text:
\r\n\tIn the past, mass spectrometry was confined to the realm of small molecules; large molecules did not survive the desorption and ionisation process intact. Mass spectrometry's characteristics have raised it to an outstanding position among analytical methods: unequalled sensitivity, detection limits, speed and diversity of its applications.
\r\n\tThe relative abundance of isotopologs helps to decide which elements contribute to such a formula and to estimate the number of atoms of a contributing element. Under the conditions of certain mass spectrometric experiments, fragmentation of ions can deliver information on ionic structure. Thus, MS elucidates the connectivity of atoms within smaller molecules, identifies functional groups, determines the (average) number and eventually the sequence of constituents of macromolecules, and in some cases even yields their three-dimensional structure. From the 1950s to the present, mass spectrometry has developed in big strides and innovations are still being made at an enormous rate.
UNESCO Institute of Statistic states that: "In the next 14 years, countries must recruit 68.8 million teachers to provide every child with primary and secondary education: 24.4 million primary school teachers and 44.4 million secondary school teachers" [1]. Sweden and South Africa share a common societal challenge with many of other countries in the world, the risk of lack of qualified teachers to support societal knowledge development. In Sweden, in total, more than 45,000 teachers will end their employment within the next decade. Approximately 33% of the teachers who teach grades 10–12 will retire during the same time. More than half of all special educational needs (SEN) teachers in Sweden will retire within 10 years, and there will be an expected shortage of 60,000 teachers by 2019. In South Africa, there is a need of 20,000–30,000 new qualified teachers each year, and in 2011, only a third were produced. With efforts of the two national departments of education between 2009 and 2012, initial teacher education increased from 35,937 to 94,237, an increase of 160%. But there is still a significant shortage of foundation phase teachers and also a significant teacher shortage in key subjects [2].
Both Sweden and South Africa have declared the right to quality education for all without limitation, which is hard to achieve if they cannot provide schools with qualified teachers. Findings from the OECD Teaching and Learning International Survey (TALIS 2013) examine teachers' and school leaders' expressed experiences of learning environments in their schools [3]. The results show that "more than a third of teachers work in schools with significant staffing shortages of qualified teachers" (p. 19). When teachers do not have the necessary formal qualification for their tasks, feedback from school leaders and colleagues is of importance to ensure the quality of teaching. Despite the knowledge of the importance of feedback, the result from TALIS 2013 points out that 46–51% of the teachers report never having received feedback on their teaching from their school leader or other members of the school management. Finland and Sweden are two of the countries with the lowest report of feedback as more than 70% of the teachers in both countries report never having received any feedback. The teachers in the Nordic countries also differ significantly from other participating countries, as they report almost no opportunities to participate in mentoring activities. As the results point out that self-efficacy correlates with taking part in professional development on a regular basis (e.g., once a week) [3], it seems as the Nordic countries show shortcomings in professional development based on feedback, which is found to be an important aspect to decrease teacher attrition. Swedish teachers also reported having the lowest amount of job satisfaction. The importance of enhancing the amount of new teachers, as well as encouraging the active teachers to maintain working as teachers, has been recognized in several countries. Mashau et al. [4] report from a South African perspective the efforts to enhance professional development: "The DoE (2011) further states that at the same time, the department works to support the professional development of all teachers. As opportunities to observe and be observed are central to effective professional development, the government makes it clear that there is no '3-hour limit' on the amount of time a teacher can be observed."
Teachers, who have the opportunity to get constructive feedback in a "feedforward" way, develop their professional skills as well as increase self-efficacy. However, what kind of support they get is crucial for if and what become possible to develop. In Sweden, preservice training of teachers has become an academic education at university level. This strengthens the teachers' scientific ground, but what theoretical approaches are offered teachers? One problem is the waste amount of descriptive and interpretative research presented in the general educational sciences courses [5], which are mandatory for all teacher students in Sweden. Instead of providing teachers with research results made possible to use to predict and understand how to facilitate the students' learning, they study research on teachers' and students' acting or discussions in the classroom. This is of course also important for teachers to study, but necessarily not at the expense of research on how to teach and learn in the classroom. The large proportion of ground research presented in the teacher programs, in relation to the lack of research results of applied research to improve teaching and learning, results in leaving the teachers' development to themselves. They have to base their teaching on own experience and gradually understand how to design lessons and analyze the students' learning outcomes by trial and error. The circumstance with a lack of applied educational research results, in combination with the extensive research results based on descriptive and interpretative research results, might be one of the reasons for a gap between theory and practice. It might also be the reason for the diverse consults entering the school scene to guide teachers, often without real evidence for the methods introduced supposed to solve the schools' problems. As the teachers do not share the researchers' viewpoint of the importance of the theories provided during the program, they turn to other "experts" outside school and academia to find support.
The challenge of scientific-based teaching has to be elaborated further, to deepen the understanding of the difficulties. As mentioned above, the results from a national Swedish review of teacher education show that a completely dominant genre of research, which is a part of teacher education, is interpretative research, especially research from a sociocultural perspective [5]. The research that prospective teachers face therefore mainly focus on describing and interpreting the specific and does not aim to point to general patterns or results of classroom learning. The theoretical discussions become abstract, and the preservice students have difficulties transforming the approaches to their professional work as teachers. They feel the results are of little or no meaning for their classroom activities. Although the education is aiming to enhance teachers' competences to teach in a classroom, the research provided during their education is basic research, instead of applied research results saying something about the classroom teaching. The results do not provide the students with knowledge of how to predict or act in the classroom. The main research studied are instead observations of teachers' or students' behavior in the classroom, often not guiding or taking a stance for teachers or teaching recommendations. In fact, the opposite is desirable to avoid being understood as normative.
The gap between theory and practice might be explained as a gap between the perspectives of research provided in relation to the goals of the vocational education for teachers. In a study on the "theory-practice divide" in teacher education, the results show that what the research teacher educators' find relevant to introduce for teacher students is rather determined by their own research interests than the students' needs [6]. What is relevant to educational theories, included in the program, is determined by the teacher educators. More than so, if the teacher educator is perceived to have an authority regarding "real classrooms," the associated theories are accepted. On the other hand, if the teacher educator does not have a legitimate power base, the associated theories are dismissed. So, it is not only how the theory is valued, the real experiences of classroom work affect the students' reliability on what the teacher educator presents.
The importance of real classroom experience can be integrated in the teacher program to enhance the preservice teachers' confidence in the teacher educator and the course moments in the program. It can also be used to make teacher educators without classroom experience, or old experiences, able to understand what theoretical approaches might be important introducing for the students. Further on, it can be used to apply the theoretical assumptions on, showing the students in what way theoretical perspectives can be as glasses put on to see situations from new perspectives and analyze classroom activities based on theoretical assumptions.
When teachers or other professionals are asked where they have learnt most skills needed in their profession, 70% report they have learned such skills outside the formal education [7]. The teachers' professional training at schools during their education is highly valued by the students [8] and by that an important part where preservice teachers develop professional skills in a formative way. The supervising in-service teachers have a great impact on how the students develop their skills, as they are mentors during the entire education. In mentoring discussions, emotional support and task assistance seem to be considered as most important feedback by the students [9].
Theoretical reflections on classroom practice during preservice teacher training are rarely studied. Results on students' learning from "guided reflection" during classroom practice found that the students gain of shared reflections of full lessons observations, if the reflection is related to theoretical notions [10]. Furthermore, studies have shown that preservice teachers value practice over theory when they enter the school contexts [11]. Findings also show how developing classroom management skills not always are trained to a desirable extent during teacher education [12]. The preservice teachers are to a great extent taking courses and discussing research at a very abstract level, difficult for them to base their work as teachers on. The gap between theory and practice might be a gap between the research approaches provided, as the majority of research offered seem to be far from teachers' daily work in classrooms.
One way to bridge the gap is to use action research to develop preservice teachers and teachers' theoretical understanding of their own practice [13]. Differences in focus of teaching, based on theoretical assumptions of what is the aim of education, have on impact of what affordances the teacher educators offer their students. In relation to the context at the school, where the students have their internship, those differences might also affect the teacher students' views of what is valuable knowledge for them. A longitudinal study, following preservice teachers' development into in-service teachers, shows how different cultural contexts (teachers from mainland China in Hong Kong) experience different focus when teaching [14]. While mainland teachers have a strong focus on teaching and learning, Hong Kong teachers focused more on reducing social problems in the classroom than knowledge development. Implicit differences of the aim of education affect the teachers' actions in the classroom and by that also what possibilities they give their pupils. To discern different approaches of what teaching and learning can be, requires a variation of theories presented and in what way they can be used as glasses to capture and explain patterns of classroom management. One difficulty is the lack of continuous in-service training for teachers at school, which results in limited possibilities to discuss the theoretical assumptions with supervising teachers at school.
In the Swedish teacher education, the internship period is examined by teacher educators from the university. One of the national goals is to analyze classroom situations based on theoretical assumptions, as teaching should be based both on scientific and empirical grounds. I was involved in a project, resulting in a case study at one teacher education program in one of the largest institutions for preservice training, on the examination of the students' vocational course. At the university, this is an oral examination at the school where the students have her/his internship. The unit of analysis was the meeting between the student, the supervising teacher at school, and the teacher educator from the university, a postlesson discussion about the student's teaching that the teacher educator has observed. Five such conversations were recorded, and the teaching situations have taken place in compulsory schools (student aged 13–16 years old).
To create a scientific understanding of teacher students' views about theoretical studies during their education, a case study has been conducted. As the students' views are in focus, variation theory [15] has been used to capture what aspects the students' have discerned, and what aspects they have not yet discerned. Aspects of importance to understand teacher students' views about theoretical studies during their in-campus training are captured during the analysis of verbatim-transcribed video-recorded data.
The aim of the case study [16] was to understand in what way performance-based oral assessment [17] of internship in teacher education contributes to teacher students' theoretical-based understanding of classroom instruction. Internship for preservice teachers is a key part of teacher education in Sweden, in total 20 weeks, which the students often value as the most important part of the 4–5 years of training. Performance-based assessments are performed at the end of each vocational training period, managed by the teacher educators.
In this study, trialogue oral examinations, with teacher trainers from university, the mentoring teachers at the school, and the student are analyzed. The case study is based on a mixed-methodology approach [18]. The complete data collected consist of open-ended questionnaire answered by 33 teacher trainers from one faculty, questionnaire with closed questions answered by 27 teacher trainers from, and 5 recorded performance-based oral assessments, with preservice teachers, teacher trainers from the university, and the mentoring teachers at school. After completion of the course, the student should be able to reflect on his teacher role and professional development with relevant links to the theoretical studies. The questionnaire with close-ended questions was compiled and analyzed quantitatively, while the other questionnaire was analyzed qualitatively. The interviews were transcribed verbatim and analyzed qualitatively as well as quantitatively.
The result of the quantitative analysis of the interviews shows how the talktime was distributed among the participants: 41% students, 37% teacher trainers at university, and 22% supervising in-service teachers at school. The durations of the oral assessment had a range between 22.63 and 47.3 minutes. The teacher student was the one who chaired the meeting, as a result of a framework that regulates how the meeting shall be implemented. By that, the students took a leading role in the discussions. The supervising school teacher was in all cases the person who had least talktime at the meetings. The qualitative analysis of the oral assessment shows a prominent trait regarding challenges connecting theory and practice. Students explain how difficult they find it to relate what they study at the university with what they do at their school placement. The dichotomy between theory and practice is expressed:
Excerpt 1: (S – student, ST – supervising teacher, TE – Teacher educator)
S: Should I write "balances between theory and practice"
ST: We\'ll work on it (laughter)
S: "Working on it"
TE: You have a very good connection to the theories and then get it together with …
ST: Maybe dare to release the theories too (laughter)
S: Mm
The student's difficulties to see how the classroom activities can be understood from a theoretical perspective are also described:
Excerpt 2:
TE: But it should be visualized in practice and the big problem usually is that in practice you have practice and on the other hand you have the theory and you do not get these two parts together.
ST: That's right
TE: It is often actually at the expense of the theory, but here it might have slipped over
S: Yes, I\'ve become more careful when I\'m here because I\'ve always got the theory that sits and giggles
TE: But just being here and now, at the moment
S: Yes, exactly. But it is true that I have chosen a practical profession, more or less, so that the theory is where I can reflect on my practical occupation, but that\'s not what will guide me…
The view of theory as something "that should not guide you" is far from what is stipulated in the course syllabus. Basing what happens in the classroom on theoretical assumptions, trying to predict and analyze what happened in the classroom, is far beyond this student's standpoint. Instead, the theoretical frameworks seem to hinder the student, and if the theories mainly are based on a methodological approach with observations and interpretations, theory can become an obstacle. It is impossible to "freeze" in a teaching situation, to take a step out of it, and to analyze it while it is ongoing. You have to be here and now, acting and responding to the students. This is yet another argument for using more practice-based theoretical frameworks, to guide the teachers' work with the students and provide with knowledge of different scenarios and their possible solutions.
Excerpt 3:
S: I was actually thinking yesterday when I was planning the lesson, and then I sat thinking what I could relate to my theoretical studies … what I\'m using here. Then I wrote 'the next developmental zone' and 'student response', then it stopped. I only "I do not know what can relate to" and I wrote to a friend who had helped me with planning and just said "what more?" Because it\'s really hard to see. Then I know that I\'ve gone through a thousand concepts at least, but I can not … so I … but that\'s what I\'m doing now but I can not express it.
The difficulties for students to understand how theoretical studies can contribute to their classroom activities were confirmed by the results from the open-ended questionnaire, where the teacher trainers at university describe the difficulties for students to reflect upon their teaching from a theoretical perspective. Finally, the result of the close-ended questionnaire shows that teacher trainers estimate that the mentoring teachers at school do not have sufficient knowledge of theoretical perspectives of relevance for their occupational training (2.0 out of 5.0), while they estimate the students' knowledge higher (3.18 out of 5) and their own knowledge highest (4.18 out of 5). As the supervising in-service teacher has a prominent role as models for the students, a model for knowledge exchange between university teachers and supervising teachers at school, offering them more opportunities to develop their theoretical knowledge, might enhance the theoretical understanding, as well as the use of classroom recordings used in the campus courses. Making it possible for the teacher students' supervisors at school makes it possible to create "communities of practice" [19] where they together can share what the students are offered at their in-campus training.
Based on the findings above, preservice teacher education provided to enhance the students' qualifications as teachers has to face the challenge of bridging the gap between theory and practice, as well as provide students with theoretical tools and results of importance for their assignment as educators in classrooms. To bridge the gap, it might not only be of interest to give in-service training to supervising school teachers but also reflect on what the campus-based courses for future teachers are offering.
The results of the case study has, together with other research findings, based the foundation for designing modules in the teacher training program aiming to enhance preservice teachers' understanding of how theoretical assumptions can be used to predict, analyze, and revise teaching situations. The modules are based on blended learning [20], as the students are provided by a web resource where they can find lectures from all authors of the course literature, as well as other learning resources, such as study material produced by the Swedish National Agency for Education or other trustworthy sources. Finally, video-recorded classroom situations are used in the final examination of the course to help students to understand how theoretical frameworks can be used as tools for teachers.
The outline of the module is presented in Figure 1, showing how one 6-week course (6 ETCS including 3 weeks for each course section) is designed. During the course-weeks, the focus on student performance develops, from students' development of knowledge and understanding, development of skills and abilities, and finally focusing their evaluation ability and approach.
During the course, the students have access to several different learning resources. First of all, the Learning Platform (Canvas) provides the students with course-specific texts, lectures, and learning researches. Besides that, a group of general capabilities are running like a track in all courses (e.g., academic literacy, new arrivals, library support). In all course sections, different form of work is introduced, such as the following:
Individual reading of literature
Student workshop for joint reading of literature or problem solving (student lead)
Prerecorded lectures at web platform (the authors of the literature, teacher educators, pod)
Prerecorded panel discussions (course leader, teacher, and student)
Teacher-led seminars to further develop students' learning
Student seminars
Below, examples of the design are presented to give a view of how the parts of the module strive to enhance both theoretical and professional development preservice teachers by merging theory and practice during the course moments.
During the first 2 weeks of the module, the students' knowledge and understanding, mainly of core concepts and frameworks used, is focused to create a shared knowledge base for further studies. One session of the students' own seminars could be designed as follows:
Wednesday xx/x
08.15-12.00 Student seminar
Study the Teachers\' Movie (28 minutes) about leadership in the classroom and discuss how the theoretical assumptions highlighted in the course literature are expressed in the discussion of why leadership in the classroom is necessary:
After this brief practice-based task, the students are supposed to watch the lecture of the author of the first course book. Whenever the students want to watch, the prerecorded lecture is uploaded to the web platform and can be watched several times, also together with supervising teachers at school. After this part, the students meet the teacher educators to deepen the discussions of the course book, in relation to the authors' lecture and the other learning resources.
1315-16 Post lecture-seminar
At this seminar, which is a teacher lead, you are going to discuss how knowledge about leadership, communication and conflicts in school has been developed in relation to the course objective, identify and describe various key concepts and perspectives in pedagogical leadership, social relations and conflict management. In what way has the course literature contributed to a theoretical understanding of the theoretical perspectives that can be tools to better understand and predict what is happening in the classroom? What situations do you feel you have more preparedness to handle in future school situations?
During a week, the students in total have at least four seminars including pre- and postseminars adjacent to the video-recorded lectures. Each period of 2 weeks ends with a smaller examination, in which during the first section, the students are supposed to show their conceptual knowledge of the content in focus. This is important to create a joint understanding of the theoretical approaches presented and forms the basis for the continued work.
The second section of the module aims to develop the students' skills and abilities. The design of the work is similar to the previous section; however, during these 2 weeks, the students are expected to show their skills in relation to the theoretical approaches in focus. During the seminars, the students are expected to be more active than in the first part. They have to show examples of how to put the theoretical knowledge to abilities.
Tuesday xx/x
10.15-12.00 Pre-seminar
Before this seminar you should have read the report "Learning from the best: an ESO report on Swedish school in an international research perspective" by Åman (2011), as well as prepare 3-5 questions based on the literature in order to get a deeper understanding of the content. What are the similarities and differences between today\'s school in Sweden and other countries? Does the report give you good prospects for meeting the learning objective: "Analyze the school\'s activities in a national and international perspective"? The seminar is led by teacher educators.
1300-1530 Sweden\'s school in an international perspective
This lecture is linked to the report "Learning from the best: an ESO report on Swedish school in an international research perspective" by Åman (2011).
The lectures are followed up by postseminars where teacher educators, related to the goals in the syllabus, deepen the discussions to enhance the students' knowledge development.
13.15-16 Post-seminar
At this seminar, which is led by a teacher educators, how scientific and evidence based knowledge has been developed on the basis of relevant governing documents is discussed. At this seminar you will discuss in particular whether you have developed your knowledge in relation to the objective "Analyze the relationship between research and empirical based knowledge for the profession".
The section ends with an examination, designed to show the students' skills by doing a smaller school development project to be analyzed from a theoretical perspective.
In the final section of the course, the students' abilities to value and ethical approach in relation to their professional development as teachers. By that, this third step finalizes the students' understanding of the theme of the module, for example, classroom leadership and management. Based on their conceptual knowledge of the field, they have shown proof of their skills in relation to their profession. In this last step, they are supposed to value their knowledge and skills to examine them in an ethical perspective, which is practiced in different kind of activities.
Monday xx/x
10.15-12.00 Student seminar
Before this seminar, you have to study the module on the learning platform about writing a short information text based on proven experience and scientific basis for informing parents about the school\'s value base (included in the academic literacy module). To develop your skills, you will practice your ability to value and ethical review, which will be tested in exam three. You will also have access to classroom movies to analyze regarding the school's value base.
The examination of the students' evaluation and ethical review abilities are made close to their professional role as becoming teacher. The examination is based on the theoretical frameworks studied in the course and through course literature.
Examination 3
Analysis of classroom situations based on human rights and child convention by a video-recorded classroom situation. The analysis should be based on the conceptions and theoretical perspectives studied in the course. Valuate and make an ethical review of the situation analyzed. Max 2 pages, excluding references, should be uploaded on the learning platform within a time limit of 4 hours after the lesson has been released on the learning platform.
The design of general educational courses in the teacher program is always a challenge. There are more topics of interest for teachers than could possibly be included in the training, so how to choose what is most important? The risk is that always these courses tend to be fragmented, with several small parts different to connect to each other. Making the content both coherent within a theme and connecting the theoretical parts with the preservice teachers' professional role in the future is another challenge. This is a humble try to overcome these challenges, and by that provide teacher students with knowledge they can understand both on a theoretical and practice-based level.
The challenge to provide society with qualified teachers is global, and the interest to begin teacher education studies is low in many countries. In, for example, Sweden, teacher education has become a university program. This guarantees the scientific quality of the courses given, which hopefully gives the students a basic scientific knowledge of teaching and learning. But has it provided teachers with better skills about teaching and learning in the classroom? There is of course no easy answer to give, but it highly depends on the interest and quality of teacher educators. When teacher education was a professional education, it was provided by teacher education colleges instead of universities. The lecturers had a strong relation to schools and experience as being teachers by themselves. This can of course be problematic for the development and critical stance, which enables changes of how school should be working. On the other hand, there is also a risk of quality decrease if the theoretical approaches provided for preservice teachers are descriptive and interpretative, leaving the teachers without any answers of how to act in the classroom. In combination with teacher educators at universities, without own experience of teaching outside university who determine what is of importance for teachers to learn, the gap between theory and practice can easily be insurmountable. Then it does not help how qualified the teacher educators are regarding scientific knowledge or how qualified they are to teach at university level. The importance to provide teacher students with applied research results and to give them scientifically substantiated results guiding them to enhance teaching and learning in schools is crucial for the quality of teacher education. Changes are needed to attract young adults wanting to become teachers. In countries where teacher education is situated at universities, the teacher students might lack the opportunity to meet teacher educators who have a background as teachers before being researchers. Then they do not meet role models they can identify with before they are on internship and meet teachers. The expression that schools are "the real world" and university is "a fictive world" is in not difficult to understand from teacher students' perspective.
This study has been supported by Malmö University, which I am grateful for. I would also acknowledge my researchers and colleagues Roger Johansson, Lund University and Bertil Rosenberg, Kristianstad University, for fruitful discussions and collaborative work during the pilot studies made at our respective universities.
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Monro Auto Service and Tire Centers
37 Smithfield Blvd., Plattsburgh, NY
Monro Auto Service and Tire Centers
37 Smithfield Blvd., Plattsburgh, NY
- Tires
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Current Promotions at this Location
Monro in Plattsburgh, NY provides scheduled maintenance on your vehicle for routine and preventative vehicle care. When you come in, we'll pull up your car's maintenance check list for your specific model and inspect the necessary components for your vehicles current mileage. Factory scheduled maintenance provides a good opportunity to make sure your car is performing correctly and help prevent costly future repairs. Plus Monro will save you up to 50% over the dealer!
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About Monro Auto Service and Tire Centers – Plattsburgh
Monro Auto Service and Tire Centers is your source in Plattsburgh, NY for complete automotive care for your vehicle. We also carry thousands of name brand tires, ready to be installed.
Nearby Locations
Monro Auto Service and Tire Centers - Essex Junction
Essex Junction, VT 05452
Essex Junction, VT 05452
Monro Auto Service and Tire Centers - Saranac Lake
Saranac Lake, NY 12983
Saranac Lake, NY 12983
Monro Auto Service and Tire Centers - Malone
Malone, NY 12953
Malone, NY 12953
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subset: commoncrawl


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Legal Disclaimer: The owner/operator of this site is not a lender or an agent, broker, or representative of any lender. This website offers a free service that attempts to connect consumers with lenders who may have loans for them. Loans are not available in all states, and approval is not guaranteed. Loan amounts, rates, and terms will vary depending on each lender and consumer qualifications. Lenders may conduct credit checks that could affect your credit score.
A payday loan (also called a payday advance, salary loan, payroll loan, small dollar loan, short term, or cash advance loan) is a small, short-term unsecured loan, "regardless of whether repayment of loans is linked to a borrower's payday."[1][2][3] The loans are also sometimes referred to as "cash advances," though that term can also refer to cash provided against a prearranged line of credit such as a credit card. Payday advance loans rely on the consumer having previous payroll and employment records. Legislation regarding payday loans varies widely between different countries, and in federal systems, between different states or provinces.
In 2014 several firms were reprimanded and required to pay compensation for illegal practices; Wonga.com for using letters untruthfully purporting to be from solicitors to demand payment—a formal police investigation for fraud was being considered in 2014[61]—and Cash Genie, owned by multinational EZCorp, for a string of problems with the way it had imposed charges and collected money from borrowers who were in arrears.[62]
Need something more than a simple paycheck advance or one-time cash advances can provide? Get an online cash advance that's always there when you need it most! A line of credit loan makes it easy to apply once and get a fast cash advance now or for additional cash advances in the future. Only pay interest and fees on the cash you take out now and you can get additional cash advances up to your credit limit for emergencies.
To get a credit card cash advance you go to an ATM or bank location and use your credit card to withdraw money. The amount you withdraw is added to your credit card bill almost as if you were using your card to make a purchase. But unlike using a debit card, the money that you get through a credit card cash advance doesn't come from your bank account. It's loaned to you by your credit card company, and you're responsible for paying it back.
We'll also ask for your employment details or the source of any recurring income. Once you complete an application with LendUp for a short-term loan, we provide an answer instantly. We don't rely on a traditional credit check or credit score to make lending decisions, opening the door for individuals who might have struggled with credit in the past. You won't have to fax any documents or wait days for an answer. LendUp's short-term loan options usually offer approved first-time borrowers up to $250; by paying on time and working with LendUp again in the future, you might be able to increase how much you can borrow at a time (availability varies by state).
A cash advance loan works just like a payday loan. (Not surprising, since they're the exact same thing.) To get one, you go to a payday lender and write a check. You date it for your next payday and make it out for the amount of the loan plus interest and fees. The lender will then give you cash or transfer money to your bank account. It's yours to spend, but remember that check you wrote? As soon as your next payday arrives, the lender will cash it and the amount will be withdrawn from your bank account.
By submitting this form, you are giving your express written consent for GreatPlains Finance, LLC's network of lenders to contact you regarding financial programs and services using email, telephone or text – including use of automated technology, for calls or texts to the number you provided here. This consent is not required to purchase goods or services. Click here to see our full Privacy Policy and Terms of Service.
To borrow through the bank you will typically have to gather pay slips, bank statements, or other time-consuming documentation, as well as waiting some time for approval. The MoneyMe way is different – we use secure, fast Proviso technology to obtain 90 days of bank statements online in seconds. Along with your personal details, this is all the information we need to process your loan. You can be assured we will keep all your information safe and secure.
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The basic loan process involves a lender providing a short-term unsecured loan to be repaid at the borrower's next payday. Typically, some verification of employment or income is involved (via pay stubs and bank statements), although according to one source, some payday lenders do not verify income or run credit checks.[13] Individual companies and franchises have their own underwriting criteria.
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In the more recent innovation of online payday loans, consumers complete the loan application online (or in some instances via fax, especially where documentation is required). The funds are then transferred by direct deposit to the borrower's account, and the loan repayment and/or the finance charge is electronically withdrawn on the borrower's next payday.
Prior to 2009 regulation of consumer credit was primarily conducted by the states and territories. Some states such as New South Wales and Queensland legislated effective annual interest rate caps of 48%.[53] In 2008 the Australian states and territories referred powers of consumer credit to the Commonwealth. In 2009 the National Consumer Credit Protection Act 2009 (Cth) was introduced, which initially treated payday lenders no differently from all other lenders. In 2013 Parliament tightened regulation on the payday lending further introducing the Consumer Credit and Corporations Legislation Amendment (Enhancements) Act 2012 (Cth) which imposed an effective APR cap of 48% for all consumer credit contracts (inclusive of all fees and charges). Payday lenders who provided a loan falling within the definition of a small amount credit contract (SACC), defined as a contract provided by a non authorised-deposit taking institution for less than $2,000 for a term between 16 days and 1 year,[54] are permitted to charge a 20% establishment fee in addition to monthly (or part thereof) fee of 4% (effective 48% p.a.).[55] Payday lenders who provide a loan falling within the definition of a medium amount credit contract (MACC), defined as a credit contract provided by a non-deposit taking institution for between $2,000–$5,000 may charge a $400 establishment fee in addition to the statutory interest rate cap of 48%. Payday lenders are still required to comply with Responsible lending obligations applying to all creditors. Unlike other jurisdictions Australian payday lenders providing SACC or MACC products are not required to display their fees as an effective annual interest rate percentage.[citation needed]
Snappy Payday Loans offers payday loan and cash advance options in Alabama, Alaska, Arizona, Arkansas, California, Colorado, Connecticut, Delaware, Florida, Hawaii, Idaho, Illinois, Indiana, Iowa, Kansas, Kentucky, Louisiana, Maine, Maryland, Massachusetts, Michigan, Minnesota, Mississippi, Missouri, Montana, Nebraska, Nevada, New Hampshire, New Mexico, New York, North Dakota, Ohio, Oklahoma, Oregon, Pennsylvania, Rhode Island, South Carolina, South Dakota, Tennessee, Texas, Utah, Vermont, Virginia, Washington, West Virginia, Wisconsin, and Wyoming. We currently do not offer loan options in Georgia, New Jersey, New York, and North Carolina.
Affiliate Disclosure: There are links on this site that can be defined as affiliate links. This means that I may receive a small commission (at no cost to you) if you purchase something when clicking on the links that take you through to a different website. By clicking on the links, you are in no way obligated to buy.
Please Note:The material on this site is provided for informational purposes only and is not financial advice. Always consult a professional before making any financial decisions.
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The Power industry, also known as the fuel power industry, refers to the production sector that develops, processes, and utilizes energy resources. It includes three major sectors: coal, oil, and power.
NEWSWAY VALVE can provide the complete valve solution in coal power generation, natural gas power generation, nuclear power and other renewable energy sources.
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Pressure Seal Valve
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Top articles
Beer market of Russia 2018
- General market picture
- Foreign trade setting records
- Import
- Export
- Demography as challenge to branding
- Aged consumer
- Declining of youth brands
- Nostalgia on trend
- DIOT feels at home
- 5.0 Original is the new face of import
- Positions of Market Leaders
- Carlsberg Group
- AB InBev Efes
- Efes
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Ukrainian beer market 2018
- Better than yesterday
- Performance by value
- Positions of Ukrainian brewers
The beer market dynamics in Russia is approaching zero, yet major brewers are divided into those who developed considerably in 2017 and those who considerably reduced their volumes. For instance, company Efes has managed to substantially extend their sales due to restrained pricing policy and activity in the modern trade. Heineken has also demonstrated an excellent performance promoted by significant increase of advertisement budgets launching a non-alcohol sort of the title brand and unusual activity in the economy market segment. Carlsberg and AB InBev have been focusing on margins and lost a market share of their inexpensive brands. Serious dependence on PET package and mass enthusiasm about Zhigulevskoe have negatively impacted the most of big regional brewers, that have been for the first time pressed by the leaders in the key sales channels, especially in Volga and Central regions. In the small business there has been a noticeable slowdown in appearing of new restaurant breweries, yet the number of craft breweries has been growing rapidly. In 2018, the beer market is likely to grow a little, while the share of AB InBev Efes may decrease due to the integration. ...
"Catalogue of Russian Beer Producers 2018" includes 1070 businesses ranging from large subsidiaries of international companies to rather small restaurant and craft microbreweries.The catalogue includes 32 large breweries, 75 regional breweries, 693 industrial mini- and microbreweries as well as 270 restaurant breweries. ...
The first Pilsner Urquell Original Restaurant in Asia will open in Vietnam
cans, however this year Vietnam will receive beer barrels.
The Hanoi "POUR" is the first business of the Pilsner Urquell Original Restaurant in Asia. Architect Ji?? Hanzl?k, who was at the beginning of all Pilsner Urquell Original Restaurants, also participated in the restaurant's design. The entire equipment for serving beer from tap was supplied by a Czech company called Lukr?cius. The red seal and the green neon are a clear sign for all patrons of the restaurant that they are entering a beer heaven, which made Czech Republic famous around the world. As guests enter the nicely air conditioned place, they will be greeted by a shiny tap with four spouts and nicely placed glasses with a familiar logo. Patrons will pay an equivalent of 75 Czech crowns (4.37 USD) for a half a litre of the Pilsner Urquell lager and the maximum capacity of the restaurant is over 200 places.
As it is a tradition, a toast with the Pilsner Urquell lager opened the restaurant and a symbolic gift was given to the owner - horse shoes for good luck. These should protect the restaurant from bad powers and they have a direct connection to the Pilsner Urquell brand. They belonged to a horse which used to carry Pilsner beer at the beginning of its history.
"I know the owner, Mr. Chuyen, and I know that he is a big fan of beer and of the Pilsner Urquell brand. That is why I am not surprised about the care he gives the beer and the quality it has. The beer is stored in a cooling box and temperature in the restaurant's cellar reaches ideal
5 °C. That is unheard of in these conditions and that is why I am certain that the restaurant will be a success. Also, the care with which they care for the cleanliness of glasses and the way the beer is served prove that the POUR here could compete, in terms of quality, with any place," V?clav Berka, Senior Business Brewer from Plze?sk? Prazdroj, praised the restaurant at its opening.
Czech chef V?clav Pach prepared the menu for the restaurant. The menu includes representatives of Vietnamese and international cuisines as well as typical Czech meals, such as pork with onions, fried cheese, pork Milanese, grilled pork neck, tripe soup, which people call here "sup bao tu," other munchies to go with the beer such as preserved sausage or potato salad. "This is not my first visit here and I know that Czech cuisine will find its fans here," explained executive chef of the restaurant. Steven Hegarty from SABMiller, who is responsible for development of the Pilsner Urquell brand in Vietnam, praised both the beer quality and the Czech menu.
"I got to know the beer during my stay in former Czechoslovakia and I started to miss it after my return home. After building up my own restaurant brewery, today I reach another imaginary goal. I am opening our own Pilsner Urquell Original Restaurant in Hanoi, the first in Vietnam and in entire Asia. Today is a big day for me," shared the owner Ngo Hong Chuyen.
More than 200 guests participated in the grand opening of the restaurant. The guest list included, besides representatives from the media, also representatives from the City of Hanoi and representatives from neighboring countries such as Japan and China. In accordance with a tradition, all guests brought for the grand opening bountiful floral gifts for the garden by the entrance of the restaurant.
Our compatriots who are living and working in Hanoi did not resist and came for the event. "I am extremely happy that a Czech restaurant was opened specifically here on the route from the embassy to my apartment. It will be a nice stop on my way home from work," stated one of the Slovak guests.
Ngo Hong Chuyen, Owner of the newly opened PUOR in Hanoi
Pan Chuyen is the Czech Consul in Ho Chi Minh City. He lived in former Czechoslovakia as a student and after his return to Vietnam he started to build his own companies. Besides the newly opened PUOR, he runs two breweries in Hanoi and in Ho Chi Minh City, which are run under the business name Hoavien and offer Pilsner Urquell from bottles and in barrels. He travels to Czech Republic on a regular basis and of course he also visited Plze?sk? Prazdroj. He is a father of six.
Concept Pilsner Urquell Original Restaurants
The PUOR restaurant is a franchising project developed by Plze?sk? Prazdroj which provides unique environment with inspiring and original atmosphere, which blends the best traditions from Czech beer making and Czech cuisine with demands of today's modern lifestyle.
8 Авг. 2011


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Laguna Vacation Rentals The Retreat's intimate Tuscany-esque village environment sets it apart from other Laguna Beach vacation rentals. At the heart of the village is its "village square", a well-appointed ocean view deck – the perfect Laguna Beach gathering spot. However, revenue from attractions, restaurant reservations and vacation rentals, which make up the non-hotel category. For other professionals,
Welcome campers! SummerCamp.com is your one stop resource to find the perfect summer camp for your child. We have over 16,000 camps listed from a variety of categories, including sports, academic, technology, science, religion and so much more.
While Gonzalez and Allred will be serving their first terms in Congress, former Minnesota Vikings linebacker Napoleon Harris.
Here you'll find college-based baseball camps, showcases and training from all across the USA. Each camp is hosted directly by the coaches and staff at each of the following schools.
Gonzaga University freshman third baseman Ernie Yake was named to Collegiate Baseball's 2018 Freshmen All-American. and seven of the last 10 tournament championships. Zags to play Illinois in Maui.
At a recent celebration for North Korea's 70th anniversary, his face was depicted in the same style as portraits of Kim Jong-.
Apr 3, 2018; Anaheim, CA, USA; Sports agent Scott Boras watches batting practice during a MLB baseball. Tebow had on camp and, I thought, you know, maybe Tebow on the Mets in 2019 is not that crazy.
Search for youth baseball tournaments around Chicago and throughout the state of Illinois. Finding the right tournament has never been easier with our industry leading search filters.
The property in question is owned by River Rock Properties of Illinois LLC. The company earlier this year. Next month, River Rock is partnering with the IWBC to host a women's baseball camp. So, th.


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30 Minute Meals
Balsamic Glazed Salmon and Roasted Root Vegetables
Sheet Pan Balsamic Glazed Salmon and Roasted Root Vegetables takes less than 30-minutes for weekdays but is fancy enough for guests.
Golden Spiced Noodle Soup
Filled the brim with gluten free rice vermicelli noodles snuggled in a bath of nourishing bone broth, aromatics and anti-inflammatory turmeric.
Baked Pomegranate Glazed Salmon
Baked Pomegranate Glazed Salmon is a flaky and succulent fish recipe slathered in an easy sweet, savory, spicy pomegranate molasses orange glaze.
Mapo Tofu
Mapo Tofu is an easy hot and spicy Sichuan Chinese recipe made with ground pork, tongue numbing Sichuan peppercorns, chili oil, garlic, fresh tofu, fermented chili bean sauce and aromatics served over a bed of rice.
Chorizo and Shrimp Fried Rice
Chorizo and Shrimp Fried Rice is one super easy less than 15-minute one pan meal using leftover brown rice, vegetables of choice, spicy gluten free chorizo and shrimp.
Simple Spicy Thai Hot Pot
Simple Spicy Thai Hot Pot is a simmering pot of Thai spiced broth for your guests to cook fresh ingredients as a communal feast or individual soup bowls.
Skillet Creamy Chicken with Apples
Skillet Creamy Chicken with Apples is a one pot less than 30 minute French dinner with caramelized leeks, roasted gala apples, braised in a delicious creamy brandy apple cider sauce.
One Pot Creamy Kale Pesto Pasta
One Pot Creamy Kale Pesto Pasta is an easy way to get dinner on your table in under 30 minutes. Angel hair pasta noodles are tossed with a kale pepitas pesto and pan fried acorn squash. Everything is cooked in one pot!
Creamy Thai Sweet Potato Chicken Soup
Creamy Thai Sweet Potato Chicken Soup is an easy gluten-free recipe with red curry spiced coconut broth, chicken, sweet potatoes and veggies cooked in the instant pot or stove top.
Instant Pot Italian Sausage Tortellini Soup
Instant Pot Italian Sausage Tortellini Soup is a super easy weekday meal chock full of vegetables, Italian spices and cheesy gluten-free tortellini pasta.


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Observing that the U.S. healthcare has been rising at almost twice the rate of the national economy, Tim Coan told an audience of HR professionals, … Read more
DISRUPT is an information exchange designed to energize, inform and empower people in the HR field.
Founded by Disrupt's CEO Jennifer McClure, events are organized by volunteer teams working with Disrupt staff who assist in the planning. Events have a maximum of 14 speakers, who get 5 minutes and no more than 20 slides for their presentation.
Interested in organizing a DisruptHR event in your city? Here's how to get started.


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I am going to make your Marketing Firm Unstoppable by Ian Garlic
1. Problem Solved
2. Adding additional services
2.1. Everyone else is doing that
2.2. It destroys other lines of business
2.3. It takes too long
2.4. It costs too much
2.5. I have to vet and hire another expert
2.6. you need to develop a new sales system
2.7. Softwares become outdated and have no personal services
2.8. I have no support
2.9. Services have a short life and provide no recurring revenue
2.10. They provide no value to your other services
3. Upselling Old Customers
3.1. You have nothing else to sell them
3.2. It's too expensive
3.3. They have not budget
3.4. They need fresh emails
3.5. "I want social media results I can track"
4. Landing New Business
4.1. Whats the number one objection you get?
4.1.1. "It's too expensive"
4.1.2. "How will I know it's working?"
4.1.3. "I get all of my business from referrals"