text:
Thats really good. Very clean lines and interesting story. Good work
In the official sourcebooks it say, that the magic colleges in Altdorf are scattered all over the city, some even don't lie directly in the city. I don't like that idea much and decided to alter the setting:
Since they were all founded by Teclis the High Elf, i assume he wanted them centralized instead to better control them. Also there are eight colleges, wich makes a great Chaos Star, if you put all colleges together. I also wanted easy interaction between the mages of the different colleges as my campaign focusses on the politics inside the magic colleges. So in my campaign all colleges are put in one place (just above the Morrwies Graveyard in the east of the city). Together they shape a Chaos Star, with a new building in the middle: The Magic Council. This council is just a gigantic room with lots of balconies on several floors, where debates are held and the famous Patriarch of the Magic Orders holds speeches. My players are of the Bright College, so i made a floorplan of that college. Also each college has ranks of 1 to 7, where the 7th rank is the archmage himself. The first two ranks are apprentice ranks and serve the higher ranks. Ranks 3-7 have their own floor with the archmage (Thyrus Gormann) residing in the topmost floor for himself.
I'm sorry all the text is in german, if someone is interested i can probably translate the text.
What do you think of it?
Thats really good. Very clean lines and interesting story. Good work
Finished Maps
Even if I am correct, I would still advise you to follow your heart. This whole Cartographers Guild thing, it seems to me, is more about passion and skill and learning new techniques than it is about definitions and rules.
Kingdom Of Shendenflar Campaign Setting (WIP)
Attribution Instructions
Everything I post is free for use and redistribution under the Creative Commons Attribution-Noncommercial-Share Alike 3.0 licence, except where noted otherwise in the thread.


text:
Cycle of Curriculum Development...
Curriculum development is a continuous process. The phases described in this chart are a suggested progression. An emphasis on examination of resources, public comment, professional feedback and implementation planning is essential to ensure a successful outcome for curriculum development and revision.
Review Process and Plan
for Future Revision
Implement Curriculum
- Implement Professional Development Plans
- Create Comprehensive Assessment System
- Update Curriculum Revision Schedule in Continuous School Improvement Plan (CSIP)
Present to Board of Trustees
- Notice of Public Hearings and Timeline for Adoption
Establish Curriculum Committee(s)
- Conduct Curriculum Committee Work Sessions
- Gather Feedback on Draft Documents
- Finalize Curriculum Document
- Create Implementation and Professional Development Plans
Determine ReadinessReadiness Checklist
- Develop Communication Plan and Timeline
- Gather Research and Materials
- Conduct Focus Groups
Determine Readiness...
- Develop Communication Plan and Timeline
- Gather Research and Materials
- Conduct Focus Groups
Level of Readiness
- Have Not Begun
- Just Underway
- Making Good Progress
- Successfully Completed
- Prepared to Share with Others
The content standards and essential learning expectations for each grade and subject area have been identified and are known to the teachers expected to teach them.
- Have Not Begun
- Just Underway
- Making Good Progress
- Successfully Completed
- Prepared to Share with Others
Teachers have "mapped" their grade level and/or subject matter standards onto an annual school calendar thus producing instructional "pacing charts" where critical milestones and benchmarks are known.
- Have Not Begun
- Just Underway
- Making Good Progress
- Successfully Completed
- Prepared to Share with Others
Student assessments have been identified or developed and aligned with the standards.
- Have Not Begun
- Just Underway
- Making Good Progress
- Successfully Completed
- Prepared to Share with Others
Individual teachers use the pacing charts and formative assessments to plan and deliver classroom instruction.
- Have Not Begun
- Just Underway
- Making Good Progress
- Successfully Completed
- Prepared to Share with Others
Throughout the school year teachers engage in horizontal (e.g., grade level) and vertical (e.g., cross-grade level) conversations to be sure that every student has an opportunity to master ALL essential learning expectations required for student success at the next grade level.
Establish Curriculum Committees...
- Conduct Curriculum Committee Work Sessions
- Gather Feedback on Draft Documents
- Finalize Curriculum Document
- Create Implementation and Professional Development Plans
Consider the list below when selecting members for curriculum development focus groups and committees. The curriculum committee should be inclusive of all stakeholders. The committee chair should be determined by the district leadership team. Determine which stakeholders will participate in the full process and those who will help to provide feedback and expert review during the development cycle.
Download Committee Descriptions
Download Suggested Work Session Goals
|Stakeholder Group
|Suggested Roles
|District Leadership
|committee chair
committee member
focus group facilitator
|manage process
provide resources to support process
|Stakeholder Group
|Suggested Roles
|Trustee Representative(s)
|committee member
link to Board of Trustees
|Stakeholder Group
|Suggested Roles
|committee chair
committee member
focus group participant
content specialized teachers verify content
|Stakeholder Group
|Suggested Roles
|committee member
focus group participant
|provide insight into resources and instructional practice
provide expertise in the inclusion of information and technology literacy in all curricula
|Stakeholder Group
|Suggested Roles
|committee member
focus group participant
provide cross-curricular representation
|Stakeholder Group
|Suggested Roles
|Indian Education for All (IEFA) Specialists
|committee member
focus group participant
|link to resources and best practices for implementing IEFA in curriculum
|Stakeholder Group
|Suggested Roles
|Guidance Counselors
|focus group participant
|link to career development
link to students
|Stakeholder Group
|Suggested Roles
|Parent Representative(s)
|committee member
focus group participant
|link to community
link to local concerns and issues
|Stakeholder Group
|Suggested Roles
|Student Representative(s)
|committee member
focus group participant
|link to learners
help check for relevance and engagement
|Stakeholder Group
|Suggested Roles
|Business And Community Representative(s)
|focus group participant
|link to community
link to local concerns and issues
Present to Board of Trustees...
- Notice of Public Hearings and Timeline for Adoption
Implement Professional Development Plans...
- Implement Professional Development Plans
- Create Comprehensive Assessment System
- Update Curriculum Revision Schedule in Continuous School Improvement Plan (CSIP)
Review Process and Plan for Future Revision...
Under Construction...
Montana Guide to Curriculum Development
This guide is intended to provide a consistent and clear definition of the Montana standards-based education philosophy as well as practical information and resources to assist in the implementation of curricula aligned with the content and performance standards.
The Guide to Model Curriculum Development is a dynamic page that will be periodically updated with additional content and resources. You are encouraged to use the "Comments" section to help us identify areas that are useful and to suggest additional content and resources. Please check back frequently.
OPI Resources...
- Gifted and Talented
- Indian Education for All Curriculum Resources
- Instructional Innovations
- Montana Full-Time Kindergarten Model Curriculum Guide 2010
- Response to Intervention
- Special Education Links and Resources
- Special Education Professional Development
- Surveys of Enacted Curriculum
Purpose of the Guide...
The Montana Guide to Curriculum Development is a resource for school districts for developing, reviewing and revising a standards-based curriculum. Local district responsibility for curriculum development is established by the Board of Public Education in Administrative Rules of Montana (ARM) 10.55.603 Curriculum and Assessment and 10.55.701 Board of Trustees. In ARM 10.55.601 Accreditation Standards, the responsibility of the Office of Public Instruction (OPI) to "provide guidance, resources, and evaluation to assist in the implementation of district and school plans to improve teaching and learning for all students …" is established.
This guide is intended to provide a consistent and clear definition of the Montana standards-based education philosophy as well as practical information and resources to assist in the implementation of curricula aligned with the content and performance standards.
Montana's public schools are varied in size and resources. While some schools belong to curriculum consortia (e.g., Golden Triangle, ACE, Prairie View Curriculum Consortium or Northwest Montana Educational Coop), or collectively plan and design curriculum with other schools, many schools do not have the benefit of a curriculum director or participate in consortia. This guide can serve as a resource for those schools that wish to use it as they review or revise local curricula in accordance with the administrative rules referenced above.
This guide will provide an integrated access point to resources and guidance for curriculum development.
Theory and Research Supporting the Montana Guide to Curriculum Development...
Delineating the underpinnings for a theory of a Montana guide to curriculum development is a challenging task. First, the theory needs to refer to the giants—the writers and thinkers in the field whose work helps to define our task. The theory should explain how the structure of knowledge is related to a model for curriculum. It should also reference what research tells us about how people learn best. Finally, the theory should provide users of the curriculum guide with enough direction to help ensure that materials, tasks, and products exemplify the principles around which the theory has been developed—in a user friendly format.
Download Complete Theory and Research Supporting the Montana Guide to Curriculum Development
Montana Correlates of Effective Schools...
Academic Performance
Correlate 1: Curriculum
The school develops and implements a curriculum that is rigorous, intentional, and aligned to state standards.
Correlate 2: Assessment
The school utilizes multiple evaluation and assessment strategies to continuously monitor and modify instruction to meet student needs and support proficient student work.
Correlate 3: Instruction
The school's instructional program actively engages all students by using effective, varied, and research-based practices to improve student academic performance.
Learning Environment
Correlate 4: School Culture
The school/district functions as an effective learning community and supports a climate conducive to performance excellence.
Correlate 5: Student, Family, and Community Support
The school/district works with families and community groups to remove barriers to learning in an effort to meet the intellectual, social, career, and developmental needs of students.
Correlate 6: Professional Growth, Development, and Evaluation
The school/district provides research-based, results-driven professional development opportunities for staff and implements performance evaluation procedures in order to improve teaching and learning.
Correlate 7: Leadership
School/district instructional decisions focus on support for teaching and learning, organizational direction, high performance expectations, creating a learning culture, and developing leadership capacity.
Correlate 8: Organizational Structure and Resources
The organization of the school/district maximizes use of time, all available space and other resources to maximize teaching and learning, and supports high student and staff performance.
Correlate 9: Comprehensive and Effective Planning
The school/district develops, implements, and evaluates a comprehensive school improvement plan that communicates a clear purpose, direction, and action plan focused on teaching and learning.
|Academic Expectations
|Learning goals that characterize student achievement.
|Changes made in the way materials are presented or in the way students respond to the materials, as well as changes in setting, pacing and scheduling, with the expectation that the student will reach or exceed the standards.
|Articulation (as related to curriculum)
|The school/district aligned curriculum must be well communicated to all stakeholders, implemented district wide/school wide, integrated across disciplines and connected to real-life situations.
Vertical articulation or alignment indicates that the curriculum is carefully planned and sequenced from beginning learning and skills to more advanced learning and skills. Vertical articulation speaks to what is taught from preschool through upper grades and is sometimes noted simply as "K-12 Curriculum."
Horizontal articulation or alignment indicates that the curriculum is carefully planned within grade levels.
|The measurement of student performance based on the expectations outlined in the standards. A comprehensive system of assessment includes a continuum of formative, interim, and summative measures of student progress.
|Authentic Assessment
|A broad evaluation procedure that includes a student's performance or demonstration and reflects the actual learning experience. Performance criteria are clearly communicated and evidence of learning collected (i.e., portfolios, journals, observations, taped readings, videotaping, conferencing, etc.). The products or performances assessed reflect "real world" applications.
|The benchmarks define expectations for students' knowledge and skills along a developmental continuum. They define expectations for proficient students at the end of grade 4, end of grade 8, and upon graduation. Their purpose is to state clearly and specifically what the students should know and be able to do within each content standard. A district's curriculum should include the entire progression of knowledge contained in the benchmarks.
|Big Ideas
|Describe in student-friendly language any of a number of other more formal ways of talking about conceptual understanding including principles, generalizations, concepts, enduring understandings, and essential questions.
Bloom, Benjamin
Bruner, Jerome
Carter, Lisa
An organizing idea that is timeless, abstract or broad, and is represented by one or two words.
Abstract: Concepts stimulate higher-level thinking by causing students to rise above the fact base to gain understanding.
Concepts may be very broad macro-concepts such as "change," "system," or "interdependence;" or they may be more topic specific, such as "organism," "habitat," or "government." Macro-concepts add breadth to the study, topic-specific concepts add depth.
Content Standards
The content standards indicate what all students should know, understand, and be able to do in a content area. Their purpose is to guide the curriculum and to communicate the breadth of the knowledge and skills to be taught to all students. A district's curriculum should be designed so that learning encompasses all content area standards.
Cultural Responsiveness
Teaching that uses the cultural knowledge, prior experiences and performance styles of diverse students to make learning more appropriate and effective for them; it teaches to and through the strengths of these students.
The organization of standards into a plan that describes the manner (sequence, for how long) in which the standards will be taught and assessed; an organized course of study that engages students in learning the standards that have been identified at the national, state and local level.
|Curriculum Map
|An outline of the implemented curriculum; what is taught and when it is actually taught.
|Curriculum Mapping
|Curriculum mapping is an on-going process for planning and recording the knowledge, content and skills to be taught in a classroom over a period of time. It then serves as a resource for the school and district to identify any gaps or overlaps in the curriculum. The map is realigned to standards and assessments. Student performance can validate alignment and assist in planning for curricular improvement. Curriculum mapping is an ongoing process that is never complete.
Curriculum mapping is "a process that helps teachers keep track of what has actually been taught throughout the entire year or course. By mapping what is actually taught and when it is taught, teachers produce data that they can use in conjunction with assessment data to make cumulative revisions in instruction." (Jacobs)
|Dewey, John
|A philosophy that involves giving students multiple options for taking in information, making sense of ideas, and expressing what they learn. It provides different avenues to acquire content, to process or make sense of ideas and to develop products.
|Enduring Understandings
|Enduring understandings are statements summarizing important ideas (Principles and Generalization) and core processes that are central to a discipline and have lasting value beyond the classroom. They synthesize what students should understand—not just know or do—as a result of studying a particular content area. Moreover, they articulate what students should "revisit" over the course of their lifetimes in relationship to the content area.
Enduring understandings:
|Erickson, H. Lynn
|Essential Learning Expectations (ELE)
|The Essential Learning Expectations are specific statements of what all students should know and be able to do at a grade level. It measures student progress toward meeting a Benchmark.
|Essential Questions
|Specific open-ended, thought-provoking questions that probe the factual, conceptual and philosophical levels of understanding and create interest and the "need to know."
Educators are fighting a long school history of topical research. For decades students have been sent to the library to "find out about" some topic. This tradition has led to information gathering but little analysis or thought. Essential questions set students and staff free from this tedious and wasteful ritual. Inquiry becomes motivating and meaningful.
An essential question has the following attributes:
|Essential Vocabulary
|Vocabulary that students must know and apply to successfully meet the essential learning expectations.
The Essential Vocabulary includes only those words a student would expect to find on summative assessments. There are many other words students and teachers should be using on a daily basis to build and demonstrate understanding of a concept.
|Facts and Skills
|Defined in the Montana Content Standards, provide the details of what students should know and be able to do within a content area.
|Two or more concepts stated as a relationship--essential learnings or understandings; the "big ideas" related to the critical concepts or topics of a study.
|The use of various strategies and methods to teach the standards. Instruction is informed by student achievement, learning targets, and other variables that affect learning.
|Integrated/Interdisciplinary Curriculum
|A curriculum that purposely links disciplines to each other.
|James, William
|Kaplan, Sandra
|Learning Progression
| "A learning progression is a sequenced set of sub skills and bodies of enabling knowledge that, it is believed, students must master en route to mastering a more remote curricular aim. In other words, it is composed of the step-by-step building blocks students are presumed to need in order to successfully attain a more distant, designated instructional outcome." (Popham)
The essential learning expectations describe learning progressions for the Montana Content Standards.
|Leppien, Jann
|McTighe, Jay
|Pacing Guides
|Pacing guides are timelines or schedules that delineate an alignment of learning expectations/concepts, topics, and skills related to a particular curriculum using a set of materials/resources. It outlines what a teacher is expected to teach and students are expected to learn during a specified time. Pacing guides come in various formats that include time period, learning expectations based on standards, specific unit/topic/lessons, resources/materials, as well as formative and summative assessments. Quality pacing guides do more than keep educators on track and ensure curricular continuity across schools. Quality pacing guides are designed to outline what to teach and how to teach with exemplary curriculum materials, lessons, and instructional strategies. Addressing the learning progressions in a pacing guide can lead to instruction that builds on student learning to maximum academic growth. Pacing guides can be a roadmap for accelerating learning for gifted and talented students. Effective pacing guides are flexible, set a realistic time frame, place topics in a sensible order, challenge students, determine resources to use, and develop a sense of how long instruction may take. Pacing guides should be adjusted through frequent revisions based on input from educators.
|Performance Descriptors
|Performance descriptors define how well students apply the knowledge and skills they have acquired. They gauge the level to which benchmarks have been attained in terms of range, frequency, facility, depth, creativity and quality. Achievement of curricular goals is assessed by the performance descriptors.
|Performance Rubric
|A set of criteria describing students' performance, along a continuum from advanced to novice, that define how well they apply the knowledge and skills contained in the Essential Learning Expectations.
The intent of the Montana Content Standards Performance Rubrics is for classroom teachers to inform their instruction for individual learning. Effective rubrics provide feedback to improve the quality of a student's work. Guskey and Bailey (2001) believe that regularly checking on students' learning progress is an essential aspect of successful teaching. In order to facilitate learning, teachers need to provide students with regular and specific feedback on their learning progress.
|Principles are two or more concepts stated in a relationship. Usually considered to be the foundational truths of a discipline. "The supply and demand of goods and services affect cost." Or "any straight line can be extended indefinitely in a straight line."
|Program of Studies
|A curriculum framework that incorporates core content for assessment.
|Purcell, Jean
|Representative Topic
|The lens through which content is explored. A topic is selected for study because it effectively illustrates the essential concepts and principles governing a field of knowledge. For example a study of the cell as a system of interdependent parts paves the way for understanding systems of the body, the body as a system, ecosystems, etc.
|Structure of Knowledge
|Knowledge has an inherent structure or organization. In the 1960s, Hilda Taba provided a clear explanation of the different levels of knowledge abstraction and organization. She defined the hierarchy of ideas within a discipline from facts and skills to concepts to principles and generalizations and finally to theories.
|Taba, Hilda
|Tomlinson, Carol Ann
|Tyler, Ralph
|Unifying Concept
|A unifying concept defines the ideas that will focus the unit of study. It forces thinking to the integration level. Students see patterns and connections at a conceptual level as they relate the topic to the broader study framed by the lens. Unifying concepts can be broad macro-concepts or more content specific concepts.
|Units of Study
|Units represent a coherent chunk of work in courses or strands, across days or weeks. An example is a unit on natural habitats and adaptation that falls under the yearlong strand of living things (the course), under 3rd grade science (the subject), and under science (the program.)
Though no hard and fast criteria signify what a unit is, educators generally think of a unit as a body of subject matter that is somewhere in length between a lesson and an entire course of study; that focuses on a major topic (e.g.,Revolutionary War) or process (e.g., research process; and that lasts between a few days and a few weeks.(Wiggins, 2005)
Units of study are vehicles for providing multifaceted learning opportunities for students. Using standards (e.g., Montana's Academic Expectations), as the basis for a unit focuses the planning team on meaningful and relevant concepts. The unit plan, in turn, enhances the delivery of instruction and assessment.
|Whitehead, Alfred North
|Wiggins, Grant
Works Cited...
Association of College and Research Libraries. Information Literacy Competency Standards for Higher Education. Chicago: American Library Association, 2000.
Burns, Deborah, Jann Leppien, Stuart Omdal, E. Jean Gubbins, Lisa Muller, and Siamak Vahidi. "National Research Center on the Gifted and Talented." 2006. Neag Center for Gifted Education and Talent Development. 18 March 2011 <http://www.gifted.uconn.edu/nrcgt/nrconlin.html>.
Carter, Lisa. Total Instructional Alignment. Bloomington: Solution Tree, 2007.
Connecticut State Department of Education. "A Guide to Curriculum Development: Purposes, Practices, Procedures." 2006. Connecticut State Department of Education. 2 February 2011 <http://www.sde.ct.gov/sde/cwp/view.asp?a=2618&q=321162>.
Curriculum Designers, Inc. Curriculum21. 2011. 18 March 2011 <http://www.curriculum21.com/home>.
Eisenberg, Michael B. and Robert E. Berkowitz. The Big6: Information & Technology Skills for Student Achievement. 2 February 2011. 2 February 2011 <http://www.big6.com>.
Lezotte, Larry. ""Action Planning Checklist"." Effective Schools. Missoula: Effective Schools Conference Handouts, November 2010. 2.
Merriam-Webster. "curriculum". 2 February 2011. 2 February 2011 <http://www.merriam-webster.com/dictionary/curriculum>.
Moss, Connie M., Brookhart, Susan M. and Long, Beverly A. "Educational Leadership." ASCD. Ed. Margaret M. Scherer. 15 March 2011 <http://www.ascd.org/publications/educationa-leadership/mar11/vol68/Knowing-Your-Learning-Target.aspx>.
Murray, Janet. Achieving Educational Standards Using the Big6. Columbus: Linworth Books, 2008.
National Research Council. Inquiry and the National Science Education Standards: A Guide for Teaching and Learning. Washington: National Academy Press, 2002.
—. National Science Education Standards. Washington: National Academy Press, 1996.
National Science Foundation, University of Washington School of Education. Big Idea Tool. 2011. 15 March 2011 <http://tools4teachingscience.org/tools/big_idea.html>.
Pattison, Cyntha and Nancy Berkas. "Critical Issue: Integrating Standards into the Curriculum." 2000. North Central Regional Educational Laboratory. 2 February 2011 <http://www.ncrel.org/sdrs/areas/issues/content/currclum/cu300.htm>.
Tomlinson, Carol Ann. How to differentiate instruction in a mixed-ability classroom. Alexandria, VA: Association for Supervision and Curriculum Development, 2001.
Wiggins, Grant and Jay McTighe. Understanding by design guide to creating high-quality units. Alexandria: ASCD, 2011.
—. Understanding by Design Professional Development Workbook. Alexandria, VA: Association for Supervision and Curriculum Development, 2004.
Foundational Documents of the Montana Standards-Based System
Montana Constitution...
Constitution of Montana -- Article X -- EDUCATION AND PUBLIC LANDS
Section 1. Educational goals and duties. (1) It is the goal of the people to establish a system of education which will develop the full educational potential of each person. Equality of educational opportunity is guaranteed to each person of the state. (2) The state recognizes the distinct and unique cultural heritage of the American Indians and is committed in its educational goals to the preservation of their cultural integrity. (3) The legislature shall provide a basic system of free quality public elementary and secondary schools. The legislature may provide such other educational institutions, public libraries, and educational programs as it deems desirable. It shall fund and distribute in an equitable manner to the school districts the state's share of the cost of the basic elementary and secondary school system.
Montana Code Annotated...
20-7-113. Maintenance of curriculum guide file and publishing curriculum guides by superintendent of public instruction. The superintendent of public instruction shall collect and maintain a file of curriculum guides to be made available to districts for the use of schools in planning courses of instruction. The superintendent may prepare, publish, and distribute curriculum guides for the use of schools in planning courses of instruction. The superintendent may solicit the assistance of educators and other qualified persons in the preparation of curriculum guides.
20-7-114. Instructional assistance by superintendent of public instruction. The superintendent of public instruction shall, at the request of the district or county superintendent, assist the schools with the planning, implementation, operation, and evaluation of instruction through inservice training and individual consultation.
20-1-501. Recognition of American Indian cultural heritage -- legislative intent. (1) It is the constitutionally declared policy of this state to recognize the distinct and unique cultural heritage of American Indians and to be committed in its educational goals to the preservation of their cultural heritage.
(2) It is the intent of the legislature that in accordance with Article X, section 1(2), of the Montana constitution:
(a) every Montanan, whether Indian or non-Indian, be encouraged to learn about the distinct and unique heritage of American Indians in a culturally responsive manner; and
(b) every educational agency and all educational personnel will work cooperatively with Montana tribes or those tribes that are in close proximity, when providing instruction or when implementing an educational goal or adopting a rule related to the education of each Montana citizen, to include information specific to the cultural heritage and contemporary contributions of American Indians, with particular emphasis on Montana Indian tribal groups and governments.
(3) It is also the intent of this part, predicated on the belief that all school personnel should have an understanding and awareness of Indian tribes to help them relate effectively with Indian students and parents, that educational personnel provide means by which school personnel will gain an understanding of and appreciation for the American Indian people
Montana Board of Public Education Standards Revision 2005-2011 Statement of Purpose...
The purpose of the Standards Revision Project is to assure Montana citizens that its public schools are providing all children of our great state with challenging academic expectations. The Montana Board of Public Education is charged with the responsibility of leading a process of standards revision that meets the following guiding principles.
Revised learning standards which are academic in focus, rigorous but attainable, readily understandable, and designed to measure the progress of students toward meeting them, will lead to the improvement of Montana's schools and a brighter future for our people.
Revised standards must clearly and consistently identify what students should know, understand and be able to do. Parents, educators, and the greater Montana community must be involved in the revision process. Revised standards will provide a framework to help guide local curriculum and instruction, encouraging school districts and teachers to place emphasis on critical areas of learning. In addition, standards should be measured and made known to the Montana public.
With the vital purpose of improving Montana's schools as our goal, the Montana Board of Public Education sets forth the following criteria to guide Standards Revision:
- Standards will be academic in nature and content specific.
- Standards will be challenging and rigorous.
- Standards will be clear, understandable and free of jargon.
- Standards will be measurable.
- Standards will address diversity specifically fulfilling the commitment to implementing 20-1-501, Indian Education for All.
With the purpose of developing a successful and useful product, the Montana Board of Public Education sets forth the following process to guide the Montana Standards Revision:
- Use the existing Montana Standards Framework --current accreditation program delivery and foundation standards, content and performance standards and benchmarks, and existing structure (4th, 8th, and upon graduation);
- Use proven practices from Montana classrooms;
- Consider international, national and other states' standards;
- Consider entrance expectations for work place and post secondary education;
- Consider achievement and other related data;
- Consider other research e.g., Northwest Regional Educational Laboratory, School Redesign Network, National Study of School Evaluation, etc.;
- Consider comments from professional education associations;
- Consider comments from tribal and school district educators;
- Consider recommendations from Montana Advisory Council for Indian Education; and
- Involve the Montana public.
Administrative Rules of Montana (selected text)...
10.54.2503 STANDARDS REVIEW SCHEDULE (1) Montana's content and performance standards shall be reviewed and revised on a five-year cycle beginning July 1, 2005.
(2) A schedule for review of specific programs shall be established as a collaborative process with the Office of Public Instruction and the Board of Public Education with input from representatives of accredited schools. The schedule shall ensure that each program area is reviewed and revised at intervals not exceeding five years.
(3) The standards review process shall use context information, criteria, processes, and procedures identified by the Office of Public Instruction with input from representatives of accredited schools.
10.55.601 ACCREDITATION STANDARDS: Procedures (5) To ensure continuous educational improvement, the Office of Public Instruction shall provide guidance, resources, and evaluation to assist in the implementation of district and school plans to improve teaching and learning for all students…
(6) School districts are required to maintain present programs that meet current standards until such standards are superseded…
(7) On or before July 1, 2004, a school district shall align its curriculum to the state content and performance standards and program area standards as adopted by the Board of Public Education. A school district shall maintain programs to align with the state's schedule for revising standards.
10.55.603 CURRICULUM AND ASSESSMENT (1) Local school districts shall incorporate all content and performance standards into their curriculum, implementing them sequentially and developmentally. School districts shall assess the progress of all students toward achieving content and performance standards in all program areas. Assessment of all students shall be used to examine the educational program and measure its effectiveness based on the content and performance standards.
10.55.701 BOARD OF TRUSTEES (3) Each school district shall have in writing and available to the staff and public: (c) sequential curricula for each program area that aligns to the content and performance standards and the district's educational goals;
Standards-based Curriculum
Standards-based Curriculum...
"curriculum" – a course of study. New Latin, from Latin, running, course (Merriam-Webster)
"Traditionally, the school curriculum provides a plan of instruction that indicates structured learning experiences and outcomes for students. It specifies the details of student learning, instructional strategies, the teachers' roles, and the context in which teaching and learning take place. More recently, however, the standards movement, research on teaching and learning, and research on the characteristics of successful schools have broadened the scope of curriculum to include everything that affects what happens in the classroom and consequently affects student learning (Pattison)."
|Traditional Curriculum Approach
|Standards-based Curriculum Process
|Curriculum Binder
|Curriculum>Instruction>Assessment System
|Scope and Sequence
|Learning Progressions
|An Event
|Continuous Process
|"Test at the End"
|Comprehensive Assessment System
An Aligned Standards-based Curriculum
CURRICULUM – is the organization of standards into a plan that describes the manner (sequence, for how long) in which the standards will be taught and assessed.
CONTENT STANDARDS – define what students must know and be able to do (as opposed to a list of topics or chapters in a book); define the parameters of the three main components of standards-based education.
INSTRUCTION – is the use of various strategies and methods to teach the standards. Instruction is informed by student achievement, learning targets, and other variables that affect learning.
ASSESSMENT – is the measurement of student performance based on the expectations outlined in the standards. A comprehensive system of assessment includes a continuum of formative, interim, and summative measures of student progress.
Curriculum, Instruction and Assessment must be implemented in a dynamic, rather than static fashion. For example, curriculum must be reviewed and revised on a regular cycle and this work is informed by instruction and assessment data/information. Results from assessment should inform instruction and, over time, the revision of the curriculum.
Students also inform each of the three components. Not all students are the same and this demands that student achievement and progress inform the three elements of this dynamic process.
Educators must shift thinking from "I cover that standard" to "I have evidence from my curriculum, instruction, and assessments that show students know and can do what is outlined in the standards." It is rare that an individual will innately know how to implement, evaluate, and/or support this dynamic process. This requires initial professional development, practice of implementation, coupled with self and group reflection, and continued professional development that continues the process.
Works Cited
Carter, Lisa. Total Instructional Alignment. Bloomington: Solution Tree, 2007.
Connecticut State Department of Education. "A Guide to Curriculum Development: Purposes, Practices, Procedures." 2006. Connecticut State Department of Education. 2 February 2011 . <http://www.sde.ct.gov/sde/cwp/view.asp?a=2618&q=321162>.
Merriam-Webster. "curriculum". 2 February 2011. <http://www.merriam-webster.com/dictionary/curriculum>.
Pattison, Cyntha and Nancy Berkas. "Critical Issue: Integrating Standards into the Curriculum." 2000. North Central Regional Educational Laboratory. 2 February 2011. <http://www.ncrel.org/sdrs/areas/issues/content/currclum/cu300.htm>.
ASSESSMENT is the measurement of student performance based on the expectations outlined in the standards. A comprehensive system of assessment includes a continuum of formative, interim, and summative measures of student progress.
Educators must design and implement a comprehensive system of assessment which empowers students to ask and answer the following questions:
- What will I be able to do when I've completed this lesson or task?
- What concept, idea, topic, or subject is important for me to learn and understand so that I can do that?
- How will I show that I can do this?
- How well will I have to do it? (adapted from Moss)
Educators must clearly communicate learning targets and the criteria for success in order to engage students in the assessment process.
ResourcesMontCAS Presents
MontCAS Released Items
Knowing Your Learning Target from March 2011 Educational Leadership.
Performance Assessment Example PDF
Works Cited
Moss, Connie M., Brookhart, Susan M. and Long, Beverly A. "Educational Leadership." ASCD. Ed. Margaret M. Scherer. 15 March 2011 <http://www.ascd.org/publications/educational-leadership/mar11/vol68/num06/Knowing-Your-Learning-Target.aspx>.
Wiggins, Grant and Jay McTighe. Understanding by Design Professional Development Workbook. Alexandria, VA: Association for Supervision and Curriculum Development. 2004.
Adapting Curriculum to Meet the Needs of Exceptional Learners...
Good curriculum must respect the unique characteristics of the learner. It should recognize and support the need of each learner to make sense of ideas and information, reconstructing older understandings with new ones. Good curriculum will address interest and readiness levels.
When implementing the Montana Content Standards, schools must provide all students with appropriate challenges. In the words of Carol Ann Tomlinson in the foreword to her book How to Differentiate Instruction in a Mixed-Ability Classroom,
"Acknowledging that students learn at different speeds and that they differ widely in their ability to think abstractly or understand complex ideas is like acknowledging that students at any given age aren't the same height: It is not a statement of worth, but of reality. To accommodate this reality, teachers can create a "user-friendly" environment, one in which they flexibly adapt pacing, approaches to learning and channels for expressing learning in response to their students' differing needs.
While the goal of each student is challenge and substantial growth, teachers must often define challenge and growth differently in response to students' varying interests and readiness levels (Tomlinson, 2001)."
All learning happens on a continuum from novice to expert. Each stage of the continuum has different learning characteristics and learning needs. In The Parallel Curriculum Model this continuum is called Ascending Levels of Intellectual Demand (ALID) and the learner characteristics are described below.
- Experiences content at a concrete level
- Manipulates micro-concepts one at a time
- Needs skills instruction and guided practice
- Requires support, encouragement and guidance
- Seeks affirmation of competency in order to complete a task
- Understands the connections among micro-concepts within the discipline
- Connects information within a micro-concept
- Begins to interpret generalizations and themes that connect concepts
- Applies skills with limited supervision
- Seeks confirmation at the end of the task
- Reflects upon content and skills when prompted
- Manipulates two or more micro-concepts simultaneously
- Creates generalization that explain connections among concepts
- Selects and utilizes skills in order to complete a task
- Seeks input from others as needed
- Exhibits task commitment and persistence when challenges are moderate
- Reflects upon both content and skills in order to improve understanding and performance
- Utilizes concepts with and among disciplines in order to derive theories and principles
- Creates innovations within a field
- Practices skill development independently and for the purpose of improvement
- Seeks input from other experts in a field for a specific purpose
- Works to achieve flow and derives pleasure from the experience (high challenge, advanced skill/ knowledge)
- Independent and self-directed
- Seeks experiences which cause a return to previous levels in varying degrees
This information guides curriculum design and instructional delivery by articulating the changes that characterize each learner at the stages between novice and expert. It provides a framework for thinking about how to challenge each learner with incremental sophistication--each learning experience just above easy reach of the learner who remains challenged and engaged. With a clear understanding of the characteristics and needs of each learner the teacher can select assessment tools, interpret assessment data with accuracy and use the data to create responsive curriculum and instruction. Teachers can use scaffolding techniques and instructional strategies appropriate to the needs of each student (Tomlinson, The parallel curriculum: a design to develop learner potential and challenge advanced learners).
For additional information: www.caroltomlinson.com/Presentations/NAGC_PCM21Cskills.pdf
Tomlinson, Carol Ann. How to differentiate instruction in a mixed-ability classroom. Alexandria, VA: Association for Supervision and Curriculum Development, 2001.
Tomlinson, Carol Ann. The parallel curriculum: a design to develop learner potential and challenge advanced learners. Thousand Oaks, CA: Corwin Press, 2009.
Enduring Understandings...
Enduring understandings are statements summarizing important ideas (Principles and Generalization) and core processes that are central to a discipline and have lasting value beyond the classroom. They synthesize what students should understand—not just know or do—as a result of studying a particular content area. Moreover, they articulate what students should "revisit" over the course of their lifetimes in relationship to the content area.
Enduring understandings:
- frame the big ideas that give meaning and lasting importance to such discrete curriculum elements as facts and skills
- can transfer to other fields as well as adult life
- "unpack" areas of the curriculum where students may struggle to gain understanding or demonstrate misunderstandings and misconceptions
- provide a conceptual foundation for studying the content area and are deliberately framed as declarative sentences that present major curriculum generalizations and recurrent ideas.
Essential Questions...
An essential question is "a question that lies at the heart of a subject of a curriculum (as opposed to being either trivial or leading), and promotes inquiry and uncoverage of a subject. Essential questions thus do not yield a single straightforward answer (as a leading question does) but produce different plausible responses, about which thoughtful and knowledgeable people may disagree."
Common Characteristics of Essential Questions:
- Open ended, relate to some knowledge in the domains
- Kid-friendly language
- Like a door – leads to other questions
- Sparks inquiry, not just about a skill
- Recur, can be revisited and apply to other situations
- Connect to prior learning and personal experience
Adapted from (Wiggins p. 342)
Inquiry and Problem Solving in the Montana Content Standards...
Inquiry and problem solving are expressed in a variety of ways in the Montana Content Standards. The following excerpts from the Information Literacy-Library Media, Science and Social Studies standards define essential approaches to inquiry and problem solving. These ideas are mirrored in the content standards for Career and Technology Education, Communication Arts, Health Enhancement, Mathematics, Technology, Workplace Competencies, and World Languages.
Information Literacy
Information Literacy —The ability to recognize when information is needed and then to locate, evaluate, and effectively use that information (Association of College and Research Libraries).
Inquiry —Inquiry is any process that has the aim of augmenting knowledge, resolving doubt, or solving a problem.
The Montana Information Literacy/Library Media Content Standards describe and define an information problem-solving model in the rationales to Standards 1, 2 and 3.
Students encounter "increasingly vast and complex collections of information" in today's world (Murray). Literacy implies more than vocabulary and awareness; it requires critical thinking (Murray). Students need skills to help them identify a task or problem and then determine which resources will best solve their specific academic and/or personal requirements. The Big6™ Model provides students with direction, purpose and strategies to initiate the process. Content Standard 1 addresses the first two steps in the Big6™ Model: Task Definition and Information Seeking Strategies (Eisenberg).
Inquiry-based learning has progressed from traditional research to a problem-solving process. Multiple literacies, including digital, visual, and textual have now joined information literacy as critical skills for the 21st century. The amount and complexity of information necessitates that each individual acquire the skills to select, evaluate, and use information appropriately and effectively. The Big6™ Model provides students with direction, purpose and strategies to further the process. Content Standard 2 addresses steps 3, 4 and 5 in the Big6™ Model: Location and Access, Use of Information, and Synthesis (Eisenberg).
"The final project is more than a goal; it is an opportunity to help students learn how to solve problems and make decisions by engaging higher-level thinking skills in a systematic way" (Murray).Students must be prepared to critically evaluate the results of their research, and then apply those results effectively in future learning and decision making for personal growth and empowerment. This critical evaluation requires that students have frequent opportunities throughout the process to self-assess in order to revise strategies. Content Standard 3 addresses step 6 in the Big6™ Model: Evaluation (Eisenberg).
The National Science Education Standards(National Research Council) defines scientific inquiry as "the diverse ways in which scientists study the natural world and propose explanations based on the evidence derived from their work. Scientific inquiry also refers to the activities through which students develop knowledge and understanding of scientific ideas, as well as an understanding of how scientists study the natural world." Students are naturally curious and ask questions about their environment from a very early age. This process of questioning and investigating ways to answer these questions mirrors the very process that scientists use to understand the natural world. Educators can build upon this curiosity by leading students to question further and to use evidence to answer their questions. Throughout their education, students can learn to conduct simple to complex investigations, collect and explain evidence and data results, and communicate their findings with others. Student understanding of science content and concepts significantly deepens when they interact with these ideas through inquiry experiences in K-16 classrooms.
The following table from Inquiry and the National Science Education Standards: A Guide for Teaching and Learning (p.29) lists variations in levels of inquiry used in the classroom. This table should help to dispel the myths surrounding inquiry-based instruction. While teachers should work to incorporate more experiences from the left-hand side of the table, it is important to note that students rarely have the ability to begin here. They first have to learn the process of questioning, how to investigate their questions, and to understand the difference between evidence and opinion. All students should have the opportunity to participate in inquiry experiences that fall on both sides of this continuum.
Essential Features of Classroom Inquiry and Their Variations
|Essential Feature
Learner engages in scientifically oriented questions
Learner poses a question
Learner selects among questions, poses new questions
Learner sharpens or clarifies a question provided by the teacher, materials, or other source
Learner engages in a question provided by the teacher, materials, or other source
Learner gives priority to evidence in responding to questions
Learner determines what constitutes evidence and collects it
Learner is directed to collect certain data
Learner is given data and asked to analyze
Learner is given data and told how to analyze
Learner formulates explanations from evidence
Learner formulates explanations after summarizing evidence
Learner is guided in process of formulating explanations from evidence
Learner is given possible ways to use evidence to formulate explanation
Learner is provided with evidence
Learner connects explanations to scientific knowledge
Learner independently examines other resources and forms the links to explanations
Learner is directed toward areas and sources of scientific knowledge
Learner is given possible connections
Learner communicates and justifies explanations
Learner forms reasonable and logical argument to communicate explanation
Learner is coached in development of communication
Learner is provided broad guidelines to use to sharpen communication
Learner is given steps and procedures for communication
|Source: National Research Council. 2002. Inquiry and the National Science Education Standards: A Guide for Teaching and Learning. Washington, D.C.: National Academy Press.
Social Studies
Introduction to the Montana Content Standards for Social Studies
Social studies is an integrated study of the social sciences and humanities designed to foster citizenship in an interdependent world. Social studies provides coordinated, systematic study of such disciplines as economics, history, geography, government, sociology, anthropology, psychology and elements of the humanities. Social studies addresses political, economic, geographic, and social processes that allow students to make informed decisions for personal and public good. Social studies develops the knowledge, skills, and processes necessary to understand historical and present day connections among diverse individuals and groups. A study of Montana's rich past and geographic diversity includes the distinct cultural heritage and contemporary perspectives of Montana's American Indians and other cultural groups.
Social Studies Standard 1: Students access, synthesize, and evaluate information to communicate and apply social studies knowledge to real world situations.
Every discipline has a process by which knowledge is gained or inquiry is made. In the social studies, the information inquiry process is applied to locate and evaluate a variety of primary and secondary sources of information. Information gathered in this manner is then used to draw conclusions in order to make decisions, solve problems and negotiate conflicts. Finally, as individuals who participate in self-governance, the decision making process needs to be understood and practiced by students as they prepare to take on civic and economic responsibilities.
Works Cited
Association of College and Research Libraries. Information Literacy Competency Standards for Higher Education. Chicago: American Library Association, 2000.
Eisenberg, Michael B and Robert E. Berkowitz. The Big6: Information & Technology Skills for Student Achievement. 2 February 2011. <http://www.big6.com>.
Murray, Janet. Achieving Educational Standards Using the Big6. Columbus: Linworth Books, 2008.
National Research Council. Inquiry and the National Science Education Standards: A Guide for Teaching and Learning. Washington, DC: National Academy Press, 2002.
—. National Science Education Standards. Washington: National Academy Press, 1996.
21st Century Skills...
Resources for 21st Century Skills
"Curriculum 21 is the outgrowth of the work of a dynamic group of educators worldwide attempting to help colleagues transform curriculum and school designs to match the needs of 21st century learners. The impetus originated from the Curriculum Mapping work developed by Dr. Heidi Hayes Jacobs. As we examined maps emerging across the United States and overseas it was evident that curriculum and instruction remains dated although both students and teachers recognize the need to become current and forward thinking in our planning." (Curriculum Designers, Inc.)
International Society for Technology in Education (ISTE)
"ISTE advances excellence in learning and teaching through innovative and effective uses of technology."
Online resources from ISTE Curriculum Planning Tool
Partnership for 21st Century Skills
"The Partnership for 21st Century Skills is a national organization that advocates for 21st century readiness for every student. As the United States continues to compete in a global economy that demands innovation, P21 and its members provide tools and resources to help the U.S. education system keep up by fusing the three Rs and four Cs (critical thinking and problem solving, communication, collaboration, and creativity and innovation). While leading districts and schools are already doing this, P21 advocates for local, state and federal policies that support this approach for every school." (Partnership for 21st Century Skills)
Online resources from the Partnership: Video21, Route21
Sir Ken Robinson Changing Education Paradigms YouTube Video
"Teachers' Guide for the Explicit Teaching of Thinking Skills ." by Deborah Burns, Jann Leppien, Stuart Omdal, E. Jean Gubbins, Lisa Muller, and Siamak Vahidi.
Vision of 21st Century Teachers YouTube Video
Today's learners—teachers and students—are continually affected by a variety of digital technologies. These technologies have altered their expectations and skills. Traditional instruction alone no longer provides students with all the skills necessary to find personal value and professional success. Therefore, education needs to play an increasing role in empowering learners to be technologically literate and to integrate digital tools into their lives.
Expectations for student learning are increasing as digital tools make basic tasks easier. We must help students meet these expectations by understanding that:
- digital technology must be in the hands of all students;
- technological literacy includes more than simple mastery of skills;
- digital citizens must use digital tools safely and responsibly;
- learning environments are no longer constrained by school walls; they are global and personal;
- digital technology skills are acquired, developed, and mastered at an individual pace; and,
- access to tools and flexible networks are critical for learner success.
While digital technology tools can be used to facilitate assessment of student learning, the primary application of these tools must be used to support content area learning. Although integrated learning systems can be used to deliver curriculum, true technology integration involves dynamic interactions among learners using digital tools.
Inquiry-based learning activities, rich in relevant content and integrated with digital technology, can facilitate collaboration, critical thinking, creativity, and problem solving. Properly applied, technology enhances learning and instruction, but does not become the focus. By providing access to information and tools for expression, opening pathways to communication, and facilitating personal understanding, technology supports learning in all subjects.
Universal Design for Learning (UDL)...
Universal Design for Learning (UDL) is a set of principles for curriculum development that give all individuals equal opportunity to learn. Inspired by the universal design concept in architecture (Pisha & Coyne, 2001), the UDL framework has been developed by The Center for Applied Special Technology (CAST) to assist teachers in developing curricula that are flexible and supportive of all students. Grounded in brain research, UDL principles align three fundamental learning components with three learning networks in the brain: recognition, strategy, and affect (Rose & Meyer, 2002). A UDL model guides teachers to instructional goals, methods, assessment, and materials to minimize learning barriers and maximize flexibility.
Universal Design for Learning is defined in the Higher Education Opportunity Act of 2008 as a scientifically valid framework for guiding educational practice that:
- provides flexibility in the ways information is presented, in the ways students respond or demonstrate knowledge and skills, and in the ways students are engaged; and
- reduces barriers in instruction, provides appropriate accommodations, supports, and challenges, and maintains high achievement expectations for all students, including students with disabilities and students who are limited English proficient.
Related Links:
Center for Applied Special Technology
Curriculum Links
Curriculum Consortia
Instructional Materials Toolkit
This toolkit is a dynamic guide to assist Montana districts in the evaluation, selection and implementation of standards-based instructional materials that best meet the needs of their students. The toolkit provides a process and resources to assist districts in evaluating, selecting, and implementing standards-based materials that meet their needs and support student achievement.
- Instructional Materials Toolkit
- Publishers Criteria for the Common Core State Standards in English Language Arts and Literacy for Grades K-2
- Publishers Criteria the Common Core State Standards in English Language Arts and Literacy for Grades 3-12
- Rubric to Evaluate Open Educational Resources
- Common Core State Standards (CCSS) Mathematics Curriculum Materials Analysis Project
- K–8 Publishers' Criteria for the Common Core State Standards for Mathematics
- High School Publishers' Criteria for the Common Core State Standards for Mathematics

subset: commoncrawl


text:
I bought this for my niece as a Christmas gift; therefore, I cannot rate it as personal usage. I shall see how she likes it once she unwraps it. But, having opened it to inspect everything, I would definitely recommend it!
This product is everything it is said to be in the description, the pigments are good and the colors are beautiful and metallic. However, the only problem i had was that the colors were not as vibrant and some of them didn't even match what it shows on the pictures. It basically has a lot of muted colors. But still, I love the pallet and its good for everyday, but if your looking for pops of rich, bright colors you wont get that.
Ok I know there have been MANY reviews that say this product has arrived broken, but they have fix that problem they wrapped mine in 2 boxes, one big. And one inside of that. They put lots of bubble wrap inside so nothing breaks and also have very many stickers on the outside saying
Overall a great make-up kit the colors are good not a bright as the pictures but still very pretty.use it everyday.
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Usually leaves our warehouse in 1-2 business days. *
This item is not returnable unless the problem you experience is the result of our error.
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Our standard shipping method is ground shipping. We also offer expedited shipping for most items. Your final shipping cost and estimated delivery timeframe will be available at checkout.
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Internal threats are one of the major causes for security breaches. Users with privileged access to a significant amount of company information, coupled with employee error or negligence is enough to broaden the cyber-attack surface ten-fold.
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Islam In New Zealand
Jan 22, 2011 09:08 AM »
Assalaamu Alaikum,
Located in the South Pacific, New Zealand is a country of about 60 million sheep but only 3.7 million people, of who about 20 thousand are Muslims.
The first Muslims arrived here in 1868. They were of Chinese involved in the mining industry. When the industry declined they returned without leaving any Muslim heritage behind. The next Muslims for permanent residence came in 1908 in Auckland. It was, however, from 1950 onwards that sizeable numbers of Muslims began establishing a firm foothold in this country, which is known by the indigenous Maori people as "Aotearoa" – Land of the Long White Cloud.
These first Muslims, although small in number, soon began to organize themselves and gather in their private homes to observe salaat, Qur'an classes and religious celebrations. As their number grew the need for a larger and fixed place of worship and education became more pressing. Thus, ordinary houses were bought and converted into Islamic Centers in all major cities throughout the country.
During 1950, the first regional Muslim association was formed in Auckland, named the New Zealand Muslin Association (NZMA). It was soon followed by other regions – in Wellington in 1962 as the Wellington Muslim Association, which later became the International Muslim Association of New Zealand (IMAN). The choice of this name was a reflection of the situation in Wellington where the majority of Muslims were students on the "Colombo Plan", from many different countries.
By mid-1950′s, every region had set up Muslim Associations, which were registered with the Government as Incorporated Societies.
At this time, the functions performed and services provided by these Associations catered mainly for the immediate needs of their communities. In most cases, this meant establishing children's classes for Qur'an reading and Islamic knowledge, as well as study groups for men and women.
Despite the scarcity of educational resource material and adequately trained teachers, these classes filled the need for some form of Islamic education in what was a completely secular environment.
By late 1970′s it was becoming increasingly apparent that a national body was required to co-ordinate the activities of the regional Associations, increase their efficiency and generally represent the interests of Muslims as a whole, at national and international levels. Thus it was that in September 1979, the Federation of Islamic Associations of New Zealand was formed.
Today, the New Zealand Muslim community comprises about 35 different nationalities. Over the last three decades our number has swelled to around fifteen thousand.
As well as the regional Islamic Centers, four Masajid have been built – Ponsonby and West Auckland (in Auckland), Hamilton and Christchurch. At Mount Roskill (Auckland) a Church has been converted into a Masjid. Islamic Centers are located in Otahuhu (Auckland); Palmerston North; Porirua and Newtown (Wellington). Plots of land have been acquired in different cities for two Masajid and one Islamic Center. An Islamic school is nearing completion in Auckland.
At the same time as organizing for our spiritual needs we have also secured, from the local City Councils, plots of land for our burial.
Schools and universities send their classes to visit our Centers and Masjids to get a better appreciation of Islam and the rituals of Muslims. Universities and other training institutions are visited by us and given information on Islam. TV and radio programmes are compiled, and scholars of international repute are invited for public lectures. Islamic/Masjid exhibitions are organized.
Islam In New Zealand
Salahuddin Al Ayyubi (RA), The Greatest Warrior Of Islam
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abcde is a frontend to cdparanoia, wget, cd-discid, id3, and your favorite Ogg Vorbis (the default), MP3, FLAC, Ogg Speex, or MPP (Musepack) encoder. It grabs an entire CD and converts each track to the desired format, then comments or ID3-tags each file, all with one command. It supports multiple output in a single CD read, the creation of a single track from a CD, resume operation, CD concatenation, volume normalization, gapless encoding (with LAME), parallelization, SMP, proxies, customizable filename organization and munging, playlist generation, distributed encoding via distmp3, and more.
AMaViS (A Mail Virus Scanner) scans e-mail attachments for viruses using third-party virus scanners available for UNIX environments. It resides on a UNIX (Linux) machine and looks through the attached files arriving via e-mail, generates reports when a virus is found and sets the delivery on hold.
Apache Toolbox provides a means to easily compile Apache (IPv4/6) SSL, PHP(v3/v4), MySQL, Jakarta, a large number of modules (61 3rd party modules and 36 default Apache modules, static or as DSOs), and GD libraries with PNG+JPEG+Freetype2+zlib support. It is fully customizable and menu-driven. Everything is compiled from source, and wget is used to download any missing modules. It can also check for RPMs that might cause problems and create an RPM with your selections.
AutoOpts is an integrated part of AutoGen. Based on a very simple option description file, it will process configuration files, environment variables, command line options, text strings passed by client programs, and will make the results easily accessible to the client program. It will also produce a man page and the info-doc invoking section automatically.
Awka is both a translator of AWK programs to ANSI C, and a separate library against which the C code is linked. The aims of Awka are to allow creation an executable that provides generally better performance than AWK interpretors, to allow easy inclusion of AWK logic in larger C applications, and use of external C functions within AWK scripts.
An easy-to-use integrated penetration testing tool for finding vulnerabilities in Web applications.
A QT cross-platform frontend for ccrypt.


text:
Stocks closed near their highs Thursday, rallying for a third-straight session, lifted by a string of upbeat economic reports and following several speeches from Federal Reserve policymakers suggesting the central bank has time before it starts reducing its bond-buying.
(Read More: After-Hours Buzz: NKE, ACN & More)
The Dow Jones Industrial Average rallied 114.35 points, to close at 15,024.49, boosted by Boeing and Hewlett-Packard, logging its first three-day rally since late April. The blue-chip index posted its 15th triple-digit move of the 19 trading sessions in June, the most in a month since October 2011.
The S&P 500 advanced 9.94 points, to finish at 1,613.20. And the Nasdaq jumped 25.64 points, to end at 3,401.86.
"If we consolidate during the next couple of sessions, the bulls need to hold the 1,600 line or this inverse head and shoulders formation will be negated," wrote Elliot Spar, market strategist at Stifel Nicolaus.
The CBOE Volatility Index (VIX), widely considered the best gauge of fear in the market, ended below 17.
Most key S&P sectors finished in positive territory, led by financials and consumer discretionary, while materials dipped.
Upbeat economic data from China also helped bolster sentiment. Industrial profits unexpectedly rose 15 percent in May year-on-year, defying expectations of a slowdown. Japan's Nikkei rallied nearly 3 percent, logging its biggest percentage gain in 13 sessions, while the Shanghai Composite Index finished flat.
"Any China data carries significant weight these days as investors are desperate for signs that the world's second biggest economy is still ticking along," wrote Stan Shamu, market strategist at IG.
On the economic front, weekly jobless claims fell 9,000 last week to a seasonally adjusted 346,000, according to the Labor Department, largely in line with expectations. The four-week moving average for new claims fell 2,750 to 345,750. And consumer spending rebounded 0.3 percent in May, matching estimates, after a revised 0.3 percent decline in the prior month, according to the Commerce Department.
"I think it makes the Fed even more confident that they're doing the right thing," said Drew Matus, senior U.S. economist and managing director at UBS. "And if you look at these numbers, they suggest that the second quarter's going to be better than the first quarter."
And pending home sales for May soared 6 percent to hit a six-year high, according to the National Association of Realtors.
New York Fed president William Dudley said the central bank's asset purchases would be more aggressive than the timeline Chairman Ben Bernanke outlined last week if economic growth and the labor market turn out weaker than expected.
Dudley added that the recent market forecasts for an earlier rate gain are "quite out of sync" with the statements and expectations of the policy-making Federal Open Market Committee. Dudley is a voting member of the FOMC.
Fed Board Governor Jerome Powell agreed that markets over-reacted to the central bank's statements on tapering.
"Market adjustments since May have been larger than would be justified by any reasonable reassessment of the path of policy," Powell said in a speech. "To the extent the market is pricing in an increase in the federal funds rate in 2014, that implies a stronger economic performance than is forecast either by most FOMC participants or by private forecasters."
Atlanta Federal Reserve Bank President Dennis Lockhart, meanwhile, said the U.S. economy's path will determine the fate of the central bank's bond buying, but it would be appropriate to pull back a bit if the economy performs as expected.
"There is no 'predetermined' pace of reductions in the asset purchases, nor is the stopping point fixed," Lockhart said in remarks prepared for delivery to the Kiwanis Club of Marietta. "The pace of purchases, the composition of purchases and the ultimate size of the Fed's balance sheet still depend on how economic conditions evolve."
Markets have been fixated on Fed commentary this week, after Fed Chairman Ben Bernanke said last week that the central bank could begin to wind down its $85 billion monthly bond purchases before the end of the year. That sent already rising yields higher and sent stocks on a roller-coaster ride.
Meanwhile, Apple hovered around the $400 level. Earlier, Susquehanna cut its price target on the iPhone maker to $440 from $480 with a "neutral" rating. The stock has declined nearly 45 percent from its all-time high in September.
Among earnings, ConAgra gained after the food producer posted earnings that edged past expectations, while revenue largely met forecasts. The company also said it is benefiting from its Ralcorp acquisition, but is facing some profit headwinds in its commercial foods segment.
KBHome edged higher after the homebuilder posted a narrower-than-expected loss and topped revenue expectations.
McCormick posted quarterly results that were in line with estimates, but the spice maker lowered its full-year earnings forecast to reflect weakness in its industrial markets.
Nike and Accenture are among notable companies slated to post results after the closing bell. trade.
Men's Wearhouse's ousted executive chairman, George Zimmer, fired off an angry open letter to the retailer's board on Wednesday evening.
Treasury prices extended their gains as yields tumbled to session lows following the data and after the auction of $29 billion in seven-year notes saw healthy demand.
(Read More: Why All the Bond Selling Hysteria May Be Overdone)
—By CNBC's JeeYeon Park (Follow JeeYeon on Twitter: @JeeYeonParkCNBC)
Coming Up This Week:
THURSDAY: Earnings from Nike, Accenture
FRIDAY: Fed's Stein speaks, Fed's Lacker speaks, Chicago PMI, consumer sentiment, Fed's Pianalto speaks, Fed's Williams speaks, NewsCorp splits into 2 companies; Earnings from Blackberry
More From CNBC.com:


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"Customer service is priority #1 at Rocky Mountain ATV/MC. We value our customers and strive to be the best shopping experience- when you buy from us, you are buying lifetime service."
-Dan Thomas, CEO and Founder
We take pride in offering no hassle returns. In the event of a return, please call, email or chat with us to receive a solution to the problem. For apparel that doesn't fit quite right, Click here to see our Fit Guaranteed Program.
We will stand behind all products we sell with regards to manufacturing defects in workmanship and material. Most products are limited to the manufacturer's warranty. However, we will do everything in our power to take care of the problem.
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Comments On Jul 31, 2013:The gloves wore out really quick. Could be me, maybe too many close calls.
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Comments On Jun 28, 2013:Nice gloves, the palm padding is thick, wear panel on the inner thumb. The "strechy-ness" is good, fit is good, look nice. No real protection on the knuckle side of your hand, there is a couple rubber pieces on the finger area, but they won't protect your hands.I bought 2 pair of 2 different colors, one of the pair had different size gloves in the package!! RMATV did a great job fixing this problem for me, sent me a UPS label for return shipping, they will replace this pair at no cost. This is customer service!
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Tax Law & Policy
Along with our academic program, Penn Law and Philadelphia are ideal locations for the study of tax law and policy — at the epicenter of where tax law & policy is created (Washington, D.C.), often adjudicated (Delaware Court of the Chancery), and practiced (Wall Street).
Faculty Research
Prof. Michael Knoll's new study sheds light on the debate over U.S. competitiveness and tax policy
Do tax policies favorable to Toyota, Honda and other foreign-owned companies doing business in the United States contribute to or detract from American competitiveness? The answer depends on how you define competiveness, according to Michael S. Knoll, whose recent article on "The Connection between Competitiveness and International Taxation" in Tax Law Review helps clarify a hot-button policy debate.
Sample Penn Law Courses
- Taxation Courses
- 2Ls and 3Ls may explore a topic in Tax Law & Policy further through an Independent Study or through an Independent Research Seminar
More Courses at Penn
Take up to four classes throughout the University as part of your JD. Courses recently taken by Penn Law students include:
- Taxes & Business Strategy (Accounting, Wharton)
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Outside Lands thrills with Al Green, Social D, others(9)
By Jim Harrington
The second half of the two-day Outside Lands festival at San Francisco's Golden Gate Park was a slam-dunk success.
And not just because there were less Deadheads playing Hacky Sack.
The eclectic lineup featured on Sunday managed to surpass all reasonable expectations and there was excellent music to be found all day long, and well into the night. Read the rest of this entry »Leave a comment


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Below are the available bulk discount rates for each individual item when you purchase a certain amount
Part Number: CT3KIT51264BA1339
Crucial 240-pin DIMMs are used in DDR3 memory for desktop computers. DDR3 is the latest generation of memory with an improved architecture that allows it to transmit data more quickly.
To use DDR3 memory, your system motherboard must have 240-pin DIMM slots and a DDR3-enabled chipset. This is because a DDR3 SDRAM DIMM will not fit into a standard DDR2 DIMM socket or a DDR DIMM socket.


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Nestle Fruit Fuel No Sugar Added Frozen Surfin' Strawberry Juice Pops - Variety Pack (18 fl oz)
- Found In: Dessert Foods » Frozen Treats
- Brand: Nestle
- Manufactured by: Dreyer's Grand Ice Cream, Inc.
Ingredients ():
Apple(s) Juice from Concentrate (Water, Apple(s) Juice Concentrate) , Water, Sorbitol, Glycerine, Polydextrose, Maltodextrin, Citric Acid, Flavor(s) Natural, Strawberry(ies) Juice from Concentrate (Water, Strawberry(ies) Juice Concentrate) , Beet(s) Juice Concentrate, Stabilizer (Guar Gum, Locust Bean Gum, Maltodextrin) , Ascorbic Acid, Sucralose, Acesulfame Potassium, Annatto (Color(s))
Members, please sign in to view which ingredients are on your personalized "avoid" list.
No specific warnings are currently known for this product.
Nutrition Facts
- Serving Size: 1 pop surfin' strawberry (45g)
- Servings Per Container: 4.0
- Amount Per Serving
- Calories 30.0Calories from Fat 0.0
- Total Calories 120Total Calories from Fat 0
- % Daily Value* (DV)Recommended DV
Total Fat 0.0 g 0%65 g
- Saturated Fat 0.0 g0%20 g
- Trans Fat 0.0 g
- Cholesterol 0.0 mg0%300 mg
- Sodium 10.0 mg0%2,400 mg
- Potassium 0 mg0%3,500 mg
- Total Carbohydrate 8.0 g 3%300 g
- Protein 0.0 g
- Vitamin C 100.0%
* Percent Daily Values are based on a 2,000 calorie diet. Your daily vailues may be higher or lower depending on your calorie needs.
Weight Watchers PointsPlus® Value* = 1
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With small, easy steps, you can make a huge impact on the continuation of the IMF's mission. Hope Society members make simple, secure, recurring contribtuions to maintain the level of quality that you expect from our programs and services.
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Third in the popular series of debates that debuted in Amsterdam in 2012.
Conference aired at 1:00 pm CEST/7:00 am Eastern/4:00 am Pacific


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I have read alot on the forum but still have a few NOOB questions.
I'm in Canada and want to unlock my phone to run it on FIDO
BUT: I'd like to have all the new bells and baubles of the 1.1.1 upgrade
just got new 8gb iphone OOB
1.independence says my firmware is 1.0 (which version is that?)
2. Should I unlock with 1.0 firmware or upgrade to 1.1.1 then unlock etc?
3.also a tutorial says that at some point I need to have a wi-fi connection
to complete this entire process ( is there no way to do this without wireless?)
4. I am still running an old version of itunes 7.3...
answers to these and many other questions before I start to monkey arround
would be great.


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Short courses for London, New York and Hong Kong can be bought as a gift.
London is a major centre for the international art market; the range of museums and galleries is unrivalled and the contemporary art scene is one of the most exciting in the world with hundreds of artists living and working in the city.
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Career Success Without a Real Job
This Zelinski guy knows how to write prose that has the potential to become those old proverbs everyone repeats. "
—Herb Denenberg, Philadelphia Evening Bulletin
About Ernie
Ernie J. Zelinski is an international best-selling author, innovator, life-coach, unconventional career expert, and creativity consultant. Ernie's many life-changing books have helped hundreds of thousands of individuals from all...


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As June's legislative session was careening toward its chaotic conclusion, the bingo-style gambling game Keno was approved. It passed without most legislators knowing what they were voting for, which is not a problem as long as you have the votes.
Besides the legislators, another group who knew little about the Keno proposal was the public. Usually when the legislature is thinking about doing something like, say, introducing a new gambling game into 1,000 venues statewide they will invite people to a public hearing to hear their views.
This didn't happen.
One reason public input might have been avoided could be because Keno backers did not want to hear what people had to say. A recent Quinnipiac poll showed 59 percent of Connecticut residents are opposed to Keno.
In fairness, it should be noted that there is one group anecdotal evidence suggests strongly favors Keno. That group would be drunks. Drunks love Keno so much that they will often spend their very last dime in a bar playing the game.
Exactly when Keno will be introduced to Connecticut bars, taverns, restaurants and convenience stores is unknown at this time. This is because the Connecticut Lottery Corp. has been discussing its implementation in double-secret meetings. They can do this because they are a queasy-public — um sorry — quasi-public body.
If Keno does hit, supporters — whoever they are — say it will generate $27 million in revenue. Rep. Stephen Dargan, co-chairman of the committee that oversees gambling, says he doesn't think it will bring in that kind of dough, but then what does he know, right?
So, to recap, we have a new gambling game, which legislators who voted on it knew little about until the last minute, which the public hates (but drunks love), which is now being discussed in secret, which may or may not generate the money its supporters (if there are any) say it will.
Sounds like everything is right on track.
With Apologies to Willie Nelson
"Mamas, don't let your babies grow up to be cowboys
"Don't let 'em pick guitars and drive them old trucks
"Make 'em be doctors and lawyers and … " Connecticut State Marshalls.
A story by the Courant's Matt Kauffman last week revealed that one marshall, John T. Fiorillo of Bristol, grossed over $681,000 last year serving legal papers. Overall, Kauffman reported, 230 state marshals grossed $22 million in fees in 2012. And you went to college why?
Goose Wars: The Homeowner Strikes Back
The Canada goose is a resident bird posing as an international traveler. Statewide these posers pretty much spends their lives eating, reproducing, and turning every available blade of grasslands into slip and slides. The Weak is not a fan, and as such has no problem relaying information from DEEP that the annual hunting season for local Canada geese will run through most of September. For the record, the Weak remains an advocate of hunters being allowed to hunt geese with drones.
Bevin Gets Bell Rung
Matt Bevin, owner of Bevin Brothers Bell Factory in East Hampton but a resident of Kentucky, is running in the Kentucky Republican Senate primary against Minority Leader Mitch McConnell. The contest took a nasty turn last week when McConnell's campaign began running ads accusing Bevin of falsely claiming on LinkedIn that he is a graduate of the Massachusetts Institute of Technology, which he isn't. A new poll shows McConnell leading Bevin by 47 percentage points. It should be noted that the poll was conducted by McConnell's internal pollster.
Not True, Not Even Truthie
In a fundraising letter, Mark Greenberg, a GOP candidate for Congress in Connecticut's 5th District claimed last week that Congresswoman Elizabeth Esty and employees of the IRS have been given exemptions from Obamacare. Neither charge was true … which, of course, has nothing to do with fundraising.


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Director Emeritus, University of Arizona Cancer Center
Regents Professor of Medicine, Pharmacology, Nutritional Science and Public Health
Throughout his career, David Alberts, MD, has focused on translational cancer prevention and treatment research. The emphasis of his laboratory-based and clinical research has been on the chemoprevention and treatment of such pervasive and potentially deadly diseases as cancers of the breast, colon, ovary, and skin. He became the UA Cancer Center's director in 2005 and retired from the position in June 2013.
Under Dr. Alberts' leadership the extensive research portfolio of The University of Arizona Cancer Center includes more than $60 million in annual research funding, including four large NCI interdisciplinary programs, and two Special Programs of Research Excellence, one in gastrointestinal cancers and one in lymphoma.
Clinically, Dr. Alberts pioneered new treatments for advanced ovarian cancers, including in vitro tumor cell chemosensitivity testing for personalized medicine strategies, intraperitoneal chemotherapy, and maintenance chemotherapy.
Presently, Dr. Alberts helps to coordinate Phase I and II and pharmacokinetic drug studies at The University of Arizona Cancer Center for molecularly-targeted chemopreventive agents. His laboratory research is concentrated on the evaluation of new surrogate endpoint biomarkers for cancer prevention trials with a special focus on precursor lesions for bladder, breast, colon, cervical, endometrial, ovarian, prostate, and skin cancers, using quantitative histopathology (i.e. karyometric) approaches. His NCI funded drug and diagnostics research has resulted in more than two dozen patents and the co-founding of five Arizona pharmaceutical and biotechnology companies.
Dr. Alberts has authored or co-authored over 550 peer reviewed publications, more than 100 book chapters and 60 invited articles, and has served as Editor and Co-Editor of eight books (e.g. Fundamentals of Cancer Prevention, Second Edition, Springer Verlag, 2009 and Intraperitoneal Therapy for Ovarian Cancer, Springer Verlag, 2010). He has served on the editorial boards of several peer-reviewed scientific journals including Associate Editor for Cancer Research from 1989-2002. Between 2002 and 2008, he acted as the Co-Editor-in-Chief of Cancer Epidemiology, Biomarkers & Prevention, the leading cancer public health research journal worldwide.
Dr. Alberts is currently Regents Professor of Medicine, Pharmacology, Nutritional Science, and Public Health at the University of Arizona College of Medicine, and Director of the Arizona Cancer Center. During his career, Dr. Alberts has served as an advisor to numerous cancer research foundations and committees, such as Chair of the Oncologic Drug Advisory Committee to the FDA (1984-1986), and was a member of the NCI's Board of Counselors (to the Division of Cancer Prevention, 1990-1994), the Board of Scientific Advisors (1999-2006), and on the coordinating subcommittee to the Clinical Translational Advisory Committee, NCI (2006-2009).
In June 2001, he was acknowledged by Science to be one of the top three National Institutes of Health-funded clinical researchers in the United States. In 2003, the American Association for Cancer Research (AACR) recognized his contributions to clinical care in the field of cancer with the Joseph H. Burchenal Clinical Research Award, and in 2004, the American Society for Preventive Oncology gave him its Distinguished Career Award for research excellence. Also in 2004, the AACR awarded Dr. Alberts with its AACR-Cancer Research and Prevention Foundation Award for Excellence in Cancer Prevention Research Worldwide.
Dr. Alberts received his MD in 1966 from University of Virginia School of Medicine. He conducted his internship at the University of Wisconsin, before becoming a Clinical Associate in medical oncology at the National Cancer Institute's Baltimore Cancer Research Center. Dr. Alberts conducted his internal medicine residency at the University of Minnesota and then served on the faculty of the University of California, San Francisco, for five years and obtained Board certification in Medicine and Medical Oncology in 1973. He joined the University of Arizona College of Medicine in 1975 as an Assistant Professor, where he has served for 38 years.


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Active ingredients: 5x dilution of Larix decidua HPUS.
Inactive ingredients: 27% Alcohol.
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111 W Pershing Blvd, North Little Rock, AR | Directions 7211434.779345 -92.268007
Daily 24 Hours
In town for only one night on business, but will be sure to return. Nice, friendly staff, very helpful to me in finding my way around town. My king room was immaculate and smelled very fresh. Great experience, would be happy to return with my family.
I am a grouping booking agent and placed a 18 room group at this property for 2 weeks. The front desk staff was pleasant and helpful. The rooms were clean and well maintained and the pool was lovely. This hotel offer's a wonderful value for for traveling on a budget. Did I mention that the kids in the group REALLY loved the indoor pool!
We were in town for a week and were truly surprised. The service was very good! The property, inside and out was very clean. The front desk staff and management was very helpful as to local places of interest, directions, etc. Our stay was very enjoyable and we highly recommend it to anyone in the Little Rock/North Little Rock area. We will definitely stay here again.
I make frequent trips to the Little Rock area for business purposes. Staying at the Budgetel North Little Rock is a "no brainer" for me. It's convieniant, with easy access to the area's major highways. I love the quiet atmosphere and large rooms. The newly restored indoor pool is a plus. For the money... Budgetel is the only place for me.
This was a vacation to rememeber. 63 kids and 15 adults. Rooms were in great condition and Managers were on top of everything. Great price and great host. Planning for next years trip already. Great team, keep up the excellent work.
A well-known, mid-priced national and international hotel chain where kids always stay free. – In Short
Howard Johnson's story began in 1925, with an ice cream stand that soon became a chain of orange-roofed restaurants, and eventually motor lodges. Today, the hotels offer quality accommodations at value prices for families and business travelers. Comforts of Home amenities include in-room coffeemakers, complimentary weekday newspapers and more. Most locations offer Home Office rooms, with work desks and chairs, and Crayola Kids Rooms, with Crayola easels and accessories, plus a mini-fridge and microwave.
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