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Wow. Do I love BELLWORK™.
FYI: The Bellwork website is currently down as the company tries to navigate from being one that supplied Bellwork workbooks for students to a company that does the same thing in a digtial format. Until then, just know that the Bellwork concept is simple: start the day/period with a chance to practice some of the stuff you've been learning. Math, Written Language, Social Studies, whatever. 4 or 5 questions students answer independently. Bottom line, I'm a fan.
It's quick. It's easy to do. It boosts student achievement. And it helps to create a classroom culture in which every student begins the day on-task. What's not to love about that.
This page is devoted to strategies that not only make BELLWORK™ fun and easy for you but also more effective for your students.
If you have your own little tricks for getting the most out of BELLWORK™, please send them in. I'll create a tab for displaying teacher suggestions and add your ideas to what I hope will be a slowly growing collection of ideas.
If you're not familiar with BELLWORK™, just click on the last tab. You'll find a bit of general information about BELLWORK™ along with a sample of what it looks like. (Although the sample comes from the Reading/Language Arts program, there are BELLWORK™ activities for math, history-social studies, science, and writing. You can also find assessment activities which are fabulous for test prep.)
If you are familiar with the program, you'll also know that there are several management issues which, when handled successfully, can make BELLWORK™ an almost automatic exercise. The key elements are:
- Getting everyone to begin on time.
- Keeping track of how long they have to complete the work.
- Checking the answers when the time is up.
- Collecting or recording individual scores. (optional)
I'll deal with each of these separately so that, before too long, your own BELLWORK™ activity will be both easy and effective.
Just click on the tab above labeled Starting to find out the secret to getting every student on-task quickly.
As I mentioned on the main page, one of the benefits of BELLWORK is that it helps to create a classroom culture in which every student quickly gets on-task. That's not to say, however, that getting everyone on-task is something that is just going to happen on its own. It's a behavior that needs to be encouraged and supported in order for it to come to fruition. After all, you can't expect to find a beautiful garden in your backyard merely because you happened to throw a handful of seeds on the ground a month ago. The garden will be the result of the time you took to prepare the soil and water the seeds until they sprouted and began to grow, not to mention the patient care at weeding and tending the little seedlings until they were strong enough to be left more or less on their own. It was this effort on your part that produced, within a month's time, a backyard that is in full bloom and bursting with vitality.
Okay, Rick. How'd we get from BELLWORK to Gardening Weekly?
Analogies aside, getting students on-task quickly will take a bit of time and effort on your part. This is partly due to the fact that, when it comes to initiating lesson-engagement, students have become conditioned to the fact that the teacher will do most of the heavy lifting. (It's also partly due to the fact that some students are more than happy to do as little as possible.) They'll sit back and wait, complaisant in this knowledge: when push comes to the shove, the teacher can almost always be counted on to provide a hearty heave-ho.
This Old School culture, in which the teacher directs student behavior, has been around forever. In fact, most teachers learned it when they were students themselves. It's something that is subconsciously absorbed by students until it becomes assimilated, without question, as the operant standard.
Immanuel Kant, the 18th century German philosopher, addressed this phenomenon when he issued what is known as the Categorical Imperative.
Unfortunately, this universally-embraced, Old School mindset is based, primarily, on a culture of obedience brought about through coercion. Do what I ask or I'm going to raise my voice, get angry, or threaten consequences. The downside, though, is that coercive strategies only produce short-term results. Consequently, the teacher is going to have to employ these kinds of strong-armed tactics with a fatiguing and seemingly endless regularity.
Equally culpable in the perpetuation of this universally-embraced mess are the students who, out of sheer self-preservation, respond to the aversive techniques. Their eventual surrender to the relentless and rapidly escalating display of teacher authority merely reinforces the teacher's perception that coercion is an effective teaching tool which, in turn, leads to more of the same coercion. Sadly, though, the higher the frequency that these types of strategies are used, the more the students become dependent upon them. The greater the dependence, the greater the need for the teacher to engage in coercion.
And so it's gone for years and years.
End result? Frustrated teachers and checked-out students.
In order to avoid this all-too-predictable culture from taking over your classroom, you have to ask yourself a simple question.
If it's obedience you want, then so be it. Just be prepared to always be the one to control and direct your students' behavior. Be prepared for them to fight, resist, drag their feet, and willfully ignore the BELLWORK activity you want them to complete. Be prepared to threaten, raise your voice, and get emotional in an endless, not-very-rewarding campaign to bring the students to their knees. And be prepared, by the way, to do this all year long.
If, however, you'd rather have your students develop the ability to direct their own behavior, then you're going to have to create a classroom culture that promotes independence. And what should you be prepared for?
Most significantly, you'll need to be prepared for the fact that independence takes a bit of time to develop. That's because independence--as opposed to obedience--is a long-term, eyes-on-the-horizon, anticipate-a-better-future-for-you-and-your-students kind of thing. It's more crockpot than microwave. Nonetheless, the meal that awaits you is so much more satisfying.
And that's one of the main reasons I love BELLWORK: it helps to support a culture of independent action on the part of the students. As opposed to the students beginning BELLWORK because their teacher is telling them to, my students learned to tell themselves to begin. This Shared Ownership--the term I use for the cultural shift from an Old School top-down, teacher-directed management style to one that is more student-directed--requires two simple steps.
The first is your conviction that independence is worth cultivating. And this belief, it should be noted, is not something I can give you. (Ironic, no?) The attitude that independence is preferable to obedience is something you have to provide yourself.
The second step, which I can provide, is a simple, yet playful cuing strategy I created to alert my students to the fact that they needed to get ready for BELLWORK. Put those two things together--along with a little patience, a bit of grace, and a big helping of trust--and you've got a recipe for success.
Simply put, I played a short song as a way to indicate the impending approach of BELLWORK. More specifically, it was the first twenty-six seconds of the Cagney & Lacey theme song.
Even though the activity we were about to do is called BELLWORK, I've learned that using the school bell as the cue to begin BELLWORK is somewhat problematic.
For one, the bell cannot always be heard in every classroom. This is something I experienced firsthand in my own room. I don't know whether it was the location of our classroom--the far corner of the campus--or the music that had been blasting through our sound system prior to the start of the day. Whatever the cause, the bell was not a reliable cue. And if something is not reliable, you can't really use it to condition your students. Conditioning requires consistency and the sound of the bell was just not consistent enough to get the job done.
The other problem with using the bell as a cue is that it doesn't provide any time to transition from what the students had been doing to what they needed to do. It was just.....rrrrrriiiiiiinnnnnnnggggggg!.....and that was it.
Let's stop for a second to ponder this daily occurrence. Close your eyes and visualize your classroom at the moment the bell finishes ringing. Are you picturing everyone in his seat ready to go? I'm guessing, "Not bloody likely."
Even if you met your class in the morning on the playground and walked them to your room or greeted your third period students at the door as they came into the classroom, I can't image they'd all go directly to their seats and become attentive. That's not how humans behave. Especially when they are a part of a group. And definitely not when they've been conditioned by countless teachers that they can stall until told what to do.
Granted, some students will be at their seats. Others, though, will be digging through their desks or backpacks. A number of them will be interacting socially. One or two might be with you asking questions or wanting to talk about something that happened the previous day.
Regardless of whatever state each student was in, the bell's ring, due to its short duration, will go largely unnoticed. And if they were supposed to be ready to begin the BELLWORK activity but most of them weren't, the predictable outcome would be for the teacher to crack out some Old School initiation routine.
Alright, class. Take your seats, please. Your BELLWORK activity is on the board. You should already be working on it.
(pausing to check for compliance)
I said, take your seats. Everyone needs to get to work right now.
And away we go, doing what teachers have done for years: slowly but surely creating the Old School culture of obedience.
Let's try using a song as a BELLWORK initiator and see what happens. What have you got to lose? (Actually, you have nothing to lose and everything to gain.)
There are two big benefits to using a song.
1) You won't have to use your already overused voice to initiate the BELLWORK assignment.
Research indicates that 80% of the talking done in the classroom is done by the teacher. Anything you can do to decrease the amount of words spoken only helps to make the ones you do utter more significant. And to use your voice for something as mundane as directing students to get ready for a lesson only hastens the day your voice becomes all but invisible.
Trying to get everyone's attention:
Okay, class. We need to begin today's BELLWORK. Please get out a pencil and your BELLWORK journals for recording your answers. Remember, you only have three minutes to answer all four questions. Everyone ready?
Reality: That's what you thought they were hearing. For a lot of them--the ones who were still talking with their neighbors or were going through their backpacks or flipping through their journals--it probably came across like this:
Trying to get everyone's attention:
Wah-wah wahh. Wah wah wah wah-wah wah-wah wah wah-wah.......
So instead of the words normally spoken, you play the song. The song, which is a right-brain cue, cuts through all of the verbal clutter in the room and sends a clear message to each student: BELLWORK is about to begin.
2) The length of the song provides a brief bit of time for them to make the transition to being ready.
As I mentioned above, rarely is every student ready to go when you want them to be. Whether its location or behavior, at the beginning of the class you'll have students in a variety of readiness states.
The beauty of using a song, or portion of a song, is that regardless of where they were--desk, closet, classroom library, on the carpet, or at a computer--or what they were doing--reading, talking, wandering around, getting a drink of water, or putting their lunches in the lunch basket--the beginning of the song announced to everyone that the day's BELLWORK task was going to appear in less than thirty seconds. And it was the length of the song (26 seconds) that provided them with enough time to get themselves in the ready position in spite of what each student may have been doing before the song began.
This brief musical interlude became an important part of the on-task process as it provided everyone with enough time--but not too much time--to disengage from one thing and transition to something different. And thus began the transition from obedience to independence. I merely provided the cue to begin the process. It was then up to each student to slowly but surely develop the requisite self-determination necessary to be ready for the actual BELLWORK activity.
Now that we've briefly addressed the rationale for using music as a cue, let's shift our focus to how it actually plays out in the classroom.
Scene: Room 12, Sequoia Elementary School
Time: 8:04 a.m. (One minute before the morning bell was set to ring.)
At this point in the morning, I've got a room full of students. Some of them showed up at 7:30 when they were allowed to enter whereas others were wandering in just before the official start of the day. They're hanging out, talking, reading, organizing their desks, using computers, and basically doing all of the normal things students do at the beginning of a school day.
I've got some kind of up-beat music playing through our cheap but effective sound system.
For the record: Our sound system was nothing more than an old iPod connected to a boom box. The speakers had been detached and placed on top of some cabinets for better sound dispersal. (As opposed to a boom box, you can also connect an iPod to regular computer speakers which, if you look around your school, can usually be found collecting dust somewhere.) Using an iPod as the source of our music--which is described in "How to Use Music for Management" in the book, Eight Great Ideas--makes the selection of songs easier to do. This is a good thing because whenever an effective teaching technique is easy to do, the teacher is more likely to do it. Or, as Einstein famously noted, "Everything should be as simple as possible." And using an iPod--as opposed to the CD shuffle I used to do because I couldn't recall which CD had the song I wanted to play--is about as easy as it gets.
The music's a bit loud, but that's the way we liked it. The endorphins were flowing and everyone, for the most part, appeared to be in a good mood. Or at least awake at this point since it's tough to sleep when the Newsboys are beltin' out "I Am Free."
Time: 8:05 (The bell rings to start the day.)
As soon as I heard the bell, or figured out the bell had rung by the time on the clock, I killed the music. This abrupt end to whatever song had been playing was actually the first part of the cuing system. The sudden absence of the music meant that the pre-morning routine of just hanging out was over and it was time to get on-task.
I then scrolled to the "Get ready for BELLWORK" song and hit play. The distinctive opening notes of the song had everyone immediately thinking the same thing: BELLWORK!
Specifically, the song meant:
1) Take a seat.
2) Find a pencil.
3) Get out your BELLWORK journal.
Note: You can have your students write their answers in some type of journal or notebook if you project the activity onto a screen. If you're lucky enough to be using the student books, they'll be able to record their answers in the book itself.
As soon as the song ended, I flipped on the projector. The students, seeing the day's activity on the screen at the front of the room, quickly and quietly got to work.
Thirty seconds into our day, without a single word being spoken, my students had gotten themselves on-task. Add to that the proven academic boost that daily BELLWORK practice provides and you're looking at a combination that's hard to beat.
Although you might think that stopping the BELLWORK™ activity could be done with a simple, "Please stop working," there's actually a bit more to it than that.
Reality: If you've read the preceding 2,500 word post on the issue of starting BELLWORK™, you'll know what I mean. I promise, though, that the remaining posts won't be as long. I just felt it was important to share my thoughts regarding the issues of obedience, independence, and the creation of a classroom culture that promotes student success and achievement.
Before addressing the stopping part, though, let's take a quick look at the "during" part.
What You Do During BELLWORK™
As my students started to work on the day's activity, I began to walk around the room assessing their progress. I truly loved those first few minutes of our day. There was that wonderful feeling of students fully engaged in a task; that calm, serene atmosphere of hard work and accomplishment.
I also liked the fact that our BELLWORK™ time presented so many opportunities to provide a gentle pat on the shoulder or to offer a word of appreciation for someone's laser-like focus. They were so intent on the activity that I could drift surreptitiously from place to place without really disturbing anyone.
Equally important was the fact that my wandering afforded the students a chance to ask me a one-on-one question about the day's activity. And if the question was anything other than a slightly veiled attempt to get me to merely provide the answer, I supplied what insight I could.
A lot of the questions, though, were in the category of, "I don't get question #3" to which I responded with, "Do the best you can."
Shared Ownership: The promotion of independence can be done in big ways and small. Doing a child's thinking for him does little to nurture and develop a sense of self-reliance. That's not to say that I wouldn't attempt to clear up any confusion a student may have had regarding a question. It's just that I wanted everyone to understand that, when it came to answering the questions, I'd provide what clarity I could but you had to rely on your own thinking in order to come up with the actual answer.
So, while they worked at completing the BELLWORK™ activity, I answered what questions I could, encouraged those in need of encouragement, and shared my appreciation for a student's attention to the task at hand. And all done in a calm, relaxed fashion.
It should be noted that a big part of the serenity and calmness I felt was not just the pure enjoyment of interacting with students who were engaged and on-task. It was also attributable to my trusty little digital timer, Max.
We had a "name the timer" contest when I first brought a timer into the room.
The name, Max, was chosen by the students from all of the submitted entries.
The use of a digital timer to keep track of how long my students have to complete a task is one of the five things I would never teach without. (The other four are sign language, student numbers, sound makers, and a set of Class Cards.)
Here's a passage from the New Management Handbook that addresses this incredibly simple teaching tool.
If I want my students to work on an assignment for 15 minutes, I'll pick up Max, set him for the proper amount of time, and show the class.
Mr. Morris
Showing the students that Max has been set for 15 minutes:
We have 15 minutes for this assignment. Any questions?
Seeing no question hands raised:
All right, then, I've got a question. What are you going to do if you finish early?
Suggestion: It's always a good idea to make sure your students are aware of appropriate activities in which they can engage whenever they finish ahead of the time limit you've established. We have an E.T. Chart--Extra Time--that lists suggested activities. By referring to the E.T. Chart, students will find something significant to occupy their extra time.
Mr. Morris
Following up on his question:
That's right. Just check the E.T. Chart, and choose one of the activities listed. Any other questions? No? You may begin.
I then press the button on Max which begins the 15 minute countdown. And now that I no longer have to worry about watching the clock, I can completely and freely interact with my students. I set it, forget it, and then go join the students. And guess what? I never have to worry about the time getting away from us. That, you will soon discover, is a major stress reducer.
Fifteen minutes later, Max starst beeping. In our room, that beeping sound means:
Stop what you're doing and get ready for something else.
Consequently, the students put away their materials as I disengage from the students with whom I was interacting. By the time I get back to my desk, a student will have pressed the stop button--usually after a couple of beeps--and we'll be ready to move on to our next activity. Just the fact that I don't have to say, "Please stop what you're doing and get ready for our next activity" is worth the money I spent for Max.
Back to Reality
Anyway, as soon as the song ended and the activity was projected for everyone to see, I pressed Max's start button to begin the three-minute countdown. I then started to wander around the room supervising progress and interacting quietly with individual students.
Note: The more you do BELLWORK™ with your students, the better you'll get at determining appropriate time frames. At first, you'll just be guessing. Before too long, though, you and the students will have figured out how much time they actually need. (Not how much time they might want, mind you, but how much time it should take them to complete the day's task.)
Three minutes later--or whatever time frame was appropriate for the task--the timer beeped causing the students to put down their pencils. Without a word being spoken, the students had responded to the "BELLWORK™ is over" signal--an example of student independence--and were ready to move on to the correction portion of the activity.
As President Obama is fond of stating: Let me be perfectly clear.
Note: He didn't make the statement about BELLWORK. That was me. The "Let me be perfectly clear" part was his contribution.
Although we'd like to think that our students would give each day's BELLWORK assignment their all, that's not necessarily the case. Some students need to be convinced that their teacher not only expects their best effort but will actually be taking the time to see if such effort was expended.
It's similar to how another president, Ronald Reagan, treated the Russians when he was negotiating nuclear arms reduction treaties. He always expressed his trust in their cooperation. At the same time, though, he insisted on verifying their compliance. The only difference with the classroom setting is that, instead of patting down a student for a WMD, I was merely asking for his score for that day's BELLWORK activity.
Reality: It's one thing to talk about your students doing a good job. It's another thing altogether to do something about it.
Before taking scores, though, you and your students are going to have to identify the correct answer to each question. And that, to me, was the fun part: calling upon students to hear which answer they thought was the correct one. Done in the right way, this teacher/student interaction can be fast-paced and focused. Adding a spark of energy and excitement to the whole process was the randomness of which student was going to be called upon next.
"How is that possible?" you ask.
"With a set of Class Cards," I respond.
Background Info on Class Cards
For those of you not familiar with the concept, it's really quite simple. The Class Cards technique, as described in the first book I wrote, is nothing more than a set of 3 x 5 index cards on which I've written the names of my students, one student per card. (In the sample below, the students wrote their own names.)
The cards are shuffled and then held name-side-up in my hand. After that, it's a simple matter of a quick look to see whose card is showing and calling upon that student.
Not Popsicle Sticks
If you're thinking, "Oh, the cards are just like the popsicle sticks I use," I'd like to politely point out that they're not. Although the sticks, like the cards, can be considered a random name generator, there are two advantages to using a set of cards.
For one, you'll be able to hold the entire set of cards in one hand with the names of your students already facing you. Consequently, calling upon student after student after student is a snap. The sticks just don't allow that same smooth flow. You've got hold the can in one hand as you draw a stick with the other. You then need to turn the stick so that you can read the name. Granted, it's not a huge difference but, over time, the minor nuisance becomes a major nuisance.
The more significant advantage, though, is the ability to know exactly which students are about to be called upon. This can be done by staggering the top six or seven cards so that the names can be seen.
Seeing who's next enables me to shape the interaction so that the needs of my students are being met.
Popsicle sticks, on the other hand, will leave you with a never-ending sense of uncertainty as to whose stick is about to be pulled from the can. The uncertainty of the draw is not conducive to student achievement as evidenced in this scenario:
A set of cards will eliminate the uncertainty and help you to avoid putting an academically-fragile student in a compromising position.
Take Your Pick
If popsicle sticks are working for you and your students, have at it. If you haven't tried index cards, though, you might want to give 'em a shot. I think you'll be happy you did.
Whether it's cards or sticks, let's pick up where the previous post on "Stopping" left off.
Three minutes later--or whatever time frame was appropriate for the task--the timer beeped causing the students to put down their pencils. Without a word being spoken, the students had responded to the "BELLWORK™ is over" signal--an example of student independence--and were ready to move on to the correction portion of the activity.
Without a word, I'd take the set of cards in my hand and tap them a coupla' three times on my desk.
This rather distinctive sound sent a clear message to my students: Have an answer ready, please.
Mr. Morris
Looking at the top card in his hand:
Note: I didn't have to say more than just his name. That's because my students knew that I expected everyone to be aware of the fact that since we had just begun the correction process, we're talking about question #1. Realistically speaking, though, it might take a week or two before you can get your students to the point where these things become both understood and acted upon.
At first, you might want to actually say, "Question #1" before you begin to call upon them. But only, as I just stated, for a week or two. After that, it's up to each student to stay on top of things so that everyone knows, without any prompting from you, which question is being checked. Just another example of Shared Ownership. Or, stated differently: I'll do my part, you do yours.
I think it's "C."
And here's where the fun began.
After hearing Dylan's response, I said, "Thanks."
I didn't repeat his answer.
Note: This Old School behavior is called "Echoing" and is something I encourage teachers to minimize if not eliminate completely. You can read all about this in chapter two of the book, Eight Great Ideas. The chapter is called Confessions of a Former Echoer.
I didn't say, "Yes." I didn't say, "No."
Just a simple, "Thanks."
Or maybe it might have been, "Uh-huh," or "Got it," or a nod of my head. Any one of these responses let the student know that his answer had been received by his teacher.
Whatever the case may be, a short response helps to keep the interaction from getting bogged down by too much teacher talk. After all, we're merely trying to solicit responses in an effort to identify the correct answer which shouldn't require but a word or two from me. This reduction in words enabled me to call upon many students for their answer to the same question which makes the whole thing fast-paced and engaging.
Call On Many Students
How many students should you call upon? It's up to you. However, here's a simple formula:
Here's the same formula shown is a different fashion.
For those of you who are somewhat math-phobic, here's an actual example.
30 students each answered 4 problems. 30 divided by 4 equals 7.5 students. Therefore, you will call upon 7 students for each of 2 problems and 8 students for each of the other 2. This will result in every student being called upon at some point in the correction interaction: a highly desirable occurrence.
And now, with all of the previous thoughts in mind, let's rewind the whole show to the part where I was tapping the cards on my desk.
Mr. Morris
Looking at the top card in his hand:
I think it's C.
Mr. Morris
Placing Dylan's card face-up in front of him:
Suggestion: I place the cards in piles according to the answer given. Since there are only four possible responses, I know to create four piles. I'll show you why in just a moment.
Mr. Morris
Looking at the next card:
Annoying reality: When the answer possibilities are phonetically similar--B can sound like C which can sound like D--you might want to think about having your students respond with a word instead of a letter. Apple, Box, Chocolate, and Doughnut are less likely to be misunderstood than A, B, C, and D. Not to be overlooked is the entertainment value of hearing students say the word, "doughnut." Or maybe that's just me.
Shared Ownership: You could take suggestions from your students regarding the words to be used for that week. Who knows where that might take you. Vocabulary words? Foreign languages? Student names? The possibilities fairly boggle the mind.
Mr. Morris
Placing Tommy's card in the "D pile" and looking at the next card:
Marwa's card went in the "C pile" but in such a way that I could still see Dylan's name underneath it.
I kept calling names and placing cards in piles until I've called upon seven or eight students. (I'm using the math sample from above.)
At this point, I'm now ready to confirm the correct answer. And depending upon the question itself, I can do this in one of two ways.
The easy way is to just announce the correct answer.
Mr. Morris
If you said or were thinking...
Slight pause:
Another pause:
You're correct.
Mild huzzahs from the correct responders; not much of anything from the students who offered something other than C. And what a pleasant change this was from the Old School models of student engagement in which the teacher stopped taking responses after hearing the correct one.
Pleasant Change #1
I enabled several students to share the correct answer. We didn't stop with the first one that was heard. I merely said, "Thanks," and called upon another student.
Pleasant Change #2
Since everyone quickly learned that I take more than one correct response, we no longer had to put up with five or six students blurting out, "Oh, I was going to say, 'C.' " Instead, they waited patiently, hoping to hear their names called so that they, too, could verbally cast their votes for C.
Pleasant Change #3
It became safer for students to offer an incorrect response. As opposed to an immediate rejection--received in front of their peers--the incorrect response was accepted in the same response-neutral fashion that the correct responses were accepted. However, the students who were incorrect were made aware of their mistake when I announced the correct answer. The fact that they were wrong, though, hadn't been pointed out to everyone.
The Low Affective Filter: The feeling of safety on the part of my students decreased their anxiety at responding which led to a corresponding increase in their individual achievement.
Pleasant Change #4
We didn't get bogged down in dealing with individual responses. Each one received nothing more than a word or two from me.
If I would like to use the question as a teaching point, I don't just announce the correct answer after calling upon many students. Instead, I call upon one of the students who gave me the correct answer and have them explain why they chose that answer.
And that's the main reason I made the effort to place the cards in piles according to the response. I wanted to know which students had responded with the correct answer and should, therefore, be able to shed some light as to how they solved the problem.
Mr. Morris
Looking at the five cards in C pile:
Angela, you said C. Why?
Well, I've learned that when you want to find the average, you have to add the numbers together and divide the total by how many numbers you had.
Mr. Morris
Well said.
Looking at the card in the A pile:
Mark, what was the correct answer again?
It was C, Mr. Morris
Mr. Morris
Thanks, buddy.
And on to the next question and the next and the next. Drawing cards, calling upon students, placing the cards in piles, and confirming answers. Done quickly and with a minimal amount of teacher talk, the entire assignment can be dealt with in a matter of a minute or two depending upon how many of the questions you turned into teaching opportunities.
The only thing left to do is collect scores. You'll find a couple of suggestions by clicking on the next tab at the top of this page.
As with most things in the classroom, there are several ways you could accomplish this task. It merely depends upon what's most important to you.
How accurate are the scores being recorded and how many are you recording?
How much effort do you want to expend in recording scores?
How long do you want the recording process to take?
Basically, you get to choose two of the three factors. In other words:
> You can get scores from everyone with minimal effort but it's going to take time.
> You can get scores with little effort in a short time but you won't be able to get everyone's score.
> You can get scores from everyone quickly but it requires extra effort on your part.
With that established, allow me to offer some suggestions.
One of the easiest ways to record scores is to have your students provide them to you. This can be done in one of two ways.
Personal Visit
As soon as you've finished correcting the assignment, grab a grade sheet dedicated to BELLWORK™ and get yourself ready for each student to come see you privately to announce his score. Although this takes time to accomplish, it's relatively easy to do. And the fact that you're talking to one student at a time allows for a bit of privacy in the sharing of information.
Concern: What the heck do they do after they've seen you? Without direction, you're looking at a bit of chaos.
The simple solution is to have something for them to do independently. They could read, take a look at the pages for that day's lesson, or get their homework ready to be checked or collected. Whatever you have them do, make sure you have a way to document the students who are not doing what they should be doing. And since you have the BELLWORK™ grade sheet out anyway, why not use that? A simple minus mark in the student's box would work. After x number of minus marks, you could see the student privately and ask why he needs to be reminded about doing the right thing.
Oral Report
Similar to the Personal Visit--but without the tedium of them coming to see you--is the strategy of collecting scores orally. Since my students were numbered, the entire process was easy to do.
Mr. Morris
Wtih grade sheet and pencil ready:
Collecting scores!
A slight pause and then:
Ready with her score since she knows she always the first to report:
And with the first score announced, we were off and running with each student announcing his score without the need for me to call out the student's number. Granted, it took a couple of weeks for this routine to become automatic; nonetheless, once they had had a chance to practice this procedure, the scores began to fly onto my grade sheet.
Concern: What about privacy and the fact that some students are going to have to announce a low score in front of their peers?
The simple solution is allow each student the option of seeing you privately as scores are being announced. The only requirement I had was that the student needed to be at my desk before it was his turn to provide the score. Otherwise, you'll find yourself wasting time because student #19 is waiting for student #18 to announce his score befores he begins his journey to your desk. Yikes.
For the record: With each new class, I took a moment to point out that just because a student was coming to share his score privately didn't mean he had a low score. When asked to provide reasons why someone with a high score would come see me, they always came up with a number of reasons. The student is just a private person or he doesn't want to be teased for being so smart of he just likes to get out of his seat. Whatever the reason, the issue of seeing me privately became a non-issue.
If you want to make the collection of scores both easy and quick, you might have to let go of getting everyone's score for every assignment.
Collect Nothing
The easiest collection method is to not collect scores at all. In fact, you might just be thinking that having your students do the BELLWORK™ assignment and then correcting it with them is enough. The collection of scores is not critical to the success of your students. And, besides, who has time to collect scores anyway?
Yeah, but...
Concern: How long do you think your students will make an effort to do their best if they know you're never going to check to see how they did? Something else to ponder is this:
Although it may seem odd, collecting just a handful of scores each day is not a bad way to go. Done over a period of time, sampling will provide you with a fair approximation of how each student is doing with BELLWORK™. And even though the assessment won't be as accurate as if you had recorded the score for each assignment, the rough estimate will suffice quite well. After all, this isn't a SAT result. It's just a short "let's get the day started on-task" kind of thing.
Concern: How accurate are the scores you're collecting. After all, you're having to trust that the student was honest during the correction process. But, then again, that's the case with however you collect scores.
Collecting a score from every student for each assignment can be done quickly but it's going to take some effort on your part.
Gather the Work
Skip the correcting process and procede directly to gathering their work. Later on, when you've got a moment, you can check how they did and record their scores.
Concern: How long you last using this method before you give up.
Have the Students Do It
After correcting the assignment, the students--working in group--will record their scores on a piece of paper. These papers are collected from each group so that the scores can be transfered to a grade sheet.
Concern: Once again, we're having to trust students to do an accurate, honest job of self-correcting. You could, of course, have them switch papers within their group before correcting but that strategy always brings with it a couple of problems.
For one, there's a feeling on their part that you don't trust them to be honest. And although this won't be a spoken statement, it comes through loud and clear. The other issue is one of privacy. A student who doesn't normally do well on BELLWORK™ isn't going to appreciate the fact that his poor performance is being made clear to the students in his group.
BTW: If you have your own slick method for collecting scores, please let us know. Send me an email, and I'll add your suggestion below.
Hold 'Em Up
After the BELLWORK™ has been checked, I ask them to write their score on the upper right hand corner of their "whiteboards." When I call their names--although I'm thinking about switching to calling their numbers--they show me their paper with their score.
Note: There is always somebody who wants to take a look at somebody else's score. I gave earlier instructions for everyone to "mind their own business". Or should I say "mind their own score".
Originally conceived and brought into the classroom in 1949, BELLWORK™ has evolved into a successful program of daily, systematic, and structured distributed skills practice and is having a significant impact upon student achievement. In fact, schools in California using BELLWORK™ score an average of 233% higher on API Growth than the California State Average. (2007 results)
The name itself is a reminder to students that "each day (or period) begins at the bell." And the absolutely best way for students to begin is with some type of activity that requires them to be academically on-task. Whether the task to be completed is contained in a student book or being projected on a screen for everyone to see, the daily practice BELLWORK™ provides enables students to improve their understanding and mastery of important content standards.
If you've never tried BELLWORK™, you owe it to your students to take a closer look. A visit to their website will enable you to download some sample activities so that you can give it a try. Based upon my years of using it, I can almost guarantee you're going to wonder how you ever got your day started without BELLWORK™.


text:
FIFA World Cup: A 'doosra' preview of Brazil vs Germany semi-final
As two football powerhouses clash tonight, we present a light-hearted guide to the Brazil vs Germany clash
Just how good they are?
BRAZIL: They have a superhero in their team — Hulk. Sadly, he doesn't smash much!
GERMANY: They are so good that even these England fans have started supporting them.
BRAZIL: Brazil's obvious weakness seems to be their inability to keep their emotions in check — a situation that won't be helped by Neymar's injury.
GERMANY: Vulnerability to air conditioning! Before the France quarters, no less than seven Germans had symptoms of flu. Coach Joachim Loew attributed this partly to the ACs in Brazil.
Most likely to...
BRAZIL: Break down into tears in the middle of the game.
GERMANY: Get a goal and then relax.
They can win if...
BRAZIL: Neymar plays today.
GERMANY: They can somehow prevent David Luiz, special DNA and all, from dominating the game.
BRAZIL: Neymar. Helio Sillman, a voodoo priest based in Rio de Janeiro, has cursed Germany.
GERMANY: Manuel Neuer, who started the tournament as a goalkeeper, played against Algeria almost as a central defender and could play as a midfielder soon if his coach has his way.

subset: commoncrawl


text: My save data mysteriously disappeared o_o i think it happened when I was upgrading my acekard 2i's firmware (AKAIO, probably to 1.7, but now it's 1.8.something) but it's the only game with the problem. Does anyone have a file that has had all of the dialogues/skits/etc. up to just after or around Regnum, after the Jungle? Much obliged. (playing the patched translation version, if that matters.)


text:
As several of you have noticed, I decided recently to join Geneabloggers. This is my first try using their prompts, so here goes! We're looking at resources for church records today.
The place is to start for Connecticut church records is the New England Historic Genealogical Society. Their website, www.americanancestors.org, links to a variety of genealogical databases. Under the category "vital records," you can find transcripts for church records of several Connecticut towns. Usually those records belong to the oldest church in town - meaning that it is exactly where you want to look if you are searching for a colonial ancestor. Just make sure to play with the database a little before beginning your search. In one case, I discovered that the possessive in "person x's child" had been transcribed as part of the last name.
The state library also has a Connecticut church index. The index does not contain the same level of detail as the transcripts, but you can obtain the original records through a visit to the state library. Some records are also available on microfilm through the Family History Centers. For more information, visit http://www.cslib.org/church.htm.
More to come...


text:
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Any information sent to us through email will NOT be acted upon.
Please call 1-888-CRIME-SC or use our online tip form to give information anonymously to Crimestoppers.
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text:
Dan Rhema, an international development worker, arrived at the hospital with his brain on fire. The three strains of dengue fever, he contracted in Mexico, had morphed into the deadly combination of meningoencephalitis—both his brain and his spinal fluid were infected. That evening, as the doctors fought to save his life, Dan left his body and began an unexpected journey to the other side.
One week later, he was released from the hospital, just not as the Dan Rhema who had entered. The near-death experience and the damage to his brain left him with gaping holes in his memory and a loss of his identity.
Dan spent most of the next three years asleep. Otherworldly visual images flowed out of his dreams. During his waking hours, a creative compulsion took over his life. He began to sculpt and paint the visions he encountered in the night.
Dan had two choices: to continue hoping that, one day, he would regain his lost memories and his old life, or to embrace the newfound creativity and follow it wherever it would lead. He chose to begin anew and follow the mystical healing journey of the dreams.


text: On 13 Feb 1996, Anna Blom wrote: > Date: 13 Feb 1996 16:28:53 GMT > From: Anna Blom <Anna.Blom at bio.embnet.se> > To: methods at net.bio.net > Subject: competent bacteria >=20 > Hello! >=20 > Does anyone has a good method of preparing competent bacteria that can be > frozen? > My bacteria are OK as long as I do not freeze them (5x107cfu/ug). If I > freeze them they become almost useless - 105 cfu/ug. I use the standard > calcium method. I tried to add DMSO or glycerol while freezing bacteria > in liquid nitrogen, but it did not help. I also tried to grow bacteria in > low temperature (22=B0C) before treating them with calcium but... I have = to > subclone quite large and difficult construct so I really need to have > highly competent bacteria. Of course I can buy some from some company but > they are terribly expensive. > Any good advises? >=20 I use frozen competent cells only for "easy" subcloning, as they seem to=20 always be *much* less good than freshly prepared cells. So, my first=20 advice is to make fresh cells for any tricky ligation. The calcium method has given much poorer transformation efficiencies than= =20 the Hanahan method, in my hands. Also, since it (Hanahan) involves putting= =20 DMSO in the cell suspension, the cells freeze better.=20 Finally, your problem may be that you freeze your cells too fast (if I=20 understood well, you seem to go straight into liquid nitrogen?). Putting=20 your cells at -20 C overnight in a well padded box, and then at -80 C for= =20 another day before liquid N2 may do the trick for you.=20 Worth a shot. Dr. Louis H. Ferland Centre de Recherche, Hotel-Dieu de Montreal Dept de Nutrition, Universite de Montreal Phone: (514) 843-2757 FAX: (514) 843-2719


text:
Blackcloak: A Man of his Sword is the first installment of the Bloody Tapestry of Kaef're series. The book is set in the eponymous Kaef're: a strange and exotic world reminiscent of, but not analogous to, ancient China, where the world is alive with the forces of nature, magic, and things far beyond true mortal comprehension. In this twisted realm, where dream and reality can uncomfortably intertwine, a young man sets out on a journey of self – against these forces, between mortal and immortal, and through the hands of the two who vie for his life and more. Observed by one who stole his memories, told by another who wishes to reshape him, the tale of the young man is split in two as the Mindwarp explores his path, and the Nightsong reveals her own recasting of events. Together, two halves form a whole, and destiny reveals itself in the details of its components – through the Scourge; through the sword; through Blackcloak.
Blackcloak is an incredibly unusual and unique read, falling into a seldom-explored psychological niche of traditional fantasy. Judging a book by its cover, one might mistake the tale for a run-of-the-mill sword-and-sorcery affair with an Eastern touch to its setting, but Blackcloak reveals itself as much, much more from even a very early start in its reading. The book reads like poetry from its very first line, presenting itself in vivid imagery and abstract concepts where a reader might otherwise expect a gentle introduction or explanation of affairs. The book does very little to explain itself more simply from here on, adding questions for every new answer, and asking a reader's full engagement to be properly understood, all before the story begins to even properly branch out.
In short, this book is not simple, and it is not for everybody. But, anyone who finds themselves intrigued by the concept will be helplessly hooked from the first few pages until the bitter end. This is your warning.
Once you have a feel for it, Blackcloak is one of the most beautiful, interesting, riveting fantasy books that, personally, I have had the chance to lay eyes upon. The book is no less than poetry as it tells the dream-like tale of a young man's coming of age through the inconceivable webs of the powerful, natural, and the willing. To discuss the details of the story devoid of its presented context is difficult, but to say that the book is a tale of battle and blood is to simplify something far more deep, lyrical, and even maddening. Blackcloak is a book that demands your attention while reading, and after you've given into its world and immersed yourself in its story, the urge to read it through again with discovered knowledge is overwhelming. The book is a journey, taking pages from Eastern storytelling throughout, and the right balance of concentration and simply opening your mind to what it has to say is necessary to fully appreciate it.
The book is reasonably long at just under 450 pages, with a simple but very fitting cover that leaves a prospective reader clueless until already submerged in its pages. Blackcloak is anything but a relaxing beach or pick-up read, but readers looking for an experience to fall into should give it their attention.
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text: There are published reports of two different red dyes used for this purpose. 1) 0.01% Phenol red (R. J. Klebe, S. A. Rodriguez, M. L. VerBeek and T. A. Giambernardi, 1999. Simple method for "hot-start" RT-PCR. BioTechn. 27(6):1108-1110.) 2) Carl Wittwer's laboratory uses 0.1 mM Cresol Red for the same purpose (The Rapid Cyclist, Spring, 1994, page 9). Neither dye will act as a loading buffer, but serves as an indication that the Taq has been added and mixed properly. A scan of various websites looking at their RedTaq storage buffers provides the clue: 3) One company claims the dye is chemically attached; I suspect that only means the dye binds to proteins. "Taq-red DNA Polymerase is Taq DNA polymerase with chemically attached chromogenic molecule. The enzyme is stained in red. The stain facilitate the visual control of mixing the enzyme with other components. The stain doesn't influence the enzyme activity and other general characteristics. Storage buffer 10 mM K-phosphate, pH7.4, 0.1 mM EDTA, 50% glycerol, 0.1% Triton X-100, 0.1% Tween 20." 4) Sigma's "REDTaq DNA Polymerase is a unique blend of Sigma's quality Taq DNA Polymerase combined with an inert red dye. This dye enables quick visual confirmation of enzyme addition and reaction mixing. An aliquot of the samples (5-10 µL) can then be loaded directly onto an agarose gel for electrophoresis following PCR. The red dye migrates slightly faster than bromophenol blue at about the same rate as a 125 base pair fragment in a 1% agarose gel. Since no additional loading buffers are added to the reaction following PCR, reamplification is possible. The red dye has no effect on automated or manual sequencing, restriction digestions or other downstream applications. However, if removing the dye is desired, this can easily be accomplished using any standard purification method." One clue: The REDTaq concentration is only 1 unit/µL, rather than the standard 5 units/uL used by other suppliers. Addition of a larger volume is required, so perhaps the extra 50% glycerol is acting as the agent that keeps the sample in the well? "Note: REDTaq 10X PCR Buffer has been formulated to be compatible with REDTaq. If other buffers are to be used, they must be formulated to account for 0.4 mM magnesium being added to the PCR from the enzyme. In this case the final enzyme concentration in the PCR is assumed to be 0.05 units per microliter (2.5 units per 50 microliter reaction). Other enzyme concentrations may require further magnesium concentration optimization. REDTaq DNA Polymerase, Product Code D 5684 1 unit/µl in 20 mM Tris-HCl, pH 8.0, 100 mM KCl, 0.1 mM EDTA, 1 mM DTT, 0.5% Tween 20, 0.5% Igepal CA-630, inert dye, 50% glycerol." "Add the following reagents to a thin-walled 200 µl or 500 µl PCR tube in the order listed below. Amount Component 5 µL 10X REDTaq PCR Buffer (1x) 1 µL Deoxynucleotide Mix (final 200 µM (each dNTP) - µL Primer (0.1-0.5 µM) - µL Primer (0.1-0.5 µM) 2.5 µl REDTaq DNA Polymerase (final 0.05 unit/µL) - µL Template DNA (typically 10 ng) q.s. Water 50 µL Total reaction." So, 2.5 uL of REDTaq in a 50 uL reaction = 1.25 uL glycerol/50 uL reaction, for a final 2.5% concentration. The typical range of glycerol concentrations used for 1x loading buffers is 3-10%. Sigma "Note: A minimum of 1.5 units of REDTaq DNA polymerase must be added per 50 µL reaction for unencumbered gel loading." 1.5 units = 0.75 µL glycerol/50 µL reaction, for a final 1.5% concentration. This reduced glycerol concentration is probably trickier to load on a gel. (Note: I originally posted this information at the NWFSC Forum.) Tim Fitzwater SomaLogic ---


text:
SDEH BOKER, Negev (Nov. 13)
The voice of David Ben Gurion speaking on the importance of Jerusalem was heard here this morning. The recorded remarks of Israel's first Prime Minister, the man who proclaimed the nation's independence 32 years ago, were broadcast over loudspeakers on the seventh anniversary of his death.
The occasion was observed at the grave site of Ben Gurion and his wife Paula in this village overlooking the Negev desert where they made their home after retirement from public life. President Yitzhak Novon of Israel and Acting Premier Yigael Yodin were on hand to pay tribute to the man many regard as the father of the Jewish State. They and Knesset Speaker Yitzhak Berman Chief of Staff Gen Raphael Eitan, senior army officers, settlers from all parts of the Negev, and American officials in charge of building the new Israel Air Force bases in the region, joined members of Ben Gurion's family at a brief memorial service.
Israeli generals formed on honor guard at the grave as the traditional El Moleh Rahamim and Kodish were recited.


text:
Pat Summitt says in an affidavit that she initially believed she was forced to step down as the Lady Vols basketball coach after the 2011-12 season by Tennessee athletic director Dave Hart.
The affidavit was part of former Lady Vols media director Debby Jennings' lawsuit against the University of Tennessee. In it, Summitt says Hart told her in March she would be replaced after the season.
Summitt says in the affidavit filed Wednesday in a Tennessee federal court that Hart later told her that she misinterpreted his comments from that conversation. Jennings' lawsuit alleges that age and sex discrimination led to Jennings' forced retirement.
University spokesperson Margie Nichols said last week it's "absolutely not true" that Summitt was forced to step down. Summitt is currently Tennessee's head coach emeritus.
© 2018 Cox Media Group.


text:
KNOXVILLE, Tenn. -- WVLT-TV's media partner, GoVolsXtra is reporting that Tennessee's wide receiver coach is leaving the program.
The report does not indicate where Baggett will go.
Below is Baggett's biography from utsports.com
NFL veteran Charlie Baggett, who has coached nine 1,000-yard receivers in the professional ranks, will serve as Tennessee's assistant head coach and wide receivers coach.
Baggett brings 33 years of coaching experience to the Vols, including 11 seasons as an NFL assistant.
Baggett had just completed his first season with the St. Louis Rams when Vols head coach Derek Dooley selected him for UT's assistant head coach.
Baggett previously was at the University of Washington, where he coached wide receivers from 2007-08. Baggett was associate head coach/offense and wide receivers coach for the Miami Dolphins from 2005-06.
Under Baggett, Dolphins wide receiver Chris Chambers recorded the most productive season of his career in 2005, catching 82 passes for 1,118 yards and 11 touchdowns and becoming the first Dolphins wide receiver to be named to the Pro Bowl since Irving Fryar in 1994.
He was wide receivers coach for the Minnesota Vikings from 2000-04, coaching Cris Carter and Randy Moss. In the first four seasons of Baggett's tenure, Moss had 376 receptions for 5,649 yards and 49 touchdowns, all of which ranked in the top three in the NFL. Carter caught 169 passes before retiring after the 2001 season. Carter (2000) and Moss (2000, 2002-03) earned four Pro Bowl invitations.
Baggett came to the Vikings following the 1999 season at Green Bay, where Packers receivers Antonio Freeman and Bill Schroeder each surpassed 1,000 yards and combined for 148 catches.
Baggett was associate head coach/wide receivers coach at his alma mater, Michigan State University, from 1995-98, his second stint at the school, having also served the Spartans from 1983-92 as wide receivers coach (1983-84, 1986- 87, 1990-92) and as running backs coach (1985, 1988-89).
In 14 seasons and two tenures at Michigan State, Baggett guided such future NFL players as Andre Rison, Mark Ingram, Plaxico Burress, Lorenzo White, Muhsin Muhammad, Daryl Turner, Derrick Mason, and Courtney Hawkins.
Baggett made his NFL coaching debut with the Houston Oilers, tutoring receivers from 1993- 94. In his first season with the team, Oilers receivers Haywood Jefferies and Webster Slaughter were named to the Pro Bowl.
Baggett began his collegiate playing career at the University of North Carolina in 1971 before transferring to Michigan State, where he started at quarterback for three seasons (1973-75).
Baggett was with the Hamilton Tiger-Cats of the CFL in 1976 before beginning his coaching career, overseeing wide receivers and running backs at Bowling Green in 1977. Baggett moved on to coach wide receivers at the University of Minnesota from 1981-82.
A native of Fayetteville, N.C., Baggett and his wife, Lisa, have a daughter, Camille.


text:
The President of the Bishops' Conference of Mexico, Bishop Jose Guadalupe Martin Rabago, said this week the role of the bishops in the coming elections would be to provide guidance and prayer so that the results would allow the country to move forward.
"The Church wants to promote dialogue and civic participation by orienting, guiding and praying so that the next elections reinforce the country's trust in its leaders, democracy be strengthened, the quality of political debate be elevated and that Mexicans move forward in building the country that we all wish for," Bishop Rabago stated during a press conference.
He also warned that recent scandals in the country could lead to greater skepticism about politics among young people. This creates "the sensation that we are living in a country in which there is little hope of bringing about change through democratic means," the bishop maintained.


text:
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Annie Jordan Obituary
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: 1/30/1939 - 04/26/2013 Annie L. Jordan Funeral will be 2 p.m. Tuesday in the chapel. See www.valhallafunerals.com
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text:
Hi Silvia, Thank you very much for checking the change proposal. > some of your references to e.g. the Glossary on the broken out pages > don't work any more. You should go through and check for dangling > pointers. ;-) Will do. Thanks. > Incidentally, it was enough for me to see the examples that you list > on your use cases page > http://www.d.umn.edu/~lcarlson/research/ld.html#uc (following to some > of the example links) to go: and why aren't browsers providing a > right-click context menu item for images with longdesc? That's what is needed. > Sometimes I as > a sighted user am also keen to understand what e.g. a logo means and > what went through a designer's head when they created it. I totally > don't see it as a11y use one. Some sighted people may be aided by access to a longdesc. Browser vendors should provide access to those who want or need access. > I would only recommend that the page > that the longdesc points to includes the image itself and a pointer > back to the page(s) that it lives on, so as to make it a proper part > of the web surfing experience. It might help. Authors can do that. Not many do. I don't have a sample on the User Agents and longdesc Discoverability page [1], but in some implementations (an on-page description revealed below or alongside an on-page image) it could be redundant. Thanks for your thoughtful comments, Silvia. Best Regards, Laura [1] http://www.d.umn.edu/~lcarlson/research/ld-ua.html -- Laura L. CarlsonReceived on Sunday, 8 May 2011 08:24:16 UTC
This archive was generated by hypermail 2.3.1 : Wednesday, 7 January 2015 15:05:20 UTC


text:
I didn't think having sushi in Kamloops would be a good idea, but it turned out I was wrong. Oriental Gardens is a nicely decorated restaurant with a very spacious dining area and even tatami rooms for a small surcharge ($0.70/person). The entrance features a miniature rock garden complete with the serene sounds of streaming water.
The menu consisted of both Chinese and Japanese dishes, but we only ordered from the Japanese section. First something hot to warm us up! The miso seafood udon ($15.95) was hot and satisfying with shrimp, salmon, fish balls, fish cake and mussels.
We tried 3 different sushi rolls (from top to bottom): kampyo maki ($5.95), blackjack roll ($11.50), and spicy tuna roll ($6.95). Surprisingly my favourite was kampyo, a vegetarian roll with cooked gourd strips and mushrooms, topped with a pink sweet-salty Japanese condiment called denbu which is made out of fish. The spicy tuna roll was a bit spicier than I had expected, and I've noticed that this is always the case at a Chinese-operated restaurant. I think it's because Chinese people prefer stronger flavours in general. The blackjack roll was also quite good with prawn tempura, raw salmon, cucumber, avocado and cream cheese.
The meal ended with complimentary fortune cookies. I thought it was a nice touch, but it seemed a bit unsanitary that the unpackaged cookies were just thrown on top of the bill.
The food was decent but obviously the quality is not comparable to good Japanese restaurants in Vancouver. Though if I find myself in Kamloops again, I definitely wouldn't mind coming back for some sushi.
Wednesday, December 12, 2012
Oriental Gardens (Kamloops)
Posted by Steph at 11:40 pm
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text:
Below are recommendations from the East Memphis moms for ophthalmologists and optometrists.
Pediatric Ophthalmologists
- Kathryn Byrd is wonderful
- Dr. Kathryn Byrd!! She is so great with kids and speaks to parents with kindness and understanding.We take our 7 month old to Dr. Byrd, and I really like her. Her office is very kid friendly. If you are able to schedule your appt right when she comes back from lunch then you never wait. Her staff is nice too. Dr. Byrd is really easy to talk to as well. We were referred to Dr. Kathryn Byrd for Tatelyn and loved her!!
- Hamilton eye center on Madison downtown.
- Dr. Ralph Hamilton (my daugthers) or Dr Hidaji (my sons) they are both wonderful!
Natalie C. Kerr, MD, FACS, is the top pediatric ophthalmologist in the Mid-South. She has been repeatedly named by Memphis magazine as the best pediatric ophthalmologist in Memphis. She is the president of the American Orthoptic Society.
- Fred Hidaji is my kids' eye doctor. They love him!
- we used to see one of the other docs above but switched to dr. hidaji and really love him. both docs are technically superior but he has a great way of communicating and made us feel part of the process. plus the waiting times were far less with him.
- Dr. Hamilton (my daugthers) or Dr. Hidaji (my sons) they are both wonderful!
Dr. David Usdan
Dr. David Usdan. He is not a pediatric specialist but sees children in his office at St. Francis and is GREAT.
Peepers Optical Shoppe
Dr Flinn, I can't remember his first name.
Eye Specialty Group
Dr. David Friedman
Dr. William Hurd
I really liked William Hurd. He was a little reserved but did a very good job when I had a cyst removed from my eye after a botched attempt (and an injury due to staff not reading my allergy info) at Dr. Freeman's office.
UT Medical Group
Dr. Marias
Charles Retina Institute
Steve Charles is excellent.
Lim Vision Center
Helen Lim – she's all the way in Whitehaven but totally worth the drive. She sees my whole family including my two boys.
Southern College of Optometry
Southern College of Optometry sees everyone. They are located on Madison not far from the medical corridor. They give a very thorough exam & have a great optical. Full disclosure my husband is chief of vision therapy & rehabilitation.
Memphis Family Vision & SEE Main Street
- SEE Main Street, downtown Memphis. The people there are really cool and friendly with kids.
- Memphis family vision is great! They are located on Mendenhall north of park, across from eastgate shopping center. I don't know how young they see but given their name "family vision" I assume they see everyone!Memphis family vision will not see them til about age 5 – I tried to get my 2 year old in this morning
Dr. Mike Sandy
Dr. Michael Sandy – office outside of the Costco on Winchester and Hacks Cross. He totally rocks!!!
Midtown Eye Care
Dr Jared Powelson (midtown) does children & adults. He teaches at SCO too
The Optical Boutique
We love Dr. Shum's office in Saddle Creek. His staff is so awsome with kids and adults. My husband is legally blind and they have him seeing 20/20 with his contacts! They will see you over and over until they get everything exactly right. Everyone there is so friendly
East Memphis Optometry
Dr. John Lee in the Eastgate Office Bldg. on Park is really good. He's an Optometrist who has had extensive additional training. (There's a name for it but I don't remember it.) He and his staff are very knowledgeable, concerned, helpful, and friendly.
The Eyewear Gallery
Dr. Warren Johnson is exceptional. I have gone to him all of my adult life and my oldest also goes to him annually.
Eyes For You
- same day service
- the staff is super nice and helpful!
- on Winchester near 385…there is a guy in there who is great
- Vision works in oak court mall.
Target in Cordova


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Skip to comments.[Democrat] McCaskill Calls For Firing Of All Involved In IRS Targeting Scandal
Posted on 05/18/2013 9:40:55 PM PDT by grundle
click here to read article
The federal government does need to keep a flow of funds coming in until things are addressed. Other than that, I'm all for defunding in principle and when it's facilitate properly.
Sound like legalese for I don't want it to happen. Not really. I just don't want full-on chaos to ensue. When that happens, the Leftists exploit it.
I don't want that.
Just following the rat talking point response. If you say it long enough people will believe it. Firing the scapegoats will take the heat off the real perpetrators
He wasn't fired. He was due to leave the job in June, and that's when he will leave. He will collect the same pension that he would have received if he hadn't been "fired". This is just another lie from the Lyin' King himself (peace be upon him).
The only thing that will begin to fix this problem is to fire the ENTIRE chain of command, top to bottom.
there will be more talk than ACCOUNTABILITY.
Congress will do nothing that does not make THEM
and their families RICHER.
Bingo! Probably tied to a well-rehearsed agenda to humanize a bunch of Dims so they can build a wall of protection around the absolute worst of them.
She obviously has never tried firing a federal employee
She has never tried to fire a federal Affirmative Action employee.
Fire EVERYONE involved, from the top all the way down to the lowliest worm squirming in the bowels of the IRS. Claw back their bonuses. Cancel their pensions. Make sure they ALL do some prison time—90 days for the lowly worms, up to 25 years for the ringleaders.
DOWN the line, really????How about we go up the line and find out who let loose the dogs.
Nice dodge she's trying here. Show trials, scapegoats...look! we fixed it.
No, put em under oath, under penalty of perjury, and see how up this goes.
I want my tax dollars back that paid their salary. I don't care if they go to jail, their problem, but my money was given to them, that's MY problem...give it back...take it out of their 40-k and give it back to ME!
Of course, they did their job in suppressing free speech, intimidating conservatives and reelecting Obama. Now, let them earn a private bonus somewhere.
Firings too good for them. How about a decade's worth of federal imprisonment?
time to delete the present tax laws and implement the fair tax Neal Bortz promotes - I like it!
Palpable fear expressed as "we gotta do something......quick"
"Missouris senior senator said, Theres a reason Lady Justice wears a blindfold in America. That is because in America, we dont apply the law based on who you are, who you know, or what you believe. We apply the law equally.
Maybe she should ask that Zimmerman fellow in Florida if that has been his experience.
Do you mean this Claire McCaskill?
Town Hall To Claire McCaskill: We Don't Trust You
Yeah isn't that rich, "appy the law equally".
Coming from a democrat.
Guess she hasn't heard about all the cases where her president supresses the Constitutionally guaranteed rights of her constituants.
If I lived in her district, I would ask her such a question.
After I made my preparations for an assault by the democrat party's IRS.
Have you ever wondered if 'certain individuals', republican or democrat, who have been given a pass on taxes to support 0's agenda?
I agree. If we just fire them, they are unemployed and will probably get $50k of assistance.
Let's have them "breakin rocks in the hot sun." At least we'll have some broken rocks we didn't have before. That's what should happen to those who "fought the law and the law won."
This would make some great public service announcements, too.
"Breakin rocks" music quietly plays. Opening shot of Sarah Hall Ingram swinging her sledge hammer, breaking rocks. She turns to face the camera with a grim look on her face, wipes sweat from her eyes with the back of her hand. "Hi. I'm Sarah Hall Ingram. I screwed over American tax payers for president obama. I knew it was not only wrong, but illegal. I'm paying for my crime and will continue paying for the next 20 years. I fought the law and the law won." Volume comes up, camera zooms out and shows a bunch of former IRS and obama henchmen and women breaking rocks.
Racist! Black unemployment will skyrocket.
Disclaimer: Opinions posted on Free Republic are those of the individual posters and do not necessarily represent the opinion of Free Republic or its management. All materials posted herein are protected by copyright law and the exemption for fair use of copyrighted works.


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Comments on this forum should never be taken as investment advice.
Same day, one off share sales, no account needed.
These are the 70 most-searched-for thread tagsSearch Tag Cloud
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Warren Gatland avoids risks in Wales side to face South Africa
Last Updated: 12/06/14 3:49pm
Wales coach Warren Gatland has named an experienced line-up for Saturday's first Test with South Africa in Durban.
Gatland resisted the temptation to include a couple of new caps in his starting XV with Scarlets scrum-half Gareth Davies and Ospreys' Bristol-bound fly-half Matthew Morgan only making the bench.
Aaron Shingler gets the nod to fill a vacancy in the back-row left by injuries to Sam Warburton and Justin Tipuric but otherwise it is a side full of international quality.
A Test series in South Africa is always a tough challenge, but we are excited by it and looking forward to getting out there.
Warren Gatland
They were forced to miss the tour along with star backs Leigh Halfpenny and Rhys Priestland.
Prop Gethin Jenkins will make his record 106th Test appearance alongside Adam Jones and Ken Owens in the front-row.
Gatland said: "We started the tour well on Tuesday against EP Kings but it's important we go out on Saturday and perform to the level we know we can.
"A Test series in South Africa is always a tough challenge, but we are excited by it and looking forward to getting out there.
"A lot of this side have experienced playing over here before in big games and this week is no different. It's going to be a brilliant occasion, the atmosphere will be electric and hopefully it will be a great Test match.
"As coaches we have been impressed in training over the last couple of weeks and there were a couple of tough calls to make but it's great guys like Gareth and Matthew have a chance after putting their hands up."
Wales: Liam Williams (Scarlets); Alex Cuthbert (Blues), Jonathan Davies (Scarlets), Jamie Roberts (Racing Metro), George North (Northampton Saints); Dan Biggar (Ospreys), Mike Phillips (Racing Metro); Gethin Jenkins (Blues), Ken Owens (Scarlets), Adam Jones (Ospreys), Luke Charteris (Perpignan), Alun Wyn Jones (capt, Ospreys), Dan Lydiate (Racing Metro), Taulupe Faletau (Dragons), Aaron Shingler (Scarlets).
Replacements: Matthew Rees (Blues), Paul James (Bath), Samson Lee (Scarlets), Ian Evans (Ospreys), Josh Turnbull (Scarlets), Gareth Davies (Scarlets), James Hook (Perpignan), Matthew Morgan (Ospreys).


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via Instagram http://ift.tt/1Bsfro6
Tag Archives: Instagram
Getting the YarrVee trailer harness fixed…
via Instagram http://ift.tt/17FnMts
That's it. I've seen the last offramp on the internet.
Good news! The packing has begun, albeit slowly. It's Friggin' COLD out.
via Instagram http://ift.tt/14qx3U1
via Instagram http://ift.tt/1xT0kEl
Monday: The YarrVee with a power steering pump that is DOA. :(
via Instagram http://ift.tt/1xG4Lk1
Oh, Colorado…so crazy. You were 58 degrees yesterday….
via Instagram http://ift.tt/1wVhwCg


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This past weekend, I went hiking on a bit of the Appalachian Trail in the Delaware Water Gap. (That's the Delaware River on the New Jersey-Pennsylvania border, not Delaware, the second smallest state.) The A.T. is a marked hiking trail running from Springer Mountain in Georgia to Mount Katahdin in Maine. I decided that I will hike the entire A.T. in sections over the next twenty years. I might have done 20 miles so far. Just 2180 left to go.
This is my friend, Sandee, a 60 year old woman who had not hiked a day in her life until last October. The very idea makes her daughter convulse with laughter. Sandee is still not your typical hiker ("Let's sit down and take a rest."); however, she enjoys it immensely. Why? Sandee says, "Hiking has everything – physical, mental, spiritual. I feel great about myself when I finish a hike."
Kalmia latifolia, the flowering evergreen shrub, blooms in May and June in the mountainous forests of the Eastern United States. The Mid-Atlantic States are blanketed this week. White flowers in the shade and pink flowers in the sun.
Damn You, New York Times!
I'm mad at The New York Times, with their multimedia features and images enlarged 100 times, for scaring me about cicadas. Cicadas are insects that crawl out of the ground every 17 years for a three-to-four-week frenzy of mating before they deposit their nymphs underground and die. We saw cicadas on leaves, and they are cute little critters. First, we heard them (Is that the sound of a broken fan belt? You decide…) and then we saw them on leaves here and there. Their swarming actually takes place 40 feet above in the trees. Not once did a molted carcass fall on my head.
Your thoughts, do you hike? What do you like about it?


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Gift Card Discounts and Free Bonus Cards Update
December 19, 2011 by Tania
Filed under Restaurants & Bars, Shopping, Spas & Health
Comments Off on Gift Card Discounts and Free Bonus Cards Update
Free bonus gift cards and gift card discounts and deals for the 2011 holidays, for local and national chain restaurants, shops, travel, family, and more! Give a little, get a little… Use the freebie or savings to treat yourself, or for an extra stocking stuffer. If you're a regular customer of any of these businesses, it might be worth buying the cards to use yourself on future visits, with a free perk attached!
Restaurant Gift Cards
FREE $10 Restaurant Certificates to email to family and friends through December 25. See the deets at our earlier post, 'cos you can't beat free!
Bailey's on the Beach Free Gift Card deal – When you purchase two gift cards get one free Bailey's on the Beach gift card.
Scalo Northern Italian Grill gives a free $25 voucher to use in 2012 when you spend $100 on a gift certificate.
At Street Food Asia in Nob Hill, buy a $25 gift card and get a free $5 gift card through December 24, 2011. (The info isn't at their website as far as I can see, so just go in to buy one.)
Flying Star Cafe is giving a bonus 10% in free gift cards when you buy $250 (or more) worth of gift cards, or a bonus 15% worth when you spend $500+ on cards this holiday season. This is what the server told me when I ordered dinner (and also got my new $5 reward voucher for my Frequent Flyer card – ha!). Ask at Flying Star Cafe locations.
California Pizza Kitchen $20 Rewards Card with the purchase of $100 in gift cards.
Pelicans Bar & Grill Free $10 Certificate when you buy a $50 gift certificate, or a bonus $25 certificate with a $100 certificate purchased. The deal was posted at the Pelicans Facebook page – not sure how long it's running.
Bravo! $20 Bonus with every $100 you buy in gift cards. Thanks to reader Lisa M. for the tip!
Applebees Free $10 Bonus Gift Card when you buy $50 in Gift Cards. Note that you don't get the freebie if you buy a digital gift card.
Pappadeaux Seafood Kitchen Free $10 Reward Card with the purchase of $50 worth of Pappas Gift Cards until December 24. (The free reward card is then valid from January 1 – February 29.)
TGI Friday's $5 Bonus Card when you buy $25 in gift cards or eGift cards.
Long John Silver's Free Fish Get a free piece of whitefish fillet on your next visit when you buy a $20 gift card.
Del Taco gift cards come with free food! Buy a $10 Del Taco gift card, get 2 free regular tacos; buy a $15 gift card, get 2 free chicken soft tacos; a $25 gift card earns a free Combo Meal; a $50 gift card earns 2 free Combo Meals and a free flying disc; A $100 gift card earns 4 free Combo Meals, a flying disc and a beanie. Offers may vary if you buy in restaurants, this is the deal at the Del Taco website.
Carl's Jr Free Six Dollar Burger with the purchase of a $20 gift card.
Fuddruckers Free $5 Bonus Gift Card for every $25 you spend on gift cards. Offer is on card purchases to December 31, 2011, and the bonus card is valid for use between January 1 and February 29, 2012.
Lone Star Steakhouse buy $25 worth of gift cards and get a coupon for $5 off your meal in January.
Orange Julius Free Smoothie (12 ounces) when you buy a $15 gift card in December.
$5 Texas Roadhouse Certificate when you buy gift cards worth $30 or more online at their website.
Chipotle free food with a $30 or more gift card purchase through December 31. Choose a free burrito, bowl, order of tacos, or salad.
McAlister's Deli is giving a $5 bonus gift card with the purchase of $25 worth of gift cards. The deal is only in the deli, not online, and the Albuquerque McAlister's Deli is at 2200-A Louisianna Boulevard NE.
Chili's Bar & Grill 10% off gift card orders of $100 or more, for a limited (unspecified) time.
Black Angus Steakhouse $5 Bonus Bucks with every $50 of gift cards purchased.
IHOP Gift Card deal for $5 off your next visit to IHOP when you buy a $25 IHOP gift card.
CiCi's Pizza free buffet with every purchase of $20 worth of gift cards.
Outback Steakhouse Free $20 Bonus Card for every $100 worth of gift cards you buy.
Macaroni Grill Bonus $5 card with each $25 gift card purchase.
Landry's Restaurant Free $10 Reward Card for every $50 worth of Landry's gift cards you buy.
Genghis Grill Free $5 Gift Card when you buy a $25 gift card.
Starbucks $5 Free Card E-Gift when you buy four Starbucks Card E-Gifts and pay with a Visa Card.
Taco Bell Free Chicken Flatbread Sandwich Combo for yourself when you buy a $20 gift card.
Souplantation and Sweet Tomatoes free meal pass with $50 purchased in gift cards to December 31.
Shopping and General Gift Cards
Groupon Gift Certificates are a good way to make your gift money go further. Each certificate is usually worth at least double the face value to the person who redeems it, and there are plenty of restaurants, and other deals and experiences with local Albuquerque businesses they can choose from!
Certified Reflexologist Jill Sanders told us she's offering a buy one get one free deal on reflexology gift certificates. Sole Relief Reflexology is now located 1420 Carlisle NE Suite 109.
Get a Great Face and Body $100 gift certificate for $49 – the discounted certificate for the Downtown salon is available while supplies last.
Free $50 Restaurant.com certificate with a $25 Target card Pay $25 to get both the $25 Target card and the $50 Restaurant.com card in a limited time deal via Saveology.
iT'Z Family Food and Fun $5 Snowball Bonus with a $20 Winter Wonderland pass.
$50 for a $100 Travelocity hotel gift card Get 50% off the hotel card redeemable nationwide at hotels listed at TravelocityIncentives.com in a limited time offer. Check minimum stay/spend requirements in the deal details via Tippr.
New Mexico Sports & Wellness $11 Off Get a $100 gift card for $89 for their five Albuquerque health clubs.
Godiva Chocolate Free $10 Reward Card when you spend $50 or more at Godiva boutiques or online through December 24, 2011. If you're a real mad chocoholic, the deal is two $10 reward cards when you spend $100, three $10 reward cards with a $150 purchase, and four $10 reward cards when you spend $200 or more.
For every $20 worth of Thrift Town Gift Cards you buy in the store or online, they're handing out a set of bonus coupons for $20 of savings. The offer is good till December 31, 2011, while supplies last.
NOTE: If buying a card to be mailed to recipients, check delivery dates with each merchant if you want it to arrive by Christmas.
**** To spread the tidings of joy and savings, share these Gift Card Holiday specials with friends
on Facebook and Twitter or via email, by using the SHARE/SAVE button below! ****
Know of any other gift card deals? Email us with the info.
–Tania Note: I've given my Groupon, Tippr, Saveology affiliate links with those specific deals. To help support ABQ on the Cheap (it doesn't cost you anything), please use the link. Thanks!
National Lasagna Day: Free Lasagna & 50% Off
July 25, 2011 by Tania
Filed under Restaurants & Bars
Free lasagna at Buca di Beppo and half off lasagna at Bravo Cucina Italiana…. they're celebrating, we're eating!
National Lasagna Day is on Thursday July 28, 2011, and on that day you can get free Buca di Beppo Lasagna with the coupon. The offer is for a free lunch-size portion of lasagna when you order any other small or large pasta or entree.
You must print out the Buca di Beppo coupon to get the free portion of lasagna. They could be busy, so if you haven't booked yet, make a reservation for free lasagna. Even better, although the offer isn't good on Buca to Go orders, when you dine-in you can box up the free lasagna and take it home with you. So basically, when you dine-in, you get a free meal for later, assuming you don't want to share the freebie with a friend!
Customers can also get 50% off Bravo Cucina Italiana lasagna dishes on Thursday July 28, when they dine at the Italian restaurant. The half price deal is on Mama's Lasagna Bolognese and their new Vegetable Lasagna. Bravo Cucina Italiana in Albuquerque is Uptown at 2220 Louisiana Blvd NE
If you hear of any other local Lasagna Day deals… email us and we'll include them in the lasagna love!
Half Price Ravioli: March 21
March 20, 2011 by Tania
Filed under Half Off Deals, Restaurants & Bars
Comments Off on Half Price Ravioli: March 21
Celebrate National Ravioli Day with 50% off ravioli dishes on March 21, 2011 only. No coupon necessary!
Get 50% off Bravo Cucina Italiana ravioli dishes on Monday March 21, when you dine at the Italian restaurant. The half price deal is in honor of National Ravioli Day (they say, although I don't really care if it's in honor of National Supermoon Week, as long as we get discount pastaaaaaa!).
The deal isn't good on kid's ravioli or bar bites, and it's for dine-in only.
Bravo Cucina Italiana in Albuquerque is Uptown at 2220 Louisiana Blvd NE.
While we're talking pasta deals, don't forget the Free Buca di Beppo Ziti offer through March 31, 2011. You need the printable coupon at the link for this one: then get a free portion of baked ziti when you purchase one other pasta, baked pasta, or entree. It's for dine-in only, but you can box up the free ziti and take it home with you!
–Tania – thanks to Valerie at Columbus on the Cheap for the Bravo tip!


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Know more about this business than we do? Cool! Please submit any corrections or missing details you may have.Help us make it right
Be the first AL.com user to add photos or videos of Dr. Thomas O. Thomson, MD
Horrible doctor. Don't waste your time. Wait time an hour...huge waiting room.
Dr. Crenshaw is a bad doctor will not recommend any body to go see this doctor
Had a bad experience with me, I can't believe the good comments about, he must have them to say good things, just my opinion,
Dr Lunsford has not yet shared his bio with us.


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Yesterday I delivered my presentation on Lucene.Net to the DC Alt.Net meetup. I got a ton of great questions at the meeting — hopefully I was able to answer most of them!
For those who couldn't make it, or those who want a chance to review and share the presentation, you can find the presentation here: http://www.slideshare.net/DThrasher/illuminating-lucene-20130514
And you can find the Visual Studio 2010 / Lucene.Net 3.0.3 code samples here: http://www.infovark.com/downloads/IlluminatingLucene_20130514.zip
If you have questions, or would like help implementing Lucene.Net, please contact me.
Thanks to all who attended, and special thanks to Stephen Ritchie for running the Washington DC Alt.Net meetup. I'm glad I was able to contribute something.


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|Reviews for Nightmares
| luluhrh chapter 1 . 1/21/2015
hehehehehehe. . . yes. yeeeeeeeeeeeeeeeeeees. XD
| Guest chapter 1 . 1/18/2015
Oh god, Ed would be the worst physical therapist...
| batsbloodsoup chapter 1 . 7/7/2014
Funny :)
| Skwrl chapter 1 . 5/9/2014
Oh poor Havoc! :DD
| Yuu3 chapter 1 . 5/7/2014
Ahahaaha. Reads again. Ahahaha. H
| mabidiso chapter 1 . 12/23/2011
Most excellent! You really make the most of so few words and so much effect.
| Xtraitor chapter 1 . 9/14/2011
Loved it! I was laughing after reading the sumery! Love Mustang's reaction when Havoc said Ed was there.
| Hitokiri-san chapter 1 . 9/22/2010
I love Mustang's instant understanding of "where the humour came in", ha ha. Ed's can be such a nightmare of a child most of the time.
And aw, c'mon, dream Ed. Most people don't do automail rehabs in one year, that's just you.
The whole thing sounds exactly like what would happen in your regular dream, and I love it. Thanks for writing it!
| Reidluver chapter 1 . 8/16/2010
Hilarious! What a great thing for Havoc to dream about, and then Roy's comment at the end was the best!
| havocmangawip chapter 1 . 8/16/2010
That had to have been a horrible nightmare, for both Havoc and Mustang.
This was well written and totally in character. Great job!
| ReverseNostalgia chapter 1 . 4/28/2010
Hehe, that was very amusing! I love Havoc so much :) And Mustang dreaming about Havoc stealing his girlfriend! I can see where that would be a nightmare for him.
Favorite line!
"I got to dreaming about the rehab. The Fullmetal Boss was there, and—"
"Say no more," Mustang interrupted, "I see where the nightmare comes in."
| Pom Rania chapter 1 . 1/5/2010
Oh my. This is hilarious win.
| Orange Singer chapter 1 . 1/4/2010
HAHAHAHA! The last line was perfect!
| WildfireDreams chapter 1 . 1/4/2010
LOL Loved the last line _


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I've been intrigued by a television advertisement for life insurance. It's about a businessman who thinks that he was almost hit by a car. Somewhat ruffled, he says, "Whew, that was close! I didn't think I was going to make it." Suddenly two men in white suits join him on the busy street, and one of them replies, "You didn't!" The three then engage in some light talk as they begin walking together. The businessman remarks that at least he has peace of mind because he knows his family is covered by insurance. then they all mysteriously walk through some solid objects to show that they are now existing in a new dimension. The real punch comes in the last line of the ad, however, as the man and his two escorts are riding an escalator up into the clouds. It is then that you hear him say with relief, "I'm sure glad we're going up!"
That last line was meant to provide some comic relief, but for the thoughtful person it raises the serious issue of heaven and hell. It reminds us of Jesus' words in today's Scripture that not all people are "going up." He said that in the resurrection some would come forth unto the resurrection of life and some unto the resurrection of damnation. Jesus is the only One who can five us eternal life. When we place our trust in Christ, who died for us, He assures us of an eternal home in heaven. - M.R.D. II


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The existing £80bn Funding for Lending scheme (FLS), which has been running since August, is expected to be extended for a year to January 2015 and expanded to include specialist finance houses that provide almost £20bn of working capital to smaller businesses every year.
The announcement will come a day ahead of official growth figures for the first quarter of the year, which could show the UK falling into recession for the third time since 2008.
The Bank of England had embargoed the announcement, but following a breach it confirmed in a tweet that it would make an announcement on the FLS at 6am on Wednesday.
George Osborne is pinning his hopes on a revamped FLS having as big an impact on credit availability for small business as it has had on mortgages, in order to help boost investment and deliver a much-needed injection of confidence into the economy.
Confirmation that the FLS would be re-booted followed fresh concerns about the UK's manufacturing base and a warning from Ian McCafferty, a member of the Bank's nine-strong rate-setting committee, that growth in the UK is "lethargic".
Providing some respite yesterday for the Chancellor, though, were official figures which confirmed government borrowing fell last year.
Public sector net borrowing, excluding the bank bail-outs and one-off items, fell to £120.6bn for the year to March from £120.9bn a year earlier, according to the Office for National Statistics (ONS). Borrowing in March alone dropped to £15.1bn, from £16.7bn, beating analysts' forecast for a fall to £15.5bn.
Rowena Crawford, a senior research economist at the Institute for Fiscal Studies, said: "Chancellor George Osborne will doubtless be relieved. The deficit has fallen in cash terms by almost one-quarter between 2010 and 2012. " Net debt for the year was 75.4pc of national income in March, higher than the 71.8pc in 2012.
Many economists had expected the Chancellor to admit borrowing had risen, despite billions of pounds of austerity, as a result of weak growth. In the event, weak tax receipts and higher local authority borrowing were offset by an even greater reduction in government spending than predicted.
In a speech at Coventry's Chamber of Commerce, Mr McCafferty said he was "cautiously optimistic about the road ahead", adding that there was "some hope for the UK economy in 2013 and beyond". He cited the 1.2pc growth in the economy last year, if North Seal oil output and construction were excluded, suggesting much of the economy is recovering.
"Growth of 1.2pc is still at best a slow and difficult recovery. But it is somewhat removed from the reports of semi-permanent, triple dip, recession," he said.
A separate survey by the CBI employers group found that Britain's manufacturers were more optimistic than they have been in a year, despite a collapse in orders to a 30-month low in April. A balance of minus 25pc showed more firms' order books weakened in April than grew.


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posted on 16 August 2016
Early Headlines: Asia Stocks Slip, Oil Dips, Yen Surges, MS Sees Iron Back To 40, EM Debt Surges, GOP Refers Clinton Charges To DoJ, Aetna Pulls Back From ACA And More
Written by Econintersect
Early Bird Headlines 16 August 2016
Econintersect: Here are some of the headlines we found to help you start your day. For more headlines see our afternoon feature for GEI members, What We Read Today, which has many more headlines and a number of article discussions to keep you abreast of what we have found interesting.
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