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The Good Shepherd: Lessons for Teacher Education
Scott Key, The King's University
Across the continent, the demand for increased student achievement dominates conversation. Teacher education programs are under pressure to ensure that pre-service teachers are able to step into classrooms and improve student achievement. This pressure can invite programs to focus on subject-specific and pedagogical competencies while minimizing ethical and relational aspects of teacher preparation. Yet caring relationships are central to more positive learning experiences. What should these relationships look like? For Christian teachers and teacher educators, the answer to this question lays, in part, in an examination of Jesus. This paper focuses on Jesus the Good Shepherd as seen in the Gospels. What can teachers learn from Jesus? How do these lessons impact teacher education programs?
Education is a focus for politicians and parents alike. Across the continent, the demand for improved student achievement to increase competitiveness in the knowledge economy dominates conversation. This demand is often linked to standardization in teaching and assessment. Teacher education programs are expected to ensure that pre-service teachers step into classrooms ready to take charge of student learning. This pressure can lead programs to focus on subject-specific and pedagogical competencies while minimizing ethical and relational aspects of teacher preparation (Cummings, Dyas, Maddux & Kochman, 2001; Sanger & Osguthorpe, 2011). It seems obvious that teachers need to know the academic content and how to teach kids (Academic Achievement, 2003; Commission of the European Communities, 2007), but a focus on relationships can and does improve student achievement.
To learn, one must be engaged. The choice to engage is a decision made from emotions and reason (Sousa, 2005). To be engaged, one must feel good about the learning situation. This feeling, in part, is based on relationships. Bandura (1992, 2001), Bronfenbrenner and Morris (2006), Erikson (1980) and Maslow (1970) developed theories suggesting that healthy, caring relationships are essential for human growth and development. Students need healthy, caring relationships with parents (Woolfolk Hoy & Perry, 2012), peers (Rubin, Coplan, Chan, Buskirk & Wojslawowicz, 2005; Ryan, 2001), and teachers (Davis, 2003; Woolfolk Hoy & Weinstein, 2006). Regardless of ethnicity and gender, students want teachers who care (Alder, 2002; De Jesus & Antrop-Gonzalez, 2006; Ferreira & Bosworth, 2001; Garrett, Barr & Rothman, 2009; Garza, Ovando & Seymour, 2010; Perez, 2000; Teven, 2001). When combined with subject matter and pedagogical competence, caring relationships between students and teachers foster student engagement and motivation (Stipek, 2006; Wentzel, 1997), which leads to better learning and improved student achievement (Darling-Hammond, 2000b; Ladd, 2008; Leithwood, Louis, Anderson & Wahlstrom, 2004; Scales & Taccogna, 2000; Stronge, 2007).
Students want to be cared for and this care is best experienced through student-teacher relationships (Daniels & Arapostathis, 2005; Davis, 2003; Goldstein, 1999; Lyman, 2000; Muller, 2001; Pianta, 1999). Students appreciate teachers who show patience, empathy, and respect as they listen and respond in helpful ways (Bosworth, 1995; Cothran, Kulina & Garrahy, 2003; Murphy, Delli & Edwards, 2004). Teachers demonstrate caring traits by fostering a sense of belonging, engaging in open communication that challenges and encourages, connecting with students on an emotional level, providing interesting and engaging material, and supporting academic success (Garza, Alejandro, Blythe & Fite, 2014; Goldstein & Lake, 2000; Hargreaves, 2000; Rogers & Webb, 1991). These actions build up trust and solidify relationships. While teachers do these things in various ways, caring is closely tied to quality teaching and improves student learning.
Although the pressure to focus on content and pedagogy is heavy, successful teacher education programs balance content and pedagogy with dispositions of care. This is not as easy as it sounds. Many pre-service teachers enter their preparation programs full of confidence in their ability to care for their students (Weinstein, 1998) and see caring as an instinctive or natural trait similar to mothering (Goldstein & Freedman, 2003; James, 2010). The good news is that many pre-service teachers leave their programs understanding that caring is something that can be learned (Goldstein & Lake, 2000) and practiced. While they come to understand that caring is an important part of student-teacher relationships, some pre-service teachers struggle with conceptualizing and enacting their caring role (Kemp & Reupert, 2012).
As programs explore how to infuse caring into the organizational elements of their program and into their curriculum, a crucial element is modeling done by faculty. Caring teacher education resides in the relationship between the professor and the students (Goldstein & Freedman, 2003). These relationships are complex. They are influenced by expectations and beliefs of student and professor and by the interpretations of each other's words and deeds. Trust and time are key elements. The caring relationships between professors and students impact understanding of self and engagement in learning. While pre-service teachers can learn to care for students, they need "to go beyond simply following previous beliefs or personal tendencies" (Kim & Schallert, 2011, p. 1066) to be challenged to meet an ethical ideal.
For teachers who identify as followers of Jesus, this call to focus on the relational aspects of teaching seems obvious. Relationship has been central from the very beginning. We are called to be in good relationship with God and others. In fact, Jesus tells us, "You shall love the Lord your God [and] you shall love your neighbor as yourself" (Matthew 22.37-39, New Revised Standard Version). So, what does Jesus have to say about the student-teacher relationship? What are the implications for Christian teacher education programs?
Lessons from the Good Shepherd
Jesus, like a precious gemstone, is multi-faceted. This paper will explore one facet—the Good Shepherd as found in the Gospels—to determine what Jesus has to say about student-teacher relationships and the implications for Christian teacher education programs.
The metaphor of shepherd is found in the ancient near east tradition, the Greco-Roman tradition, and the Biblical tradition (Hedrick, 2007). The Gospels of Matthew, Mark, and Luke connect back to the Old Testament tradition of the royal and righteous shepherd king found in II Samuel, Psalms, Isaiah, Ezekiel, Zechariah and Micah (Blomberg, 2007; Hedrick, 2007; Pao & Schmabel, 2007; Watts, 2007). The Gospels explore the character of Jesus as the shepherd king—compassionate, merciful, righteous judge, and loving (protects and cares for his flock with his life)—to help the Gospels' audiences better understand Jesus.
The clearest view of the Good Shepherd comes from the Gospel of John where Jesus used figurative speech to describe himself as the Good Shepherd and linked back to the Old Testament tradition (Kostenberger, 2002; Wright IV, 2012). Psalm 23 provides a detailed description of the Lord as Shepherd. The shepherd is focused on the wellbeing of the sheep: the shepherd provides food, water, and protection for the sheep; he knows the best places to rest; and the sheep feel safe and secure (Keller, 1970). Both Ezekiel and Zechariah build on this early foundation to show the shepherd as one who gathers, cares for, and protects the sheep (France, 1992; Kostenberger, 2007). While these aspects of the shepherd motif appear in the Gospel, John resisted grounding Jesus' words in specific historical moments in order to allow the words to connect with the hearers and readers of the Gospel (Black Johnson, 2001; Kysar, 1991). Thus, in order to connect with the images portrayed in the Gospels, the audience needs to situate themselves within the Gospels' narrative world in order to grasp meaning (Kysar, 1991; Wright IV, 2012).
When Jesus chose to identify himself as the Good Shepherd, he picked an image that was immediately familiar to his audience. Shepherds are one of the oldest occupations dating from 9000 B.C.E. Over time, shepherds moved from a nomadic way of life to becoming an important part of the village. This was true in the first century C.E. in Palestine and is true today. Few become wealthy, but it is honorable work.
The shepherd is responsible for vulnerable, sometimes unpredictable, and often infuriating creatures dependent upon his skill for care and protection. He uses the right tools to guide the sheep on appropriate paths to the best pastures and water supplies. The shepherd knows his sheep and they know him. He never demands too much, but understands how far the sheep can go before they need rest and refreshing. The shepherd goes before the flock, within the flock, and behind the flock. His position changes as the circumstances dictate. The shepherd is vigilant, fearless, and patient. He is aware of where the sheep are and what dangers lay ahead. If necessary, the shepherd will spend hours combing the countryside to find a stray or put himself at risk to protect his flock. The shepherd's actions are based on a close, intimate relationship where the sheep recognize the voice/the person whom they trust. The shepherd is dedicated to the wellbeing of the sheep (Borowski, 1998; Hopkins, 1993; Matthews & Benjamin, 2005; Page II & Volz, 1993).
The parallels between a regular Palestinian shepherd and Jesus as the Good Shepherd are many. The Good Shepherd has a close, intimate relationship with his followers. He knows each follower by name (John 10.3). This is not simply knowledge about another. Rather, there is a deep relationship between him and his followers where they recognize and respond only to his voice as he leads them (John 10.3-4). The world is a dangerous place so, like sheep, Jesus' followers trust their guide to care for and protect them. While some will obey and others will stray, the Good Shepherd loves and cares for all. He goes out to find those who are lost and examines each to see if there is any injury that needs healing. Jesus is the door or gate who protects against thieves and robbers who are false teachers (John 10.8). The sheep have freedom to live their abundant lives in his presence (John 10.9-10). The wellbeing of his followers is his primary concern. In fact, Jesus is willing to lay down his life because he loves his followers (John 10.11-14).
Clearly, Jesus fits the image of shepherd, but he is much more, he is the Good Shepherd. What does this mean for teachers? What does this mean for teacher education programs?
Teachers as Shepherds
There are many ways to interpret and apply the Good Shepherd metaphor to the classroom. It is possible to conclude that the teacher is at the head of the class leading the students to the knowledge deemed necessary by those in authority (based on John 10.3-4). Good relationships with students are necessary in order for the students to follow their teacher, who knows the way and has their best interests in mind. While this "transmissional" interpretation is plausible, a deeper understanding of the life of the shepherd leads to a deeper interpretation and application for classroom teachers.
Good teachers are dedicated to their students. They care, nurture, and protect students. Good teachers know the students and understand where each student is physically, emotionally, spiritually, and intellectually. They do not force or drive students nor leave students on their own. Instead, they understand how far the students can go before they need rest and refreshing and what students need to continue the learning journey. Good teachers are watchful, vigilant. They are aware of where both opportunities and dangers reside and respond quickly and effectively to any obstructions or obstacles. Good teachers are skillful and well prepared through excellent teacher preparation and continued professional development with all the necessary tools to utilize multi-modal strategies that allow all students to learn and demonstrate their learning. Good teachers allow for individual variation within the context of a learning community, which may require navigating different paths to the same destination. To accomplish this, good teachers may be in front, within, or behind students as their position changes based on circumstances. In sum, the actions of good teachers are based on close relationships with students focused on the wellbeing and learning of all students.
Good teachers can be shepherds. Yes, Jesus is God and thus, infallible, omniscient, omnipotent, and omnipresent and human beings have none of these attributes. Yet, the Good Shepherd offers some helpful insights. Good teachers have close, intimate relationships with students thereby allowing the teacher to make good, professional decisions to ensure that all students learn. Good teachers understand the boundaries, communicate these boundaries to students, and allow students, within the boundaries, to take a number of paths. This requires teachers to be flexible about paths to take and, perhaps even, the destination. The students take some initiative. Sometimes the students may take the same path. At other times, the students may take different paths. Good teachers are confident in their abilities to assist students when necessary, but comfortable enough to let students take their paths. Teachers only intervene or redirect the students if they are moving outside the boundaries. This is what caring looks like from the vantage point of the Good Shepherd.
Not surprisingly, the lessons of the Good Shepherd fit with current research. Teachers have the most direct influence on student learning (Ladd, 2008; Leithwood et al., 2004; Stronge, 2010) and effective teaching is directly linked to increased student learning (Darling-Hammond, 2000b; Leithwood, 2005; Stronge, 2007). While there are many components to effective teaching (Ball & Forzani, 2010; Danielson, 2007; Lemov, 2010; Stronge, 2007), caring is seen as a central feature (Noddings, 1988; Lyman, 2000; Vogt, 2002). Caring is relational (Noblit, 1993; Noddings, 2005) and is best experienced through student-teacher relationships (Alder, 2002; Davis, 2003; Goldstein, 1999; Muller, Katz & Dance, 1999; Pianta, 1999). Just as the Good Shepherd cares for his sheep, good teachers care for their students. Teacher education programs can help pre-service teachers begin their careers following in the footsteps of the Good Shepherd.
Teacher Education Programs
During the past decade, there has been an increased cry that university-based teacher education does not give teachers the tools they need (Walsh, 2013). In fact, Levine (2006) suggested, "Teacher education is the Dodge City of the education world. Like the fabled Wild West town, it is unruly and disordered." While this may be an exaggeration, the landscape for teacher education has changed with a wide array of programs from university-based to private providers to district-run programs (Darling-Hammond, 2006; Grossman, 2008). All programs have a mix of coursework and field experience, but it is how the mix is put together that differs. University-based programs often focus on coursework followed by field experiences; whereas, in alternative programs, pre-service teachers often do coursework while teaching (Grossman & Loeb, 2010). There are disagreements over whether teaching is a profession (which needs preparation before practice) or a craft (which needs preparing during practice). This debate over whether teachers are professionals or technicians is a struggle for the soul of teaching and teacher education (Zeichner, 2014) and impacts decisions on how and where teachers should be prepared. While these debates rage on, Darling-Hammond (2010) has concluded that the evidence suggests teacher preparation makes a difference in initial effectiveness which allows teachers to persevere long enough to gain needed experience. Regardless of approach, good programs have a clear vision with well-defined standards where the coursework is centered on practice and extended field experiences (Darling-Hammond, 2006). In fact, the best programs connect theory and practice through "both the design of thoughtful coursework and the integration of high quality clinical work in settings where good practice is supported" (Darling-Hammond & Lieberman, 2012, p. 167).
An essential element of good programs is striking a balance between aspects of content and pedagogy with helping pre-service teachers develop relational skills centered on the ethic of care (Gilligan, 1982; Noddings, 1984) along with the accompanying dispositions (Osguthorpe, 2013). Whether these dispositions are seen as Aristotelian virtues (Sockett, 2012) or Deweyan habits of mind (Dottin, 2009), pre-service teachers consciously choose to make caring an integral part of their being (O'Connor, 2008). To make this choice, pre-service teachers need to be authentic by "knowing and being one's self in one's role as a teacher who cares" (Rabin, 2013, p. 245). This means that it is crucial for pre-service teachers to embrace self-knowledge and learn to share one's self with students (Bergman, 2004; Noddings, 2002). Whether a teacher education program adopts the Caring Community Model, which is based on 12 principles centered on notions of compassion, forgiveness, and love (Bruce & Stellern, 2005) or develops its own approach, it is possible to build a caring teacher education program by infusing caring and authenticity along with models of caring practice to help pre-service teachers develop an ethic of care (Rogers & Webb, 1991; Kemp & Reupert, 2012).
For Christian teacher education programs, the lessons from the Good Shepherd further refine the elements of good programs. Good programs focus on content and pedagogy as well as focus on caring relationships in order to help students learn. An essential component of a caring relationship is the wellbeing of the student. Faculty members need to determine how to create and maintain their programs in order to care for pre-service teachers and help them learn to care for their students. There are five areas for Christian teacher education programs to consider. While many programs already have some of these characteristics, the suggestions below may offer additional ideas:
- Administration. From the very first contact, faculty, and staff can show interest and concern for the pre-service teacher. Admission can be based on a more holistic view of the candidate. This requires multiple indicators such as an interview, references, and other documents such as statement of intent or philosophy of education. Of course, this is more time consuming (and costly) but fits with the importance of the whole person. Since relationships are key, upon admission, pre-service teachers can be assigned an advisor who gets to know the student and is able to do more than simply approve courses. Faculty could serve as advisors who can care for the student by coming alongside and assisting when necessary. Once again, this can be time consuming and more costly as the number of advisees needs to be manageable. Another aspect of care may surface when difficulties emerge. The dean and the student's advisor can work with the pre-service teacher to determine needs and course of action.
- Field Experience. Central to most teacher education programs is the field experience. While these experiences play an important role in the development of pre-service teachers (Darling-Hammond, 2000a; Feiman-Nemser, 2001; Grootenboer, 2006; Qazi, Rawat & Thomas, 2012), they are very complex (Burn, Hagger & Mutton, 2003; Darling-Hammond, 1999; Schultz, 2005). Many factors influence the effectiveness of field experience including pre-service teachers' dispositions and personal traits (Haigh, Pinder and McDonald, 2006), the congruence between the program and the school where program beliefs match with the classroom teacher (Adoniou, 2013; Hodkinson & Hodkinson, 1999), and the connection between pre-service teacher and classroom teacher (Ferrier-Kerr, 2009). Classroom teachers can be selected, in part, for their belief in the centrality of caring and focus on the wellbeing of students. If faculty and staff know students and classroom teachers, it is possible to make good pairings to enhance the growth and development of the pre-service teachers. The focus on the wellbeing of the pre-service teachers includes careful selection of field supervisors (much like the classroom teacher). This may lead programs to have faculty members, who are already committed to caring and know the pre-service teachers to serve as field supervisors. While it is possible to pair the pre-service teachers with teachers and supervisors who can help navigate issues around caring, it is crucial for the ethic of care and focus on wellbeing to be infused into the program curriculum.
Curriculum. As with all aspects of teacher preparation, there is some disagreement over the focus and structure of teacher education curriculum. Recently, one emphasis has been core practices of teaching (Darling-Hammond, 2006; Forzani, 2014) with some advocating the redesign of the course of study away from traditional boxes like foundation, learning theory, curriculum, and instruction (Ball & Forzani, 2009). Coursework should focus on pre-service teachers performing/practicing a wide variety of teaching activities/tasks. Whether a program decides to redesign the course of study or infuse practice throughout existing courses, one key component of practice is relationships. Pre-service teachers have identified concerns such as the need for guidelines and boundaries (Aultman, Williams-Johnson & Schutz, 2009; Hansen & Mulholland, 2005). While it may be difficult for teacher education programs to set firm guidelines, it is possible to infuse the lessons from the Good Shepherd centered on caring and focused on the wellbeing of students.
Just as pre-service teachers should be seen and treated as whole persons, so the curriculum should be treated as whole. This suggests the entire program of study be infused instead of having dedicated courses set aside for the exploration of the lessons from the Good Shepherd. It is possible to adapt suggestions from the literature. For example, Arnstine (1990) suggested activities such as participation in collaborative learning communities where the ethic of care is demonstrated and then lived by students. Goldstein and Freedman (2003) suggested the use of dialogue journals as a means to develop richer understanding of the relationship between caring and teaching. However, as Goldstein and Freedman discovered, it is not easy to change student preconceptions, especially in connection with caring. These activities can be used in various courses. Here are some other examples: in the area of foundations, the concepts related to being a shepherd such as caring and authenticity could be explored through readings and discussions. Such conversations could focus on the nature of the child, the challenges of caring, and the importance of knowing one's self (Rabin, 2013). This theory could then be tied to practice in the curriculum and instruction courses where pre-service teachers are preparing for their field experiences. These courses could focus on techniques, but it is possible to weave caring with technique such as writing which connects to one's self and concerns along with others (Rabin, 2013).
Of course, field experience itself is the best place for pre-service teachers to work out the lessons from the Good Shepherd. Good field experience needs both organization and preparation in order for caring, content knowledge, and pedagogical techniques to come together in the classroom setting. Under the guidance of the co-operating teacher and field supervisor, the pre-service teacher can bring together all the elements of the shepherd to care for and assist their students.
Faculty. It is best if pre-service teachers develop the habits of a shepherd prior to their field experience (Dewey, 1922; Dottin, 2009). While the organizational and curricular elements of a program play an important part, "caring teacher education resides in the relation between the professor and the students" (Goldstein & Freedman, 2003, p.452), which means it is crucial for faculty to model being a shepherd.
Faculty members committed to these ideas have the habits of a shepherd, the habits of the Good Shepherd, and thus see themselves as shepherds. They live out the personal character of the Good Shepherd; namely, someone who is dedicated to students and aware of their needs, as well as someone who is skillful in their work. They also live out caring relationships with students where they take time to listen and get to know others and share themselves with others. Such relationships will help faculty not force or demand too much but, instead, work within the boundaries of the program to help all students succeed. And finally, good faculty are mindful of their position in relation to students. When should faculty be in front, beside and/or behind their students? The Good Shepherd suggests that position is situational and this can be modeled as a teacher, as an administrator, and as an advisor.
Emerging Issues. The four areas discussed are central to creating and maintain good teacher education. Like all teacher preparation programs, Christian programs are experiencing new challenges as the landscape for teacher education continues to change.
One of these is challenges revolves around the emergence of technology. Technology is a challenge in two ways. First, principals expect pre-service teachers to begin their careers proficient in the use of technology in instructional practice. Not only is this crucial due to the school context, but proficiency with digital technology would allow teachers to help students access and construct knowledge (Swan, Kin and Van't Hooft, 2008). In fact, good teacher education programs help pre-service teachers use technology to facilitate group and individualized learning, provide technical expertise, and use technology for assessment and data-driven instruction (Collier, Burkholder & Branum, 2013). Depending upon a program's approach to curriculum, teacher education needs to either have formal coursework on instructional practices or to infuse their courses with such practices (Muller & Weaver, 2008). There are two issues to address: a) most university-based programs need better classroom technology to match technology in place in the schools and b) some teacher education faculty need to become more proficient in the use of technology in order to model instructional practices.
Second, technology is changing how teacher preparation is/can be done. In the past, teacher education was primarily face-to-face interaction between professor and students (along with student-to-student). Now there is a demand for distance and online interaction. This challenge exists in terms of coursework and field experience (Glenn, Imig & Anderson, 2008). Should technology be simply a part of courses? Should technology lead to the elimination of face-to-face classes? Should technology be used for observation and study of pre-service teaching? Holland, Eckart and Alber (2014) suggested that technology can be used to create real-time interactions between classroom teachers and pre-service teachers where teaching is observed, then conversed about with the assistance of technology. While these questions are important, for this paper, a central issue remains how professors can intentionally check on the wellbeing of their students and be relational with pre-service teachers at a distance and online. The Good Shepherd is calling us to develop relationships and demonstrate an "ethic of care" but how is this done at a distance via technology? It seems essential for professors (and programs) to establish boundaries to avoid inappropriate communication.
Another emerging issue revolves around the changing demographics of many school jurisdictions. As classrooms become more diverse, teacher education needs to help pre-service teachers prepare to meet the needs of all students (Glenn, Imig & Anderson, 2008). This challenge cuts to the very core of the ethic of caring. What does caring look like in other cultures? How can teacher educators help pre-service teachers understand how to care for students from different cultures? The Good Shepherd knows all his sheep. Good teachers know their students—who they are, what they value, how they live—which means that pre-service teachers need to develop understanding and practices of culturally appropriate caring. Good teacher education programs will have either formal coursework or infuse their courses with such understanding and practices depending upon a program's approach to curriculum. Some teacher education faculty may need to develop deeper understandings of other cultures and religions. But, following the model of the Good Shepherd, professors can help pre-service teachers to care for all their students.
There are many challenges surrounding teacher education. Schools help students prepare for and enter into increasingly competitive work environments and complex lives. Teachers have a significant impact on students. Teacher education plays an important role in the preparation and development of teachers. With all of the pressures, it is crucial not to lose sight of the ethical component of teaching with caring at the center. Caring relationships make a difference. In order for teachers to engage students with an ethic of care and enter into caring relationships with students, caring should be infused into the fiber of teacher education programs.
The Good Shepherd provides one model of caring that places the wellbeing of students as a priority, and can be infused into Christian teacher education programs. The above suggestions require faculty to answer a few foundational questions. First, does this understanding of the Good Shepherd fit them? If so, are faculty members willing to develop and live out the habits of the Good Shepherd? Second, how will programs include the Good Shepherd model? Is the model infused throughout the program? If not, what can be added?
While the centrality of caring to effective teaching is becoming clearer, caring relationships between teachers and students, professors and students are complex. It is possible for teachers, both pre-service and experienced teachers, to move beyond seeing care as an instinctive trait to a virtue and habit that can be learned. Yet, in order to move, a teacher needs to know one's self in a way that allows the teacher to be authentic. This authenticity enables teachers to see others, make meaningful connections, and consciously choose to care for others. While caring is an important part of student-teacher relationships, many teachers struggle with conceptualizing and enacting their caring role. Jesus is the Good Shepherd. The model of the Good Shepherd demands actual caring and offers valuable insights to both Christian teachers and Christian teacher education programs.
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Garrett, T., Barr, J., & Rothman, T. (2009). Perspectives on caring in the classroom: Do they vary according to ethnicity or grade level? Adolescence, 44(175), 505-521.
Garza, R., Alejandro, E.A., Blythe, T., & Fite, K. (2014). Caring for students: What teachers have to say. ISRN Education. Retrieved from http://www.hindawi.com/journals/isrn/2014/425856/
Garza, R., Ovando, M.N., & Seymour, C.E. (2010). Latino and white students' perceptions of teacher behaviors that convey caring: Do gender and ethnicity matter? Current Issues in Education, 13(1), 1-30.
Gilligan, C. (1982). In a different voice. Cambridge, MA: Harvard University Press.
Glenn, A.D., Imig, D., & Anderson, D.G. (2008). Persistent tensions in American teacher education: The future of teacher education. In C.A. Lassonde, R.J. Michael, & J. Rivera-Wilson (Eds.), Current issues in teacher education: History, perspectives and implications (pp. 223-239). Springfield, IL: Charles C. Thomas.
Goldstein, L. (1999). The relational zone: The role of caring relationships in the construction of mind. American Educational Research Journal, 36(3), 647–673.
Goldstein, L., & Freedman, D. (2003). Challenges enacting caring teacher education. Journal of Teacher Education, 54(5), 441-454.
Goldstein, L., & Lake, V. (2000). Love, love, and more love for children: Exploring preservice teachers' understanding of caring. Teaching and Teacher Education, 16(8), 861-872.
Grootenboer, P. (2006). The impact of school-based practicum on pre-service teachers' affective development in Mathematics. Mathematics Teacher Education and Development, 7, 18-32.
Grossman, P., & Loeb, S. (2010). Learning from multiple routes. Educational Leadership, 67(8), 22-27.
Grossman, P. (2008). Responding to our critics: From crisis to opportunity in research in teacher education. Journal of Teacher Education, 59(1), 10-23.
Haigh, M., Pinder, H., & McDonald, L. (2006). Practicum contributions to students learning to teach. Paper presented at the British Educational Research Association Annual Conference, University of Warwick, September 6-9, 2006.
Hansen, P., & Mulholland, J.A. (2005). Caring and elementary teaching: The concerns of male beginning teachers. Journal of Teacher Education, 56(2), 119-131.
Hargreaves, A. (2000). Mixed emotions: Teachers' perceptions of their interactions with students. Teaching and Teacher Education, 16(8), 811-826.
Hedrick, T. J. (2007). Jesus as shepherd in the Gospel of Matthew. Doctoral dissertation. Durham University. Retrieved from http://Etheses.dur.ac.uk/2536
Hodkinson, H., & Hodkinson, P. (1999). Teaching to learn, learning to teach? School-based non teaching activity in an initial teacher education and training partnership scheme. Teaching and Teacher Education, 15(3), 273-285.
Holland, J.M., Eckart, J., & Alber, M.M. (2014). From preservice to teacher leadership: Meeting the future in education preparation. Action in Teacher Education, 36, 433-445.
Hopkins, D.C. (1993). "Pastoralists in the Late Bronze Age in Palestine." Biblical Archaeologist, 56(4), 200-211.
James, J.H. (2010). Teachers as mothers in the elementary classroom: Negotiating the needs of self and other. Gender and Education, 22(5), 521-534.
Keller, W. P. (1970). A shepherd looks at Psalm 23. Grand Rapids, MI: Zondervan.
Kemp, H., & Reupert, A. (2012). "There's no big book on how to care": Primary pre-service teachers' experience of caring. Australian Journal of Teacher Education, 37(9), 114-127.
Kim, M., & Schallert, D.L. (2011). Building caring relationships between a teacher and students in a teacher education preparation program word-by-word, moment-by-moment. Teaching and Teacher Education, 27(7), 1059-1067.
Kostenberger, A.J. (2007). "John." In G.K. Beale & D.A. Carson (Eds.), Commentary on the New Testament use of the Old Testament (pp. 414-512). Grand Rapids, MI: Baker Academic.
Kostenberger, A. J. (2002). Jesus the Good Shepherd who will also bring other sheep (John 10:16): The Old Testament background of a familiar metaphor. Bulletin for Biblical Research, 12(1), 67-96.
Kysar, R. (1991). Johannine metaphor—meaning and function: A literary case study of John 10:1-18. Semeia, 53, 81-111.
Ladd, H. (2008). Teacher effects: What do we know? Paper presented at The Teacher Quality Conference, Northwestern University, Evanston, IL, May 1, 2008.
Leithwood, K. (2005). Educational leadership: A review of the research. Philadelphia: The Laboratory for Student Success, Temple University.
Leithwood, K., Louis, K.S., Anderson, S., & Wahlstrom, K. (2004). How leadership influences student learning: A review of research for the Learning from Leadership Project. New York: The Wallace Foundation.
Lemov, D. (2010). Teach like a champion: 49 techniques that put students on the path to college. San Francisco: Jossey-Bass.
Levine, A. (2006). Educating school teachers. Retrieved from the Education Schools Project website http://www.edschools.org/teacher_report_release.htm
Lyman, L. (2000). How do they know you care? New York: Teachers College Press.
Maslow, A. (1970). A theory of human motivation. In A. Maslow (Ed.), Motivation and personality (pp. 35-46). New York: Harper & Row.
Matthews, V. H., & Benjamin, D.C. (2005). Social world of ancient Israel. Peabody, MA: Hendrickson Publishers.
Muller, C. (2001). The role of caring in the teacher-student relationship for at-risk students. Sociological Inquiry, 71(2), 241-255.
Muller, C., Katz, S., & Dance, L. (1999). Investing in teaching and learning. Dynamics of the teacher-student relationship from each perspective. Urban Education, 34(3), 292–337.
Muller, L., & Weaver, R. (2008). Preparing future teachers for online delivery models: A new teacher education? In C.A. Lassonde, R.J. Michael, & J. Rivera-Wilson (Eds.), Current issues in teacher education: History, perspectives and implications (pp. 27-39). Springfield, IL: Charles C. Thomas.
Murphy, P.K., Delli, L., & Edwards, M. (2004). The good teacher and good teaching: Comparing beliefs of second-grade students, preservice teachers, and inservice teachers. The Journal of Experimental Education, 72(2) 69-92.
Noblit, G.W. (1993). Power and caring. American Educational Research Journal, 30(1), 23–38.
Noddings, N. (2005). 'Caring in education,' the encyclopedia of informal education. Retrieved from http:infed.org/mobi/caring-in-education
Noddings, N. (2002). Starting at home: Caring and social policy. New York: Teachers College Press.
Noddings, N. (1988). An ethic of caring and its implication for instructional arrangements. American Journal of Education, 96(2), 215–230.
Noddings, N. (1984). Caring: A feminine approach to ethics and moral education. London: University of California Press.
O'Connor, K.E. (2008). "You choose to care": Teachers, emotions and professional identity. Teaching and Teacher Education, 24(1), 117-126.
Osguthorpe, R.D. (2013). Attending to ethical and moral dispositions in teacher education. Issues in Teacher Education, 22(1), 17-28.
Page II, C.R., & Volz, C.A. (1993). The land and the book: An introduction to the world of the Bible. Nashville, TN: Abingdon.
Pao, D.W., & Schmabel, E.J. (2007). Luke. In G.K. Beale & D.A. Carson (Eds.), Commentary on the New Testament use of the Old Testament (pp. 251-413). Grand Rapids, MI: Baker Academic.
Perez, S.A. (2000). An ethic of caring in teaching culturally diverse students. Education, 121(1), 383-395.
Pianta, R.C. (1999). Enhancing relationships between children and teachers. Washington, DC: American Psychological Association.
Qazi, W., Rawat, K.J., & Thomas, M. (2012). The role of practicum in enhancing student teachers' teaching skills. American Journal of Scientific Research, 44, 44-57.
Rabin, C. (2013). Care through authenticity: Teacher preparation for an ethic of care in an age of accountability. The Educational Forum, 77(3), 242-255.
Rubin, K.H., Coplan, R., Chan, X., Buskirk, A.A., & Wojslawowicz, J.C. (2005). Peer relationships in childhood. In M.H. Bornstein & M.E. Lamb (Eds.), Developmental science: An advanced textbook (pp. 469-512). Mahwah, NJ: Erlbaum.
Rogers, D., & Webb, J. (1991). The ethic of caring in teacher education. Journal of Teacher Education, 42(3), 173-182.
Ryan, A. (2001). The peer group as a context for development for young adolescents' motivation and achievement. Child Development, 72, 1135-1150.
Sanger, M., & Osguthorpe, R.D. (2011). Teacher education, preservice teacher beliefs, and the moral work of teaching. Teaching and Teacher Education, 27(3), 569-578.
Scales, P.C., & Taccogna, J. (2000). Caring to try: How building students' developmental assets can promote school engagement and success. NASSP Bulletin, 84(619), 69-78.
Schultz, R. (2005). The practicum: More than practice. Canadian Journal of Education, 28(1/2), 147-169.
Sockett, H. (2012). Knowledge and virtue in teaching and learning: The primacy of dispositions. New York: Routledge.
Sousa, D.A. (2005). How the brain learns. Thousand Oaks, CA: Corwin Press.
Stipek, D. (2006). Relationships matter. Educational Leadership, 64(1), 46-49.
Stronge, J.H. (2010). Effective teachers—student achievement: What the research says. Larchmont, NY: Eye on Education.
Stronge, J.H. (2007). Qualities of effective teachers. Alexandria, VA: ASCD.
Swan, K., Lin, L., & Van't Hooft, M. (2008). Teaching with digital technology. In C.A. Lassonde, R.J. Michael, & J. Rivera-Wilson (Eds.), Current issues in teacher education: History, perspectives and implications (pp. 171-188). Springfield, IL: Charles C. Thomas.
Teven, J.J. (2001). The relationships among teacher characteristics and perceived caring. Communication Education, 50(2). 159-169.
Vogt, F. (2002). A caring teacher: Explorations into primary school teachers' professional identity and ethic of care. Gender and Education, 14(3), 251-264.
Walsh, K. (2013). 21st century teacher education: Ed schools don't give teachers the tools they need. Education Next, 13(3), 19-24.
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Weinstein, C.S. (1998). "I want to be nice, but I have to be mean": Exploring prospective teachers' conceptions of caring and order. Teaching and Teacher Education, 14(2), 153-163.
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Woolfolk Hoy, A. E., & Perry, N. (2012). Child and adolescent development. Columbus, OH: Pearson/Merrill.
Woolfolk Hoy, A., & Weinstein, C.S. (2006). Students' and teachers' perspectives about classroom management. In C. Evertson & C.S. Weinstein (Eds.), Handbook for classroom management: Research, practice, and contemporary issues (pp. 181-220). Mahwah, NJ: Lawrence Erlbaum.
Wright IV, W.M. (2012). Hearing the Shepherd's Voice. Journal of Theological Interpretations, 6(1), 97-116.
Zeichner, K. (2014). The struggle for the soul of teaching and teacher education in the United States of America. Journal of Education for Teaching, 40(5), 551-568.

subset: commoncrawl


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Cold? Hungry? Try a bit of baking!
The idea is to take a fruit or vegetable and bake it 'til it bursts! It's very simple. You just have to be patient and wait for it to cook.
It's best to grab a Grown-Up to help you with these cutting and cooking projects… They can be a bit dangerous.
I got this cooking idea from Shena's tasty Melted Apples…
But instead of using apples I thought I'd try something new.
This fruit is called a Quince:
And those are Sultanas, and those are
a load of Prunes…
I thought it might be fun to do a bit of carving… But Halloween was two weeks ago. I'm sorry if I made the Quince look a bit scary.
So, first things first, the oven is switched on so the fruit can get nice and toasty.
By now the Quince will be all mushy and soft and steaming. I loved it, the whole kitchen filled up with the smell of baked fruit!
I then added some porridge and nuts, and shoveled it into my big greedy mouth! And down my shirt too…Oops!
Let us know how you got on and what other fruity baking ideas you come up with at firstname.lastname@example.com.


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Several talented local photographers from Click Focus Group Meetup and five Dixie State University photography students are displaying some of their favorite photos in an artists' exhibit at the Red Cliffs Gallery from Friday, Oct. 9 through Oct. 30. Sponsored and highly supported by Coldwell Banker realtor Dan Gibbons and Red Dirt Car Wash owner Bradley Cox, who are also exhibiting, the show hosts a wide variety of talent and expression through subject matter and technique. Meredith Bowman, Click Focus Group Meetup organizer, has also asked the exhibitors to do some soul searching by writing their personal statements so viewers can choose to enter the artists' creative worlds while browsing the art.
You'll read some amazing stories. You'll understand what turns that photographer on and keeps him or her searching for that perfect shot. You may even find that piece de resistance that will embellish a certain favorite wall space in your home. There are landscapes, wildlife, flowers, seascapes, and lots more interesting subjects and treatments of the digital pixel, including some fractals.
"Remove the blindfold of indifference. That's what I aim to do with my photos. Too often we go through life with our eyes turned inward towards our busy schedules, our wants, our needs," reflects Melani Wright in her artist statement.
"The blood of the two great adventurers of the last century, Eric Shipton and Wilfred Thesiger, must flow through my veins. Around the next corner is a breathless landscape and interesting people," writes Tom Martin.
"I like a challenge and my challenge as a photographer is to capture an image with a 'special something' that makes it stand out from the rest and just grab the attention of the viewer," says Jim Beevers in describing his calling. "In a wildlife scene I feel that 'special something' is a position or expression that the human viewer can relate to emotionally."
"My photography is an expression of myself and my interest in the history and stories around me and in places around the world," explains Judy Martin. "The photo of Shipton's Arch was inspired by article about the rediscovery of the arch by a team from National Geographic Magazine … Walking in Eric Shipton's footsteps, reflecting on the man and the explorer and seeing the arch for the first time is an amazing experience. The largest freestanding arch in the world is before me—a 1,200-foot span. Magnificent!"
Bill Gorton defines the difference between landscape and wildlife photography.
"The Mittens don't move. A thousand or more years from now they will be where they are today. Light and composition are major factors in landscape photography. Oh, for the Golden Hour with an approaching thunderstorm, lightning flashing and the Mittens in the foreground! Whereas the Grizzly photographer only hopes that he has got the beast dead center in the narrow depth of field of his telephoto lens and that it doesn't drop to all four and charge. The golden rule for the wildlife photographer is simple: f-8 and be there!"
Dan Gibbons, a local realtor at Coldwell Banker, has given of his time and immense energy to help organize our preliminary meetings and design much of our promotional art, as well as exhibiting a few of his favorite photos. He relates."Many times I am excited to take a shot that conveys the solitude of beauty in nature, often that shot hides the crowd and chaos just out of the frame. The person viewing the photo actually has a better and quieter vantage point than the photographer had."
Artists are also offering their photos for sale individually and will have their contact information available at the gallery desk. Everyone is invited to the reception Friday, Oct. 9, from 6 to 9 p.m. Come meet the artists, peruse and learn about their world of aesthetics, enjoy the refreshments. and mingle. We'll have prizes for the artists in two categories: conventional photos and artistically computer-enhanced photos.
Red Cliffs Gallery is located at 220 N 200 E, the former city annex, in the remodeled front of the commons building, just across the street from St. George City Hall. This spacious, naturally lighted location is open Monday through Friday from 10 a.m. to 5 p.m. until Oct. 30. Appointments can be made for showings on Saturdays and Sundays by contacting the artists. Click Focus Group Meetup members as well as local St. George photographers can join in to future shows. Visit meetup.com for membership in the local meetup.
For more information, contact Meredith Bowman at (805) 633-0113.


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Need Help?
Feel free to contact me with any question about things you've read here!
Feel free to contact me with any question about things you've read here!
Recorded lectures are one of the most valuable learning tools available online. The web is full of them – starting from universities that publish full courses (see YouTube – Education – YouTube EDU), through recorded conferences (see for example Semantic Universe on Vimeo), to privately made tutorials. Here is a way to easily find lots of full length videos on any topic that interest you. [Update 1/14/2010] There's a bookmarklet for that.
Save the link below to your bookmarks. When you think of an interesting topic, just write it in the search box and click search. You will get back videos from across the Web (not only YouTube), published since 2007, and longer than 20 minutes.
The link above takes you to an advanced search on Google. The results match your search query and the following criteria:
Note that you can search for topics, people, or any other thing that you find interesting.
Here are some topics I got interesting results for:
image courtesy of Arto Teräs (licensed CC-by-SA)Tweet


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- 53 years old
- Date of birth: May 1, 1962
- Date of passing: Apr 3, 2016
|Let the memory of Patrick be with us forever
"My Dearest brother, My heart is broken since the day you left us. Thank you for leaving us with so many beautiful memories I will never forget you for as long as I live. I just hope your pain free and happy! I can't even imagine not seeing you. I thought I was going to see you get old and still have those dance moves you really did know how to have fun! I will forever miss you my brother and I hope I get to see you again I love you! Love always your heart broken sister!"
"Patty, even though you are gone I know you are always watching over us. As the days go on it gets harder because that's one more day that I haven't heard your voice but I also see it as its one more day that I get to see you sooner. I love you & miss you! Forever grateful to have known & been apart of your life. Love always, Michele (shell)."
to visit this memorial:
Subscribe to receive e-mail notifications when others contribute to this memorial.
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text: Hi, I just find out this morning thats eBay had suspended my account for the reason :Abusing eBay. I don't understand whats their means by that. I just ship my first sale yesterday(A Lv damier wallet) and they are removed my 2nd listing today(LV viva cite Pm) for the above reason. My item are my own and they are authentic. I have 7 positive feedback. I really don't understand why eBay doing this to me. Is there anyone can explained this? Thank you for your help. ma-maison


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It is frustrating to have a gazillion things swimming in my mind yet nothing comes as I sit here staring blankly at the computer screen on a Tuesday night, the day of the week that I set for myself to churn out something here every week
It is discipline, I have to admit, driven by a passion that wouldn't have been discovered if not for this blog
Perhaps once a week is too little
Perhaps I should be writing more
But finding time to write has always been a challenge while mothering 2 kids
5 years ago, I wrote a monologue
and it is amazing how it stays relevant to me till today
The unspoken truth is that this blog started off as a space for me to defend, express and justify my choice to give up my job and stay at home
I know, it's absurd and pathetic
Especially when the choice had been crystal clear to me since Day 1
That no one, not any organisation, deserved me more than my family, my children
Why was there even a doubt ?
Why was there even a need to defend ?
Yet societal expectation and judgement proved to be more powerful and detrimental than anything
I couldn't escape the confusion and the self doubt
Perhaps the biggest culprit for this inner turmoil could be a deeply rooted insecurity that longed for approval
'Aren't you wasting your education?'
'After all the education that you had gone through, you are choosing what I did 30 years ago, without an education?'
And these questions don't just come from a generation of uneducated elders but from those who can read, write and are supposedly educated
And it makes me wonder what has education done for us
It seems to me that it has prepared us too well to do the country's bidding
To fill in the digits, to run the rat race
To do what we were trained for, a lifetime of slogging
How good it is to measure one's worth by the tangible and the material
And belittle and nullify whatever that is unquantifiable
If education is truly just the learning of how to think
that would have been devastating and disappointing for many, the uneducated and the 'educated'
I wouldn't have been so bothered
if not for yet another smart young lady who seems confused and entrapped by her mother's expectation
and thinks that she should be doing something more with her education and skills other than staying home to take care of her own children
Someone said 'You should work so that you won't lose touch with the world and society'
I'll say 'Losing touch with the world and society is not as scary as losing touch with yourself'
And I am glad I started writing
P/s : This post is inspired by stories of local mothers who write about why they blog, why they became Full Time Working Mum and Stay At Home Mum


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We love all pets not just our own, your dog will have a luxury experience at our camp.
In the care of fully qualified professionals 24 hours a day & proudly offer cage-free care, you can be sure that your best friend is in the best of hands!
Contact Mutt Nuts today and find out about our full range of treatments and services.
We are located just off 73rd Ave & 81 N
Contact Mutt Nuts
Mutt Nuts
Luxury Boarding & Grooming Services
7224 Winnetka Avenue North
Minneapolis, Minnesota 55428


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Full title reads: "THE HORSE IS FRENCH".
Longchamps, Paris, France.
Various shots of the crowds assembled at Longchamps racecourse. Top view of crowds walking around. Panning shot of a woman walking past in fur coat and feathered hat. Long shot of crowds assembled on grandstand. Travel shot walking behind man and woman with bun hair fashion. Two French girls in fur coats walking towards camera. Crowds watching horses out of paddock. Man and woman with race card. Jockey mounts and riding past. People queuing up at tote. Pan, woman walking past with race card. Group of Frenchmen studying race cards. Long shot of crowds on grandstand, horses start running. Angle shot of man looking through binoculars. Various shots of the horses racing down course. Finish of race, winner "Goyama" mounted by R. Bertiglia.
Full title reads: "THE HORSE IS FRENCH".
- Archive
- British Pathé
- Issue Date:
- 12/04/2012
- Sound:
- Sound
- Media URN:
- 46489
- HD Format:
- Available on request
- Film ID:
- 1426.06
- Stock:
- Black & White
- Duration
- 00:01:26:00
- Time in/Out:
- 01:08:38:00 / 01:10:04:00
- Canister:
- 48/30
- Sort Number:
- 48/030
Appears in...
- Categories
- Sport & Leisure
- WorkSpaces
- Longchamps


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Iloilo dengue cases up 432% but patients decreasing
Iloilo Province has monitored 4,399 dengue cases from January to September 11 this year, 432.5 percent higher than the 826 cases recorded in the same period in 2009, figures of the Provincial Health Office-Provincial Epidemiology and Surveillance Unit show.
Boy, 15, kills 'cruel' pa
A 15-year-old boy in Dueñas, Iloilo killed his father who has been cruel to his mother and siblings, police said.
City conducts survey of river dwellers
The Iloilo City government is conducting a survey of river dwellers and other occupants of riverbanks, including owners of fishpens and fishtraps, at the Iloilo River.
The Iloilo City government is mulling the establishment of a medium-rise building at its almost five-hectare property in Molo district to accommodate informal settlers.
For his family, the death of councilman Joeddy Jovacon of Brgy. Puerto Princesa, Barotac Viejo was a case of suicide.
The Iloilo City Government yesterday joined the global call in response to the world's shared targets to achieve the United Nation's Millennium Development Goals (MDGs) that seek to alleviate poverty, a press release from City Hall said.
Twenty-nine graduates of the Philippine Army's Literacy Patrol System from Tubungan, Iloilo are leaving the country to work in Qatar.
The Philippine Health Insurance Corp. is targeting to enroll around 60,000 new members in Western Visayas this year.
The Supreme Court, acting as the Presidential Electoral Tribunal, has set the preliminary conference on the protest case filed by former Senator Manuel Roxas II against Vice President Jejomar Binay on Sept. 30, 10 a.m.
ROXAS CITY – A Capizeño lawyer has confirmed that he was the one being alluded to in the blind item in Ramon Tulfo's "On Target" column in the Philippine Daily Inquirer dated July 29, 2010.
ROXAS CITY – Capiz First District Board Member Jonathan Besa was elected vice chairman of the Provincial Board Members League of the Philippines-Western Visayas during the election held in Iloilo City last week.
The Department of Agriculture 6 said the School-On-the-Air on Palayamanan program is helping farmers in Sta. Barbara town, Iloilo.
The National Price Coordinating Council chaired by the Department of Trade and Industry has decided that the suggested reference price of refined sugar will be retained at P52 per kilo.
/ Ted Aldwin
/ Archbishop Oscar V.
/ Dr. Cesar
/ Engr. Herman M.
I've always loved a Mongolian buffet and I could say that many Ilonggos do, too because of the many diners that are present everytime there is one. Take the case of the Mongolian Buffet at Frances, a restaurant at the Eon Centennial Hotel.
Allain Hablo, a friend who happens to be an artist showed me this beautifully made all-wielded stainless steel bracelet while we attended an art exhibit recently. It had an abstract motif and would definitely look great on a person who loves adventure. "My bracelets are not advisable for active lovers.
In our first installment of Robinsons Place Iloilo's Neo Chef article, we presented the different teams that participated and pictures of the winning dishes. In this issue, pictures of the dishes prepared by other teams are presented.
The City of Iloilo celebrated its 73rd Charter Day with lots of activities to make it more colorful and memorable. One of its more interesting events, a first in the city, is the auction of Dagoy Dolls at the SM City Iloilo Event Center.


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Tag Archives: coupa buys tradeextensions. L2
Coupa Acquires Trade Extensions –Initial Thoughts
Thomas Finn - April 10, 2017 8:53 AM | Categories: General News and Commentary, government policy, Healthcare Providers, Intermediaries/GPOs +, Procurement, Supply Chain tool vendors, Supply Chains, Technology
As covered by Jason Busch in Spend Matters, CoupaŌĆÖs acquisition of Uppsala-based sourcing optimization leader Trade Extensions (TE) is significant. He calls it a ŌĆ£game changer.ŌĆØ And along with others who know sourcing optimization and appreciate the companyŌĆÖs undisputed leadership, I wholeheartedly agree. Coupa made a very smart, strategic move. Some Background Go ahead and name the largest, most sophisticated CPG companies ŌĆōthose known to have the best managed supply chains on the planet– and know that for more than a decade, many of them have quietly relied on TE to source their most difficult areas of spend (e.g. direct […][More...]


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Please join Melissa McClone, author of Picture Perfect Love, as she tours the blogosphere with Litfuse Publicity!
Reviewed by Charity Lyman
Every time you pick up a book by a new author, you never know what you will be getting. You could find your new favorite author or one whose books you would never pick up again. But it is always the fun of finding out that makes me go for new-to-me authors. And today I get to review a new favorite, Picture Perfect Love by Melissa McClone!
Picture Perfect Love is actually book seven in a series of novellas. It is kind of a fun way to read different stories as they all correspond with a year of weddings. And yes, there will end up being twelve of them all written by various authors. Melissa McClone pens a story about a young woman who has been jilted in love. Dumped by her fiance the day before the wedding vows, Jenna has sworn off dating for a long time. And yet, I found her to be brave as well because her job entails photography. Wedding pictures to be exact. Until one day, who should walk in but the bozo boyfriend who believed his sister over his fiance. He is needing something from Jenna – actually his sister needs something from her – and her life kind of spirals out of control from that point on.
I really, really wanted to like the hero of the story, Ashton Vance. But instead, I found myself wanting to slap him silly. The nerve he displayed coming back to ask a favor of Jenna after what he put her through two years ago was unbelievable. But hey, I was not the one Ash had to win over! Jenna was a real sweetheart and I felt so bad for her but I loved how she had moved on and put her life back together with the help of the local pastor. I am so excited to finish the rest of the series and see how all the stories end up. Excellent writing here!!
Charity lives in Illinois and is the oldest of 6 children. The family also has 3 dogs and a cat. Reading is a hobby when not cooking, baking, sewing or enjoying music. She reads many different genres but Christian fiction is a favorite. Charity can be found often at her blog, Giveaway Lady.
Review copy was provided by HarperCollins Publishing. No monetary or any other form of compensation was received.


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Meet Derek, our newest Pivoteer and designer. He's a graduate of the Art Institute of Indianapolis and a self-diagnosed "freak for communication and letters," which is apparent in his lush lettering. And when he's not creating fresh designs out of thin air? Derek reads classical literature and writes songs. Yep, we got ourselves a real renaissance man.
Here, Derek shares some of his personal insights into the creative process and gives us tips on where to look for inspiration.
Good ideas come to those who wait.
There are points of similarity and disparity in my different creative methods. For starters, I'm paid for one, and another is purely artistic and personal. Designing for an agency, you are given a starting-point and purpose first—from the client or the creative director—and you build ideas from there. But in my personal work, I'm more of the person who will sit around until inspiration comes to me unexpectedly. Being disciplined about coming up with ideas on-demand can be difficult at first; I had to learn ways to get into the right headspace before opening my sketchbook.
Inspiration is somewhere in-between.
When I'm working on ideas, the first thing I do is to look at other work that's similar to what I'm expected to do. If I'm designing a logo, I look at logos from the same industry, which helps give me a sense of the industry's visual language and what's already being said.
Then, for extreme contrast, I turn around and look at work from somewhere completely unrelated. I'll read something from 40 B.C., or listen to a new album, or go looking for wildflowers. Somewhere in-between is where inspiration comes. You need both.
When in doubt, check your bookmarks.
It also helps to keep a roster of favorite artists and online spots whose work always gets you thinking. Here are a few of mine that I highly recommend:
1. Design Observer. Mindful articles on everything related to design, architecture, and creativity.
2. Public Domain Review. The most interesting, beautiful, and bizarre finds from the public domain—works and images that have fallen out of copyright. Always something unexpected to spark inspiration.
3. Friends of Type. A very productive group of letterers who consistently post beautiful and whimsical work.
4. The Language Log. A blog about language run by Mark Liberman from the University of Pennsylvania. Posts range from funny finds of mistaken word usage to highly specialized discussions about syntax.
5. The work of Firecracker Press. A major influence of mine since early in my career.


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Sunday, December 19, 2010
Wednesday, December 15, 2010
Paper Stories
group before. We have been meeting once a month for over 30 years. Dinner, lots of laughter, and an easy craft. We have several very talented women in our small group, so there are always wonderful projects. At Christmas we don't craft but have a gift exchange. This is what I made. I love it and plan to make more. I am a book lover, hoarder, keeper, so it was very hard for me to tear a book apart. I bought this one especially to reconstruct. It was already missing a few pages, so that is my defense. This was a late nineteenth century (yummy thick and textured paper) novel called "The Old Mam'selle's Secret''. And I have kept the cover for more projects. More budget book projects coming right up.
Posted by Sandi at 6:29 PM Links to this post
Labels: Holidays, Look What I Can Do, Old Friends, Swaps and Presents
Sunday, December 12, 2010
A Sort of Holly Jolly Christmas
We were gifted by an "angel" from Amanda the Panda. This is a local organization that has been active for 30 years helping families to get through the grieving process. They put together a box of little gifts for us to open each day until Christmas. An amaryllis plant, a cookbook, chocolates, just a variety of things to brighten our day and let us know that people are thinking of us. I am very impressed with them and plan to volunteer in some way in the future. As I've said before, my life has changed forever, and this grief will be part of who I am now. I can still laugh, and enjoy life, and I am looking forward to the time when I don't dissolve into sobs several times a day, but I know this underlying sadness will never go away. And I really think that perhaps I can help other people who have to go through this.
Every post I try to start out positively, and really don't want this to be depressing, but holidays are very difficult. Thank you for reading. Next time, a happy post. Really!
Posted by Sandi at 11:11 AM Links to this post
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December isn't always an easy time of year. Winter weather is bearing down, kids are home from school on holidays, you have to talk to family members whose political views you can barely tolerate – and of course there's the constant bombardment with pressure to consume, consume, consume.
But never fear; A\J is here. We've assembled some great content to help get you through the month. In addition to the tips and tricks below, you may also want to check out our 12 Days of Joy series for some feel-good stories to inspire you on the toughest days.
Green your gifts
Read our 9 Guidelines for Green Giving before you do all your shopping.
Plus, here's how to guard against the lure of green consumerism, six more steps to cut the greenwash, and the Greenwashing and You! zine, a primer on "green" capitalism.
Green your gift wrap
Check out our 8 Simple Ways to Reduce Your Gift Wrap Waste, including repurposing packing paper and resusing your existing gift wrap.
Keep the kids entertained
Celebrate wildlife with these family-friendly indoor and outdoor activities.
Indulge sustainably
Check out our tips for choosing ethical and eco-friendly chocolate, or find out what makes beer or wine sustainable.
Bonus: Six local spirits from across the country.
Stay toasty
Get comfy with our 9 instant home warm-ups.
Bonus: 10 Ways to Make Your Home a Cozy Snuggle Palace When it's Grey + Horrible Outside, from Yes and Yes.
Choose a tree
Lifecycle analysis answers the Christmas tree debate: real or fake?
Navigate family conversations about climate change
Use Stephen Bocking's tips when talking to climate-change-denying (or just clueless) relatives. Grist also has some good advice for averting family disasters.
A\J Blogs
- A\J Editorial Board (17) A\J Editorial Board
- A\J Special Delivery (146) A\J Special Delivery
- Backstage at A\J (81) Backstage at A\J
- Current Events (205) Current Events
- EcoLogic (5) EcoLogic
- Food and Culture (22) Food and Culture
- Green Living (30) Green Living
- Made in Canada (20) Made in Canada
- Renewable Energy (52) Renewable Energy
- Shades of Green (10) Shades of Green
- Summer Reading Series (7) Summer Reading Series
- Sustainable A\J (54) Sustainable A\J
- The Green Student (18) The Green Student
- The Mouthful (14) The Mouthful
- The Wild Side (34) The Wild Side
- Think Global (11) Think Global
Popular on A\J
- From Environmental (Soul) Print: "Islamic Cosmology = we are not the centre of the Universe" Read more... https://t.co/Be4bfNVifu — 1 year 1 week ago
- Call for submissions deadline is January 13th to the May 2017 International In-Situ Thermal Treatment symposium. https://t.co/4tb6iRJ2rZ — 1 year 1 week ago
- Interview with Michael Engelhard, author of 'Ice Bear: The Cultural History of an Arctic Icon' https://t.co/1ypJfReqIf — 1 year 1 week ago


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Sheffield Hackathon Autumn 2016
We shrugged off the chills of autumn this year by sponsoring yet another friction-fueled hackathon. Nearly 200 people packed themselves into the University of Sheffield for an exciting showdown of data, innovation and pure nerve.
Co-sponsored by Amazon Alexa's speech recognition technology, some of the early ideas ranged from self-generating playlists based on mood, to voice-activated calculators for developers. I can tell you now that it got very intense, very quickly!
In the end though, only a small handful of finalists made the cut.
Hackathon Finalists
The pitch-off started on Sunday afternoon, and compared to the last hackathon we sponsored, the atmosphere felt even tenser.
Notable submissions included:
Escape the llama and get a carrot!
The degree-finding robot, powered by Amazon Alexa!
The judges had a tough call to make. In the end though, we concluded that the "Best Use of Data" award should go to a team called Sentwee.
Sentwee developed a real-time sentiment analysis platform. The concept was to monitor live Twitter interactions to do with certain topics or organisations. This data could then be used to make well-timed strategic decisions based on the results found, to add a whole new level of customer understanding on a wider scale.


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Videos on the arts, featuring the artists
Like our facebook page
"When you glorify violence, then it comes back to bite you." In this short video, writer James McBride reflects on the riots in the city of Ferguson and America's refusal to take a long critical look at itself.
Ever wondered what 180 tons of Icelandic rocks would look like, filling up a museum of modern art? Follow the acclaimed writers Sjón, James McBride and Daniel Kehlmann, as they take a tour through 'Riverbed', created by Olafur Eliasson.


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Monday, April 30, 2012
Tales of Romance
12 comments:
Love, love, love!! How cool is this!ReplyDelete
So sweet!!! And now you are kinda famous. Look at you. Were you at the Petal event on Thursday?? I was looking for ya.ReplyDelete
What an awesome feature! I love the story of how you two met. Congrats on making it into print. Plans to frame it?ReplyDelete
Awww so cute! What an awesome article! Your kids are going to love looking back at this one day!ReplyDelete
You two are too precious!ReplyDelete
Love this story! So glad you shared this sweet article!ReplyDelete
How Sweet! That will be so cool to show your kids someday:)ReplyDelete
You should totally frame this and put it up in the house!ReplyDelete
That is SO much fun!! And something you will have forever. Precious.ReplyDelete
Who can resist a good love story!? So precious!ReplyDelete
FRAME IT!!! The Charlotte Observer is hardly local! Local would be the Huntersville Herald, The Observer is legit!ReplyDelete
How fun is that???? You look just beautiful in the picture!!ReplyDelete


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Hobby Master is continuing to announce new tooling for early 2015, beefing up its aerial armada with a pair of 1:48 scale Hawker Hurricane Mk. I fighters that saw action in the waning days of 1940 (HA8601 and HA8602).
A number of 1:72 scale jets were also added to the March order of battle, including an all-new A-10 Thunderbolt (HA1321), F-106 Delta Dart (HA3607), F-4 Phantom II (HA1944), F-16 Fighting Falcon (HA3828), and CF-18 Hornet (HA3522).
We have added all of the new introductions to our web site and they are now available for pre-order.


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Originally Posted by Yothri
Virus dont download. French b**ch.
Originally Posted by Cartmanforlife
Well it´s not a virus, but it´s not worth it. His hagz are poorly written and will be detected very soon, dont risk your accounts.
Originally Posted by Yothri
Yeah, poorly written and its not even hard to do stuff on Black Desert.
Black Desert has its own Lua Engine which can be hooked so easily and there is so much stuff that can be modified with only Lua itself. Just hook luaL_loadbuffer and dump all the Lua scripts of the game. Then you have enough examples to make your own Lua scripts and easily load them up. No need to use a ****** bot which gets detected in next weeks and make your accounts banned.
Originally Posted by JuJuBoSc1
Do you want me to copy paste the PM you sent about help bypassing xigncode ?
Don't rage because I banned you from the forums. /love
suNtrick: Wait for new loader tonight / tomorrow that work with official launcher.
Tho if you are affraid to put your credentials, there is many we could steal credentials from the original launcher, if you don't trust us, don't use it tho, we don't force you to do so.
Originally Posted by Yothri
lel, do what you want to do. xc is and never was a problem so kys.
Wait for it, wait for it! Just sayin.
Originally Posted by JuJuBoSc1
Fine, now make your own thing instead to be a leecher on every forums, and don't put false things here just because you are mad. Thanks.
Originally Posted by Yothri
xDDDDDDDD LMAO


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Jorge Luis Borges' Birthday:
Four stories of philosophy, touching upon fantasy, horror, and weirdness, and even H.P. Lovecraft.
-The Voice before the Void
"The Aleph"
"The Aleph" is a short story by the Argentine writer and poet Jorge Luis Borges. First published in September 1945, it was reprinted in the short story collection, The Aleph and Other Stories, in 1949, and revised by the author in 1974.
Plot summary
In Borges' story, the Aleph is a point in space that contains all other points. Anyone who gazes into it can see everything in the universe from every angle simultaneously, without distortion, overlapping, or confusion. The story traces the theme of infinity found in several of Borges' other works, such as "The Book of Sand."
As in many of Borges' short stories, the protagonist is a fictionalized version of the author. At the beginning of the story, he is mourning the recent death of a woman whom he loved, named Beatriz Viterbo, and resolves to stop by the house of her family to pay his respects. Over time, he comes to know her first cousin, Carlos Argentino Daneri, a mediocre poet with a vastly exaggerated view of his own talent who has made it his lifelong quest to write an epic poem that describes every single location on the planet in excruciatingly fine detail.
Later in the story, a business on the same street attempts to tear down Daneri's house in the course of its expansion. Daneri becomes enraged, explaining to the narrator that he must keep the house in order to finish his poem, because the cellar contains an Aleph which he is using to write the poem. Though by now he believes Daneri to be quite insane, the narrator proposes without waiting for an answer to come to the house and see the Aleph for himself.
Left alone in the darkness of the cellar, the narrator begins to fear that Daneri is conspiring to kill him, and then he sees the Aleph for himself:
"On the back part of the step, toward the right, I saw a small iridescent sphere of almost unbearable brilliance. At first I thought it was revolving; then I realised that this movement was an illusion created by the dizzying world it bounded. The Aleph's diameter was probably little more than an inch, but all space was there, actual and undiminished. Each thing (a mirror's face, let us say) was infinite things, since I distinctly saw it from every angle of the universe. I saw the teeming sea; I saw daybreak and nightfall; I saw the multitudes of America; I saw a silvery cobweb in the center of a black pyramid; I saw a splintered labyrinth (it was London); I saw, close up, unending eyes watching themselves in me as in a mirror; I saw all the mirrors on earth and none of them reflected me; I saw in a backyard of Soler Street the same tiles that thirty years before I'd seen in the entrance of a house in Fray Bentos; I saw bunches of grapes, snow, tobacco, lodes of metal, steam; I saw convex equatorial deserts and each one of their grains of sand…"
-"The Aleph," by Jorge Luis Borges, translated from the Spanish by Norman Thomas di Giovanni in collaboration with the author
Though staggered by the experience of seeing the Aleph, the narrator pretends to have seen nothing in order to get revenge on Daneri, whom he dislikes, by giving Daneri a reason to doubt his own sanity. The narrator tells Daneri that he has lived too long amongst the noise and bustle of the city and spent too much time in the dark and enclosed space of his cellar, and assures him that what he truly needs are the wide open spaces and fresh air of the countryside, and these will provide him the true peace of mind that he needs to complete his poem. He then takes his leave of Daneri and exits the house.
In a postscript to the story, Borges explains that Daneri's house was ultimately demolished, but that Daneri himself won second place for the Argentine National Prize for Literature. He also states his belief that the Aleph in Daneri's house was not the only one that exists, based on a report he has discovered, written by "Captain Burton" (Richard Francis Burton) when he was British consul in Brazil, describing the Mosque of Amr in Cairo, within which there is said to be a stone pillar that contains the entire universe; although this Aleph cannot be seen, it is said that those who put their ear to the pillar can hear a continuous hum that symbolises all the concurrent noises of the universe heard at any given time.
"The Zahir"
"The Zahir" (original Spanish title: "El Zahir") is a short story by the Argentine writer and poet Jorge Luis Borges. It is one of the stories in the book The Aleph and Other Stories, first published in 1949, and revised by the author in 1974.
Plot summary
Zahir is a person or an object that has the power to create an obsession in everyone who sees it, so that the affected person perceives less and less of reality and more and more of the Zahir, at first only while asleep, then at all times.
In the story, a fictionalized version of Borges gets the Zahir in his change after paying for a drink in the form of a 20 centavo coin. Borges then tells the reader about a train of thought focused on famous coins throughout history and legend, and the fact that a coin symbolizes our free will, since it can be turned into anything. These feverish thoughts keep him awake for a while. The next day, Borges decides to lose the coin. He goes to a faraway neighbourhood in Buenos Aires, while he carefully avoids looking at the street names and numbers, and manages to get rid of the Zahir by paying for another drink in an anonymous bar.
The writer is unable to forget the coin, which he gradually becomes more obsessed with. He tries to look for a cure, and after some research, he finds a book that explains the history behind the Zahir, and that it manifested previously as a tiger, an astrolabe, the bottom of a well, and a vein in a marble column in a mosque. According to the myth, everything on earth has the propensity to be a Zahir, but "the Almighty does not allow more than one thing at a time to be it, since one alone can seduce multitudes."
Borges tells us that soon he will be unable to perceive external reality, and he will have to be dressed and fed; but then he reflects that this fate does not worry him, since he will be oblivious to it. In idealistic philosophy, "to live and to dream are synonymous," and he will simply pass "from a very complex dream to a very simple dream." In a mixture of despair and resignation, he wonders:
Others will dream that I am mad, and I [will dream] of the Zahir. When all men on earth think day and night of the Zahir, which one will be a dream and which a reality, the earth or the Zahir?
"There Are More Things"
"There Are More Things" is a short story written by Argentine writer Jorge Luis Borges in 1975. It was first published in the short story collection The Book of Sand, as the collection's fourth entry. The story tells of the encounter the narrator has with a monstrous entity inhabiting an equally monstrous house. It bears the dedication "In Memory of H. P. Lovecraft" and accordingly holds many parallels with Lovecraft's stories, employing similar plot devices. The title alludes to Hamlet's lines "There are more things in heaven and earth, Horatio, Than are dreamt of in your philosophy" (Hamlet I.5:159–167).
The story has been criticized because the episode of the encounter with the monster and the house—the heart of the story—which is described in the final two or so pages, is preceded by "eight pages of complicated subplots," spoiling "a basically sound idea." Borges himself was quite skeptical about his memorial to Lovecraft (as expressed in the book's epilogue), whom he in fact considered "an involuntary parodist of Poe."
Plot summary
The story's protagonist, while in Austin, Texas, receives the news of the death of his uncle, Edwin Arnett, in Lomas de Zamora, Argentina. Shortly after, Arnett's house is bought by a man called Max Preetorius. Preetorius immediately disposes of all the furniture and initiates a series of modifications in opposition to Alexander Muir, the architect responsible for the original design of the house and the late Arnett's best friend. The modifications are performed under unusual conditions—during the night with all the windows and doors closed. In addition, all trees within the bounds of the property are cut down.
The protagonist is surprised by these events, and travels to Lomas de Zamora to investigate. He asks Muir and Preetorius' carpenter about Preetorius' intentions, and about the purpose of the strange modifications. He is unable to obtain any relevant information.
He soon discovers that the inhabitants of the town deliberately avoid passing near the house. One of the locals tells him that one night, as his gaze wandered across the house's garden, he "saw something." It is also reported that a missing dog was found decapitated and mutilated on the lawn.
One rainy night, the protagonist is caught in the storm and is forced to enter the mysterious house; the front door is unexpectedly open. Once inside, his nose immediately detects what he describes as "a sweet, sickening smell."
Turning on the lights, he discovers strange, incomprehensible pieces of furniture, such as a long U-shaped desk with circular holes on opposite ends and a ladder with irregularly-spaced steps.
When it stops raining, the horrified protagonist decides to leave. He hears the house's occupant moving between him and the door, and realizes that he will have to pass by the creature in order to exit the house. His curiosity overcomes his fear and he does not close his eyes as he does so.
"The Book of Sand"
"The Book of Sand" (Spanish: El libro de arena) is a 1975 short story by Argentine writer Jorge Luis Borges (1899–1986). It has parallels to the same author's 1949 story "The Zahir" (revised 1974), continuing the theme of self-reference and attempting to abandon the terribly infinite.
The story was first published in 1975, in Spanish, as the last of 13 stories in a book of the same name. The first English translation – by Norman Thomas di Giovanni – was published in The New Yorker; the entire volume The Book of Sand (ISBN 0-525-47540-0) first appeared in English in 1977.
Plot summary
An unnamed narrator is visited by a tall Scots Bible-seller, who presents him with a very old cloth-bound book that he bought in India from an Untouchable. The book is emblazoned with the title "Holy Writ," below which title is emblazoned "Bombay," but is said to be called "The Book of Sand" … "because neither the book nor the sand has any beginning or end." Upon opening it, he is startled to discover that the book, which is written in an unknown language and occasionally punctuated by illustrations, is in fact infinite: if one turns the pages, more pages seem to grow out of the front and back covers. He trades a month of his pension and a prized "Wiclif Bible" for the "Book of Sand" and hides it on a bookshelf behind his copy of One Thousand and One Nights. Over the summer, the narrator obsesses over the book, poring over it, cataloging its illustrations, and refusing to go outside for fear of its theft. In the end, realizing that the book is monstrous, he briefly considers burning it before fearing the possibility of the smoke of an infinite book suffocating the world. Instead, he goes to the National Library where he once worked (like Borges) to lose the book among the basement bookshelves, reasoning that "the best place to hide a leaf is in a forest."


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We had the pleasure of chatting with the Baby Daddy cast on the red carpet at the TCAs about how the show is going (spoiler alert below!) and they even shared their favorite cast prank.
"We just started on season 3," said Chelsea Kane, "Which is awesome because we have such a good time and now the characters are really gelled." And funny woman Melissa Peterman gave us the insider scoop on her character, Bonnie. "I have a really young boyfriend in season 3!" she said, "It's exhausting though. I have to go to work looking kind of cute now."
Jean-Luc Bilodeau, who lives with co-star Derek Theler in real life, spilled on Derek's habits. "He likes to walk around shirtless, 24/7," said Jean-Luc, "I get it. He's a tall good-looking dude. He's got 17 abs." (We wouldn't mind seeing that around the house.)
The cast may have a few pranks on hand, but they have a go-to favorite. "We shoot right next door to Hot in Cleveland and they have all the golf carts," Chelsea told us. "Our favorite thing to do on Friday nights after the taping is we steal all their golf carts," she continued, "And we hide them all over the lot!"
Watch the video (above) to hear about Melissa's hilarious on-set encounter with a baby possum!
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Gallery | Teen Choice Awards 2013: Red Carpet Arrivals!


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Rhubarb Coffee Cake
This coffee cake is both sweet and tart, and in my opinion, has the perfect crumble on top. Big, buttery, cinnamon-sugargy crumbs. I think I might actually use this crumb topping for every crumb cake or crisp I make going … Continue reading
Posted in Breakfast, Recipes, Seasonal Potluck Tagged breakkfast, coffee cake, crumb cake, recipes, rhubarb, seasonal potluck, spring Comments Off on Rhubarb Coffee Cake


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DFI announces NB80-EA mobo on Granite Bay chipsetDFI is to release new NB80-EA mobo on Intel E7205 chipset, known as Granite Bay.
NB80-EA specifications:
Pricing is unavailable yet. Shipments might start after November 4...
Source: INpact-Hardware
ASUS Launches R9 200, R7 200 Series, Matrix R9 280X Graphics Cards
Apacer Launches SATA SLC-lite SSD solutions
ADATA Introduces a Stylish External HDD HC630
Samsung Introduces New Wireless Multiroom Speakers
WD Gives Consumers a Cloud of Their Own
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Yes. Each of my novels and novellas are, or will be available in print and audio formats. Each takes a little more time to complete, but they will be done and posted on the website when available.
Here is a list of events that I have on my calendar:
Saturday, October 8, 2016
Book Signing at Woodford County Library in Versailles, Kentucky.
April 22, 2017
Authors in the Bluegrass in Lexington, Kentucky.
Authors in Bluegrass Facebook Page
May 2-7, 2017
Romantic Times Convention in Atlanta, GA
Romantic Times Convention 2017
Yes! Please click the link below to go to the online store for the different merchandise with Kathleen Brooks quotes, images, and themes.


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Stick Out Your Balance Sheet…
by: Made for Success • 0
All Android applications categories
by: Made for Success • 0
Stick Out Your Balance Sheet and Cough (by Gary W. Patterson) is presented by Made for Success. This standalone audiobook app combines a professional audio recording with supplemental features for download-once, grab-and-go anywhere enjoyment.
How Fiscally Fit Is Your Company? Just Say "Ah" in Stick Out Your Balance Sheet and Cough.
Gary Patterson details for the first time the proven methods he's used to successfully treat ailing companies of all sizes across a range of industries—from a startup purchased by IBM, to a public technology company sold to eBay, to an Inc. 500 consumer goods manufacturer, to an international Fortune 500 firm.
Offering tips to stanch the internal financial bleeding and providing a daily regimen for ensuring your company's financial health, the FiscalDoctor's prescription is clear:
• Give your company an overall checkup to gauge its condition
• Diagnose problems by reviewing your financials and operations
• Implement a treatment plan using Best Practices from world-class successful companies
• Create a wellness program to prevent future fiscal crises
Using the FiscalDoctor's Best Practices, the high-growth company you own, manage or direct can avoid unnecessary increased expenses, revenue shortfalls, employee layoffs, missed bonuses or broken dreams. So listen to these lessons, open your mind wide, and say "profit".
Download Stick Out Your Balance Sheet…
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