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EDITOR'S DESK: Christmas... do you feel it yet?
'Tis the season, and didn't that happen fast? But that's OK. Christmas is fun, whether I feel prepared or not. By the time the actual date rolls around, it always seems
like the right time. Is it that way for you too? (Apologies to any of you who don't celebrate Christmas for whatever reason. But you truly don't know what you're
missing.) I've had Christmases when it felt as if I couldn't buy enough gifts and times when my monetary status was down to that of the couple in O. Henry's "Gift of
the Magi." Yet the spirit of Christmas was still there, clean and true, so the material stuff didn't really matter. I was just sorry this year that deadlines prevented us from
seeing Woodman Valley Chapel's producton of "Scrooge." That story of Charles Dickens is one of the best things ever written. Christmas and redemption? In an odd
way, it seems appropriate.
Looking out at our Westside world in December 2010, we are constantly reminded how bleak the economy is. So many events call for a can of food anymore, I should probably just keep a permanent stock in the trunk of my car or one in my coat pocket. Maybe that sounds insensitive. It's just that times are so different now. It's especially galling to get hit up for handouts by able-bodied young men. I'm not an expert on the job market, but I do know that work is out there for those who really go looking... especially when you're young. It may not be the job you always wanted - and believe me, I can talk about that. You think I've always just walked into writing jobs? Try dishwasher, short-order cook, warehouseman, construction laborer, sod-layer, bus driver, ditch-digger, furniture mover, furniture finisher. Other guys and I would hang out at the temporary job office, ready to take anything (anything!) if our names were called. Once I worked all day, made $26, spent it all on a purse for Therese. It wasn't Christmas, but it felt like it.


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Kim Kardashian is robbed at gunpoint, people joke about it, others rally around her
Media outlets around the world paint a harrowing picture of what happened to Kim Kardashian early Monday morning in a private apartment in Paris.
According to her Snapchat, around 2:30 a.m. Paris time Kardashian was in her room Facetiming her brother Rob Kardashian and his fiancée, Blac Chyna, congratulating them on their baby shower.
About a half hour later, five men threatened the concierge of the 19th-century luxury residence with a weapon, handcuffed him and forced him to open Kardashian's private apartment, French officials told CNN.
Two of the men, wearing ski masks and police jackets, entered the room, where they held a gun to her head, tied her hands and feet with tape, and locked her in the bathroom.
"She begged for them to let her live and (said) she has babies at home. Then they wrapped her mouth in tape and put her in the bathtub," a source told E! News. "She thought they were for sure going to kill her."
The thieves stole a jewelry box containing $6.7 million worth of jewels and a $4 million ring, police sources told Paris media. They also reportedly took her purse, two cell phones and 1,000 euros.
According to NBC News New York, the five men escaped on bikes. They are still at large.
Kardashian's children, North, 3, and Saint, 9 months, were not involved in the incident, People reported. She was in town for Paris Fashion Week.
The public got its first hint that something bad had happened when Kardashian's husband, Kanye West, interrupted his set at the Meadows Music & Arts Festival in Queens, N.Y., Sunday night.
He was performing "Heartless" when he stopped and told fans, "I'm sorry, I'm sorry. Family emergency, I have to stop the show."
A festival rep came on stage about 10 minutes later and said West's set was canceled and that he had left.
The moment Kanye heard Kim Kardashian was being held at gunpoint by armed men inside her hotel room in Paris— E (@esheikh_) October 3, 2016
When news of the robbery started getting out, Twitter went into overdrive with snark and sarcasm. Some people didn't believe the reports of the robbery, suggesting it was like swimmer Ryan Lochte lying about being robbed at gunpoint at the Olympics in Rio.
sorry mom i can't go to school tomorrow kim kardashian was held at gunpoint— lexa (@alexaa_rayy) October 3, 2016
*Breaking news.— Bob Kostic (@causticbob) October 3, 2016
Kim Kardashian held at gunpoint to put her clothes back on.
Surprised Kim Kardashian didn't snapchat the whole thing.— Nick Parker (@NickJamieParker) October 3, 2016
#KimKardashian held at gunpoint? I think we all know who did this. pic.twitter.com/NfNLLA5D5b— Jake L Bennett (@JakeLBennett) October 3, 2016
@itsjoesutton @BoingBoing @KimKardashian she wasn't travelling with Ryan Lochte by any chance...— Adeel Khamisa (@anteyekon4myst) October 3, 2016
But Twitter quickly policed itself.
PSA: There's a huge difference between disliking Kim Kardashian and reveling in a woman being bound and held at gunpoint.— OhNoShanaTovah (@OhNoSheTwitnt) October 3, 2016
Why are people happy that Kim Kardashian was robbed at gunpoint? The situation could have easily left two kids without a mother.— ✌ (@byefeIicia) October 3, 2016
Whether you like Kim Kardashian or not, have some basic human compassion. Making sick jokes about her being held at gunpoint is disgusting— Beth ✨ (@BethXLouiseX) October 3, 2016
Hollywood celebrities rallied around Kardashian, too.
People making jokes about @KimKardashian tonight would do well to remember that she's a mother,a daughter,a wife,a friend.Be nice or shut up— James Corden (@JKCorden) October 3, 2016
Fame is interesting. Celebs are supposed to love you guys while also knowing you'd make a meme of our dead bodies to get retweets— christine teigen (@chrissyteigen) October 3, 2016
Please do not think that I think celebrities are special snowflakes. I just miss empathy, in general, for everyone.— christine teigen (@chrissyteigen) October 3, 2016
People reported that Kardashian left the hotel in two vans with a police escort, running red lights through the city on the way to the airport where she boarded a private jet for home.
"She is badly shaken but physically unharmed," her rep told People.

subset: commoncrawl


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Car Leasing Brooklyn Should Be Done Through The Right Place
Find The Right Place For Car Leasing Brooklyn
If you think that leasing a car in Brooklyn is the right thing for you to do, then you will have to check out all of the places that offer cars for lease. See if there are some that charge a better price than others, and see if there are some that have better maintained cars, as well. You will feel good when you find the best place in Brooklyn to lease a car through.
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When you know that you have leased the car from the right place, and that it is all that you need, you will feel excited about driving it around. It will be everything that you could want from a car, and you will be glad that you are leasing it. A good car is everything when you want to take a date out, or drive around with your family, and you will be glad to lease a great car in Brooklyn.
Check Online To Find Out The Facts
If you want to know the facts on different Brooklyn car places, then you will need to look online and see what you can find there. Your friends might offer some good help and advice, too, and by listening to everyone you will know what place you should lease the car through. And when you lease it through the right place the car will be everything that you could want from it, and you will be happy to know that. You will drive it around and feel good about how it is running and the amount of money you are paying to lease it.
Read more info at car leasing brooklyn.
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Not everyone wants to go through the hassle of buying a new car, borrowing money to do so and making payments for years on an asset that only continues to decrease in value. An option is to lease a car rather than buying it. There are both advantages and disadvantages to leasing.
Lower payments
Typically, you get much lower monthly payments when you lease a car than when you buy it. This is because you are paying for much less of the car each month. One thing to consider is how much you have to put down on your lease, because that is a cost to add onto your monthly payment costs.
Car remains under warranty
Most leases are either two or three years long, which means your car remains under warranty the whole time you have it. That means you won't have to pay for any breakdowns.
Shorter commitment
If you are the type of person who likes to upgrade your car every few years, then leasing is a good option for you. You drive a car for two or three years then give it back and get a new one.
Constant payments
When you lease, you are constantly paying for a car with nothing to show for it once the lease ends. Even though cars depreciate, once you are done paying one off, it usually still is worth a few thousand dollars.
Mileage restrictions
Nearly all leases have mileage restrictions. Most leases allow only 10,000 or 12,000 miles every year and have large penalties if you exceed that amount. That makes a lease a bad option for someone who has to drive a lot.
Leasing has both pros and cons, and you have to weigh both before you decide if leasing a car is the right choice for you.
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Car Leasing Company, Brooklyn, New York
General description.
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Services offered.
If you are the owner of an old car, car lease Brooklyn helps you solve the problem by selling the car on your behalf. They ensure that the money sold is adequate to lease a new car from their fleet of vehicles. The Brooklyn staff are well trained and have an extensive customer care for their clients. These staff help customers to take advantage of lease specials and they answer their questions to satisfaction.
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You would like to lease a car in order to get from one place to another, you would like to find a car that you can borrow that will take you where you need to go. There are a variety of companies out there that offer vehicles that you can rent, but you need to know which company is going to stand above the rest when it comes to your needs and all that you are looking to get. When you are looking for car leasing Brooklyn options, make sure that you know what is going to make one company stand above another. Make sure that you know what is going to help one company be a better pick for you than all of the rest.
Look for Car Leasing Brooklyn Help from the Fairly Priced:
When you are trying to find those who will set you up with a good vehicle to rent, you don't want to be ripped off. Make sure that those who supply you with a vehicle do that at a price that is fair.
Look for Car Leasing Brooklyn Help from Those Who Care for Their Cars:
You are trying to get set up with a car that you can trust to take you from one place and to another. You need to find such a car through the company that takes care of all of the cars that they keep on hand.
Find the Best Car Leasing Brooklyn Assistance:
When someone like you has to get to a place that is a good distance away, you want to rent a car that will not let you down. Look for a company that will set you up with that at a good cost.
Get more info at car leasing brooklyn.
What to Consider When Looking for Car Leasing Brooklyn Services
You would like to lease a car so that you have a way of getting around, but you need to know how to find the right option in regard to the vehicles that are out there and the companies that offer them. You need to know how to find the right option when it comes to car leasing brooklyn and the services that you need. Look for those who are going to set you up with a car in a good way.
Choose Reliable Car Leasing Brooklyn Services:
When you are looking to lease a car and go out and about in it, you need to know that it is going to run well for you while you are on the go. You need to know that you can rely on it to keep going as you go out and about. Make sure that you lease a car through those who offer only options that are reliable and that will run well for you.
Choose Fair Car Leasing Brooklyn Services:
You need to know that you can lease a car without spending too much money on that vehicle. You need to find those who are going to allow you to lease a car for a price that is affordable. Look for a car lease through those who offer services that are affordable and that are fairly priced for what they offer.
Choose the Right Car Leasing Brooklyn Services:
Know what you need to get from the leasing service that you turn to, and make sure that you can get the vehicle that you are seeking at a cost that works for you. Look for a lease through those who offer reliable and fair services.
Advantages, Disadvantages of Leasing a Car
Advantages, disadvantages of leasing a car
When it's time to get a different car, you have a few options. You can buy a new car, buy a used car or lease a car. There are some distinct advantages and disadvantages to leasing that you should consider before making a decision.
Lower payments
One of the best advantages to leasing a car is that it allows you to get lower payments. Car payments are usually double or even more what it costs on a monthly basis to lease the car. Many lease offers also include no down payment, so you might be able to drive off the lot with a brand new car for $200 a month with no money down.
Short term
Most car leases are either two or three years, which means you aren't tied to a vehicle for very long. Most new car loans are five years and many are even longer, which ties you to a car for a significant amount of time.
Warranty coverage
When you lease a car, it is covered by warranty for the entire period you have it, which means you won't have to worry about paying extra for anything beyond routine maintenance.
Mileage restrictions
Car companies want to be able to resell the car once your lease is done and get as much for it as they can. One way to do that is to keep the mileage on the car low. Most leases restrict mileage to 10,000-12,000 year, which makes leasing not a good option if you travel out of town a lot or have a long commute. There usually are stiff financial penalties for exceeding the mileage cap.
Essentially renting
When you buy a car, even though it depreciates, you still have an asset with some value after you've paid off your loan. Once your lease ends, however, you have nothing to show for it. To know more click this car leasing brooklyn.
What to Look for When Choosing Options for Car Leasing Brooklyn
Choosing a vehicle that you can lease and put to use in order to move your family around the city can be hard to do, but there are options out there for you and there is one good one that you can find if you know how to look for that. There are car leasing brooklyn options that are open to you that will give you all that you need, you simply need to know how to weed through those options and find the one that is going to work out the best for you.
Look for Affordable Car Leasing Brooklyn Options:
When you are trying to find a car that you can lease and that you can use to travel around with your family or to get where you need to go, that car should be offered to you at a price that you can afford to pay. You should look for a car that you can lease for a price that works with the limited budget that you have.
Look for Simple Car Leasing Brooklyn Options:
When you are trying to rent a car, you would like to have things work out for you in as simple of a manner as possible. The car that you choose to lease should be one that you can get without filling out too much paperwork or going through too much bother. Look for a car leasing option that is easy to take care of and that will get you into a car quickly.
Find the Right Car Leasing Brooklyn Options:
Make sure that you know what options are out there when it comes to leasing a car in Brooklyn.


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Visitor Center 311 Windeler Road, Howell 07731732-919-0996Environmental Center 331 Georgia Tavern Road, Howell 07731732-751-9453Ranger Station - 732-938-6760Park Brochure & Map | Tick Advisory
Park opens daily at 7 a.m. November 1-March 31 and 6 a.m. April 1-October 31.Closing time is 9 p.m. through June 10; 9:30 p.m. June 11-July 15; and 9 p.m. July 16-August 19.
Our May 30 deadline to submit spring photographs for consideration into our 2020 Photography Exhibit is fast approaching.
2020 Photography exhibit - "Colors of Nature at the Manasquan Reservoir"
Calling all photographers! Don't miss your opportunity to enter our 2020 exhibition! Photographers may enter in one of three divisions: Youth, Amateur, and Professional. Entrants may submit a maximum of two photographs per season, one for each category, for a maximum of eight total entries for the year. Please note that the exhibit will be held in the Environmental Center.
Awards and Exhibition Dates Daily from 10 a.m.-4 p.m., February 1-29
2020 Submission Timeframes for Each Category:
Winter Category: January 1 to March 15, 2019
Spring Category: March 16 to May 30, 2019
Summer Category: June 1 to August 30, 2019
Fall Category: September 1 to November 30, 2019
Photo Exhibit Entry Form
Photo Entry Instructions
2020 Submission Timeframes for Each Category:
Winter Category: January 1 to March 15, 2019
Spring Category: March 16 to May 30, 2019
Summer Category: June 1 to August 30, 2019
Fall Category: September 1 to November 30, 2019
Photo Exhibit Entry Form
Photo Entry Instructions
Spend a day fishing, boating, or walking the trail at this beautiful spot in southern Monmouth County. Now the most visited site in the Monmouth County Park System, over one million visitors come to the Manasquan Reservoir each year.
Park features:
The Manasquan Reservoir is a source of water for municipalities and utilities. The Reservoir is also a natural setting for recreational activities and outdoor pursuits. The 770-acre Reservoir is part of a larger 1,208 acre site that include woods and wetlands, a 5-mile perimeter trail, fishing and boating areas, and a Visitor Center. A bicycle repair station with a tire pump and tools has recently been added by the main trailhead kiosk near the Visitor Center.
The site also features an Environmental Center, dedicated to providing experiences of learning and discovery related to wetlands ecology and wildlife and habitat protection through interactive exhibits, multi-media presentations, educational activities for schools and community groups, and wildlife observation areas.
PLEASE NOTE: Large group (over 50 people) gatherings are not available at this site. Please see Picnic Areas for nearby county Park System facilities where large groups can be accommodated. Swimming is not permitted. About the Reservoir The reservoir is an important part of the water supply in Monmouth County. Water from the Manasquan River enters and exits the reservoir through the inlet/outlet tower in the front of the main dam. With a 4 billion gallon water capacity and a maximum depth of 40', the reservoir can supply up to 30 million gallons of water a day.
Aquatic Herbicide Application On June 7, the New Jersey Water Supply Authority will initiate a 4-acre pilot hydrilla management program off the Manasquan Reservoir boat launch by applying a pelletized herbicide application. Hydrilla is an invasive aquatic plant that degrades the natural habitat quality of the Reservoir. The herbicide selected, Sonar H4C, is a slow-release pelletized formula that contains the active ingredient fluridone. The application will be the first of up to five treatments that are scheduled to take place over the summer and early fall. For additional information, visit the Authority's website www.njwsa.org/hydrilla which contains information about the pilot program, Hydrilla specific FAQs, and up-to-date details about the project. More in depth questions may be directed to Kenneth H. Klipstein or Heather Desko at the Watershed Protection Office 908-730-0270.
Visitor Center This Center is the site of all boating activities at the reservoir and features a boat rental area, bait shop, vending machines, restrooms, fireplace and program activity rooms. The bait shop is closed December thru February. The second level observation deck offer spectacular views of the site.
FishingThe Reservoir is open year round for fishing and is stocked with large and small-mouth bass, hybrid striped bass, tiger muskie, bullhead catfish and panfish species. A State fishing licenses is required for anglers age 16 and over. A license can be purchased at any local fishing supply/bait shop or by visiting the NJ Division of Fish & Wildlife website. Fishing licenses are NOT available for purchase at the Manasquan Reservoir.
BoatingThe boat ramp is open for the season March 1 through November 30. Seasonal and daily boat launch passes are available at the cost of $7 daily or $50 seasonal. All vessels must be launched from the east ramp at the Visitor Center. Boating is a great way to explore this site, take advantage of the fishing opportunities, or simply relax. All boats (with electric motors), sailboats, kayaks and canoes must be at least 8' in length, are permitted on the Reservoir. All persons boating on the Manasquan Reservoir shall wear a U.S. Coast Guard approved type I, II, III hybrid inflatable, or V personal flotation device in serviceable conditions. New Jersey State Boating laws and Park System rules and regulations are in effect on the water. See our rules and regulations for the Manasquan Reservoir.
Boat/Kayak RentalsAt the Visitor Center, park patrons ages 18 and older can rent rowboats (1-hr $14.54 or 4-hrs $35.64); electric motor powered rowboats (4-hrs $46.42); and kayaks (1-hr single person $14.54 or 1-hr double person $20.63). Cash or personal checks only; credit cards not accepted. A $10 deposit is required for 1 hour rental; $20 deposit required for 4 hour rental. Motor boat rentals are offered from April-October 31 and kayak rentals from May 4 - October 31. (Prices do not include sales tax.)
Boat rentals begin at 7 a.m. The schedule for the last rental of the day and when all boats must be returned is as follows:
Please note that the operation of an electric motorboat requires a NJ boating safety certificate.
Private Sail Lessons June 15-August 23 (adults) Catch the wind during your private sailing lesson in our 15' American sailboats. An experienced sailing instructor will be with you to answer all of your sailing questions. Novice as well as experienced sailors looking for a refresher are encouraged to register. Learn proper sailing techniques including how to read the wind, maneuver your sailboat, and how to be a captain!
Be sure to call in advance for your private lesson. The cost is one 3-hour lesson $160 for two people, $120 for additional lessons. To schedule your lesson, call 732-842-4000, ext. 4238.
Bicycle Rentals
The schedule is as follows:
Daily: May 23-September 2
Friday-Sunday: May 10-19 and September 7-October 27
Rentals available starting at 9:30 a.m. Last rental at 6 p.m. All bicycles must be returned by 7 p.m.
Rental rates are as follows:
Standard bikes - $13 for an hour or $20 for 2 hours (Available in sizes 20" youth, 24" teen & 26" adults)
Fat tire bikes - $15 per hour
Bike trailers - $13 per hour (Passengers must be at least 10 months. Maximum of two riders per trailer. Maximum weight capacity 80 lbs.)
10 Rental Package Card - $107(prices include tax)
Please note:
Helmet rentals are included all bicycle rentals. Helmets must be worn at all times when riding a rental bicycle. This applies to adults and children.
Rentals offered weather permitting. Call 732-783-4222 to verify before heading out.
The schedule is as follows:
Rental rates are as follows:
Please note:
Boat Tours These 45-minute tours of the Manasquan Reservoir, Howell, are narrated by Park System Naturalists and include opportunities to view local wildlife including turtles, egrets, herons, ospreys and perhaps a bald eagle. Life-jackets are required. The cost is $6 per adult and $4 per child, 12 and under. Please call 732-751-9453 to confirm schedule as tours are both weather and water level dependent. All tours leave from the Visitor Center.
The schedule is as follows:
Weekend & Holiday Tours May 4-September 2 2 p.m, 3 p.m., 4 p.m. & 5 p.m.Wednesday Tours July 3-August 28 2 p.m., 3 p.m. & 4 p.m. First Friday Evening Tours June 7, July 5 & August 2 6:30 p.m. & 7:30 p.m.
Weekend & Holiday Tours May 4-September 2 2 p.m, 3 p.m., 4 p.m. & 5 p.m.Wednesday Tours July 3-August 28 2 p.m., 3 p.m. & 4 p.m. First Friday Evening Tours June 7, July 5 & August 2 6:30 p.m. & 7:30 p.m.
Trails The 5.1 mile gravel Perimeter Trail offers panoramic views of the Reservoir and provides a great trail experience for all users. This trail loops all the way around the reservoir and has a fairly even, well-maintained surface and is designated as a MODERATE trail due to its length. Mileposts are marked on the trail. A bicycle repair station with a tire pump and tools has recently been added by the main trailhead kiosk near the Visitor Center. An additional 1.1 mile Cove Trail is a scenic nature trail which explores the lakeshore around the Environmental Center and is open to pedestrains only.
The online reservation system is a quick and easy way to book at tee time at one of 6 golf courses.
From Seven Presidents Oceanfront Park to Historic Walnford, the Park System offers over 30 park areas to explore.
From pottery classes to nature walks, programs and activities are a great way to meet people and explore new interests.
Receive timely updates regarding Monmouth County Park System programs, special events & golf course promotions.


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Makeover Column V: Engaging Students to Continue to Think About the Past Once Class Is Over
James A. Diskant, Ph.D.
In my previous columns, I argued that the creation of community should be at the center of any history class, that its central focus helps students understand political choices people make to meet their community-based needs, that students need to consider the values people hold which both helps students to understand themselves and others better, and that a possible way to accomplish these intertwined goals is in a truly world course that includes the United States. Yet at the same time we need to teach reading, writing, and thinking skills. But how to accomplish all of these goals in the midst of often competing goals of school priorities, local pressures, and/or state testing while keeping students motivated and engaged to participate in class when they might want to be somewhere else?
Two of the presentations at the World History Association's 16th Annual Conference in Milwaukee, Wisconsin (June 28-July 1, 2007) provide thoughtful starting points to answer this essential question: Jean Fleet's Keynote Address: "Reconstruction and World History: Theory and Practice" and the panel on "Historical Literacy" co-facilitated by Linda Black ("Using Children's Stories to Teach Point of View and Historical Context in History") and Sharon Cohen ("Using Memoirs in Teaching World History). Fleet, Black, and Cohen challenge us to engage our students in meaningful ways. Collectively they remind us of the underlying importance of history education: to engage students to think critically.
In her thoughtful keynote address Fleet emphasized that in thinking and planning to teach history, it is important to understand how the past is reconstructed by a variety of factors, including current historical knowledge, theories about knowledge acquisition, and our own perspective. In other words we—as teachers—need to find ways to allow our students to appreciate and understand historical complexities. She suggested that an excellent way to accomplish these important goals is through the use of art and architectural projects. In so doing, students can both come to enjoy and critically analyze visual images, as well as tap into their creative side.
In a highly useful panel discussion/workshop Black and Cohen presented strategies to improve literacy. Black argued that students will be able to become historically literate if they do something many times to retain it: she quoted the thinker Barry Beyer (Practical Strategies for the Teaching of Thinking, 1987) who argued that high school students need to do something at least 55 times to actually learn it! Since the most significant learning occurs when learners tap into what they already know, Beyer argued, teachers need to scaffold what students know. In consequence, Black creatively developed the idea of developing a lesson around reading different versions of the children's story "The Big Bad Wolf and the Three Little Pigs" so that students will be able to analyze loaded words, bias, point of view, frame of reference, and historical context. Cohen used a different focus, that of reading historical memoirs to teach emotional empathy. She used Richard Kim's memoir Lost Names, Scenes from a Korean Boyhood (Berkeley: University of California Press, 1988) about the Japanese occupation of Korea during World War II to show how students can learn evidence about how Koreans maintained traditions, sustained based loyalties, and resisted external challenges posed by Japanese colonization while at the same time learning to put this evidence in a historical context.
Fleet, Black, and Cohen collectively demonstrated the importance of tapping into students' pre-existing knowledge to gain student interest, whether for the purposes of a class project or to improve reading skills and retention. Such thinking and planning is obviously at the core of all good teaching and yet I continue to be struck by a conflict between what we as teachers think we are doing to teach well and what students actually absorb about the past. In this column I will take Fleet, Black, and Cohen's insightful arguments further and discuss strategies for students to continue to learn—with enthusiasm and motivation—once the class period is over. What I am trying to address here is getting students to do something more than simply what is expected of them so that they learn things that matter to them. In this task I'm reminded of two fabulous books: Robert Fried's The Passionate Teacher (Boston: Beacon Press, 2001) and Katherine Simon's Moral Questions in the Classroom: How to Get Kids to Think Deeply about Real Life and Their Schoolwork (New Haven: Yale University Press, 2001). Both Fried and Simon argue that students want to grapple with difficult issues about their lives, and that one of the primary purposes of teachers is to guide this process carefully, cleverly, and passionately.
In my experience it is difficult to tease out content and method, since I would suggest that for many students that they are in fact inseparable. These conclusions come from what students told me, my own observations of a successful class, what I heard students talk about with their peers as they left the room or—even better—later in the day over lunch, and what some students wrote in their end-of-the-year evaluations: namely the value of role playing activities, an architectural project, and debates. As one student put it at the end of the year, "Debates helped us go into depth," while another wrote that in the future I should do more "physical activities such as the triangle trade activity (sic)" (this was actually an activity about trading in the Indian Ocean; see Addendum #1).
All of these activities that worked to retain interest for a diverse group of students had a variety of components in common: problem solving, movement-based, and student-driven. First, all of these activities had problem solving and sharing components that tapped into students' desire to participate in uncovering the "truth" or possible interpretations of the truth. Second, they all allowed, in varying degrees, for kinesthetic learning, or as one student graphically wrote, "for us to do something more than sit on our butts and take notes." Finally, they were all student-centered, not teacher-centered, which allowed students to take greater ownership of their learning. I realize that in the midst of all of our competing goals for teaching these three things are easily forgotten. However, we neglect them at our peril, because while some students will do what we expect of them, they may not really retain material. And what about those who learn best by doing, like half of all learners?
Second, the kinds of content that were needed for all these activities were comparative, they tapped into students' pre-existing knowledge, and they resembled a real situation that allowed students to use the information they had to work together, like people do in real situations. While the activities involved reading, they had other materials to use, from artifacts to poster board. These activities are described in detail in the three addenda at the end of this column.
First, the Indian Ocean Trading Activity is one of my favorite activities and was developed by my friend and former colleague Lori Shaller (Martha's Vineyard Public Charter School). It is a role playing activity that involves figuring out one's identity and one's role in the trading process of the 14th and 15th centuries, and then participating in the trade itself. Students are given reading material from each of the five groups, as well as artifacts and illustrations about the particular group of traders, whether they traveled (the Chinese or Muslims) or whether they welcomed outsiders in exchange for goods that they wanted or needed (the Cambodians, Indians or Kilwanese) in Southeast Asia, India, or eastern Africa respectively. Students liked it for several reasons: they used artifacts they could touch, they enjoyed looking at illustrations, they enjoyed acting like detectives or historians, they liked doing something where they could move around the classroom, and they liked seeing how people were able to get what they wanted or needed. It culminated in a writing/journal entry where they wrote about which of the participants they would have liked to have been and why.
Second, my former colleague from Northeastern Whitney Howarth (now at Plymouth State University) developed the activity, "Building a Legacy: 17th Century Architecture" as a way for students work together to design buildings that represented cultural values of one of five different 17th century places: Bohemia, China, Mysore, the Ottoman Empire, and Tibet. As a class they had already studied Versailles and the Taj Mahal. Great decisions ensued about what kind of structure to build, how to design it, and what to do when "fate" intervened—that is when they had to adjust their plans due to a war, revolt, or natural disaster. As a group they had to create the blueprint for their structure, both inside and outside, and then present it to the class. This activity culminated with a quiz on what they had learned from their classmates about the five different places.
Finally, the debate: "Revolution or Evolution?" was a creative way to end the year. As a class students were used to debating, particularly in the form of an inner/outer seminar and kept asking that we do more of them. In this one—unlike previous ones—there was no moderator and the listeners (more than half of the class) listened to the debaters (who volunteered to do so) make their points. In order to make it more exciting, I pretended at the last minute that Napoleon was unable to attend the meeting and that they—as his advisors—had to take good notes and vote accordingly. It was a superb way to conclude the year and in almost all of my classes, debaters did an excellent job and the listeners understood that Napoleon may have accepted pieces of three groups (the exception being the former slaves) and used ideas of gradual change to legitimize his position. Their participation—whether as debaters or listeners—counted as a test grade.
In all three of these activities students—from the most conscientious to the least motivated—shared positive comments with me. But more importantly I observed—after class, in the cafeteria, after school—was that many students genuinely cared about the outcomes. They were truly engaged in the learning process and were willing to do all of the things I required—like coming to class prepared, doing their homework (!), listening or talking, reading, taking notes, working together, and thinking creatively, imaginatively, and historically—to do so. Yes, learning came to matter to them; it made a difference to them. Our challenge as teachers, I humbly suggest, is that we design more and more activities so that students will continue to think about the material once the class is over and before they go off to their basketball game, listen to music, or go to their part-time job. As teachers we often forget that without this spark, most students will refuse to learn the skills they need, because the course work is boring. Our job is make it come alive in meaningful and engaging ways.
Addendum # I:
World and U.S. History I
Class work on Indian Ocean Trade
Using the background reading that you did over the weekend, the materials in this packet, and the artifacts at the different tables, your job will be to use your excellent investigative skills to figure out answers to questions about who your group is. The overarching key question for today and tomorrow is: "What factors made the Indian Ocean trade so effective for almost 3 centuries"?
I. Modern Connections, Comparisons, and Contrasts:
1.) What are the purposes of a trade system if it works correctly?
2.) Does such a trade system exist today? Why or why not?
II. 14th Century Trade:
1.) What are your initial thoughts to answer the Key Question for the next 2 days: "What factors made the Indian Ocean trade so effective for almost 3 centuries"?
2.) Group Activity:
Step 1: Look at the maps of the trading area.
o What were the most important goods are traded?
o How were they traded?
o Who did the trading? Why?
Step 2: Look at the five sources of traders that are identified by a symbol: circle, hexagon, rectangle, square, and triangle. Your group will be assigned one of these groups -- people from China, Eastern Africa, India, Southeast Asia, or Southwest Asia. You will need to figure out who your group is, where they come from, where they're going (if they go anywhere), what they're bringing to trade, what they're getting in exchange, the time span of their trip, and their religion.
o Use the Source Questionnaire on the reverse side to answer the questions.
o Once you have determined who you are and answered the questions, the trade will happen.
Step 3: Tomorrow we will put the pieces of the puzzle together to explain the effectiveness of this trading system.
Addendum #II:
World and U.S. History I
Dr. Diskant
Weekly Assignments #17
For Tuesday, December 5:
Read over the project description, "Building a Legacy: 17th Century Architecture" and, if you are not the ruler, decide the part you would like to have. On Tuesday you will need to work through all 5 of the planning steps, so that you will be ready to design a rough blue-print of your building on the provided poster-sized paper on Wednesday.
For Wednesday, December 6:
Come prepared to continue working on your building project.
For Thursday, December 7:
Present your plans to the class and individually answer the following questions:
1.) How does the building you designed reflect your cultural values?
2.) What were your greatest challenges in planning the building?
3.) How did the FATE card affect your project?
4.) What would you have done differently if you had to do it over again?
For Friday, December 8:
Make a visual representation that answers the following question that shows the significant shift of power in this period and the change towards European influence:
Given that four powerful 16th and/or 17th century Asian empires—Ming, Mughal, Ottoman, and Safavid—had similar and cooperative economic and political interests in Africa and/or Asia, how could four European empires—the English, French, Portuguese, and Spanish—begin to gain economic and political power for themselves there and in the Americas?
This could either be a cartoon, map, picture, or combination thereof. Be sure to include relevant caption(s).
For Monday, December 11:
Reflect on the presentations that you heard and the different kinds of buildings that were designed to show off the greatness of 5 places in the 17th century and answer the following questions:
1.) What do these designs collectively show about the values of 5 different societies: Bohemia, Ming, Mysore, Ottoman, and Tibet?
2.) Were they realistic? Why or why not?
3.) In what ways do buildings show cultural values of a particular society?
Also fill out the Self Evaluation for your role in "Building a Legacy: 17th Century
Addendum #III:
World and U.S. History I
Dr. Diskant
Debate: Revolution or Evolution?
Friday, June 15, 2007
Imagine that it is 1810 and the French emperor Napoleon Bonaparte has invited Chinese government officials, English merchants, French peasants, and former slaves from the newly created country Haiti to learn different views of how to make changes to meet peoples' needs. They will need to answer the following questions:
1.) What is your theory of social improvement?
2.) What do you think about the social and political events of the last 50 years?
3.) How have members of your social group (however you define it: by caste, by class, by tribe) benefited by those changes you discussed in the previous question or failed to benefit by those events?
4.) What advice do you have for others in the same situation?
5.) What do you value the most: social cohesion or social upheaval? Why?
Once the debate is over, you will need to reflect on what you've heard:
I. Did each group provide an accurate view of the ideology that they were presenting and answer the above questions? Why or why not?
Chinese Government Officials:
English Merchants:
French Peasants:
Former slaves from Haiti:
II. Imagine that you are Napoleon: which viewpoint would you have found to be the most persuasive? You may vote for one or two positions. Explain your vote.
Biographical Note: James A. Diskant, Ph.D., teaches at the John D. O'Bryant School of Mathematics and Science in Roxbury (Boston), Massachusetts, and was a Program Associate at the former World History Center at Northeastern University in Boston, from 1999 until it closed in 2003. He continues to keep the Center's ideas alive through teaching, writing curriculum, and participating in a Book Group, and hopes that the Center will find a new home in the Greater Boston area in the near future. He can be reached at firstname.lastname@example.com
|Home | List Journal Issues | Table of Contents
|© 2008 by the Board of Trustees of the University of Illinois


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BEACH FEVER...tenenen!Jeez. I know I've always wanted to live in the beach but I guess too much of it can lead you getting...sick.
I was sick last night, but I think I will be again.
So let me summarize this...
Two days ago, my friends and I headed to The Land of El Cheapo, a.k.a. Puerto Galera. It's the best (well not really) place to spend three days of freedom from... the world.
Before that I stopped by the Town to grab some stuff....Havies (it was a tough decision as always on which one to get)...Topshop undies,Aviator shades,a new swimsuit and a dress...and I felt like I was so ready to go.
So we did spend three days and two nights having fun (kahit sobrang bitin), I got home at 6 today and at 12 (which is an hour away, by the way...oh cool they rhyme), I will be dragging my ass to Pangasinan with my cousins. We MIGHT go to the Hundred Islands in the morning.
I can't believe summer classes will be THIS soon. Well at least I'm seeing Bub and my friends again. But I haven't gotten enough of...bumming. Ugh.
People have been texting me out of nowhere! But who really surprised me was Beau Canlas. I was lying in bed in the room we rented (which was really nice for the price we paid...)and he was like, "What it do baby?....no, this is not a mistext." It cracked me up big time. To think that I was sick at that time he texted...I fell asleep. Sorry Beau. :-(
I saw Camoi of Pinoy Stories there, she seems like a really cool girl. I texted Chucky and he told me to talk to her. I was too shy.
Oh well.
Finally the WiFi has been installed. Yay.
Freakin' Sandmite bites. I always get these when I head to the beach.
At least I got a tan. HAH!
Will upload pictures in Multiply soon....as soon as Multiply gets....fixed. Or something. Ayaw kase mag-upload eh. Laging error on page. Grr.
I'm so sleeeeepy.
Peeps, thanks for being my partner. Haha. Love you.
One Tree Hill has been playing in the DVD player over and over. I mean, I do love The O.C. (Oh, Seth Cohen! Oh, Baby! lol! Season 3 SUCKS big time, though. Yeah. Sadly.) But I think One Tree has more....substance. Plus it just keeps getting better and better.
I can't wait to get back to the beach.
But I guess sleep comes before that.


text: This package brightened up my weekend. I have experimented with making prints of my work a few times and none of the attempts ever felt like a good fit, but these little babies are awesome. I only ordered a few pieces to see how they would translate, how true the image would appear and what the quality would be like. They exceeded my expectations and the customer service was excellent as I worked through the process of uploading, resizing etc... The images are printed on sustainable birch, maple and bamboo plywood in a factory that is 100% solar powered. The sides of the panels have a clean look that I really like and they have a keyhole hanger in the back so they can hang unframed. (they also have a small cut out and wooden wedge so they can stand on their own). I'm planning to add a new 'prints' section to my Etsy later today.


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As most of you are probably aware, I am now a Younique presenter and have started the Clean And Green Girls Make Up Business.
I've been waiting for my Presenter's Kit to arrive for about a week and been itching to try the make up – especially after my sister got the Moodstruck 3D fiber lash mascara and posted this photo on Instagram:
So when I was awoken this morning by a knock on my door and opened it to find the postman there holding a box emblazoned with 'Younique' you can imagine my excitement!
I opened the box immediately and this is what I found:
- Moodstruck 3D fiber lash mascara
- Divine Daily Moisturizer (50ml)
- 3 x Moodstruck Minerals Pigment (In shades: Sexy, Confident & Corrupted)
- A Presenter Guide
- Cosmetics & Skin Care Catalogue
- 3 x Brushes (Crease Brush, Deluxe Brush & Liner/Shader Brush)
- Moodstruck Precision Pencil Eye Liner (In Pristine[white] & Perfect[black])
- Foundation/Powder Colour Swatch
- Lucrative Lip Gloss
- Moodstruck Precision Pencil Lip Liner (In Pompous)
- A White Status Presenter Charm on a purple ring
- All of the above was packed in to a lovely embossed case
The first thing I noticed was quality. All of the make up and the brushes just screamed quality to me, I knew that I had made a good decision and wouldn't regret choosing Younique. My biggest issue when I try to sell something is not believing in the products – already I've fallen in love with these!
The products I tested first were the Moodstruck Precision Pencil Eye Liner in Pristine, the Liner/Shader Brush with Moodstruck Minerals Pigment in Sexy and Confident and, of course, the Moodstruck 3D fiber lash mascara and, well, the results speak for themselves!
I couldn't believe the results and was so happy when I realised I would never have to fiddle with the glue and associated faff of fake lashes ever again. As an added bonus, I am not worried about any damage to my natural lashes as the mascara actually conditions them – I cannot find a single downside to this mascara and now 100% understand why it is the leading product in the Younique range.
I've now been wearing this make up all day and not had any issues, I will admit that I was worried that the fibres would fall in to my eyes and cause irritation but thanks to the transplanting gel, no such issues have occurred. I was dubious of the shade of the Mineral Pigments at first as well but actually really love it now! You can see this a bit better in this photo:
All-in-all I am really very impressed with the quality of the make up and how well it really works (no smudging has happened at all today which is quite an achievement for me!).
If any of you want to try any of the products or see them in action, let me know and we can arrange to meet up. I can also do make up parties for anyone interested and there is the opportunity to host your own virtual party here (where you can earn Y cash to get your own free make up!) or to buy directly from one of my parties here. If any of you are interested in becoming a presenter yourself, please feel free to message me on Facebook for more info.
Oh and finally – HAPPY WEEKEND!
(And Happy 1 week anniversary to www.cleanandgreengirls.com!)


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Contemporary Professional | Personality | Perfect Light: $250.00
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Environmental Head Shots: $475
Great For Social Media, Includes;
On Location Session with Studio Lighting
2 Looks of choice
Full Image Edits Included
Shared Copyright Release
2 Week Online Proofing
*Group Rates –
Up to 3 People – $875
Up to 5 People – $1,200
Up to 10 People – $1,700
Up to 15 People – $2,075
Up to 20 People – $2,400
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*We require 9 ft ceilings and a private room (min 10 ft x 15 ft) with shades.
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We use only the finest state of the art software to lightly remove wrinkle lines, lighten skin tones,whiten teeth, sharpen eyes and remove blemishes.
We take the utmost care to ensure you look your best while staying true to your brand.
The image to your left is a perfect example of an editorial that highlights you at your best!
Model Session / Comp Cards:
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Note: Normally we do not charge a scouting fee, but If the location is far from Orange County, we may request that you reimburse us for travel expenses.


text:
Using the onboard mics means the mix is a result of where players are in relation to one another and the recorder. Any EQ adjustments and reverb additions will have to be made on the WAV files on the Tascam multitrack or Garage band before burning the CD.
What's great is that it's very easy to operate and has plenty of memory, so I can just set it to go and then just worry about making music without being a recording engineer at the same time


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This is a 2 step process. Please complete
the following form to give us the information we need about you to make
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to use PayPal to make either a deposit per person to hold your reservation, or give
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Update: Don't worry, it's back now!
Our channel has returned! Quick, put everything back to where it was! pic.twitter.com/DL3mYyjT9M
— Minecraft (@Minecraft) August 23, 2016
Who would've thought that Mojang's YouTube channel could get shut down by a copyright claim? That's exactly what happened a few hours ago. Mojang's official channel was shut down by YouTube, citing a "trademark claim by a third party".
We can only assume what the trademark claim was about. YouTube's copyright claim system is very pathetic and easily manipulated- it could have been done by anybody.
@Z_MINER_MC @xDarkAbsolute they think it was some troll that marked mojang as stealing Microsoft property I think
— Nexypl (@nexypl_) August 23, 2016
Some speculate it was simply some troll pretending to be Microsoft. Even still, it's extremely surprising that YouTube didn't think twice about shutting down the channel.
Just goes to show, nobody's safe. Not even Microsoft.


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At Christmas play and make good cheer,
for Christmas comes but once a year.
(Thomas Tusser)
The source for the proverb is Forty Thousand Quotations: Prose and Poetical by Charles Noel Douglas (Bartleby.com). The poster is made with AutoMotivator. The illustration is John Leech's rendering of "Mr. Fezziwig's Ball" for Dickens' A Christmas Carol at Wikipedia.


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Rise Against released their first album, The Unraveling, in 2001. It was produced by veteran punk producer Mass Giorgini on Fat Wreck Chords.This is the only Rise Against album where frontman Tim McIlrath does only lead vocals, and does not play guitar.Two of the songs were used in the Dreamcast game Propeller Arena. The album was rereleased in 2005. It was remixed and remastered as well as had 2 bonus tracks included. Here is the track listing:
- "Alive and Well"
- "My Life Inside Your Heart"
- "Great Awakening"
- "Six Ways 'Till Sunday"
- "401 Kill"
- "The Art of Losing"
- "Remains of Summer Memories"
- "The Unraveling"
- "Reception Fades"
- "Stained Glass and Marble"
- "Everchanging"
- "Sometimes Selling Out Is Giving Up"
- "3 Day Weekend"
- "1000 Good Intentions"
- "Weight of Time"
- "Faint Resemblance"
- "Join the Ranks"
- "Gethsemane"


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It is time to consider bringing in licensed Public Adjusters in the event that your home, business or boat suffers damage whether due to Fire, Water, Lightning, Wind, Hail, Tornado, Vandalism, Hurricane or Sinkhole. A Public Adjuster is your personal claims representative with only your best interests at heart that will fight to recover the maximum settlement for your claim.
When you file an insurance claim your insurance company is going to send out an adjuster that they pay and have trained to handle the claims their way. As a Public Adjuster we are hired directly by you, the policyholder, with only your best interest in mind. We will assist you in recovering the largest available settlement for your loss.
We have a Licensed Public Adjuster ready and able to assist you with the handling of your insurance claim. We work strictly on a contingency basis, we only get paid when you get paid. You don't have to go through this alone, we are the experts to help you through this process.


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Posts tagged with 'talar aghbashian'
Talk Tuesday: John Moores 2016 artist, Talar Aghbashian
19 September 2016 by Felicity
Talar Aghbashian is one of this year's John Moores Painting Prize prizewinners. Selected from more than 2,500 entries, Talar's painting represents a memory of a disproportionate, ill-sculpted arm of a statue of an assassinated politician.
We caught up Talar ahead of her free talk, taking place at the Walker Art Gallery on Tuesday 20 September, 1pm. Read more…


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Kwiziq community member
9 May 2018
1 reply
Please if you can help me out to understand where to put de+infinitive. I am so confused.
Par example- laissez-moi de penser pourquoi de ici ?
C'est mon rêve de travailler à l'étranger. Why I putted de here I can simply write c'est mon rêve travailler.
Et je sais que je dois pratiquer. Why here it's not de after pratiquer?
Please if you can share me the lesson of this I have tried to search a lot but I am not able to understand properly where to put de+infinitive and where not.
Thank You :)
This question relates to:
French lesson "Faire exprès = To do something on purpose"
Kwiziq community member
Hi Shruti,
the use of prepositions in French is not straightforward or intuitive. There is no simple rule to follow which would tell you unambiguously which presposition to use. At least, I am not aware of one.
Je laisse mes lunettes à la maison -- I leave my glasses at home.
Laisse du gâteau à ton frère. -- Leave some cake for your brother.
I haven't encountered laisser de very often, except maybe in:
Cela ne laisse pas de surprendre. -- That never ceases to surprise.
And by extrapolation, here is my explanation for laisser de penser.
Laisse-moi de penser. -- Leave me to think.
Laisse-moi penser. -- Let me think.
The input of a native speaker would be appreciated.
-- Chris (not a native speaker).
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Keep Those Good Vibes Going
As we welcome our newest issue of ALIVE to the streets of St. Louis, we want to give one more salute to the hand-selected brands and organizations that partnered with us to launch our new mission. Read more about what our Good Vibes featured partners are doing to bring out the good in our city. Thank you for supporting local.
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