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Deadlines. They're only good for jobs and tax returns, right? You don't need the stress of meeting deadlines in your home studio. It's your creative getaway, the place where you go to slowly piece together musical masterpieces. Wouldn't a deadline stifle your artistic efforts? Your music should tell you when it's finished, not the other way around, right?
Raise your hand if this is the way you think…go ahead, raise it. You can't see me right now, but I'm raising my hand. Guilty as charged.
I was heading out to play soccer with my wife last night, and I told her I'd like to have my album finished by September 1st. She laughed. I jumped straight into "sensitive-artist-defending-his-art" mode. "What are you laughing at?"
She proceeded to tell me that she's been listening to me talk about this fabled album for years…years.
It's not that she doesn't have faith in me or doesn't like my music. She just knows that I have been "making" this album for almost as long as she's known me. She knows that it's not been a real priority for me. It's been an ever-evolving process. I keep telling myself I need to set aside hours and hours of time, days upon days to focus solely on the album. Anything less would be selling myself short.
After all, my music is so amazingly incredible that it should take decades to perfect it. By the time I retire, it will be the best piece of recorded music the world has ever known. (Note that my tongue is firmly planted in my cheek.)
Who am I kidding?
In the amount of time it has taken me to write and record this album, I could've made six.
What's in a Deadline?
Hopefully I've made my point. And I'd be willing to bet this strikes a chord with you, too.
I'm not saying you need to turn your home studio into an insanely productive music factory, pumping out an endless supply of garbage. That's not the point at all.
However, think about a business you like dealing with. Think about your favorite record. Think about your education. All of these would have failed if it wasn't for deadlines.
I read recently that a goal without a time definition is not a goal. The fact is, we don't set a deadline for our album, because we're afraid we'll miss it. We're afraid we'll fail.
News flash…it's been six years, and you haven't released an album. Fail.
So obviously the no-deadline approach doesn't work. What to do? Pick a date. Just pick…a…date. Try your best to make that deadline. Take it seriously, but not too seriously. If you miss the deadline, big deal?!?! Evaluate the situation, set a new date, and get back to work.
Yes, I know. I'm an utter hypocrite. "Take your own advice, Joe," you say. Alright, fine. September 1st. I just entered it into Google Calendar. Whew. Baby steps…baby steps. (Any What About Bob? fans out there?)
Now just in case I haven't laid myself out there enough by announcing my plans to the world, I created a new website over the weekend. With so many people asking me for a CD or mp3 download, I'm tired of saying "I'm workin' on it." The new website is my way of holding myself accountable, and lighting a fire under my butt to get things done.
What's your deadline?
Alright, it's your turn. You've got a project you're working on, or perhaps a project you haven't started yet. Set a deadline for yourself. If you're brave enough :-), leave a comment and let the rest of us know what your plans are.
Remember, it's all about making music. Don't let a deadline ruin all the fun, but don't let a lack of one ruin your chances of ever producing some music to share with the world.
By the way, you're welcome to check out my music website – www.joegildermusic.com.


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Since the last time I posted about this topic, I've been having some thoughts about altering some basic rules of filmmaking based on how our content is consumed. No longer do we simply need to consider television as delivery medium (whether it be broadcast or DVD), or if we are extremely lucky, a theater screen.
Our venue is the web. Most likely we are releasing content on a video sharing service such as YouTube, Blip or Vimeo. This means that the majority of our audience is probably viewing our stuff on 1) a computer screen, 2) a smartphone/iPod, 3) a tablet, 4) a "smart" TV (or a "regular" one connected to a streaming device), or combinations of all of the above.
I find it interesting that as we progress into the future, the size of the most common viewing surface is decreasing, not increasing. The "average" laptop sized screen seems to float between 13-17", with the average probably coming in at 15" (or 15.6").
All this leads me to the well-known formula that answers the age-old question, "What size TV should I buy?" If you don't know it already, you simply cut the viewing distance in half, subtract a few inches, and you have the diagonal measurement of television you should own. Sitting 8' away from your TV wall? Buy a 46" set. Ten feet? Get a 56" one.
This also works for smaller screens. Currently I'm typing this post out on my laptop. My face is approximately two feet from the screen. My computer has a 15.6" screen, but according to the formula, it could be 12" or the size of a netbook. And that distance is only when typing. If watching something, I'm pretty sure that distance increases, especially when then video stays in a playback window and isn't expanded to fill the screen.
Smartphone screens are even smaller at 3-5" across, which means you'd need to be 6-10" from the screen to absorb all the detail properly. What about the iPod Nano? How big is that tiny screen? My son and daughter regularly watch movies on that postage stamp-sized gizmo. Maybe a cyberpunk-style headband mount would be in order.
All this thought about the constantly shrinking viewing surface has made me wonder if we should alter some basic filmmaking techniques to compensate for the fact that the viewer is farther away and could potentially miss something we are trying to get across. What can we possibly do to better "reach" the viewer?
Shoot tighter. If the viewer isn't as close and the imagery (shot traditionally) is smaller, why not make it bigger? Take all of your shots in one notch. Instead of that full shot, shoot medium shots. Instead of that medium shot, shoot a close up. Instead of that close up, shoot an extreme close up, and so on. When the viewer doesn't want to get within normal range, get closer to them—close the gap. Imagine the difference this would make on videos watched on a smartphone or the above-mentioned Nano. It could be huge.
Be louder. In audio land, the common train of thought is that, in the digital world, you mix to –12db. That gives you some basic overhead so you don't accidentally pass digital zero and clip, or distort, your audio. I propose we try mixing to -6db or exactly digital zero. Normalize your sound and use a limiter (it's called Wave Hammer in Sony Vegas Pro) set to zero and your audio will never distort and at the same time reach maximum level.
Why do this? Most laptop speakers are quiet and tinny sounding and a smart phone speaker is even worse. I don't like using headphones if I don't have to, and boosting your sound would make the best of an already poor scenario. Those who do have decent speakers or headphones can easily turn the sound down. Those without might now be able to hear all that carefully written dialogue.
Wben I worked in TV news, I noticed a small, cheap speaker sitting on top of the massive mixing board in the audio booth. When I asked the operator what it was for, he informed me it was to check the output on something similar to the crummiest mono TV speaker out there (as well as to check for phasing problems). This was to make sure that even a poor schlub with a crappy TV could still hear the broadcast properly.
I believe we should keep the same thing in mind with internet video. We want everyone watching our product to enjoy and benefit from it. A little extra effort such as these methods could really make the difference.
You might argue that these techniques are fine for the web, but what about when we want to release that DVD version? I retort that we need to think of the web as the final delivery, not a first step to something else. If we really are "internet filmmakers", then we need to think of the internet as our movie theater.
Wednesday, December 14, 2011
What Does an Internet Film Look Like? (Part 2)
1 comment:
- Unknown said...
You bring up a lot of great points especially about the framing of shots. Though a filmmaker could also use the oposite to his advantage. Instead of pulling back to create a distance, you could pull back even further, creating more space around your character (prop,ect). On the small screen i would think this feel would get amplified.
I'm off to experiment!
- December 14, 2011 at 7:14:00 AM PST
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The assessment for the course is on day 4, if you haven't finished the learning prior to this you have the option to attend an alternative assessment to do the theory.
Frequently Asked Questions
How fit do I have to be to attend?
You could walk up to 6 miles throughout the 2 days interspersed with practical drills & classroom learning so if you are regularly out walking you should be fine!
I have experience and qualifications that I think would exempt me from the online learning
Please contact us firstname.lastname@example.com so that we can get a better understanding of your qualifications and can devise a personal learning plan for you.
What happens if I can't attend as I fall ill?
If you are unwell and provide us with a doctors letter we are happy to transfer you to another course for no charge.
Will I be given a list of what to bring with me?
We provide you with a timetable and clear guidance on what you need to bring with you. The key is comfort and waterproof clothes so you can get the best out of the training whatever the weather does!
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We can provide the whole course paper based for no additional charge or you can have the online and purchase a manual at an additional cost.
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If you need to move to a different course you would need to pay a transfer fee if short notice (booking terms available).


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About This Blog
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Jazz Music and Social Change
April 3, 2018
7:00 pm-9:30 pm
Old Chapel
UMass Amherst Campus
Enjoy a conversation and concert with jazz musicians Christian Scott aTunde Adjuah and Helen Sung. The world-renowned artists will come together for the first time to perform beautiful music and inspire conversation around social change.
Sponsored by UMass Fine Arts Center, Valley Jazz Network; the Office of Equity and Inclusion Campus Climate Funds; the UMass Center for Multicultural Programs and Student Success (CMASS); the Five College Inc Lecture Fund, Amherst College Music Dept., Mount Hoyloke College, Hampshire College, and UMass Departments of Political Science and Public Policy.
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Top 25 stock report: Biggest jumps, dips in Week 12
- Alabama stays No. 1 after defeating Mississippi State 20-7
- Stanford fell seven spots to No. 12 after being upset by USC
- Michigan State climbed three places to No. 13 after downing Nebraska
Indications are growing stronger that the College Football Playoff is going to arrive a year too late.
If the four undefeated teams from major conferences were to continue their winning ways, they would produce the perfect scenario for the four-team championship format that will go into effect in 2014. Unfortunately, for the present there's one more year of the BCS system that allows only two to play for the title. So for now, the teams competing for the No. 3 ranking can only keep winning and hope one of the top two squads in the USA TODAY Sports coaches poll, a component of the BCS formula, stumbles.
No. 1 Alabama came surprisingly close to doing just that Saturday night. But it's stifling defense carried the day to compensate for a sluggish offensive outing in a 20-7 win at Mississippi State that kept the Tide on course for a third consecutive trip to the BCS finale. Alabama did lose a couple of first-place votes to No. 2 Florida State but is still comfortably in first place overall with 56 of 62 No. 1 votes.
The Seminoles, meanwhile, put on yet another display of dominance in a 59-3 romp past Syracuse to easily retain the No. 2 spot, gaining two more first-place votes and adding to its total of four from a week ago.
No. 3 Ohio State took a while to put away Illinois but remained No. 3, though its lead over No. 4 Baylor was reduced a bit. The Bears very quickly erased an early 14-point deficit and rolled past Texas Tech to remain No. 4. Both Ohio State's and Baylor's point totals increased, but the Buckeyes' overall margin was trimmed from 25 poll points to 18 ahead of Baylor.
Also highlighting the poll this week is the appearance of No. 24 Duke. The Blue Devils' home victory against then-No. 23 Miami (Fla.) gave them sole possession of first place in the Atlantic Coast Conference's Coastal Division and their first eight-win season since 1994. That was the last time Duke appeared in the coaches poll, a No. 21 ranking in the final survey of the regular season that year.
Stock up: Oregon. The biggest question concerning the new poll was which team would replace Stanford as the top-rated one-loss team. Turns out it is Oregon, the team Stanford handed its lone loss 10 days ago. The Ducks weren't exactly dominant themselves in getting past Utah on Saturday, but it was enough to leapfrog Clemson by 14 poll points for the No. 5 ranking.
Stock down: Stanford. The Cardinal, meanwhile, weren't able to capitalize on their success from the previous week and lost a 20-17 squeaker to a suddenly surging Southern California squad. The Cardinal tumbled seven positions to land at No. 12. The Trojans, meanwhile, re-entered the rankings at No. 25.
Stock up: Michigan State. The Spartans solidified their grip on the Big Ten Legends Division and are on a collision course with Ohio State for the league title. Following its win at Nebraska, MSU climbed three places to No. 13.
Stock down: Louisville. The Cardinals were a victim of the Spartans' surge. They might also have taken some collateral damage from American Athletic Conference leader Central Florida's near disaster at lowly Temple. In any event, Louisville took a two-position hit to land at No. 15 despite earning a home win against Houston.
Stock up: Wisconsin. The Badgers also made a three-spot jump after a dominant outing vs. Indiana. Wisconsin is now at No. 17 and might still be in the conversation for an at-large BCS bowl invitation.
Stock down: Fresno State. It was a bad week for the Bulldogs to be idle, as they were shuffled back to No. 16. But they remain the top-ranked member of the non-AQ club and could still earn a big-money bowl berth.
New kids on the block: No. 24 Duke, No. 25 Southern California.
College dropouts: Miami (Fla.), Texas.
Eddie Timanus, a national colleges reporter and the poll editor for USA TODAY Sports, is on Twitter @EddieTimanus.


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After Paul's relaxing breakfast in bed. He decided he would like a nap. So I took the kids to the park, so he would have a quiet naptime.
The girls made a sand castle with a moat and all. Then played together.
I got this amazing picture of Emily, she is just so beautiful! Just a kid having fun.
We were only gone about an hour. We got home just in time to wake up Daddy and head out for more fun.
We headed over to Paul's parents house to celebrate 2 things; Father's Day, of course. And Paul's brother Matt, had a birthday party as well for his 33rd birthday (he is single ladies). Matt got a kindle for his birthday! He is really excited about it. He had been wanting one for a while now, as he just loves to read!
We got Paul a few pairs of shorts, which was really more of a need than a want. He was happy with them none the less. We got Paul's dad a family picture of us. Since we hadn't had a good one taken since Tyler has been born. I am planning on changing my blog picture to match the new ones. Someday….


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Jan 26, 2018
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Pasadena Business Association
Great Businesses Making A Great Community
Trade Show exhibiting is a great way for businesses and organizations to showcase products and services. Planning and setting realistic goals is the key to a successful event.
Get the Facts before the Show: Who might attend? Number of attendees & do they reside in your service area? Date, Hours, Cost? Most shows provide table, tablecloth (curtain for booths) sign with your business name. Is "Actual Selling of Products" allowed at the event? Check with Show Management for the rules.
The 3 main categories of shows include:
TIP: Don't let a "no selling" rule discourage you. Trade Shows are excellent for prospecting & making connections that open the door for future business.
Planning & Setting Goals: What do you wish to accomplish? Prospect for new clients. Showcase new products. Sell seasonal merchandise. Supporting the community, etc.
Theme...Is it necessary? Not always...However...If the show has a theme...DO PARTICIPATE. Holiday or seasonal themes are great or you can choose a theme that relates to your business.
TIP: Do not let the theme overpower your message or image.
Pre-Show Advertising: Make the most of your Trade Show investment by getting the word out. Mail, Print, Email, Social Media, Blog. Invite fellow exhibitors. If possible, get prelist from show management. Advertise; Newspaper, Membership organizations, Networking groups.
TIP: include your show dates on your outgoing mail & emails.
Create an Inviting and Informative Booth or Space: Choose the Literature and/or imprinted products you wish to hand out to visitors. Help visitors remember you by having your business or organization name on everything you hand out. Your table display should give someone a quick snap shot of your products or services when they are standing in front of your booth. Door Prize Drawing and/or Games can create excitement and increase traffic to your booth. Don't put a barrier between you and your visitors. Consider placing table in back or side of your booth.
TIP: Use back of your door prize slip to take notes. Jot down details discussed with prospects for easy follow up.
Meet & Greet: Position table & materials to make your table a workable space to accommodate multiple types of visitors at the same time without causing a traffic jam in your booth. (Some may want to just pick up info quickly, others may linger longer). Don't forget your tools; Pens, Small Clipboard, Business Cards, Emergency kit to make quick repairs to your display if needed. Wear a name tag. Take photos!!
TIP: Position "Door Prize" drawing on one side of your table & literature at other end.
Trade Show Etiquette & Trade Show Networking: Mind your manners...booth display or games should never be disruptive to neighboring exhibitors. Greet everyone who steps into your space. Do visit other exhibitors, but be ready to "clear out" when they have visitors. Eat Lunch away from your table. If needed, consider the buddy system with a neighboring exhibitor who may also need a break.
TIP: If you are already chatting with another prospect when a new person steps in to your booth, a quick hello and smile will make them feel welcome to browse.
Break-Down rules: Respect the show "Break-Down" schedule. Leaving early may be disruptive to other exhibitors. Check with show coordinator regarding rules for leaving early.
After the Show: Follow up…Mail, Email, Telephone, Face-To-Face...DO IT!!!
TIP: Don't forget fellow exhibitors as prospects.
Evaluate: Set several dates for tracking show success, days, weeks, months, to determine if your expectations met? Make notes while your memory is fresh for "next time".
TIP: Prepare your "after the show" follow-up mailer or eblast before the show.
Last, but not Least: Trade show exhibiting is hard work, but with proper planning and organization it can be well worth the effort. Wear comfortable shoes (after all, it's a work day). Wear your BEST SMILE and ENJOY THE SHOW!
Paulette Morris, Owner of Idea Weaver Promotions, Inc. has been "Weaving Ideas" for clients since 1995. Company mission is "Dedication to serving customers with the goal of building long term business relationships and a commitment to provide quality promotional products, at a fair price with excellent service." Paulette uses Technology, Creativity and Idea Sessions to help customers find the right products to fit their specific needs.
Idea Sessions are Always Free. 410.360.8882 ~ Virtual Showroom: www.ideaweaver.com
Pasadena Business Association
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In Itako, I work at two junior high schools, Itako 2nd Junior High School and Hinode Junior High School. Right now I'm at Hinode JU, and next month I'll rotate over to Itako 2nd. I love both my schools. Itako 2nd wasn't damaged very much by the earthquake, so by the time I got there everything was fixed.
Hinode JU has construction going on right now. Basically, Hinode is rice fields all around. When the earthquake happened on March 11th, the ground actually collapsed downward. Poles are still drooping left and right all over the place. Some sidewalks are nearly vertical. The roads are a mess, with pot holes and gravel all over the place. I have to be careful when I drive, too, because sometimes the roads suddenly have huge bumps that could be mistaken for hills. I can go air born if I'm not paying attention.
Even my school is still undergoing reconstruction. When I first arrived here, the entrance had a space from the floor level to the ground. That's been covered up with asphalt. There's luckily no structural damage done to the building. The gymnasium was unusable for a little bit. The gym had a massive crack up the side, like it was torn in half (and I suppose it kind of was). That's all fixed up now. Slowly but surely, Hinode is recovering.
My kids are great. At Hinode JU I've got the more shy crowd than with Itako 2nd. Hinode students will take to me more often when I'm at the mall and at 7/11 than at school. I've started eating lunch with them so that they will speak more English.
Lunch at my school goes like so: Students don't go to a cafeteria like in America. Instead, they eat in their classrooms. Some students in each class are selected to dish out the food. These students dress up in white uniforms that include hats, gloves, and face masks. They dish out the food onto other students' trays. When that's all done, the class says a big, "Itadakimasu!" (I humbly accept this meal!) And they eat. When they're done, they say, "Gochisosama deshita!" (Thank you for the food!)
If you read manga or seen a single episode of a anime series set in high school, it will come as no surprise to you that Japanese students have to clean their schools. At Itako 2nd, students usually clean the school after lunch. At Hinode, students usually clean the school after all six periods are done.
It's fun to watch them do it. Teachers supervise the students, making sure that they actually clean instead of play. Students wipe down windows, sweep, mop, and so on. When they have to sweep the gym, they'll race each other to finish. They also like to janken (play rock, paper, scissors) for the tasks they hate. Loser, of course, has to do it.
I walk around when they're cleaning sometimes and talk to them in English. I'm encouraged to talk to them in as much English as possible at my schools. From these conversations, I've gotten some pretty interesting questions. For example, one student asked me for my bust size in perfect English. I rewarded her with the correct answer and giggled for the rest of the day. I have boys asking me if I like them, which is adorable. Other students want to know if I'm eating KFC for Christmas (insert raging expletives here). And so and so forth.
I try out my Japanese on them sometimes, which makes them all kinds of surprised. I don't use it that much with them because I want them to talk in English, but sometimes I can't help myself. One time, I used an expression my friend, Nobuko, taught me on a boy. He was not looking at my eyes, so I said, "Anata sukebe ne?" Which basically means, "Oh, you're a perv, huh?" And he shook his head and said "No! No! No! I am good! I am good!" I rewarded him with a sticker for the English and for suffering the shock of a lifetime.
Right now, we've got testing going on, so my schedule's a little erratic. I can have anywhere from one class a day to five. The five class days are killer. I don't know why, but it's so draining. Just one class right after the other and talking to students at lunch, there's barely anytime to go to the bathroom. When I have just one class, I try to use the time wisely by studying Japanese, but I might meander onto Cracked.com or Facebook when I get bored.
I've started staying after school to play some sports. I played volleyball yesterday, and tomorrow I'm going to play basketball. The students are happy to see me, and the coaches help to encourage them to do English when I'm there. I love sports, I really do, but I'm bad at them. My volleyball girls would giggle whenever I completely failed at a maneuver (which was often). One girl, Kanna, helped me out with the footwork by trying to tell me things in English. In the end, she would say the Japanese, and I would say the English, and then she would repeat the English. Close enough, right?
At one point yesterday, I had a ball just fly left and keep going. I said, "Sumimasen. Sorry." And one girl smiled at me and said, "It's ok! Ball likes to go!" I wish I could've given here like a thousand stickers in that moment, because that was awesome.
When I leave Itako 2nd, I go home by taxi service. No, it's not because I'm that important, but instead because of this safety clause in my contract that states I can't drive myself during school hours. When I'm at Hinode, I walk to school because I live so close. When I went to the elementary school, I would walk there, too.
I've only been to the elementary school once, but I want to go again really bad. They're so adorable! Oh my god, I want a Japanese child! They kept asking me questions in Japanese, so I had the greatest test of my Japanese skills with them. I managed to make it through pretty well. Luckily, elementary Japanese is around my level of equivalency.
I got a lot of, "Are you married?" and "Boyfriendo?" questions that made me sigh. That question will never die. Unlike my junior high school kids, my elementary school kids really couldn't believe it. They were so confused. I tried my best to explain, but I think I failed that part of the interview. Instead, I moved onto talking about MatsuJun and Arashi.
Most of my students and I get along pretty well. I have a couple of disruptions every once and awhile, but I've been figuring out ways to solve them as I go. In class, one of the best ways is for me to just move and stand close to a students that's misbehaving. Out of class, I yell out in Japanese and startle my kids to cut it out. It's the power of being a foreigner. People pay attention when you do anything. It's a little unnerving at first, but I've started using it to my advantage at school.
I love my job. I love getting up and working everyday. However, there are a few issues. People who are interested in the JET program and teaching in Japan in general should know the job can be challenging. After all, even the best schools and best students won't be perfect 100% of the time, so sometimes you'll find yourself feeling like maybe you're all alone with these problems, exacerbating the already kind of isolation you get by living abroad.
Some of the issues I've faced as an ALT in my schools include getting time to discuss future lessons with Japanese Teachers of English (JTEs). I'm lucky with my placement. I can usually get time before class to discuss a lesson with the English teacher in charge. However, that's not always the case, and many ALTs are not so lucky. It's not unheard of for an ALT to get no information on a class at all before having to walk in and start teaching. Sometimes I've just had to wing it because the teacher's been too busy with his or her other responsibilities to tell me the plan. After all, the teachers have to do so much. They have to plan out lessons, grade everything, keep the grades straight in the grade book, and so on. Also, most teachers aren't just teachers. They're also coaches, supervisors over school projects, members the Parent Teachers Association, and so on.
For times when you can't grab a teacher to find out the plan, just give it your best guess and plan accordingly. Make two lessons, one which is grammar point oriented and another that's much less difficult to do, just in case the JTE says, "Oh no, that's too hard!" and you're not left in stunned silence with nothing to do for that class.
One of the things that will be a little frustrating at first is trying to figure out the students English level. Students will know some words but not those words, and they will know this basic bit of grammar but something very similar is too difficult, oh and this cannot be said the way you usually say it because students get confused…You get the idea. It'll be frustrating, but it'll be alright. If you get a textbook and flip through it, you'll get an idea of what the students know and don't know. If all else fails, ask the JTE. They will probably tell you a lot at first, "Can you make it easier?" and you will probably think, "But it is easy…" but what they mean by "easier" is actually like shorter words and shorter sentences. Think less complex and more elementary school English.
Also, you will speak English too fast when you first get there. It's just a fact. You will speak English too fast at first for students to understand. Your JTE will inform you that you have to slow down over and over again at the beginning, and you will think, "But I am talking slow." Sorry, still too fast. Don't worry though because after about a month you'll develop Shatner-esque style of talking that will become your default mode for students. It'll take a while before you can get it to feel a little less robotic, but you'll make it work somehow.
In JET, there's this saying that they use at orientation called E.S.I.D. (Every Situation is Different). Meaning every class is different and every student is different and every teacher is different. When it comes to conversing with Japanese Teachers of English and other Japanese co-workers, the task is daunting at first. At Hinode my teachers are a little more shy and nervous around me at first, but after while they've gotten used to me and ask me about my day. Itako 2nd embraced me wholeheartedly and it feels like they never stop talking to me. Since I'm shy around people at first and a natural introvert, I had to force myself to speak and interact, with can be terribly difficult with the language barriers.
Miscommunications can and will happen. That's just part of it, but they can be hard to work through. For me, the miscommunications I have the most pertain to class and how to teach during class. There are some fundamental cultural differences between the Japanese style and the Western style of teaching. In Japan, it's usually lecture style, with the teacher at the front telling students what to learn and no interruptions allowed. I tried when I first got here to ask questions when I was at the front to get a more discussion style class going, but that quickly died. Japanese students are really not trained like Western students to be active in class. It's actually considered rude to interrupt or ask questions because that means the teacher didn't do a "good enough" job teaching. My JTE at Itako 2nd actually sat me down to talk with me about it, and said even though the Japanese schools want a more Western classroom for English classes, it's a going to be a while before it actually happens.
At the end of the day, I do my best to say goodbye to as many students as I can before I go home. I love my job, but I will say it's draining some days. I try to remember my trump card: "I'm tired, but I'm tired IN JAPAN!" It still manages to perk me up. Also, when my students are shouting, "Goodbye!" and "I love you!" I feel a little proud that I've got such great kids.
And now, I'm going to go dive under my kotatsu.


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All are very welcome at our next meeting , tomorrow, Monday 22 September 2014, when Dave Annal will talk about "Brick walls and lost ancestors: problem solving for family historians". It will be held at the usual venue at Exeter Hall, Oxford Road, Kidlington, Oxford OX5 1AB. Doors open at 7:15pm for coffee, the bookstall and genealogy and computer help.
Dave says: "Even the luckiest of family historians will come up against brick walls from time to time. We've all experienced the feeling that our ancestors appeared from thin air. This talk will aim to show that everyone left a paper trail and that it's almost always possible to find it. It will introduce a number of strategies to help you get around the brick walls and dead ends in your research, paying particular attention to getting the most out of online databases and advanced techniques such as 'family reconstruction'.
Dave enigmatically calls this image 'A Brickwall Solved'…
Dave has been involved in the family history world for more than thirty years in a number of different roles: he has worked as a professional researcher since 1984 and was employed by The National Archives at the Family Records Centre and at Kew, where he was TNA's Principal Family History Specialist. He is the author of ten family history books, and is an experienced lecturer. Dave is currently working on a new book on death duty registers, while running his research business, Lifelines Research.
3 Responses to "Brick walls and lost ancestors"
Is it possible to get a copy of the "Brick Walls and Lost Ancestors" talk? Thanks!
It depends what you mean by "get a copy of" the talk. Certainly, we do not broadcast our talks, sell copies of them retrospectively or supply full transcripts of them.
However, every talk is reported in detail in the "Oxfordshire Family Historian", the journal of this society, which is issued to all members of the society some three times a year.
In addition, some speakers allow us to publish any handouts or lists of sources that they refer to in their talk. You'll find such material hyperlinked on our "Past Meetings" webpage at :-
I hope that helps.
Paul Gaskell
Publicity Officer
Oxfordshire Family History Society
Will look forqard to seeing items from the Brick Wall talk , this could be very helpful for me as I am unable to attend the meetings. which is a great pity but through the CD's available have certainly gone back to the 1600's. But now the brick wall is very much there and i just do not know how to get over, under or round it. Maybe when the results of this particular talk is published I may , I repeat May be able to go on again. Thank you.


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Shame on this guy [ Resolved ]
That guy has responded and removed my theme from his site, so it can be downloaded only from this site.
I also changed the license information page on this website to reflect some of the recent happenings.
Thanks to everyone who fought for us in this regard.
This guy took my themes and added his links in the footer and released it on his website.
I added many comments in his site, but still there are no replies. Thats why I am writing this post to expose him to you.
The site in question is wpthemegallery.com [ Not Directly Linked, purposely] Beware of this guy, and do not do any business with him, if you can. Tell him what he is doing is very wrong. If you are a theme author yourself, take a look at his site and see if he has stolen any of your themes.
2 Responses to "Shame on this guy [ Resolved ]"
These people make people like you give up on us! I'm tired of thieves. The last thing I'd do is remove a creator's links. I even do a lot of creating and changing and STILL would never take away such kind credits. Geez!
Hi Chrys
Before you jump on the bandwagon, I DID NOT remove the links on the template crediting the author. All along, I always believe in CREDITING the author/originator for their works. It's only fair. So, please do not accuse me as otherwise.
The only thing I did, which the author did not like, was me making the file available for download directly at my website.
– melvin


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Couldn't resist and bought it back! 2000 SVT Lightning
So after 5 years of having sold my 2000 SVT Lightning, the current owner had tracked me down on Instagram asking me some questions regarding the suspension. Unfortunately in Dubai the inspection laws are quite strict and the C-Notch in the frame was causing him issues for him to renew his tags/plates. He didn't want to deal with trying to pay someone off so after some conversation he asked if I would be interested in buying it back! After a little back and forth negotiating it was soon mine again!
I couldn't really complain as I had already got my 23″ OZ wheels back on the 2003 Sonic Blue lightning I had bought. So for those wondering how this circle of parts and trucks happened I will simplify it:
- I moved to Dubai and sold my 2000 to individual A
- 3 years after A owned the truck he bought a 2003 Sonic Blue Lightning with a blown built motor that he was hoping to rebuild
- With too many projects on the go, A sold the 2000 to individual B and A kept the 2003
- 2 years later A realized he was never going to finish off the 2003 and he sold it to me as I was interested in having another Lightning
- 6 months after that B approached me to buy back the Silver truck which I did!
- I now ended up owning both the 2000 Silver and 2003 Sonic Blue Lightnings.
My old 2000 hadn't changed much, with 160,000+ miles on her now, the AC was still blowing ICE cold and other than a few touch ups in the paint, yellowing headlights and now, 22″ Foose wheels I had a bucket of parts from the 2003 to make the truck even better! As a result I ended up shipping both trucks back the USA and my close friend took the 2003 as a roller and has since put it back together!
- Kenne Bell SC
- Aluminum Box Upper Plenum
- Single Blade Acufab Throttle body
- Bassani Long tube headers
- Full Bassani Midpipe/Exhaust
- Custom 4″ slash cut stainless tips
- Replaced the yellowed headlights
- Cervinis tailgate wing
- Re-installed my 23″ Oz Vela wheels
Plans now are to touch up the interior in a few spots and complete the Black by adding LMR.com black seat covers which I will need to get modified of course to fit the Expy console. Here's how's she's looking back in Florida!
Tags: Ford SVT Lightning, Kenne Bell, Lightning, svt


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Review Google Pixel XL with 128 GB: can it compete with the iPhone?
The Google Pixel has been on the market for a few months now and the aim was to overrun the iPhone... today I'll give you a review on the Google Pixel XL with 128GB - what do I like and what is completely wrong? My opinion about the Google Pixel XL: https://alugha.com/videos/d6553311-f2b7-11e6-8e55-b98cf6388827 You have a video suggestion for us? Just drop it below in the comments or tweet us - we'll check out what we can do! Our Sites & Info: hoTodi | http://hotodi.com Twitter | http://twitter.com/hotodi_com Facebook | https://www.facebook.com/hoTodi.tv Google+ | http://goo.gl/oIf5B Pinterest | http://pinterest.com/hotodi/ alugha | https://alugha.com Business inquiries | firstname.lastname@example.com
LicenseDefault alugha License


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Jeremy Laing S/S '12 runwway show © SheBreathes.com
Oi, darlings!
I know there haven't been any updates on here for a few weeks, and this was done on purpose. I wanted to have the new site design up before anymore updates, but what I will do over the weekend (mainly Sunday) is start to upload some of our favourite shows from New York and London. So, no, we're not shutting down. I just really need to get us off this platform and onto a new one, so this place can really breathe (smile).
I'm currently in Milan and then off to Paris, and back to New York — woosah. We have many, many, amazing collections to share with you, so stay tuned! Thank you for your patience, and I hope you enjoy a glimpse of the Jeremy Laing's S/S '12 show during New York Fashion Week!
More site announcements and expansions to come, but still the same 'ole me and team!


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Insurance and roadside assistance
Insurance is central to the service offered by Getaround. In 2010, we spent a year putting together a policy specifically designed for peer-to-peer car hire.
Since then, we've made numerous improvements to our insurance cover by convincing major insurance companies that our concept is viable. Now supported by Allianz car insurance and the Roadside Assistance provider ARC Europe, Getaround offers some of the best insurance cover available on the car hire market.
Our partners
Our insurance cover has been designed to protect you in the event of any damage to your vehicle, or damage or injury to a third party caused by a driver during the rental. Your no-claims bonus won't be affected.
In the event of an accident, the driver pays the repair costs up to the amount of the excess, and the insurer pays the rest.
Getaround provides cover against third-party liability, damage to your vehicle and fire or theft, whether by the driver or a third party. Find out more about the insurance cover.
Our roadside assistance service covers vehicle towing and transport to the garage to pick up your vehicle in the event of an accident or breakdown. Find out more about our roadside assistance service.
Insurance conditions
We accept 'normal' cars weighing less than 3.5 tonnes. Luxury cars, motorbikes, camper vans and quad bikes are not accepted. Find out more about the vehicles accepted by Getaround.
You are also responsible for checking that the driver complies with the driver insurance conditions.
- What could invalidate my insurance cover?
- Can I opt out of Getaround's insurance cover if my own insurance policy allows me to lend my vehicle to other drivers?
- Can I cancel my usual insurance cover if my car is only used for hire?
- What happens if the driver is dishonest and does not respect the insurance conditions?
Getaround's insurance covers accidents (damage to property and personal injury), fire and theft.
If you are responsible for an incident, the maximum you will be required to pay is the amount of the Getaround excess. You can reduce this excess by selecting the "excess reduction" option. Find out more about the insurance excess.
Insurance conditions
- Be at least 21 years old and have held a driving licence for at least 2 years
- Use a payment method in your own name
- Remain in the permitted European countries (view the full list)
Roadside assistance
In the event of a breakdown or accident, our 24/7 roadside assistance service will take care of the car passengers and provide them with transport to their destination or back home. Find out more about our roadside assistance service.
Here you can find the specific insurance certificate and applicable contracts. If you have any questions regarding these documents, please get in touch.


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10 Websites That Will Save You Money On College Education
Since progress of online college courses, people are running associated with your excuses not to go to highschool. In the past it was (understandably) just about impossible to get back into the varsity groove after you have a family, or breaking into the manpower. People learned that there was not enough level of the day to offer their families and go to school. To mention economic independence survey demands of colleges. It used to be difficult to justify heading back to school when: A major. You would be cutting upon hours of employment and making less your cash. B. Using cash that possibly making pay out for for training. And C. Never seeing your family.
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Language education is the teaching and learning of a foreign or second language. Language education is a branch of applied linguistics.
Increasing globalization has created a large need for people in the workforce who can communicate in multiple languages. The uses of common languages are in areas such as trade, tourism, international relations, technology, media, and science. Many countries such as Korea (Kim Yeong-seo, 2009), Japan (Kubota, 1998) and China (Kirkpatrick & Zhichang, 2002) frame education policies to teach at least one foreign language at the primary and secondary school levels. However, some countries such as India, Singapore, Malaysia, Pakistan, and the Philippines use a second official language in their governments. According to GAO (2010), China has recently been putting enormous importance on foreign language learning, especially the English Language.
Although the need to learn foreign languages is almost as old as human history itself, the origins of modern language education are in the study and teaching of Latin in the 17th century. Latin had for many centuries been the dominant language of education, commerce, religion, and government in much of the Western world, but it was displaced by French, Italian, and English by the end of the 16th century. John Amos Comenius was one of many people who tried to reverse this trend. He composed a complete course for learning Latin, covering the entire school curriculum, culminating in his Opera Didactica Omnia, 1657.
In this work, Comenius also outlined his theory of language acquisition. He is one of the first theorists to write systematically about how languages are learned and about pedagogical methodology for language acquisition. He held that language acquisition must be allied with sensation and experience. Teaching must be oral. The schoolroom should have models of things, and failing that, pictures of them. As a result, he also published the world's first illustrated children's book, Orbis Sensualium Pictus. The study of Latin diminished from the study of a living language to be used in the real world to a subject in the school curriculum. Such decline brought about a new justification for its study. It was then claimed that its study developed intellectual abilities, and the study of Latin grammar became an end in and of itself.
"Grammar schools" from the 16th to 18th centuries focused on teaching the grammatical aspects of Classical Latin. Advanced students continued grammar study with the addition of rhetoric.[1]
The study of modern languages did not become part of the curriculum of European schools until the 18th century. Based on the purely academic study of Latin, students of modern languages did much of the same exercises, studying grammatical rules and translating abstract sentences. Oral work was minimal, and students were instead required to memorize grammatical rules and apply these to decode written texts in the target language. This tradition-inspired method became known as the grammar-translation method.[1]
Innovation in foreign language teaching began in the 19th century and became very rapid in the 20th century. It led to a number of different and sometimes conflicting methods, each trying to be a major improvement over the previous or contemporary methods. The earliest applied linguists included Jean Manesca, Heinrich Gottfried Ollendorff (1803–1865), Henry Sweet (1845–1912), Otto Jespersen (1860–1943), and Harold Palmer (1877–1949). They worked on setting language teaching principles and approaches based on linguistic and psychological theories, but they left many of the specific practical details for others to devise.[1]
Those looking at the history of foreign-language education in the 20th century and the methods of teaching (such as those related below) might be tempted to think that it is a history of failure. Very few students in U.S. universities who have a foreign language as a major manage to reach something called "minimum professional proficiency". Even the "reading knowledge" required for a PhD degree is comparable only to what second-year language students read and only very few researchers who are native English speakers can read and assess information written in languages other than English. Even a number of famous linguists are monolingual.[2]
However, anecdotal evidence for successful second or foreign language learning is easy to find, leading to a discrepancy between these cases and the failure of most language programs, which helps make the research of second language acquisition emotionally charged. Older methods and approaches such as the grammar translation method or the direct method are dismissed and even ridiculed as newer methods and approaches are invented and promoted as the only and complete solution to the problem of the high failure rates of foreign language students.
Most books on language teaching list the various methods that have been used in the past, often ending with the author's new method. These new methods are usually presented as coming only from the author's mind, as the authors generally give no credence to what was done before and do not explain how it relates to the new method. For example, descriptive linguists seem to claim unhesitatingly that there were no scientifically based language teaching methods before their work (which led to the audio-lingual method developed for the U.S. Army in World War II). However, there is significant evidence to the contrary. It is also often inferred or even stated that older methods were completely ineffective or have died out completely when even the oldest methods are still used (e.g. the Berlitz version of the direct method). One reason for this situation is that proponents of new methods have been so sure that their ideas are so new and so correct that they could not conceive that the older ones have enough validity to cause controversy. This was in turn caused by emphasis on new scientific advances, which has tended to blind researchers to precedents in older work.[2](p. 5)
There have been two major branches in the field of language learning, the empirical and theoretical, and these have almost completely separate histories, with each gaining ground over the other at one point in time or another. Examples of researchers on the empiricist side are Jesperson, Palmer, and Leonard Bloomfield, who promote mimicry and memorization with pattern drills. These methods follow from the basic empiricist position that language acquisition basically results from habits formed by conditioning and drilling. In its most extreme form, language learning is seen as basically the same as any other learning in any other species, human language being essentially the same as communication behaviors seen in other species.
On the theoretical side are, for example, Francois Gouin, M.D. Berlitz, and Elime de Sauzé, whose rationalist theories of language acquisition dovetail with linguistic work done by Noam Chomsky and others. These have led to a wider variety of teaching methods ranging from the grammar-translation method to Gouin's "series method" to the direct methods of Berlitz and de Sauzé. With these methods, students generate original and meaningful sentences to gain a functional knowledge of the rules of grammar. This follows from the rationalist position that man is born to think and that language use is a uniquely human trait impossible in other species. Given that human languages share many common traits, the idea is that humans share a universal grammar which is built into our brain structure. This allows us to create sentences that we have never heard before but that can still be immediately understood by anyone who understands the specific language being spoken. The rivalry of the two camps is intense, with little communication or cooperation between them.[2]
Language education may take place as a general school subject or in a specialized language school. There are many methods of teaching languages. Some have fallen into relative obscurity and others are widely used; still others have a small following, but offer useful insights.
While sometimes confused, the terms "approach", "method" and "technique" are hierarchical concepts.
An approach is a set of assumptions about the nature of language and language learning, but does not involve procedure or provide any details about how such assumptions should be implemented into the classroom setting. Such can be related to second language acquisition theory.
There are three principal "approaches":
A method is a plan for presenting the language material to be learned, and should be based upon a selected approach. In order for an approach to be translated into a method, an instructional system must be designed considering the objectives of the teaching/learning, how the content is to be selected and organized, the types of tasks to be performed, the roles of students, and the roles of teachers.
A technique (or strategy) is a very specific, concrete stratagem or trick designed to accomplish an immediate objective. Such are derived from the controlling method, and less directly, from the approach.[1]
Hundreds of languages are available for self-study, from scores of publishers, for a range of costs, using a variety of methods.[3] The course itself acts as a teacher and has to choose a methodology, just as classroom teachers do.
Audio recordings use native speakers, and one strength is helping learners improve their accent.[4] Some recordings have pauses for the learner to speak. Others are continuous so the learner speaks along with the recorded voice, similar to learning a song.[5]
Audio recordings for self-study use many of the methods used in classroom teaching, and have been produced on records, tapes, CDs, DVDs and websites.
Most audio recordings teach words in the target language by using explanations in the learner's own language. An alternative is to use sound effects to show meaning of words in the target language.[6][7] The only language in such recordings is the target language, and they are comprehensible regardless of the learner's native language.
Language books have been published for centuries, teaching vocabulary and grammar. The simplest books are phrasebooks to give useful short phrases for travelers, cooks, receptionists,[8] or others who need specific vocabulary. More complete books include more vocabulary, grammar, exercises, translation, and writing practice.
Software can interact with learners in ways that books and audio cannot:
Websites provide various services geared toward language education. Some sites are designed specifically for learning languages:
Many other websites are helpful for learning languages, even though they are designed, maintained and marketed for other purposes:
Some Internet content is free, often from government and nonprofit sites such as BBC Online, Book2, Foreign Service Institute, with no or minimal ads. Some is ad-supported, such as newspapers and YouTube. Some requires a payment.
Language learning strategies have attracted increasing focus as a way of understanding the process of language acquisition.
Clearly listening is used to learn, but not all language learners employ it consciously. Listening to understand is one level of listening but focused listening[16] is not something that most learners employ as a strategy.
Many people read to understand but the strategy of reading text to learn grammar and discourse styles can also be employed.[17]
Translation and rote memorization have been the two strategies that have been employed traditionally. There are other strategies that also can be used such as guessing, based on looking for contextual clues. Knowledge about how the brain works can be utilized in creating strategies for how to remember words.[18]
Code switching, that is, changing between languages at some point in a sentence or utterance, is a commonly used communication strategy among language learners and bilinguals. While traditional methods of formal instruction often discourage code switching, students, especially those placed in a language immersion situation, often use it. If viewed as a learning strategy, wherein the student uses the target language as much as possible but reverts to their native language for any element of an utterance that they are unable to produce in the target language (as, e.g., in Wolfgang Butzkamm's concept of enlightened monolingualism), then it has the advantages that it encourages fluency development and motivation and a sense of accomplishment by enabling the student to discuss topics of interest to him or her early in the learning process—before requisite vocabulary has been memorized. It is particularly effective for students whose native language is English, due to the high probability of a simple English word or short phrase being understood by the conversational partner.[19]
Blended learning combines face-to-face teaching with distance education, frequently electronic, either computer-based or web-based. It has been a major growth point in the ELT (English Language Teaching) industry over the last ten years.
Some people, though, use the phrase 'Blended Learning' to refer to learning taking place while the focus is on other activities. For example, playing a card game that requires calling for cards may allow blended learning of numbers (1 to 10).
When talking about language skills, the four basic ones are: listening, speaking, reading and writing. However, other, more socially based skills have been identified more recently such as summarizing, describing, narrating etc. In addition, more general learning skills such as study skills and knowing how one learns have been applied to language classrooms.[20]
In the 1970s and 1980s, the four basic skills were generally taught in isolation in a very rigid order, such as listening before speaking. However, since then, it has been recognized that we generally use more than one skill at a time, leading to more integrated exercises.[20] Speaking is a skill that often is underrepresented in the traditional classroom. This is due to the fact that it is considered harder to teach and test. There are numerous texts on teaching and testing writing but relatively few on speaking.
More recent textbooks stress the importance of students working with other students in pairs and groups, sometimes the entire class. Pair and group work give opportunities for more students to participate more actively. However, supervision of pairs and groups is important to make sure everyone participates as equally as possible. Such activities also provide opportunities for peer teaching, where weaker learners can find support from stronger classmates.[20]
In foreign language teaching, the sandwich technique is the oral insertion of an idiomatic translation in the mother tongue between an unknown phrase in the learned language and its repetition, in order to convey meaning as rapidly and completely as possible. The mother tongue equivalent can be given almost as an aside, with a slight break in the flow of speech to mark it as an intruder.
When modeling a dialogue sentence for students to repeat, the teacher not only gives an oral mother tongue equivalent for unknown words or phrases, but repeats the foreign language phrase before students imitate it: L2 => L1 => L2. For example, a German teacher of English might engage in the following exchange with the students:
Mother tongue mirroring is the adaptation of the time-honoured technique of literal translation or word-for word translation for pedagogical purposes. The aim is to make foreign constructions salient and transparent to learners and, in many cases, spare them the technical jargon of grammatical analysis. It differs from literal translation and interlinear text as used in the past since it takes the progress learners have made into account and only focuses upon a specific structure at a time. As a didactic device, it can only be used to the extent that it remains intelligible to the learner, unless it is combined with a normal idiomatic translation. This technique is seldom referred to or used these days.
Back-chaining is a technique used in teaching oral language skills, especially with polysyllabic or difficult words.[21] The teacher pronounces the last syllable, the student repeats, and then the teacher continues, working backwards from the end of the word to the beginning.[22]
For example, to teach the name 'teaching methods by region. Language immersion is popular in some European countries, but is not used very much in the United States, in Asia or in Australia.
The languages being learned differ; in the United States, Spanish is the most popular language to be learned, whereas the most popular languages to be learned in Australia are Italian and Mandarin Chinese.
An increasing number of people are now combining holidays with language study in the native country. This enables the student to experience the target culture by meeting local people. Such a holiday often combines formal lessons, cultural excursions, leisure activities, and a homestay, perhaps with time to travel in the country afterwards. Language study holidays are popular across Europe (Malta & UK being the most popular because almost everyone speaks English as a first language) and Asia due to the ease of transportation and variety of nearby countries. These holidays have become increasingly more popular in Central and South America in such countries as Guatemala, Ecuador and Peru. As a consequence of this increasing popularity, several international language education agencies (such as Language International) have flourished in recent years.
With the increasing prevalence of international business transactions, it is now important to have multiple languages at one's disposal. This is also evident in businesses outsourcing their departments to Eastern Europe.
The principle policy arguments in favor of promoting minority language education are the need for multilingual workforces, intellectual and cultural benefits and greater inclusion in global information society.[23] Access to education in a minority language is also seen as a human right as granted by the European Convention on Human Rights and Fundamental Freedoms, the European Charter for Regional or Minority Languages and the UN Human Rights Committee.[24] Bilingual Education has been implemented in many countries including the United States, in order to promote both the use and appreciation of the minority language, as well as the majority language concerned.[25]
Suitable resources for teaching and learning minority languages can be difficult to find and access, which has led to calls for the increased development of materials for minority language teaching. The internet offers opportunities to access a wider range of texts, audios and videos.[26] Language learning 2.0 (the use of web 2.0 tools for language education)[27] offers opportunities for material development for lesser-taught languages and to bring together geographically dispersed teachers and learners.[28]
See also: English language learning and teaching for information on language teaching acronyms and abbreviations which are specific to English.
University, Homeschooling, Alternative education, History, Educational technology
Language, Semantics, Noam Chomsky, Sociolinguistics, Semiotics
New York City, United States, American Civil War, Hawaii, Western United States
French language, Colombia, Mexico, Nicaragua, Catalan language
United Kingdom, New Zealand, New South Wales, Canada, Queensland
Education, Psychology, Sociology, Anthropology, Philosophy
Language education, Learning, English language, Negotiation, Audio-Lingual Method
Language education, Barbra Streisand, Spanish language, Woody Allen, Grace Kelly
Education, Alternative education, Vocational education, University, Language education


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Strengthen & Condition
Seal in moisture, create a protective shield and improve the look of your nails.
Hydra-Flex Treatment Shield is a low gloss, clear coat with Biotin.
The Shield bonds these onto the nail creating an instant strong and protective layer for more resilient nails.
As a base coat it also helps protect against staining.
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How Aggregators Are Shaping The Future Of Online Shopping In India
ShopJester is one cease purchasing that allows you to browse the merchandise of various retailers while making you conscious of gross sales out of your favourite brands and shops. A common purchasing cart" can repair checkout on the internet by giving users an precise cart within an aggregator app where they'll put products from multiple merchants and check out with out hopping from one app to another. Fashion Lane has a Price Alert function which notifies you when a product's value has dropped. If you've got by no means used an aggregator web site earlier than, don't worry as a result of aggregator websites like Fashion Lane have been designed to make it very easy to find what you are on the lookout for. He perceived the potential of the unorganized brick and mortar fashion market in India, which works predominantly on 'word of mouth' suggestions.
What's extra, syncing up with all retailer stock techniques to guantee that objects are still out there in the best size and shade at any given time is a technical challenge that stops a variety of fashion app developers from taking this route.
With the booming online trend business and the rising number of on-line style stores, it seems like Fabence has a very expanded market which must be tapped and their enlargement plans will cause them to a greater designed and extra organized functioning.
Martin McNulty, CEO of Forward3D, commented: We've shown our capacity to speed up retail businesses online via laser focused search and display marketing that has led us to produce record breaking figures for a number of our shoppers during the last yr.
Shoes of Prey additionally recently launched its new 3D shoe designer software program through the net boutique and is moving to launch a sister site – Sneaking Duck – which will sell style forward" prescription eyewear and sun shades. The startup's resolution is to offer a vogue purchasing aggregator, related what we've already seen in other e-commerce classes, equivalent to Skyscanner (travel), Zillow (actual property), and (accommodations).


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Flowers for Your Event
At Woodside Flowers we have been decorating events and parties for many years and can help you make your day a success.
Long lasting fresh or silk flowers are ideal for any type of event. We work with many local Parishes, Hotels, Charity organisations and Schools etc. supplying them with a wide range of seasonal flowers, arrangements and plants to ensure that their event is suitably decorated.


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White Caps Condo For Sale, Orange Beach AL
Orange Beach Real Estate Sales,聽White Caps Condo
Address:聽24900 Perdido Beach Blvd, Orange Beach, AL 36561
Misc: 3 Bedroom, 2 Bath Beachfront Property with 1,260+/- s.f.
White Caps聽Condominium Home
Orange Beach Condo for sale at聽White Caps. Exceptional gulf-front corner residence situated in the heart of Orange Beach. This condominium home has new A/C unit, kitchen appliances, furniture, mattresses, granite counter-tops and hurricane shutters! The condo has been very well maintained and offers great rental potential. Enjoy a huge wrap around private balcony with direct access from each bedroom and the living room. Community amenities include security, tennis courts, covered parking for owners, outdoor & kiddie pools, BBQ grills, indoor pool, hot-tub, exercise facility, sauna...you have to see this one!
Visit: White Caps Condo Sales, Orange Beach AL
Orange Beach is a coastal community situated between Gulf Shores and Perdido Key, and boosts the largest charter-fishing fleet in the Gulf of Mexico. Orange Beach has miles of white-sand beaches and numerous public parks 鈥" the inland bays and bayous just north of Perdido Pass provide for ample water-sports and outdoor activities.
Visit: White Caps Vacation Rentals
* Information deemed reliable but not guaranteed.
Click to:聽Add a Listing
Additional Details:
- Listing Type:Property For Sale
- Price:$518,000.00
- Property Type: Condo
- Orientation:Beachfront
- Bedrooms: 3 Bedroom
- Baths: 2 Baths
Contact Info:Orange Beach Real Estate Sales
Website: Visit Website
Share this Listing:Email to a Friend


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- Level 18 Mage that took 3 months to level.
- Level 60 Warlock that refused a class appropriate scholomance epic upgrade because it had less shadow damage than my felcloth armour. (sorry I dont remember which one)
- Level 80 Warlock doing 700 dps in Heroic Halls of Lightning.
- Death Knight tank that couldn't hold agro in an instance by myself.
- Death Knight tank that wiped 10 times straight in Old Kingdom.
- Death Knight tank that still can't find the guardians on the first boss in Old Kingdom.
- Death Knight tank who cant remember frost presence.
- Priest healing my undamaged self, while tank was dying.
- Tank Healer who let the tank die because I was too busy raid healing.
- Lost a lot of money on the Auction House.
I am still trying to find new ways to fail.
We all started off as new players once. We all did (and still do) cringeworthy things.
Did you run that new instance/raid perfectly first time - of course you didn't.
Did you enjoy downing that boss that has been greifing you the last 10 times. Yes you did.
Once I have an instance down pat - I dont like to repeat it. This means I am constantly in new places, and as such am constantly failing.
Because I don't constantly rerun random heroics, my gear is not great. To compensate for this, I do treat what gear I have with nice gems and enchants (ususally even appropriate to my class) and try to equip the right gear. I do bring great consumables everywhere.
My DK is the newest of my 80's, who swapped to tank once he hit 80. I was a cloth wearer before that - with both a warlock and priest. Guess what - my first tanking efforts were a fail. Each time I got a little better. Each time I learned something new. I learned to tank the largely single target instances - Nexus, Violet Hold, but continued to fail on largely AOE instances - Old Kingdom in particular. Some more reading, asking more questions, and a respec later, I got Northrend Dungeon Hero (completing all Heroic Northrend instances). He often does a heroic instance because he is still capable of wiping.
However, now that I (DK tank) had Northrend Dungeon Hero - all earned as tank, it's time for Naxx. Up pops Instructor whatsisname as a daily quest and PUG's looking for a tank. I offer to tank, but let people know my progression - being Northrend Hero. "But that is for heroics" is the reply. Umm yes, I havent tanked Nax yet, but it is the next step, and I had Ilvl 187 or better gear - with most of it being 200+. Fortuneatly sanity prevailed, I stayed and we had a successfull run.
Having failed as all roles, I have also learned - at least as far as heroics go:
- Fail DPS = slower run. Fail DPS are very easy to replace.
- Fail heal in a run = 1 or more deaths. Fail healer is harder to replace.
- Fail tank in a run = wipe. Requeuing may be faster than replacing a tank. If you are the fail tank, you are out of luck.
- If the DPS dies (first), it's the DPS's fault.
- If the healer dies (first) it's the tank's fault.
- If the tank dies (first) - it is either the healer or the tanks fault.
Feel very free to ask for my progression, but do not ask me to prove I have already done the content you are about to do. I may not come.
Ps. I will usually run 10 man raids (as tank) Saturdays 8:30pm Australian server time (Caelestrasz). If you want to come fail with me - whisper/in game mail foolich. Politeness, and an ability to work together are expected and guaranteed. If needed repair money and repair bot will be available outside the raid. Vent is available and encouraged but not required. Look at foolich's acheivements to see what I am up to. Who knows - we may fail to fail.


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Von der Schesaplanahütte über Golrosa Carschinahütte SAC 2236 m
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However, this particular itinerary is not free and is only available if you subscribe.
You haven't subscribed yet? Don't hesitate any longer then and subscribe in our online shop! That way, you'll have unlimited access to the SAC route portal.


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Cleobury Mortimer Primary School
Curriculum Statement
Mission Statement
"Enjoying and Achieving Together"
At Cleobury Mortimer Primary School we offer our children a broad and balanced curriculum that fulfils the statutory requirements of the National Curriculum 2014. Our aim is to deliver a curriculum that is lively, engaging and centred on high quality first hand experiences. We have high expectations of our children in all subjects; work is presented to high standard and informative marking ensures children know how to improve their work.
Children and adults work in an environment of mutual respect and trust which contributes to a very positive learning environment.
Within our curriculum, we promote fundamental British Values. Children are expected to:
We also take every opportunity to teach the children how to stay safe, including developing an awareness of online safety. These values and focus on safety are promoted throughout everyday life at Cleobury Mortimer Primary School, and through many areas of the curriculum.
The statutory curriculum is complemented by a wide range of extra-curricular opportunities including:


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Who We Are
Board of Directors
PCC Paul Hinson, Chairman
Monica Greene, Vice Chairman
PDG Randy Edwards, Immediate Past Chairman
Mike Rakes, Secretary
Marcus Hunter, Treasurer
CC Paul Dove
DG Stacey Beeler
DG Marla Suckow
Dr. Joshua Nunn
Charlie Young
Jay Odell
Terry Bass, Financial Advisor – ex-officio
Cody Mitchell, Legal Advisor – ex-officio
Our Passion
We are dedicated to improving the lives of South Carolina residents by providing vision and hearing healthcare including basic health screenings, eye surgeries, and hearing aids for the underserved who would otherwise not recieve assistance. We are commited to serving South Carolina ethically and effectively at every level.
Our Work
We collaborate with local health professionals, trained volunteers, and Lions Clubs members throughout our state to provide medical examination, treatment, and prevention of vision and hearing problems to improve the health and wellbeing of people across the state.
Winn Fitzgerald
President & CEO, Lions Vision Services
As President/CEO, Winn Fitzgerald is responsible for running all facets of the organization. She studied Accounting at Columbia College and spent the beginning of her professional career in the Business Personal Property and Insurance industry. Passionate about people, she sought to make a career change to a field that would allow her to serve others, which eventually landed her at Lions Vision Services, originally as the Programs Coordinator. Winn's strong interpersonal skills made her a great fit to the organization, allowing her to build meaningful relationships with the Lions of South Carolina as well as our Program Partners. The stories of our clients and how our assistance impacts their lives, drives her desire to continue to work to build our organization so that no one needlessly lives in darkness or silence.
Andy Pape
Technical Coordinator, Lions Vision Services
Graduating in 2007 from Montpelier High School in Northwest Ohio, Andy attended college at Bowling Green State University. After graduating from college Andy started volunteering more seriously with the American Red Cross, serving on the disaster response team in Ohio then in the Spartanburg/Greenville area. After moving to South Carolina he joined the Americorps VISTA program in Myrtle Beach, which meant working for a variety of non-profits up and down the Grand Strand. At the end of the term, he
moved to Columbia and shortly after applied for the job of Technical Coordinator with Lions Vision Services.


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Montgomery County Division of Marital Debt Attorney
Dividing Accumulated Debt
Going through a divorce can be stressful, time-consuming, and expensive. You are probably aware that you have to divide assets and property, but you may wonder what will happen to your debts. Will you be responsible for paying a debt that your ex-spouse owes?
All debt accumulated during the course of a marriage is called marital debt. Pennsylvania is an equitable distribution state, which means you and your ex may both be liable to pay for any mortgages, loans, credit card balances, and tax obligations.
Is There a Way Around It?
If you do not want to be responsible for your ex's debt, you would have to contact the creditor and see if they will have your name taken off of the debt. This must happen before the courts start the distribution process. The courts typically see marital debt as shared regardless of whose name is on it or how the debt came about; but if the debt was made before the marriage, or if there is written proof from the creditor that you were removed from the account, it could alleviate your liability.
There have been situations where only the debt that was accumulated for family reasons, such as a new house or purchases for the family, was considered marital debt and everything else was not included. Every case is unique, and no matter what precautions you may take, it is smart to prepare yourself for the possibility that you will have to pay off a portion of the debt.
How Is Debt Divided?
When dividing marital debt, the judge will look at the amount of the debt, and how and when the debt occurred to determine how much each spouse will be obligated to pay. Pennsylvania is an equitable distribution state, so there is no guarantee that it will be a 50/50 split. Other deciding factors are:
- The duration of marriage
- Age and physical/mental health of each party
- Economic circumstances of each party
- Sources of income/potential earnings
- Contributions from one party to the other (example: if one party paid for the other's education)
- Benefits and insurance
- Assets and current value of other marital property
- Contributions of one party as a homemaker
- The couple's established standard of living
- Tax consequences for distribution of assets
- Child custody
No two marital debt division cases are alike, and that's why it is important to hire a Montgomery County divorce financial issue attorney to walk you through the process. The Law Offices of Sheryl R. Rentz, P.C., has been handling divorce cases in the Montco area for 25 years. Contact our office today at (866) 290-9292 for a free consultation. We will go over your options and help you get a better understanding of what to expect during your case.
Additional Information
We know your problems are unique & special.
Call us, we will listen.


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My name is Dianne Carroll, but known to many as "Di"
I am blessed to have six amazing children whom I love dearly. Rod, Katrina and Kyllie were born during my first marriage to Gary Cullinan. Peter and I had Leigh, Billy and Jessika. Each have partners and as a result has grown the family to 12. We have six beautiful grandchildren, which include twin girls, Lyla and Indi who arrived on 10 April.2018.
Peter continues to be an amazing husband, step father, father and Pa. He is the backbone to many of my achievements.
I have a passion for history, genealogy and community service, helping those in need and teaching others to 'pay it forward'
I have a background, I have a past and the school of adversity has been my educator, which has made me the person I am today.
My philosophy in life is 'turn the negatives into positives and you will achieve.'


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It's a peculiar place, the local B-segment sedan market. The heartland of the automotive scene in Malaysia, these small, ungainly-looking booted hatches regularly stirs the emotions of the buying public in a way no supercar can ever hope to match. It's a highly competitive segment, with no margin for error, and your lead in the marketplace only lasts until the next time your competitors are refreshed.
That's the situation in which the Nissan Almera currently finds itself. Once providing unbeatable value – prices start at just RM66,827 for the base E manual variant, topping off at RM79,837 for the VL – at a time when its rivals pushed for greater sophistication at premium prices, it has suddenly seen its share in the market eaten up, with both the new Toyota Vios and Honda City now featuring stripped-out, bargain-basement variants of their own.
To try to make up some of that ground, the company is pushing in the other direction with, ahem, the Nissan Almera Nismo Performance Package, aiming to inject some fun and sporting pedigree to its best-selling model, as well as to maintain its considerable foothold in the market. Is this the perfect shot in the arm for the Almera, or is it just a bridge too far for Nissan's fledgling performance brand?
The Nismo Performance Package consists of a bodykit (RM3,600), a set of 16-inch alloy wheels (RM2,800) shod with 205/50 ContiMaxContact MC5 tyres (RM1,600), an exhaust claimed to reduce back pressure (RM2,000) and a series of suspension upgrades (RM3,000).
You can buy the parts separately, the Aero Package only – bodykit, wheels, tyres – at RM8,000, or the whole kit-and-caboodle (Performance Package) at an eye-watering RM13,000. There is no saving to be had in choosing either package, so you might as well just pick out the parts that you want individually.
For what it's worth, though, it does at least look pretty enticing. The bodykit starts with a jutting front apron, under which sits a large splitter finished in metallic grey with a red pinstripe. This grey and red theme goes around the car, through the fatter side skirts and the large rear diffuser design. Topping it all off is a sizeable grey lip spoiler on the boot lid.
Unlike full-on Nismo cars like the Juke, these parts have been added on, rather than becoming an integral part of the design. Even so, it works well, sharpening up the Almera's slightly pudgy looks without adding even more visual heft, a pit which other bodykits for B-segment sedans fall into.
Enhancing the look even further are the gunmetal grey 16-inch alloy wheels, which feature a diamond cut finish on the lip and the tops of the spokes. But the real head-turner effect can only be achieved with the suspension kit, which drops the car by a full, juicy 30 mm. One caveat, though – at this ride height, the car will end up scraping its enormous front splitter over larger speed bumps and steep parking ramps, so it pays to be extremely careful.
This particular unit has also been kitted up with additional Nismo accessories, such as the carbon-fibre wing mirror covers, bucket seats, an Alcantara and leather trimmed steering wheel and Nismo-badged front mats and kick plates. The interior upgrades in particular really liven up what was decidedly a cheap-feeling, albeit very spacious and intuitive cabin.
Except they don't come cheap. Nissan has yet to release individual pricing for these parts, but it is estimated that together they will cost in excess of RM8,000 on top of the already pricey Performance Package. Specifying a VL-spec Almera fully kitted-up as tested – complete with the navigation package, door visors and sporty alloy pedals – would push it north of the RM100k mark.
Out on the move, the Almera makes an immediate statement to bystanders with its exhaust, which emits a nice, throaty roar going up the rev range. That doesn't get through to the driver's seat, though – instead, all you get is a bassy boom low down, and as you pin the throttle, the loud, uninspiring thrash of the engine really starts to take over.
Still, at least it's unintrusive – you quickly learn to tune out the slight drone the exhaust produces at a cruise – but a little more of the exhaust's character inside wouldn't go amiss. Wind noise has actually been improved through the wing mirror cover's odd shape, while tyre noise remains at an acceptable level even with the wider tyres, but it's still not the most refined car in its class.
Less unintrusive is the ride, which is noticeably firmer than on the regular Almera, thumping into bumps and generally transmitting more of the road's imperfections into the cabin. Through my experience, it's just about bearable – it's still less stiff than some of the full-on hot-hatches out there – but your mileage may differ. Living with this car day in, day out could eventually get tiring.
The 1.5 litre CVTC four-cylinder engine is unchanged, making the same 101 hp at 6,000 rpm and 139 Nm at 4,000 rpm as the standard car. These are the lowest figures in the B-segment sector, and while the car is fairly frugal – driving more sedately I averaged around 8.0 litres per 100 km – it definitely feels slightly asthmatic, struggling to pull itself along with much conviction.
The new exhaust does seem to help with the throttle response, though, and the quick-witted four-speed automatic transmission does make the most of what little the engine has, making overtaking manoeuvres an easier and less heart-stopping affair.
There is more fun to be had hustling the Almera Nismo through a corner – the car feels much more effectively tied down than with the rather wooly standard setup. Body roll has been significantly reduced, and so has the slightly floaty sensation the regular car had at higher speeds. Also shining through is the Almera Nismo's surprising agility – it resists understeer pretty well, betraying the relatively low weight
Push it harder, though, and a number of things start pouring cold water onto proceedings. The new tyres, while undoubtedly holding on far better than the regular ContiComfortContact 1 tyres of the standard Almera, are still short on grip. Out of slow corners in a low gear, they can get overwhelmed even by the engine's fairly modest torque.
Some of the previously acceptable regular car's traits also become painfully apparent in what is now billed as a sporting variant. The gearbox – while quick to kickdown when you put the pedal down – also upshifts far too early when you lift off the throttle, which can impede progress, especially uphill. The gap between second and third gear is also too wide, and you can forget about fourth in spirited driving.
But it's the steering that is the biggest problem. Not in terms of feel (admittedly not much is on offer) or heft (it's too light, even though weight is added on the faster you go), but the speed of the rack itself. At nearly three turns lock-to-lock, you find yourself having to put in more steering input than you would expect.
As a result, you are constantly second-guessing yourself, always coming into the corner watching the car seemingly push wide, only to realise you still have oodles of steering lock left to go through. It's a disconcerting feeling and robs you of the confidence to really commit to a corner.
It has to be said, however, that despite these shortcomings, the Almera Nismo is still a very likeable car and more than a decent steer. It's a far cry from the insipid handling traits that has come to characterise the segment, all the while retaining much of the standard Almera's strengths such as the low fuel consumption and the incredible spaciousness.
But is it worth the considerable extra outlay? If you can stomach the fairly stiff ride, maybe. Certainly, if you plump for the less expensive variants like the V, the premium becomes slightly easier to swallow, as you would still be paying B-segment money for a B-segment car.
Step up to the VL model and it becomes a bit more difficult to justify, but in this writer's opinion the car is still better value than the all mouth, no trousers Toyota Vios TRD Sportivo that retails for around the same price – although sit inside and you do initially wonder where all your money went.
There is a fly in the Almera Nismo's ointment, however, in the shape of the Suzuki Swift Sport – a proper hot-hatch that costs just six grand more with a six-speed manual (and if you're going to buy a hot-hatch you really should skip the CVT option). Yes, it will be considerably less practical and more expensive to run (RON 97 is recommended for better performance and ultimate reliability) but enthusiasts looking for a properly sterling drive would likely be paid back handsomely.
Ultimately, the Nismo Performance Package, while providing buyers a fairly attractive, relatively sporty option in the marketplace, doesn't quite manage to completely alter the Almera's characteristics. What it does do, however, is leave the door open for a rather attractive proposition – what about a proper high-performance Almera? Maybe with the Juke's 1.6 litre DIG-Turbo engine, a manual gearbox, quicker steering, beefier brakes and grippier tyres? Now that could be quite something…