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Initial Teacher Education: School- based Practical Experience
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1 Initial Teacher Education: School- based Practical Experience A discussion paper prepared for the Australian Institute for Teaching and School Leadership by the Association of Heads of Independent Schools of Australia on behalf of the peak national Principals associations June 2015
2 This paper has been developed by AHISA on behalf of the peak national Principals associations. It is endorsed by AHISA, APPA, ASPA and CasPA. The paper draws upon submissions to TEMAG, the TEMAG Report and the Australian Government s response to that Report, research and papers on the issue of practical experience for teaching students produced over the past 15 years and a series of interviews undertaken by AHISA s Chief Executive with Principals and/or school staff members responsible for co- ordinating practicum placements in their schools. The interviews canvassed views from all school sectors in four states Queensland, New South Wales, Victoria and Western Australia and included regional and metropolitan schools. Introduction The critical role of school- based practical experience in initial teacher education was covered extensively in submissions to TEMAG and in the TEMAG Report, and has been the subject of AITSL s own research effort. It is therefore not the intention of this paper to summarise or restate points already documented at length. We further acknowledge that in responding to the TEMAG Report the Australian Government has instructed AITSL to: establish and publish the essential requirements for practical experience, identify best practice examples in Australia, and model partnership agreements and other supporting materials for universities [ to] ensure universities and schools support the connection of theory and practice, and successfully manage practical experience placements; and to outline clear expectations for the supervision and assessment of teachers undertaking practical experience [ to] assist universities and schools to identify and prepare highly skilled teachers to supervise practical experience, and to undertake rigorous, continuous and consistent assessment of teacher education students for classroom readiness. [That is, to establish a national assessment framework.] Given that AITSL already has clear directives to further the development of the practical experience component of initial teacher education, the primary aim of this paper is to explore the intersection of those directives with the views and experiences of Principals and/or their staff. The national Principals associations appreciate the opportunity to consult at this point in AITSL s work in implementing the Government s reform agenda for initial teacher education. Given the integral role of schools in the practical experiences of pre- service teachers, we look forward to further consultation as AITSL progresses its work. Background There is general agreement in the literature that high quality initial teacher preparation requires a strong alignment between the theory and practice of education, and must include a rigorous practical experience. (See for example Professor Linda Darling- Hammond (2013).) The TEMAG 2 Initial Teacher Education: School- based Practical Experience
3 Report notes the professional experience component of initial teacher education as critical for the translation of theory into practice. While the importance of the role of school- based practical experience is not contested, the shape of that experience as it is currently conceived and delivered varies dramatically, partly a reflection of the diversity in teacher education courses and providers. Courses include undergraduate four- year Bachelor of Education or Bachelor of Teaching degrees, one- year postgraduate Diplomas of Education and two- year Masters of Education or Masters of Teaching postgraduate degrees. In addition, there is the Teach for Australia model, which aims to attract recent graduates, often with industry experience from other professional fields, to education, particularly in specialist areas of shortage. The form and length of school- based practical experience in teacher education programs within these courses varies across the different program models adopted by providers. The national Accreditation Standards and Procedures for initial teacher education set a minimum period for the practical experience component of each program as no fewer than 80 days of well- structured, supervised and assessed teaching practice in schools in undergraduate and double- degree teacher education programs and no fewer than 60 days in graduate entry programs. Assuming all providers meet or exceed this minimum requirement, even so, the allocation of these days is diverse, and schools may find themselves hosting on site pre- service teachers from multiple institutions, some for one or two days a week, some for a two- week period and even some for a full term s residency or a year s internship. AITSL has been tasked with establishing the essential elements of effective practical experiences. Without wishing to pre- empt that work, it is worth noting that several key themes are evident in material already published by AITSL (eg AITSL 2013), and in the TEMAG Report and the Government s response to it: increasing interest in the clinical model of initial teacher education more formalised partnership arrangements between teacher education providers and schools the need to identify in schools highly skilled supervising teachers who are excellent educators of adults, not just of children or adolescents, and who are willing to undertake formal training as mentors to pre- service teachers closer agreement between teacher educators and schools around what makes for effective teaching more formalised assessment by schools of pre- service teachers on practical placement, aligned to the Australian Professional Standards for Teachers Graduate Standards. These themes are addressed in the next section, Issues. 3 Initial Teacher Education: School- based Practical Experience
4 Issues 1. Agreement on effective teaching practice The Melbourne Graduate School of Education Masters of Teaching program, begun in 2008, is widely regarded as an exemplary clinical model of teacher education. Stephen Dinham (2012) notes the program rates highly among its graduates as preparation for beginning teaching. The MGSE program focusses attention on the individual school student in a clinician s approach, with the graduate teaching student analysing, intervening and evaluating from information they developed about each school student they work with on practicum. The structure of the program is established through a list of 25 partner schools, with a Teaching Fellow, a mentor or expert teacher in each school spending two and a half days a week mentoring and supporting those candidates. In addition, there is a Clinical Specialist from the University, on site at the school for one day a week to help link theory and practice. Darling- Hammond in her 2013 paper emphasised that the school practicum experience should be the integrating feature of the overall teacher education program, with concurrent fieldwork and coursework based on those experiences. The MGSE model attempts to align strongly the theory and the practice of teaching in this way. Setting aside the theoretical underpinnings of this model, a feature of its implementation that is worth noting in terms of the practicum component is that the alignment of theory and practice is largely achieved through an assigned school- based Teaching Fellow supported by a university- based Clinical Specialist. The school in effect becomes a setting or a clinic for demonstration, testing or practice of the pedagogy covered by teacher educators. This alignment is cemented by the financial arrangements covering the Teaching Fellow, half of whose salary is covered by MGSE and half by the school. While apparently successful, this model of resource sharing is one that is not readily adapted to all schools in terms of current practice. Principals interviewed by AHISA, especially those in major cities, reported that they were approached by up to nine teacher education providers seeking placement for pre- service teachers. Where schools cannot align with one provider and one theoretical approach to education either of school students or of student teachers it is important that providers prepare students to fit the school they are visiting. Those interviewed reported that not only do student teachers often arrive at schools on placement with little exposure to an understanding of current pedagogy (for example visible learning, use of data as part of learning diagnostics, action learning research, etc.), they are often not prepared to meet the school s dress code for staff or to align with the school s ethos, particularly where the school has a strong religious affiliation. The issue of alignment between providers and schools is addressed further in point (7) below. 4 Initial Teacher Education: School- based Practical Experience
5 2. Partnerships between teacher education providers and schools As well as the MGSE model discussed above, other models of partnerships between providers and schools or systems have emerged. For example, under the National Partnership on Improving Quality Teaching School Centres for Teacher Education Excellence initiative, Edith Cowan University in WA developed a strong partnership with the Catholic Education Office and the WA Department of Education to deliver practical experience for pre- service teachers. Similar to the MGSE model, university coursework is linked to the placement experience. As noted by AITSL (2013), the ECU model and other models for Centres of Excellence developed in Queensland and Victoria (now subsumed within the Teaching Academies of Professional Practice program in Victoria), exemplify the application of resources, intention and effort to the development of collaborative sites. Such models are also being trialled overseas. Stanford University s model involves a strong partnership between the training teacher, a school- based mentor and a university supervisor, with the training teacher teaching sixteen hours a week for a semester at the school and attending a weekly seminar at the University. In the UK, a Teaching School model based on teaching hospitals has been introduced in London and Greater Manchester, with high performing schools selected for the task. The UK Government plans to develop a national network of Teaching Schools. The approach is complemented by the development of Training Schools which will disseminate best practice, train mentors and generate research on teaching and learning. Interviews with Principals revealed patchy to non- existent partnership arrangements and sometimes even minimal liaison between schools and universities over placements. This applies to the organisation and timing of such placements as well as to the development of appropriate programs to best meet the needs of the student teachers. As documented by APPA in its submission to TEMAG, communication between universities and schools is often late and confusing and it is often through rather than the more effective face- to- face meetings or phone calls. Principals who were interviewed also reported schools can be overwhelmed with requests for placements. The lesson to be drawn from current practice and emerging models of practical experience for initial teacher education is that a commitment to appropriately funded human resources is a critical ingredient of successful partnerships. 3. School- based supervisors and mentors The MGSE model, where a school nominates a Teaching Fellow who is part funded by the university, is not the common model. Typically, school teachers are asked to take on the task of supervising student teachers on top of their teaching loads with little or no allocation of time to properly mentor student teachers. The allowance is nominal and may not be paid to the teacher; it may be used by schools to partly resource a co- ordinator role, especially where schools are hosting large numbers of teaching students. While schools and teachers accept and cover the cost of placements through a sense of professional obligation, it must be acknowledged that schools also have an obligation to students and their families. When interviewed, Principals said if they were asked to place teaching students in the 5 Initial Teacher Education: School- based Practical Experience
6 second half of the academic year, especially for long blocks of time, they were reluctant to assign these students to senior secondary classes and, similarly, reluctant to find release time for teachers taking senior secondary classes. While it was the aspiration of schools to place student teachers with leading teachers, the timing of placements requested by providers sometimes prevailed against that. Principals of independent schools, in particular, who have no access to systemic funds, said that budget restraints meant releasing teachers for mentoring roles was often problematic, especially in smaller schools. Some of those interviewed commented that schools and/or teachers were sometimes reluctant to take on too many teaching students for placement because what was essentially volunteer effort was often perceived as wasted. For this reason, some schools were happier to place those from graduate programs. Greater sensitivity to teacher supply and demand issues by providers in managing their student intakes was mentioned as an important factor in influencing schools to engage more readily with the demands of placement. The National Partnership on Improving Quality Teaching funded several initiatives involving the training of teachers as mentors, especially for beginning teachers. The interviews revealed that while mentoring and/or observation and feedback are considered successful models for professional development of teachers at all stages in their careers, mentoring of pre- service teachers signals a greater commitment of time and expertise to pre- service teachers on the part of schools and teachers than supervision, and demands specialist training for the mentor. In the United States, the Boston Teacher Residency, involving a partnership between Boston Public Schools and the University of Massachusetts, sees pre- service teachers involved in four days a week co- teaching with their mentor supervising teachers, with academic study back at the University intensively over the summer break and for one day a week and one evening a week during the school year. Crucial to the success of this model is the selection and training of the mentors, recognising that they must be excellent and committed teachers of adults, not just of the school- aged school students. Those interviewed confirmed that mentoring re- positions schools in teacher education provision: schools are not just places where pre- service teachers are exposed to and have the opportunity to practise a range of pedagogies but become sites where pre- service teachers are deliberately and intentionally guided in their professional learning within an overarching theoretical framework. 4. School- based assessment of pre- service teachers One Principal interviewed said that not once in 20 years of hosting pre- service teachers in schools under his leadership had a template for or guidance on in- school assessment of student teachers been offered by any teacher education provider. Each school had been required to develop its own. Further, school- based assessments were often disregarded by the provider. The development of a national assessment framework by AITSL is a positive move, providing an explicit context for assessment for both supervising and/or mentor teachers and student teachers. We look forward to commenting on drafts of the framework. 6 Initial Teacher Education: School- based Practical Experience
7 5. The role of the Principal Dinham (2012) notes that the adoption of a clinical approach to teacher education and teaching practice requires understanding, knowledge, commitment and support from education leaders and that school leaders must be thoroughly grounded in instructional leadership for clinical teaching. It could be said that the capacity of Principals to provide instructional leadership in their schools will also underwrite the success of any model of school- based practical experience in initial teacher education. At the very least, the quality of school placements depends upon school culture and the willingness, enthusiasm and ability of the school leaders and supervising teachers to embrace student teachers and provide a collaborative, respectful and meaningful experience. The importance of commitment from school leaders in contributing to quality experiences for pre- service teachers in practicums is noted by Professor Peter Renshaw in his 2012 InSights report for AITSL, and is also recognised in the TEMAG Report, which recommends that school leaders actively lead the integration of pre- service teachers in the activities and culture of their school. 6. Financial support The issue of financial support for school- based practical experience in initial teacher education is a highly critical one and, again, there are models elsewhere that indicate much more needs to be done in Australia generally. One aspect of this issue is financial support for the pre- service teacher. In France, a pre- service teacher is paid in the second year of their postgraduate course while they are under supervision. This is similar to a medical intern model where beginning doctors are paid while they are in residency. In Japan, there is a one- year internship model where the intern is supported financially and mentor teachers are given time release. There are also internship models in Australia, for example the NSW Government s Great Teaching, Inspired Learning Internship or Western Australia s Training Schools Teacher Residency Internship Program. A second aspect is support for schools and supervisor/mentor teachers. As already mentioned, the success of clinical models of teacher education in Australia, where schools are akin to satellite sites for the teacher education provider, is clearly linked to adequate resourcing. In its response to the TEMAG Report, the Government stated that federal funding provided to universities for the training of teachers includes the delivery of practical experience. Clearly the quantum of this funding and/or its allocation must be revisited if schools and teachers are to provide for and undertake a greater mentoring role in initial teacher education. 7. The imperative of change Over the past 20 years and more, greater understanding of the science of learning has led to significant changes in the requirements and expectations of the profession of teaching as more is understood about what leads to higher quality student learning outcomes. A greater understanding of learning is driving change in professional practice: 7 Initial Teacher Education: School- based Practical Experience
8 A far more individual student- centred approach assisted by technological advances and expectations of the integrated use of technology to enhance individual and personalised learning requires teachers to be skilled in Learning Diagnostics. Teachers now need to be able to collect a diverse range of data to appraise individual students of their strengths and weaknesses, form a diagnosis and develop individual learning pathways using a wide range of assessment strategies. As Professor Stephen Dinham (2012) has noted, there is a growing recognition that teachers need to be able to diagnose individual student learning and provide prescriptions for improvement, to be clinical, evidence- based, interventionist practitioners in the manner of health professionals. Much deeper understanding is expected of students in their learning beyond direct knowledge, in order to apply learning to rich and real tasks and projects, although a basis in the latter and depth of knowledge is intrinsically vital as well. Managing personalised learning in a classroom setting and away from normal learning settings becomes a major skill, too. Learning management is now of greater significance than traditional classroom management. Teachers in quality schools, as part of their ongoing professional learning on site, are involved constantly in action learning research involving real issues and challenges within schools. Teaching is now recognised as a collaborative profession and this understanding has been given further impetus with more team teaching, particularly in middle years of schooling and the incorporation of trans- disciplinary projects as part of the learning process. Learning facilities, as a result of many of the above developments, are being transformed, providing multiple learning precincts within the one room, or adjoining facilities with the expectation that the teacher will use these effectively to enhance the personalised learning opportunities mentioned earlier. A greater understanding now exists of the proven importance of social and emotional learning, as well as co- curricular and other experiential learning opportunities, to enhance the learning capacity of students. Further, in terms of providing a context for learning and teaching, schools are not immune to the disruption caused by the speed and scale of innovation in digital technologies. The quickening life- cycle of teaching tools and the diminishing half- life of discipline knowledge are affecting the work of teachers, and the traditional model of schooling provision is itself being challenged. Schools are becoming places of research, experimentation and innovation. It is therefore important that models of practical experience for initial teacher education recognise that schools are centres of professional learning in their own right. Schools should not be conceived simply as satellites of teacher education providers. 8 Initial Teacher Education: School- based Practical Experience
9 8. The professional learning continuum Although the ambit of this paper relates primarily to school- based practical experiences for pre- service teachers, it is essential to recognise the importance of ongoing learning for all teachers. That is, the learning should continue well beyond graduation and the early years of teaching. As Professor Ian Menter (2011) of Oxford University, and formerly Professor of Teacher Education at the University of Glasgow says, a strong and sophisticated professional development framework throughout every stage of the career is a requirement for such a challenging and complex profession as teaching. Linda Darling- Hammond urged the importance of schools as professional development schools, with all schools being hubs of ongoing learning, with the shared responsibility of the education and training of student teachers being an important element of that culture. This is recognised in medical education with its emphasis of ongoing learning and assessment well beyond graduation and well beyond their internship. The medical model generally recognises also a far more collaborative model with the young doctor part of a team and developing a strong sense of belonging. Interestingly, the medical education model of internship is currently under review, with the most likely outcome being to extend the internship to a longer transition model with a more enhanced shared governance arrangement between health services and universities. This will develop further the clinical responsibility of final year medical students in patient care activities and emphasise the continued education beyond that year. Recommendations 1. The Australian Government s response to the TEMAG Report was very positive and supportive of the need for greater consistency in approach to school- based practical experience within teacher education and that this experience should begin as soon as possible within that training. It recognised that it was through such quality experience that new teachers built confidence and expertise to manage learning and cater to differing learning needs. Principals agree that establishment by AITSL of the essential requirements for school- based practical experience will be an important first step to bring greater consistency in approaches to practical experience. Describing foundational principles and achievement goals while avoiding blanket prescription will allow for the flexibility demanded by the diverse pathways to becoming a teacher. 2. Principals support the identification and dissemination of best practice examples of school- based practical experience both in terms of course requirements and implementation in schools. Given the diverse form and length of the practicum, as noted above, Principals recommend that best practice examples encompass the full range of accredited course offerings and the differences in the demands on schools and supervising teachers. 3. Principals support the development of a national assessment framework referencing the Australian Professional Standards for Teachers. To assist in the successful management of practical experience placements, the framework should be publicly available online and include 9 Initial Teacher Education: School- based Practical Experience
10 assessment templates for a range of practical placement scenarios. This will support schools in instances where teacher education providers do not make available to schools adequate assessment guidelines or documentation. 4. The TEMAG Report suggests that standards and procedures for accreditation of initial teacher education programs are not effectively applied. Principals recommend that discussion commence on the relationship between the accreditation of teacher education providers and access to schools for practical placements. Schools would value a commitment to and implementation of the standards and procedures by providers. Principals also recognise the importance of a commitment by schools and teachers to application of the Australian Professional Standards for Teachers. 5. Principals support ongoing investigation and evaluation of diverse teacher education models and practical experience placements, including clinical models, residencies and internships. 6. Principals welcome the development of model partnership agreements between schools, school systems and teacher education providers. 7. It is recognised that school- based mentors will be the most appropriate model for maximising the effectiveness of school- based practical experience for a range of programs (such as clinical teacher education programs) and for particular stages of student teacher learning. The selection, training and support of mentor- teachers demand a considerable commitment of time and financial resources. Mentors should have a considerably reduced teaching load themselves, but act as co- teachers with the pre- service teachers. Training of mentors should be based on clear and coherent, nationally accepted best practice pedagogical approaches. Selection of mentors should recognise that mentors need to be outstanding adult educators, not just outstanding child and adolescent educators. AITSL s online mentoring course, which can lead to recognised professional learning on the part of participating teachers, represents one model for the training of mentors, and is commended. 8. Governments have a responsibility to resource a mentoring model well beyond the development of online courses. Participation in a mentoring course and allocation of time to mentoring of pre- service students is still a cost to teachers and schools. As noted above, success of school- based teacher education through a mentoring model will depend on commitment to adequate resourcing. The development of a federally funded national program for training teacher mentors and funding their time allocation in schools up to half a fulltime workload should be considered. If the intake of students to teacher education courses was better aligned to supply and demand considerations, and the number of entrants to teacher education courses capped, the savings in public expenditure could be invested in a national mentoring program. A system of trained mentors in schools also has the potential to support alternative pathways into teaching, for example for career- change professionals, including practitioners in the visual and performing arts or from VET- related industries, and for those in targeted areas of teacher shortage, including native speakers of languages other than English, or with a background in physics and chemistry or higher level mathematics. 10 Initial Teacher Education: School- based Practical Experience
11 9. As mentioned above, schools are becoming centres of research, experimentation and innovation. It is recommended that the Australian Government support the development of schools as sites for initial teacher education and ongoing teacher professional development by identifying and promoting examples of Professional Learning Institutes or similar within schools, including collaborative models of in- school action learning research. Conclusion The peak national Principals associations outline through this discussion paper and its recommendations a commitment to serve the needs of pre- service teachers and the development of the profession in order to ensure the best possible learning outcomes for students. High quality teacher education, incorporating highly productive school- based practicum experiences, is vital for Australia s future and needs strong support at all levels. The full engagement of schools and their staff in providing practicum placements and appropriate supervision and mentoring of student teachers while on placement will underwrite quality teacher education. It is therefore imperative that the national Principals associations continue to be consulted as AITSL progresses the Australian Government s reform agenda. REFERENCES AITSL (No authors named) (2013) Early teacher development Trends in initial teacher education. (Background paper prepared for the Asia Society s Global Cities Education Network (GCEN)). Available at documents/trends_in_initial_teacher_education_- _asia_society_for_aitsl_1.pdf. Darling- Hammond, L. (2013) Developing and sustaining a high- quality teacher force. Asia Society: Partnership for Global Learning Global Cities Education Network. Available at darlinghammond.pdf. Dinham, S. (2012) Walking the walk: The need for school leaders to embrace teaching as a clinical profession. Australian Council for Educational Research. Available at Jensen, B., Hunter, A., Lambert, T. & Clark, A. (2015) Aspiring principal preparation. AITSL Insights. Available at source/school- leadership/principal- preparation/aspiring- principal- preparation- (print- friendly).pdf. Menter, I. (2011) Review, review, review: teacher education in Scotland. In Murray, J. (Ed) Teacher education in transition: the changing landscape across the UK. Bristol: ESCalate. As referenced in AITSL (2013) op cit. 11 Initial Teacher Education: School- based Practical Experience
12 Renshaw, P. (2012) Literature review and environmental scan: Supervising professional experience students. AITSL Insights. Available at source/aitsl- research/insights/re00036_literature_review_and_environmental_scan_supervising_professional_e xperience_students_renshaw_jun_2012.pdf?sfvrsn=4. Victorian Department of Education and Early Childhood Development (2011) School Centres for Excellence: Discussion paper. Available at 12 Initial Teacher Education: School- based Practical Experience
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Police: Man threw woman on subway tracks in Philly
Associated Press
PHILADELPHIA (AP) – A man has been arrested on charges he grabbed a woman by the feet and threw her onto the tracks at a Philadelphia subway station, police said. The woman managed to get off the tracks on her own and suffered only minor injuries.
Police announced the arrest Thursday, more than two days after the woman was assaulted around 3:30 p.m. Tuesday at a subway station in the city's Chinatown neighborhood. The victim had been sitting on a bench when the man asked her what time the train was coming and requested a light for his cigarette, according to investigators. After she obliged and put the lighter back in her coat pocket, police said, the man grabbed her by the neck and began punching her.
In the assault, which was caught on surveillance video, the man can be seen grabbing the victim by her feet, dragging her along the platform and then throwing her on the tracks as she screamed. The suspect walked away with her cellphone, police said, but the woman was able to get back up onto the platform with only bruises and cuts.
Investigators with the city's police department and the Southeastern Pennsylvania Transportation Authority said they didn't release information about the attack until Thursday because they had identified the suspect by his distinctive jacket, which has one red sleeve, one aqua sleeve and a Trump Taj Mahal Casino Resorts logo on it, and didn't want to compromise the investigation by giving a description.
SEPTA police chief Thomas Nestel called the decision not to release the description of the jacket earlier "very, very difficult," but said police thought it was their best chance to catch the suspect and didn't want him to take it off.
"That was our best lead," Nestel said Friday. "That was the most likely item that was going to help us solve this."
Philadelphia police identified the suspect as William Clark, 37, of Philadelphia; he faces charges of aggravated assault, theft and related counts.
Clark was arraigned overnight and is being held on $2 million bail.
Clark was arrested around 2:30 p.m. Thursday at a plaza near City Hall, authorities said. A SEPTA officer identified him because he was wearing the same jacket, Nestel said, which was visible under another jacket. He resisted but was arrested and the victim's cellphone was recovered, police said.
It doesn't appear the suspect knew the victim and investigators believe he may have mental health issues, Nestel said. It wasn't immediately known if he had an attorney.
(Copyright 2013 The Associated Press. All rights reserved. This material may not be published, broadcast, rewritten or redistributed.)
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subset: commoncrawl


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A1 Garage Door Service - Henderson, NV
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Name: Donnie Surace
Why I like bartending: Our regulars are the best. There's an old Irish saying: "Smiles always lead a path to your doorstep." I'm a firm believer in that saying.
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Name: Jerry Haggerty
Bar: Haggerty's Tavern, West Scranton
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Name: Lisa Singer
Why I like bartending: I am a creature of the night. The hours are perfect for me! I like being unscripted. I can curse, joke, be vulgar and it all makes the customers laugh. I have tons of different kind of alcohol to make new drinks,
(read more)


text: Search Results 1 Barrett Material Inc 3880 Boeuf Creek Rd, New Haven, MO 63068 636-239-1122 2 Breckenridge Material Company 484 Walnut St, Union, MO 63084 636-583-1911 3 Farinella Nursery Landscape Contractors Llc 2602 Highway Mm, Labadie, MO 63055 636-451-5050 4 Franklin County Concrete Llc 1 Kingsland Dr, Washington, MO 63090 636-239-2488 5 Havin Material Service Inc St. Clair 527 E Independence Dr, Union, MO 63084 636-629-1770 6 Precision Stone Fabricators Inc 1797 W Main St, Washington, MO 63090 636-390-4664 7 Prinzi Kirk Or Rebecca 1916 Discovery Ct, Washington, MO 63090 636-390-4664 8 W R Products Co 24 Town and Country Dr, Washington, MO 63090 636-390-4441 9 Washington Sand Co 2 Kingsland Dr, Washington, MO 63090 636-239-6638 About Marketplace How do I get my business listed? Our directory features more than 18 million business listings from across the entire US. However, if we're missing your business, just click below to request that it be added. It's free! How can I get listed at the top of the results? Both of our upgraded services will list you towards the top of the search results. A Power account puts your business right near the top!Add your business


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Glass Ceilings and Dead Ends: Professional Ideologies, Gender Stereotypes, and the Future of Women Lawyers at Large Law Firms
Eli Wald
University of Denver Sturm College of Law
March 18, 2010
Fordham Law Review, Vol. 78, 2010
U Denver Legal Studies Research Paper No. 10-08
Increasingly competitive practice conditions in the market for corporate legal services, accentuated by the economic downturn, are transforming not only the practice realities, the organization, and the structure of large law firms, but also their professional ideologies. Glass Ceilings and Dead Ends: Professional Ideologies, Gender Stereotypes, and the Future of Women Lawyers at Large Law Firms argues that competitive meritocracy, the prevailing large-firm professional ideology over the last fifty years, is in decline. Competitive meritocracy is being replaced by a hypercompetitive ideology that, compared with its predecessor, puts more emphasis on 24/7 client-centered representation, complete loyalty and devotion to the firm and its clients, and maximizing profit per partner, and less emphasis on meritocracy, the exercise of professional judgment, and cultivation of professional culture and maintaining a sustainable work-life balance.
This transformation is bad news for large law firms because unlike competitive meritocracy, hypercompetitiveness compromises their claim to be doing elite work, their ability to recruit and keep elite lawyers, and, ultimately, the credibility of their claim for elite status. The ideological shift is particularly devastating for previously excluded minorities at large law firms seeking equality. Glass Ceilings and Dead Ends studies the impact of hypercompetitiveness on the career path of women lawyers at large firms in the context of persisting gender stereotypes and concludes that the new ideology is likely to magnify the negative consequences of these stereotypes and further hinder the quest of women lawyers for equality at large law firms and in the legal profession.
Number of Pages in PDF File: 45
Date posted: March 24, 2010 ; Last revised: March 27, 2010
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Hotfrog INDIA provides information regarding Goutham Electrical and Enterprises in Chennai Tamil Nadu. Goutham Electrical and Enterprises is located at No 4/236, Choolaimedu High Road, Chennai Tamil Nadu 600094 and provides RETAIL services. Contact them on 098413 24001.
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TNF: How did you meet Jeanine?
Steph: We met on Match.com in May of 2003. I was on Match and Jeanine had just moved to the Bay Area (CA) from Colorado and was encouraged by a friend she was staying with to "just try it (Match)". That friend kept pushing, another friend helped to write her profile, and that evening she was on Match.com.
The way the Jeanine tells it….
"I posted my profile but I wasn't going to pay to sign up – I wanted to see what this was all about. As I went looking around I realized
that there was only one person on the whole site that I would actually like to talk to or meet. I told my friend this and signed off.
The next day I got a notification that I had an email from a Match.com member. It was that person, the only person that I would actually like
to talk to or meet. Oh geez, now I have to "pay" to be able to reply to her."
Well, it's a good thing Jeanine did – I am "that person".
After about 18 months of ups and downs and trying to figure out if each were "the one", we moved in together (September 2005), into Jeanine's house – merging our cats, my bird, and all of our "stuff". Another adjustment period…
Then, in December of 2005 we spent Christmas in Colorado – my 2nd trip back to CO to meet/be with Jeanine's family – and we flew back on New Year's Day. Sitting at the Denver Airport on that day I said – we need to move to Denver… long story short.. we sold our house, I quit my job (Jeanine's company let her stay on from Colorado), and we moved.
TNF: Where do you live?
Steph: Currently we live in Littleton, Colorado. We moved from the Bay Area where I was from and Jeanine had been living for about 4 years. Jeanine is a native of Colorado and my large, close-knit family was moving/spreading out so we moved to Littleton where Jeanine's family is. We built a house not far from where Jeanine grew up and recently sold it. Next month we will move into our new house which should be completed the last week of November. Currently we are living with Jeanine's mom and dad until our build is done.
TNF: Are you married?
Steph: Although we are not married right now (the state of Colorado does not allow same-sex marriages), we have been "officially" together since April 2005. In March of 2012 we had the Schmalz Family Commitment Ceremony where our pastor from California flew in to join us as a couple in front of about 100 friends and family from 7 different states. Our kids call it the "Big Party" where we all got our family necklaces.
TNF: Is it tough being a gay couple where you live? Do you feel accepted?
Steph: Coming from the San Francisco area to Littleton, I was not sure how we would be accepted. We were building a house in a new neighborhood and no one knew anyone – I was nervous. Luckily, I had no need to be. We were accepted and made many good friends where we lived. In fact, just 6 doors down from us was another lesbian couple with twin boys.
Now that our kids are in school I find myself checking in with teachers/administration, etc… just to make sure that everyone is okay with the whole "2 mom" thing. The most common response is something along the lines of – huh? OH, 2 moms, 2 dad, 1 mom, 1 aunt – makes no difference to us… family is family.
Of course there is an exception to every rule and you might have heard about this story – a bakery in Lakewood, Colorado that refused to make a cake for a gay couple for their wedding. Most of the articles mention that the January prior to this couples' request, the bakery refused another couple – that couple was us. Here are a few links (there are a ton if you Google my name – Stephanie Schmalz – and Masterpiece Cake):
This TV piece went nationwide; there was a bigger piece that ran locally. We got calls from all over the country and found it in multiple countries too. We were on the front page of the Huffington Post and in this blog.
TNF: What has having a family meant to you?
Steph: To me having a family means the world – they (Jeanine AND my kids) are my world! I was one of those people that grew up never really thinking about that fairy tale wedding, or that "knight in shining armor" that my Nana always told me would come my way. I knew at an early age that I was "different" and I didn't really know why until I was a little older. As a way to protect myself, in case I never fell in love or never let myself fall in love, I always said that I don't see myself married or having kids. Everyone always told me that I was the "Pied Piper of Children" and I would say that I was sure I'd always have children in my life but didn't really think I'd have any of my own.
After meeting Jeanine and being a couple in a way that I never thought I would be able to experience, openly, I couldn't imagine us not having kids – a family of our own. While motherhood is definitely my most challenging "job" thus far, it is rewarding beyond words and makes my heart full of joy!
For Jeanine, who is adopted, having a family meant creating a blood line of her own. She always knew she was adopted and her parents and brother ARE her family. However, for her, once we starting thinking about who would carry our children she expressed the importance of creating something of herself that would carry on the way of heritage and genealogy.
Along those same lines, since we are a same-sex couple, in order for me to be on the birth certificate of the children I had to go through the process of adopting them. Luckily Colorado offers 2nd parent adoptions and we were able to complete that process for all three kids shortly after each of their births. I am proud of their birth certificates that say "mother" and "mother".
Thank you Stephanie and Jeanine for sharing your story and your beautiful family pictures with The Next Family.
The post Spotlight Campaign: Stephanie and Jeanine appeared first on The Next Family.
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By Laura King
Life can get busy. With work, kids, family commitments, friends, chores, and the general chaos of everyday life, it can be near impossible at times to sit down for a cup of tea, let alone squeeze in an hour of exercise regularly. However, all things are possible if you set your mind to them. Those that prioritize their fitness nearly...
With the passage of marriage equality last year, laws have been quickly changing across the United States. LGBT couples with or without children weren't just given the right of marriage, they were provided new protections and benefits within their families. All of a sudden, LGBT couples and families had to figure out how to file jointly when it came to taxes, how to add...
By Alex Temblador
I recently wrote an article for The Next Family called, "Family-Friendly Films That Feature Adoption and Foster Care," that shared wonderful family films with adoption or foster care story lines. My reasoning behind doing so was because every family deserves a chance to see similar families like theirs represented in various forms of entertainment.
The same can be said of other...


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Israel News
Business & Innovation
Middle East
American Politics
Price Tag at the Monastery of the Cross in Jerusalem 370.
(photo credit:REUTERS)
Israel has a broad human rights agenda serviced by a plethora of groups whose
work should be covered by the media. One problematic camp, however, is the
National/Religious/Settler section of Israel's society.While very active
in many civic frameworks and human rights efforts and with its own legitimate
human rights needs, media coverage of its activities is not commensurate and its
media presence is minimal.
By LAITH AMAR
By FERHAT GURINI
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By DOUGLAS ALTABEF
By SIR ERIC PICKLES
By LETTERS TO THE EDITOR
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January 27, 2017
Volunteer with the National Park Service
The Abraham Lincoln Birthplace National Historical Park will conduct a volunteer training at the park.
January 12, 2017
Construction at Abraham Lincoln Birthplace NHP
Construction to repair the foundation of the park Visitor Center is currently in progress.
September 02, 2016
Abraham Lincoln Birthplace Launches Second Year of Every Kid in a Park Pass
The Abraham Lincoln Birthplace NHP has launched the second year of Every Kid in a Park Pass. Fourth Graders and their families are eligible for a free Access to Public Lands and Waters Nationwide Pass
April 01, 2016
National Park Service Launches Kentucky National Park Pentathlon
The National Park Service has launched a Kentucky National Park Pentathlon in recognition of the five national parks in Kentucky.
2995 Lincoln Farm Road
Hodgenville, KY
(270) 358-3137


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일본 유학 정보 사이트JPSS > 가나가와현의 대학에서 유학지를 찾기 > フェリス女学院大学 > Global and Inter-cultural Studies
フェリス女学院大学 유학을 생각하고 계시는 분들께 JAPAN STUDY SUPPORT는 재단법인 아시아학생문화협회와 주식회사 베네세코퍼레이션이 공동운영하고 있는 외국인 유학생을 위한 일본유학정보 사이트입니다. フェリス女学院大学 Global and Inter-cultural Studies 학부및Letters 학부및Music 학부 등 학부 별 상세 정보도 게재하고 있기 때문에, フェリス女学院大学 관한 유학정보를 찾고 계시는 분들은 꼭 이용해 보시기 바랍니다. 이 외에도 외국인 유학생을 모집을 하고 있는 1,300여 개의 대학・대학원・단기대학・전문학교의 정보도 게재하고ㅇ 있습니다.
About Us
In 1870, Ferris Jogakuin was founded by Mary E. Kidder, a female missionary sent by the Reformed Church in America, as the first educational institute for women in Japan, based on Christian beliefs.
Ferris was founded according to the spirit of Christianity for the purpose of educating women.
The first article in the school regulations states that "This school is an academic research and educational institution, its educational activities conducted in the spirit of Christianity, providing women with a high level of education and undertaking specialized scholarly research, with a love of truth and peace, and aiming to cultivate people who can contribute to the welfare of humanity."
Ferris espouses an educational philosophy of "For Others." What is now the school's motto is a sentiment that has emerged naturally among those involved in the university over the years, ever since its founding.
In essence, it can be said to mean "serve others." As such, each student who studies at the university absorbs and passes on this spirit of thinking toward not just oneself and those one feels close to, but also taking a wider perspective, developing an awareness of the presence of others as well, and acting for their good.
오피셜 사이트
A wide range of facilities are available on this nature-filled campus.
All students in the Faculty of Letters and the Faculty of Global and Inter-cultural Studies and first and second year students in the College of Music study at the Ryokuen Campus.
This functional campus, which includes a library, gymnasium, and other student facilities, also features a courtyard and wooden deck, and is a great place to spend the day.
The university is also working toward making the Ryokuen Campus more eco-friendly.
This is a campus that fuses tradition and progress.
Third and fourth year students in the College of Music study at the Yamate Campus.
The campus' history can be traced back to when university founder Marry E. Kidder started a school on its grounds, and can be felt from its buildings and trees.
New advanced facilities are continuously being introduced on the campus to support student learning.
A faint sea breeze from the harbor drifts throughout this attractive green-filled campus, which is perfectly located near Motomachi, Yamashita Park, and the Minato Mirai 21 area.
Ryokuen Campus/Main Entrance
Yamate Campus/Pipe Organ


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The Real Impact of Rodent Diet on Microbiome and Gut Health Research
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Most rare diseases have a genetic component, making access to an animal model with the associated gene mutation a must for developing new therapies. Yet these diseases don't often attract the funding to develop a genetically engineered model of the condition. With the help of... Read more
Four years after the debut of CRISPR/Cas9 in mouse genetics, it is time to start drawing some conclusions on its performance, advantages, and limitations as a genome engineering technology1,2,3. Advantages of CRISPR Genome Engineering Arguably, the most important advantages of CRISPR/Cas9 over other genome editing... Read more
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Severity of 2015 Outbreak Fuels Research Zika virus (ZIKV) is a flavivirus transmitted primarily through mosquito bites. It was first discovered in 1947, and outbreaks described from the 1960s through 1980s were associated with mild illness in affected humans. A Brazilian outbreak in 2015, however,... Read more
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Why do 90% of compounds fail the FDA approval process after entering Phase I clinical trials?1 Many failed projects can be traced to unreliable preclinical assessments of toxicity and efficacy of the potential new drugs2 – often due to a lack of predictive and reliable... Read more


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Rain and Run-Off Near San Francisco, Californiaby C. E. Grunsky,
Serial Information: Transactions of the American Society of Civil Engineers, 1908, Vol. LXI, Issue 2, Pg. 496-515
Document Type: Journal Paper
Discussion: McAdie A. G. (See full record)
Closure: (See full record)
Abstract: DataNotAvailable
Subject Headings: Rainfall | Runoff | North America | California | United States
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