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In the document below, I have selected key passages out of the following three articles, purposefully picked from three different decades and describing three different populations of students:
As you read, I want you to provide at least two comments on each article (six total) as well as two replies to classmates on each article (six total). For your two initial comments on each article, please address the following:
Then, of course, please reply to two of your classmates in a substantive manner.
In short, your goal for discussion this week is to analyze the research designs of each study as well as to engage in substantive dialogue about what "counts" as technology, teaching, and learning in each example, drawn across multiple decades.
ABSTRACT. Past research on cognition has demonstrated that cognitive learning strategies used to complement instruction can have beneficial effects on memory and subsequent achievement. The utilization of microcomputer technology to deliver instructional content to students provides an optimum environment to examine the instructional effectiveness of embedded instructional strategies. The purpose of this study was to examine the effect of an imagery cue and an attention directing strategy within a context of a microcomputer learning environment that provided both selfpaced and externally paced instruction. Achievement was measured on five different tests designed to measure different educational objectives. One hundred eighty freshman students were randomly assigned to one of nine treatment groups. The results of the study indicate that embedding an imagery cue and an attention directing strategy in an instructional sequence increases student achievement. A combination of the two embedded strategies was also effective in improving students' achievement; however, the combining of the two strategies did not have a cumulative effect. It was also determined that the effectiveness of the embedded strategies was dependent on whether the instruction was self-paced or externally paced.
THE INTEGRATION of the microcomputer into the instructional environment has led to new interest in cognitive-oriented learning strategies. Consequently, considerable research is being conducted on microcomputer based instruction (MCBI) to determine the relative merits of self-paced versus externally paced delivery strategies (Belland et al., 1985). Although much of the early research on basic programmed instruction and computer-assisted instruction attempted to adjust for learner individual differences by using self-paced instructional models, there is indication that these selfpaced models may not be appropriate for all learning conditions . For example, some researchers have noted problems with learner procrastination with completely self-paced instructional models (Reiser, 1985). Self-paced instruction has proved to be effective for some learners (Keller, 1974; Postlethwait, 1974); however, Carrier (1984) has questioned the validity of allowing students to exercise their own judgments about how much instruction they need and in what order.
Wittrock (1979) and Travers (1972) in citing the attentional and instructional research models contend that self-pacing may not be the most effective delivery strategy for all instructional and learning conditions because self-pacing may reduce the attention and motivation levels below those necessary for effective interaction with the content material. This conclusion was supported by Belland et al. (1985). Results from this study found that moderate levels of external pacing of microcomputer-based instruction were significantly more effective than completely self-paced microcomputer-based instruction in facilitating student achievement of complex concept learning and free recall of spatial problems.
Materials and Procedure
The instructional materials used in this study were developed originally by Dwyer (1972) and consisted of an 1,800-word instructional unit on the human heart describing its parts, part locations, and the internal functions during the diastolic and systolic phases. This content was subsequently revised for this study. This content was selected because it permitted evaluation of several types of learning objectives that are directly generalizable to those commonly taught in the classroom. Students participating in the study were 180 first-term freshmen enrolled at Ohio State University. Participation in the study was one of the available options for receiving extra credit in their psychology course . After signing up for the study, names on the sign-up sheet were randomly assigned to the instructional treatment conditions, and each instructional treatment group and the control had 20 students.
Each of the nine microcomputer-based treatment groups were designed to teach students about the parts and operation of the human heart during systolic and diastolic functioning. The instructional content was an adaptation of the Dwyer (1972, 1978, 1987) instructional stimulus materials. The instructional content in each of the three instructional programs and sequence of content were identical. During the MCBI instructional programs, students viewed and interacted with 57 different instructional segments that consisted of a visual with a verbal description and arrow, or arrows, pointing out the important information in that display. The instructional display, in its basic form without strategies, consisted of visual information, verbal labels, and a verbal description. This information in each instructional display was generated with visual first, then part names or operation names appear, then three to eight lines of verbal text appear under the visual. There were three types of visuals used in the instructional programs. Each instructional display consisted of some combination of one of the visuals and a verbal explanation (Figure 1).
The results of this study indicate that an imagery cue strategy embedded in the instructional content increases the amount of information acquired and the students' ability to use that information. Similar findings also resulted when the attention directing strategy was embedded into the instruction.
A combination of the two embedded strategies was also effective in improving the students' information acquisition; however, the combination of the two strategies did not have a cumulative effect. It was also determined that the effectiveness of the embedded strategies was dependent on the basic format design of the microcomputer-based instruction, e.g., selfpaced versus externally paced.
The findings of this study may be explained in part by the fact that the imagery cue and attention directing strategies are different forms of rehearsal. Focusing attention allowed time for incoming information to remain in short-term memory long enough to be elaborated on and encoded for longterm memory (Anderson, 1980; Atkinson & Shiffrin, 1968; Dwyer, 1987; Lindsay & Norman, 1972; Murray & Mosberg, 1982).
The program embedded learning strategies of imagery cue and attention directing can be used individually or in combination. Both strategies tend to increase learning in terms of amount and ability to use learned information. If information to be learned is mostly spatial, combining the two strategies would be helpful for most learners. However, if the basic MCBI program design is self-paced, the program embedded learning strategies may not be as effective.
The results of this study fit past research results on cognitive learning strategies using imagery cue and attention directing. Further work needs to be done on cognitive learning strategies that are practical and can be easily used by students. Such learning strategies should be examined within the context of innovative instructional methods using the new electronic technologies. In addition, learning strategies should be evaluated in terms of the amount of information processing and the effect that the different levels of information processing have on student achievement of different types of educational objectives.
This study examines the effects of Interactive Multimedia instruction upon the variables of achievement and problem solving skills on non-science majors in an Environmental Science course at a mid-western university. The findings indicate that the Interactive Multimedia had a significant effect on both of the variables. The findings are discussed in terms of the impact on self-study when students are learning outside of the classroom in a distance learning environment.
During the 1990s critics and supporters alike have been questioning the effectiveness of science education within the American Education System. Pearlman (Gandolfo, 1993) states, "In the United States alone, education costs $450 billion a year. It is a huge burden, yet almost everybody agrees that schools are failing." Pearlman believes schools have not taken advantage of the teaching and learning enrichment that technology tools provide and it is one of the major reasons they are failing. Perhaps schools are having some difficulty in catching onto many of the new opportunities that technology tools offer, but computers are widespread in the schools and some good things are happening. This article examines how schools are now using interactive computer-based multimedia as a tool to develop thinking skills needed to assimilate and transform massive quantities of information into solutions for today's fast paced changing society.
Case study
One of the problem areas for schools today revolves around the lack of student interest in science. Enrollment is down and performance is low. However, today's generation shows an interest in things pertaining to the environment. In this study a package entitled Environmental Science: Computer Lab Simulations, Hirschbuhl, Bishop and Jackson (1996) an interactive multimedia (IMM) program based on actual geological field studies, was used by undergraduate non-science majors at a mid-western university. For this study these simulations were added to one section of an environmental studies course and compared to a section that used only the traditional method of instruction (classroom lecture).
According to Trollip and Alessi (1988) one of the purposes of adding computers to classroom instruction is to facilitate learning for students by improving the quality and quantity of what they know. Schwier and Misanchuk (1993) believe an advantage of interactive multimedia instruction is the creation of meaning developed by the learner's interaction with the new information in the program.
At the time of this investigation there was very little empirical evidence regarding the use of interactive multimedia instructional technologies in higher education (Sports and Bowman, 1995 March/April). Most articles were anecdotal describing outstanding professors using the latest technological invention. The problem stems from the lack of research (Heller, 1990; Park, 1991: Park and Hannafin, 1993: Preece, 1993: Zachariah, 1995) regarding the effects of a self-paced interactive multimedia computer simulation on students' learning, motivation, and attitude. Reeves (1993) stated for a worthwhile study of interactive multimedia, a diverse population spending several hours in purposeful study should be examined.
Purpose of the study
This research examined the impact on students' grades and higher level thinking skills when computers were added to the classroom. Interactive multimedia simulations of "real world situations" (actual field trips of a geology professor with 22 years' experience) were incorporated into one section of an environmental geology course. The interactive multimedia modules, which promoted participation and interaction, were designed for students to gain scientific knowledge and concepts, and develop problem-solving skills without the heavy use of math.
Research design
The research design was quasi-experimental because it combined the use of "naturally assembled" intact groups (Campbell and Stanley, 1963), pre-test and post-test, and the use of a control group. The control group research design used is shown in Table 1.
One hundred and fifty-two students were involved in the study in the spring of 1996. The control group (113 students) received the traditional lecture method of instruction, while interactive multimedia replaced part of the traditional instruction for the treatment group (39 students).
GALT instrument
The Group Assessment of Logical Thinking (GALT) (Roadrangka et al., 1982, 1983) was designed to measure student cognitive development. This instrument has been used by many as a predictor of student's math and science achievement (Bitner, 1986, 1988, 1991). Roadrangka et al. (1983) reported a coefficient alpha of 0.85 for the total test and validity was reported with a strong correlation (0.80) between the GALT and Piagetian interview results.
The GALT consisted of 21 questions of which 18 questions not only required the student to pick the most appropriate answer, but also the reason the student chose that answer. For the question to be considered correct the student must correctly choose both the answer and the reason. Students are classified as concrete thinkers with a GALT score of 0 to 8, transitional with a GALT score of 9 to 15, and those with GALT scores of 16 to 21 are recognized as formal thinkers.
Interactive multimedia instruction
Multimedia can be loosely defined as computer-based technology integrating some, but not necessarily all, of the following: text, graphics, animation, sound, and video (Barron and Orwig, 1995). There are several definitions of IMI (interactive multimedia instruction (Galbreath, 1992)) and, as the multimedia environment changes rapidly, so may the meaning of interactive multimedia instruction. According to Schwier and Misanchuk (1993) IMI is "instructional, multiple-sourced (ie, multiple media sources are involved) intentionally designed, and coherent" (p. 4).
Interactive multimedia modules for environmental geology
The topics of the eight units of interactive multimedia are: 1) Introduction to Environmental Science, 2) Energy from Coal, 3) Geology of Homesite Selection, 4) Minerals for Society, 5) Legal Control of the Environment, 6) Stream Pollution, 7) Streams and Floods, and 8) Radiation in the Environment. All of the modules are based on actual field studies, and the student assumes the role of investigator, with each module presenting a different environmental problem.
All modules have a consistent screen format and each consists of an introduction to the problem to be addressed, the role that the student must play in the investigation, a means for the student to collect data relevant to the problem, a modeling book where the student enters, reviews and draws conclusions based on the collected data, a multiple choice test and an essay test. The essay test puts the responsibility of solving the problem on the shoulders of the student, who takes on the identity of an official in charge, who must make critical decisions based on the problem and data collected. The student is always in control and may access additional data, recheck data collected, access a glossary of appropriate terms, listen to audio associated with the problem, and may elect to take or repeat the multiple choice test. From the menu page a student can access any one of the eight modules, the progress report, or send the instructor email. Students must make some data collections before they are allowed to take the test or write their essays; thus forcing active participation and preventing students from rapidly paging through the modules and declaring themselves finished.
Summary of Conclusions
The following conclusions were drawn from this study:
Overall, this study validates the effectiveness of the IMM treatment in significantly increasing student achievement and problem solving skills in environmental science. The following statements support this claim:
First, this study appears to validate the use of the GALT as a predictor of student performance because the probability of those students with a GALT score of 11 or above receiving a passing grade (B or better) was significantly greater than those with GALT scores less than 11.
Next, both groups had post-test GALT score gains over the pretest. The treatment group showed a significant reasoning gain while the gain for the control group did not. When the gains of the GALT scores between groups were compared the difference was not significant. Part of the increase in the GALT scores might be attributed to students taking the same GALT test for both the pre- and the post-test.
Finally, the proportion of students with a passing grade (B or better) was significantly higher for students in the treatment group when compared with those in the control group. This increase was so significant it is hard to suggest uncontrollable variables normally attributed to the difference, such as; classes meeting at different times of the day, different days of the week, being taught by different instructors, grading standards or student attendance could account for all of the variance. This result is supported by the findings of Massaro's (1995) study.
According to Wills and McNaughton (1996) educational software using interactive multimedia must actively engage the student, which is exactly what we witnessed one morning when not a sound could be heard as students were intensely engrossed interacting with the computer program in the Multimedia Lab.
This study validates the effectiveness of the use of interactive multimedia as field trip simulations for an environmental geology course. However future studies should be conducted using different research design, methodologies, disciplines and quality software to determine the long-term consequences of the use of interactive multimedia.
An experimental study of the Technology Immersion model involved comparisons between 21 middle schools that received laptops for each teacher and student, instructional and learning resources, professional development, and technical and pedagogical support, and 21 control schools. Using hierarchical linear modeling to analyze longitudinal survey and achievement data, the authors found that Technology Immersion had a positive effect on students' technology proficiency and the frequency of their technology-based class activities and small-group interactions. Disciplinary actions declined, but treatment students attended school somewhat less regularly than control students. There was no statistically significant immersion effect on students' reading or mathematics achievement, but the direction of predicted effects was consistently positive and was replicated across student cohorts.
The present vision for educational technology imagines technology's infusion into all aspects of the educational system. Many educators, policymakers, and business leaders recognize technology's pervasive presence in individuals' daily lives and its ties to future opportunities for students who must compete in a global, knowledge-based economy (Friedman, 2005). Providing the technological, informational, and communication skills needed by 21st century learners, however, challenges schools to move beyond conventional modes of teaching and learning as well as the traditional boundaries of the school day and school walls.
Some researchers believe widespread technology use in society is moving schools inevitably toward more extensive and innovative applications of technology in curriculum and instruction (Dede, 2007; Smith & Broom, 2003). This view acknowledges that students who attend schools today are different from those of previous years because using technology in nonschool settings is altering their "learning styles, strengths, and preferences" (Dede, 2007) New technologies are reshaping how students access information, communicate, and learn within and outside of classrooms (Smolin & Lawless, 2007). Schools, accordingly, must capitalize on students' natural inclinations as learners.
Emerging technologies are also supporting more innovative forms of teaching and learning. For example, lessons supported by technology can involve real-world problems, current and authentic informational resources, virtual tours of remote locations, simulations of concepts, or interactions with practicing experts and global communities. These kinds of experiences are important because research shows that students learn more when they are engaged in meaningful, relevant, and intellectually stimulating work (Bransford, Brown, & Cocking, 2003; Newmann, Bryk, & Nagoaka, 2001). Technology-enhanced learning experiences also can help students develop 21st century competencies, such as thinking and problem solving, interpersonal and self-directional skills, and digital literacy (Partnership for 21st Century Skills, 2006).
Texas, similar to other states, recognizes that students' long-term success is tied to their preparation as lifelong learners, world-class communicators, competitive and creative knowledge workers, and contributing members of a global society. Yet, despite high aspirations for technology, the piecemeal way in which most schools have introduced technology into the educational process has been an obstacle to the effective use of technology for teaching and learning (Texas Education Agency [TEA], 2006).
Recognizing this limitation, the Texas Legislature in 2003 set forth a different vision for technology in Texas public schools. Senate Bill 396 called for the TEA to establish a Technology Immersion Pilot (TIP) that would immerse schools in technology by providing individual wireless mobile computing devices and technology-based learning resources along with teacher training and support for effective technology use. In response, the TEA has used more than $20 million in federal Title II, Part D monies to fund Technology Immersion projects for high-need middle schools. Concurrently, a research study, partially funded by a federal Evaluating State Educational Technology Programs grant, has investigated whether exposure to Technology Immersion improves student learning and achievement.
The Present Study
The present article reports third-year findings for students involved in a comprehensive experimental study of the effects of Technology Immersion on schools, teachers, and students. Specifically, we contrast outcomes for two cohorts of middle school students who attended Technology Immersion schools with students in control schools on measures of technology-related learning experiences and competencies and measures of academic achievement (reading and mathematics test scores). We present longitudinal outcomes for Cohort 1 students who attended schools across three project implementation years (Grades 6–8) and Cohort 2 students who attended schools during two implementation years (Grades 6–7).
Research Questions
The overarching purpose of the study was to investigate the effects of Technology Immersion on students' academic achievement—however, we also examined the relationships among Technology Immersion and intervening factors at the school, teacher, and student levels. The research involved 42 middle schools assigned to either treatment or control conditions (21 schools in each group). In the present study we addressed two research questions:
Research Question 1: What is the effect of Technology Immersion on students' learning opportunities (i.e., classroom activities, engagement)?
Research Question 2: Does Technology Immersion affect student achievement?
Effects of Technology Immersion on Academic Achievement
Given that changes in students and their learning experiences were expected to mediate academic performance, we next estimated treatment effects on students' TAKS T scores. Our analyses concentrated on reading and mathematics scores because students completed TAKS tests for those subjects annually, whereas they completed TAKS tests for writing, science, and social studies at intermittent grade levels. We used three-level HLM growth models to examine how students' TAKS reading and mathematics achievement varied across time (the point at which students completed TAKS assessments each spring), students, and schools. As Table 5 shows, we estimated school mean rates of change as well as the separate effects of student economic disadvantage and the school poverty concentration on TAKS reading and mathematics performance. Each HLM analysis included approximately 3,000–3,330 students divided nearly equally between the 21 treatment and 21 control schools. Comparable proportions of students were retained in analyses across years (58%–59% of treatment students, 58%–61% of control students).
The study of Technology Immersion is distinguished from previous research on one-to-one computing environments by its experimental design and use of a theoretical framework to investigate causal mechanisms. The theory of change assumes that treatment students experience technology-rich school and classroom environments that foster more active and meaningful schoolwork, which in turn, enhance students' personal competencies and engagement and ultimately increase academic achievement. Before discussing results, it is important to note that teachers and students in control schools typically had access to computers and digital resources in computer labs or media centers, as classroom stations (usually 1–3 computers), or on checkout laptop carts. Thus, control schools continued the traditional approach with technology integration resting largely on the motivation of individual teachers, whereas Technology Immersion schools committed to whole-school integration. In sections to follow, we discuss key findings relative to the study's research questions and the implications for one-to-one laptop programs at other schools.
Summary of Effects
Implications for Technology in Schools
The relationship between technology and student achievement continues to be an important topic and the focus of considerable research. Some recent and influential studies have raised concerns about the viability of financial investments in educational technology (e.g., Cuban, 2001; Dynarski et al., 2007). Likewise, if improved standardized test scores is the primary justification for investments in one-to-one laptop programs, then results probably will be disappointing. Evidence from this study suggests that large-scale one-to-one laptop programs are difficult to implement, and, as a result, programs may produce either very small or no improvements in test scores. Nonetheless, as the costs of laptops decline and the uses of wireless computers expand (e.g., digital textbooks and resources, online testing, school-to-home communication), interest in laptop programs is increasing (Zucker & Light, 2009; Zhao, Y. and Frank, K. A. 2003.) . This pilot study of the Technology Immersion model offers lessons for school leaders as well as policymakers who are considering laptop programs for their schools.
Foremost, effective technology use clearly involves more than just buying computers and software. This study and others suggest that laptop programs may be more effective when technology is part of comprehensive school reform initiatives (Ringstaff & Kelley, 2002; Zhao & Frank, 2003 Woodul, C., Vitale, M. and Scott, B. 2000.) . Successful Technology Immersion schools had highly committed administrative leaders who secured teacher buy-in for student laptops and provided the support components specified by the model. Particularly important were investments in technical support for school networks and timely laptop repairs, and the provision of ongoing professional development for teachers (Shapley, Maloney, Caranikas-Walker, & Sheehan, 2008). Consistent with other research, schools that served mainly economically disadvantaged student populations encountered numerous obstacles in trying to implement a complex school reform model (Desimone, 2002; Vernaz, Karam, Mariano, & DeMartini, 2006). Thus, those schools needed additional planning time to build capacity and secure adequate supports prior to implementing an immersion project.
Additionally, one-to-one laptop programs were more likely to be well implemented and sustained if laptops advanced overall goals for student learning and achievement. District and school leaders who embraced Technology Immersion believed that individual student laptops had benefits above and beyond simply raising standardized test scores. Financial investments in laptops were part of an overall migration toward digital school environments, including electronic textbooks, online assessments, and virtual coursework. These leaders believed laptops helped prepare their students for the 21st century, exposed them to worldwide cultures, expanded learning outside of school, and moved students toward product creation and away from drill and practice for tests. Technology Immersion supported their vision for learning opportunities that intellectually challenged and motivationally engaged students, inspired students to learn on their own, and prepared students for life, further education, and careers.
In the document below, I have selected key passages out of the following three articles, purposefully picked from three different decades and describing three different populations of students:
Canelos, J., Dwyer, F., Taylor, W., Belland, J., & Baker, P. (1989). The Effect of Embedded Learning Strategies in Microcomputer-Based Instruction. The Journal of Experimental Education, 57(4), 301–318.
Frear, V., & Hirschbuhl, J. J. (1999). Does interactive multimedia promote achievement and higher level thinking skills for today's science students? British Journal of Educational Technology, 30(4), 323–329.
Shapley, K., Sheehan, D., Maloney, C., & Caranikas-Walker, F. (2011). Effects of Technology Immersion on Middle School Students' Learning Opportunities and Achievement. The Journal of Educational Research, 104(5), 299–315.
As you read, I want you to provide at least two comments on each article (six total) as well as two replies to classmates on each article (six total). For your two initial comments on each article, please address the following:
With the first of your comments, address some aspect of the research design. In what ways was the study framed (experimental, quasi-experimental, case study, etc)? What are the advantages and disadvantages of framing a research study about educational technology in this manner?
With the second comment, address some aspect of the discourse surrounding educational technology. How is the technology described? What is its purpose (as a component of teaching and learning)? In what ways does this use of technology position teachers? In what ways does it position students? In short, who has power and agency as you look at the way technology is described?
Then, of course, please reply to two of your classmates in a substantive manner.
In short, your goal for discussion this week is to analyze the research designs of each study as well as to engage in substantive dialogue about what "counts" as technology, teaching, and learning in each example, drawn across multiple decades.
The self paced and externally paced instruction would have the updated terms of online or blended learning. The microcomputer technology hints at TPACK with the cognitive learning strategy. The delivery method was easy to measure with the amount of participation in each group and their results. The challenge of procrastination of students plays to the self-regulated and self-efficacy prospective in that time period. I tend to think what the attitudes toward technology learning were at that time? Distance learning has always been available through the mail, however online learning changes the entire prospective because you can learn anywhere there is a WiFi connection. And it is true, that in 1989 WiFi connection was limited. The imagery cue and attention directing sounds like scaffolding's humble beginnings. Students did not have multiple computers to use and have access to them on a daily basis to become acclimated. Ipads and mobile devices had yet to make an appearance. The technology driven attitude and mindset was on the fringe at this time.
Fast forward, students can learn from mobile devices, cell phones, and even watches with today's technology.
Some aspects of the discourse surrounding educational technology at this time is the lack of integration into the mainstream. The common PC was expensive and there was not that daily exposure to the common student. Video games were there and some had pc's but it was not common place at this time to learn academics through technology. Outside the traditional classroom was not traditional. The terminology of microcomputer based instruction or online instruction as it is known today, was relatively new and the study was to discern the impact of this technology on a college student.
The study was to determine the perception of the student as it relates to microcomputer based instruction and the impact on the learning and learning environment. The teacher would have the opportunity to track the progress of the student and conduct more feedback synchronously and asynchronously if online learning was occurring.
It opens the door for peer to peer learning and the sharing of ideas. At this time the power is with the students. They are the new captive audience and without their early adoption of this innovation the technology process is stalled and not fully developed or deployed.
The language has changed in 10 years from microcomputer based instruction (MCBI) to interactive multimedia instruction (IMI). The familiarity is afoot with the access to workstations in computer labs is abundant. The amount of interactive instruction is consistent across the board in college or work place areas, however not saturated. Not all institutions and instructors are early adopters of technology driven instruction. This was a quasi-experiment with the actors being deliberately picked, however not proponents of the content being offered.
The advantages of this study is the access to the population. There is a good sample size and good results. The instrument used was a Group assessment of logical thinking (GALT) to measure cognitive development.
The study had great results do to the lack of conversation from students during the IMI class session. The finding correlate the IMI with the interest in the control group of the study. These students may have had introductions into computer based games or learning prior to this study because of the amount of video game exposure during this time.
The debate now would be why are there not more facilities or institutions implementing IMI in their curriculum with the positive responses from multiple studies? The answer to that could be the digital divide. Students are having increased exposure to the computer based gaming or learning.
The IMI is the technology students are being exposed to in a learning environment. The setting is still inside of a controlled learning environment. THe teachers are in a better position to broadening the horizons of the students to new curriculum that keeps them engaged. Those teachers that are caught in the digital divide are likely to not benefit from the technology currently shared by their colleagues. The disadvantage could be resources are not available or the learning is not effective in the world of technology. The teachers still need the exposure to change or integrate technology into their pedagogy.
In this study the teachers are in control of the new technology be presented to students. The teachers have command of the class and the distribution of the pedagogy and content knowledge.
This research was an experimental design to clearly show the significant findings of the Technology Immersion Pilot. the advantages in this study were the shaping of the student futures as a knowledge worker and consistent with the environment they come from. Meeting a student on their learning level can ultimately increase engagement. The disadvantage is the lack of technology, pedagogical, and content knowledge of quite a few teachers. teachers. This is the age of disruption and our educational infrastructure is not stable. We have to ensure teachers are able to integrate technology into their curriculum. With the current school climate, more students are opting on of attending a traditional school, let alone the parents of younger children.
The curriculum needs to be scaled that one can learn the same content no matter their location. Parents and students are making conscience decisions whether to attend traditional classrooms. There needs to be a skill up of all teachers with technology to implement in their respective curriculum.
Perhaps one day we can have a conversation of the skill sets that teachers need in the 21st Century. I personally think that teachers need nothing less than CISSP and CCNA.
It is definitive that teachers have an opportunity to make a difference and bridge that digital divide gap in today's educational learning environments. This technology in this study is the one on one laptop program. Technology in the hands of every teacher and student. The purpose of this study is to see if scores are significantly affected and future actions.
This use of technology puts teachers in a strong position if applied correctly and effectively. The learner needs to feel that they can learn on this device and it be reflected in the scores and in their daily lives. Technology is a way of life in and out of the learning facility. The power is split between the learner and teacher. The student has the option to learn from a distance and the teacher has the opportunity to educate them where ever they are.
The abundance of devices is overwhelming, however still not available in every school district. Teachers are not all receptive to this new learning environment. There is work to be done, but the direction is positive.
DoE, OET has national goals and strategies to integrate technology in the K12 classroom.
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Judy Paczkowski
Judy Paczkowski
All-Inclusive Resorts, Cruises & so much more!
I've been a travel consultant for over 12 years now, and was a legal secretary for 32 years prior to that. While a legal secretary, I acted as the personal concierge for the attorneys I worked for. That involved booking all their air travel, hotels, rental cars, limousines, restaurant reservations, etc., whether it was for business or personal travel. So I truly do have much more than just 12 years experience being a travel consultant.
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Who has the time to spend hours scouring the Internet for competitive prices, never knowing what you will truly end up with? That's my job and you can bet by dealing with a travel consultant that I've done some serious homework before quoting you a price. I want you to be happy and satisfied. In turn, a happy and satisfied client will become repeat customers who refer their friends, family and coworkers. This is the only way to profitably conduct business in this wonderful world of travel and I take my responsibilities very seriously. Regardless of the destination, a romantic trip for two, family trip, honeymoon, girlfriend's getaway or a cruise, is SERIOUS business and needs unquestionable focus on the details. So you can just sit back and relax and be assured that your trip is in good hands. My personal knowledge, expertise and experience will make this a simple process for you.
I don't even like using the term "travel consultant" to describe who I am and what I do. I run a very personalized, high-level boutique firm that specializes in designing a travel experience for my clients at YOUR budget. Each client is treated like a VIP and I customize each experience for each client. I create wonderful memories for everyone I work with and those memories will last a lifetime. I have established a wonderful rapport with my suppliers and I am usually able to get upgrades, perks, bonuses and/or additional discounts and promos because of this.
To keep up to date on the very latest, I attend travel trade shows, seminars and take educational classes online so my clients can receive the very latest information and I can continue educating myself in the latest developments of travel.
A little more information....
Cancun All-Inclusive Resort
You can think of it as good, bad or indifferent, but travel today is not what it used to be. The biggest addition to the mix, of course, is the Internet, which provides numerous opportunities for travelers to begin researching their itineraries as soon as their dream begins to unfold. The operative word here however, is clearly "begin." With the world becoming "smaller," the expenses associated with travel can become "larger." This is where the travel professional not only enters the picture but also brings lots of meaningful contributions to the table. So many of my clients like to do the initial legwork and then discover such an overwhelming amount of options they decide to turn to me. Testimonials upon request.

subset: commoncrawl


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Sony is rumored to have scheduled a product announcement event for June 27, when the new RX200 / RX100 MKII might be revealed along with the so-called Mobile Cybershot.
Things are getting serious for Sony in June. Earlier this year, some sources have been mocked when they announced that the PlayStation maker is poised to introduce the so-called RX200, but new information has surfaced on the web.
Sony holding product launch event on June 27
People familiar with the matter are reporting that the camera is pretty much real and that it is coming in June. Well, if it is to confide in the latest batch of details, then the Sony RX200 announcement date is June 27.
Additionally, the new RX shooter will appear on the market shortly after its unveiling, though the precise release date continues to be unknown for the moment.
Sony RX200 to be joined by Mobile Cybershot with Honami JPEG engine
The June 27 event will have several surprises in toll for camera fans. It has been revealed that the Japan-based corporation will introduce a "Mobile Cybershot", which probably refers to that Honami smartphone with Cybershot branding.
The smartphone will feature an impressive camera, which will definitely rival the one of the newly-introduced Samsung Galaxy S4 Zoom and the rumored 41-megapixel Nokia EOS.
Sony's Mobile Cybershot smartphone will be powered by the Honami JPEG engine. This new technology will give photographers the possibility of capturing JPEG images at superior quality, solving one of the major problems with Sony cameras.
It may be just speculation, but Leica X Vario is living proof that rumors become true
This information is all based on rumor and speculation, which translates into the fact that it may not be true. However, we have already seen what happened in the Leica Mini M case.
The rumor mill has leaked all the information about the camera, while Leica has denied the claims. Eventually, the Vario X became official and Leica attracted the wrath and criticism of its fans.
Meanwhile, the Leica X Vario is available for purchase at the price of $2,850, while the Sony RX100 costs $648 at Amazon.


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As a Brian James Trailers Main Dealer, we can supply a full range of parts and accessories for all of the trailers in the range.
We also supply genuine parts and accessories for the full range of Ifor Williams trailers.
We stock a selection of trailer spares here at our dealership in Exeter, Devon. If you have any questions regarding fitment or compatibility, please don't hesitate to contact us
To find out more call our Parts Department on 01392 812021


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Content & Influencer
3000 marketers and
60 copywriters.
One Platform.
We have developed a fully automated publishing marketplace to simplify the lives of both advertisers and publishers.
We connect digital PR agencies, media agencies, and advertisers with website owners and influencers.
Today we connect over 3000 advertisers with 17000 websites across the globe.
WhitePress is a proprietary platform that automates content marketing campaigns and influencer marketing. Our services were created for informed marketers, their marketing agencies, SEO agencies, media agencies, and digital PR firms. We do not compete with our partners. Our clientele includes the largest marketing and media agencies in Central Europe.
Our partners are provided dedicated services and special discount pricing.
We educate our partners in content marketing and influencer marketing.
We value building long-term relationships, and don't compete with our partners. Our services are provided in a "white label" model.


text: IndustryLicenses for Equipment Licensing of Wireless Devices Usage Aboard a Yacht: Page ContentThe following documents should be attached to the application:The personal data sheet of the device users and two copies thereof (CS 1-18).Three copies of the users' National ID cards, certified as true copies and stamped with the applicant's seal.A permanent authorization for the applicant's delegate or an authorization of that delegate pursuant to the application. A copy of his National ID card should be attached therewith (CS 20-2).The power of attorney that the yacht's owner granted to his delegate within the framework of the licensing procedures for wireless maritime devices usage.The applicant's acknowledgement and designation of the official who will be held responsible before the NTRA with regard to the wireless devices (CS 22).A letter from the source of supply of the wireless devices with the data of the devices to be licensed (CS 10).The form of the appropriate technical specifications of the wireless devices to be licensed (CS 5-1).Three copies of the company's commercial register, certified as true copies, and stamped with the applicant's seal, indicating its activity. The original copy should be submitted for review.Three copies of the company's tax card, certified as true copies, indicating its activity. The original copy should be submitted for review.Three copies of the technical specification catalogues of the wireless devices to be imported for display and sale. They are available on the manufacturer's website.The approval of the Ministry of Transport - Maritime Transport Sector.The approval of the Ministry of Transport - Egyptian Authority for Maritime Safety (EAFMS) – Marine Inspection department, determining the navigation area.Three copies of the lynch registration certificate. The original copy should be submitted for review.The receipt of payment of administrative fees determined by the NTRA's treasury.


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CLOUDSURANCE™: Complete, Iron-Clad Protection For Your Cloud Infrastructure
In the course of helping thousands of businesses migrate to the cloud, we have found that there are several concerns that prevent business owners from fully embracing cloud technologies. While most are aware that the cloud comes with game-changing benefits, some business owners worry about issues like data loss, cyber attacks and downtime.
Although modern cloud servers have been proven secure and reliable, we understand the concerns that business owners face. And as a gesture of support to our valued clients and customers, we have launched Cloudsurance™, the first ever insurance program for cloud users. Cloudsurance™ fully guarantees each and every aspect of your cloud experience, so you know you're protected in a worst case scenario.
Complete Coverage:
How Cloudsurance™ Protects Your IT Assets
Cloudsurance™ protects your cloud-hosted assets financially, technically and structurally. Every effort is made to ensure that your systems remain safe and secure, with financial compensation provided in the unlikely event of a worst-case scenario. Areas of coverage include:
Data Loss Compensation
Financial compensation in the unlikely event of data loss
DOWNTIME Compensation
Financial compensation and technical support in the event of downtime
Cyber Attack Protection
Financial compensation and troubleshooting in the event that your assets are affected by malware or a cyber attack against your provider
Disaster Recovery Support
Instant disaster recovery support 24/7/365, to get your business back on its feet in the event of a disaster.
Urgent Migration Support
In the event that you ever need to change cloud providers, we provide migration support at no extra charge.


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Posts Tagged 'contemporary art'
End of the Year Thanks!
November 19, 2018
So thankful for the opportunities I had this year! One was creating art for wine labels for Chestnut Oak Vineyard! The first has been released on their white table wine, "Alba". I have also enjoyed showing with the art group, BozART, this year and our final show is on the downtown Mall, 100 5th St NE, […]
2018 | Uncategorized | Tags: #carolbarberart #creativelife #acrylic #originalpainting #contemporaryart #abstractart #artwork #artist #art #modern #interiordesign #artofinstagram, #winelabel, contemporary artComments (0)
Teeny Tiny Trifecta
August 30, 2018
Super excited to have three works in the Teeny Tiny Trifecta show at the Second Street Gallery. This is a fund raiser for the gallery and you can also purchase the small works online. Everyone is priced at $100.00! Check them out: https://squareup.com/store/second-street-gallery-inc Or these are the opportunities to see them in person: September 5th, 5-7pm: […]


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Duvet Quallofil Allerban 200 g
This duvet with a density of approximately 200 g/m² is packed with Dacron Quallofil Allerban silicone hollow fibers which guarantee extreme lightness, superior bulking while ensuring controlled heat.
Its envelope is percale in pure cotton 125 g/m² of white color.
Duvet 2 in 1 with stitching in waves for a perfect maintenance of the lining. Padding of Dacron Quallofil Allerban silicone hollow fibers, lightweight, swelling and thermoregulatory.
This 100% polyester garnished product is lightweight and regulates heat. This quality duvet is therefore ideal for heated interiors or for soft seasons.
This duvet is furnished with guaranteed anti-mite and anti-microbial fibers. It is therefore perfectly suited for people allergic to dust mites or dust mites.
It is also certified Oko-Tex Standard 100 Confidence Textile: it has been tested and guaranteed without any substance undesirable for health.
This duvet is made in Germany and guaranteed for 2 years.
Quality sewing, in waves, which ensures a good maintenance of the fiber inside the envelope.
Available in : 140x200 cm, 200x200 cm, 240x220 cm, 260x240 cm.
Maintenance tips
Machine washable at 40 °C (soft program and laundry for delicate textiles).
Possible drying in tumble dryer (up to 120°C).
Ventilate the room and duvet regularly to reduce ambient humidity.
After validation of your order and reception of the payment, the delivery will be effective within 2 to 3 working days by So Colissimo.
The Express delivery by TNT is possible. (in Metropolitan France)
The customer has a deadline of 14 days, from delivery date of the good to inform Textiles Granges sur Vologne about his decision to cancel his order and to receive the reimbursement without penality except return costs.
Very light duvet, heat regulator, anti-bacterial treatment.
Claudia D. published the 28/04/2020 following an order made on 20/04/2020
tres bien
Lydie B. published the 28/04/2020 following an order made on 18/04/2020
Conforme mais gênée que l'emballage soit arrivé ouvert
ALISON A. published the 11/02/2020 following an order made on 03/02/2020
Couette légère


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How Long Does it Take to Obtain a Masters Degree?
Timeframe Factors Many students pursuing their Masters degree can complete it in two years of graduate study. The exact amount of time needed to obtain a Masters degree varies, however. This depends on many different factors. Credits that can be transferred make a significant difference in graduation time. Students who have previous credits to apply into the graduate program often do not need to repeat those courses. For example, a student returning to graduate school after several years may have previous credits that apply. Course performance is another key issue affecting finishing time. Many universities recognize only course credits if a minimum grade has been earned. Many students can achieve the necessary grades, while some might have trouble. This can lead to repeat courses, which delays degree completion. Money Factors Issues regarding money also change the necessary time frame for degree completion. Graduate programs are often very expensive. Problems with financing can slow a


text: kenmorefield Posted January 19 Author Report Share Posted January 19 Christian is not the only one who has mentioned the use of "11" for Honorable Mention. Right now the app *requires* a numerical value, but I may ask developer about that. Joel and Andrew also consulted by e-mail. I am waffling about the *introduction* space. I asked for it, but I agree that I think the space overall looks cleaner and better if it just gives us the list. That makes me wonder -- where to put prefatory material for past or future lists. This issue probably comes up because some lists (Top 25s, EJ have been published elsewhere -- Image/Transpositions) but the forthcoming EJ list is being published here. So I'm tempted to say, let's make A&F the depository for the *lists* (which includes blurbs of individual films) but not necessarily for the the introductions/essays about the lists...still there are some nice intros to past Top 25s. Other thoughts? Quote 1More Film Blog Faith and Spirituality in Masters of World Cinema Faith and Spirituality in Masters of World Cinema, Volume II Link to post Share on other sites


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The iOS 10 update made some significant changes to the Messages app, including the ability for you to send some additional types of messages. One of these new message types is called "Digital Touch" and allows you to create drawings and send them to your contacts. It's a fun tool that you may find to be more useful or personal than simply sending text messages.
Our tutorial below will show you where to find this option so that you can start drawing in messages and sharing those drawings with your friends and family.
Using the New Draw Feature in iOS 10
The steps in this guide were performed on an iPhone 7 Plus, in iOS 10. Note that this feature is not available on versions of iOS lower than 10 so if you haven't yet updated, then you will not be able to use this feature.
Step 1: Open the Messages app.
Step 2: Select the conversation into which you would like to add a drawing.
Step 3: Tap the heart icon. If you only see an arrow, then tap that, then the heart icon.
Step 4: Start drawing by swiping your finger in the black rectangle at the center of the screen.
You can also tap the icons at the right side to see some of the built-in features that you can use.
Step 5: Once you have finished drawing your message, tap the blue circle with the arrow at the right side of the screen. Note that you can switch the color of the "ink" used for your drawing by choosing different circles at the left side of the screen.
Did you know that you can stop problematic phone numbers or contacts from calling you on your iPhone? Learn about the call-blocking feature on the iPhone 7 and start eliminating contact from unwanted telemarketers and spammers.
Disclaimer: Most of the pages on the internet include affiliate links, including some on this site.


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XLN Audio AD Retro Expansion
XLN Addictive Drums Retro is the first ADpak expansion for Addictive Drums and features three classic Ludwig drum sets from the 60s and 70s with cymbals from Paiste and Sabian.
The XLN Retro drums were recorded in Studios 301 Stockholm in a big recording room with a rich ambience. Retro expands the Addictive Drums library and allows you to mix and match between the original drums and the new vintage kits. Retro also includes cowbells, tambourines and hand claps.
Retro is great for a vintage sound with presets inspired by classic songs. But you can also use the modern presets for an up-to-date sound full of character. Or turn to the RetroMental soundbank for a chance to hear the Ludwig kits like you've never heard them before. With the Retro ADpak you get over 1300 midi loops and 70 presets that will get you groovin' in Motown, banging your head to booming heavy Rock, and tunin' out to psychedelic Rock'n'Roll!
Call GAK now for product info, advice and the Best Prices - 01273 665400
- 3 Ludwig Kits: 60s Pop Kit / Heavy 70s Kit / Vistalite Kit
- 70 Presets: Clean Kits / Heavy Rock / Modern / Motown / PopRock / RetroMental
- 1300 MIDI Files: 60s Rock Grooves / Heavy Rock Grooves / Motown Beats / Motown Swing Beats / Rock'n'Roll Grooves
No upgrades available


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The Peach Keeper
By Sarah Addison Allen
Do you have OCDs about certain books? I totally do! For example: Sarah Addison Allen must be read while sitting in the sun, preferably in the spring. So that is what I did a few days ago when we were lucky enough to have a beautiful spring day. I made it through a good amount of the book before I lost the sun and it was just too chilly outside to continue. I was going to finish it the following day when I could enjoy it in the sun but even after it got dark I couldn't put this book down.
How is it that one author never fails to make you want to live in her story, to envy the characters and want to travel to the places and yet when I close the book I don't feel depressed that I don't have that life, I feel more hopeful about my own! I loved this book.
I love how her books are so impacted by food (there is even a chef from one of Allen's previous books that makes a short appearance). I love the various scents that bring out different memories as well as so many emotions. I love the friendships. This book had an eerie feel to it that I don't remember in her previous books and I really loved that! It fit perfectly into the story but didn't stop the book from having a light ending.
I will admit that even with all this love, there were a few parts that weren't my favorite. I am torn by the perfect way everything wraps up. Part of me thinks come one mix it up a little bit but the other part tells that part to shut up because it wouldn't be the delightful story it is if it didn't end that way. So, prepare yourself for an eye role and maybe an "oh my god of course" and then enjoy the rest of the journey.
**Source: ARC from Amazon Vine


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We Buy Woodlawn MD houses for cash
Sell your house in Woodlawn MD fast with Highest Cash Offer.
Highest Cash Offer is a home buying business that has actually been purchasing "as is" homes across the country for several years. Whether you need to offer your home because of foreclosure, acquired home, divorce, or any other problems, we purchase homes in Woodlawn MD for money! Highestcashoffer.com has worked with many Woodlawn MD house owners just like you to provide a basic, quick, hassle-free home purchasing option that is customized to meet your specific needs. We don't utilize banks or home mortgage businesses so we can buy homes in any location, price range or condition. Our procedure is easy and won't cost you a thing. We will discuss our house purchasing process, address your questions, evaluate the current condition of your house, and make a fair cash buyout offer to acquire your home. If you accept the no responsibility cash offer, we'll set up a closing in as little as 7 days so you get your cash quick and carry on with your life. If you need to sell your home quick, we will make the highest cash offer for your house. Get started today and give us a call at (888) 387-5750 or fill out the form above for a free no obligation cash quote today!


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Continuing the American musical theme this week, today's From the Library features three American traditions: Sacred Harp, Shaker hymnody, and, for a little leavening, a contra-dance band.
From the Library is produced by Radio Riel in conjunction with the Caledon Library in Second Life. Today's program was produced by Otenth Paderborn.
For more information on the Caledon Library, current exhibits and the work of Second Life reference libraries in general, please visit the Caledon Library Web site, or one of their locations in-world.
You can listen now at http://music.radioriel.org — the ideal URL for you to use in your home parcel media address in-world — or simply visit any Caledon Library branch in-world and press Play on your embedded music player. (If you want to listen off-world, eg in Winamp or iTunes, and the above address doesn't work for you, click here.)


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The team of the Pharmaceutical Company "VISTA" is an energetic and creative people who are constantly striving for development. We study our successes and defeats, always engage and support the new ideas. We are confident that our business model is a challenge to the existing standards in the pharmaceutical industry, and we are really proud of this as the true innovators. Each employee of the Pharmaceutical Company "VISTA" shares the appointment of a company, which is based on improving the people's life quality, preserving their health, and is an exceptional value for all the founders of the company.
VISTA medicines correspond to national and world quality standards. They are purchased and systematically used by the majority of medical clinics in Ukraine for the treatment of cancer and other diseases, the price of which is human life!


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Song Du Jour
February 2, 2009
This song was written for the Susan B Anthony project video. Susan B Anthony Project, located in Torrington, CT, promotes safety, healing and growth for all survivors of domestic and secual abuse and advocates for the autonomy of women and the end of interpersonal violence. Their services include community outreach, 24 hour hotlines, counseling, domestic violence services, sexual assault crisis and transitional living resources.
Susan B


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This content has been marked as final. Show 3 replies
Re: How much do Marketing PR Consultants charge please?Analysight May 24, 2009 11:26 AM (in response to LuxurysFinest)
Consulting rates vary dramatically from one consultant to the next - and that's in all areas of consulting, not just Marketing and PR.
The rate a consultant charges depends on several factors, including the reputation and experience of the consultant; the type of client base the consultant serves; the scope of the assignment; and the demand for the services the consultant provides. The location of the consultant (e.g., large city, urban area, etc.) is also a factor.
Re: How much do Marketing PR Consultants charge please?LUCKIEST May 27, 2009 1:44 PM (in response to LuxurysFinest)Marketing PR Consultants
Kathryn, Are you looking for FREE Marketing PR Consultants.
Go to SCORE. SCORE is FREE and they also have a FREE Virtual Learning Center where you can take a marketing course.
Re: How much do Marketing PR Consultants charge please?Iwrite May 27, 2009 2:22 PM (in response to LUCKIEST)I think both answers are great. Could you tell us more about your business and needs? Also, please fill out your profile. Some of us might be able to answer some of your questions for free also.
Do some research and ask plenty of questions. Marketing and PR are not the same, neither is advertising - ask for references.
Connections are very important for a PR consultant, make sure the person has press connections or understands how to establish those connections, also ask about their understanding of social marketing and how to leverage it to grow your business.
The first step is the marketing and then the advertising and PR, but first address your marketing needs.
Go to original post
Reply to original post
Can anyone tell me?
Kind Regards,
Kind Regards,


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Big weekend for JD's team....another win. they are in 1st place, 2 games to go. If they win, they win the league and move up a division. Big deal for the boys. We are taking it week by week- checking off the wins and looking to the next one.
Had hoped for a nice run on Saturday but my ankle decided otherwise....swollen and painful, not a good time to run. So I went to Starbucks instead after dropping off Riley to warm up. I did get a project done this weekend- a big presentation/bid. I scrapped all my old presentations, powerpoints etc and started fresh- it took time but I really like the way it came out and hopefully it will get me the face to face meeting.
Sat night JB and I watched Everlasting Moments, a Swedish movie set in the early 1900's.
http://www.ifcfilms.com/films/everlasting-moments We enjoyed it...but be warned this is not a light hearted comedy.
JB and I had a good ride on Sunday....seems our new route is Elfin Forest, but we took a detour ad JB thought we could take a cool road up and over a neighborhood and drop into Elfin. Well the road we turned on, Mt Israel (off Del Dios near Lake Hodges by the Pottery Shop) climbs 500 feet in .6mile. Not sure what the grade is, but it was steeper than anything I have been on. Out of the saddle steep and hoping not to fall off my bike. HR was near 190 just trying to make it up the hill. Only to find out the road we hoped to turn on was closed to the public and after 2 dogs came barking and racing into our path did we turn around and head back down. Riding down was precarious as I hardly wanted to go flying onto Del Dios Hwy and get run over....rode the brakes all the way down. See JB loves to adventure and check things out and me, well, stick to the route. But see this is the off season so a detour here and there is not a big deal. I am trying...really. I know I need to lighten up a bit :)


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Dance formation "The Roosters" won the special award in Sevlievo Municipality in the city's festival "The Wizard Theatre".
The award was for the musicle "Sing and dance not to cry", directed by Simeon Dimitrov and choreography by Petya Stoykov.
This is the sixth award for the spectacle "Sing and dance not to cry". In 2014 the formation won 2 Grand Prix awards in the festivals in Varna and Russe and 3 individual first awards in the festival in Varna.
The unique project gathers on one stage children from orphanages and from families and this is the idea of the leader and the inspirer of the formation Georgi Dimitrov.
The spectacle was seen by hundreds of people during the national tour "The Roosters" around the country.
"The Roosters" prepare new dance project with premiere in November.


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The Vietnamese government is canceling plans for Taiwan-based Foxconn to manufacture mobile phones in the country. An official from the government of Vietnam revealed that their related department has cancelled the investment license issued to Foxconn Group for the construction of a USD200 million mobile phone plant in Vietnam. Nguyen Tien Hanh, head of investment […]
Nokia Siemens May Axe 4,000 Employees In China
28 November 2011
Nokia Siemens Networks has announced plans to cut 17,000 employees around the world by the end of 2013, including about 4,000 mainland Chinese employees. This is reportedly the largest layoff in the history of Nokia Siemens. According to the company, it had about 74,000 employees worldwide by November 1, 2011, which means one out of […]
Huawei Sales Up 19% In 2009
02 April 2010
Chinese telecom equipment maker Huawei Technologies has published its annual financial report for 2009, stating that its sales worldwide increased by 19% year-on-year to CNY149.1 billion.
The report shows that in 2009 Huawei realized net profit of CNY18.3 billion, its net profit rate was 12.2%, and its operating profit rate was 14.1%.
Promoted by the 3G network […]
China's Mobile Phone Export Down 17.2% In First Two Months Of 2009
10 April 2009
According to the statistics from China's Ministry of Industry and Information Technology, China's mobile phone output decreased by 11.2% year-on-year in the first two months of 2009 and its mobile phone exports decreased by 17.2% during the same period, the largest decline over the past few years.
The statistics from MIIT show that in January and […]
HTC Net Profit Down 30% In Q1 2009
09 April 2009
Affected by the global financial crisis and the delayed launch of its new mobile phone products, the Taiwan-based smartphone maker HTC states that its net profit decreased by 30% year-on-year to USD146.7 million in the first quarter of 2009.
HTC's financial report shows by March 31, 2009, its net profit decreased from NTD6.94 billion in the […]
MIIT: Chinese Mobile Phone Output Down 11.2% In First Two Months Of 2009
27 March 2009
China's Ministry of Industry and Information Technology has published a report on China's electronics manufacturing industry in the first two months of 2009, which states that the country's mobile phone output decreased by 11.2% during the period.
The MIIT says affected by the global financial crisis, both the manufacturing and export of China's electronics products have […]
European Tour Adds To Huawei's Gains
23 March 2009
Germany's Infineon Technologies AG has signed a letter of intent for a framework purchase agreement amounting to USD68 million with China's Huawei Technologies.
This deal, as an important part of the recent European procurement tour of the Chinese business delegation, is intended to supply end-to-end chip solutions to Huawei's wireline and wireless communication systems. Infineon will […]
China Mobile Eyes Roaming Service In Taiwan
16 March 2009
Chairman of China Mobile Wang Jianzhou says that the company is negotiating with three major Taiwanese telecommunications operators to launch a roaming service.
Wang told local media that China Mobile is currently discussing with Chunghwa Telecom, Taiwan Mobile, and Far Eastone Telecommunications on future cooperative agreements. He said while attending the current CPPCC meeting last week […]
Chinese Wireless Services Firm Issues Profit Warning
09 March 2009
The global financial crisis is finding new corpses in China as interactive mobile services firm Jingwei International Limited issued a profit warning for the fourth quarter of 2008.
The company says that due to rapid deterioration in economic condition at the end of 2008, Jingwei's consolidated net profit for the quarter ended December 31, 2008, is […]
China's Mobile Aspirations Disappoint As KongZhong Posts Annual Results, Gains Nokia Investment
19 February 2009
Chinese wireless value-added service firm KongZhong Corporation reported its unaudited fourth quarter 2008 financial results and showed a negligible quarterly profit and overall net loss for 2008.
While the company gleefully proclaimed that quarterly revenues exceeded guidance, with total revenues for the fourth quarter of 2008 increasing 34% year-over-year and 7% quarter-over-quarter to USD26.74 million, net […]
Nortel's Streaming Mobile Video Demonstrated In China
17 February 2009
Even though it already declared bankruptcy in Canada, Nortel is still working hard on expanding its business within China, and the company just unveiled details of its LTE TDD 4G tests.
Nortel has successfully completed the first end-to-end video streaming session using a TDD-based LTE network, working with commercial grade LTE base station and device prototypes […]
Motorola China Continues Cutting Jobs
13 February 2009
The global financial crisis has reared its head at Motorola, and the company has cut about 1000 staff in China in the last couple of months.
A public relations representative from Motorola China has confirmed the staff reduction to local media. People affected are all from the mobile phone department. There were reportedly 450 staff within […]
Ericsson Will Recruit Hundreds Of New Chinese Employees To Support 3G Construction
06 February 2009
While some companies around the world are responding to the financial crisis with job cuts, the newly issued 3G licenses in China have caused Ericsson to plan a hiring spree of several hundred new employees in China in 2009.
Chinese media previously reported that Ericsson China would cut 150 staff in March 2009, accounting for 5% […]
Trouble At KongZhong? CFO Departs Chinese Wireless Firm
29 January 2009
Beleaguered Chinese wireless value-added services firm KongZhong (KONG) has announced that Sam Sun, its chief financial officer, is leaving the company by the end of the week.
While it's never a good corporate omen for a CFO to flee so quickly from a company, while Sun will officially depart on February 1, 2009, he will stay […]
Huawei Sales Up 46% In 2008
09 January 2009
Chinese telecommunications equipment maker Huawei Technologies increased its sales by 46% year-on-year to USD23.3 billion in 2008.
Focus Media Bids Farewell To Wireless Advertising
10 December 2008
China's Focus Media (FMCN), China's largest digital media group, today provided an update on the expected charges resulting from the restructuring of its CGEN in-store advertising network and announced the termination of its remaining wireless advertising business.
Huawei Predicts USD4 Billion Handset Revenue In 2008
27 November 2008
According to Guo Ping, executive vice president of Huawei, the company's revenue from its mobile phone business is expected to increase 74% year-on-year to USD4 billion and the annual growth rate of its terminal business will top 30% in the next five years, because of the increased demands in emerging … Read More>>
Investments In China's Telecom Industry Will Top CNY300 Billion In 2009
19 November 2008
There is a financial crisis afoot, Chinese mobile value-added services firms are struggling, but at least one analyst believes that companies will continue to reap big profits.
General Manager For Motorola China Mobile Business Resigns
03 November 2008
Ren Weiguang, vice president and general manager of Motorola's (MOT) mobile business in China, resigned on October 31, 2008.
Global Finanical Woes Impact PCCW
17 October 2008
Global financial woes have hit Hong Kong's PCCW as it announced it is discontinuing the bidding process for the acquisition of up to a 45% interest in HKT Group Holdings Limited.


text: Storms TPB A shake-up in the Sith leadership has made the galaxy a worse place, not a better one. On the planet of Dac, the Mon Calamari are still feeling the wrath of Darth Krayt-their punishment for betraying the Sith Empire. Meanwhile, a victory has turned sour-and possibly deadly-for Cade Skywalker and his companions. And the Galactic Alliance comes closer to forming an alliance with deposed Emperor Roan Fel's forces against their mutual enemy. Now, if they can just agree on who that enemy is... Couverture et extraits


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J.Crew is offering an extra 30% off Final Sale items with code MUSTHAVE at checkout until 7.9.12...yay for the extra % off, but BOO for Final Sale! Thankfully, the Promo-Priced Items also receive the 30% discount but are NOT Final Sale...gotta love that! J.Crew has done a 'switch-up' on the Promo-priced items this week...some new items have been marked to promo-price, while others have gone back to regular-price or marked down to sale price (now making them final sale). I have updated the Women's list, and you can see the Updated Men's List here. :)
For those of you who aren't familiar with Promo-priced items, they are select Regular-price pieces that J.Crew marks down to a 'Promotional Price' for a short amount of time. These items are eligible for any extra % off sale or full-price promotions that may occur at any time. The Promo-priced items are also eligible for the Educator and Student Discounts, so if you are a teacher or student you can receive an additional 15% off on them, as well.
The promo-prices are usually in effect for a week or two (sometimes longer), then they either go back up to full-price or move on into Final Sale. I have noted the majority of the Women's Promo-priced items currently available on the J.Crew website here (please note that the items now ending in $.99 are the ones that have been marked down further from Promo-price and are now Final Sale):
*Origami sheath dress in wool crepe
*Maritime colorblock dress
*Antique paisley tunic
*Basket-weave shift dress
*Floral bouquet sash
*Edie calf hair wallet - now on promo for $138 (promo price was $158)
*Perfect shirt in linen
*Classic mini in double-serge cotton
*Whisper gauze beachcomber tunic
*Lilabeth dress in silk taffeta
*Stretch perfect shirt
*Sydney patent sandals
*Selima Sun® for J.Crew Sophia sunglasses
*Sophia gown in silk chiffon
*Vintage cotton long-sleeve tee
*Blythe blouse in silk - select colors now $59.99 and $69.99
*Kimono-sleeve maxidress - now $79.99 (not showing as Final Sale on 7.6.12)
*Filigree embroidered jacket - now $139.99
*Selima Sun® for J.Crew Belle sunglasses - 'Bright Kiwi' is $79.99
*Soludos® for J.Crew Dali espadrilles - now $29.99
*Italian Summer Scarf - now $29.99
*Braided leather boyfriend belt - now $39.99
*Ready-or-not suede sandals - now $79.99*Jackie pullover - select colors now $49.99
*Silk bow cami in stripe - now $69.99
*Scout chino - - select colors now $49.99
*DODOcase™ for Kindle - now $39.99
*Silk-linen henley tunic- now $89.99
*Three-quarter sleeve stretch perfect shirt - select colors now $49.99
*Director dress in pinstripe Super 120s - now $149.99
*High-waist double-serge short - now $59.99
*Seville canvas and satin wedge espadrilles - now $89.99
*Inez patent sandals - now $79.99
*Azalea necklace - now $79.99
*magic wallet in calf hair - now $16.99
*Macie dress in silk chiffon - now $179.99
*Schoolboy blazer in eyelet - now $129.99
*Matinee trench - now $129.99 - just reduced to $99.99 on 7.4.12
*Sydney snakeskin sandals - now $199.99
*Back-bow dress - now $99.99
*Jumbo brulée necklace - now $79.99
*Summerweight chino short - now $29.99 and $39.99 in select colors
*Seville printed wedge espadrilles - were $79.99 - marked to $69.99 on 7.4.12
*Inez patent midheel sandals - now $139.99 - reduced to $109.99 on 7.4.12
*Ready-or-not suede wedges - now $149.99*Straw bucket hat - now $29.99
*Cecelia high-heel buckle sandals - now $119.99
*Monotone beaded necklace - now $29.99
*Swiss-dot dress - now $69.99
*Whisper gauze maxiskirt in stripe - now $49.99*Hutton trouser in wool crepe - now $99.99
*Bette suede platform wedges - now $99.99*Small crystal brulée bracelet - now $39.99
*Patent capri sandals - now $39.99
*Amie maxidress in whisper gauze - now $69.99
*Director dress in bi-stretch wool - now $139.99
*Feather paisley ruched lido halter top - now $34.99
*Feather paisley pleated bandeau top - now $39.99
*Feather paisley bikini - now $34.99
*Feather paisley knot hipster - now $34.99
*Waverly chino - select colors $49.99
*3" chino short - now $29.99 in select colors
*5" chino short - now $29.99 in select colors
*7" chino short - now $34.99 in select colors
*9" chino short - now $34.99 in select colors
*Tissue crewneck tee - now $14.99
*Vintage cotton long-sleeve V-neck tee - now $19.99 in select colors
*Boardwalk tote - now $49.99 - reduced to $39.99 on 7.4.12
*1035 jacket in wool crepe - now $159.99
*Aubrey jacket in wool crepe - now $129.99
*New élan trouser in wool crepe - now $89.99
*Bootcut jean in pitch black wash - now $69.99
*Amie maxidress - now $69.99 and $39.99
*Classic café capri - now $34.99 and $49.99
*Sophia dress in tricotine - now $139.99
Lovely Clothes. Beautiful Wardrobes. Smart Budgets. Life Adventures. Daily Domesticity & More.
Friday, July 6, 2012
J.Crew: Extra 30% Off Promo-Priced (& Final Sale) Items
8 comments:
I just want to thank you for maintaining this list. I haven't used it today but I have used it in the past and it's very helpful, especially when final sale is in effect. Greatly appreciated!ReplyDeleteReplies
Thank you, xoxo! It's always so nice to hear that the list is helpful. Enjoy your weekend! :)Delete
Thank you so much for doing this! I refuse to buy final sale and knowing which items are not final sale is very, very helpful.ReplyDeleteReplies
You're welcome Desert Flower, and thank you! Like I told xoxo, it's always nice to hear that the list is helpful. :)Delete
I've enjoyed reading your blog and I have awarded you the One Lovely Blog Award. Please visit my blog to receive it! http://beachchicstyle.blogspot.com/ReplyDeleteReplies
Thank you so much Beach Chic Girl! I'll be sure to stop by! :)Delete
Thank you so much for putting this together! I always have trouble with these J.Crew sales - so this is super helpful!ReplyDeleteReplies
You're welcome, Katherine! I'm so glad to hear that the list is helpful! Thanks for stopping by, too! :)Delete


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We all get home from a long day at work and feel like our feet and legs are so sore and achy. Athletes once they finish training may feel pain and soreness. What about the elderly that stay at home and perhaps have swollen legs and feet, tension or even varicose veins (which can be very painful).
According to some medical professions, the use of leg compression circulation massagers can help in the above ailments.
As we're always looking for affordable ways to help our achy legs, we thought it's time to find the five best reviewed leg compression circulation massagers (which also make a great present).


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We quickly learned that what other kids intuited — grammar, innuendo, body language — Casey would have to study, as if a second language, except it would be his first. So the lessons began in earnest — for all of us, really.
Using a weighted blanket is just like swaddling a babe or being hugged tight, and they've been touted for their treatment or help with insomnia, mental health issues (depression, anxiety, obsessive-compulsive disorder), restless leg syndrome, Alzheimer's and even cerebral palsy in adults, and have even shown some positive results with those on the autism spectrum.
The whole "we need to talk about your changing body" talk isn't necessarily easy (or comfortable, or pleasant) for parents. (Us included.) Don't worry— we asked a paediatrician for some help.
Our Weekly Newsletter Is Filled With:
- Recipes
- Expert Parenting Advice
- Tips & Hacks
- Contests


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|This article is a stub. You can help The Elder Scrolls VI Wiki by expanding it.
Argonians are one of the races that inhabit Tamriel in The Elder Scrolls series. They are a reptilian race, originally from Black Marsh. They can breathe under water for an unlimited amount of time and can use the power Histskin to regenerate health quickly. Argonians are considered by many players to be the second best race for playing as a thief, while the "best" race to play as a thief is the Khajiit.
Like the Khajiit, Argonians are often referred to as a "Beast Race", as they resemble lesser animals moreso than humans and mer, from the perspective of those culturally dominant races. They existed largely in a state of slavery for many centuries until near the end of the Third Era, although even after three centuries' time they still, again like the Khajiit, experience significant discrimination.


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Wednesday, 28 February 2018
Mothers Day Gift Ideas
I can't believe that it's almost march already and Mother's Day is just around the corner! I know a load of you liked my Mother's Day gift guide last year so I thought I'd do another one this year. I actually really enjoy putting these together, if only I could just treat myself to some of the items sometimes (especially that MAMA jumper *all the heart eyes*). So here's some of the little gifts I like the look of this year...
1. Necklace
I don't wear much jewellery due to the fact that I always forget to put it on. So I like to have pieces that I can wear all the time and suit most outfits. This necklace from Not on the High Street is just beautiful, and perfect for Mother's Day as you can personalise it with your children's/grandchildren's names.
2. Flowers
Much like on Valentine's Day, I know flowers are a pretty standard go-to gift. Not that I'm saying there's anything wrong with that, I'm definitely a fan of having fresh flowers around the house. Seeing as though Mother's Day is always around Spring time, tulips have to be my favourite blooms to get. They're just so colourful and pretty! You can pick up a bunch from Tesco for around £5 normally.
3. Banner
I've been following Darwin & Gray on IG for a while now and I just love her work! She does a gorgeous collection of banners including a Motherhood one which would be perfect for Mother's Day but it's unfortunately showing as out of stock at the moment. However, there is this one about coffee... one of the keys to survival to being a parent!
4. MAMA Jumper
Ok, so this is the only item that was on the gift guide last year too because I just love it so much. To be honest, if I'm not lucky enough to get one this year, I'm definitely treating myself to one. There's a great range of them too now, after the MAMA one, I really like WINGING IT too.
5. Wellies
I've come to realise that I need a decent pair of wellies just as much as my kids do. I put theirs on them and then head out down the same muddy paths wearing my white converse. Stupid I know. I think these mid height ones from Joules are beautiful with the little rain drop pattern. They actually do a few different patterns, this one was just my personal fave.
6. Joules Top
I don't buy many clothing pieces from Joules for me (the kids have got a few bits) but their Harbour top is perfect. I've got one in a Christmas design but they do so many different ones, including this grey stripe one with stars.
7. Champneys Set
Aled got me a Champneys bubble bath set for Christmas a couple of years ago and I absolutely loved it! Their products smell amazing and last forever too. Plus this set is half price in Boots at the moment too, winner!
8. Cards
I've mentioned before that I love Paperchase for cards, due to the range of different ones they have for all our different personalities. These three are my favourite from their website (super mum, home is where mum is, gincredible), but there's always more available in store.
9. Enamel Planter
If your Mum or Nana is a keen gardener, then they might like this enamel planter from Not on the High Street. I love the vintage look of it and It can be personalised on the front too, to make it extra special.
10. Decoration
I'm not a huge hanging decoration fan (apart from more modern and simplistic ones like the banners above) but if you are, then I thought this one from Paperchase was lovely.
11. Notebook
Gotta love a notebook, I always have one in my bag for my 12408753 ideas and to-do lists that are constantly running around in my head. This one from Paperchase says "Mum's place to vent' on the front which is perfect. I need to 'vent' on a daily basis!
12. Wooden Spoon
I've bought a couple of these personalised wooden spoons as gifts int he past and I think they make a lovely little gift, especially if your Mum/Nana is a fan of baking. They do ones with cupcakes on, but also just faces so it doesn't have to be cake related.
13. Cushion
Not really a novelty cushion fan but I saw this one on Not on the High Street and fell in love! I think it's because it's so compact and the typography on it has been designed really nicely.
As always, I hope my little gift guide has been of some use for you. I would definitely always check supermarkets (Asda, Tesco, Sainsburys, B&M, Home Bargains) for Mother's Day bits too as they always have some great little gifts available. And whatever your plans may be, I hope you have a lovely day!
Posted by Emma / Life with Oliver and Elsie at 9:00 am
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