text:
Magick Hexes in Lexington-Fayette, Kentucky
In light and in love, enter! My name is Phelan. I am an eclectic white witch practitioner, located in Atlanta, GA. I have helped clients in Lexington-Fayette, Kentucky and Hamilton, Ontario in all areas of their love life, if you are in need of help with psychic phone readings in person or by phone to discover your lover's hidden agenda or secretive past, please feel free to create an account or give me a call at 678-918-3333 today, if you live within the Atlanta area we can setup an appointment in person to discuss your situation or to schedule a psychic reading.
I can also provide magical help with Magick Hexes or Magick Spells, just about any situation can be dealt with magic. My specialty is customizing the energy needed for Magick Spells With Bay Leaves and performing rituals on behalf of my clients.
Magic is personal and rituals and spells should always be a private matter, never speak of your magic to another, remember nothing succeeds like a secret, contact me today and lets discuss your magical needs.
If you are going to embark upon a magical journey, make sure that you understand that true change, especially life changing events such as reuniting with a lover will take time. Take control over your life, and stop the free-falling. May the Mother bless you and your family with light, love and prosperity.
Blessed Be, Phelan
Magick Hexes | Fidelity Spells | Lexington-Fayette, Kentucky


text:
Exploitation prevention and detection
- Status Completed
- Budget £250 - £750 GBP
- Total Bids 6
Project Description
This project is a new generation security product. We require of you to build a proof of concept with recommendations.
The software follow a client server architecture.
The software agent is an endpoint solution and will be deployed on a typical Windows system. The software will run as a service on the windows system. The software will monitor kernel calls to disk. The software will permit all disk reads. When a request is sent to write files to disk that include machine executable code or PE code then the agent running on the machine will prohibit the files to be written to disk and put the files into a quarantine area. The software will report to a central server through https post or other secure client server methodology. All data must be collected and logged including process cals, IP address information, stack and debug information.
The client must support signatures for packers and PE code through yara. Signatures must be downloadable and updatable form the central server.
Although we expect the client to have a low memory footprint and developed in C without any .NET or other dependancies it would be an added benefit would be for the client to be modularised and support ruby scripts and plugins so that it could be cross platform capable.
Packer sand signatures for PE identification will be provided.
[url removed, login to view]
[url removed, login to view]
[url removed, login to view]
[url removed, login to view]
[url removed, login to view]~caolan/publink/winresdump/winresdump/doc/[url removed, login to view]
Rails frontend:
A rails frontend server must be installed and run on IIS or Apache. Administrators will connect with their browsers to the frontend to administer it. The backend database must support Postgres of Sqlite. The frontend server must be completely cross platform compatible. The endpoint clients must connect and upload their status to the server. The server must be able to manipulate the agents through scripting commands.Get free quotes for a project like this
Completed by:
Skills Required
Looking to make some money?
- Set your budget and the timeframe
- Outline your proposal
- Get paid for your work
Hire Freelancers who also bid on this project
Looking for work?
Work on projects like this and make money from home!Sign Up Now
- Forbes
- The New York Times
- Time
- Wall Street Journal
- Times Online

subset: commoncrawl


text: Seller: dustnrustkeith (1,152) 100%, Location: Ironton, Ohio, Ships to: US & many other countries, Item: 162300688218 Up for sale is an antique Mccanna special it is marked Burlington. Garden spigot. It has been cleaned. The handle wobbles just a little. It seems the packing is loose. Material: Brass, Maker: Mccanna, Color: Brass


text:
Sorry, we don't currently have event tickets available for Improv Asylum.
Star This Venue to find out when new events are added
View More Boston Venues or search events in Boston.
TD Garden
Boston, MA
1 upcoming event
Star This Venue
Boston Opera House
Boston, MA
Star This Venue
About Improv Asylum
100 Improv Asylum Tips
- Park in lot 1
- Parking is a breeze 1
- Parking is cheap 1
validate your parking we only paid $3 at the parcel garage.
Park at Park 7 garage. The tickets are validated if you leave within three hours of parking.
We stayed at the Marriott Long Wharf and we were able to walk right over to the show!
The weather was cold and windy in April!. I wore jeans, boots and a sweater..
Drinks for purchase
Afternoon Delight
It's in the North End, walk out the door and eat anywhere!
A few beers on tap as well as wine and some spirits; $14 for one beer and one glass of wine.
Parking Near Improv Asylum
Click to View Interactive Map


text:
Education, Higher Education, Language Courses, Society & Culture, Places & TravelFollow
|Language Courses
FrenchPod101.com is an innovative and fun way of learning the French language and culture at your own convenience and pace. Our language training system consists of free daily podcast audio lessons, video lessons, French Word of the Day, a premium learning center, and a vibrant user community. Stop by FrenchPod101.com today for a Premium 7-Day Free Trial and Lifetime Account to even more fun, fast and easy French lessons!
May 5th, 2016
Episode 287 of 455 episodes
Learn French with FrenchPod101.com! You are lost in France when a kind French stranger approaches you and offers assistance. You are torn as to whether you should take the advice of a complete French stranger or whether you should try to figure out on your own how to make your way back to your hotel. [...]
You'll need to sign in to write a comment.
Welcome to the daily audio workout for your head.


text:
New Age Contractors, Building Materials, Home & Garden, listed under "Building Materials, Home & Garden" category, is located at 8117 Oyster Factory Road Edisto Island SC, 29438 and can be reached by 8432025024 phone number. New Age Contractors has currently 0 reviews.This business profile is not yet claimed, and if you are the owner, claim your business profile for free. If you are not the owner you can invite this business to join by email or by phone.Browse all Building Materials, Home & Garden in Edisto Island SC. Discover census data for Edisto Island, SC.
Back to Top


text:
Shop Now
Get directly in touch with Wall&decò
Request prices/quote
Request catalogues
Retailers list
Cervia (RA) / Italy
Wall&decò S.r.l.
via Santerno, 9
48015 Cervia (RA) | Italy
Tel.: +39 0544 918012
Fax: +39 0544 239964
Collection GIÒ PAGANI 11 by WALL&DECÒ
Wall effect wallpaper
Landscape wallpaper
Writing wallpaper
Tartan wallpaper
Wall covering by WALL&DECÒ
Wallpaper with floral pattern


text:
Joey Bosa's mother has done society a service. Today, "to pull an Eli Manning" is a significant part of the football lexicon.
The working definition, for those who aren't keeping up: "To withhold services from a dysfunctional company and, ideally, force a trade to someone you can actually work with."
The alternate definition? Another black eye for the San Diego Chargers.
Hoo, boy. Here we go again. The team that needs the goodwill of its city's voters to get the downtown stadium it wants once again can't get out of its own way during the normal course of business.
For those who missed it over the weekend, Cheryl Bosa surgically sliced and diced Chargers management in a Facebook response to a post Sunday afternoon. In her frustration over the entirely unnecessary contract stalemate that has kept her son, the No. 3 pick in the 2016 draft, out of camp, she wrote:
"It bums me out for him so much. Wish we pulled an Eli Manning on draft day."
Later Sunday, in a response on the same thread that didn't get as much national play, she added: "Boy, am I catching heat for the Eli comment! I meant no disrespect to the fans. I'm just a mom who is protecting her son from very unfair ownership."
To recap: Eli Manning was the Chargers' No. 1 pick in the 2004 draft, even though his dad, Archie, vowed that his son would not play for San Diego. At that point the Chargers hadn't appeared in the postseason for eight straight years and — sound familiar? — were coming off a 4-12 season.
The Chargers wound up with a soft landing then. After drafting Eli they traded him to the New York Giants for a package that included Philip Rivers, the No. 4 pick in that draft, plus 2004 third rounder Nate Kaeding and 2005 first rounder Shawne Merriman.
The reason the Mannings had no interest in San Diego? Not only were the Chargers facing an on-field drought, but they had developed a reputation for being just plain difficult to deal with.
It hasn't changed. The list of players since then who have battled the team over contracts includes Antonio Gates, Merriman, Donnie Edwards, Vincent Jackson, Marcus McNeill and, most recently, Eric Weddle. Gates, Merriman, Jackson and McNeill all missed time because of holdouts.
Once, you could have blamed such hijinks on A.J. Smith, the crusty, stubborn general manager whose justification for extended contract battles usually boiled down to: "We're the football team. We'll decide how much we pay."
But Weddle was forced out of town under Tom Telesco's watch. Bosa is staying out of town under Telesco's watch. And while VP in charge of finances Ed McGuire has been the constant through the years, he's presumably just following orders.
Simply put? This is Dean Spanos' way of doing business.
The Bosa situation is particularly egregious when you consider (a) draft pick holdouts are extremely rare under the slotting system that began in 2012, and (b) at issue is offset language (basically, whether the signing team is on the hook for the player's full salary if he is released during his rookie contract), and how much of the signing bonus will be paid how soon.
The basic disagreement: Bosa's negotiators have asked either that the offset language be removed or that he get his full signing bonus, or at least close to it, by the end of this season.
The Chargers, citing team precedent and the philosophy that if they have to do it for one they have to do it for all, stubbornly refuse to do either. And, well, maybe it's that they just aren't used to operating at the top of the draft, but their logic is full of holes.
As we noted on the "Jim's Minute" podcast last week, various published reports verify that 19 of the 25 players picked since the slotting system was instituted in 2012 either had the offset language removed or received most or all their entire signing bonus by the end of their first season. The Rams removed the offset language for Jared Goff, this year's No. 1 pick.
So who's out of step here? And why wouldn't you treat the No. 3 pick of the draft differently than you would a fifth- or sixth-rounder?
Again, this is Spanos' way of doing business. We've seen it with player negotiations, and we've seen it with the way his attack dog, Mark Fabiani, dealt with city representatives throughout the team's pursuit of a new stadium.
People seem to understand, even though the public's normal tendency is for fans to side with the team over the player. And it's not hard to see similarities in the bullying applied in contract negotiations and that used in stadium negotiations.
You don't think San Diego voters are putting two and two together? Even if the stadium initiative were to be approved this November — which even before this was a longshot — you think Spanos and his employees wouldn't continue to haggle over every last detail?
For a team dependent on the voters' goodwill, not understanding this linkage is beyond weird.
It's clueless.
CONTACT THE WRITER: email@example.com
On Twitter: @Jim_Alexander
Comments are encouraged, but you must follow our User Agreement
We invite you to use our commenting platform to engage in insightful conversations about issues in our community. Although we do not pre-screen comments, we reserve the right at all times to remove any information or materials that are unlawful, threatening, abusive, libelous, defamatory, obscene, vulgar, pornographic, profane, indecent or otherwise objectionable to us, and to disclose any information necessary to satisfy the law, regulation, or government request. We might permanently block any user who abuses these conditions.


text:
Best diesel car in the us for sale on US's largest classifieds sites (999 results)
2002 Volkswagen Beetle TDI
Garaged 38,533 mile Diesel Beetle. Nice color combination, Graphite Grey metallic with Black and Grey interior. Basically a new car, Never any body or paint work, never any rust or corrosion anywhere on car. Paint is in great original shape, seats and interior excellent. Starts and runs new.
Year: 2002, Make: Volkswagen, Model: Beetle
1967 Camaro Protouring Restomod Custom
2005 Ford F-250 Super Duty 4dr Crew Cab XLT 4WD SB
05 6.0 DIESEL CREW.CLEAN CAR FAX REALLY SHARP NOT A SPEC OF RUST BULLETPROOF,TO MANY ADDS TO LIST DisclaimerDealer Shall in no way be held liable for any errors or omissions to be found on these web pages.All prices are plus any applicable state taxes and fees. We will do
2005 Ford Super Duty F-250 Lariat
2008 Dodge Ram 2500 SLT
2014 Mercedes-Benz E-Class E350 AMG Sport CARFAX CERTIFIED 1 OWNER NAV BACK UP LANE DEPT. BRILLIANCE AUTO A BRILLIANCE DECISION!
Contact Brilliance Auto today for information on dozens of vehicles like this 2014 Mercedes-Benz E-Class E350 AMG Sport CARFAX CERTIFIED 1 OWNER NAV BACK UP LANE DEPT. BRILLIANCE AUTO A BRILLIANCE DECISION!. Drive home in your new pre-owned vehicle with the knowledge you're fully back
2012 Ford Super Duty F-350 SRW Lariat
Brilliance Auto is pleased to be currently offering this 2012 Ford Super Duty F-350 SRW Lariat with 33,210 miles. Your buying risks are reduced thanks to a CARFAX BuyBack Guarantee. There's a level of quality and refinement in this Ford Super Duty F-350 SRW that you won't find in your averag
2016 Audi A7 3.0 Premium Plus WOWSERS!! P PLUS PACKAGE $73520 MSRP!! BRILLIANCE AUTO A BRILLIANT DECISION!!
Brilliance Auto is pleased to be currently offering this 2016 Audi A7 3.0 Premium Plus with 41,490 miles. Your buying risks are reduced thanks to a CARFAX BuyBack Guarantee. The CARFAX report for this 2016 Audi A7 3.0 Premium Plus highlights that it's a One-Owner vehicle, and for good
2008 Mercedes-Benz GL-Class 3.0L CDI
This particular GL is absolutely gorgeous, the most desirable SUV on the ro
Year: 2008, Make: Mercedes-benz, Model: Gl-class
2015 Ram 1500 Express Truck 1500 Ram
2015 *Jeep Grand Cherokee* Overland (Brilliant Black Crystal...
2015 *Jeep Grand Cherokee* Overland - (Brilliant Black Crystal Pearlcoat) - STOCK#: FC769137Available at: Zeigler Ford of Elkhart ☎ Phone:(574) 350-2342 ext: 1236 Stock #: FC769137
Year: 2015, Make: Jeep, Model: Grand cherokee
2006 Jeep Grand Cherokee Laredo SUV Grand Cherokee Jeep
2006 Jeep Grand Cherokee Laredo -- $6,990Call Or TEXT Us Today: (269) 340-3596Vehicle Information: 2006 Jeep Grand Cherokee LaredoPrice: $6,990Year: 2006* Make: Jeep* Model: G
Year: 2006, Make: Jeep, Model: Grand cherokee
2015 Ford Flex Limited SUV Flex Ford
2008 Jeep Patriot Sport SUV Patriot Jeep
2014 Chevrolet Equinox LS SUV Equinox Chevrolet
2014 GMC Sierra 2500HD
2014 *** GMC Sierra 2500HD DIESEL 4X4 *** Drive it home today. Call us now !!☏ (805) 303-5053 smith volvo1219 monterey st, san luis obispo, CA 93401Or use the link belowto view more information!http://www.ismithvo
Year: 2014, Make: Gmc, Model: Sierra 2500hd
2011 Toyota Tacoma 4x4 crew cab long bed
2011 Toyota Tacoma SR5 4X4, Longbed(6ft), Crew Cab, 71K mi.V6, 4.0L, 236 HP (largest engine option).Tow package, Bluetooth, back up camera, premium sound system, 6 disc cd changer,LSD, lumber rack, bedliner,tow package, rear sliding window, super clean interior, clean title, 100% payed off
2006 vw jetta tdi (lots of new parts)
2006 vw jetta for sale. Been a great car very reliable and drives great. timing belt was done few years ago. did regular oil changes and replaced both front wheel bearings. tires are fair still body in good shape has few dings. bumper is still broken a little can get fixed or sell it for less. selling
Year: 2006


text:
Kynance cove Cornwall
Durgan Beach, Cornwall, UK
Penberth Cove - Cornwall, England
'Cornwall's best kept secrets' - Merlin's Well
'Cornwall's best kept secrets' - The Song of the Sea arch
Housel Bay, Cornwall. England.
Rooftop view over the beautiful port of St Ives in Cornwall, England
Lizard Peninsula, Cornwall. Let us help you move to the West Country - we can find your perfect dream home or holiday cottage by the sea or in the country...http://minervacompany.uk/
The Hayle Estuary, Cornwall, England. Great base for a holiday, best pasties in Cornwall at Phelps, beautiful beaches and within easy reach of countless great places including St Ives, Sennen Cove, Lands End and more.
Lantic Bay, Fowey, Cornwall, England. One of the best hidden beaches in England! To the west of wild Pencarrow Head, set just beneath the cliffs, walk down well made steps surrounded by wildflowers to discover two stunning beaches (Great Lantic and Little Lantic). At low tide there are lovely easy-access rock pools full of sea life and a good stretch of sand for playing on.


text:
The $1 Million Reason to Change Your Mind
By (author) Pat Mesiti
Foreword by Mark Victor Hansen
Format: Paperback
Normal Price: $29.95
Your Price: $26.96 AUD, inc. GST
Shipping: $7.95 per order
You Save: $3.00! (10% off normal price)
Plus...earn $1.35 in Boomerang Bucks
Availability: Available, ships in 7-10 days
$1 Million Reason to Change Your Mind by Pat Mesiti
Book DescriptionNo overcomplicated psychology. No new-age spin. No bull. Just an entertaining and accessible guide to unlocking the millionaire that lies hidden inside everyone's mind. From meager beginnings in the back streets of working-class Sydney to world-renowned author and speaker, Pat Mesiti proves that anyone, from anywhere, can be successful no matter their past or where they began. In this book he shares his life...the good, the bad and the ugly.. and sets out exactly how readers can conquer negative thought processes about themselves and money - and get rich along the way! Brimming with funny and inspiring stories from Pat's work helping people around the globe develop the 'millionaire mindset', this book will appeal to anyone whoa??s ever wondered why some people have all the luck - and how they can go about getting some.
Buy $1 Million Reason to Change Your Mind book by Pat Mesiti from Australia's Online Bookstore, Boomerang Books.
Book DetailsISBN: 9781742168944
(208mm x 138mm x 17mm)
Pages: 232
Imprint: Wrightbooks
Publisher: John Wiley & Sons Australia Ltd
Publish Date: 23-Jan-2009
Country of Publication: Australia
Books By Author Pat Mesiti
Pathway to Prosperity, Paperback (September 2013)» View all books by Pat Mesiti
An inspiring guide to getting off the road to more debt and financial insecurity and on the road to wealth and financial freedom You can take charge of your financial future. You can reduce your debt, increase your net worth and enjoy a life of prosperity.
» Have you read this book? We'd like to know what you think about it - write a review about $1 Million Reason to Change Your Mind book by Pat Mesiti and you'll earn 50c in Boomerang Bucks loyalty dollars (you must be a member - it's free to sign up!)
Author Biography - Pat Mesiti
Pat Mesiti's catch phrase is 'Building lives 24/7'. And following a violent upbringing in a rough Sydney suburb, co-founding Australia's richest ? and most controversial ? Pentecostal church, and running charities Teen Challenge and Youth Alive, that is exactly what he's dedicated his life to doing. Pat believes we can all be rich, that it's just a matter of shifting one's mindset to that of a millionaire. He has spent the past ten years sharing his income acceleration theories to captive audiences across the globe, and helping to build some of Australia's largest people organisations. As one of the world's most celebrated motivational speakers, Pat has shared the platform with the 'big guns' of the industry, including Donald Trump, Denis Waitely, Robert Kiyosaki, Mark Victor-Hansen, Jim Rohn, Charlie Tremendous Jones, Captain Jerry Coffey, Alan Pease, Bob Proctor, Willie Jolley and Morris Goodman 'the miracle man'. His 'millionaire mindset' bootcamps sell out internationally, and his 'teaching resources' (self published books, CDs and DVDs) have sold over 2 million copies worldwide. Pat's appeal is his humour, humility and humanity. His stories are at once funny and poignant, his energy contagious and inspiring. His down to earth approach and the wisdom gained through the many challenges of his own life and those he has helped ensure that he will engage readers far and wide. Pat is currently the Australian real estate industry's key consultant on enhancing sales performance, and he recently toured the US to speak to massive crowds for Amway, Internet Services and ALFLAC. His international speaking commitments are many, so his access to global markets wide.
Facebook Page | Twitter | Google+ | Bulletin e-Newsletter | Blog | RSS
Become a Member | Book Lists | Recently Released | Coming Soon | Fast Delivery Books
Bestselling Books: Our Current Bestsellers | Australia's Hottest 1000 Books | Bestselling Fiction | Bestselling Crime Mysteries and Thrillers | Bestselling Non Fiction Books | Bestselling Sport Books | Bestselling Gardening and Handicrafts Books | Bestselling Biographies | Bestselling Food and Drink | Bestselling History | Bestselling Travel Books | Bestselling School Textbooks & Study Guides | Bestselling Children's General Non-Fiction | Bestselling Young Adult Fiction | Bestselling Children's Fiction | Bestselling Picture Books | Top 100 US Bestsellers
For: Schools | Organisations | Libraries | Publishers | Authors | Book Clubs | Bloggers | Affiliates
About Us | Contact Us | Help Desk | Security | Privacy | Terms of Use | Copyright
Phone: 1300 36 33 32 (9am-5pm Mon-Fri AEST) - International: +61 2 9960 7998 - Online Form
Address: Boomerang Books, 878 Military Road, Mosman Junction, NSW, 2088
© 2003-2017. All Rights Reserved. Eclipse Commerce Pty Ltd - ACN: 122 110 687 - ABN: 49 122 110 687
For every $20 you spend on books, you will receive $1 in Boomerang Bucks loyalty dollars. You can use your Boomerang Bucks as a credit towards a future purchase from Boomerang Books. Note that you must be a Member (free to sign up) and that conditions do apply.


text:
|Visitors Now:
|Total Visits:
|Total Stories:
|Story Views
|Last Hour:
|Last 24 Hours:
The report titled "Global Satellite Market: Trends and Opportunities (2015-2020)" analyzes the potential opportunities and significant trends in the global satellite manufacturing, satellite services and satellite ground equipment markets. The report provides detailed analysis of the market size and segmentation of the satellite industry with regional focus on the United States satellite market. It assesses the market share of the satellite industry based on certain parameters like segmentation, operational function and orbital launch. The report profiles and analyzes the business strategies of the leading companies operating in the segment such as Intelsat S.A., Eutelsat Communications S.A. and SES S.A.
Geographical Coverage
The United States
For more information about this report: http://www.reportsweb.com/global-satellite-market-trends-and-opportunities-2015-2020
Company Coverage
Intelsat S.A.
Eutelsat Communications S.A.
Executive Summary
Satellite industry forms an integral part of both space and telecom industry. The industry plays fundamental role in providing services like broadcasting, managed network services, mobile data, voice services and remote and image sensing. The satellite industry is primarily categorized into four segments – Satellite services, Satellite Manufacturing, Satellite Launch and Satellite Ground Equipment Market. The satellite services segment is the largest segment of the satellite industry witnessing the highest growth.
Developed Western economies like the United States and several countries of Europe have maintained a positive momentum in the satellite industry. Demand for high definition TV conversion, direct to home (DTH) television and intercontinental transmission is projected to drive growth in developed economies. Further, growth of the satellite industry is significantly higher in Middle East and North Africa as compared to rest of the world.
Request Sample Copy at http://www.reportsweb.com/inquiry&RW00020036/sample
Some of the existing fundamentals such as rapid growth of internet access, video diffusion, demand for digital TV and growth in communication and broadcasting market underpin growth of the industry globally. Major market constraints are competition from fiber optical cable, capital intensive business, spectrum access risk and technology risk. Key trends prevailing in the market includes use of hybrid DTH and terrestrial broadband concept and prevalence of mobile broadband in markets in Asia.
Company Profiles
9.1. Intelsat S.A.
9.1.1 Business Description
9.1.2 Financial Overview
9.1.3. Business Strategies
9.2 Eutelsat Communications S.A.
9.2.1 Business Description
9.2.2 Financial Overview
9.2.3 Business Strategies
9.3.1 Business Description
9.3.2 Financial Overview
9.3.3 Business Strategies
Inquire for Report at http://www.reportsweb.com/inquiry&RW00020036/buying
Contact Us:
Call: +1-646-491-9876
Email: email@example.com


text:
So is anyone interested in having a meet in May or June?
- 2,174 Posts. Joined 4/2012
- Location: Northern Virginia
- Select All Posts By This User
So is anyone interested in having a meet in May or June?
I know users Byrnie and Chadwide in this group have posted about local mini-meets before, so it's possible we could organize something small for later this month or next month depending on people's availability. They were meeting out in Ashburn at Byrnie's house, so I'm not offering accommodations on Byrnie's behalf of course but I suspect we'd have to organize it at someone's house or apartment. However, if anyone knows of a local community center (either neighborhood or county owned) where we could use a room for a period for a small fee or better yet free, that would be awesome too. I think our usual spot at the Annandale GMU Library requires some notice and a deposit or something. We'll see if anyone else has any interest, ideas or knows of any good places to meet - I'll check with my friends Spriggs and Tjj226 Angel to see what they think.
The house idea seems like the best option (for now)
Oh perfect!. What to bring... what to bring... hmmm... if there is something specific (check my sig) that someone wants me to bring please speak up.
Which upcoming Saturdays are you free, Zach? As I can get Chadwide on this thread too and see if he can do another mini-meet at my house. If the wife gives me the ok on this it would only be from like around 9am-Noon (most likely) so if there is interest from the people who are currently on this thread (+Chadwide). Let me know, those of you who are interested (and the Saturdays that you are free and if mornings work) and I will proceed from there. To be clear though, I still plan to attend Bill's meet also.


text:
Try the Truck Wizard
7345 Delridge Way Sw
Seattle, WA 98106
1100 Poplar Place S
Seattle, WA 98144
10750 Aurora Ave N
Seattle, WA 98133
3443 1st Ave South
Seattle, WA 98134
1900 15th Avenue W
Seattle, WA 98119
Back to Truck Rental Directory
12840 48th Ave South
Tukwila, WA 98168
18441 E Valley Hwy
Kent, WA 98032
14725 NE 20th Street
Bellevue, WA 98007
375 Sw Sedgwick Rd
Port Orchard, WA 98367
17285 70th Street
Redmond, WA 98052
14235 100th Ave. NE
Kirkland, WA 98034
1725 Auburn Way N
Auburn, WA 98002
18333 120th Ave Ne
Bothell, WA 98011
1715 S. 352nd St.
Federal Way, WA 98003
20554 Little Valley Rd NE
Poulsbo, WA 98370
1460 Thorne Rd
Tacoma, WA 98421
24215 SE 271st Place
Maple Valley, WA 98038
15304 Hwy 99
Lynnwood, WA 98087
10715 Valley Ave E
Puyallup, WA 98372
Personal Truck Rental Location
Commercial Truck Rental Location
At Penske, we're committed to helping you confidently navigate through all stages of your move - from packing your belongings to returning the truck. We'll prove that a do-it-yourself move can be easy and hassle-free. In addition to truck rentals, we also offer a full range of moving supplies including boxes, packing tape, rope, mattress bags, furniture pads, padlocks, hand trucks, and car carriers/tow dollies.
When you rent with Penske, you benefit from our 30 years experience in moving. Our easy-to-use resources help you make the right truck selection. Penske can lead you to get a free truck rental rate quote or to reserve your moving truck accessories. Or call us, and we'll guide you through the rental process.


text:
Michele Weiner's Reviews > Drift: The Unmooring of American Military Power
Drift: The Unmooring of American Military Power
by Rachel Maddow
by Rachel Maddow
Michele Weiner's review
Apr 12, 2012
Read in April, 2012
A readable book with a fascinating argument about how we are throwing our most precious protections away. Drift discusses the separation of the American populace from the American military, a development aided by craven politicians, power hungry monarchical presidents and the increase in mercenaries and privatization. War bothers us so little st this point that we don't notice that were bankrupting our country by constant fighting. Learn that the American military accidentally dropped four nukes on Spain, lost armed nuclear unintentionally flew a plateful of live nuclear weapons over the entire north- south width if the US, and about the deterioration of our nuclear capability and the dumbing down of the maintenance personnel. And learn how Creightin Abrams attempted to save the Army and the Republic by making it necessary to use the National Guard and the Reserves in wars. You really need to think about this stuff, and it's a funny book, written in the same wry style she uses on TV.
Sign into Goodreads to see if any of your friends have read Drift.Sign In »
No comments have been added yet.


text:
Is Fornet Technology incorrect or missing key business information? Update your Hotfrog listing today.
Contact details
Are these details correct?
Hotfrog Singapore provides information regarding Fornet Technology in Singapore. Fornet Technology is located at 58 Kallang Pudding Rd #09-00 CEH Industrial Building, Singapore 349330 and provides Manufacturing services. Contact them on 6745 3690 or by visiting them on their website http://www.fornet.com.hk.
Is Fornet Technology in 58 Kallang Pudding Rd #09-00 CEH Industrial Building, Singapore 349330 your business? Claim your listing and attract more leads by adding more content, photos and other business details.
We have more Manufacturing services in Singapore available on Hotfrog Singapore. You can update your search for Singapore Manufacturing by location, keyword or service options.
Small Business Hub
Sharing tips, ideas and advice to help grow your small business.
Create your free Hotfrog business profile
Follow Hotfrog on:
Share on:
Hotfrog Small Business Hub


text:
Ts Ariana Paez and Justine fuck a girl
A blonde girl is sitting in between a white guy and a black guy. The...
A guy and a girl are in an office undressing each other. The guy...
Ts Jessy Dubai and Sunday Valentina suck and fuck black guy
Tgirl and dude fuck each other in turn
New Ts Dom with a HUGE cock fucks a guy on gyno table in a hospital....
Sandra and Another Girl Fuck A Guy With A Strap On
Naughty latina TS Nathany Gomes owned a guy in a hardcore
TS And Bio Girl Share Power-Fuck
TS in Pink and Guy
Hungry Ts Girl fucks hot guy s throat and ass then cums on him...
Hot guy and girl fuck, he cums in her ass
TS Jesse blowing and rimming a guy
Small boys doing gay sex and man muscle fuck twink Kyle briefly wants a turn and he
Guy babreback fucked by a horny ts in the ass
Four Latina TS girlfriends turn innocent part
TS Nelly sucked and fucked by a horny guy
A guy and a girl are in a dressing room. She is sitting on a stool...
Shemale Gets her Turn to Fuck her Guy
Black buff makes a white guy turn gay
TrafficHolder.com - Buy and Sell Adult Traffic|Trafficshop.com - Let your business grow|Contact Us|Webmaster
All content, including images, text, graphics, video and audio content contained in the website is protected under the laws of copyright, owned or under license to company or its designees,and represents proprietary and valuable intellectual property.
Contact Webmaster 18 U.S.C. 2257 Record-Keeping Requirements Compliance Statement
Powered by Stream Rotator


text:
The Promise of Real Learning
At a recent retreat, KnowledgeWorks staff were asked to consider how personalized learning, realized through competency-based education, could have changed their own school experiences or how it might change schooling for the children in their lives. We were tasked to write a postcard to our child selves, or to our children, with our hopes and dreams for those learning experiences. These are our words.
Since I came to work at KnowledgeWorks, I've seen the promise of what real, deep learning can look like. I loved school when I was a little girl, but I was often bored. When I got really energized about a project or course of study, my extra effort was perceived as being over-the-top and not necessarily a good thing.
I want you to be able to go "all-in" when it comes to the subjects you love – I cannot imagine someone holding you back when it comes to learning about space and infinity and China and wood chippers. I hope that the learning you experience is as beautiful in middle school and high school as it is now at 3 ½.
The post The Promise of Real Learning appeared first on World of Learning.
The Importance of Defining Personalized Learning
Two weeks ago, my colleague Sarah Jenkins wrote about nine teachers who are leading the shift towards personalized learning in the classroom who are leading the shift towards personalized learning in the classroom. These outstanding practitioners shared their insights and stories in KnowledgeWorks' paper on the changing paradigm of teaching as we move towards a more personalized learning system.
In that paper, KnowledgeWorks offers definition for personalized learning that includes:
Instruction is aligned to rigorous college- and career-ready standards and the social and emotional skills students need to be successful in college and career.
At Boston Day and Evening Academy in Boston Public Schools, teachers collaborate to develop courses tailored around a target set of benchmarks with spiraling curriculum that revisits core competencies. This foundation allows teachers and students to be creative and free to explore multiple pathways toward mastery.
Instruction is customized, allowing each student to design learning experiences aligned to his or her interests.
Menomonee Falls School District in Wisconsin creates an individual student, rather than whole-class, improvement cycle. The district also involves students in creating supports and interventions, focusing on ability rather than disability and demonstrating that the varied strengths of all students should be supported, deepened, and accelerated.
The pace of instruction is varied based on individual student needs, allowing students to accelerate or take additional time based on their level of mastery.
In Charlotte-Mecklenburg Schools, teachers not only acknowledge that each student learns at a different pace, but also discuss that openly with students, building a strong foundation for lifelong learning.
Educators use data from formative assessments and student feedback in real-time to differentiate instruction and provide robust supports and interventions so that every student remains on track to graduation.
At a school in Janesville School District in Wisconsin, teachers have embraced data-driven decision making and teaching and use data to tell a story of the entire class and of each student.
Students and parents have access to clear, transferable learning objectives and assessment results so they understand what is expected for mastery and advancement.
In Lindsay Unified School District in California, the learning environment allows for transparency between students and teachers and openness to feedback. This cultural norm is aligned at all levels of the district, including parents, students, teachers, school leaders, and district leaders.
Establishing a definition for personalized learning is extremely important for several reasons. First, it lays the groundwork for setting a vision for personalized learning in schools and districts. Second, it establishes parameters for teachers to work within as they lead the implementation of personalized learning in their classrooms. Finally, definitional language can be used to set goals and foster continuous improvement mindsets among teachers.
Read more teacher perspectives on personalized learning in 'The Shifting Paradigm of Teaching: Personalized Learning According to Teachers.'
The post The Importance of Defining Personalized Learning appeared first on World of Learning.
Did you know? 8 Surprising Facts about Career Pathways and Early College
Before my senior year in high school, I sat in my guidance counselor's office, bright-eyed and enthusiastic about the possibility of earning some college credits before graduating. With interests in English and government, the Advanced Placement (AP) courses offered seemed like the perfect match. I was confident they would jumpstart my college career, saving time and money on intro-level college courses when I arrived to campus the following year.
Unfortunately, I still found myself surrounded by fellow college freshmen, reading Margaret Atwood's The Handmaid's Tale and paying for a 4-credit, introductory English course at my university the following fall.
Students in early colleges typically have a much different experience in earning college credit. Yes, they take high school classes, but they also enroll in actual college courses at a local postsecondary institution with older students and university professors. This opens the door to earning a high school diploma and associate's degree in four years.
To share expertise on early college and career pathways, we joined EduTalk Radio with some of our school and higher education partners. Our guests, who shared insight into the learning experience, community partnerships and high expectations, included KnowledgeWorks Senior Director of Operations Deborah Howard, Timken Early College High School Principal Kenneth L. Brunner, Stark State College Director of Outreach Dennis Trenger, and University of Akron Assistant Dean for the College of Applied Science and Technology Kelly Herold.
Here are some of our favorite takeaways from the show:
- "Early college a very well-thought-out and laid out plan that looks a little different" in each school, Howard said.
- "The difference between the early college high school that we have and the post-secondary options, such as Advanced Placement, is that we have wrap-around services for students," Brunner said. These services provide greater support to early college students who, at Timken Early College High School, are mostly first-generation college students and/or from low-income neighborhoods.
- The end goal is to help students find meaningful employment. "There are many pathways to accomplish that goal," Trenger said. Early colleges help students explore and pursue career pathways to give them a jumpstart.
- Because students aren't in a traditional high school environment, early colleges don't usually have as many disciplinary issues as traditional high schools, Herold said of students at Akron Early College High School. "They are embedded right in the University of Akron atmosphere, so they model the behavior that they see. We haven't had a lot of issues."
- It's an all-around supportive environment, Trenger said. Not only are the teachers helping students learn and meet expectations, but students help motivate and challenge their peers, as well.
- "Our staff buys into this totally," Brunner said. They understand the goals and the expectation for students, and they believe in the goal for students to achieve as close as possible to an associate's degree.
- Everyone – inside and outside the school – is needed to help early college students succeed. "This group treats each other like family," Brunner said. The support network extends from the staff members to parents and the community that surrounds and supports the school.
- A side benefit of early college is "alignment of expectations from middle school, to high school, right to higher ed. We all understand the expectations so we can align the curriculum pieces so when kids are going through the pathway, they are prepared," Trenger said. In the past, the systems didn't talk. But with early colleges, they do.
Listen to the compete show on EduTalk.
Learn more about our early college partners:
- Learn more about KnowledgeWorks early college
- Canton invests in the future with Timken Early College High School
- Akron Early College High School empowers students to earn substantial college credit and defy expectations
The post Did you know? 8 Surprising Facts about Career Pathways and Early College appeared first on World of Learning.
Why do teachers implement personalized learning?
At a glance, personalized learning sounds like an obviously great idea. Parents want their children to receive personalized instruction throughout the school day. Teachers want to be able to respond effectively to individual students' strengths and weaknesses. Students want their learning to be relevant to their lives.
However, the reality of implementation poses a seemingly insurmountable challenge given schools' limited time and resources. At the same time, some teachers, schools, and districts confront the challenge with creative use of the same time and resources to make the great idea of personalized learning a reality.
During our research for The Shifting Paradigm of Teaching: Personalized Learning According to Teachers, we spoke with teachers leading personalized learning transitions in their schools and districts. Even faced with the challenges coming from all levels of the education system, these teachers believe so strongly in the promise of personalized learning that they choose to push through. In fact, one teacher we interviewed expressed, "I don't know if I can do this, but I need to do it for kids."
"I don't know if I can do this, but I need to do it for kids." #personalizedlearning
Click To Tweet
Here are some of the reasons that teachers committed to the challenge of personalized learning:
- Personalized learning is simply what is best for kids. Learning experiences are authentic and meaningful. They want to see the purpose and connect education to real life.
- Personalized learning builds a culture of trust between the students and adults. It becomes okay to try, fail, and learn from that failure.
- Personalized learning builds a stronger staff culture of transparency, collaboration, and alignment.
- Personalized learning allows the teachers to be the experts. Teachers are empowered and provided with trust, time, and support.
- Personalized learning elevates the profession of teaching. Teachers are able to step up as leaders in their classrooms, schools and districts. In many cases, teachers are even able to build substantial networks with teacher across the state and country pursuing similar work.
- Personalized learning can provide an opportunity for grassroots spread. Teachers can lead by demonstrating passion, and other teachers see that passion and are able to be the agents of change in their own classroom at a pace at which they are comfortable.
- Personalized learning is the best way to maximize all of the technology resources that many teachers have available to them. With one-to-one initiatives and large achievement gaps, personalized learning just makes sense.
- Personalized learning restored many teachers' faith in education and enthusiasm about their work. Many teachers felt unfulfilled in a traditional environment, feeling that they weren't meeting their students' needs and that there were constantly roadblocks in their way.
For those reasons, and many more, teachers put themselves back in the shoes of a first year teacher as they re-learned how to best meet students' needs. With a firm belief in continuous improvement, their schools and districts were able to face challenges and learn from mistakes along the way. Personalized learning is by no means a simple shift in practice, but as many teachers told us, it's about doing the hard thing when it's what is best for the kids.
Read more teacher perspectives on personalized learning in our recent paper, 'The Shifting Paradigm of Teaching: Personalized Learning According to Teachers.'
The post Why do teachers implement personalized learning? appeared first on World of Learning.
Dual Enrollment Versus Early College: The difference between college enrollment and college completion
For decades, a tremendous amount of emphasis has been placed on college access – usually in the form of community-based programs that assist students with the admission and financial aid processes, provide last dollar scholarship funds and offer an array of related services. That "movement" has been, and still is, critically important. But it's not enough to help young people enroll in college, only to see many of them drop out long before completing a degree program. We must ensure that they enroll as fully prepared as possible to succeed – academically, socially and in every other way.
Dual enrollment has as its primary practical purpose the acquisition of college credits while in high school, which will save both time and money for the young people who desire to pursue higher education. And while I applaud these programs, especially to the extent that they target traditionally underrepresented populations of students, we must be careful not to overemphasize the "credit attainment" aspect to the detriment of students' ability to successfully pursue a pathway that prepares them for higher level courses and leads to a meaningful outcome in the form of a degree or marketable credential.
Returning to my "preparedness" point, it is critical that dual enrollment courses shed the potential label of "fake college courses." They must be rigorous and fully aligned or identical to introductory college courses. There is nothing more frustrating for a young enrollee who thinks the dual enrollment course s/he has taken has prepared him/her for the next level course, only to discover that s/he is woefully unprepared because the dual enrollment course was lacking in rigor.
It is also critical that dual enrollment courses be aligned to some degree or certificate pathway. Someone once used the term "random acts of dual enrollment" to describe the all-too-often unrelated courses students take, which ultimately may not add up to progress toward program or degree completion. We must make sure that the courses students take lead to an outcome that is progressive, marketable and worthwhile.
So whereas we applaud dual enrollment as an important stepping stone – especially if developed with rigor and intentionality, we also know and have demonstrated that young people are capable of so much more. However, we must provide the supports, interventions and flexibility that will lead to the best outcomes for students. At KnowledgeWorks and in numerous other organizations and communities across the nation, we are placing our bets on early college high schools.
Interested in learning more about the differences between dual enrollment and early college? View our Early College Intensity Scale.
This post adapted from From Enrollment to Completion, which was originally published in 2014.
The post Dual Enrollment Versus Early College: The difference between college enrollment and college completion appeared first on World of Learning.
Beanbags, Baskets, Balls and Books: Opening up decision-making to include student voice
Children returning from summer vacation to Navin Elementary School in Marysville, Ohio, are noticing something different in their classrooms this year. Gone are the traditional student desks and chairs. Instead, teachers have worked hard to provide their students with other options for learning throughout the physical space. As part of their district's journey to become a competency-based system with a focus on personalized learning, the faculty has begun to focus on learner-centered classrooms.
Recognizing that a hallmark of personalized learning is student agency, or the level of control, autonomy, and power that a student experiences in an educational situation, teachers decided to begin with the learning environment. Intrigued by the idea of flexible seating and learning spaces, and encouraged to take risks and try something different by their principal Lynette Lewis, teachers began rethinking their classroom designs.
A hallmark of personalized learning is student agency. #personalizedlearning @robinkanaan
Click To Tweet
Out went desks and chairs, and in came pillows, mats, bean bags, child-sized stools, laundry baskets, and exercise balls. The table legs were adjusted to accommodate the change, and students had a hand in the location and placement of the new furniture.
"It has been exciting to watch the teachers shift their thinking," says Lynette. "Opening up decision-making to include student voice tells me they are embracing the change! My job is to support and encourage them as they take those risks."
In Kindergarten, teacher reflections have been profound. Hillary Weiser, a veteran teacher who took on the charge, exchanged chairs for bean bags and laundry baskets.
"It's time to go to your favorite learning spot friends," Mrs. Weiser tells her students.
As 5 year olds pull apart laundry baskets and unroll mats, nestling in and getting comfy with the language arts task at hand, Hillary takes a moment to reflect. "The flexible seating is not a distraction; it's the way they now know school. I can't believe how engaged and on task they are, with something that began as simple as giving kids a choice."
Mrs. Weiser is not alone in her thinking, as she realizes it is often our youngest learners who have the most to teach us!
The post Beanbags, Baskets, Balls and Books: Opening up decision-making to include student voice appeared first on World of Learning.
Leading the Charge for Personalized Learning: Nine Teachers to Watch
Exactly one year ago, KnowledgeWorks was in the midst of interviewing teachers from across the nation. We wanted to better understand how they navigated the transition from teaching in a traditional environment to an environment focused on personalizing learning to the needs of each student. As a result of the findings of our interviews, we published The Shifting Paradigm of Teaching: Personalized Learning According to Teachers. In that paper, we outlined the fundamental shifts that must occur in the education system to enable teachers to lead a transition to personalized learning. We are hopeful that it will push forward conversations at all levels of the system around how teachers can be empowered and supported in transitions to innovative practices.
Throughout the paper, we included some excerpts from interviews and short features written by teachers. Unfortunately, many of the day-to-day stories couldn't be included in the final paper. For that reason, we wanted to share some inspirational stories from teachers who participated in our interviews. These are teachers who are leading their work in districts and sharing what they learn with others across the country. We hope that you are as inspired by these teachers as we have been!
1 & 2. Kate Sommerville and Angela Patterson from the Elmbrook School District
You can follow the work of Kate Sommerville and Angela Patterson on the blog they co-maintain, T.E.A.M. Togetherness. Their co-blogging is reflective of their co-teaching experiences. They teach than 50 fourth graders. They "believe in differentiation, choice, mistakes, second chances, collaboration, and community."
3. Jennifer Bates from the Elmbrook School District
Jennifer Bates is part of a teachers looking at alternative ways to meet the needs of students in the Elmbrook School District, including combined classes of fourth and fifth graders. This is keeping classes sizes small and making it easier for teachers to personalized learning experiences. Read more.
4. Melissa Schneider from the Mayville School District
Melissa Schneider was a trailblazer in her district when it started to move towards personalized learning. She experienced that new types of collaboration among teachers and the new excitement for learning among her students as the transition to personalized learning took place.
5 & 6. Rebecca Taylor and Brooke Young from Marysville Early College High School
Marysville Early College High School is in its third year and Rebecca Taylor and Brooke Young are among the great staff helping the school implement personalized learning for their students. Rebecca is also leading work around technology integration in Ohio. Read more.
7. Krista Krauter from the School District of Waukesha
Krista Krauter has led the work to promote personalized learning in her district, which this year is expending from reaching 90 students to 150 students. Read more.
8. Sarah Amin from Yellow Springs Schools
Sarah Amin has attracted attention in Yellow Springs for how she is integrating class subjects and personalizing projects for her students. Read more.
9. Melinda Larson-Horne from Pewaukee School District
Melinda Larson-Horne was one of 35 teachers cross the country selected to become Google certified at the Google Teacher Academy this past year. She's excited to take what she's learning back to her classroom. Read more.
This is just a small peak at the great work teachers are doing across the country. Please tweet at us if you have teachers who inspire you or if you are a teacher and want to share your stories!
Read more teacher perspectives on personalized learning in our recent paper, 'The Shifting Paradigm of Teaching: Personalized Learning According to Teachers.'
The post Leading the Charge for Personalized Learning: Nine Teachers to Watch appeared first on World of Learning.
The Conditions Necessary to Move from a Traditional School District to a True Learning Community
We've known for a long time that personalized learning is an effective way to improve student outcomes. The key is to apply that knowledge not to just a single student, a school or even a an entire school district, but to develop a learning community. In a recent McKinsey & Company article, "How to scale personalized learning," Greg Rawson, Jimmy Sarakatsannis and Doug Scott cite common themes across communities who are successfully scaling personalized learning. The best practices they cite align with the "District Conditions for Scale: A Practical Guide for Scaling Personalized Learning," which was released by KnowledgeWorks in 2014.
What stood out for me in the McKinsey & Company article were the importance of vision, transparency and culture. Those are the three meta-themes that exist in the ten conditions laid out by KnowledgeWorks. All three need to be firmly in existence throughout all ten of the district conditions.
Without a strong vision for personalized learning, school districts will just do initiative after initiative. A strong vision for learning eliminates piecemeal management and empowers strong, systemic processes that align all decisions to deep levels of learning for all children. A shared vision will become the touchpoint around which all work within a learning community is planned.
See examples of personalized learning communities applying their vision in Portland, Maine, Lindsay, California, and Austin, Texas.
To truly make the systemic switch to personalized learning, we have to have a system-wide approach to innovation. When we talk about transparency at KnowledgeWorks, we're making the case for being inclusive of everyone in the process. Change like this is not something that just the School Board or administration or superintendent does.
A successful transition to personalized learning is a system-wide approach that is codified by teachers, by administrators, by students and by community members. Everyone is included in the process and that ensures that everyone is committed to the vision together and designs the learning structures necessary to make personalized learning possible.
The idea of transparency extends to our students as well. When we're crystal clear with students about what the expectations are for them, and they understand how they can leverage their interests, hobbies and what motivates them and apply those things to the expected learning outcomes … that's when personalized learning starts happening.
When you're operating under a shared vision, in partnership with people and organizations throughout the community, you are creating a culture of personalized learning. This culture is critical for the successful transition to personalized learning, but doesn't happen in a vacuum. It happens through the process of creating a shared vision and being transparent about the process, expectations, successes and lessons learned.
When you put those conditions all in place – built around those meta themes of vision, transparency and culture – that's when a school district transitions from a traditional school district to a true learning community.
Learn more about districts across the country scaling personalized learning.
Download "District Conditions for Scale: A Practical Guide for Scaling personalized Learning" and find out the ten conditions necessary to successfully scale personalized learning.
The post The Conditions Necessary to Move from a Traditional School District to a True Learning Community appeared first on World of Learning.
To Shape the Future of Learning, Tackle These Five Issues
We live in interesting times – an era of profound transition. Technological trends such as advances in artificial intelligence and machine learning are intersecting with cultural trends such as increasing pursuit of meaningful engagement and rising expectations for transparency and distributed authority. These and many other trends add up to what we forecast to be an era of partners in code in which how we live, work, and learn could change dramatically.
In face of such changes, KnowledgeWorks invited leaders and innovators in K-12 school-based education, informal and community-based learning, and higher education to dive deep into potential implications and consider strategies for shaping the future of learning in a way that serves all learners well. As our strategic foresight team looked across their insights and suggestions, five foundational issues emerged.
These issues represent critical areas for shaping the future of learning. Here's a preview from our forthcoming paper:
1. 360 Degree Learners: Educating the whole person
How might broader approaches to learning support lifelong education for the whole person?
2. The Whole, and the Sum of Its Parts: Personalizing learning in community
How might we reorient education around learners while strengthening the fabric of society?
3. Elastic Structures: Creating flexible approaches to learning and coordination
How might learning structures and tools allow for stronger feedback loops and enable more voices to be heard?
4. Innovation with Intent: Grounding systems change in equity
How might we ensure that new approaches include and support underserved learners?
5. The New A+: Renegotiating definitions of success
How might we redefine the purpose of education, measures of success, and authority?
While every organization has different goals, needs, and available resources, we think tackling these big questions – and working with others to do so – will help the education sectors develop strong future-facing visions and pursue aligned strategies.
We believe that striking moving toward a future vision while stewarding today's organizations and responding to current reality is possible. Stay tuned for more detail in our forthcoming strategy guide!
The post To Shape the Future of Learning, Tackle These Five Issues appeared first on World of Learning.
Futurists like Katherine Prince broadening commentary about the future of learning
There is a small but growing community of futurists around the world. A recent article by Dr. Liz Alexander in Leading Thought highlights 20 of the leading women futurists. These women are making strides in a field built on the idea that everything is constantly changing, using foresight to help stakeholders understand what change might mean for them. I'm humbled that I get to call many of these women my friends and colleagues and happy to see them getting recognition.
While I think you should head over to "Women of Foresight: Changes in Education for Future Student Success" and learn more about each one of these amazing futurists, I'd like to especially call out Anne Boyson, Elizabeth Merrit, Emily Empel, Joyce Goya, Maree Conway, Parminder Jassal, Alexandra Whittington, and Katherine Prince. These particular futurists are ones I have had the pleasure of knowing personally, and who I have learned from, who have inspired me, and who I have worked side by side with.
Of all the futurists on the list, I want to call special attention to Katherine Prince. I've had the pleasure of working with Katherine at KnowledgeWorks for the past two years and we've spent a lot of that time discussing what possibilities lie ahead for education. In the article, she says:
Young people need the opportunity to identify and explore their passions, understand themselves as whole people, and examine ways of making an impact in a world where we will increasingly need to demonstrate unique human value alongside machines, and navigate a complex landscape of paid work and other forms of value exchange.
That gets to one thing I especially respect about Katherine. In addition to applying an academic, investigative lens to the work we do, she continues to keep the student at the center of our work. It makes what we're doing more tangible, more empathetic and more actionable.
The work that the futurists in this list do is tremendously important. Foresight is an industry that is dominated by older, white men. In broadening the commentary about the future to include more voices, we can derive deeper insights about change and have a richer discussion about what the future might look like and what we want out of it. Thank you Dr. Alexander for putting this list together, and thank you to all who are included on that list for your contributions to making the future a better place.
See the full list of leading women futurists.
The post Futurists like Katherine Prince broadening commentary about the future of learning appeared first on World of Learning.
Empowering Learning by Handing Control Over to Students – It's Not as Scary As You Think
I taught summer reading enrichment workshops one summer, for children of all ages. Among the tools we were encouraged to use in our classroom were verbal contracts: if I noted a student experiencing difficulty focusing, or a similar behavior that required management on my part, I was to get on eye level with them, explain what I was seeing, and ask them to confirm what they were experiencing. I was then instructed to outline my expectations for them, and ask, very pointedly, "Can you do that?"
They almost always said, "Yes."
They didn't almost always follow through.
It was still a game changer for me as a young and mostly untrained teacher – I'd been a graduate student with a teaching assistantship and later an adjunct professor, and had little more than a few days of orientation regarding classroom management and curriculum development. Up until that point, the idea of handing over any control in my classroom was unheard of. And even though this was a very small step – putting it into the hands of the student to do as they were asked rather than being told – it was certainly the tiniest step in the right direction.
In a recent conversation with Laura Hilger, KnowledgeWorks' new Teaching and Learning Senior Coach, I got a peek at how empowering a learning environment that is truly student-centered can be.
"It begins with something as simple as deciding, as a class, when you might do something like take a break for a snack," says Hilger. "Have your kids vote, and hold them to their choices. For older students, maybe it's deciding on the initial due date for a project."
These kinds of "safe" decisions are a good starting point – you'll always break for snack and collect work, and allowing students to weigh in on when and how that happens gives them a sense of ownership. Hilger also recommends that students of all ages are given the opportunity to outline standard operating procedures for their classroom, and a code of conduct that they can all agree to and feel invested in.
"It's liberating as the teacher, because they don't only hold themselves accountable. They hold each other accountable," Hilger says.
Creating a space for and honoring student voice is also critical, according to Hilger. Using parking lots to allow students to share with you and with each other, thinking about how you will welcome feedback from students following activities. How you will work with students to articulate and set their own goals? How will your principal collect student voice?
"If I empower students through protocols, if I hold them to the decisions they make, I'm asking them to practice skills they're going to need when they grow up and walk into a college classroom, into an office," says Hilger. You can begin to empower students at any time, but the start of the school year, especially, is ideal for laying the foundation for practices and guiding principles everyone in your classroom can lean on all year long.
While it's a process, and you can't expect overnight buy-in and understanding from students who have perhaps never been asked to participate in a classroom community in quite this way, I can't help but feel like If I had at the start of my summer classes decided on expectations with my students – rather than deciding what they needed to do in advance – we may have reached the same common sense set of behaviors together.
They could've said "yes" and meant it.
The post Empowering Learning by Handing Control Over to Students – It's Not as Scary As You Think appeared first on World of Learning.
Five questions school stakeholders can ask to ensure students are leaders of their own learning
Guest post by Kevin Murray, a teacher at Casco Bay High School in Portland Public Schools in Maine.
Among the many ways to achieve school change, gains will only be made if students are at the center of conversation. And I think that happens best through deeper, more personalized learning.
I can't imagine a better setting to write about deeper learning than the Seeds of Peace International Camp session that began in early July in a small Maine town, three hours north of Boston. I had the good fortune to be part of what Daniel Moses, Director of Seeds of Peace Educator Programs, described as "an experiment in creating peace as we live together with conflict for three weeks." Parallel to the camp program for high school students, educators from the Middle East and United States moved through a structured process of building and holding relationships with respect while fully communicating the many daunting struggles seen in their home communities. By day three, I had seen and felt deeper and individualized learning in a new way—a way that is as inclusive of joy and hope as it is facts and figures.
Deeper learning must connect the three Rs: rigor, relevance, and relationships. At Seeds of Peace, dialogue sessions facilitate deeper learning. Groups of two dozen or so campers meet with a pair of Israeli and Palestinian facilitators almost every day. Seeds of Peace serves as a channel for discordant information left out of national narratives in Israel, Palestine, Jordan, Egypt and the United States. When participants unearth new information and assumptions, their focus shifts from telling the "truth" to speaking and listening with deep honesty. This process is the beginning of tolerance, pluralism and empathetic perspective taking. They're building relationships. In a world of surging gridlock, polarization unrest and inequality, I can't think of skills and habits more in need for all human beings than pluralism within deep learning.
But not every community contains, or needs, a unique camp like this to connect the three Rs. Too many schools address pedagogy and curriculum development divorced from the immeasurable power of student collaboration and the vulnerability required in self-discovery and reflection. If students don't become leaders of important learning and know themselves, each other, and at least one teacher well, then strategies and practices can be implemented year after year that will fall short of creating a great school.
What are some questions school stakeholders can ask as they work to ensure that students are leaders of their own learning?
- Is rigor measured not only in students' academic achievement but also in their habits of scholarship, ex. homework completion, meeting deadlines, class participation?
- Do we use sports teams and pep rallies, as the models of our school, or have we developed rituals and traditions for all students that require adventure, reflection, service and appreciation?
- How do our strategies and practices assure that our students are open, honest and deeply connected to each other and a larger purpose, not only their individual academic achievement?
- Is student opinion regularly gathered when it relates to changes in school policy?
- Are students among the adults who review school changes?
How students at Casco Bay High School are leaders of their own learning
At Casco Bay High School (CBHS), we see a 4-year arch in our advisory from community to stewardship, service junior year and leadership as seniors. It seems obvious that all schools welcome all opinions and want to teach beyond academic content; yet fractured, underfunded systems, unearthed bias and fixed mindsets often create a drift away from a school's mission and vision. The result is a school where the leadership and most teachers have a view of the place that is vastly different than students' daily perceptions of what is going on.
When a school is run as it should, student support services are diverse, discipline and justice are restorative, character is always modeled by the faculty and interventions and learning plans are tied to observable next steps for students. Deeper learning then, is not only individualized but dynamic and steeped in social justice and improving the world.
Deeper learning is individualized, dynamic and steeped in social justice and improving the world.
Click To Tweet
Read more teacher perspectives on personalized learning in our recent paper, 'The Shifting Paradigm of Teaching: Personalized Learning According to Teachers.'
The post Five questions school stakeholders can ask to ensure students are leaders of their own learning appeared first on World of Learning.
How Do You Measure Success at an Early College High School?
Guest post by Ida M. D'Ugo, Ed.D., a teacher at Roosevelt High School – Early College Studies (RHS-ECS) in Yonkers, New York. RHS-ECS is a KnowledgeWorks partner school.
Many theories abound regarding the characteristics of a successful school associated with effective schools and school improvement research. In reality, it is not one single component that transforms a school, but rather the interplay of many elements contingent upon the school's culture and climate that drive its success.
One way Roosevelt High School – Early College Studies (RHS-ECS) measures success is through student academic achievement as evidenced by scholarships awarded to seniors, as well as student recognition (all grades) through "Student of the Month" and the quarterly honor roll awards and breakfast. RHS-ECS' culture emphasizes academic rigor, high expectations of students, and excellence while celebrating student accomplishment, teacher innovation, and parental commitment.
Scholarships awarded represent the cumulative efforts of students, teachers, administrators, guidance counselors, the college advisor, families, and the school community over the course of four years. These efforts take the form of academic (e.g., targeted instruction, after school and weekend academies, mentoring programs), emotional, and social support (e.g., College Center, Family Center, family community engagement, parent conferences, social worker, counselors, psychologist, teachers, administrators, staff). Cooperation and collaboration together help attain instructional improvement contributing to student achievement.
Total scholarships have increased 108% from $4,396,605 for the class of 2014, to $9,161,869 and counting for the class of 2016. Private scholarships increased 341% from $27,000 for the class of 2014, to $119,000 for the class of 2016. Scholarship recipients are commended for their accomplishments through morning announcements, displays on TV monitors, Senior Awards Night, and bulletin boards.
Quarterly honor roll recognition has grown to 197 students. Students are well aware of the selection criteria for Principal's List, High Honor Roll, and Honor Roll, and strive to attain these awards. The names of all honor roll students are posted on a display by the main entrance. In addition, these students are acknowledged at a school breakfast. The top 20 per grade level are likewise honored at PTSA meetings. Lastly, the top 20 seniors have a special bulletin board by the main office displaying their photographs and names.
"Student of the Month" awards continue to showcase student achievement in a specific content area. Students are nominated by teachers and recognized in the monthly newsletter and TV monitors.
School success and community success are linked. For this reason, engaging parents and the community in school improvement contributes to student achievement. At the high school level in an urban setting, family community engagement can be quite challenging. One way RHS-ECS addresses this "phenomenon" is to host Family Recreation Night. Teachers and administrators facilitate numerous sports, leisure, and academic activities (Zumba, Weight Training, Movies, Sports, Cooking, Online Gaming, Storytime for Kids, Paint Nite) for students and their families on designated Friday evenings. Childcare services are also provided by staff and student volunteers. Paint Nite by far has had the largest turnout with each participant taking home a painting as a memento of the occasion. This event is promoted through flyers, posters, mailings, and ConnectEd (recorded telephone) messages. Initial attendance consisted of 32 participants but grew to 42 plus staff. Lastly, a culminating activity for students, parents, and faculty was a trip to see one of the local baseball teams, the Mets, play. 120 members of the RHS-ECS community made it to the game displaying school spirit as well as rooting for the home team. For RHS-ECS, including parents and community help build trust and commitment to the school contributing to school improvement.
As previously mentioned, there is no single factor that can accurately determine a school's success. Rather multiple factors are at play that evolve from the school's culture and climate. The key is to determine which components are relevant to your school and can be developed into a recipe for success.
The post How Do You Measure Success at an Early College High School? appeared first on World of Learning.
Bringing Learning to Life with Design Challenges
A common scene at our partner schools: Students are divided into small groups called design teams and presented with a design challenge, which allows them to solve a problem as a team through a focus of inquiry, rich tasks, constraints and criteria for success. Activities like these show students how to be problem-solvers and not just question answerers.
The power of a design challenge is dependent on the quality of the challenge itself. Is it specific enough to provide clear direction but open enough to allow for creativity and real inquiry? Earlier this summer, KnowledgeWorks Teachnical Assistance Coaches Heather MacLaughlin and Karen Wells taught teachers in Birmingham, Alabama, how to teach with design challenges by presenting one for the teachers to solve.
Design Thinking and Inquiry-Based Learning
Heather and Karen presented minimal details to the small teacher groups. "Work in your small groups. Using the supplies in front of you, design a rocket that you can both launch and fly." Design challenges like these give participants an opportunity to practice design thinking.
Design thinking is a cyclical, four-step approach to inquiry-based problem solving that can be applied in many settings.Download a larger version of the design thinking cycle.
- Prepare: Define your question, challenge or question. Do background research to build knowledge. Develop multiple perspectives.
- Incubate: Brainstorm possible answers, solutions, new ideas and approaches. Draft, tinker and create rapid prototypes.
- Gain Insights: Test the prototype. Refine and make revisions to finalize the prototype. Communicate and disseminate the innovation.
- Verify: Filter and recycle ideas and identify the best possibilities. Build the prototypes using the best possibilities.
The Value of Design Challenges
As teachers worked through their design challenge building a rocket, they also worked through all steps of the design cycle, giving them insight into what their students might experience.
After everyone launched their rockets – some with more success than others, teachers debriefed on lessons learned. One of the most important takeaways was to start with some kind of question or problem that will get students interested – something relevant and something they can connect to. To personalize the challenge more to your students, have them brainstorm the activities and vote on the final one.
The reasons to do design challenges are simple. They provide students with an opportunity to be creative and innovative and demonstrate that they can be more than one solution to a problem. Working in teams to find solutions to real-world problems helps students develop skills that will be applicable in college and career. It demonstrates that problem solving is about the process we use to get to the end result and that it's not failure if you can learn from what didn't work and adjust.
The post Bringing Learning to Life with Design Challenges appeared first on World of Learning.
A Soft Place to Land…
Guest post by Valerie Smith, a Technical Assistance Coach with KnowledgeWorks and Team Leader at Schenectady Smart Scholars Early College High School
I once read that "children who need the most love will sometimes ask for it in the most unloving ways." I agree with that statement, but also believe some students need someone on their side, just because. I find it incumbent on me to give every kid a soft a place to land, and hope others in education feel the same.
For those who have already trudged through adolescence and have vivid recollections of the good, the bad, and ugly times of that phase, think back to who gave you a soft place to land.
During the school year, students spend upwards of 8 hours and day, for around 180 days, in school. We see them a lot. In class, in the halls, in the lunchroom – not to mention around the communities in which we live. We develop relationships, appreciate their humor, their perspectives on life (such as they are at 15), and do our best to support and guide them as they start coming in to their own. We offer them life lessons (even though they sometimes think we sprang fully formed as "old people") while trying to instill the value of education. But as sometimes happens, life becomes overwhelming, filled with pressures, and at times can overpower even the most grounded individual.
Giving a kid a soft place to land provides room for them to tell us about their day or ask for help without sometimes even knowing they are reaching out to us.
While it's a sliding scale, there is no student needier than another. There are students asking for help in the "most unloving ways," but sometimes the students who just pop in to say "hi" are asking for love too.
Acknowledge them, listen to them, joke with them, and be that soft place for them to land.
The post A Soft Place to Land… appeared first on World of Learning.
From City Centers to Cornfields: Educating all students for success
My school experience was based quite literally in the middle of cornfields.
Forty miles west of Chicago, the small suburb where I grew up was the last stop on the city's Metra line. But with a suburban-raised mom and an Iowa farm-raised dad, it was a happy medium for our family.
Fortunately for students in the Kaneland School District, the location was also the happy medium for learning. Yes, we visited Garfield Farm Museum where we could pet chickens and churn butter, but we also ventured into the city to visit SUE the tyrannosaurus at the Field Museum and Van Gogh at the Art Institute of Chicago.
For a rural school, Kaneland had the resources to provide unique and effective learning opportunities to all students from kindergarten through high school graduation.
But not all rural schools are as lucky.
Students in rural areas often lack access to high-quality, well-resourced public education. Some struggle with transportation to and from school. Districts report shrinking student populations. The teacher workforce is increasingly more difficult to recruit and retain. And many rural schools are left out of the conversation when education debates and discussions are so focused on urban settings.
To better serve its rural students, South Dakota is increasing investment in and expanding the scope of a statewide e-learning center – a signal of change for rural education throughout the country.
South Dakota students, who otherwise might not have access to necessary courses, will now be able to join virtual classrooms led by qualified educators with years of classroom experience. Students and teachers are connected via cameras and monitors, and learners will be able to gain credit for the virtual courses.
Previously, the center was more geared toward high-achieving students, offering courses such as foreign languages and Advanced Placement courses. The new course offerings will be based on needs of schools throughout the state. They will also help fill a void if districts can't find teachers, such as Waubay High School, according to eSchool News:
The school has taken advantage of classes like pre-calculus and physics, but this year all of its language arts courses will be taught via the Center for Statewide E-Learning.
The school had trouble filling the language arts position, and is subscribing to E-learning classes that are part of Dakota Digital Network, Jones said. The students in Waubay will be the only students taking those particular sessions of the language arts classes.
There will be a paraprofessional in the classroom to help students and keep things in line, Jones said. Classes are small at Waubay — about 50 students in grades nine through 12.
"It's not like you have 25 or 30 in a classroom," Jones said. "The smaller schools and the more rural you are, these are options you're going to have to utilize to be able to keep up with the core classes."
Last year, our strategic foresight team released "Cultivating Interconnections for Vibrant and Equitable Learning Ecosystems," which explores how to build truly equitable learning opportunities for all students, regardless of zip code, background or income bracket. In the paper, the authors explore challenges to learning in rural, suburban, urban and incarcerated settings.
To remedy some of the challenges, the strategic foresight team argues a need to expand learning opportunities for students that fit in a local context. Just like South Dakota's e-learning efforts.
It will take creativity. It will take a shift in conversation to include all students, no matter where they live. But we can give every learner interesting, engaging educational experiences that provide cultural perspective… whether they live in the middle of South Dakota or 40 miles west of Chicago.
The post From City Centers to Cornfields: Educating all students for success appeared first on World of Learning.
Listen to the Beat of Our Rhythm: Refreshed, regrouped and re-energized for a new school year
Summer is a time for students and school staff to refresh, regroup and re-energize for a new school year. When we gathered in Birmingham, Alabama, for our Summer Institute, our goal was to gather all school staff and do just that.
The rhythm . . . that is the most poignant memory of the week that I have been carrying in the marrow of my bones . . . the rhythm we created, not only with John Scalici's myriad percussion instruments and his expertise in directing us to find our rhythms, but also the connections we made with those rhythms and the stride we found as educators coming together to create meaningful work for our kids – together!
The design and commitment to excellence was evident throughout our sessions at the Institute. The "rhythm" established in the opening activities with Tech Theatre, through the "Keys for Literacy," and all of the wonderfully creative and hand-on break-out sessions carried through the afternoon Team Time with the individual schools and their principals and coaches.
A highlight of the Summer Institute was a visit from students. I was moved to tears with pride and exhilaration when Benjamin and Ryan, two young men from Woodlawn Early College High School, spoke to the collective Woodlawn Innovation Network (WIN) family.
Make the people who tell you, "you can't do this" liars. – Benjamin, Early College Student #BirminghamWINs pic.twitter.com/0ifcPCvDPW
— Katie Varatta (@katie_varatta) July 28, 2016
Benjamin said, when asked why he chose to participate in Early College, "I could either be sloppy or magnificent. I chose magnificent." And Ryan explained, "I was not joining a program; I was joining a family."
"I could either be sloppy or magnificent. I chose magnificent." #WoodlawnHighSchool student
Click To Tweet
"I was not joining a program; I was joining a family." Ryan, on why he chose #EarlyCollege
Click To Tweet
Benjamin wants to give back to the community that has supported him so far in his Early College endeavors by being a mentor with younger children. "I'm all about giving back" he said. Both of these fine young men are prime examples of a bright future as long as we keep the end in mind . . . the success for our kids.
Friday's closing session with John Scalici will forever stay with me. It's had me humming "Rhythm of the Night" by DeBarge and making connections between that song and our work. "When it feels like the world is on your shoulders…" (and don't we teachers feel like that!) "…and all the madness has got you goin' crazy, it's time to get out, step out… Forget about the worries on your mind, we can leave them all behind to the beat of the of the rhythm of…" Here is where I alter the lyrics in my head, because I'm dancing to the rhythm of our might. That's what I felt in Birmingham surrounded by so many teachers united around a common goal. Might.
The 2016-2017 school year in Birmingham started last week and I know the students there are in good hands. Everything that transpired throughout the WIN Summer Teacher Institute week in Birmingham gives me hope and assurance that the needs of the students will be met with re-charged enthusiasm; the tool-kit of every teacher is restocked with essential gear that will help enhance literacy and close the reading gaps with which too many of our kids are burdened, and the "rhythm of the beat" will carry on.
We had an awesome week of learning at our WIN Summer Institute! Thanks @EdPersonalized! #BirminghamWINS pic.twitter.com/tKlXlISITI
— Oliver Elementary (@OliverLions) July 30, 2016
The post Listen to the Beat of Our Rhythm: Refreshed, regrouped and re-energized for a new school year appeared first on World of Learning.
Own Your Education
At a recent retreat, KnowledgeWorks staff were asked to consider how personalized learning, realized through competency-based education, could have changed their own school experiences or how it might change schooling for the children in their lives. We were tasked to write a postcard to our child selves, or to our children, with our hopes and dreams for those learning experiences. These are our words.
Own it. Make it relevant for yourself. Because no one is going to do it for you. Take responsibility for your own success. If you don't, no one will. Use the voice you were given. Be your own advocate.
Own it. Because no one is going to do it for you.
The post Own Your Education appeared first on World of Learning.
The Future of Learning: A seventh grader's perspective
I sat down with my niece, Hannah, to discuss the what she thinks the future of learning might be like. Hannah is a 7th grader attending a rural school in Maryland.
How is school different than when your parents went to school?
School is different now from when my parents went to school because we learn different things or we learn the same things, but in different ways. Also, the things we use to learn are different, like we have computers and they used text books.
When you think about the future of education, what makes you excited?
When I think about the future for education I get excited about the different ways kids are going to learn things, like how they're going to learn them and the different methods they use to solve the problems.
What trends do you think are changing education?
I feel like the technology trend is changing education because now some schools have kids using Chromebooks or other schools have them using desktop computers. Also, some after-school activities use iPads or tablets for the kids who stayed for that activity.
What does "personalized learning" mean to you?
Personalized learning means to me that some students move at a faster or slower pace than others so they get personal learning so that they can learn better and be smarter than when they have to move either faster or slower for everyone.
What will personalized learning be like in the future?
I think personalized learning will be more "popular" than what it's like in the present. I feel like teachers are going to offer extra help for the kids that need personalized learning and that it will help kids way more than it does today.
What is do you think for the future of education will look like?
The future of education is going to have a lot of technology like tablets, phones are going to be allowed in school, and computers are going to be more frequently used in schools.
The post The Future of Learning: A seventh grader's perspective appeared first on World of Learning.
Collaborating to Open Doors In and Out of the Classroom
Guest post by Julianna Vrooman, the Global History Teacher at Schenectady Smart Scholars Early College High School
Collaboration can be very intimidating in modern American education —collaborative learning, collaborative groups, collaboration as a 21st century skill, collaboration as part of our annual professional performance review. But how we can use collaboration to open doors, both for students and for educators?
I am a firm believer of collaboration in my classroom. Once I realized that collaboration doesn't have to be the formal jigsaw lesson plan with assigned roles for each group member, my ability to help students grow by working with others flourished. Sometimes collaboration might be a structured group for a project, or it might just be a direction to work with someone else.
"I am a firm believer of #collaboration in my #classroom." #EdChat
Click To Tweet
I tend to allow the kids to choose their own partners or groups because it works best with my personality and teaching style, but I know plenty of teachers who do assigned partners and groups successfully. In either case it creates the skills that students need to get through school and life in a positive manner, so do what feels right for you and your students.
Collaboration opens doors for students in three significant areas
- Social skills
- Professional opportunities
- Intellectual growth
Teenagers are social by nature, but also often insecure. Collaboration acknowledges the desire to be social but provides a structure for those students who are insecure because it takes the form of an assignment. Don't be afraid if kids' conversations regularly go off topic, because they will also regularly go back on topic with a little refocusing now and then.
Of primary importance to successful classroom collaboration is the creation of a safe classroom culture so kids feel secure. This doesn't mean as teachers we have to create a perfect environment. We miss things sometimes, and kids are mean sometimes, but they also understand when we value them and want them to value each other. As long as students feel valued and safe, they will start taking risks by talking to kids they might not have otherwise. This broadens their social horizons and creates a pattern of social interaction which will benefit them throughout their school careers and into adulthood.
The Power of Collaboration Between Educators
Collaboration can open doors for teachers, too. It helps us understand how our class or group of students fits in with others, it can lead to opportunities for professional growth, and it can give you the courage to do things you might not otherwise try. If you're lucky enough to work with a grade or content team like I am, you have the opportunity to collaborate regularly. But even if you don't have this structure, you can seek out other teachers who interest you or seem to be like-minded.
Use conversations in teacher work rooms to find out what other teachers do, what their content covers, how they manage their kids, or ideas for activities. This provides different perspectives for our teaching, but also helps us understand our students better. When you stretch across class or content borders, you create interest for your students and growth for yourself.
"When you stretch across class or content borders, you create growth for yourself." #teaching
Click To Tweet
The biggest impact that collaboration has had for me personally is in the growth of my courage as a teacher. I have been doing this for a while now, and I'm pretty good because I reflect regularly and make little adjustments based on my reflections.. It wasn't until I collaborated closely with others that I learned to trust myself enough to take a chance and do something entirely different than I had ever done before, not just walk up a hill but take a leap off a cliff and try new things. My colleagues — my collaborators—gave me courage. We opened those doors together.
"My colleagues — my collaborators—gave me courage." – Julianna Vrooman #collaboration
Click To Tweet
The post Collaborating to Open Doors In and Out of the Classroom appeared first on World of Learning.


text:
Architecture of the .NET Services
Download this episode
Dive into the architecture that links many of the Microsoft .NET services and lets ISVs and businesses deliver compelling solutions. Learn how to compose these services with SQL Services to create applications in the cloud and connect them with on-premises systems. In this session we cover the next generation of messaging, data, access control, and directory services, and how they help developers.
John Shewchuk
Dennis Pilarinos
Available formats for this video:
Actual format may change based on video formats available and browser capability.
Event Homepage
More episodes in this series
SQL Services : Under the Hood
The Discussion
LOL!!! So Dennis, John what powers do you have??
Comments closed
Comments have been closed since this content was published more than 30 days ago, but if you'd like to continue the conversation, please create a new thread in our Forums, or Contact Us and let us know.


text:
Inside the dank, rotting hulk of a 150-year-old clipper ship, lying forlornly by a slipway in Irvine, Ayrshire, Peter Maddison was last night bedding down to save a piece of Britain's maritime heritage.
This is the City of Adelaide, an "inspiring, wonderful jewel", says to Mr Maddison, a former engineer from Sunderland. For a month he has been stowed away in a tent below deck in the fond hope that his presence can prevent her final voyage to South Australia.
There the clipper is to form the centrepiece of a multimillion-dollar heritage scheme. Already 100 tonnes of Australian steel – gifted


text:
Reminders that will help you drink sufficient water
Comments to enhance the standard of what you devour
Recommendation for the times you may battle
A number of diets that will help you include wholesome residing
Assessment of your vitamin and workout behavior so you'll enhance them
Frame abstract to turn you ways you're progressing (together with weight and measurements)
Core Options:
Water, Meal and Workout Trackers
Google Have compatibility Integration
S Health Integration
Android Put on
Lifesum is accessible on all Android Put on gadgets. The Lifesum app for Android Put on makes it simple to make wholesome possible choices all through the day. View every day's job at a look, use easy monitoring to log foods and water, and get useful ideas.
Bonus options (Gold participants handiest):
Sync with health trackers and wearables to without problems observe workout in Lifesum.
View meal data all the way down to the very final element with data on sodium, potassium, fiber, sugar, ldl cholesterol, saturated and unsaturated fats.
Choose between one of Lifesum's built-in diets, together with 5:2, Ketogenic and Prime Protein.
What is New:
We've were given a brand spanking new diets web page stuffed with new and thrilling diets – there's far more selection, and also you're assured to seek out one thing that fits you!
Don't put out of your mind to tell us how a lot you just like the updates – depart us a evaluate!
This app has no ads | GOLD options Unlocked | FIT paintings!
Document Title : Lifesum – The Health Movement Premium APK [Latest]
Document Dimension : 26.3 MB
Writer : not-available
OS Make stronger: Android
Lifesum – The Health Movement Premium 4.zero.6 Apk | Replicate