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From the World of Warcraft general (and class/realm/guild relations) forums, These are the People in your Raid by level 10 posting alt, Peri of the Terokkar realm (I think. It's been passed around all the forums so many times now, who knows.):
The Raid-
You raid with these people. You work with these people. These people are closer than your family. You should worry.
The GM- He's sacrificed his health, friends, and probably a couple of jobs to drag you through new content. When the guild isn't performing, these decisions are in question. Prone to shooting sprees, forum flame wars, and the rapid advancement/gearing of whatever toon the guild "needs". If you can keep your mouth shut, he'll go emo and quit before you get gkicked. Still, you do like the guy. Or did. Before he went crazy. See drunks, below.
The GM's Significant Other- Okay, so he was going to have to quit but he tricked his SO into playing. She loves it. She's terrible. You'll effectively 24 man every boss. Count on 4 constructs in the raid, every attempt. She plays a Belf.
The Raid Leader- When you stand in the flames, he dies a little bit inside.
The Heir Apparent- When the GM goes psycho, ninjas the bank, and gdisbands, you're the guy the guild is gonna look to to to fix the mess. You see it coming. You can't decide if ritual suicide or being the new gm would be more painful.
The Positive Officer- That was great. Just great. You know, only 5% of guilds have even made it to Supremus, and getting him down to 67% on the second attempt is hawt. See Stoners, below.
The Negative Officer- Jesus Christ why are there corpses under all these goddamn volcanoes? It's Supremus for %@*@'s sake. GET OUT OF THE GODDAMN FLAME! See Drunks, below.
The Healing Officer- Has this job because, as the newest officer who plays a healer, he's stuck with it.
The Hunter Class Lead- Will tell you that it does actually require skill and preparation to play a hunter well in the end game. Lies frequently.
Metermaid- He's got meters running. Always. Asks for meter postage whenever he's in the top 5, which is rare, as his focus on the meters is preventing him from seeing the volcano he's pathing towards. Pulls aggro. Has yet to realize that 0 health returns 0 dps. If he's healing, you might as well just put him on raid, he's gonna heal them anyway.
Stratman- Has read every strategy on the entire internet for every boss. Unable to think critically. Knows where his talk key is. Hated by the officers. Likely to play a hunter or mage. If this is also Chick With Accent, below, guild will probably collapse.
The Gay Guy- Affects the gay accent for effect. Upgrade decisions tend to involve lengthy discussions about gear appearance. Learned to use the dressing room function before the v key.
The Stay At Home Mom- She's around children all day and craves adult conversation. Babbles incessantly in vent, forgetting that adult conversation doesn't usually begin with, "So I was talking to (insert name of four-year-old child) and he says …" Well liked, but frequently muted.
Mr. Mikeless- Has a microphone. Hears the conversation and directions. Once wiped the raid because he started talking and most folks alt-tabbed to see who the hell was speaking. May be your best player.
The Kid- So, you messed up on this guy's interview and nobody noticed that he was 12. But, he can play. And if he gets a little bit excited when boobies are getting talked about? Hey, he's young.
The Backbone- Plays a tank. Doesn't have much to say. Made an error once in SSC, or so you heard. Will disconnect when Gorefiend is at 30% and keep aggro while offline for the rest of the fight. Has never said anything negative to the healers. Ever. GL with your progression without one of these. Hates the prima donnas.
The Other kid- Remember that accountant you interviewed for the fury warrior position? And how you wondered how he'd make time to raid during tax season? He couldn't. His eleven year old daughter took over about that time. She's been raiding since. Mages, that's an eleven year-old girl owning you night after night.
The Hunter Who Doesn't Do His Homework- Always good for insightful commentary and clever observation just after a wipe. "Holy Crap Man! I was just standing and shooting and this damn VOLCANO popped on me! When did they put in those volcanoes?"
The Prophet- Kept insisting that you were going to need a melee group for BT, despite the fact hat melee was dreadful for SSC/BT. Badgered the management until they broke. Plays a rogue. Shreds. Loved by the Most Devout.
The Most Devout- This is the guy who gets to play an off-spec in a big-boy raid. He's the fury warrior or the enhance shammy. He cannot believe that some fate is letting him have this much fun that he's afraid it will all come crashing down. Prays devoutly to his favorite diety that the guild won't collapse because he'll never have THIS much fun again. Ever.
The Drunks- The core of your guild. As raid progresses, their voices in vent are getting just ever so slightly slurred. You don't notice because you're trying to sound sober yourself. DPS output seems to scale positively with blood alcohol content.
The Stoners- Quietly wiping raids since the beta. They really, really, really hate having to move out of the fire. Two of them are dead under the volcanoes. They live in fear of the negative officer. They have their own channel. Try /join (insertguildname)stoners. You'll see who's in there. It'll explain a lot. Still, if these guys don't show, bosses don't seem to actually die. They're also having more fun that everyone else combined.
The Prima Donna- Requires special attention from management. Constantly whining. Plays some vital role. Might be a main tank, mage tank, or lock tank. The officers really hate this guy and as soon as they can find another tank with 24,000 buffed HP, he's out. Not a stoner.
The Chick with the Accent- Is the accent fake? Nobody knows or cares. Future visits to Australia/Britian/New Zealand/Alabama are now planned by all single raid members.
The Healing Pallie- Hates healing and had to go holy to see endgame. If you raid with a boomkin, a feral druid, a fury warrior, or any non-resto shaman, you are not getting a 10 minute blessing. Forget it. He hates you. God help you if he has a raid-viable alt in one of those classes; you're not even getting heals. Also, see Prima Donna.
The Departed Legend- You joined after he left. You suspect that he could not actually solo Doomwalker. But you're not totally sure.
The Disgruntled Raider- Took an unannounced, extended vacation and now has to share his raid spot with the other 11 extra dps. Very angry about this situation. Doesn't realize that ##@#*ing is making things worse. Officers pray for a gquit.
The Warlock Whisperer- Directionally challenged. Despite having run Karazhan 1.26 million times, will require a summon to Maiden's room from the entrance. Has a "summon pls" macro. Strangely, is good at moving away from volcanoes. See (you guessed it) Stoners.
The New Guy- Begins most sentences with, "That's not how we did it in my old guild on Korgath." Likely to remain guilded for approximately one week. You wonder if he'll be tellign his next guild, "In my old guild, we ran TOWARDS the volcanoes.
Note: I read a similar archetype post couple years ago, when I first started raiding. It altered the way I viewed raiding forever after and I've tended to think of my guildies along these terms since.
We had a "Chick with the Accent" in our guild recently. I'll use the word charming because this is a family blog. But lemme tell ya, after a few battlegrounds and raids, it wasn't so charming.
She left recently to follow her game boyfriend (who I suspect is married to another woman IRL but I never said anything because it's frankly none of my business), they went to another guild because he decided he hated our guild.
That was cool though — those two were the types who screenshot every single game conversation to prove whatever secret agenda they had that day. Was really annoying to get their screenshots all the time in my email about how Soandso disrespected them or Whosit was mean to their friend.
Despite the (formerly) charming accent, habitual convo screenshotters mean one thing to me: DRAMA WHORES. They are to be avoided at all costs, and, for your own safety, do not send them any /tells.


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second hand autoclave, second hand autoclave . Alibaba.com offers 75 second hand autoclave products. About 5% of these are Food Sterilizer. A wide variety of second hand autoclave options are available to you, such as local service location, key selling points, and after-sale service.
Allgas are the leading experts in Dublin in installing new gas boilers and heating systems. We can offer a 10 or 12 year guarantee on your gas boiler depending on the model chosen. We install Ideal Logic Max, Ideal Vogue Max, Worchester Bosch boilers and many other types of boilers. We have been installing gas boilers over 33 years and are
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Thursday, October 18, 2012
Thank You
I'll admit that it wasn't for the money, or the lifestyle that ministry could afford me. It wasn't for the power and fame that might some day come my way, and it certainly wasn't for country club perks.
So if it wasn't for all the things that many people strive toward a certain career path, then what was it?
Well, I don't know if I can point to one defining moment when I knew for sure that ministry was the path for me, but I do remember conversations, affirmations and encouraging statements from my Youth Pastor, teachers, coaches and other mentors that God had placed in my life.
I received all kinds of input from people that I respected, trusted and allowed to speak truth into my life, and God used it to help shape not only who I was but who He wanted me to become for His glory.
I remember being inspired by the words and actions of my Youth Pastor and challenged and driven by the goals of my coaches. There was a definite level of passion, and purpose in everything they did, and it was contagious.
I mean looking back on my teen years especially, God used the right mix of His Word, His leaders, my desire to serve Him and an opportunity to discover, use and hone my gifts and abilities in the context of some pretty turbulent times in my life to get my attention that He wanted me to be involved in ministry...for the long haul!
If I could sum up what I saw and what I knew I wanted to be a part of, it would be "passion to reach out to others for the cause of Christ, regardless of what you get in return."
That's what I saw modeled in front of me through the lives of people that God sent into my life during my childhood and teenage days, and is an attitude that I would love to have define my life as well, because that's exactly how Jesus lived His life on this earth.
He gave everything for me...endured the pain and shame when He didn't deserve it, and calls each of us to live our lives in a response that says "Thank You" for what He's done.
This "thank you" attitude is what was contagious to me as a young teenager, and is what is still the most influential quality I can recall from my mentors. They did what they did to reach others for the cause of Christ regardless of what they would get in return.
As I think back on it, the investment they made in my life and many others that I grew up with is just astounding. The impact of an investment in the life of a young person is one of the best investments you can make, because God's Kingdom is about life change, and life change happens through people.
I've heard it said that if you want to change the world, reach young people.
Because they obeyed and followed God's lead with passion, I can name a whole bunch of names of classmates and teammates that are doing the same kinds of things all around the world right now!
Who knows how many more lives have been impacted through the lives that we have touched as well, and on and on it goes!
So, this post is a shout out to my heroes growing up...thank you for all that you did to model servant leadership to a rag tag bunch from the booming metropolis of Horesheads, NY and it's surrounding areas. Because of you and your investments...lives are being changed for the Lord...Globally!
What you did, and why you did it doesn't make sense to alot of people. I mean from their perspective "why in the world would you spend time teaching and training those kids?" and "why in the world would you do what you do and get paid peanuts in return?"
You can't blame them really, I mean if a person doesn't understand the passion that drives someone to do great things, they will never totally "get it," they'll think you're wasting your time, talents and energies, and for what?
Well, the way I look at it, it's a whole lot more important to see a life changed going back out and seeing more lives changed for the Kingdom. That's what's going to last!
So, Thank You to all of the people who helped shape this life, and thank you for all those who are shaping the lives of others! You're making a difference...and I would just like to say...
Thank You!
3 comments:
- netter2005September 9, 2008 at 12:53 PM
Thank you Brent for what you have done for us at ISM in Fishkill. with all your time and effort and just believing in all of us. because of you i want to be in youth ministry to help teens and bring them to Christ and let them know that i would never give up on them cuz they need ppl to believe in them at that age. Thank you again. Your the man.ReplyDelete
such great insight into what made you, you. Thanks for all you do at mhccc!!! We love you here =)ReplyDelete
Thanks Hendrick!ReplyDelete
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text:
Tìm kiếm Đề thi, Kiểm tra
UNIT 14 - THE WORLD CUP (Test & Keys)
- 0 / 0
(Tài liệu chưa được thẩm định)
Người gửi: Cấn Chính Trường
Ngày gửi: 11h:52' 10-01-2018
Dung lượng: 75.0 KB
Số lượt tải: 367
Người gửi: Cấn Chính Trường
Ngày gửi: 11h:52' 10-01-2018
Dung lượng: 75.0 KB
Số lượt tải: 367
Số lượt thích: 1 người (Trần Thị Quốc Thái)
I. Fill each gap with a suitable word from the list below.
predicted holding accused involve produce
team captain contact prediction establish
1. He was........the baby in his arms.
2. Let`s........some ground rules.
3. He........the opposition party of being unfit to govern.
4. We........cheaper goods than our competitors.
5. The test will........answering questions about a photograph.
6. The Olympic........were given a hero`s welcome on their return home.
7. She was........of the hockey team at school.
8. She`s lost........with her son.
9. It was........that inflation would continue to fall.
10. Not many people agree with the government`s........that the economy will improve.
II. Supply the correct form of the word in bold.
l. The speaker announced the........of a new college. ESTABLISH
2. We want to........students to participate fully in the running of the college. COURAGE
3. Details of the........are available at all participating stores. COMPETE
4. A back injury prevented active........in any sports for a while. PARTICIPATE
5. Prices are often higher in Hawaii than in the........United States. CONTINENT
6. We need changes in the law governing school........ ATTEND
7. We have a witness to the........ KILL
8. The 2002 World Cup was held........by Japan and South Korea. JOINT
9. We need to work harder to remain........with other companies. COMPETITION
10. It is a campaign to promote awareness of........issues. ENVIRONMENT
III. Find a suitable word for the sentences below. One example has been done for you.
0. A. Are you interested in geography lessons?
B. She`s got a degree in geography.
C. Kim knew the geography of the building and strode along the corridor.
1. A. We cannot........demand for the product.
B. She failed to........all the requirements for entry to the college.
C. Her explanation did not........the teacher.
2. A. When costs are cut product........suffers.
B. We aim to provide........at reasonable prices.
C. Get it right, even if it takes time; it`s........not quantity that matters.
A. She........over to me and demanded an apology.
B. The guards........the prisoner away.
C. She was........out of the door and into a waiting car.
4. A. The missiles were mainly........at the United States.
B. The company has been........by animal rights groups for its use of dogs in drugs trials.
C. The campaign is clearly........on the young.
A. The........clouds in the sky meant that a storm was coming.
B. What time does it get........in summer?
C. It was........outside and I couldn`t see much.
6. A. For this course a pass in English at grade B is.........
B. Air pollution in,the city had reached four times the.........levels.
C. The food was........, but no more.
7. A. We were all too........to object.
B. I don`t know how to make........conversation.
C. The performance was greeted with........applause.
8. A. The letter was correctly........, but delivered to the wrong house.
B. I was surprised when he........me in English.
C. Any questions should be........to your teacher.
9. A. They.........and wept and promised to keep in touch.
B. She........her son warmly.
C. It is unlikely that capitalist ideas will be........by such countries.
10 A. Judging by........can be misleading.
B. The singer`s first public........was at the age of eight.
C. She had never been greatly concerned about her.........
IV. What do you call a person who...?
1. does the long jump? a long jumper
2. rides horses in races? ............
3. drives cars in races? ............
4. throws the discus/javelin? ............
5. does gymnastics? ............
6. plays hockey? ............
7. plays football? ............
8. does the pole-vault? ............
V. Which sports are these places associated with, as the example.
1. court: tennis, squash, etc.
2. course: ..............................
3. ring


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Tom Brady reveals priorities after 'amicable' divorce from Gisele Bundchen
Tom Brady is focused on "family" and "football" after his "very amicable" divorce from Gisele Bundchen.
The NFL star has opened up about his split from the model - with whom he has kids Benjamin, 12, and nine-year-old Vivian - and insisted he is simply doing "the best" he can.
Appearing on his own SiriusXM podcast 'Let's Go! With Tom Brady, Larry Fitzgerald and Jim Gray', he said: "I think there's a lot of professionals in life that go through things that they deal with at work, and they deal with at home.
"Obviously, the good news is, it's a very amicable situation and I'm really focused on two things, taking care of my family and certainly my children and, secondly, doing the best job I can to win football games.
"So, that's what professionals do. You focus at work when it's time to work, and then when you come home, you focus on the priorities that are at home.
"All you can do is the best you could do. That's what I'll just continue to do as long as I'm working and as long as I'm being a dad."
The 45-year-old athlete insisted fans are always seeing "an authentic self" when he steps out on the field, and he wants people to remember that everyone has their own "unique challenges in life".
He added: "I've dealt with a lot of challenging situations on and off the field over 23 years, and a lot of it does play out in front of a lot of people.
"I think the interesting thing for a football player, or an athlete in general, is, you're out there -- I always say we're not actors. Even though we're on TV, that is our real self out there.
"We're trying to do our best... That's how people really have gotten to know me over the years, by being on TV. And that is an authentic self that's out there to compete with my teammates every day.
"And you're giving all you can to the team, and everyone's going through different things. We all have our unique challenges in life. We're all humans. We do the best we could do."


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When People Were Shorter and Lived Near the Water
When People Were Shorter and Lived Near the Water
|New York, New York, United States
|Rock, experimental, psychedelic rock
|Years active
|Shimmy Disc, Staple Gun, Trace Elements
|Past members
|Kim Rancourt
Joe Defilipps
David Raymer
Bob Meetsma
Mitch Strassberg
Ron Spitzer
Dave Rick
David Licht
Chris Xefos
When People Were Shorter and Lived Near the Water was an American experimental psychedelic rock band from New York City active from 1986 to 1996. Their three albums and several EPs consist of experimental cover versions of songs from various genres of popular music.
Trouser Press critics Scott Schinder and David Greenberger wrote that their renditions, which contain both precise and loose arrangements, were "not exactly affectionate tributes, but not complete jokes either," giving the group the double identity of an art rock and party band.[1] Though commercially unsuccessful,[2] they were a critically respected[1][3] staple of the experimental scene associated with their label Shimmy Disc[4] and shared the stage, as well as several members, with the groups King Missile, Bongwater and Shockabilly.
Basing their repertoire around deconstructive cover versions of other artists' songs,[5] the group was formed in 1986 by vocalists Kim Rancourt and Joe Defilipps (the latter of whom also played trombone), guitarists David Raymer and Bob Meetsma, bassist Mitch Strassberg and drummer Ron Spitzer (of Band of Susans). Released on the Trace Elements imprint, their 1987 debut EP included a Ray Davies cover and a recitation of the Gettysburg Address.
Their second EP, Uncle Ben (1988), featured the addition of bassist Dave Rick (of Phantom Tollbooth, King Missile, Bongwater, and Yo La Tengo) and drummer David Licht (of the Klezmatics, Bongwater, Shockabilly, and Eugene Chadbourne's band). The record was also their first release with Shimmy Disc, a like-minded experimental rock label run by Bongwater leader Mark Kramer, who himself frequently played on the group's recordings. The Bobby LP followed in 1989, composed entirely of Bobby Goldsboro covers. Keyboardist and multi-instrumentalist Chris Xefos (also of King Missile) played extensively on the record as a guest and joined as a full-time member thereafter.
In 1991, the band released Porgy, an album of material from Ira and George Gershwin's Porgy and Bess. Their third and final LP, Bill Kennedy's Showtime (1994), comprised songs by semi-obscure 1960s and 1970s Detroit rock and soul bands, as Rancourt had grown up in the area during that time.[1] Talk of an album of material popularized by Louis Armstrong arose as plans for the band's fourth LP, but the record never materialized, and the band became inactive.
Rancourt and Rick next co-founded Shapir-O'Rama, which played original music. They recorded several albums, including two with Jad Fair. Rancourt later formed JFK with Andrew W.K. and Don Fleming.[6][7][8] Defilipps played in After That It's All Gravy,[9] while Xefos, Rick, and Licht remained active with numerous other groups.
- Kim Rancourt – vocals, flute, casio horn (1986–1996)
- Joe Defilipps – vocals, trombone (1986–1996)
- David Raymer – guitar, keyboard, vocals (1986–1996)
- Bob Meetsma – guitar, lap steel guitar, cornet, banjo, saxophone, vocals (1986–1996)
- Mitch Strassberg – bass (1986–1988)
- Ron Spitzer – drums (1986–1988)
- Dave Rick – bass, guitar, vocals (1988–1996)
- David Licht – drums (1988–1996)
- Chris Xefos – keyboards, tuba, accordion, vocals, etc. (1989–1996)
- Albums
- Bobby (1989)
- Porgy (1991)
- Bill Kennedy's Showtime (1993)
- Singles
- When People Were Shorter and Lived Near the Water (1987)
- Uncle Ben (1988)
- Tiny E.P. (1990)
- Compilation appearances
- Rutles Highway Revisited (1990) – "Let's Be Natural"
- Donovan: Island of Circles (1992) – "The Natural High is the Best High in the World (Riki Tiki Tavi)"
- Surprise Your Pig: A Tribute to R.E.M. (1993) – "I Believe"
- ^ a b c "When People Were Shorter and Lived Near the Water". Trouser Press.
- ^ "The Name is Kramer". The Chicago Tribune. December 23, 2011.
- ^ "Reviews/Music; Pop Culture With a Strong Undercurrent of Psychedelia". New York Times. January 8, 1990. Retrieved April 29, 2012.
- ^ "Fresh, Hot and Headed for Fame, These Are Faces to Watch". New York Times. January 5, 1990. Retrieved April 29, 2012.
- ^ "Pop and Jazz in Review". New York Times. November 28, 1991. Retrieved April 29, 2012.
- ^ "Esopus Magazine Archive". Esopus Magazine. December 21, 2011.
- ^ "Don Fleming Gets Help on '4'..." The Cleveland Sound. December 21, 2011.
- ^ "Indie Legend Don Fleming Revives Velvet Monkeys Classic to Coincide with '4'". Beer Melodies. December 21, 2011.
- ^ "After That It's All Gravy". AllMusic. December 21, 2011.


text:
If the worship team practices their craft before service, it makes sense that sound guys would too, but how? Virtual soundchecks.
A virtual soundcheck is a great way to practice mixing without the band being present. Adam Beranek with Churchfront joins us to share some tips for getting started.
In this video, you'll discover:
- What kind of gear you need
- The best use of virtual soundchecks
- Common pitfalls of virtual soundchecks
Get Access to X32 Mastery
It's the fastest way to master the X32 and even includes step-by-step setup of virtual soundchecks.
Meet Adam Beranek
Adam is a part of the team at Churchfront.com
Check out their youtube channel here


text:
The Church in an Age of COVID-19
As we are following news about the spread of COVID-19 (Coronavirus) we remain committed to being a community that reflects God's caring and healing presence in the world here and now. What can we do?
Don't touch your face, and other healthy practices. Let's begin with concrete steps recommended by public health agencies that can help prevent the spread of illness and protect those most vulnerable among us:
- Stay home when you are sick. We recommend that members, staff, and guests be fever-free, without the use of fever-reducing medication, for at least 24 hours before returning to the church.
- Wash your hands frequently with soap and hot water for at least 20 seconds.
- Avoid touching eyes, nose, and mouth with unwashed hands.
- Cover your cough or sneeze with a tissue or bent elbow.
- When greeting one another use a wave, bow, etc… instead of a handshake.
- If you are at higher risk for health complications carefully consider limiting your social contact. See below for more on "social distancing."
The Center for Disease Control and Prevention (CDC) and LA Country Department of Public Health have up-to-date information on their websites, which we encourage you to visit for detailed information. Any directives from the CDC and local governments should be followed.
Our facilities staff are increasing our already high-standard of cleanliness and sanitization with more frequent attention given to surfaces, doorknobs, keypads, light switches, etc… We also have hand sanitizer available in our lobby and narthex.
PRAY. Join us in praying together for ourselves, others and our global community. Take time to breathe and pray for God's peace to surround us (personally and collectively) even as we face head on the realities and ramifications of this virus. Pray for comfort and healing for those who are sick and at higher risk of getting sick. Pray for healthcare workers and public health leaders. Pray for individuals, families and communities whose access to healthcare is limited by finances, fear, language or other challenges.
PRIORITIZE PEOPLE. As appropriate steps may be taken during this time to limit social contact (aka social distancing), there are other ways for us to care for one another. Pay special attention to friends, family and neighbors who may feel even more isolated during this season and think of creative ways to communicate and stay in touch.
At the moment we have NOT been advised to cancel Sunday worship or other events. Our staff and leadership, however, are in on-going conversation about how to best prepare for any eventuality and how we might continue to be the people God has called us to be. Any changes or updates to events will be communicated through email and on our website. Feel free to email or call us with any thoughts, concerns or questions.
Grace + Peace
Pastor Tim


text:
February 16-18, 2023
San Antonio, TX
We had a blast at yesterday's AASA Quarterly Federal Policy Update with Sasha Pudelski. We were pleased to be able to walk you through the latest funding and policy changes included in the FY22 omnibus, answer questions about ARP implementation and what superintendents need to understand about upcoming ESSER data collection requests from USED, and discuss legislative bills this year to reauthorize the Child Nutrition law and improve teacher shortages.You can access an archive recording of the webinar here and the presentation here. We are happy to share some related resources:
The next AASA Quarterly Federal Policy Update will be June 30 at 2 p.m. EDT. AASA members can register by clicking here.
Want some new clean school buses? Here's your chance to get them! As part of the bipartisan infrastructure bill that was signed into law in 2021, the EPA was granted $5 billion over 5 years to encourage the electrification of school bus fleets. The EPA is in the process of beginning to roll out the $1b that is available to districts, contractors, and tribes over the next few months and they released a quick PowerPoint presentation that details the basics of the rebate program.
First, the program funding is divided into two halves: zero-emission buses and alternative-fueled buses. Districts can apply for rebates for either program as long as they are replacing current diesel-fueled school buses.
Second, the application process will prioritize bus rebates for districts in high needs school districts and rural and low-income areas.
Third, they plan to open the application window in late April and districts will have 3 months to apply for rebates, but there are steps you can take now to get your application ready for the portal. Details are here: https://www.epa.gov/cleanschoolbus/prepare-clean-school-bus-funding.
The ink on the final FY22 budget is barely dry, and we are already off and running with all the FY23 budget fun. ICYMI: check out the blog with all our details on the final FY22 budget.
Federal fiscal year 2023 (FY23) will run from October 1, 2022 through September 30, 2023. The federal education dollars in FY23 will largely be in your K12 schools for the 23-24 school year. If Congress were to complete its appropriations process on time and in normal order, it would be completed before October 1. Congress hasn't completed its budget on time and in normal order since the mid 1990s; when this happens, we either have a federal shutdown or—more common—Congress utilizes a series of continuing resolutions (CRs) to buy themselves more time to complete the funding work. It is widely anticipated that Congress will adopt a CR—freeing members up to be home to campaign in the midterm elections—and leaving the real question to be: will the CR be into the lame duck and the fiscal work concluded by the current Congress, or will they punt into the new year and new Congress, which could feasibly include a change in chamber leadership? Luckily, we don't need to answer that in today's blog post, and can instead just give a quick overview of what is in President' Biden's FY23 budget proposal.
First, now seems an excellent time to share one of my favorite all time quotes from President Biden, something he attributes to HIS dad: "Don't tell me what you value. Show me your budget, and I'll tell you what you value." If that's the case, we are pleased to see that President Biden continues to value and prioritize investments in education, schools, children and equity.
What do you need to know?
At the end of the day, the big take away is that the President clearly wants to prioritize investments in education, and we want to remain hopeful that final FY23 numbers will align more closely to FY23 proposals than FY22 finals compared to proposed. You need not pay obsessive attention to program funding levels until we get a bit further in the process, until we start to see what the House and Senate are looking at as it relates to 302b allocations. That's about 4 steps (and a few months) away. Hold tight, and stay tuned to AASA advocacy (on twitter, the AASA Advocacy App and on the blog).
On Thursday, U.S. Secretaries Cardona
and Becerra sent
a letter to Governors formally describing a new effort by both agencies to
work together to develop and align resources to ensure children have the
physical and behavioral health services and supports that they need to build
resilience and thrive. Specifically, in the coming months, the Departments plan
to provide additional technical assistance, resources and support that will (1)
provide guidance on the federal funding available for school-based physical and
behavioral health services, including how Medicaid can support the delivery of
these services; (2) help reduce federal administrative burden for states and
localities, including local educational agencies, and barriers to the provision
of school-based physical and behavioral health services; and (3) improve and
strengthen access to physical and behavioral health services.
For several years, AASA has focused on
improving coordination between HHS and ED. This letter to Governors is in
direct response to much of our advocacy. In particular, the specific mention of
reducing the administrative on districts in meeting Medicaid is of particular
significance as this was one of our leading recommendations to the Biden
Administration before they took office.
On March 23,
AASA and ASBO International responded to the USDA's Transitional Nutritional
Standards for Milk, Sodium and Whole Grains which were announced on February 4.
transitional standards include:
In our
comments, we express support for the milk and sodium standards as they are
reasonable and achievable. However, we do not support the 80% whole-grain
requirement as some whole-grain products are not as appealing to students which
leads to unnecessary food waste and reduced participation in the program. Additionally,
given Congress's failure to extend the COVID-19 waivers, we conveyed our
concern that districts will not be able to meet any of the nutritional
standards amidst the significant challenges they are facing due to the supply
chain disruption and will not receive federal reimbursement as a result. We
encouraged the USDA to use the full scope of its authority to ensure that
school districts are not penalized for being unable to meet these nutritional
standards and are able to continue to receive federal reimbursements for the
meals they serve.
Read our full
comments here.
We are looking forward to this year's State Leadership Conference. Here's everything you need to know:
WHO: The meeting is open to AASA state affiliate executive directors and their officers/elected officials.
WHAT: Each spring, we convene the executive directors of our 49 state affiliates and their elected member officers for a meeting focused on their professional development and networking. The goal of the conference is twofold: to highlight and strengthen the mutually beneficial relationship between AASA and our state affiliates, and to provide professional development and networking for state association leaders.
WHERE: San Antonio River Marriott Center, 101 Bowie Street, San Antonio TX
WHEN: April 29-30, 2022
Last week, the Biden administration, in conjunction with the EPA, released a call to action titled the Clean Air in Buildings Challenge, which highlights a range of recommendations and resources available for improving ventilation and indoor air quality, which can help to better protect the health of building occupants and reduce the risk of COVID-19 spread. The call to action included guidance principles and best practices to assist building owners and school administrators with reducing risks from airborne viruses and other contaminants indoors.
Key actions outlined in the Clean Air in Buildings Challenge include:
While the recommended actions cannot completely eliminate risks, they will reduce them. Infectious diseases like COVID-19 can spread through the inhalation of airborne particles and aerosols. In addition to other layered prevention strategies, like vaccination, wearing masks and physical distancing to reduce the spread of infectious diseases like COVID-19, actions to improve ventilation, filtration and other proven air cleaning strategies can reduce the risk of exposure to particles, aerosols, and other contaminants, and improve indoor air quality and the health of building occupants.Under each of these recommendation areas, EPA's best practices guide lays out clear-cut actions building owners and school administrators can implement. The best practices guide is designed to serve as a menu of improvements to choose from. The guide includes quick steps that all organizations can take right away as a starting place, as well as resources to help plan for longer-term investments and improvements.
You can check out the White House fact sheet here. The EPA press release can be found here. The EPA guidelines are here.
This guest blog post comes from our friends at D2L, a global learning innovation company.
Many U.S. school districts are facing a crisis: How do we balance teacher burnout with the ongoing need to build teacher capacity for learning recovery and beyond? New research helps answer that question.
As AASA has identified, education leaders face an imperative of student-centered redesign toward equity, and this must include enabling teachers in every classroom. The good news is that the emergency pivot to virtual schooling in many districts opened educators to new methods, and this provides a unique opportunity to redesign professional learning to be more timely and flexible and (re)build teacher capacity.
To better understand these educator experiences and interests, AASA partner D2L recently commissioned a national survey of some 1,000 district administrators and teachers.
The recently released research identified growing teacher interest in professional learning that is ongoing, on-demand, online and targeted. However, teachers reported that they currently have limited access to frequent and personalized learning at their districts, which likely helps explain why only 20% of teachers identified strong satisfaction with their district-provided professional learning opportunities.
Other key findings include the following professional learning views:
What does this mean for school districts? Changes in practice during the pandemic have provided an opportunity to grow innovative professional learning methods and formats. These emerging practices are of increasing teacher interest and often better aligned to effective research-based practice including coherence, embedding in instruction, sustained duration, professional learning community, and feedback and reflection.
These findings can also inform changes to our policies, programs, and partnerships needed to modernize teacher professional learning at this critical time in our K-12 public schools.
For additional survey findings, research alignment and district recommendations, review the full research report "How the Pandemic Has (Re)Shaped K-12 Teacher Professional Learning" or contact D2L Senior Director Mark Schneiderman. D2L is a learning technology partner supporting our collective mission to reach every learner, including through D2L's Brightspace learning management system as a hub to personalize both student and educator learning.
The Smithsonian American Art Museum (SAAM) is expanding its distance learning program to support cross-disciplinary teaching of American art, culture and history to underserved rural communities across the United States. Through their new three-year initiative (Rural Engagement in Art, Culture and History or REACH), they will be holding various programs while continually assessing the needs of rural constituents to determine how SAAM could help meet those needs.
REACH is kicking off with a Summer Institute for Teachers consisting of 3 virtual workshops and 2 on-site (July 25 - 26) workshops in SAAM's main building in Washington, DC. Attendees will receive $1,500 scholarships to support their learning. Priority will be given to educators from rural and underserved areas of the country.Through interactive sessions with museum professionals, educators will gain skills and comfort in using American art to make interdisciplinary connections, foster critical thinking skills and develop visual literacy. They will walk away with a tool kit of practical strategies for integrating art into curriculum, as well as lesson ideas developed by the cohort that they can immediately put to use in the classroom.The deadline for applying is April 1. Check out more information and apply here.
Earlier today Congress released its final FY22 appropriations omnibus package. Read our memo for a full overview and analysis.
AASA Executive Director Dan Domenech issued the following statement in response to today's bill: "The FY22 omnibus bill as it relates to education is, at best, a mixed bag. We commend Democratic leaders for going to bat for the increases that were realized; it is clear they heard the message from the field and pushed for prioritizing education funding. At the same time, the bill misses the mark on what could have been, especially in the context of what had been proposed across the administration, House, and Senate.
We are deeply troubled by the lack of an extension for the school nutrition waivers, a seeming failure to acknowledge that student hunger needs will continue into the 2022-23 school year, and a willingness to undo all the good that has been done--all the meals that have been fed--under this initially bipartisan proposal. Complicating the meals piece even further, the end of these commonsense flexibilities comes at the exact time that schools are seeing increased prices and supply chain issues.
Specific to the IDEA funding level, this is a cut in comparison to current ARP levels. This omnibus was the first time in my career at AASA that Congress had a true opportunity to redirect itself forward on the IDEA glidepath. We applaud them for the small increases included in today's bill, while also holding them accountable for once again leaving IDEA severely underfunded. The proposed level puts schools on an IDEA funding cliff and all but ensures that ARP IDEA dollars will go to one time expenditures instead of sustainable quality investments. We did this once under ARRA, and we had reasonable hope that Congress would prioritize this ARP funding level, given both the chronic underfunding of IDEA and the lessons learned from ARRA.
This significant shift away from proposed funding levels for K12 education is the second time in less than a year that the nation's public schools were cut as part of broader negotiations. Last fall, K12 schools saw the proposed infrastructure funding for schools pushed out of the Build Back Better negotiations. Today's bill shows, once again, the disconnect between education funding proposals and education funding realities. What we fund is what we value, and AASA urges Congress to do better when it comes to truly and meaningfully funding education. Our nation's public school system leaders expected better, and our nation's schools and students deserved more. At the end of the day, though, our nation's public school system can and will make this work, ensuring that school doors remain open and ready to educate all who walk through."
AASA is proud to co-chair the IDEA Full Funding Coalition
with the National Center for Learning Disabilities and the Council for
Exceptional Children.
The following statement was released by the co-chairs of
the IDEA Full Funding Coalition, a group of national and state organizations
committed to full funding of the Individuals with Disabilities Education Act
"The final FY22 omnibus is a missed opportunity for
Congress to self-correct on its chronic underfunding of the Individuals with
Disabilities Education Act (IDEA). As co-chairs of the IDEA Full Funding
Coalition, we are disappointed to see that, once again, supporting infants, toddlers,
children, and youth with disabilities and honoring this statutory
commitment remains outside the scope of Congressional priorities."
Lindsay Kubatzky, National Center for Learning
Disabilities; Noelle Ellerson Ng, AASA, The School Superintendents Association; Kuna Tavalin, Council for Exceptional Children
The use of synthetic nicotine in various products including e-cigarettes and nicotine pouches is becoming more popular among children and youth. Public health groups have been warning that disposable, synthetic nicotine e-cigarettes such as Puff Bar have grown in popularity among teens while skirting FDA oversight since the FDA does not have explicit authority to regulate lab-made nicotine. The need for FDA to step in and regular synthetic nicotine is urgent; CDC data shows more than a quarter of middle and high school e-cigarette users reported using Puff Bar as their usual brand.
AASA joined our partners at the Campaign for Tobacco-Free Kids in urging Congress to include language in the omnibus spending package that would give the FDA the authority to regulate products that contain nicotine but aren't derived from tobacco, such as synthetic nicotine.
And happily, we were successful! The FY22 omnibus now contains this important regulatory authority for FDA. We are hopeful that this action will mean fewer synthetic products targeted at children enter the market and that Puff Bar and other nicotine products that target children and youth, will be prohibited from doing so in the future.
You can find the letter here.
We are happy to share the resources and information below in coordination with our friends at the Coalition on Human Needs:
Schools can help families claim thousands of dollars this tax season. Join AASA and partner organizations for a Child Tax Credit school outreach push in the final weeks before the tax filing deadline on April 18! Check this link for ideas of easy actions - like sending mass messages to families or sending home flyers - your district can take to help families claim the CTC, for which 90 percent of American kids are eligible. At this link, you'll find the ready-to-use resources you need to take action now! You'll also find background information and registrations for 30-minute upcoming info sessions if you'd like to learn more.
If the above hyperlink does not work, click here: https://bit.ly/ctcschools
Today, the Biden administration released a new National COVID Preparedness Plan to keep America moving forward safely and back to normal routines. The plan focuses on three key goals:
First, on protection. Unlike at the start of the pandemic, there are multiple tools to protect against COVID, including vaccines, treatments, tests and masks.
Second, the administration is preparing for new variants.
Third, preventing economic and educational shutdowns.
Throughout this plan, the administration will ensure they are protecting the most vulnerable populations, including the immuno-compromised and those with disabilities. The immuno-compromised have access to a fourth booster and priority access to new treatments.
The administration is also launching a comprehensive response to prevent, treat, and better understand Long-COVID and to address mental health issues.
Executing this plan will require additional congressional funding. Soon, the administration will send Congress a request for additional funding, which is expected to pass quickly.
If you tuned into the State of the Union on Tuesday night,
you probably heard the President speak about the "Innovation Act." He was
referring to the Senate's bipartisan U.S. Innovation and Competition Act
(USICA) which was approved last June. On February 2, the House passed The
America COMPETES Act, which is their response to USICA. The House and Senate
will now begin to reconcile the two different bills with the goal to move a
final legislative package soon.
Most notably for K-12 education, both proposals include two
grant programs:
Improving access to elementary and secondary computer
science education grants—A competitive grant program for school districts
to increase equitable access to computer science education and computational
thinking skills. State education agencies (SEAs) will apply for the grants then
subgrant them to school districts. Priority will be given to districts with
high percentages of students from low-income families and who partner with
HBCUs or minority-serving institutions. Funds can be used to:
1) develop and
implement a data-driven plan to provide equitable access to computer science
education and the development of computational thinking skills, particularly
for students from groups that are underrepresented in computer science fields;
2) support and diversify the computer science educator
3) implement evidence-based instructional practices; and
4) expose students to computer science career pathways
through the development of extracurricular opportunities, career exploration
and advising opportunities, and high-quality work-based learning opportunities
Postsecondary STEM Pathway Grants for SEAs, two or
more school districts and the state's public higher education system to support
the development and implementation of postsecondary STEM pathways. These
pathways would consist of a sequence of high school courses focused on STEM
education that provide at least 12 credit hours—or the equivalent
coursework—toward a recognized postsecondary credential, and may include
advanced coursework, a dual or concurrent enrollment program, or an early college
high school program. The public higher education system is included in the
grant to ensure that the pathways created provide credits that fully transfer
to all institutions in the system.
Both proposals also include investments in research on
preK-12 STEM education and workforce development in rural areas and engaging
rural educators to enhance STEM knowledge.
Two additional provisions that were included in the House's
version that AASA was pleased to see: 1) the creation of short-term Pell Grants
for qualified job-training programs and 2) the College Transparency Act—which establishes
a secure, privacy-protected system to provide prospective students with
customizable information such as how likely they are to graduate from a
particular school or program and how much their future earnings potential will
be. This information is disaggregated by race, ethnicity and gender to identify
inequities in students' success, and allows prospective students and families
to shop for programs that meet their needs. Unfortunately, these programs are
not included in the Senate version, so it is unclear whether they will be
included in the final package.
At the start of each year, the governing bodies representing AASA, The School Superintendents Association, gather to determine federal policy positions for the organization.
In January 2022, AASA's Executive Committee had the unique opportunity to meet with U.S. Secretary of Education Miguel Cardona, Assistant Secretary for Planning, Evaluation, and Policy Development Roberto Rodríguez, and Acting Assistant Secretary Katherine Neas, who oversees the Office of Special Education and Rehabilitative Services (OSERS). Both sides engaged in a robust conversation about alleviating the teacher shortage and the need to streamline federal data collection.
These annual conversations with key federal education officials as well as legislators and staff on Capitol Hill help ensure that AASA's Legislative Agenda continues to reflect the most important federal education policy and funding issues each year. It is also an opportunity for informal conversations with AASA's Advocacy Team, so they can gain clarity on our positions on a host of policy issues that are likely to arise.
This year's conversation focused on what AASA's position should be pertaining to the extension of universal school meals policies as well as what policy levers exist for reducing bus driver shortages. At the end of the three-day meeting, the Executive Committee voted to approve the Legislative Agenda.
In February, prior to the annual National Conference on Education, the AASA Governing Board meets to review the Legislative Agenda and debate potential edits, add clarifying language and eventually adopt the agenda. These conversations among Governing Board members reveal the diversity of AASA's membership and serve as an important function of why the finally adopted agenda is so extensive, specific and nuanced.
The guiding principle of AASA's 2022 Legislative Agenda stems from the important role the federal government stands to play in creating equitable learning opportunities for all students. This starts with equitable policy and resources, both of which should remain available to all students, schools and states. It also includes the protection and preservation of federal education funding when compared with other federal investments.
Of note, this year's agenda calls out a specific need for federal policy and funding to support districts' efforts to provide mental health services for students, staff and families. It also delves into the critical supports for equitable federal funding mechanisms, including key federal programs such as Title I and IDEA, as well as a robust conversation to revise and strengthen the efficacy of poverty indicators within federal education programs. In addition, it highlights the importance of having federal education policy address the educator shortage and the acknowledgement that schools need a pipeline of high-quality educators to operate, function and provide equitable education to students including support for existing and innovative instructional models.
We encourage you to review the 2022 Legislative Agenda and to contact us if you have specific questions or concerns.
Unlike other education associations, we provide our advocacy positions as being completely driven by our members. While it's not always easy or popular to relay the complexity of some positions, we are respected by all federal policy entities we engage with for truly representing the views of the field we are proud to represent.
On Friday, the Centers for Disease Control and Prevention (CDC) released an updated framework for how we understand and respond to the risks and impacts of COVID-19 in our communities. U.S. Secretary of Education Miguel Cardona and representatives from the CDC and the White House will be having a call on Thursday, March 3 at 11 a.m. ET to hear the latest data and CDC recommendations.
If you are a chief, superintendent, or their designate and are interested in joining the call, please contact Kat Sturdevant (email@example.com). After you register, you will receive a Zoom link to join the meeting and you can submit any questions you would like to have answered during the conversation.
Thank you for all you continue to do on behalf of students and staff, and we hope to see you Thursday!
The Learning Policy Institute (LPI) has released a great new
blog: "The
Federal Role in Tackling Teacher Shortages". The piece discusses existing federal
tools – created in a bipartisan manner – to support the teacher workforce, such
as comprehensive educator preparation programs and service-related grant and
loan programs, could be deployed to help tackle teacher shortages.
The blog concludes with a discussion of how pending federal
funding and social safety net bills could mark the start of deeper federal
investment in the teacher pipeline. It is the final piece of a three-part
series "Solving
Teacher Shortages". Most notably for superintendents, part one focused on What
Can State and Districts Do?
We had a blast at NCE 2022 and appreciate everyone who came by our Advocacy and Governance sessions.In case you missed our Federal Policy Update, check out our presentation here.
To check our our Legislative Priorities for this year, you can read our 2022 Legislative Agenda.
As always, for the best news, stories and events in the Education Policy sphere, you can download our AASA Advocacy App, FREE on the App Store and Google Play.
The Transportation Security Administration (TSA) and the National Association for Pupil Transportation (NAPT), in conjunction with AASA, the School Superintendents Association, are pleased to invite you to save the date for the K12 School Transportation Cybersecurity Training and Exercise Program on Monday, April 4, 2022 on the WebEx platform.
This event is intended to bring together K-12 security stakeholders to discuss and improve Prevention, Protection, and Response/Recovery activities related to Cybersecurity issues impacting schools and the pupil transportation industry. The workshop will discuss the following topics:
Prevention (Intelligence and Information Sharing)
1. Review plans and capabilities that support the collection, analysis, and dissemination of intelligence about cybersecurity threats to the school transportation infrastructure.
Protection (Cyber Protective Measures)
2. Develop guidance for how school transportation infrastructure stakeholders, school system officials, and security stakeholders implement cyber protective measures.
Response and Recovery (Operational Coordination)
3. Review how school transportation infrastructure stakeholders, first responders, and other school system officials coordinate and communicate following a cyber-related attack.
We will have federal and industry representatives participating from all parts of the United States. The networking and valuable security discussions offer a great opportunity for all involved to help achieve our mission to prevent and protect against terrorist activities as it relates to Cybersecurity and schools.
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Eddie Z EZBreakouts581 подписчикПодписатьсяHow To Safely Eject USB Devices From Windows 7
How do I safely remove a device from my computer?
How do I safely eject my USB device from the computer? 1. Right-click the Removable Disk you want to remove.
- Click the Safely Remove Hardware icon on the system tray.
- Select a device to remove.
- Wait for the Safe to Remove Hardware message to appear, then unplug the device from the USB port.
26 окт. 2008 г.
How do I delete unused USB devices?
Click View tab and select Show hidden devices. Expand the branches in the device tree & look for the faded icons. These indicate unused device drivers. Right-click on it and select Uninstall.
Why can't I remove a device from my computer?
Method 1: Manually disconnect the device from the computer and then try removing/uninstalling it. If this device is still connected to the computer, disconnect it manually from the computer and then try uninstalling its drivers from the Device Manager or try removing it from the "Device" section in "PC Settings".
Where is safely remove hardware in Windows 7?
- Click the Safely Remove Hardware icon in the system tray, near the clock. A pop-up menu will appear listing the devices that can be removed. …
- Click the item you want to remove on the pop-up menu. …
- When you see a pop-up message saying that it's safe to remove the hardware, you can unplug the device.
What happens if you remove a flash drive without ejecting?
When you remove a flash drive without warning the computer first, it might not have finished writing to the drive." This means that pulling your external drive out without warning could result in the file you just saved being lost forever – even if you saved it hours ago.
How do I disconnect my internal hard drive?
Power on your computer and press the "F2" or "Delete" key when you first see text appear on the screen. This will open the BIOS menu. If neither of these keys work, look closely at the text when the computer first starts. It will tell you the keyboard key to press.
Is it safe to remove USB when computer is off?
The "safely remove device" feature is simply making sure none of Window's resources are attached to the device before you remove it; therefore, if the computer is off, Windows does not have any processes attached to your device. As Eric said, it is safe to remove the device if the computer is turned off.
What can happen if you don't uninstall a device before removing it from your system?
In case of Physical uninstall, You will not be able to access your laptop unless you reinstall appropriate devices again. In case of device driver un-installation, you need to force shutdown and reboot your machine again.
How do I remove a hidden device from Device Manager?
Open Device Manager
Click the View menu, select Show hidden devices (must be done each time you open the device manager) Devices not present will have a lightened greyed (or washed out) icon. Right click the greyed out item and select uninstall to remove the device's drivers.
How do I remove a ghost device?
In the device manager:
- Select View > Show Hidden Devices.
- Expand the Network Adapters List.
- Uninstall ALL of the VMXNet3 network adapters (there will likely be several; also do not delete drivers).
- Uninstall any unknown devices.
- Leave the other network devices alone.
- Select Action > Scan for Hardware Changes.
How do I completely delete a Bluetooth device?
Open Settings > Bluetooth in your Android device. If your Bluetooth is off, tap it to turn it on.
- Open Start menu and select Settings.
- Open Devices option.
- Select the device you want to remove and click Remove Device and confirm your action.
How do I delete a paired Bluetooth device?
Android (smartphone, tablet)
- Swipe up from the bottom of the screen.
- Select Settings.
- Select Connected devices or Device Connection.
- Select Previously connected devices or Bluetooth. …
- Select (Settings) beside the name of the device that you want to unpair.
- Select FORGET.
13 сент. 2020 г.
How do I force a Bluetooth device to delete?
2. Uninstall Bluetooth devices
- Go to Start and type Device Manager.
- Select the View tab and click on Show hidden devices.
- Uninstall the Bluetooth devices (right-click on them and then select Uninstall)
- Restart your PC.