text:
The Educational Skills Required for Kindergarten Teachers in Jordan
This study aims to investigate the degree of availability of the general basic educational skills in kindergarten teachers in Jordan from the standpoint of the teachers themselves, and to identify the effect of the teachers' major and the Kindergarten type (public/private) on the availability of these educational skills. The study sample consisted of (185) teachers from (65) Kindergartens in five Jordanian governorates, namely; Amman, Madaba, Karak, Irbid and Salt. The sample included (40) private kindergartens and (25) public kindergartens selected with simple random sampling. A questionnaire of (58) items was developed, divided into two domains; personal and social skills, and educational skills. The results indicated that all the questionnaire items are educational skills required for kindergarten teachers from the standpoint of the teachers themselves, and that there are no statistically significant differences (α ≤ 0,05) due to kindergarten type, whereas there are statistically significant differences (α ≤ 0,05) due to teachers' major (educational/otherwise) in favor of the educational majors. The study recommends the need to hold training courses for kindergarten teachers in modern methods of dealing with children, in addition to limiting working in kindergartens to graduates of the educational sciences faculties.
Keywords: teaching skills, kindergarten
American Journal of Educational Research, 2014 2 (3),
pp 159-166.
DOI: 10.12691/education-2-3-9
Received December 24, 2013; Revised February 27, 2014; Accepted March 12, 2014Copyright © 2013 Science and Education Publishing. All Rights Reserved.
Cite this article:
- Abdul-Haq, Zahria Ibrahim. "The Educational Skills Required for Kindergarten Teachers in Jordan." American Journal of Educational Research 2.3 (2014): 159-166.
- Abdul-Haq, Z. I. (2014). The Educational Skills Required for Kindergarten Teachers in Jordan. American Journal of Educational Research, 2(3), 159-166.
- Abdul-Haq, Zahria Ibrahim. "The Educational Skills Required for Kindergarten Teachers in Jordan." American Journal of Educational Research 2, no. 3 (2014): 159-166.
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1. Background1.1. Introduction
A majority of scientists such as Piaget, Froebel and Monstesiori agree on the positive effects that kindergartens have on children who attend them before going to school. They help prepare children for school and provide the appropriate climate for the development of the child's thinking, knowledge and imagination in addition to developing his/her personality and satisfying his/her needs. They furthermore oversee his/her physical growth by developing his/her large and small muscles through calculated purposeful exercises and games and developing his/her hand and fingers using skills of holding, cutting, construction and assembly. Kindergartens additionally provide the child with social care through support, guidance and tutorship, and grant him/her self-confidence to speak and express his/her opinion and develop abilities in making choices, participation, cooperation and making decisions [3, 8, 18].
The positive effects of kindergartens on children include enabling them to comprehend the school system and respect other classmates, teachers and eventually the officials and authorities. They also contribute to the development of their linguistic skills through conversation with their teachers and colleagues, imitating sounds, and utilizing common phrases and concepts. Kindergartens additionally nurture and develop the emotional aspects of children's development by allowing them to express their feelings, trusting them to handle responsibilities and evaluating their work. They also develop the religious aspects and instill the values and foundations of proper behavior in the children by acquainting them with some greetings and pleasantries, and encouraging them to uphold virtues like love, tolerance and honesty while discouraging them from vices such as lying, cursing and abuse [16].
The potential extent of these positive effects depends on the competence of the kindergarten teachers, and the provision of their required tools [18].
Kindergarten teachers are considered one of the most important influential groups in society as they deal with children in their formative phase, and spend long periods of time with them, sufficient to deem them as a potential positive or negative influence on the character of children that would be reflected in all the educational and private phases of the life of an individual. The quality of the formative phase remains dependant on the quality of the teachers and the parents' interest and response to the teachers [14].
Child care is both a science and an art: a science that establishes theories and facts that kindergarten teachers must adhere to in nurturing the children's instinctive tendencies, and an art that requires instilling positive tendencies and attitudes in them to enrich them linguistically and intellectually, and developing their memory by organizing the information and facts that they have acquired through research and experimentation to find solutions to their problems. Hence the importance of kindergarten teachers in their ability to provide children with physical comfort and emotional stability for a healthy mental development, and help them to be independent in their actions and to take responsibility for them, in accordance with the Montessori slogan "help me to do it myself" [13].
It is worth mentioning that the variables of the modern age have developed the objectives of education in kindergartens, imposing new burdens on the kindergarten teacher as her task was no longer limited to child care during the absence of the mother. A kindergarten teacher is now required to possess creative abilities capable of providing an organized educational environment that encourages learning, and allows the child freedom of movement, choice, experimentation and discovery [17].
In light of the general objectives of teacher preparation programs, teachers are expected to possess various teaching performance skills, as the teaching system consists of four main elements interacting together; planning, curriculum, implementation and evaluation [13].
An academically and professionally prepared competent teacher can contribute to the success of the educational process. Thus, countries have focused on preparing, qualifying and training teachers before and during service, while practicing education in the past was based on the teacher's personal experience, talents and desire to teach [7, 19].
The current study gains importance from the following considerations:
- Being one of the first studies that attempt to identify the educational skills required for kindergarten teacher in Jordan (to the best of the researcher's knowledge).
- This study demonstrates the importance and degree of kindergarten teachers' possession of educational skills.
- This study benefits kindergarten principals in determining the degree to which their teachers possess the required educational skills.
- The outcomes of this study are beneficial in the development of kindergarten teachers.
- This study is beneficial to the researcher in carrying out other studies that integrate with the current study.1.2. Problem of the Study
With the increased number of kindergartens, a need has arisen for training and qualifying specialized teachers, raising their general cultural level, improving the skills needed to cater to the needs of children, and helping them achieve the demands of growth.
Kindergarten teachers make many decisions in the classroom in accordance with their competence and experiences, thus a lack of competence on their part may lead to them making unsound decisions that could adversely affect the level and objectives of education [10].
It became clear to the researcher while examining the existing educational competencies studies that – to the best of her knowledge- they did not address the required educational skills for kindergarten teachers in Jordan in particular, despite the importance of these studies and their outcomes in the process of drafting and developing new programs and methods for the development of the educational competencies of kindergarten teachers.
The researcher has also noted, from her own personal experience, familiarity with the educational reality of the kindergarten teachers during her follow-up supervision of students' field training in kindergartens and direct contact with teachers, that many of the kindergarten teachers do not have a major in education, leading to the problem of the current study in determining the educational skills of the kindergarten teachers in Jordan, and the impact of major and the type of kindergarten in the availability of these skills.
2. Purpose of the Study
This study seeks to achieve the following objectives:
1 - Determining the degree of availability of the general basic educational skills in Kindergarten teachers in Jordan.
2 - Determining whether there are differences in the degree of availability of the educational skills in kindergarten teachers due to their major (educational/non- educational).
3 - Determining whether there are differences in the degree of availability of the educational skills in kindergarten teachers due to the type of kindergarten (public / private).2.1. Questions of the Study
The study attempts to answer the following questions:
1 - What are the educational skills needed for kindergarten teachers from the standpoint of the teachers in Jordan?
2- Is there a statistically significant difference (α≤05,) in the degree of availability of the educational skills in Kindergarten teachers due to major (educational/non-educational)?
3- Is there a statistically significant difference (α≤05,) in the degree of availability of the educational skills in Kindergarten teachers due to the kindergarten type (public/private)?
3. Terms of the Study
- Educational skills: the capabilities and competencies possessed by kindergarten teachers in designing, implementing and evaluating the educational process to achieve a more effective learning [6].
The researcher defines them as the capabilities and competencies possessed by kindergarten teachers in the fields of personal, social and educational skills.
- Kindergarten: an educational institution specialized in rearing young children aged 4-6 years, characterized by its ability to carry out several activities designed to provide children with educational and social values, the opportunity for self-expression and training on work and life in general through organized playing [15].
Kindergartens are defined procedurally in this study as the public and private Jordanian kindergartens involved in this study.
- Kindergarten teacher: the person who cares for children in kindergarten and teaches and guides them in an organized manner. The term includes in this study the public and private kindergarten teachers in the study sample.
4. Literature Review
The researcher has examined many of the previous studies related to the subject matter; the following is a review of those studies.
Reference [14] aimed to identify the competencies of kindergarten teachers in the U.S. state of Georgia. The study sample consisted of (97) kindergarten teachers. A questionnaire was administered to the study sample in addition to holding interviews with them. The results showed that the most important competencies to the teachers were: commitment to the education systems, teamwork with colleagues, the need for the teacher's strong motivation to work with children and the teacher's utilization of the educational tools and practical activities.
On a similar note, a study [10] aimed to determine the availability degree of teaching competencies in lower primary level teachers in the ministry of education's schools in Irbid first directorate of education. The study sought the views of the teachers themselves in light of variables including academic qualification, years of experience and major. To achieve the goal of the study, a sample consisting of (168) teachers from (30) private schools in Irbid Governorate was selected. The researcher designed the instrument of the study, which included (38) teaching competencies to measure the teachers' possession of such competencies. The study results showed that the main teaching competencies possessed by teachers were; the effective utilization of the class time, using the method of teaching appropriate to the educational situation, forming evaluation questions in a clear and specific manner and attracting the attention of children and ensuring its continuity. The results of the study indicated no statistically significant differences in the teachers' possession of teaching competencies attributable to the variables of academic qualification and major, whereas they indicated a statistically significant difference in the degree the teachers' possession of teaching competencies attributable to years of teaching experience and in favor of teachers with more than (6) years of experience.
Another study that focused on examining the educational competencies of teachers in Jordan is a study [1], entitled "The training needs of kindergarten teachers in the governorate of Amman from the standpoint of the teachers themselves." In order to identify the training needs of kindergarten teachers in the governorate of Amman the study sample consisted of (206) teachers, and a questionnaire of (34) paragraphs was used. The results of the study showed that the training needs of kindergarten teachers were significant in all areas, most notably the use of teaching aids and activities. The study recommended the need for evaluative studies to determine the training needs of teachers.
There have been many studies that addressed the competencies of Arab kindergarten teachers, including a study that aimed to determine the basic personal performance competencies required for kindergarten teachers, the availability of these competencies in a group of kindergarten teachers and the relation between the number of years of experience, the school district and the educational level and the availability of basic performance competencies. The study [5], who adopted a descriptive approach in answering the questions of the study. The study instruments included note cards designed in the light of a set of competencies. The researchers administered the note cards to a sample of (66) teachers with an average of two times for every teacher, to ensure and verify the competency. The results were as follows: personal competencies achieved high valuations falling between 82 % - 96 %, which underlines the importance of personal quality competencies in working with children and their implications in the development of the child in the kindergarten. As for the basic performance competencies required for kindergarten teachers, the most notable were: the competency of planning the educational circle, the competency of executing the educational circle, the competency of evaluating educational elements, the competencies of classroom management and interaction with the children, the competency of providing nutritious meals (restaurant), the competencies of storytelling and the competencies of preparing extra-curricular activities which include: motor, office, kitchen and art workshop activities. The results also indicated that all educational competencies ranged between 81 % - 90 % in availability among the study sample, which is a very high percentage. There were statistically significant differences between the scores of the groups of the study sample, in favor of teachers of the group of (11 - 15) years of experience. Finally, no statistically significant differences between kindergarten teachers due to the variables of the school district and educational level were apparent.
Another Arab study of kindergarten education was conducted [4], entitled "problems facing kindergarten teachers in the Republic of Yemen". The researcher used a descriptive approach in preparing a list of the problems facing kindergarten teachers, that were included in a questionnaire consisting of (52) paragraphs that was distributed to a sample of public and private kindergarten teachers in the Yemen capital consisting of (133) teachers. The study indicated a number of problems facing kindergarten teachers in the Republic of Yemen, namely: problems related to the personality and qualification of the teacher, problems related to the management of the kindergarten, problems related to the curriculum, and problems related to the kindergarten's facilities and equipment and problems related to children and parents. These problems were found to vary in importance and degree. The results indicated that there were no statistically significant differences between the arithmetic mean of the responses of the sample attributable to the variable of kindergarten type (public / private). The study recommended the need for a greater interest in the preparation and academic qualification of kindergarten teachers.
Closely related is a study entitled "problems facing kindergartens in the Republic of Yemen [9]. This study conversely aimed to identify the problems of kindergartens in the Republic of Yemen from the standpoint of its employees. It utilized a questionnaire of (64) items for data gathering. The study sample consisted of (270) participants, including (55) principals and deputies and (215) teachers that were selected from the governorates of Ta'izz, Lahij and the capital. The study reached the following results: kindergartens face many problems including the lack of teachers and principals specialized in kindergarten education, the lack of an educational philosophy underpinning education in kindergartens, poor relationship with parents, the lack of the required facilities for kindergartens and the recurrent disagreements between kindergarten teachers and principals.
A number of studies have focused on identifying the basic required competencies of kindergarten teachers, a study [6] aimed to identify these competencies in kindergartens in the governorates of the Gaza strip according to the principals of these kindergartens. The study investigated four main areas: mental cognitive competencies, emotional competencies, physical competencies and professional competencies. The study sample consisted of (120) kindergarten principals, a percentage of (16.5 %) of the original population of the study (728). The researchers employed the descriptive analytical approach to identify the most important basic competencies, and used the questionnaire as an instrument for data gathering. The study reached the following results: all competencies received high percentages confirming their importance according to the study sample. Physical competencies were ranked first in importance according to kindergarten principals followed by educational competencies in second, while emotional and cognitive competencies came in third and fourth respectively.
Other prominent studies in the field include a study [2], which sought to determine the educational competencies required for kindergarten teachers in light of the development in curriculum models in the twenty-first century. The study sample consisted of (48) principals and teachers, and a list of educational competencies was prepared numbering (85) competencies that were spread over five major competencies: the competency of planning and organizing activities which included (18) sub-competencies, the competency of connecting ideas and information and utilizing them for education which included (16) sub-competencies, the competency of problem solving and working with others which included (20) sub-competencies, the competency of data collection, organization and analysis which included (16) sub-competencies,, and the competency of data utilization which included (15) sub-competencies. The results of the study indicated the teachers' urgent need for all the proposed teaching competencies.
Finally, a study [11] aimed to determine the perceptions of teachers working in programs of early childhood education regarding competencies, their levels and the appropriate roles for early childhood programs. The study sample consisted of (23) teachers from early childhood education programs, and (52) teachers from children special education programs. One of the most important results of the study was that there were no statistically significant differences between the two sets of teachers attributable to the importance of competencies. The study additionally indicated that both groups required training in evaluation competencies, and the need for educational programs for teachers before and during the service.
A general comment on the literature:
Through a general review of the literature on the subject, the following observations can be made:
- According to the previous studies, some of the most important competencies that should be available in kindergarten teacher are as follows:
1 - The effective utilization of the class time and using the method of teaching appropriate to the educational situation [10].
2 - Teamwork, a strong motivation to work with children and the utilization of various educational tools and activities [5, 14].
3 - Physical and educational competencies [5, 6].
- The results of the previous studies indicated many problems facing kindergartens, including:
1- The teachers lack of training [1, 11].
2- The lack of utilization of teaching aids and activities [1, 9].
3- The lack of materials required for the implementation of activities, furniture and facilities that are not suitable for the application of the curriculum, a limited time for implementation in addition to the lack of out-door playgrounds [1, 4].
- The results of some of the previous studies indicated that there was no difference in the degree of the teachers' possession of educational skills due to the variable of major [5, 10].
- The results of some of the previous studies indicated that there was no difference in the degree of the teachers' possession of educational skills due to the variable of kindergarten type [4].
The current research is unique in its examination of the educational skills required for kindergarten teachers in Jordan, a comprehensive study sample that covers several Jordanian governorates from the north, center and south, as well as addressing the variables of major (educational, non - educational) and kindergarten type (public, private).
5. Method5.1. Study Methodology and Procedures
The researcher employed the descriptive survey method in this study as it fits its very nature. The instrument of the study was duly prepared and validated, in order to ensure its appropriateness to the objectives of the study and the questions that it attempts to answer.5.2. Study Population and Sample
The study population consists of all (1559) public and private kindergartens in the Hashemite Kingdom of Jordan in the year 2011/2012, with (5417) employed teachers and (99000) enrolled children (Ministry of Education, 2011).
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The study sample consists of (185) teachers from (65) Kindergartens in five Jordanian governorates, namely; Amman, Madaba, Karak, Irbid and Salt. The sample includes (40) private kindergartens and (25) public kindergartens selected with simple random sampling. Table 1 shows the distribution of the sample according to the variables of major and type of kindergarten.5.3. Data Collection Instrument
The researcher developed a questionnaire based on the review of educational literature and previous studies on the subject, such as the study of [1, 10], in addition to the researcher's own knowledge on some of the skills required for kindergarten teachers due to her dealings with the practical training of educational sciences students in public kindergartens.
In order to validate the questionnaire, it was presented to a panel of specialized referees consisting of five faculty members specialized in curriculum, teaching methods and child education from the faculty of educational sciences at Isra University, four kindergarten teachers and one supervisor from Amman's fourth directorate of education. The researcher then implemented the amendments proposed by the referees, which focused on the extent to which the paragraphs matched the dimension they were placed in, and the soundness of the linguistic formulation of the paragraphs. In its final form, the questionnaire included (58) paragraphs, spread over two domains:
First: Personal and social skills: This domain included (27) paragraphs.
Second: Teaching skills: This domain included (31) paragraphs.
In the questionnaire, the teachers would specify their level of agreement over the paragraphs raised in the questionnaire in a five-level Likert scale (strongly agree, agree, neutral, disagree, strongly disagree). Five points were assigned for (Strongly Agree), four for (agree), three for (neutral), two for (disagree) and one for (strongly disagree). Consequently, any paragraph that scored an evaluation of more than (3) was considered to have a high level of agreement, while any paragraph that scored an evaluation of less than (3) was considered to have a low level of agreement, and any paragraph that scored an evaluation of (3) was considered to have a neutral level of agreement. Thus, the level of teachers' response to the questionnaire is constricted between (290) as the highest score, and (58) as the lowest score.
The stability of the questionnaire was confirmed by administering it to another sample of teachers outside the study sample. The sample consisted of ten teachers, and the questionnaire was re- administered to the members of this sample after two weeks. The correlation coefficient between the two instances of administration was calculated to have a value of (0.88) according to Pearson correlation coefficient, a percentage that was considered sufficient for the purposes of this study.
6. Results and Discussion6.1. Statistical Treatment
For the analysis of the results of the study sample, the researcher depended on filling the paragraphs of the questionnaire in special tables, and extracting the arithmetic mean and the standard deviation for each table. Analysis of covariance was employed.6.2. Results Related to the First Question and Their Discussion
What are the educational skills needed for kindergarten teachers from the standpoint of the teachers in Jordan?
To answer this question, the arithmetic means and standard deviations were calculated for the teachers' responses to the questionnaire's paragraphs. Table 2 shows the results of this question:
Table 2 indicates that the arithmetic means of the questionnaire's paragraphs regarding personal and social skills required for kindergarten teachers ranged between (3.67) and (4.75). The highest mean was scored by paragraphs (5) "Listening to, and accepting the views of children", (9) "Accustoming children to order" and (20) "The ability to innovate and constantly rejuvenate the educational climate". The lowest mean was scored by paragraph (2) "Integrity of the senses". Overall, the arithmetic mean of all paragraphs was greater (00.3), while the total arithmetic mean of the fist dimension was (4.33).
The arithmetic means of the paragraphs regarding educational skills ranged between (3.17) and (4.75). The highest mean was scored by paragraphs (33) "Familiarity with the methods of accustoming children to the instructions and general rules of activities and their interpretations" and (40) "The ability to involve children in the planning of educational activities and encourage them to take the initiative". The lowest mean was scored by paragraph (56) "Taking into account the individual differences between children during teaching". The total arithmetic mean of the second dimension was (4.09), while the total arithmetic mean of the questionnaire was (4.22). This indicates that all paragraphs of the questionnaire constitute educational skills required for kindergarten teachers from the standpoint of the teachers themselves.
Consequently, teachers, on the personal and social levels, should maintain a modest and decent physical appearance, possess the physical fitness to enable them to participate with the children in their activities, abide by moral standards and the customs of the society in their actions and words as a role models, listen to and accept the views of the children, be able to communicate with children and manage and control the classroom, monitor the children and evaluate their daily progress, be punctual, exercising self-control and restraint while exhibiting an adequate degree of flexibility, joy and a sense of humor. Teachers should also possess the ability to innovate and constantly rejuvenate the educational climate, solve the problems that they may face in the various educational situations, recognize talents and talented children and identify the capabilities and potentials of the children, in addition to possessing adequate skills in using computers and technology.
The teachers' responses to the paragraphs of educational skills indicate the need for the teacher to have an adequate understanding of the basic concepts of science, math, language, arts and literature, be knowledgeable in the field and the recent developments in teaching methods and psychology, have the ability to develop the child's emotional intelligence, accustom children with order in learning corners, in addition to being familiar with the methods of accustoming children to the instructions and general rules of activities and their interpretations.
Table 2. The arithmetic mean and standard deviation for educational skills required for kindergarten teachers
The teacher should also prepare the activities and skills ahead of time and have the ability to select the activities appropriate to the children's level and age, evaluate the child's sensory, auditory, optical and linguistic skills and reinforce and encourage desired behavior, and neglect undesired behavior while performing the activities. It is also required of teachers to observe the integration of the different subjects in teaching, utilize educational games and purposeful songs and stories in teaching, continuously innovate and rejuvenate the educational climate, the nature of the activities and the types of the educational tools provided for the children, appreciate the child's efforts in the activity no matter how small or limited and be adequately proficient in using educational devices and tools, and utilizing them to achieve the desired educational goals. Teachers should also motivate to learn through the variation in activities, tools and environmental materials, encourage the children to examine objects in front of them through touching, dismantling and assembling them and have the ability to deal with the common aspects of negative behavior, such as: aggressiveness, not eating the meal, taking tools from the hands of others, constant crying, lying.
This result is consistent with the studies of [10] regarding effective utilization of the class time and using the method of teaching appropriate to the educational situation, and with study [6] and [4] regarding Physical and educational competencies and Teamwork, a strong motivation to work with children and the utilization of various educational tools and activities.6.3. Results Related to the Second Question and Their Discussion
Is there a statistically significant difference (α ≤ 05,) in the degree of availability of the educational skills in Kindergarten teachers due to major (educational/non-educational)?
To answer this question, the arithmetic means and standard deviations were calculated per the variable of major (educational/non-educational). As indicated in Table 3.
Table 3. The arithmetic means and standard deviations of the paragraphs of the questionnaire per the variant of major
Table 3 indicates that there is a difference between the arithmetic means in the variable of major. To determine whether these differences between the means are statistically significant at the significance level (α ≤ 05,), an analysis of covariance was conducted per the variables of the study as indicated in Table 4.
Table 4. Analysis of covariance of the difference of educational skills per the variables of major and kindergarten type
It is notable from Table 4 that the differences in arithmetic means per the major variable have reached the level of statistical significance as the statistical f-value is (3.63), which is statistically significant at (α ≤ 05). Reverting to the table of arithmetic means, Table 2, it is observable that the arithmetic mean for educational majors was higher than that of non-educational majors, indicating statistically significant difference at (α ≤ 05) in teaching skills, attributable to the variable of major (educational/otherwise) in favor of educational majors.
Thus, the availability of teaching skills was higher in teachers with educational majors, indicating that an educational qualification of the kindergarten teachers benefits them in possessing the required teaching skills for kindergartens, while also enabling them to properly plan and set goals for the lesson, and providing them with many of the teaching strategies useful for kindergarten teaching.
From the researcher's own experience in the programs and plans of the BA courses in universities, it is noticeable that the programs in educational majors are career oriented in their preparation of the students, as the student is taught a wide range of educational courses, including: Measurement and evaluation, educational psychology, the principles of education, managing and organizing the classroom, curricula and teaching methods and computerized education, in addition to many other courses. By studying these courses, the student gains a wide range of teaching competencies that enhance him/her teaching capabilities to surpass those of students of non-educational majors.
This indicates the importance of the kindergarten teacher having an educational major, as the researcher has noted that the majority of kindergarten teachers hold a non-educational degree, which negatively affects the way they deal with children, and the educational competencies that they possess.
This result is inconsistent with the study [10], and this may be due to the different samples.6.4. Results Related to the Third Question and Their Discussion
Is there a statistically significant difference (α ≤ 05,) in the degree of availability of the educational skills in Kindergarten teachers due to the kindergarten type (public/private)?
To answer this question, the arithmetic means and standard deviations were calculated per the variable of kindergarten type (public/private), as indicated in Table 5.
Table 5. The arithmetic means and standard deviations of the paragraphs of the questionnaire per the variant of kindergarten type
Table 5 indicates that there is a difference between the arithmetic means in the variable of kindergarten types. Reverting to the analysis of covariance in Table 4 reveals that there are no statistically significant differences attributable to kindergarten type (public/private), as the statistical significance value is (0.93), which is statistically insignificant at (α ≤ 05,).
This could be attributable to the fact that teachers of both public and private kindergartens are equally monitored by the schools' principles, the ministry of education and educational supervisors. This result is consistent with the study [4].
Based on the results of the current study, the researcher recommends the following:
1- Holding training courses for kindergarten teachers in modern methods of dealing with children, an active utilization of educational tools, games and music in education and other educational skills required for kindergarten teachers.
2- Limiting working in kindergartens to graduates of the educational sciences faculties, especially child education majors, due to their ability to deal with children from a specialized scientific perspective.
3- Conducting additional studies regarding the impact of experience and kindergarten type (public/private) on the educational competencies of kindergarten teachers.
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text:
And then there are the rest of us, who are generally caught in the beginning of our ciminal careers. Like these two geniuses from my hometown:
A few choice excerpts from this real-life, not-concocted-by-a-comedy-sketch-troupe police blotter item:
- A pair of suspected burglars were caught when police followed their footprints in the snow from a Dubuque store's smashed window to a nearby mobile home park.
- A resident pointed out a silver car that became stuck in the snow around the time of the break-in.
- While they were searching the home, police saw Milroy and the juvenile walking on nearby Nightengale Lane.
- Their clothing matched surveillance video from J & J Pool, and Milroy's shoes left identical prints to those discovered near the broken window.
- They also had several unopened packs of Marlboro cigarettes with serial numbers matching a carton from J & J Pool.
- The juvenile told police that he and Milroy were involved in the burglary, according to court documents.
But these two geniuses? They aren't going to carpe the diem for shit. What the hell is happening to this great nation of ours?

subset: commoncrawl


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Enjoying Portland on your bike is easy and fun. The League of American Bicyclists in Washington, D.C. named Maine as the second most bike-friendly state in the country!
Bike Rack Locations
Bike racks can be found at the locations below. Click here to see a map.
Motorcycle and Moped Parking
Motorcycle and moped parking is available at the locations below. Click here to see a map.
- Bramhall Street at Hill Street
- Commercial Street at Union Wharf
- Congress Street at Myrtle Street
- High Street between Spring Street and Congress Street
- Myrtle Street at Congress Street
- Silver Street at Fore Street
- State Street at Deering Street
- Temple Street at Free Street


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Who is eligible for the Scottish Scheme?
Details on who is eligible for support from the Scottish Infected Blood Support Scheme.
The scheme provides support to people who were infected, as well as members of their immediate family in cases where the infected person has died.
People infected by Hepatitis C and/or HIV, and their families
This includes people who received an infection as a result of treatment and were infected by Hepatitis C and/or HIV via NHS blood, blood products or tissue in the UK, and are resident in Scotland.
Also included are people who received the infection from someone who falls into the above group, under one of the following circumstances:
- they are, or were, the spouse or civil partner of the person from whom the virus was transmitted
- they are, or were, living with the person from whom the virus was transmitted as partners in a long-term relationship
- they are the child of an infected mother.
Widows, widowers, or partners of a deceased beneficiary
The Scottish scheme provides support to widows, widowers or partners of a deceased beneficiary.Download support information for Widows, Widowers or Partners (PDF 199KB)
Estates of people who died before joining the scheme
If you are managing the estate of an infected person who died before joining the Scottish or any UK support scheme, please contact us by email (firstname.lastname@example.com) or by telephone (0131 275 6754) for assistance.


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With news of Facebook buying photo-sharing company Instagram for a cool $1 billion, VentureVillage decided to look into the growing culture of mobile photography..
It's creativity in your pocket. Capturing fleeting moments at the touch of a button has never been easier and artier. The explosion of mobile photography with all its accompanying camera gadgets and thousands of photo-apps, is shaking up the photography industry as we know it. 200 million photos are uploaded to Facebook every day and a combined 31 million users have downloaded popular photo-editing and sharing apps Instagram and Hipstamatic.
Our video correspondent Elaine Jung, explores this embraced social trend – intensifying worldwide. Professional photographer Carolin Weinkopf, EyeEm co-founder Florian Meissner, and graphic designer Linda Gavin; share their thoughts on this accessible, social and interactive art-form.


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The Duke of Edinburgh's Award (D of E) is a voluntary, non-competitive programme of leisure-time activities for 13–25 year olds, designed to offer pupils a personal and individual challenge. Wyvern College is delighted and proud to be associated with the award.
It introduces pupils to exciting, positive, challenging and enjoyable things to do in their free time. They make new friendships, working with adults who give up their time to share skills and help organise the programme. Many things they do at school already may count towards one of the sections, so they are validating what they already do.
In D of E, pupils learn new skills, help others and experience adventure. What's more, it's prestigious and valued by influential people, organisations and employers.
Wyvern boys are ideally placed to participate in this renowned, challenging programme of personal development. Involvement in the Award requires commitment and initiative, and develops independence and confidence. It provides participants with a wealth of valuable experiences from which grows a strong sense of achievement.
The school's rich extra-curricular life, together with activities undertaken outside school, provides ample opportunities for pupils to become involved in all four areas of the Award: Volunteering, Skills, Physical and Expeditions. For each level the participants need to complete activities in all four separate sections. It is up to them what they do. In each section there is a wide range of options from which they can choose. Indeed some of the activities they currently do may count towards the award.
- Volunteering: undertaking service to individuals or the community
- Physical: improving in an area of sport, dance or fitness activities
- Skills: developing practical and social skills and personal interests
- Expedition: planning, training for and completion of an adventurous journey in the UK or abroad
Duke of Edinburgh Expedition 2015
Volunteering Section Letter – Tuesdays


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Tilton/Meridian Fitness and Wellness
Tilton Fitness offers some of the most comprehensive fitness and wellness facilities in the region. Our family of health clubs across New Jersey offers group exercise, personal training, aquatics, free babysitting services, nutrition consultations, massage services, juice bars and more. Tilton/Meridian's fitness and wellness clubs provide state of the art equipment and top-notch amenities to our members and employees. Our Meridian clubs in partnership with Meridian Health are also proud to provide access to on-site Wellness Coaches, Physical Therapists and a Medical Advisory Board who support our fitness professionals and offer community education seminars to our members and guests.At Tilton Fitness, we create an outstanding customer service experience and treat our members like pampered guests. Employees enjoy a familial atmosphere with a keen interest in fitness, marketing, and exceptional customer service. We feel strongly about promoting from within and offer comprehensive benefits to our employees including medical insurance, paid vacation and sick leave, holiday pay, Simple IRA Savings Plan with an employer match as well as free health club membership and up to two hours of free, on-site babysitting during working hours.Currently, the Brick club is seeking full-time/part-time Membership Sales Representatives to join its sales team.Sales Representative Position Purpose and Responsibility:* Performs outside sales to recruit new members through community outreach, corporate programs, and other creative programming to increase club membership.* Provides information and guidance to prospective members regarding club facilities and programs that will help them meet their fitness goals.* Enrolls the prospective member on the most appropriate membership to help them achieve their goals.Sales Representative Specific Duties:* Determines the desires, wants and needs of the prospective member by performing a proper Needs Analysis on all Qualified Guests via the Guest Courtesy Card.* Provides information to prospective members in person or over the phone regarding club facilities and programs that suit their individual desires, wants and needs.* Converts telephone inquiries into club visits. Gives tours and trial memberships to prospective members.* Meets daily, weekly and monthly Individual Membership Goals as set forth by management.* Solicits prospective members both inside and outside the club by distributing guest passes, asking for referrals, and using other prospecting techniques approved by the club.* Records prospect information in RCM guest log and in an orderly tracking system.* Follows-up on all prospects with effective telephone and mail contact to invite and inspire them to visit and join the club.* Upgrades existing memberships to memberships of greater value, by adding family members and providing personal training packages.* Prepares for, attends and actively participates in sales meetings.Sales Representative Professionalism/Attitude:* Attend to all details and responsibilities of the position in a timely, efficient and professional manner.Sales Representative Communication:* Communicates on a daily basis individual stats and tracking forms.* Requires the ability to effectively communicate with a wide variety of people and the ability to teach and motivate others.Sales Representative Knowledge:* Requires fitness background and knowledge of the club including the club's exercise equipment, programs, and exercise principles.Qualifications:Education: High school degree or GED.Experience: At least one year of sales, customer service or marketing experience preferred.Attributes: Requires an outgoing personality with the ability to effectively communicate with others. Requires a sincere interest and enthusiasm in one's own fitness and helping others achieve their health and fitness goals. Requires the ability and desire to learn more about fitness, interpersonal communications, and marketing strategies.We are proud to be an Equal Opportunity Employer.


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The tribal warfare in Scottish politics that is SNP v Labour is impossible to escape if you're in East Lothian. Since an unholy alliance of Labour, three Tories and an independent took over running the council from the Nats last Spring there's been constant bickering over who did what to the finances, and frankly it's a complete turn off even for political nerds like me.
So let's take a moment to cut through the hyperbole and vitriol and crunch some numbers so we know where we are right now, and where we're heading. Today I was rummaging for up to date figures for Musselburgh's Common Good Fund (that in itself is another story and another blog post) and as luck would have it I found the latest set of accounts from EastLothian Council, signed off just yesterday by the authority's head of resources.
He makes clear the cutbacks we've seen to date are far from over. His final paragraph is particularly chilling:
"The council continues to face stiff financial challenges and fully anticipates that it will require to make further tough choices in the coming years. The projected loss in central government funding forecast by independent analysts, combined with the anticipated freeze in Council Tax, will almost certainly require a reduction in both revenue and capital budgets and a more stringent downward management of costs."
Lots of love and happy holidays! (I made that last bit up – can you tell?)
The headline figures for me are:
- East Lothian Council has a bottom line deficit of £25.499 million.
- Over the next two years over 90 staff will leave under a voluntary redundancy scheme, saving the council an estimated £2.8m a year.
- More reductions are planned and the council aims to save a further £8.5m across uits operating base.
- The hole in the council's pension fund has grown larger – up from £94m to £110m.
- Investment in assets to support council services has fallen in the past year by more than a quarter, down to £52m from £71m.
- Council rent will have to rise.
"Stiff financial challenges"? Talk about an understatement!
Given the SNP Government's commitment to the stupid council tax freeze (it benefits the wealthiest the most) – a freeze Labour also pledged going into the Holyrood 2011 election – along with the cuts being handed on from the Slash & Burn Tory-Libdem Coalition at Westminster, it's hard to see anything brightening for councils such as East Lothian any time soon.
Rather than bickering, the warring factions should be working together to maintain services and preserve jobs and wages. It's clear the state we're in is unsatisfactory and unsustainable. Communities must be consulted before the axe is wielded further, and whatever the outcome of the independence referendum next year there needs to be a new way of running local government in Scotland that improves democracy and accountability, gives greater flexibility and puts progressive values at its heart.


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Thanks to Best Buy for Sponsoring this post. All opinions are my own.
This fall we are sending my daughter to college and my son is starting high school. We are in the market for new laptops for both of them and I am looking seriously at the HP Envy x360 laptop for back to school. Best Buy has some great deals right now. Before prices go up, let me tell you why I think this computer is perfect for students. Also possibly for me as a travel/conference laptop!
HP Envy x360 laptops are 2-in-1 devices that can transfer from a laptop to a tablet in seconds. These touch-screen laptops come with Windows Ink capabilities and a Windows operating system so you can write on the screen with your stylus. AMD processors make them fast and thin so you can take them with you anywhere you go.
I would so love to lighten my load when I travel. Currently I'm lugging a massive, heavy laptop AND a tablet AND a notebook. Here's how the HP Envy 360 could lighten our load considerably. I'm not sure whether I would prefer a 13 inch HP Envy x360 or the 15 inch HP Envy x360.


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Oh baby. Give me a bit of The Siberian any day! Am I ready to play? Yes I most definitely am.
Book Synopsis: He makes the rules…
Mafiya enforcer Aleksei "The Siberian" Sevastyan's loyalty to his boss knows no bounds, until he meets the boss's long-lost daughter, a curvy, feisty redhead who haunts his mind and heats his blood like no other. Ordered to protect her, Aleksei will do anything to possess her as well—on his own wicked terms.
Rules are made to be broken…
Grad student Natalie Porter had barely recovered from her first sight of the dark and breathtaking Sevastyan before the professional enforcer whisks her away to Russia, thrusting her into a world of extreme wealth and wanton pleasures. Every day under his protection leads her deeper under his masterful spell.
Are you ready to play?
Yet all is not as it seems. To remove Natalie from an enemy's reach, Sevastyan spirits her into hiding. From an opulent palace in Russia to the decadent playgrounds of the mega-wealthy in Paris, the two lovers will discover that even their darkest—and most forbidden—fantasies can come true…
My review: Having read Kresley Cole's Immortals After Dark series previously, I wanted to read The Professional because it was Kresley Cole but I was a little bit hesitant as I, admittedly, wasn't sure if it would be something I could get along with. I've heard tales of people who have read an authors paranormal romance series and then gone on to read their contemporary romance series and have found it lacking.
To be sure, Kresley Cole is not a one trick pony.
The Professional, well, what can I say? Gimme. I've read some mafiya novels in the past but none have kept me reading like The Professional. The dynamic between Natalie and Sevastyan is explosive and in some ways a little bit toxic also.
The Siberian as Sevastyan is also known, is a hardened mafiya enforcer who has had a harsh start in life but after hitting the bottom he fought – literally – his way back to the top and became an enforcer that no one wants to fuck with. He likes his relationships to be less relationship and more BDSM and sex than anything else, he shows little to no emotion at all and is basically as cold as Siberia.
Natalie on the other hand is a farm girl who is kidnapped from her hometown and taken to Russia by Sevastyan to meet her biological father for the first time. Regardless of how excited she is to meet her father for the first time after she managed to sort of track him down (in a backwards kind of way) I'd be running in the opposite direction if I was told I had 5 minutes to pack a bag of my stuff to go to Russia, alas, Natalie doesn't run at first but she does at the plane.
The plot line is very Mafioso, very crime orientated and very murder and mayhem but there's also an undertone of romance in there coupled with some very hot sex and BDSM scenes. The emotional side of their relationship is mostly on the part of Natalie – which to be fair, stands to reason. She's been uprooted from everything she knows, has no friends, is kept locked away for her own protection but isn't told anything that she wants to know, witnessed the murder of her father at the hands of her cousin and then to top it off she has to put up with the bullshit attitude of The Siberian. I'd be pretty emotional too.
The Siberian, on the other hand, does everything he can to stay away from Natalie despite the fact that he wants her; he does as her father wishes and leaves her alone for the most part. But he divests her of her "skin tag" (the affectionate term for virginity given to Natalie from her best friend), after the death of her father and he believes he's taken advantage of her when she's emotionally "unstable".
As I mentioned before the dynamic between the Siberian and Natalie is explosive and toxic and just so good all rolled into one; the two characters play off each other in the best of ways and in the worst of ways, the secondary characters (Maksim and Dmitri) also appear to be very volatile in some ways and I can't wait to read their stories.
The Professional was on the same level as Kresley's Immortals After Dark series and I loved it. I would recommend this to any fans of alpha men with mouths like a sailor.
Series: The Game Maker
The Verdict: 4 stars
For: Lovers of Russian men with dark backgrounds and an attitude problem, of men who completely own their women and of women who give as good as they get and "joke 'em if they can't take a fuck"
Publication details: May 20th, 2014
Format: Kindle, 400 pages


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C'est tout frais. Il manque plus que la preview de Windows 8.1 mais c'est pour la Build à partie de demain.
BenoîtS – Simple and Secure by Design
This question always come during presale or at the beginning of the design phase of the DirectAccess project. My answer is always the same. Technically it's difficult to estimate bandwidth used by users. Some reasons are purely technical (how many companies exactly know network traffic for his applications?). With Windows 8 and Null encapsulation for IPHTTPS, we can now estimate that DirectAccess users will generate the same amount of traffic compared to a traditional VPN/SSL VPN.
But there is another reason. Users become addict to DirectAccess and consume more resources. We need to prove that. With Windows Server 2012, we have many new capabilities in reporting. I started with the Get-RemoteAccessConnectionStatistics command and generate a script that calculate incoming and outgoing bandwidth consumed for each users as illustrated bellow :
The URADAUserStatistics.PS1 script is available at this location. The script will generate statistics for all users during the period provided in input.This first version was tested in the following scenarios :
Note that this version of the script is not yet compatible with Multisite deployments.
It's now much more easier to estimate how much bandwidth my DirectAccess users consumes. This point must be considered seriously in a DirectAccess project.
BenoîtS – Simple and Secure by design but Business compliant
A MVP colleague of mine challenged me a few days ago about an URA DirectAccess activation process failure in NLB. I already wrote a blog post on that scenario. I tried to reproduce his bug on my platform and succeeded. I was surprised. Why the wizard is asking me for IPv6 addresses? It's not a HLB deployment.
After providing required information, activation started but ended with the following error. What parameter is incorrect. After some research, I found it's the "Set-RemoteAccessLoadBalancer" Powershell command that fail.
I retrieved the original command generated by the URA Wizard and discovered that the command include IPv6 related parameters. After removing them and run the "Set-RemoteAccessLoadBalancer" Powershell command as illustrated bellow. It works.
That's why I choose to configure DirectAccess in Powershell.
BenoîtS – Simple and Secure by Design but Business compliant.
Juste un billet rapide sur une erreur rencontrée lors de l'installation de SQL Server 2012 sur un serveur Windows Server 2012. Lors de l'installation de SQL Server, l'installation des outils d'administration a échouée à cause de la fonctionnalité NetFX3 (FrameWork Dot.Net 3.5)
La fonctionnalité n'est pas installée, pas de problème il suffit de l'installer. Manque de bol, il semblerait bien que la fonctionnalité ne soit pas présente dans une installation standard de Windows Server 2012.
Passons sous la moquette avec un peu de Powershell à la recherche du Framework Dot.Net perdu.
Le résultat est sans appel. Le Framework Dot.Net est effectivement pas présent dans une installation de Windows Server 2012. Conclusion, DISM.EXE va donc s'imposer. On va utiliser DISM.EXE sur notre installation pour ajouter la feature manquante et sous ses sous-composants à partir du média d'installation.
Dès lors, la fonctionnalité devient disponible, il est possible de relancer l'installation de la feature. Après vérification, elle est bien disponible pour installation et même installée.
Ne reste plus qu'à relancer l'installation des mes outils d'administration de SQL Server et miracle, cela fonctionne enfin.
Comme quoi, tout n'est pas nécessairement inclus. C'est aussi le cas de Powershell V2.
BenoîtS – Simple and Secure by Design but Business compliant.
A customer of mine had an interesting challenge with SDI (Server and Domain Isolation) and DirectAccess (off course).
His network is composed of multiple branch office sites connected to a headquarter site with a MPLS Network. To avoid IPSEC on LAN, Isolation mechanism only rely on IP routing at MPLS level. Branch sites can communicate with Headquarter site but cannot communicate each other. His wish was to reproduce this isolation with DirectAccess. A challenge for me.
My initial proposal was based on a previous DirecyAccess challenge blog post. With this design, my customer immediately understand that he will have to deal with IPSEC on LAN. Firewall management can become painful, especially if each server have a specific set of protocols to secure (Do you really know your applications and associated network traffic that pass on your LAN? For this reason, my customer refuse my initial design. From his point of view, illustration below represent his vision.
Each secure zone represent a branch site and only DirectAccess clients computers (and users) linked to a specific branch site should be allowed to access to it. Now let respond to this challenge with an additional condition : Do not have to handle IPSEC on LAN.
If each Secure zone represent a complete environment (including authentication and authorization services provided by domain controllers located on each Branch site) why not put a DirectAccess entry-point in each Branch site as illustrated bellow :
Each Secure zone will have a dedicated URA Server configured for DirectAccess. Each Secure zone will have it's own dedicated set of client-side GPO and server-side GPO. A DirectAccess client can only be associated to a single DirectAccess Infrastructure. In my design I consider that each DirectAccess infrastructure will be deployed behind a NAT device. This NAT Device will be responsible to translate external IPHTTPS port to default IPHTTPS internal port. Even a TMG box can do that.
As you already understood, DirectAccess clients will only be able to use IPHTTPS protocol. Teredo will not be available as URA Server are located behind a NAT device. With URA included in all editions of Windows Server 2012, it's much more easier to deploy DirectAccess on a server with other roles. You no longer need a dedicated server. High availability only rely on IPHTTPS, witch is easier to put in high availability (F5 Big-IP, Citrix, NetScaler or other).
Simple and Secure by Design but Business compliant


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USAA Rewards Visa Signature Card Reviews & Info
Contact Information
- Telephone: 800-531-USAA (8722)
- E-Mail: No e-mail address available.
- Mailing Address: 9800 Fredericksburg Road San Antonio, TX 78288
Join others who state they own this card.
The USAA Rewards Signature Card is a card dedicated to militaries of members of militaries' families offering up to 1.25% cash back on all its holders' purchases. There is no limit on the amount to can earn and you can redeem your cash rewards at any time through the online platform available on your PC or mobile phone.
Card Information
You can earn up to 1.25% cash back on all your daily purchases (there's no limit on the amount you can earn) and redeem your awards any time from your PC or mobile phone.
There are no fees for transactions outside U.S.
You'll benefit from collision damage waiver coverage and identity theft resolutions.
If you are a military you can get special benefits.
Signup Bonus
Annual Fee
Cash Advance APR
10.15% to 26.15% based on credit worthiness and other factors.
Late Payment Fee
Up to $35
Purchases APR
10.15% to 26.15% based on credit worthiness and other factors.


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Nau mau, harae mai, welcome to the 2016 school year, especially to the new Appleby School families.
After an expected starting roll of 112, the school actually began the year with 121 students in the classroom so there are plenty of new faces about the playground and carpark. Please join the Board in welcoming these parents and children to the school.
Our 1st March roll return confirmed this number to the Ministry of Education, and the Board expects our level of staff funding to rise accordingly. This extra funding will contribute to our sixth teacher scenario and reduce the Board contribution considerably.
This is a summary of discussions and outcomes from the latest Board of Trustees meeting. Please contact any of the current board members at any time should you wish to discuss anything further.
CHARTER REVISION: One job required of the Board early in the year is the modification of the school charter and annual plan, to accurately depict the school's plans for the upcoming year.
Trustees examined this 23- page document at its February meeting, adjusted details where
required and added our teaching and governance aspirations for the next 12 months. References inserted included a focus on Future Focused Learning and this year's unit on Te Reo and Tikangi Maori which will tie in with a ceremony with Ngati Kuia who own the school land.
The Charter was forwarded to the Ministry on 1st March for approval.
FINANCIALS: At its February meeting, the Board examined its financials for the past 12 months and is pleased to announce a small surplus for year end was met. The school remains in a sound financial position going into 2016.
With planned fundraising contributions expected as per previous years, the Board is in a position to supply funding for the same programmes, initiatives and materials for the children's learning as in previous years, offer the six classroom scenario and provide further physical improvements to the school grounds while remaining in surplus. Grant applications will again be submitted in the hope that more funds can be raised for specific projects.
PROJECTS UPDATE: Many capital works projects were completed at the end of 2015, including our new artificial court area, battened fencing, newly planted entrance, toilet block upgrade and major pool renovation. During the holiday break the classrooms were painted with bright naming panels and new carpets were laid in the main classroom block. You would have noticed the school's entrance sign has been completed this week and the classroom names added just prior.
The Board will continue to fund some minor elements of the landscape plan in this coming year, including seating, signage and planting.
Grant applications will be sought for some of the major components of the plan such as the playground upgrades. The Board considers these long term projects due to the expected cost but would like to get fundraising underway as soon as possible.
Also, prices are being sought for the reworking of the carpark. While this is not a glamorous project, it has been bumped up the priority list because it is apparent that, with our growing roll, we do not have sufficient carparking spaces at busy times such as end of day pick up and special events.
HEALTH & SAFETY REVIEW: After our exemplary ERO review in 2014, the appraisal authority has requested that Appleby School be involved in a nationwide health and safety review. This will involve assessors coming into the school next month and observing the ways in which we encourage a healthy and safe lifestyle to our children.
WEBSITE: Check out Appleby School's new website, which is going live any day now.
This interactive site will ensure the school community is always up to date with events and news. In the future the school newsletter will be generated from here, and there'll be a community forum for you to make contact with other parents.
BOARD ELECTIONS: In June this year the three yearly Board elections will be held. Most schools around the country hold their elections at this time. There are five parent representatives to be elected, providing an opportunity to give something back to your school and make a difference in the lives of the children and families of the school.
If this is something you would be interested in pursuing, please contact Board chair Gary Reilly on email@example.com.
The next Board of Trustees meeting will be Tuesday 12th April at Appleby School.


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MS University CCC Exam Date 02-05-2016 Hall Ticket /Candidates List -msubaroda.ac.in: MS University Candidates List and details has been provided here.MS University Conducts CCC exam throught out the state for the Government employess of Gujarat State. MS University has Published Notification of CCC Exam of Date 2 May 2016 ,for more details are given below.
MS University CCC Exam Candidates List / Hall Ticket -www.msubaroda.ac.in
Organization Name: MS University,Baroda
Official website :www.msubaroda.ac.in
Exam Name: CCC for Govt Employees
Exam Date: 02-05-2016
Check MS University CCC Exam Candidates List 02-05-2016:Click Here
Download MS University CCC Exam Hall Ticket:Click Here


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From a haunting first image of Christa Päffgen portrayed as a child watching Berlin burn in the distance with her mother at the end of the Second World War, to the core of her film 'Nico 1988' which concentrates on the last three years of the rockstar's life, filmmaker Susanna Nicchiarelli keeps us, her audience, spellbound. 'Nico 1988' opened the Orizzonti section of this year's Venice Film Festival and for me, the event started then and there, with this touching, moving, electrifying yet perfectly human masterpiece.
The life of Nico went from teenage model to Velvet Underground singer and Andy Warhol muse, to, as the artist himself famously stated, becoming "a fat junkie" and disappearing — all in the blink of an eye. Yet when the world wanted her to go away, as they do with pretty women once they turn, eh hum... older, say thirty, Nico found her second wind. She dyed her hair, started wearing head to toe black and became the original mistress of darkness, crooning songs about her existence that still send shivers down every woman's spine, they are so true to life!
The film screens the weekend of April 26th in NYC, as part of the Tribeca Film Festival. Book tickets on the TFF website.Read More


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Works Applications Co., Ltd. (Headquarters: Minato-ku, Tokyo; Representative Director, Chief Executive Officer: Masayuki Makino; hereinafter "WAP"), today announced that it has been selected to support Tottori Prefecture's overall human resource operations with its HCM & Payroll, Workforce Self-Service, and Attendance Management systems. All governmental institutions within the prefecture will be managed with the software package: Tottori Governor's Office, Prefectural Council and its various committees (including the Secretariat), Chamber of Commerce, Hospitals Department, Board of Education Secretariat, educational institutions (prefectural schools, elementary and junior-high schools), and the Police Department.
More than 65,000 Hours to be Saved
WAP's HR software package will allow Tottori Prefecture to improve the following three aspects of its operations:
- Centralized management of salary and attendance management data. Each department can now focus on improving services to citizens since work processes will be standardized and streamlined through a single package.
- Long term cost reduction through fixed-price maintenance fees. Any future configurations due to external and internal needs will be handled free of additional charge.
- Incorporation of best practices. WAP's HR package solution is comprised of standard functions that are designed to fit into all industries with best practices in mind. These functions have been refined over the years through WAP's support of over 8000 clients from all industries all over the world. During implementation, clients are not only able to reconstruct their IT systems, but also able to review in depth their work and operations in comparison to other clients.
WAP will continue to support Tottori Prefecture systematically to help the prefecture achieve high-quality governmental services by performing efficient administrative management even under severe fiscal restrictions. WAP strives to continuously improve ROI of local governments in the future.


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Payroll Services
Don Thomas CPA, PA provides our small business clients with support on handling payroll and advise them on services that might best meet the needs of their business. Most business owners want to make sure the payroll is being handled properly and that the payroll tax returns such as the quarterly 941's and RT-6's are being filed on time. Also, we make sure the W-2's, W-3 and 940 are filed annually on time.
We also take care of any sales tax returns that need to be filed for your business. We want to handle the tax and reporting issues so you can focus your time on growing and managing your business.
We are here to help and answer any tax, bookkeeping and accounting questions you may have. Feel free to call anytime!


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Michelle over at Scribbit is playing a game where readers can guess when the first snowfall of the season will happen in Anchorage. Fun!
Here in Whitehorse, we've also got snow on the mountain tops. Last Monday, I saw a few cars around town with snow on them, so somebody around here got some of the real stuff. We even had a few flakes in my neighbourhood this past week, but nothing that stayed on the ground.
But! That train is definitely coming.
So, in my ongoing quest for levity, I am happy to host the "When do you think we'll get the first Whitehorse snowfall?" game. I can't offer a baby moose calf as a prize, but there will be a prize. To be decided at my whim. (Because you'll play along even if I give away a box of Kleenex, right? Right? C'mon, it's cold and flu season.)
I usually don't expect the first snowfall until Halloween, but last year we got real stay-on-the-ground-snow at least two weeks earlier than that, so it really could be any day now. (I just hope it isn't tomorrow, or this contest won't even get to see the light of day.)
Okay, so here's how to play (with major head nods to Michelle, since I am totally copying and pasting her game here):
- Pick a date, any date, from October 5th on.
- Leave me a comment with your day, making sure I have a way to reach you should you win. (That means no fake e-mail addresses!)
- I will update this post with a list of the days taken with the names of participants as they come in. If you have a blog I'll link to it.
- Only one person per date (because I don't have anywhere near as many readers as Michelle!). If your date gets filled up I'll just move you to the next available day following.
- When it does officially snow with a measurable amount of white stuff in my front yard (that's my measuring stick) I'll give a shout out to whoever picked the winning day.
Sound like fun? What better way to start looking forward to the first snowfall?
- October 5: Dave
- October 6:
- October 7:
- October 8:
- October 9: MFA Mama
- October 10:
- October 11: Beanie
- October 12:
- October 13:
- October 14:
- October 15: Kara
- October 16: Roger
- October 17: Nai-Nai
- October 18: Susan
- October 19: Tammy
- October 20: Tanya Leclerc
- October 21:
- October 22:
- October 23:
- October 24:
- October 25:
- October 26: Kathleen
- October 27:
- October 28:
- October 29:
- October 30:
- October 31:
UPDATE: THIS CONTEST IS CLOSED! Damn, I knew I should have posted this sooner! It appears that there is already about 1 cm of snow on my deck and front yard (which, sadly, means it's a measurable amount). I'm not so sure that it's not going to stick around for at least the afternoon, Dave. So I guess that means you win, although seeing as you were actually getting snowed on when you guessed, I won't credit you with any psychic powers. Next closest was MFA Mama, so it only seems fair that you both win… um… something. I haven't decided yet since last night, but I'll let you know soon!


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We like to say the Intuiface platform is hardware agnostic. With rare exceptions, manufacturer and physical screen dimensions – 10.4" diagonal vs. 82" – are irrelevant. All Intuiface needs to know is the pixel resolution to ensure designers are provided with the right canvas size for their design. So target everything from an Android tablet and iPad Pro to the Microsoft Surface Pro, a Lenovo Chromebook, a 22'' HP all-in-one kiosk or an 82" Planar-based multi-display video wall .
Every user has a personal My Intuiface homepage. Through this webpage, users can access everything from their license dashboard to Share & Deploy, the HTML5-based tool enabled remote deployment.
Web-based Intuiface Share & Deploy presents a real-time inventory of all Internet-accessible instances of Intuiface Player - regardless of geography or operating system - and enables device-level deployment of experiences. Tag each device and use tag-based filtering to deploy the right experience to the right devices using nothing but your mouse. You don't even need Intuiface Composer or Player running on the same machine to use it. Work with devices in multiple countries and never leave your chair.
Everything you can do via the Web-based Intuiface Shared & Deploy console can also be achieved programmatically using REST APIs. Using these APIs, you can custom build your own UI tailored to the specific needs of customers and clients. Or integrate our APIs into an existing CMS. It's up to you.
No Internet connection? No problem. Save Intuiface experiences locally and run them offline. Pull the Internet cord from your Windows PC, shut down WiFi on your tablet or kiosk. Of course, by running experiences online, you gain the ability to access external information in real time. It's your choice!
Monitor the health of hundreds of devices in real time. Force a restart. Remotely update Intuiface Player software on any device, anywhere. Use our automatic crash recovery capability. You can even see the active scene in the running experience on each device! It is up to the second insight for all of your devices.


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Carnival Profit Surges on Higher Revenue
Company Cites Smaller-Than-Expected Cost Increases
Carnival Corp. said its earnings for the May quarter soared on improved revenue and a smaller-than-expected increase in costs.
The world's largest cruise operator by capacity raised its per-share earnings estimate for the year to $1.60 to $1.75, from its previous estimate of $1.50 to $1.70. But for the current quarter, it forecast earnings of $1.38 to $1.44 a share, below estimates of analysts polled by Thomson Reuters for $1.51.


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MRR Involvement in Bar Associations
One of our litigation associates, Emmanuel ("Manny") Fishelman graduated from the Bar Association of Montgomery County's Leadership Academy in April 2016. The Leadership Academy is a program created to train and cultivate young practitioners from different areas of law practice into future leaders of the bar association. Manny's Leadership Academy class included 12 motivated young attorneys from law firms, government agencies, and nonprofits.
For their group project, the Leadership Academy worked with Montgomery College's paralegal certificate program. The goal of the collaboration was to provide guidance and professional contacts to future paraprofessionals and students interested in the law, while also helping local practices tap into an underused resource of volunteers/employees from the paralegal certificate program.
The Leadership Academy members went to both the Takoma Park and Germantown campuses of Montgomery College to put on presentations informing the students of different opportunities available. Some opportunities available to students were workplace observation at several different firms as well as courtroom observation. Students were also assigned a Leadership Academy member as a "mentor" to assist with resume review and to serve as a contact for law school advice (for those interested).
In addition to serving as a mentor for two students in the program, Manny organized a happy hour where students in the paralegal certificate program had the opportunity to meet and network with dozens of members from the Leadership Academy, bar association, and Montgomery County law firms.
Despite completion of the program, Manny plans to remain involved in the bar association.


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A woman who was racially abused as a child in the sixties and seventies says racism is still alive and thriving in the UK…..
"White people were served before my mother and I in the shops – in 21st century Skegness"
RACISM is alive and thriving on the streets and in schools across the UK – and it's getting worse, according to author and campaigner Esther Lawson.
"Love Island's Gabby Allen hit the nail on the head about the racism in our society today, and thousands of people of colour in towns as and cities across the UK will have similar stories to tell," says Esther.
"The sad truth unfortunately is that racism is on the rise in Britain, but today's racism is about more than just colour prejudice, it's manifested into xenophobia against anyone from another country be that India, China, Eastern Europe or anywhere else in the world."
Lincolnshire is the UK's most racist county and Stoke-on-Trent the safest city in Esther's personal experience:
"My family spent a life on the move trying to avoid racism – from South London where we were thrown out of our home because the neighbours objected to having a black family on the street, to the Sussex coast where lighted newspapers were pushed through our letterbox," says Esther.
"Lincolnshire is by far the most racist place I have ever lived, particularly the towns of Spilsby and Skegness where we faced open hatred.
"White people were served before my mother and I in the shops – in 21st century Skegness," recalls Esther, who lived in Lincolnshire from 2008-2012.
Esther and her family now live in Stoke-on-Trent, a city which gave them a warm welcome and finally allowed them to leave behind the racist hatred that had dogged their lives. She says it is the only place she and her family have felt safe.
As a mixed-race girl growing up in 1960's Britain, Esther experienced at first-hand racism in all of its forms and from all quarters of society.
She was kicked, beaten and called "wog" and "golliwog" at school. The bullies would then mock her asking "wogamatter?" distorting "what's the matter?" into a term of racial abuse.
Racist bullies prevented Esther and other children of colour from playing in the sandpit in the public park near her home. On one occasion she was knocked unconscious when a large stone was thrown at her and hit her head.
At school she was accused of cheating when she achieved top marks in class, because non-white children were not expected to be that clever.
Her white father, who, like Gabby Allen, was Liverpool born and bred, never allowed himself to be photographed with his Kenyan wife and mixed race children.
When her family moved home, neighbours petitioned against the new black family on the street.
And at just eight years old, she was arrested and charged with 56 trumped up criminal charges, later facing a judge in a Sussex courtroom despite being two years below the age of criminal responsibility:
"I was questioned alone with no parent or other adult apart from the police officers present, my mother hadn't even been informed," recalls Esther.
"I thought it was great fun having my fingerprints taken, but was too young to realise the significance."
The charges against her were vague, examples include "stole a piece of fruit between October and December", "stole purse from pocket at some point between 1st and 31st October".
The evidence put forward by the police was also confused accusing her of four separate offences that happened in different locations at the same time.
"When I appeared in court, I didn't understand what was going on or the gravity of the situation, I just remember being sat in a huge chair in front of the judge and feeling very bored."
The judge threw the case out and, in Esther's words, 'gave the police a good ticking off' for bringing it to court.
Perhaps unsurprisingly the young Esther suffered post traumatic stress disorder and a nervous breakdown before she was even eighteen.
Her painful childhood experiences are recalled in her gritty real life story "Wogamatter". The book has already made its mark in America where it is now available in school libraries across the USA.
Esther is now campaigning for more awareness in the UK where she believes racism is still swept under the carpet:
"Racism was rife and no-one batted an eyelid when people of colour were called nasty names or suffered violent abuse just for being different," she says.
"But racism still occurs in the UK – sometimes in plain sight, sometimes more subtly, below the surface – and will continue to do so until we face up to it and encourage people to tell their stories to ensure we learn from our past to enlighten our future and have more tolerance of each other's differences.
"The US acknowledges its shameful racist history and has embraced Wogamatter which is now included as extracurricular reading in US schools, it is time now for the UK to do the same, stop hiding it and pretending it didn't happen.
"In Britain people are uncomfortable even with the title of the book. Well get real, Wogamatter is the word the racist bullies invented to taunt me with; hide from that, and we're hiding from the problem itself.
"Recalling my story has been hugely difficult and extraordinarily painful for me and my family, but I am telling it to help others come to terms with their experiences and to have comfort in knowing they were not alone."
BEN Television
21 St Andrews Way,
Tel: +44 208 808 8800


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When's the best time of year to find a job? At Neomobile it's 365 days a year!
Are you highly motivated and passionate about digital technology, but you really don't have a clue about where your skills fit within the business world? Play Neomobile's Job Placement Flow Chart and find an answer to your questions… you'll clarify your inner doubts and orientate your search!
This month we added 3 new job positions: we're looking for a CC Operator in Belgrade, Serbia, an Accounting & Reporting Specialist in Istanbul, and a DWH Reporting Specialist in Rome.
This article is also available in Italian.
The first chosen candidate will be based in Belgrade, with a part time contract, reporting to the Business Operations Senior Specialist; he/she will be in charge of our Customer Care relationship with French customers. For more information click here.
The chosen Accounting & Reporting Specialist will be based in Istanbul and, reporting to the Finance Manager, will be working full-time in a dynamic and international environment and will be in charge of Accounting & Reporting activities. Find out more by clicking here.
Finally, the chosen DWH Reporting Specialist will be based in Rome and, reporting to the Data & Business Intelligence Team, will be working in a dynamic and international environment and will be in charge of defining and implementing database storage. Learn all the details here.
As usual, below you will also find a quick recap of our vacancies.
|Business Unit
|Job Title
|Technology & Operations
|Database Administrator
|Technology & Operations
|IT Project Manager
|Technology & Operations
|Senior Software Developer
|PHP Developer
|Front End Developer
|Application Operational Support Sr Specialist
|Technology & Operations
|Software Developer
|Marketing Jr Specialist
|Sao Paulo
|Neomobile Group
|Business Operations Jr Specialist
|Mexico City
So, keep an eye out for our open positions in different Company business areas, and come and meet us at all the job events we participate in throughout Italy (the next one will be the Borsa della Ricerca for SUD event): you'll meet our HR colleagues and you'll probably have the chance to be job interviewed by them.
Finally, follow our activities on social networks: Facebook, Linkedin and Twitter accounts @NeomobileJobs and @Neomobile_Group and don't forget our company website www.neomobile.com where you can directly upload your CV and activate an alert on any interesting new positions.
Get all Neomobile's opportunities while they're going!


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I wanted to write a manifesto over the holidays to make the principles that underlie my writing and my life clearer to myself and others. I started making an outline and was going to tell you to take things one day at a time, to stop auditioning for other people's lives and to start doing what you love, because you don't ALWAYS have to pursue your passion full-time. BORING! I gave up after five minutes, feeling totally frustrated and like a giant cliche.
Then I found the following diary entry as I was searching for a submission to the My Diary Unlocked project (whose mission is to share meaningful diary entries to help others live authentically), and in an instant it all became clear.
November 15, 1998 (I had just turned 15)
Dear Diary,
I can't help but write even though I have nothing to say. My overall feeling right now is anxious/nervous butterflies. I feel like I'm slipping away from everything and I'm holding on for dear life; while at the same time trying to do a one-handed push-up. Just to stay on track I have to fight so hard. Journalism, guys, softball, volleyball. I feel so clueless. I feel fat - and like I don't add up; like I have some good qualities but not enough to be anyone worthwhile.
Love, Jenny
Why do I read so many self-help books? Why do I care so deeply about sharing what I learn with you?
Because I don't want any of us to feel that despondent ever again. And if -- by some unfortunate cognitive error or faulty intellectual logic -- we do, I want us to have the tools to fight our way out and thrive. I want us all to live BIG...unapologetic and unafraid. Those of us who survived those tumultuous teen years were (thankfully) born with the ability to pull ourselves out of emotional ruts, but I am fiercely committed to make those tools even easier to find and access as adults.
I want you to know how special you are. I want you to know how loved you are. I want you to feel proud of yourself and proud of your life. I want you to appreciate and feel appreciated. I want you to smile more and dream bigger. I want you to take great leaps; to give yourself a chance to show how brilliant and resilient you really are. I want you to wake up excited and energized for the days ahead. I want you to to feel absolutely exhilarated by the possibility of it all.
Why am I here writing? Why the positive twist on everything? Why the overuse of exclamation marks and smiley faces?
Because I've felt the darkness. I've cried myself to sleep many times in my life, often "without reason" because I couldn't pinpoint what was wrong. Sometimes I still can't. This diary entry reminded me of every night I laid my head on a pillow soaked with tears . . . where writing it all down -- every high and low and tortured thought -- felt like my only salvation.
I was born with an active mind that bounces from dark to light with equal energy; a mind that dances with demons when I'm not careful. Maybe you were too.
So if I can shine some light on your day - help you laugh, feel better, solve a problem, think differently, live bigger - then I have done my job.
Kate Earl captures my sentiments perfectly in the chorus of her song, All I Want. To say I'm obsessed is an understatement.
If I could touch one lonely soul, If I could heal and be so bold To be a spark, to be a light, Set one heart on fire; That's all I ever wanted That's all I want, That's all I ever really wanted.
[youtube id="-aQjd_iBabs"]
P.S. Many of you have asked how the Creative Day of New Years Genius turned out -- in short, brilliant! It was a huge success for all involved . . . more to follow soon. One thing I did want to ask right away with all my creative juices flowing:
How can I be most helpful to you this year? What would you love to see on Life After College?


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Corvina can be prepared in a number of ways, including baked, broiled, fried, grilled and raw. A traditional South American preparation of Corvina is to prepare it in a ceviche.
Corvina have pink flesh when raw, which turns white when cooked. Their high fat content and firm, flaked flesh allows for varied preparations. Corvina's flavor is mild, sweet and delicate, which makes the fish an ideal complement to the spicy, fresh and simple flavors of ceviche.
To make a traditional ceviche with corvina, dice the fish, and marinate it in a combination of lime juice and onion for up to 4 hours. Afterward, drain the liquid away from the fish. Add the fish to a mixture of tomatoes, chiles, cilantro, olives and olive oil, and flavored the ceviche with salt. Adding orange juice or sugar before refrigeration is optional. Garnish the ceviche with avocados immediately before serving. Ceviche can be enjoyed on tortilla chips or with saltines.
Corvina is a common name for a wide variety of fish belonging to the Sciaenidae family. Over 250 species of croaker fish and drum fish make up the Corvina group. Corvina is wild caught off the coasts of Costa Rica, Panama, Peru, Nicaragua and Guyana.


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Britain's hockey captain released from hopital with titanium plate in jaw
GREAT Britain women's captain Kate Walsh is due to return to the Olympic Village after spending three nights in hospital with a fractured jaw.
The 32-year-old has had an operation to insert a titanium plate in the left side of her face after being hit by a stick in GB's opening win over Japan.
She left The Royal London Hospital this morning and was set to rejoin her team-mates, who play Belgium tomorrow.
No decision has been taken yet on whether Walsh will play any further part in the Games but coach Danny Kerry has said she will be fitness-tested beforehand and he will also assess her overall welfare before coming to a conclusion.
The medical advice received by the team is that there is nothing to prevent her playing and Kerry said yesterday the surgeon had told him the jaw was now actually stronger as a result of having the plate inserted.
PA Media


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Hi everybody,
I have some questions about the absorption of proteins. First a general question, why have most proteins a yellow color at high concentrations, even though they do not bind a cofactor? What causes this absorbtion?
I work with a protein which is slightly yellow at low concentrations (1mg/mL). I run a UV-vis scan which showed a weak absorption shoulder at 420-30nm. FeS cluster binding proteins show the same weak shoulder at 420nm. But a sequence analysis gave no hint of the presence of a typical Fe or FeS binding motif.
Could this high-concentration-yellow give rise to a shoulder at 420? There are no homologs, maybe there are some similarities to NADH binding proteins, but with bad score. Could the absorption of NADH shift to 420nm when bound to a protein?
Could other cofactors or metals be present? I don´t think that PLP or FAD are present because the absorption spectra look different.
I would be glad for some advise,
Fixed your size problem... Bob.