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South African Journal of Education
On-line version ISSN 2076-3433
Print version ISSN 0256-0100
S. Afr. j. educ. vol.34 n.1 Pretoria Jan. 2014
Early childhood pre-service teachers' concerns and solutions to overcome them (the case of Pamukkale University)
Nilgün Cevher-Kalburan
Department of Early Childhood Education, Pamukkale University, Denizli, Turkey firstname.lastname@example.com
The purpose of this qualitative study is to determine early childhood pre-service teachers' concerns and solutions. One hundred early childhood pre-service teachers who were enrolled at Pamukkale University, Turkey, answered two open-ended questions by e-mail. In addition, six of these participants were interviewed for developing a deeper understanding of their concerns and solutions. Five main areas of concerns and solutions were identified as: (1) children, (2) parents, (3) school principals and colleagues, (4) environmental conditions, (5) self-orientation. This paper draws attention to the underlying reasons given by pre-service teachers about their concerns and elicits their ways of overcoming these concerns, in order to identify pre-service teachers' needs, in becoming effective teachers, and to integrate possible areas of concern in management and development of teacher education.
Keywords: concerns; early childhood education; pre-service teachers; teacher education
Pre-service teachers bring the images of teachership and ready metaphors defining teaching to teacher training. They also bring their personal beliefs and values about the ethical purpose of teaching and the role of the teacher in the relationship with students. While their knowledge, experiences, and skills increase, they develop the understanding of what a "real" teacher is by taking part in the practicum (Pietsch & Williamson, 2005:364). Within this period, teacher educators can support the professional development of pre-service teachers by understanding their concerns and addressing them. Hence, pre-service teachers will be more equipped and ready for the practices during their teaching professions. However, pre-service teachers can suffer from anxiety and stress because of their concerns related to teaching and consequently they can withdraw themselves from a teacher training program (Chan, 2002).
Fuller, Parsons and Watkins (1974) stated that the concerns about teaching are expressions of the requirement for becoming motivated for related learning. They added that teacher educators should consider motivating student teachers for coping with these concerns. Fuller (1969) emphasized the importance of pre-service teachers' concerns and how they change during the teacher preparation process. She investigated pre-service teachers' concerns in four stages as pre-teaching concern, concerns about self-survival, concerns about teaching situation, and concerns about pupils. Two quantitative instruments were developed based on Fuller's concern-based model, namely, the Teacher Concerns Questionnaire (George, 1978) and the Teacher Concerns Checklist (Fuller & Borich, 1988 cited in Smith & Sanche, 1993). In the literature, there are remarkable studies which examine Fuller's model by using these instruments (e.g. Reeves & Kazelskis, 1985; Clyde & Ebbeck, 1991; Smith & Sanche, 1993). In a Turkish study conducted by Alisinanoglu, Kesicioglu and Unal (2010), Teacher Concerns Questionnaire was administered to determine early childhood pre-service teachers' concerns. Their study showed students' concern level decreases the longer they are in the teacher education program and it determined that gender is not an important factor.
Since researchers of teacher concerns agree that unless these concerns are determined and solved, they can decrease pre-service teachers' confidence and prevent them from improving their learning to teach (Chan, 2002). Because better programme quality depends on better-educated teachers, pre-service teachers' concerns about their occupation need to be defined and solved to increase their confidence and competence, further enhancing teachers quality as they enter the profession (Saracho & Spodek, 2007). In addition, determining concerns and proposal solutions of early childhood teachers who are ready to start their profession is required, in terms of reorganization of pre-service and in-service training programmes to support their motivation to become better teachers.
Accordingly, this study is intended to be helpful to early childhood teacher educators for modifying and improving teacher education programmes thereby getting pre-service teachers to produce various solutions to overcome possible problems with which they are concerned and helping them become more self-confident and better qualified teachers.
Research methodology
Qualitative research methods were used in order to examine pre-service early childhood teachers' concerns about their profession and solutions for these concerns. All of the fourth grade students enrolled for the early childhood teacher education programme at Pamukkale University in Denizli, Turkey, received an e-mail. A total of 100 pre-service teachers responded to the e-mails, yielding a response rate of 63.2%. These participants were predominantly female (94%); their average age was 23 years.
The introductory part of the e-mail included an explanation of the aim of the research and a privacy statement indicating the confidential use of participants' information in the research to reassure them about answering the e-mail. In addition, respondents were encouraged to answer questions as detailed as possible in their own time (Gibson, 2010). A question form including the questions: "What are the subjects that make you most concerned when you see yourself as a teacher?" and "What are the solutions - if you have - about any subjects?" were applied in addition to another two questions about their ages and gender. Responses were analysed through content analysis techniques appropriate for identifying the subjects/areas which are concerns of the participants (Elo & Kyngàs, 2008). Within this process, categories and sub-categories emerged. The frequencies of coded phrases for each category were calculated.
Then, three participants who expressed the most and three participants who expressed the least concerns were identified for the purpose of obtaining more in-depth information about their concerns and solutions. All of these six participants were females and their average age was 23. These participants were sent an e-mail asking them whether they would volunteer for individual interviews regarding their previous e-mails. The participants were informed that the proposed interviews were based on voluntariness and their privacy would be guaranteed. All of these participants agreed to meet. After that, face-to-face interviews were carried out with each of them. Semi-structured interviews started with warm-up discussions and then pre-service teachers were asked to express their concerns about their professions. They expressed why these concerns occurred and what their perceptions were about their level of concerns.
Moreover, they shared their opinions about the solutions for each of the concerns, why they thought about these solutions, and how useful these solutions could be. Interviews were recorded with their permission and lasted about 45 minutes each.
Results and discussion
After data analysis of the e-mail responses, five categories emerged: Concerns about children and solutions; Concerns about parents and solutions; Concerns about school principals and colleagues and solutions; Concerns about environmental conditions and solutions; Self-oriented concerns and solutions. The length of responses of the first question about concerns ranged from 29 to 92 words while the length of responses of the second question about solutions ranged from 13 to 283 words. While 73 of the respondents offered at least one solution to each concern that they expressed; four of the respondents mentioned that they had not any proposed solutions regarding their concerns; 21 of the respondents offered solutions to some of their concerns.
Data from e-mails are presented as tables that show the concerns and the solutions of each emergent category. Additionally, impressive/interesting expressions from face-to-face interviews are presented after the tables and then discussed according to the relevant categories. Participants who were interviewed were named P1, P2, P3, P4, P5, and P6.
Concerns about children and solutions
The category, concerns about children and solutions, included sub-categories of classroom management (frequency:f =37), communication with children f= 34), children with special needs and inclusion (f =19).
Participants' solution proposals of classroom management concentrated on organizing classroom rules with children f=8), consulting books f=7) and experienced colleagues f=7), and organizing interesting activities f=5). There were also participants who expressed that they could produce solutions by conducting research about this concern and cooperating with parents.
P2 expressed the following about this concern:
"I do not think I will be able to reach my goals unless I provide classroom management. I do not want to be a kind of teacher who is trying to do some things by shouting at children. However I am not sure about where to start. Also I am concerned if I cannot solve the problems among children."
Phelps (1991) stated that one of the biggest challenges of novice teachers in the profession is classroom management. If teachers are not successful in this aspect of teaching, they can also be unsuccessful in their educational efforts. Many teachers who are very good at other aspects have to quit their jobs due to failing classroom management.
In a qualitative study by Alver, Sancak and Kesicioglu (2010), early childhood pre-service teachers believe that they will have difficulty in coping with misbehaviour and classroom management. Thus, it is important for pre-service teachers to make provisions that will increase their classroom management skills. They need to have opportunities to practice their classroom management skills especially during practi-cum. However, Isrkoglu, ivrendi and Sahin (2007) found early childhood pre-service teachers are faced with a dilemma between the reality in the classrooms where they practice in and their understandings, skills and beliefs. In reference to this, P4 stated the following:
"I do not think classroom management is like the one in teaching practicum course. Because children are used to their own teacher's method instead of our teaching method, so we have a difficulty... . When I become a teacher, I willform my classroom management style by consulting various sources. Also, opinions of experienced people are important."
Besides consulting various sources and experienced people, participants' solutions, such as determining classroom rules together with children, can be proposed as an effective way to form a democratic classroom environment. Cooperation with families about behaviour management provides that children's behaviour which was gained at school becomes permanent. Further, planning activities towards children's interests can be considered as a practice that will minimize children's misbehaviour.
Participants had concerns about communication with children on the very first day of school f = 19). Their solutions only emphasized games (play-based activities) on the first day f = 3); taking children outside, getting help from families and keeping calm but frequencies of these suggestions were very low f = 1). The National Early Childhood Education Programme (The Ministry of National Education, 2006) is a developmental programme that has emphasized that all activities should be play-based and children should freely gain experience. From this point of view, the fact that participants' solutions concentrated on more play-based activities on the first days of school seems to ignore that play is actually required to be practised throughout the whole learning process.
Another communication concern was about being unable to communicate effectively with children f= 7). Participants expressed the opinion that making warm and close contact with children starting from the first day f = 8) and consulting books f = 5) could be solutions. Moreover participants stated they could communicate more effectively with children as they gained experience (f = 5).
P1 stated the following reasons for communication concerns:
"As I am working in the institution of pre-school education, I think I have gained enough experience for the first years of teaching and found the chance for practice. But if I had not worked, I am sure my level of concern would be very high. Because I think practicum and school experience is very limited. As practicum is just half a day a week, we have a communication problem with children in the classroom. Today was my last day of practicum and my friend from practicum told me that he / she does not even know the names of many children in the classroom. So communication is very poor. According to me, field observation should start in the 2nd term of the 1st year. And practicum should be in 2nd and 3rd years... Practicum should be at least 2 days in a week."
According to Brekelmans, Wubbels and Den Brok (2002) communication between teacher and child in the learning environment is an important element affecting the learning process of the child. Pianta and Stuhlman (2004:444) found "reliable" and "developed" teacher-child relationships in early childhood have a close relation to the formation of appropriate behaviours and children encountering fewer problems in later processes of learning. In this respect, teachers' having enough knowledge and skills has a place in their communication with children. However, as P1 stated above, student teachers need to spend more time with children in classrooms to see and improve their own communication skills. On the other hand, Isrkoglu et al. (2007) determined that pre-service teachers feel like strangers and have difficulties communicating with teachers in the classrooms so that they cannot perform adequately during their practicum.
In relation to the concerns about children with special needs, such solutions as participating in educational activities (f = 7), taking support from counsellors and experts (f = 4), and conducting research (f = 2) were expressed. P2 expressed the concerns about inclusive education as follows:
"One of the subjects that I am most concerned of is not being able to know how to educate my inclusive student if I have one. Alright, we took special education course but we just learned the definitions and implications of the problems. If I have such a student, I am concerned about what to do."
Schnailberg (1969 cited in Belk, 2005:2) expressed that in-service training, working with a special education consultant, attending inclusion conferences, involving parents in the programme are useful for teachers to be ready for studying with inclusion children. Furthermore, teachers are expected to gain sufficient knowledge and skills regarding inclusive education. However, in the early childhood teaching programme determined by higher education institutions in Turkey, there is no inclusive education course. Some universities (e.g. Hacettepe University, Gazi University) include this course as an elective course in their programme. Moreover, the course of special education takes place in the programme as a theoretical course with two credits only in one term. In this case, the teacher training programme can be considered inadequate in terms of pre-service teachers' improving skills related to inclusive education practices.
Concerns about parents and solutions
The concerns about parents category included communication (f = 34) and attitudes of parents (f = 22). Concerns about communication mostly concentrated on not establishing effective contacts with parents (f= 21); with regard to this, the effective usage of body language and being cheerful (f = 8) were solutions expressed. There were also participants who expressed that they could communicate effectively as they gained experience (f = 7). In addition, getting to know parents by arranging meetings was also proposed (f = 5). In the situation of conflicts with parents (f = 6), determining rules together with them (f = 3) and making a warm contact (f = 3) were suggested. Participants expressed that a sincere and friendly approach and constant communication (f = 8) generally could be solutions for negative attitudes of parents towards teachers. A solution for the fact that parents consider teachers only as caregivers was to give parents educational seminars.
P3 expressed her concerns about communication with parents and solutions like this:
"I witnessfrom newspapers, television and my own environment thatparents treat their children in a very bad way or they do not really care about their children. This situation naturally affects children in a negative way and causes an unhappy and desperate generation to be formed in future. I am afraid for not being able to keep calm enough while responding the parents of the child who is treated badly in my classroom. I believe I will do my best to be calm however I am anxious so that I meet two kinds ofparents; one of which is carefree, the other is a big head and react them in a furious way... I envisage such models of negative attitude: How is a calm and conscious reaction? What is a true reaction? What is a right volume...? If I ever have such an experience, I will try to end the problem in the most harmless and constructive way."
Parent-teacher communication affects children's po sitive attitudes towards school. It helps parents develop self-efficacy and self-confidence. Teachers should have information about children's cultural features through communication with the parents (Huber, 2003). Additionally, communication has a critical role in terms of parent-teacher cooperation. For instance, teachers and parents need to see one another's communication skills (Swick, 2004). Pre-service teachers need to cooperate with parents and improve their communication skills in order to maintain successful relations with parents. As can be seen from Table 2, participants focused more on the ways of positive communication with the parents f = 21). However, only one f= 1) expression mentioned practising planned, systemized and constant parent communication activities. Similarly, Baum and Schwarz (2004) expressed that pre-service teachers are concerned about the quality and nature of their relationships with parents. They stated that more opportunities for education and experience should be provided to students about effective communication with parents and conflict resolution. On the other hand, the parents' education course in the early childhood teaching programme determined by the higher education institution in Turkey takes place as a two-hour theoretical course in only one term. Furthermore, participants have limited experiences with communication with parents as they have only one day of practicum a week. In this respect, it can be said that pre-service teachers need to have more practice in developing relations with parents.
Concerns about school principals and colleagues and solutions
Concerns about school principal and colleagues were gathered in two sub-categories. Participants substantially had concerns about negative attitudes of school principals (f = 11). While there were respondents who thought that negative attitudes would decrease as they gained more experience (f= 6), there were also solutions like constantly getting along well and keeping in touch with the school principal and colleagues (f= 5). Similarly, Menon and Christou (2002) found that pre-service teachers had negative expectations from school climate and capabilities of the school leaders. School culture is mostly created by learners, teachers and school principals. Interaction between these elements is crucial to achieve school goals such as improving student success. In Turkey, early childhood education centres are formed as two different types which are preschools in primary schools and independent preschools. While most of the principals of independent preschools graduated from the department of early childhood education, a great majority of primary school principals graduated from different teaching departments. In this context, as Hanny (1987 cited in Chell, 1995) stated, effective principals are expected to be effective instructional leaders. On the other hand, Çelikkaya (1999) maintained that school principals should not be expected to be experts in all educational fields. Therefore, administration should be team-work. Correspondingly, early childhood teachers who work at primary schools may face difficulties in making decisions about their instructional issues because the school principal may not have comprehensive knowledge of early childhood education unless the school principal creates a democratic school culture and applies a participatory approach. As Menon and Christou (2002) stated, teacher preparation programmes must train teacher candidates about the realities of the profession because a negative outlook can damage the attitudes of pre-service teachers toward the profession.
Besides, there were participants who expressed that they would be calm and patient f = 2), and follow their own truths on the subject of negative attitudes of colleagues (f = 2). P1 talked about this subject:
"... I am concerned that I will meet teachers who have 'occupational burnout' my motivation will decrease in the first years when I start- teaching. Because teachers say from now on that 'You are idealist now, you come to school once a week, and you will see everything when you start teaching'. I am afraid my motivation will decrease due to this issue."
Nias (2005) claimed that teachers' professional development cannot be separated from their personal growth. Concordantly, she maintained that a teacher's colleagues play a central role in personal development by meeting (or failing to meet) the needs of practical and emotional assistance, referential support, professional stimulation and extension, and the opportunity to influence others. As Waldron and McLeskey (2010) stated, working collaboratively has an important role in improving instructional skills of teachers and increasing student achievement. In this context, participants seem to need to get more support in their teacher education programme for acting as role-models for their colleagues. For this, teacher education programmes may consider developing leadership skills of pre-service teachers as part of strategies dealing with negative attitudes in school environments.
Concerns about environmental conditions and solutions
Environmental conditions concerns included two sub-categories as physical and social environments. The sub-category ofphysical environment contained the concerns about lack of material and equipment (f = 15) and lack of space properties (f = 3). Participants' solutions towards concerns about physical environment and materials generally focused on the support of family-school-society (cooperation with school management f= 3), collecting donations for school f = 3), asking for simple and residuary materials from families (f = 3)). On the contrary, there was only one expression (f = 1) about a teacher preparing materials on his/her own. P5 talked about lack of physical conditions like:
"How will I give education in impossibilities if I am assigned to a school in a very remote place? I am concerned whether I will have a class which is almost empty without any materials. For example, if I am in a very poor place, how will I ask for money from families for breakfast and materials every day? ...After a parent says 'I cannot afford this.' I think it is meaningless to insist. ...I can have my school donated by contacting (my family). But this is not an exact solution. I do not know how long I can continue this. Or I may ask for very simple foods that every family can have on the menu."
The National Early Childhood Education Programme (The Ministry of National Education, 2006) ranked the features of a well-planned education programme and stated that planning the learning environment carefully is the most important component of a qualified education programme. Accordingly, educational environments should be appropriate for children's developmental characteristics; they also should be safe and constructive for children's problem-solving skills and supportive for their creativity. Therefore, teacher education programmes must train pre-service teachers about dealing with poor school conditions through helping them develop problem-solving skills.
In relation to concerns about social environments, participants expressed their concerns about communication problems which might occur due to cultural and linguistic differences. Their solutions were more like cooperation with families and research about cultural features of the region before starting work. P4 explained those about this subject:
"I am thinking to search for the place I am assigned about cultural differences.
I will start to work by accepting their physical appearances and ways of thinking in case both families and children can criticize me."
Polat (2009) found in the research where he investigated pre-service teachers' level of susceptibility to multi-cultural education that participants can have troubles about dealing with emotional and psychological problems when they work in a different culture.
Self-oriented concerns and solutions
In terms of self-oriented concerns, the expression of not being able to be an adequate teacher was often used. Solutions for this concern were as follows: conducting research constantly f = 10), following innovations f = 7), keeping in touch with the university (f = 6), cooperating with guide people (f = 5). P6 expressed her concern about professional competency like this:
"I saw from the school I went to that art activities do not contribute to improve creativity. Monotonous activities are practiced. But I cannot understand exactly how to convert them into creative works. I am confused about how to arrange activities appropriately enough for each child's interests and skills. At the schools I went to, eitherfor assignments or practicum, I saw that there is only name of the constructivist education but the practice of it does not exist. I do not want to force children for activities as others do."
Recently, constructivism has been the most significant approach in early childhood education and constructivist programmes have widely been conducted all around the world. Accordingly, the National Early Childhood Education Programme (The Ministry of National Education, 2006) has been designed in accordance with the constructivist approach in Turkey. According to Işikoğlu (2008), to meet this curricular change, teacher candidates need to conceptualize and employ constructivist instructional approaches during their pre-service training. She suggested that a constructivist learning environment where pre-service teachers can observe constructivist teaching while acquiring a theoretical knowledge of constructivism has an important role in encouraging constructivist beliefs. However, Holt-Reynolds (1992 cited in Işikoğlu, 2008:190) suggested that most of pre-service teachers' beliefs are traditional, as the result of their frequent exposure to a didactic and traditional learning environment. Therefore, teacher preparation programmes should embed the opportunities of con-structivist practices into the educational programme. Thus, pre-service teachers can connect theory and practice by observing, taking part in and assessing in the real world. However, this seems to be challenging for teacher educators in consideration of the fact that "simply accommodating innovation in the existing institutional structure will not provide the long-term support necessary for lasting change" (Condon et al., 1993 cited in Khalid & Azeem, 2012:172). From this point of view, teacher education programmes should constantly be adjusted to support in-service and pre-service teachers in terms of understanding and practising constructivist approaches.
Furthermore, teachers are expected to keep pace with the era by constantly renewing themselves, to be able to reflect innovations into their education programs and practices with the rapidly changing research and practices. Regarding solutions of participants about this subject, constant cooperation with the university which is an environment where information is produced and shared, conducting research about the subject, and sharing information with colleagues are beneficial for teachers to develop their professional information and skills. Being an individual who constantly renews him/herself, conducting research, becomes a productive person takes place among the features of an effective teacher (The Ministry of National Education, 2006). In this respect, solutions expressed by pre-service teachers seem to be related to the features of an effective teacher.
In terms of concerns about not being able to give equal education in crowded classrooms, participants stated that they could plan small group activities and arrange environments to facilitate observing children. According to Milli Egitim Bakanligi (2012a), numbers of students should be a maximum of 20 in early childhood classrooms. However, many classrooms have more than 20 students in Denizli. In addition, some of these classrooms' sizes do not meet the standards of the Milli Eğitim Bakan-ligi (2012b). Pre-service teachers generally go to the classrooms for practicum as threesomes. Hence, classrooms become more crowded with students, the teacher, assistant teacher, and pre-service teachers as well.
However, according to Fredriksen and Rhodes (2004) teachers can form a more positive emotional atmosphere inside the classroom and more often interact with specific children when the number of students in the classroom is low. In addition, children have more positive relationships with their teachers when they have the idea that they are in a school environment where they are cared about. In this context, participants' solutions such as arranging the learning environment to observe and communicate with each child, and grouping children, are considered effective solutions.
One of the other concerns was "not being able to develop children's creativity and special skills" (f = 11). For this, solutions such as consulting books, cooperating with families and arranging the environment were stated. Other concerns about professional competency were being inexperienced, not being able to prepare effective plans, and remaining unsolved towards problems. Creativity is at the foreground in the National Early Childhood Education Programme (The Ministry of National Education, 2006); supporting child's creativity forms one of the main features of the program. Moreover, teachers need to get to know the children very well to develop their creativity; prepare environments and programmes appropriate for their necessities and interests. In this respect, teacher educators must help pre-service teachers to develop an understanding about the nature of creativity in early years so that they observe and recognize each child's abilities and apply developmentally appropriate programmes to support creativity.
This study has shown that because pre-service teachers believe that their concerns will decrease as they have more experience, they may need more practice in their profession. Apparently, more practicum opportunities within teacher training programmes are required to improve their professional skills such as communicating with children and trying different teaching approaches.
Moreover, teacher education programmes should be enhanced to meet teacher candidates' needs for being efficient about communication with parents, teaching children with special needs, and implementing inclusive education programmes. To give a reason for the concerns about parents, pre-service teachers cannot completely be included in the classroom as they have one day of practice in a week within the scope of school experience and teaching practice courses. Only the classroom teacher communicates with parents one-to-one. Because of the fact that early childhood education cannot be separated from families, it is considered that providing more opportunities to communicate with families would be helpful. Additionally, being in need of practice is confronted in terms of inclusive education too. In other words, pre-service teachers become more sufficient when they are exposed to chances to practise their knowledge about training children with special needs.
Based on participants' concerns and solution proposals, providing various communication opportunities such as exchanging information and sharing experiences could be taken into consideration for both pre-service and in-service teachers. For instance, supportive educational programmes, seminars, workshops, conferences can be arranged regularly and sharing settings can be formed through the Internet towards teachers with the cooperation of formal and private institutions. In this way, early childhood teachers will have more opportunities to get the benefit of each others' knowledge and experience and to maintain their professional development as well as to improve their self-efficacy. School principals can also benefit from these opportunities to obtain knowledge about early childhood education and thereby develop positive attitudes towards early-childhood teachers.
In addition, this study indicates that pre-service teachers need to have the chance of practising on different socio-economic levels and cultural environments with linguistic and cultural differences. To the extent possible, faculties within the context of various projects must provide opportunities to pre-service teachers to get to know families, children and physical conditions - not only in schools downtown where the university is situated, but also in different cities and countrywide.
Finally, this study was limited by a relatively small sample size and hence the findings may not be generalizable to other populations. Moreover, further in-depth studies and also perhaps a larger qualitative study, through interviews with the early childhood pre-service teachers, could be conducted in terms of concerns and solutions. Furthermore, additional research should examine on which level early childhood pre-service teachers' concerns continue when they start their profession and practise their solutions, and how effective these are. In addition, documented coping strategies of concerns could be useful for future early childhood pre-service teachers, in-service teachers, and teacher educators as training materials.
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Phelps PH 1991. Helping teachers excel as classroom managers. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 64(4):241-242. doi: 10.1080/00098655.1991.9955857 [ Links ]
Pianta RC & Stuhlman MW 2004. Teacher-child relationships and children's success in the first years of school. School Psychology Review, 33(3):444-458. [ Links ]
Pietsch M & Williams J 2005. "I felt like a teacher today": Beginning teachers and professional identity. In Conference Proceedings of the 33rd Annual Australian Teacher Education Association, 6-9 July, Melbourne. [ Links ]
Polat S 2009. Teacher candidates' levels of tendency to multi-cultural education. In Conference Proceedings of the 5th International Balkan Education and Science Congress, 1-3 October, Edirne. [ Links ]
Reeves CK & Kazelskis R 1985. Concerns of preservice and inservice teachers. Journal of Educational Research, 78(5):267-271. Available at http://www.jstor.org/stable/27540135. Accessed 19 December 2013. [ Links ]
Saracho ON & Spodek B 2007. Early childhood teachers' preparation and the quality of program outcomes. Early Child Development and Care, 177(1):71-91. doi: 10.1080/03004430500317366 [ Links ]
Smith DJ & Sanche RP 1993. Interns' personally expressed concerns: A need to extend the Fuller model? Action in Teacher Education, 15(1):36-41. doi: 10.1080/01626620.1993.10463151 [ Links ]
Swick KJ 2004. What parents seek in relations with early childhood family helpers. Early Childhood Education Journal, 31(3):217-220. Available at http://download.springer.com/static/pdf/58/art%253A10.1023%252FB%253AECEJ.000001231 6.93327.6b.pdf ?auth66=1386923363_c77d4292e7cab4ccf4b6e2290cb9763c&ext=.pdf. Accessed 11 December 2013. [ Links ]
The Ministry of National Education 2006. Early childhood education program (for 36-72 months of age). Ankara: Directorate of State Books. [ Links ]
Waldron NL & McLeskey 2010. Establishing a collaborative school culture through comprehensive school reform. Journal of Educational & Psychological Consultation, 20:58-74. doi: 10.1080/10474410903535364 [ Links ]


text:
|$R _{x}$
|Reynolds Number based on distance measured from virtual origin of the turbulent boundary layer
|Mach number at edge of boundary layer
|Mean skin friction coefficient
|$C _{f}$
|local skin friction coefficient
This App calculates the skin friction coefficients for a turbulent boundary layer on a smooth flat plate with zero pressure gradient. It covers Reynolds numbers from $10^{6}$ up to $10^{9}$ for Mach numbers up to 5.
Full details of the Derivation of the method and its application are given in ESDU 68020 in the Aerodynamics Series.
{{tba | json}}

subset: commoncrawl


text:
Uploaded by Media Roots | Published on May 20, 2019.
"On this week's program, we hear a speech by Abby Martin, delivered as part of Sonoma State University Social Justice Week's activities. She explains US corporate media's parroting of Trump Administration propaganda, as Trump works to topple Venezuelan President Nicholas Maduro. She also asks why almost no Democratic Party officeholders are speaking out against the attempted coup." SOURCE


text:
Marina owner sued over post-Sandy demolitions
Peter Kopher says it's bad enough his former landlord is destroying his house barge, which washed ashore during superstorm Sandy. He doesn't think he should also have to pay for the demolition.
Kopher is one of seven owners of houseboats, and larger house barges, embroiled in a legal dispute with Ocean's Cove, the company that owns the Seaford marina where the boats were docked before the storm.
Ocean's Cove prevented them from restoring their Sandy-damaged vessels by terminating their electrical and water sources, among other tactics, the boat owners say in papers filed in state Supreme Court in Nassau County. The owners are seeking $500,000 in damages.
A court order gave Kopher and the other boat owners until the end of April to move or demolish their vessels, according to Eric Schwartz, managing member of Ocean's Cove. He considers that "plenty of time," and added that Ocean's Cove needs the boats gone so it can redevelop the marina as six single-family homes.
Some of the boat owners have moved their crafts, while Malcolm Jardine paid $4,000 to have his Sandy-damaged house barge demolished last week.
Two boats -- including Kopher's roughly 20-ton vessel -- were in the process of being demolished by Ocean's Cove on Monday.
Kopher's barge had been tossed onto Ocean Avenue by Sandy and later lifted by crane to a vacant lot next to Ocean's Cove's marina. Now Ocean's Cove would like Kopher to pay for its demolition, Schwartz said.
"It's been six months of hell and I just want it over," Kopher said. "We're trying to move on with our lives and these guys just won't go away."
Schwartz said after the vessels were moved to the vacant lot, they were on Ocean's Cove property "without our permission."
"They took advantage of us," he said.
The boat owners' lawsuit, filed by attorney Ryan Saasto of Huntington, states that Ocean's Cove used "overt, direct, active conduct" in "preventing them from fixing and repairing" their boats post-Sandy. A motion to dismiss by Ocean's Cove will probably be decided within a month, Saasto said.
"It's abhorrent that these tenants, facing this crisis situation after superstorm Sandy, would have to face landlords who have nothing but evil intent to cause them harm," Saasto said.
Hempstead Town does not have jurisdiction in the dispute, town spokesman Mike Deery said.
"It's a matter between a private marina owner and the boat owners," he said.
June Rose, who last month moved her barge "Junique" to nearby RMS Marine Services in Seaford, said she's happy to be gone from Ocean's Cove's marina.
"She's happy to be back in the water, and I'm happy to be back in her," Rose said.


text:
U.S. Stocks Close Year With Broad Gains
Dow Notches Best Performance in 18 Years
NEW YORK—U.S. stocks rose on the final trading day of 2013, capping the Dow industrials' biggest annual rally in 18 years.
The Dow Jones Industrial Average added 72.37 points, or 0.4%, to 16576.66, closing at a record high for the 52nd time this year.
The S&P 500 rose 7.29 points, or 0.4%, to 1848.36. The Nasdaq Composite Index gained 22.39...
To Read the Full Story


text: Charlie Parker has had many admirers and his influence can be detected in numerous styles, but few have been as avid a disciple as Sonny Stitt. There was almost note-for-note imitation in several early Stitt solos, and the closeness remained until Stitt began de-emphasizing the alto in favor of the tenor, on which he artfully combined the influences of Parker and Lester Young. Stitt gradually developed his own sound and style, though he was never far from Parker on any alto solo. A wonderful blues and ballad player whose approach influenced John Coltrane, Stitt could rip through an up-tempo bebop stanza, then turn around and play a shivering, captivating ballad. He was an alto saxophonist in Tiny Bradshaw's band during the early '40s, then joined Billy Eckstine's seminal big band in 1945, playing alongside other emerging bebop stars like Gene Ammons and Dexter Gordon. Stitt later played in Dizzy Gillespie's big band and sextet. He began on tenor and baritone in 1949, and at times was in a two-tenor unit with Ammons. He recorded with Bud Powell and J.J. Johnson for Prestige in 1949, then did several albums on Prestige, Argo, and Verve in the '50s and '60s. Stitt led many combos in the '50s, and re-joined Gillespie for a short period in the late '50s. After a brief stint with Miles Davis in 1960, he reunited with Ammons and for a while was in a three-tenor lineup with James Moody. During the '60s, Stitt also recorded for Atlantic, cutting the transcendent Stitt Plays Bird, which finally addressed the Parker question in epic fashion. He continued heading bands, though he joined the Giants of Jazz in the early '70s. This group included Gillespie, Art Blakey, Kai Winding, Thelonious Monk, and Al McKibbon. Stitt did more sessions in the '70s for Cobblestone, Muse, and others, among them another definitive date, Tune Up. He continued playing and recording in the early '80s, recording for Muse, Sonet, and Who's Who in Jazz. He suffered a heart attack and died in 1982. ~ Ron Wynn and Bob Porter


text:
Posted by Editor on 12/19/06
Everti Bicycles Team Looking for Riders
Everti Bicycles (www.evertibikes.com) is currently accepting sponsorship applications for the 2007 season. We are looking for athletes in all disciplines: Road, Cyclo-Cross, XC Mountain, Track and Triathlon. Individual athletes as well as teams and clubs are welcome to apply.
Please send application to email@example.com by January 15. No phone calls please.
|Return to Canadian Cyclist homepage | Back to Top


text:
Counties to hold free dental clinic for uninsured
Residents 18+ in Howard, Carroll counties are eligible
A Marriottsville dental office is holding a free dental clinic this weekend for those in Carroll and Howard counties who don't have insurance, and it's expected to be a popular event.
The Roschella and Zinger Dental Office is holding a free dental clinic on Saturday. The dentists will operate on a first-come, first-served basis, guaranteeing to see the first 100 patients in line.
"Our target is those patients in need of dentistry that are uninsured, underserved and underprivileged who cannot afford dental care," said dentist Dr. Karen Roschella.
The clinic was made available through the nonprofit group Dentistry from the Heart, which hosts similar events across the country. Saturday's event is the first of its kind in Howard County, but the dentists plan to make it an annual tradition because there's a big need in the area.
"There are a lot of outlets for pediatrics, but there are a lot of adults out there that I think are in need of dentistry that are underserved, so we thought this was a good way to give back to the community," said dentist Dr. Ann Zinger.
To be eligible: Participants have to be 18 or older, live in Carroll or Howard counties and be uninsured. The doctors said the patient can choose either a filling, extraction or a cleaning.
"Everything is tied to your mouth. Your heart -- every link they're finding runs right back to your mouth, so it really is a picture of the way your whole well-being is," Zinger said.
The office has gotten the word out, so it's expecting a line to form before the doors open. Ten dentists and more than 70 hygienists and support staff have volunteered their time to help.
With so many patients to see, they've got some advice for those planning to attend.
"Dress appropriately for the weather. Bring a chair," Roschella said.
Registration starts at 7 a.m. Saturday.


text:
4 July 2013. UN Secretary-General Ban Ki-moon arrived in Denmark last night on the second leg of a visit to two of the Nordic countries. Ban is in Copenhagen for the inauguration of the UN City – the new Headquarters of the world organization in Denmark. His talks with officials in the two country were influenced by current events the Snowden affair and Egypt.
The Seceretary-General issued a statement on Egypt soon after arrival in Copenhagen emphasising that is was "crucial to quickly reinforce civilian rule in accordance with principles of democracy."
Earlier the Secretary-General wrapped up his visit to Iceland with a helicopter flight over Langjökull, a glacier that has been retreating considerably due to Climate Change. Looking for solutions Mr Ban also got first hand information on how Iceland increasingly relies on renewable energy, not least geothermal energy whichi is used to heat virtually all households in the country.
"Iceland is taking big steps to promote sustainable energy both at home and around the world," Ban said in a lecture at the University of Iceland. "I have seen it for myself and I commend you for it. Energy will be critical in helping us avoid the worst impacts of climate change and in making a much-needed transition to sustainable development."
Today the Secretary-General inaugurates the UN City in Copenhagen with Her Majesty Margarethe Queen of Denmark and has meetings with Prime Minister Helle Thorning Schmidt and Foreign Minister Villy Sövndal.
The Brussels based United Nations Regional Information Centre for Western Europe - UNRIC provides information on UN activities to the countries of the region. It also provides liaison with institutions of the European Union in the field of information. Its outreach activities extend to all segments of society and joint campaigns, projects and events are organized with partners including the EU, governments, the media, NGOs, schools and local authorities.
United Nations Regional Information Centre for Western Europe (UNRIC Brussels)
Residence Palace, Rue de la Loi/Wetstraat 155, Block C2,7th and 8th floor, Brussels 1040, Belgium
Tel.: +32 2 788 8484 / Fax: 32 2 788 8485


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Michael is a lover of truth, wisdom, and the facts.
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His work helping take down NXIVM is featured in books like "Captive" by Catherine Oxenberg; "Scarred" by Sarah Edmonson; "The Program" by Toni Natalie, and "NXIVM. La secta que sedujo al poder en México" by Juan Alberto Vasquez.
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Kronos empowers healthcare providers to deliver cost-effective quality care.
Kronos helps manufacturers control labor costs by delivering powerful visibility.
Kronos empowers your employees to provide an exceptional Retail & Hospitality experience.
Serve the public good more efficiently, cost-effectively, and transparently with Kronos.
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The Workforce Dimensions product suite helps meet both today's and tomorrow's business challenges by bringing industry-first, intelligent technologies to managing your most valuable resource: your people.Workforce Dimensions Suite
Gain valuable insights from our extensive library of resources from industry experts and thought leaders around the globe. We help you stay informed so you can make more informed workforce decisions.
Expert insight. Sessions on trending topics you care about. Networking opportunities. And a chance to earn professional credits. All for FREE! Don't miss this one-day thought leadership experience on 12/1.Learn More
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Our advisors are here to help you every step of the way, with a personalized, holistic approach to financial planning and investing.
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Visit our in-branch Financial Advisors today for a convenient, "all under one roof" approach to your financial future. You'll find all the capabilities you need to build your portfolio, save for college, plan for retirement and more – right where you bank.
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text:
A man brandishing a gun held up George and Ed's convenience store on North Main Street early this morning and made off with an undetermined amount of cash.
ROCHESTER — A man brandishing a gun held up George and Ed's convenience store on North Main Street early this morning and made off with an undetermined amount of cash.
Police received a report of the robbery at 8 a.m.
The on duty clerk reported one male suspect entered the store, pointed a silver handgun and demanded money from the register. The suspect was given an undetermined amount of cash from the register and fled on foot, northbound on North Main St.
The armed suspect was described as a white male, 5'10'' to 6' tall and average build. The suspect was wearing a black jacket over a gray hooded sweatshirt. The suspect had his hood covering his head and was wearing a mask covering his face. The suspect was wearing dark colored pants with a white stripe down the side and was wearing dark sneakers.
The Rochester Police K-9 Unit was called to the scene to track the suspect. Police are following up on information obtained from the K-9 track and from statements from witnesses and other people and evidence in the area, however the suspects has not been located at this time.
The Maple Street School and Saint Elizabeth Seton School were both in soft lockdown for less than 2 hours while police searched the area for the armed suspect. The lockdown has been lifted as police do not feel the public is in any danger at this time.
At the Maple Street School officials secured the doors after being made aware of the robbery.
Superintendent Michael Hopkins said that for an hour and a half, the doors of the school were locked and all students were told to stay inside. He said the school was secured between 9 a.m. and 10:30 a.m..
According to Hopkins, the doors of the school are typically locked on a regular basis, but during the period of the "secured campus" this morning, all students were told to remain indoors, including for activities such as recess.
Approximately 120 students attend the Maple Street School. Hopkins said the securing of the school did not cause major interruptions to the school day.
This crime remains under investigation by the Rochester Police Department. Anyone with information about this crime is encouraged to contact the Rochester Police Department at 330-7127. Alternatively, calls can be made to the Rochester Crimeline at 335-6500. All calls to the Rochester Crimeline will remain confidential and rewards may be given for information leading to an arrest. You can also text the Rochester Crimeline at Crimes (274637) in the body of the text, simply write TEXT4CASH followed by your tip.


text:
Excerpts of records on accused Chicago priests
The release of 6,000 pages of documents from the Archdiocese of Chicago casts new light on how the church dealt with a mounting sex abuse scandal involving priests. The records were made public Tuesday by lawyers for some victims after a legal settlement. Below are excerpts from the documents regarding some of the archdiocese's more well-known accused priests:
Rev. Robert E. Mayer
Robert E. Mayer was accused in a 1983 lawsuit of exposing himself to several altar boys from St. Edna's in Arlington Heights during a lake outing and trying to fondle two boys.
While that litigation was pending, another priest at the church, Rev. John J. Hurley, wrote to the archdiocese to say the mother of one alleged victim felt "the law firm of the Archdiocese is steamrolling over her and her husband." The mother, he continued, suspected the church's strategy was to draw out the litigation until the financial strain became too much for the family.
"She feels powerless," the letter said. "She feels hurt and sad and rejected."
The priest recommended various options, including a face-to-face meeting between the family and then-Cardinal Joseph Bernardin. Hurley wrote, "It might well be a healing experience if the plaintiffs met a warm human being."
Revs. Kenneth C. Ruge and Robert C. Becker
Kenneth C. Ruge and Robert C. Becker allegedly worked in tandem, taking children on camping trips in the 1980s and abusing them inside an RV. They would turn off the RV's heat as a pretext for climbing into bed naked with the boys to keep them warm, church documents said.
Becker was a top canon lawyer for the archdiocese and worked at multiple parishes over decades. Ruge was relieved of duties at Norridge's Divine Savior parish in 1991, after which Bernardin wrote to him, striking a reassuring tone.
"Ken," he wrote, "be assured that you have a special place in my daily prayers ... I will do everything possible to help you."
As Ruge lay on his deathbed in 2002, a letter addressed to him from a victim's relatives said they hoped he "would suffer as much as possible now before burning in hell." He died shortly after, never seeing the letter because he was semi-comatose, at age 64.
Rev. Vincent E. McCaffrey
Vincent E. McCaffrey was accused of molesting more than a dozen children, some of them hundreds of times. Once, he allegedly tried to run over a victim with his car when the child fled from an attack.
In 1980, the head pastor at McCaffrey's church, Our Lady of Loretto in Hometown, sent a scathing letter to the archdiocese -- copying in then-Cardinal John Cody -- letting them know the parents of a boy had gone to police with abuse claims. The Rev. James O'Connor wrote, "The police in Hometown have been very good in keeping the situation quiet."
In a 1989 letter to Bernardin, the vicar for priests also said several prominent parishioners had received an anonymous phone call that McCaffrey sexually abused boys.
"We all agreed that the best thing would be for Vince to move," Raymond Goedert wrote. "We don't know if the anonymous caller will strike again."
Rev. William J. Cloutier
Throughout the 1980s, the Catholic Church applied a policy of therapy and reinstatement, even in the case of William J. Cloutier, a priest at St. Damian's in Oak Forest who was accused of sodomizing a 13-year-old and later threatening him at gunpoint if he dared tell anyone.
Church documents reveal officials had several prior complaints against Cloutier, but took no action other than confronting him and accepting that he "sounded repentant." Upon returning to active ministry after about a year of therapy, Cloutier was accused of abusing other children, and church documents show he was placed under monitoring in 1987.
In 1991, Cloutier was pressured to resign and made to live in special housing for priests who had abused children. Some documents suggested it might still be possible to return him to active ministry, and another notes Cloutier was an adept computer engineer and that he be given a job working with computers for the diocese "if this all doesn't blow over."
John Curran
John Curran's alleged abuse dated back to the 1960s, and he once allegedly told a victim the molestation was part of sexual education instruction.
But by 1995, four years after allegations of sexual misconduct were made against him, Curran's superiors still suggested the priesthood was his calling. Bernardin wrote to Curran that year, saying, "I cannot even imagine you as anything but a priest."
Curran was a parish priest at Chicago's St. Christina's through the 1980s and into the early 1990s.
One of the diocese's priests wrote in 1995, "It seems pretty clear to me that John presents no risk to children since he hardly ever even leaves his room."
Later, after he was ordered to follow strict protocols, Curran at times seemed to thumb his nose at his superiors, not returning phone calls and moving into an apartment when they wanted him to get help elsewhere.
Source: Documents made public Tuesday as part of a legal settlement with the Archdiocese of Chicago.


text:
Rockies have no answers for Harvey, fall in shutout
Chacin hangs tough for seven innings, but bats muster only four hits
NEW YORK -- Walt Weiss last suited up in a Tar Heel uniform in 1985. Through his professional career, Weiss continued to keep track of the North Carolina baseball team, watching games if he had the chance. Then about five years ago, the current Rockies manager started seeing a young stud named Matt Harvey on the mound for UNC.
Fast forward to Wednesday night. Weiss was in the opposing dugout, and Harvey was on the Citi Field mound pitching for the Mets.
"I've watched Matt from afar," Weiss said before the game. "I wish he wasn't pitching against us. This is a little too up close and personal."
The Rockies' lineup concurred.
At a time when Colorado is limping through a road trip, the power-armed Harvey was probably the last pitcher the Rockies wanted to see on the mound. They managed only four hits against the Mets' ace, who recorded his first career complete game and shutout to hand the Rockies a 5-0 loss.
The college pitcher Weiss used to watch has evolved into a dominant Major League starter. On Wednesday, the Rockies were Harvey's latest victims.
"When he's on, he's one of those guys you're not going to string a lot of hits together off of," Weiss said. "He was impressive. It was the first time I've seen him, but he was real good. We weren't going to put together much against him tonight."
With the loss, the Rockies dropped to 1-8 on their current road trip, which has taken them through Atlanta, Pittsburgh and now New York. The Rockies have also dropped four straight games.
Earlier in the day, Colorado placed All-Star left fielder Carlos Gonzalez on the 15-day disabled list because of his sprained right middle finger. The Rockies' day only soured from there.
Jhoulys Chacin, who had a 1.38 ERA in four career games against the Mets, gave the Rockies a chance to win, stifling New York's lineup for most of the night with sharp sinkers and sliders.
Chacin said he knew he was going to have to pitch well to give Colorado a chance with Harvey on the mound. He did exactly that, but it still wasn't enough.
"He throws a good game, throws zero," Chacin said of Harvey. "One game you have to take your cap off to him, and you give him the credit."
Chacin didn't falter often on Wednesday. He allowed three straight singles in the second inning, the last an RBI by shortstop Omar Quintanilla to give New York a 1-0 lead. But Chacin got Harvey to ground into a double play to escape further damage.
In the fourth inning, Chacin gave up a one-out double to first baseman Ike Davis. Two batters later, catcher John Buck drove Davis in with a single to right field putting the Mets up 2-0.
"I'm still a little bit upset about the pitch to Buck in the fourth," Chacin said. "I don't know, I was just trying to do the best I could for my team."
Harvey, meanwhile, continued his dominance of National League hitters. He was still throwing in the upper 90s in the seventh inning, when he struck out Todd Helton with a 97-mph fastball to end the frame. Harvey finished with six strikeouts.
"He was dirty," said Helton, who's in his 17th Major League season. "As good as I've seen in a long, long time."
After Michael Cuddyer's single with two outs in the fourth inning, the Rockies didn't have another hit until Nolan Arenado reached on an infield single with one out in the eighth inning.
"I noticed they were kind of going away a lot. I threw a fastball away quite a bit, and they were putting pretty good swings on it," Harvey said. "So that was the biggest adjustment was just going inside a little bit and getting them back off the plate."
Chacin wasn't as electric as Harvey, but his performance would have been sufficient on most nights. He pitched increasingly better as the game progressed, and struck out the side in the seventh inning, his final frame. He allowed two runs on seven hits with one walk and five strikeouts.
Weiss brought in Manny Corpas to pitch the bottom of the eighth inning, and he couldn't back up Chacin's strong start. Corpas gave up a three-run double to third baseman Wilmer Flores -- who was playing in his second Major League game and notched his first big league hit in the second inning -- that put New York up 5-0.
The way Harvey pitched, though, the game was already out of reach for the Rockies.
"When a guy like that's commanding his stuff," Weiss said, "it's going to be tough."


text:
Read this Book
Also available to read in:
Number of Pages - [24]
Find other books like this one in the library
|Andrea Petrlik Huseinović
Andrea Petrlik Huseinovic was born in 1966 in Zagreb. She graduated in graphic arts from the class of Professor Ante Kuduz, an academic painter at the Academy of Fine Arts in Zagreb. Since 1995 she has been a member of HDLU (Croatian Association of Artists). She has produced 21 picture-books with her own illustrations.
During her participation in UNESCO-BIB workshop held in Bratislava in autumn 2001, she finished the children's picture book, The Blue Sky, as the sole author. For her illustrations from this book she was awarded the Grigor Vitez award and the BIB (Biennial of Illustrations Bratislava) Gold Plaque 2003. The original works from The Blue Sky are part of an International Collection in Chihiro Art Museum in Japan. The museum's International Collection is one of the biggest collections of picture book illustrations in the world. It consists of about 9,700 pieces created by 147 artists from 25 countries. In 2004, The Blue Sky was also translated an published in South Korea.
For the illustrations from Carlo Collodi's Pinokia, she was nominated for the IBBY Honour List 2002.
For Ciconia Ciconia, she received the Oita Biennial of Illustrations 2004 grand prize. Her illustrations are on postcards published by the edition house Inkognito from Germany.
She has taken part in several group exhibitions in Croatia and abroad.
1999 Slovakia - BIB, 17th Biennale of Illustration Bratislava
2000 Japan - selection from BIB, Bratislava World Illustration
2000 2001 Bratislava, Slovakia - BIB, 18th Biennale of Illustration Bratislava
2002 Bratislava, Slovakia - Fantastic Zoology - Workshop UNESCO-BIB
2002 Paris, France, Unesco Headquaters- Fantastic Zoology - Workshop UNESCO-BIB
2004 Japan - BIB (works from The Blue Sky), Oita Biennial of Illustrations (OBI 04)
Check out more samples of Andrea's work.
Click here to view Andrea's website, or visit her publishing house.
Other books by Andrea Petrlik Huseinović
The blue sky (English)
Ciconia Ciconia (English)
Hector (English)
Hector (Croatian)
Little Red Ridding Hood (Croatian)
Little Red Ridding Hood (English)
Maleni (Croatian)
Oscar (Croatian)
Oscar (English)
A tale of snowman (English)
A tale of snowman (Croatian)
The three little pigs (Croatian)
The three little pigs (English)


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Christmas Giveaway Rules
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Topic: Christmas Giveaway Rules
Posted: 17 Nov 2010 at 9:18am
For Christmas RCRN is going all out!
Check out the following list of great prizes that we will award on December 21.
How to enter.
Make any donation or make any purchase via our contest, Donation or Shop pages.
Click here to see the contest entry page
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Click here to see the donation page.
A $3 donation will get you three entries, a $10 donation will get you 10 entries. A physical product purchase (like a T-Shirt) will get you 1 entry (you do get it right?).
OR NO Purchase is Necessary
Mail in via the USPS (or other mailing service) your complete contact information including Name, Address , City, State, Zip, Phone # on a piece of paper no bigger than 3*5 inches to the address below. Each mail in entry will need to be in a separate envelope. Don't even think of sending E-Mail.
RC Radio Network
C/O Christmas Giveaway
6110 parkway North Dr
Cumming GA 30040
Giveaway Terms
No purchase is necessary to enter.
Associates of RCRN (Cliff, Greg, Larry) can enter as often as you like (especially the donation part) but you will not be able to win.
All entries must be received between November 17th and December 21st at 5PM EST 2010. The drawing will be held live during Air Show on December 21st.
If the winner is outside of the USA you will be responsible for the shipping (sorry).
The Studio team at RC Radio Network as well as the corporate entity known as RC Radio Network has the last word on everything but is not responsible for anything.
We might change the rules but we doubt it (check back here).
This is a FREE giveaway so there is no purchase necessary!
You agree to not cause us any trouble like trying to (or actually) sue us or the fine folks at Atlantahobby.com, RC Radio Network or our sponsors for any reason and that you understand that no lawyers were involved in these rules so we are doing the best we can.
You also understand that if you give us your Email address that we might send you a note about Air Show but we never share, sell or giveaway your Email address to anyone.
You agree that we have tried to make this simple but if you can't get along with our rules, don't play in our sand box.
I think that is it but did we mention that this is a really cool prize package!
May the force be with you!
Admin Group
Joined: 06 Dec 2009
Online Status: Offline
Posts: 170
|Post Options Quote Reply Posted: 17 Nov 2010 at 9:28am
For the December/Christmas giveaway we will have many prizes such as...
1 brand new Fully loaded Bind and Fly Carbon Z Yak valued at over $300
The Carbon-Z™ Yak 54 is a quantum leap in unlimited aircraft design that uses patent pending Carbon-Z construction. The brainchild of world aerobatic champion, Quique Somenzini, it comes out of the box equipped with the phenomenal brushless Q-Power system and digital high-speed servos. The combination of these high-performance components with the light weight and superb rigidity of the Carbon-Z airframe result in a 3D airplane with a 2:1 thrust-to-weight ratio that knows no limits.
3 Feather Dusters Valued at $89 each
The Feather Duster is another great Jeff Gilbert creation that was designed for use with electric power systems. Its ultra low wing loading allows this air craft to fly with very little effort. This unique aircraft was manufactured using all laser cut self-jigging parts and is available now as an ARF (Almost Ready to Fly) version which is is mostly prebuilt and can be assembled in just a few hours.
10 Pair of Extreme Socks Value $5.99 ea
With our new and very high performance eXtreme socks you will be on top of your game. Other pilots on the flight line will be wondering just how you are so cool and calm while flying inverted just inches off the deck or hovering right in front of your face.
Several RCRN Swag Black T-Shirts Valued at $19.99 eaThe very cool RCRN logo printed on the back and on the front left chest.A Gildan 100% Pre shrunk Ultra Cotton T-Shirt with a front Pocket for the highest quality.
Several RCRN Swag Tan T-Shirts Valued at $19.99 ea
The very cool RCRN logo printed on the back and on the front left chest.A Gildan 100% Pre shrunk Ultra Cotton T-Shirt with a front Pocket for the highest quality.
Admin Group
Joined: 06 Dec 2009
Online Status: Offline
Posts: 170
|Post Options Quote Reply Posted: 02 Jan 2011 at 10:37am
Just a quick post with all of the names and prizes that were won during our December Giveaway.
Congrats to all who took part and keep an eye out for our next big giveaway!
Roy Grimm - Carbon Z Yak Bind N Fly version
Jud Kleinman - Featherduster Aircraft
Mark Hamlyn - Featherduster Aircraft
Steven Taft - Featherduster Aircraft
Lee Chamberlin - Mercury Caddy With Glue
Ian Scott - RCRN Knit Shirt Aircraft
James R Michael - RCRN T-Shirt
Eric Carlson - RCRN Mug
Richard Daugherty - RCRN Mug
Peter Zimmerman - RCRN Mug
Garret Hultgren - Atlanta Hobby eXtreme Socks
Robert Waggoner - Atlanta Hobby eXtreme Socks
Roy Grimm - Atlanta Hobby eXtreme Socks
Ryan Snuggerd - Atlanta Hobby eXtreme Socks
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Sweets & Bubbly: American Valentine Indulgences
February is a month of indulgence in the U.S., as Americans get their fill of candy and sparkling wine to celebrate Valentine's Day. Nielsen expects consumers to purchase more than $707 million (more than 127 million pounds) in candy and more than $23 million of sparkling wine this week (two million bottles) during the week of Valentine's Day.
It must be love, as consumers binge throughout the month on higher-priced items for their loved ones. Even though the overall average price point for sparkling wines crosses $11, this is the best-selling time of the year for sweet-tasting sparkling moscato. The average price point for rose sparkling wine jumps as well, rising eight percent during Valentine's Day season. Not all categories of sparkling wines sell better this time of year, however, as sales of Italian and Spanish varieties typically decline this week.
"Valentine's Day is not the time to take chances with the unknown," says Danny Brager, vice president, beverage alcohol, Nielsen. "Americans stick to tried and true types of sparkling wine, staying away from Prosecco and Cava (Italian and Spanish), which actually post their lowest sales of any week during Valentine's Day week."
U.S. lovebirds are big procrastinators, however, as February 13 is the top total candy and chocolate shopping day in February. U.S. consumers are also big bargain shoppers, as February 15 is the second-most important chocolate candy purchasing day in February.


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Silhouette | EW9962-50D
usually 3-5 days | STYLE: EW9962-50D
Collection: Citizen Ecodrive, Gender: ladies, Style:dress, Band Type:bracelet, Case Material:stainlesssteel, Features:2hand *Prices are subject to change based on fluctuations in metal prices and currencies
Citizen Eco-Drive proves that style and sustainability can co-exist with ecologically-friendly timepieces. Utilizing the power of light, Citizen Eco-Drive technology converts light into stored energy to power the watch for at least six months, even in the dark. Fueled by light, it never needs a battery.


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NEW ORLEANS — Dirty Dozen Brass Band trumpeter Efrem Towns is recovering at home in New Orleans from a vicious attack by a Rottweiler at an Atlanta motel.
He missed performances in Colorado and New Orleans after the attack on Nov. 18, and doesn't know if he'll make the band's next scheduled gig on Dec. 28, The Times-Picayune (http://bit.ly/XOJoNr) reported.
He and baritone sax player Roger Lewis said the dog surged from an open motel room door after Towns knocked on the door of Lewis' room.
"I didn't know if it was a dog, wolverine, bear, mongoose or what. I just knew something had me," Towns said.
He said the dog's owner came out of the next room, and they were able to subdue it.
At Atlanta's Grady Hospital, he received 30 stitches in his groin. Towns, who has health insurance through his wife, Tracie, said he will be seeing a urologist this week.
The Dirty Dozen Brass Band formed in 1977, and is credited with creating the contemporary, funk-infused brass band sound. It's been featured on albums with David Bowie, Elvis Costello and the Black Crowes.
Towns said he probably could practice while convalescing. "But I'm very uncomfortable right now," he said Friday evening. "I'm basically immobilized — it's hard getting around. I'm kind of miserable."
The experience hasn't soured Towns on dogs. He and his wife own three miniature schnauzers, a standard schnauzer and a mixed breed. On Friday, his daughter's dachshund was visiting.
"I'm a dog person," he said. "And even though I got bit, I hope they don't put that dog to sleep."


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PHILADELPHIA - The Phillies will not be the next big-league team to reel in a big free-agent fish from the increasingly popular pool of Cuban refugees.
Desperate to land an impact outfielder who can roam the Citizens Bank Park lawn well after Marlon Byrd's playing days are over, the organization was aggressive in scouting and working out 27-year-old Rusney Castillo, an athletic fireplug whose skill set has been compared by scouts with the likes of Kirby Puckett and Mike Cameron.
However, the Phillies were not the only organization with deep pockets and drive to get involved in a Cuban market that has delivered All-Star sluggers in Yasiel Puig, Yoenis Cespedes and Jose Abreu in the handful of years.
Sources said the Red Sox were hell-bent on getting into the act, and after getting Cespedes in a trade that sent Jon Lester to the A's, an MLB.com report Friday morning revealed that Boston had come to a verbal agreement with Castillo on a $72 million contract that runs through 2020.
'I know he was looked at,' manager Ryne Sandberg said of Castillo. 'I'm not sure how aggressive we were on him.'
The Phillies were aggressive, but apparently the Rd
'It's a free agency situation. These guys are 27, 28 years old, they've played somewhat professionally (in Cuba) and show their experience ... And a lot of those guys have worked out.'
Because Castillo is a bit older and expected to be an instant-impact player, and the Phillies seem to be in need of a little time to fix the mess the franchise has become, he might not be the best choice for them. However, the next big-ticket Cuban expected to be ready for a bidding war might be the right fit.
That would be 23-year-old corner outfielder Yasmani Tomas, a right-handed-hitting power bat whose offensive makeup is expected to be more like that of Abreu, who is second in the American League in homers with 32. Tomas went 6-for-16 with two homers in the 2013 World Baseball Classic.
The contract that Castillo received is a harbinger of what could come with Tomas. Considering his age and power projections, it would not be a shock if he became the first $100 million Cuban signee.
***NOTES: Sandberg said that injury-plagued utilityman Freddy Galvis has been playing well for Triple-A Lehigh Valley since returning from a fracture clavicle a month ago. Galvis entered Friday hitting .268 with a .787 OPS for the Iron Pigs since returning. 'He's been playing everywhere,' Sandberg said. 'He got a start in the outfield last week just to keep his options open. He has been playing solid defense all around the infield. His at-bat has improved since the last time we saw him.' Expect to see Galvis called up Sept. 1 ... John Mayberry Jr. (disabled list, wrist) went 2-for-7 in his first two rehabilitation-assignment games with Lehigh Valley and was batting cleanup and playing left field Friday night. 'We're going the cautious route with him just because of the injury of the wrist and making sure it's right and strong,' Sandberg said. When it was noted that another week of rehab games probably would make it work just waiting until the rosters expand to activate him, Sandberg said, 'Yeah that could be a consideration.'


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Flower Delivery in Bignall End
Helens Flower House deliver flowers in Bignall End for all occasions. Perhaps for an Anniversary or maybe a Birthday, which ever occasion our Bignall End flower delivery service is available. Order your flowers online or call us directly on 01782 618198.
Same Day Bignall End Flowers delivered
We offer same day flower delivery in Bignall End, Monday to Saturday, excluding Bank Holidays. We also deliver same day flowers in: Acton, Alsagers Bank, Ashbank, Audley, Baldwins Gate, Basford, Berry Hill, Birches Head, Boonhill, Bradeley, Brampton, Burslem, Butterton, Chesterton, Clayton, Cobridge, Cross Heath, Dresden, Etruria, Fenton, Ford Green, Halmer End, Hanford, Hartshill, Herron Cross, High Lane, Joiners Square, Kidsgrove, Leycett, Longbridge Hayes, Longton, Madeley Heath, Meir, Middleport, Miles Green, Mow Cop, Newchapel, Normacot, Norton, Packmoor, Penkhull, Porthill, Rode Heath, Sandyford, Scot Hay, Shelton, Silverdale, Sneyd Green, Stockton Brook, Talke, Tittensor, Trentham, Westlands, Whitehill, Wolstanton, and more.


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Who are we?
Irish Archaeology Field School is a research project and teaching dig based in the Boyne Valley in Co. Meath, Ireland. We have three sites, one at Blackfriary in Trim, a C13th Dominican abbey, one in Rossnaree, near Slane, a multi-period site, and one at Bective Abbey, a C12th Cistercian Abbey. Blackfriary is a community archaeology initiative with support from the Department of Arts, Heritage & Local Government, the local authority, and the American Institute of Archaeology Site Preservation Fund. The sites at Rossnaree and Bective are being excavated by our research partners, with funding from the Royal Irish Academy.
Blackfriary: A day in the life:
Blackfriary Abbey in Trim, Co. Meath is the site of the abbey has lain abandoned for decades and been surrounded by the expanding town. The abbey walls have largely been robbed out and the site is mostly under grass.
The current season's research programme was designed explore the interface between the church and the cloister, which is situated immediately to the north of the church. The first month of excavation revealed lots of loose stone, evidence of the deliberate destruction of the abbey walls (the stone was likely reused elsewhere) and it is only in the last few weeks that we are finally accessing the base of the walls with foundations and stone work in situ. We are only using hand tools to excavate so there is a lot of mattocking and shovelling involved, to move a lot of material:
While the cloister wall was found reasonably quickly, the north wall of the church was heavily robbed out, and we are also reaching levels that contain f burials, both disturbed and undisturbed.
Following the dissolution of the monasteries in C16th, the abbey was no longer officially a religious centre. However people still considered the site as sacred and such sites were often used as graveyards in the centuries following. The abbey graveyard, lies to the south west of the church. There are also burials within the church. As yet we have found no conclusive diagnostic material to date them – we may have to wait for radio-carbon dates. What we do know is that we have 3 distinct burials, but we at least 6 individuals are represented by the skeletal remains recovered so far.
When a burial is uncovered, we first try to find a grave cut – that is the evidence that might remain of the grave that was dug for the burial. We then photograph it, to add to the record. The photo board notes the site registration number, the number assigned to this burial, area of the site in which it occurs, the date, and the initials of the photographer:
Burial 3 is that of a young child or infant; the remains are in reasonable condition however the bones are fragile and are particularly difficult to recover. The tools of an archaeologist include a standard trowel, and a leaf trowel for intricate or delicate work but is this instance we improvise with some wooden skewers; these are useful for precision and because the point is softer.
Excavation of material this delicate is slow work: the soil must be cleaned off each fragment of bone and stored for sieving, and each bone fragment lifted and placed in a specific box for that burial. Given the age of the individual when he or she died, the bones are small and delicate, only partially fused in some instances. Some bones are so small they may not be identifiable during excavation and may only be recovered from the sieved material. We had barely made any progress on the excavation of this burial by the end of the day so the burial has been carefully packed with bubble wrap and covered to protect it and keep it from drying out overnight.
Rossnaree – today was a day of logistics:
The dig at Rossnaree finished up today. The site is in a rapeseed field and with the harvesters on the way, the heat was on to backfill the excavations, to ensure that all the recording of the archaeological features is complete and that every detail has been noted.
Behind the scenes though is the inevitable demobilisation of the site. At Rossnaree, there was a small crew of 8-10 people for most of the four week excavation. The contents of their site cabin fitting into the back of our small van:
After loading up all the equipment, finds, samples, registers, plans and notebooks, all that's left to do is close the gate behind us…. until next year!
- http://www.archaeological.org/news/currentprojects/5985
- http://bective.wordpress.com/
- http://blackfriary.wordpress.com/
- http://www.environ.ie/en/AboutUs/FormerHeritageFunctions/
- http://www.iafs.ie/
- http://www.ria.ie/our-work/grants—awards/archaeology-grants-and-awards.aspx
- http://rossnareedig.wordpress.com/


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This is the third time I've taken part in the 'Day of Archaeology', and I don't want to repeat myself, so please do take a look at my previous blogs "Day in the life of a HERO" and "We can be heroes, just for one day". Suffice it to say, I'm the Historic Environment Record Officer for Leicestershire County Council – for more information do look at the Leicestershire & Rutland HER page on our website!
I have started off today by thinking about the Palaeolithic. I think it's fair to say that the Palaeolithic doesn't come up all that often in archaeology. There are chance finds of Palaeolithic date – such as hand axes that are found in fields – but there aren't a lot of sites, as such. To find the Palaeolithic you usually have to dig quite a big hole, since it's usually deeply buried!
The reason I've been thinking about it is that on the HER we have a list of period dates, and it seems that the Palaeolithic ones are painfully inadequate. (I attended an HER meeting this week and it was brought up there). In the East Midlands Research Framework (2012), which you can download here, it gives the following periods and dates (kya means 'thousand years ago'):
Period 1: Cromerian and Intra-Anglian (950-450 kya)
Period 2: Pre-Levallois (450-250 kya)
Period 3: Levallois (250-150 kya)
Period 4: Mousterian (60-40 kya) -> Neanderthals!
Period 5a: Early Upper Palaeolithic (40-27 kya) -> Modern Humans
Period 5b: Late Upper Palaeolithic (13,000-9,500 BC)
Now, I don't know about you, but dates of 950,000 years ago kind of blow my mind! The gaps in the chronology, by the way, indicate glaciation periods when no-one lived here (the most recent being the Dimlington Stadial).
There are a few Palaeolithic sites that have been investigated in recent times in Leicestershire/Rutland, all from different periods, and all very different in character. The earliest is at Brooksby, then there's one at Glaston, and also Bradgate Park.
Activity on the River Bytham, at Brooksby Quarry (Period 1)
HER Ref. No. MLE21117
Something this old really does make your brain hurt when specialists start talking about it. There are all sorts of mysterious scientific analyses that can be carried out. It's just so ancient! These weren't humans like us. They were making tools from stone, not flint.
The River Bytham was a huge river that flowed west from Lowestoft, along which humans may have travelled into Britain. It has left behind sand and gravel deposits that are now being quarried, giving us a brilliant opportunity to learn about this period of time.
So far hundreds of artefacts have been recovered by ULAS, many of which are very fresh and don't seem to have travelled far. These include cores and flakes made from local quartzite pebbles. Early humans must have been living alongside the river and making tools, which is pretty exciting!
Hyena den at Glaston, Rutland (Period 5a)
HER Ref. No. MLE9061
This is another site investigated by ULAS, back in 2000. Evidence of a hyaena den was recorded, which contained bones of woolly rhinoceros, mammoth, wolverine, early horse and hyenas. This is the first open air hyena den excavated, and a flint leafpoint provides evidence of human activity in the vicinity – rare evidence for a temporary hunting camp. You can read more about the project here (which is where this rather good picture came from!).
Creswellian site at Bradgate Park (Period 5b)
HER Ref. No. MLE9435
This site was first discovered in 2001 and test pitting was carried out earlier this year, again by ULAS! Basically, thousands of flints have been recovered from an eroding footpath in the park. These flints are evidence for human activity on site – it has been suggested that the site was a hunting stand where hunters intercepted animals such as horse and deer passing through Little Matlock Gorge. The exciting thing about this site is that it is in situ – there are deposits that are associated with the flints. At the moment it's not clear what further work will be carried out on the site, but it's certainly a nationally important site!
So, that's a quick dash through some of the oldest archaeological sites on the Leicestershire & Rutland HER. You can look at these, and other records, via the Heritage Gateway. Records cover everything up to now, so we're covering about a million years of human activity!
Obviously it's not possible to be an expert in everything throughout those million years, so forgive me if I've made some terrible errors when writing this. I'm not a Palaeolithic expert. Today, on this Day of Archaeology, I just found it interesting. 🙂


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London, 8 September, 2016 – NEC Display Solutions Europe today launched the MultiPresenter® Stick MP10RX, a wireless presenting solution for use with NEC's projectors and large format displays that don't already have a multipresenting functionality. The solution plugs directly into an HDMI port, adding wireless presentation capabilities to compatible displays and projectors. The stick is also compatible for use with non-NEC products.
Designed to work with multiple device platforms, the MultiPresenter® supports workplace Bring Your Own Device (BYOD) initiatives. It allows users to simultaneously collaborate and deliver wireless presentations from their personal devices, without the need for bespoke cabling or restrictions on support corporate devices.
From offices to classrooms, users can connect any personal Windows, OSx, Android or iOS device running the companion sender app to the MultiPresenter® wirelessly. The app is free and available for download via the App Store or Google Play Store. Users pair securely via a PIN in the app to instantly present and share content with other participants. The solution also allows to connect several mobile devices at once to one MultiPresenter® as well as to connect to several displays from one device.
"Frustration caused by connectivity or networking issues and a jumble of cable in meeting rooms are all too common, saving valuable time and resources," said Ulf Greiner, Senior Product Manager Solutions at NEC Display Solutions Europe. "Our wireless MultiPresenter® Stick ensures a seamlessly collaborative environment, making it the ideal solution for wireless presenting and content sharing in meetings or classrooms."
With the MultiPresenter®, there's no more searching for cables or tripping on wires as it uses wireless plug and play USB to connect to projectors and large format displays without installing any software. All wirelessly connected devices can mirror each other's screen and share content while switching presenter on-the-fly, enhancing productivity and teamwork. Additionally, the stick can be powered through the USB port and doesn't require an independent power supply or external adaptor.
Travel friendly, the MultiPresenter® Stick has a very small portable pencil-like form which makes it easy to take on the road. This enables the user to present comfortably when offsite visiting a customer. This multipresenting solution is a cost-effective investment that enables effortless collaborative presentation.
For more information about NEC's MultiPresenter® Stick MP10RX, please visit: https://www.nec-display-solutions.com/p/uk/en/products/accessories/details/rp/MultipresenterStick-MP10RX.xhtml