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Archive for the 'Classrooms' Category
Those Who Can, Teach | Julia Beers
"Teachers must recognize in a conscious and deliberate manner their own worth as an interpretive community" (Fecho 1993).
Somehow, the pervasive and ridiculous saying, "Those who can, do. Those who can't, teach," had escaped my ears until I was in my mid-twenties. I remember hearing it in a movie while working on my credential at Mills and couldn't believe that this quote could possibly be so widespread. I knew at that point, from first hand experience, what a complex art it is to be a teacher, how deeply one has to know one's subject, students, and self in order to teach well. This quote seemed profoundly mistaken to me.
Over the years, as I have talked about my work with friends and family, I have been struck by their common misconceptions of what teachers do. When I arrive at a dinner date with friends and say, "Sorry I'm late. I was at work until six today," I am often met with inquiring gazes, and sometimes asked, "so…what do you all afternoon? Don't the kids leave at 2:15?" I am continually surprised that many people do not know a teacher's job goes on long after the bell rings. And so I bring my busy and yet unseen afternoon into the light, telling them about the thought and preparation that goes into each lesson, my assessment of student work, collaboration with colleagues, and communication with parents. Amidst these daily components of my job, I may also share about the unexpected challenges that have arisen on that particular day, working to get Medical set up for a family, keeping a student late to re-teach an important math concept, or gathering classroom materials for a newly admitted student. In telling these stories of what it truly means to be a teacher, I can do my part to slowly debunk the oppressive and mistaken portrait of the teacher that has been drawn in our minds.
So often teachers are overworked and have little extra time to be involved in the creation and critique of education discourse. It is a marginalization cycle that perpetuates itself: policy-makers are removed from the classroom and so do not seek to change the circumstances that teachers face, and since the public is not familiar with the reality of teaching, many continue to believe stories about the lazy or ignorant teacher. Seeing themselves reflected as such in the public eye, teachers often internalize these erroneous concepts, and then remain further silenced. If we are to break out of this system of teacher marginalization, we as teachers must recognize our own worth. Our voices must extend beyond our classroom walls, as we confer and deliberate within teacher communities. We must share our stories with others and develop a language for challenging misconceptions when we hear them. By bringing our expertise into the formal and informal arenas of education discourse, the meaningful, difficult, and activist work that we engage in daily can be more publicly seen and understood.
Perspectives from an ESL student | Zubin Hu
Zubin is a student in Teachers for Tomorrow's Schools. For two different classes, Zubin was required to select a student (ELD student preferred, but not required) from the classroom where he student-teaches. Zubin wrote the piece below in response to case studies he did in those classes. He chose the topic because he had not seen anyone mention anything on it and wanted others to be aware of the differences between the terms.
Some definitions (from www.pps.k12.or.us/files/curriculum/ESL_Terminology.doc):
ELL/ EL- English Language Learners/ English Learners
ELD- English Language Development is a system of instruction focused on teaching ELLs to use English proficiently to communicate for various purposes in four language domains – speaking, listening, reading, and writing. ELD is also a class period that all students placed in the ESL Program are assigned. It has its own curriculum and state standards.
ELP- English Language Proficiency are levels of English language learners' fluency based on their stage of language acquisition and characterized by specific student language behaviors in reading, writing, listening, and speaking. The levels are determined by State ELPA Test. Level 1 is Beginner. Level 2 is Early-Intermediate. Level 3 is Intermediate. Level 4 is Early- Advanced. Level 5 is Advanced.
ELPA- English Language Proficiency Assessment is the annual state exam for assessing English learners' growth in English proficiency
ESL- English as a Second Language
To many people, the phrases "ESL", "EL", "ELL", and "ELD" are the same thing. However, to me, they are different. I am an ESL student, and "ESL" is the only one among the four definitions listed above that I'd love to be identified as. Being an ESL student implies that I can speak another language and may have language barrier. On the other hand, being an EL, ELL, or ELD basically means one has language barrier.
For my case studies on language, I found two students whose home languages are not English. However, they both refused to participate. I felt that they both were anxious about English being their second language. One student even lied. He told me that he was born in Berkeley, and he only speaks English at home. I mentioned this to my roommate, who is also an ESL student, and he said that when he was in school, he didn't want people know that he was in the ELD program because he was worried people would look down on him. When I asked him if he wanted to be identified as an ESL student, he said that would be better for him because he would have the privilege of speaking two languages.
I understand that some other people don't want to be identified with any of the four terms above. However, we, as educators, should affirm students' identities and encourage them be proud.
One day while I was talking to my case study student, she reminded me that teachers often tell ELD students to write the definitions in their native languages. I followed this method myself when I was in school and wrote the Chinese translation of the words I didn't know. I used to read each article at least three times. The first time reading the article, I basically just looked for the words I didn't understand and wrote down the definition. The second time reading the article, I just tried to make sense of the article. If I found any definition didn't make sense, I would go back to the dictionary and find an alternative. The third time reading the article, I was trying to understand it. My reading speed was slow. I spent much more time than other students to understand an article. After doing this for a year, I got tired of it and found that it wasn't very helpful. English is such a complicated language because so many words have more than one meaning. Also, if a word is used in different context, the definition may be different. I then stopped writing the definition for every word that I didn't know. Instead, I just tried to figure out the meaning through the context. If I still really had no idea what a word meant, then I look it up in the dictionary and choose the one that makes the most sense.
To many ESL students, especially in high school level, math and science are their favorite subjects. Maybe favorite is not very accurate, and I should use easier-to-catch-up-to instead. We come in with some understanding of those subjects. All we need is just to translate them into English and make sense of them.
Math class was very important to me in high school. I built my confidence in speaking and working with native speakers. Even though I didn't understand much of the language, I did understand the examples or content. When I got home, I just focused on the vocabulary. Eventually, I was able to understand most of the things talked about in class. This approach may be limited to only a small number of individuals, but this definitely works in some cases including my own. I believe that vocabulary instruction is essential to effective math and science instruction. It not only includes teaching math or science specific terms such as "mean" or "percent," but also includes understanding the difference between the mathematical or scientific definition of a word and other definitions of that word.
How ELL students feel about themselves is directly affected by the education policies put in place for English Language Learners. Education policy makers set strict English language standards and push for ESL students to acquire English language proficiency at a rapid pace. This urgent focus on language acquisition creates anxiety for ELL/ESL students. Are there any influences we, as educators, bring to ELLs? If teachers are not sensitive to or responsive toward ELLs' cultural identities, ELL students can be pushed further toward the fringes of the classroom until they ultimately withdraw from the learning process. If teachers focus so much energy on mainstreaming ESL students, they will place little or no value on students' ability to speak two languages. Acknowledging and affirming all students' cultural identities in the classroom strengthens individuals' sense of value, and their academic performance in the long run. Teachers who understand and support the cultural norms of diverse learners help create a nurturing environment for those students, and can then encourage those students to feel more comfortable in taking the risks that can lead to so much learning and development. By incorporating the wealth of students' cultural backgrounds into the curriculum educators can advance the learning of all students, meeting the policy makers' goals and fulfilling our obligations to all of our students. The question, then remains: how do we build a curriculum that integrates multicultural backgrounds on an ongoing basis, and not just as a one-time multicultural event or activity?
Thinking Outside the Box Part II: How One School Is Doing Things Differently| Laurie Grassi-Redmond
I wrote a post for this blog back in February, when I was planning to open a new school in Freedom, Maine. Shortly after writing the post, I held some informational sessions at local public libraries in the area. I wanted to see how many families might be interested in this type of school. It's really outside of the box: three days a week, half of every school day spent outside, a truly multi-age setting of 5-10 year-colds all together, two full-time teachers, preparing and eating meals together made from local, organic foods… I just didn't know if there would be enough interest to make a go of it.
At the first information session, one person showed up.
Three came to the second, and three came to the third. I paused to reconsider the idea. I thought deeply, talked to all my people, and decided in the end to go ahead with it. Even if I could get ten children, I figured, at least I would have a wonderful school environment for my own two daughters, and I would be able to provide what I feel is the best that education has to offer to another eight local children.
Well, The Mill School opened its doors on September 10th, fully enrolled with twenty local children, ages five to ten, and another eighteen on the waiting list. As it turns out, a lot of people are interested in exactly this kind of school. And so far, things are going as smoothly as can be expected at a brand new school. My colleague and I have changed the daily schedule about five times already. But the children are relaxed and happy, the parents are so supportive, and we have time to really get to know the children, as people, and as learners. Our first place-based curricular unit has begun, our food is delicious, and we are spending a lot of time outside, building strong bodies and connecting to the natural environment. The children are learning the daily routines. It feels to me as if this outside-of-the-box school is blossoming. As one student said to me yesterday, "It's so weird. At my old school, the teacher was the enemy. But here, you're just not. You two, like, seem to really care about us." I smiled, and she paused before she added, "And the food here is so good too!"
I am always interested in hearing about other schools where things are being done differently; please let me know if you have a story to share. You can contact me, and learn more about The Mill School, at www.themillschool.org
School Gardens | Elizabeth Baker
Elizabeth Baker is the Associate Professor of Practice TTS/Math-Science 4 + 1 Program Director at the School of Education at Mills College.
"What we observe is not nature itself but nature observed to our method of questioning." –Heisenberg, Physics and Philosophy
In 1995, California launched the "Garden in Every School" program, and since then the Department of Education has provided standards, curriculum, and evaluative research for school gardens. In addition, the legislature has enacted several bills that promote and (partially) fund school gardens. In 2003, when I was hired to work on an NSF grant using a garden-based mathematics curriculum, there were 3,000 public edible school gardens in California. By 2008 when our grant ended, there were 6,000 schools participating in the edible school garden movement (http://cns.ucdavis.edu/news/index.cfm). Currently, the California School Garden Network reckons that there are close to 10,000 schools participating.
Our state continues to emphasize nutrition education and health through the CA Nutrition Services Department, which now manages the Garden in Every School program. Consequently, we see many raised bed vegetable boxes on typically asphalt-covered or flat green space. School gardens in public urban areas generally do not contain intimate spaces, wild spaces, or even much digging room. Often there is no place to sit or gather a group of students together. There are exceptions, most notably The Edible School Yard at the MLK garden in Berkeley, and two of my favorite spaces: Franklin Elementary and Joaquin Miller in Oakland. Although there are detractors, the most incendiary being Caitlin Flanagan (Cultivating Failure in the January 1, 2010 issue of the Atlantic Monthly), incorporating a school garden into elementary and some secondary schools continues to be on the side of the angels, and research backs up the academic and social/behavioral merits. (See, for example, Lieberman and Hoody, Closing the Achievement Gap: Using the Environment as an Integrating Context for Learning, a 1992 paper presented at the State Education and Environmental Roundtable San Diego; D. Blair, The Child in the Garden: An Evaluative review of the Benefits of School Gardening, in the Journal of Environmental Education, Winter, Vol. 40, issue 2 in 2009.)
I recently returned from an inspiring trip to England that included visits to gardens, including school gardens. I was struck by the diversity and creative use of small school garden spaces for academic use. Perhaps because there has been a long history of gardening as a national pastime, of small home gardens, and of community vegetable allotments, the educational use focused more on creating interesting, diverse, and/or beautiful spots for students to be in –in other words, the emphasis was more on wonder and less on fava beans.For example, some schools, taking their lead from the British Natural History Museum, and perhaps less worried about bee stings or law suits from bee stings, kept bee houses if they found bees near the school. If there was a source of unwanted timber, typically tree stumps, schools made "stumperies". When I asked what were the best kind of stumps for stumperies, I was told "the ones available!" These are seeded with ferns and soil then left to be; as they decompose, they become a great habitat. Schools emphasize increasing wildlife and diversity, and the students are counting, year after year. Counting the rain, the sun, the clouds, the insects, the arachnids, the birds, the ferns, and the plants that appear. The students use data from past years' classes, and as the years add up so do the questions and evidence about what new has arrived and in what quantities, what the climate is up to, and what change is happening. Elementary gardens don't look so elementary. They are intensely local just as the students are.
I know that some of our schools are doing these kinds of things too: creating habitat gardens for butterflies; bee- and pollinator-friendly plantings that may include vegetables too, and other naturalized and native plant areas. But even though we live in a place where we can harvest strawberries in November, it is hard work and most of the work falls on the shoulders of teachers. I can attest to the community building and wonderful things that can happen on "community garden days" (a euphuism for weeding) in our local public schools, but I am hoping we can opt for a certain spaciousness of thinking and planning in our school garden spaces that allow for things to emerge –a constructivist approach to school gardens, if you will. Let's resist the pressing urge to align all of the garden work to the standards, guidelines, and benchmarks, and justify it with the test scores. Resist imposing specific questions with correct answers. Resist imposing order to the planter boxes. Let's instead create spaces that invite paying close attention, welcoming places for students to be idle and just observe and develop their own method for questions.
Teaching and Learning Collaboration in Haiti | Katherine Schultz
This July, I went with five educators—including Linda Kroll, Fredi Breuer, Serena Clayton and Regie Stites—to Haiti to work with teachers from three different schools supported by Sionfonds [http://www.sionfondsforhaiti.org], an NGO founded by Annie Blackstone. Sionfonds works with local communities to construct buildings for schools in locations with few, and sometimes no, educational opportunities. Once the schools are established, Sionfonds pays teacher salaries and provides medical and dental care for children and families in the school community. During the past two years, the organization has also provided professional development to improve teaching, a crucial matter in Haiti where literacy rates are alarmingly low among children and adults. [http://en.wikipedia.org/wiki/Education_in_Haiti]
We spent a week at the Sionfonds school in Cavaillon, a small rural community about four hours from Port-Au-Prince. Together with 25 teachers from the three schools, we ran a week-long summer school for about 190 children that focused on community building, reading, writing, and bookmaking. Our goal was to introduce collaborative methods while teaching the children and teachers. We first spent the first day working with the teachers. For the rest of the week, the teachers spent each morning in classrooms, teaching in teams of two and three; in the afternoons, they met with us to reflect on their experiences and learn new methods for collaboration and teaching literacy. They used this knowledge to plan the next day.
We wanted the teachers to be captured by the excitement of collaborating with one another to learn new methods of teaching. We also wanted them to learn new ways to talk about reading, writing, and making books. We knew they would learn differently if we set them up to learn with and from each other. We hoped teachers would then bring these same methods into their classrooms, so that students could learn with and from peers as well as from teachers. We also wanted teachers and students –many of whom live in homes with no books—to feel that they were readers and writers. Overall, we wanted to convey that school is much more than preparation for tests, and education can allow children and adults alike to dream and imagine new possibilities.
We were pleased to find that there was already lots of collaboration in the school. The classrooms were partitioned off by small poles and narrow strips of canvas, with as many as five classrooms in a single open space. The voices of teachers and children from all the adjoining classes mixed together, sometimes creating so much noise it was difficult to hear. Great teaching ideas traveled between classes along with and through the sounds.
We built on this collaboration as we paired teachers from different schools to teach in a single classroom and then introduced literacy practices that could be taught using collaborative methods. One more formal collaborative practice is called "collaborative mentoring," and we introduced it to the teaches as a way they could observe and provide feedback for each other's teaching. Teachers shared their classroom experiences and observations in powerful conversations, and over the week we saw them try out practices they observed in their partner teachers' classes.
Similarly, although the children often worked together informally, we showed the teachers several formal strategies they could use to help students collaborate. In Haiti, as in much of the world, teachers ask questions and the whole class responds – hopefully with the answer anticipated by the teacher. We showed teachers how they could instead engage the students by having them turn to a partner to discuss the ideas in the book rather than by searching for a correct answer. We suggested that they ask students questions to elicit more details in their writing, rather than simply demanding that they fill a page. Further, we encouraged them to teach pairs of students to try this same process with each other. During the week, each teacher and student made two different kinds of books, one for poetry and one for narrative writing; at our celebration at the end of the week, younger and older children shared their stories with one another, illustrating another form of collaboration.
A week of literacy and collaboration was a powerful experience for the teachers and students. During the time we were in Cavaillon, we saw so much change. We saw adults and children learn the pleasure of reading stories with unexpected endings and of arguing about their meaning. We saw them experience the delight of seeing poems and stories unfold, of writing in books they made themselves, and sharing those books with their families and friends. They learned to view themselves as readers and authors. On the last day, a fifth grade teacher told us, "We know a lot of stories but I never decided to write them down. Last night I wrote a beautiful story in French. I will ask the children to make predictions when I read it in September. I think the story will go far and I am very happy."
Our work in Haiti illustrates how important it is to create opportunities for teachers and students to work together and learn from one another. In the United States we have largely eliminated such opportunities for collaboration in our relentless push to raise test scores and close the so-called achievement gap. We forget how important it is for teachers to learn from one another and share their expertise, which reinforces the professionalism of teaching. In a world consumed by high stakes educational reform, we have become blind to how collaborative practice improves the quality of teaching. I suggest we pause, reflect, and learn from efforts such as our work in Haiti, where we saw teachers and children learning from and with each other, and joyfully and proudly changing their practices.
Katherine Schultz is the Dean and Professor of Education at the School of Education at Mills College.
Student Silence, Introverts, and Classroom Participation | Katherine Schultz
Jessica Lahey, a high school teacher and writer, argues in the Atlantic magazine (February, 2013) (that introverts should be required to speak in class. She claims that classroom participation grades are not only fair; they are necessary. Drawing on recent work on introverts (e.g., Susan Cain's popular new book, Quiet: The power of introverts in a world that can't stop talking), she suggests that in order to be successful in today's world, it is imperative that introverted students be taught and coerced through grades and expectations to participate in class.
I disagree. Lahey paints students who are quiet in her class with a broad brush, calling them all "introverts." The truth is that there are many reasons students may choose not to verbally participate in school. Some students are painfully shy and perhaps even introverts. Other students choose their moments to speak carefully, participating in silence for long periods before they decide to speak aloud. Some are quiet in school and loud in other contexts. Sometimes a student's silence protects her from ridicule or bullying. In many cultures, silence is a sign of deep respect and more highly valued than talk. I would argue that Lahey's advocacy for grading or counting classroom participation ignores the value and uses of silence in the classrooms, overlooking the myriad of other ways students participate.
Lahey also locates students' silences in individuals rather than understanding them as a product of group interaction and situations. The students she worries about are ones she labels as "introverts", assuming it is a characteristic of the student rather than the circumstance that creates the silence or reticence. I would suggest, instead, that it is useful to look at how classrooms and other contexts create silences in youth. Rather than punishing the so-called introverts for their silence or forcing them to speak by grading their classroom participation, teachers like Lahey might inquire into the silence of certain students in their classrooms, looking into the reasons for their silence, the places where are they more vocal, and imagining other ways they might be encouraged to participate.
In my own work, I suggest that we redefine what we mean by classroom participation. Teachers often define classroom participation as a verbal response that fits into a routine that the teacher has established. (Typically, the teacher asks a question, the student responds and the teacher affirms the correctness of the answer. Students are then said to participate.) But can students participate without speaking out loud? Should teachers consider the times that a student gives silent assent to a question or thoughtfully jots notes for a future essay as participation? Are these useful forms of participation? It is important to note that one student's silence can enable another student to speak. Do students have a responsibility to contribute to the silence of a classroom so that others can talk, along with a responsibility to contribute verbally to the discussion? How might silence be re-framed as a "productive" or useful contribution to classroom classrooms? Finally, how to we create other contexts for participation such as multimedia projects where students "speak" through recorded text.
Lahey claims that she wants to prepare her students for the future where verbal participation is critical for their success. I suggest instead that we rethink how we understand students' silences. I want us to remain cautious about labeling children as introverts, rather than understanding the larger contexts of how and why they choose to participate in certain ways. Otherwise, the particular contributions these students make to the classroom community may be unheard, unrecognized, and discounted. The absence of talk might lead a teacher to assume the absence of learning. It may be difficult for a student to escape the label of the "silent" student or the "introvert."
There are potentially grave consequences for students when teachers do not understand their silence as a form of participation. Narrow interpretations of the meanings of silence can lead to false assumptions about student participation in classroom activities. For instance, students who are silent might receive low grades for classroom participation, when in fact they are actively engaged in learning. Rather than working to fix or change "introverts" I suggest we understand the various reasons students choose to participate verbally in classrooms or to refrain from such participation. Shouldn't our goal as educators be to rethink our classroom as places that support all students to learn?
Note: I elaborate these ideas in my book, Rethinking Classroom Participation: Listening to Silent Voices, Teachers College Press, 2009.
This originally appeared on the Washington Post's education blog: The Answer Sheet on 2/12/13.
Teachers' Quest for Powerful Real-Time Data | Carrie Wilson
"What does a successful science journal look like in second grade?" … "What do I hope this partner reading conversation sounds like?" …
"What data would indicate that my students have really internalized the science concept we are studying?"
These are the kinds of questions that our teacher scholars grapple with in their collaborative Mills Teacher Scholars work sessions. On the surface, these questions may seem straightforward. But in practice, seeking thoughtful answers to questions about student understanding of content involves delving in to messy issues. Perhaps the most common struggle our teachers scholars face is teasing apart evidence of student understanding from evidence of a student's ability to follow directions. Upon looking closely and reflecting with colleagues teachers discover that an assignment with very clear and complete directions may yield more data about students' ability to follow directions than about their understanding of the key concepts. So how can we figure out what students really understand?
In a Mills Teacher Scholars session facilitated last month by teacher scholar leaders from Oakland Unified, I listened as teachers went around the circle sharing the focus of their inquiries and what data might provide useful information as to how their students were, or were not, progressing towards the learning goal each teacher had established.
Several teachers shared that they changed their routine data source from their initial idea. In each case, the teacher wanted to know what the students were thinking, and which concepts the students understood. And they realized that when their assignment provided teacher-created sentence frames, and teacher-designed structures for thinking, the results didn't show student thinking. Rather, they showed successful completion of a carefully designed task. But whether the student really understood the ideas they were expressing was not at all clear.
One second grade teacher initially used, as her routine data source, student science journal entries written using teacher-designed sentence frames. This teacher changed her routine data source to be interviews with focal students in which they talked about the conclusions they had drawn and the evidence they had used that supported those conclusions.
Another teacher began her inquiry by using, as her routine data source, information about how many students had completed their learning center written work. Now she has moved to using recordings of partner conversations at the reading center to find out what kind of learning conversations partners are (or are not) having.
Yet another teacher began by looking at Accelerated Reader test scores. (Accelerated Reader is a computer based reading assessment widely used for monitoring reading progress.) She realized that the scores were not telling her much about how the students were interacting with the text, and she changed her routine data source to book talks with her focal students.
Each of these teacher scholars went beyond checking for completion and recording numerical scores to implementing practices that allowed them to find out how their students are thinking.
Through their Mills Teacher Scholars work, teachers consistently create new opportunities for students to express their understanding of the key concepts. Teacher scholars then use these powerful data to guide their classroom instruction. Creating time and support for teachers to collect, analyze, and share these real-time data is an essential component to transforming classrooms into places where a diverse group of students find opportunities for deepened learning.
Thinking Outside the Box: How One School Is Going To Do Things Differently | Laurie Grassi-Redmond '02
When I was taking graduate classes at the Mills School of Education over ten years ago, Anna Richert challenged me and my colleagues to "imagine schools otherwise". Our student teaching placements left us with many questions, and when we met with Anna on Wednesday afternoons, our frustrations and concerns often bubbled up and out. We questioned standardized tests, teacher to student ratios, school schedules, moral dilemmas, content standards, prescribed curriculum, assessments, and more. Anna would listen to us, facilitate our discussions, and then push us to imagine what schools could look like, if we took the time to imagine them otherwise.
Years later, having taught at the Mills College Children's School and in public elementary and middle schools, and having stepped outside of the classroom for five years to raise two daughters, I am now in the process of founding a school. Holding in my heart and mind what I know to be best for children, I developed The Mill School.
The Mill School will help children tap into their capacity for learning so that they are confident and successful while maintaining a true sense of self. Located in Freedom, Maine, The Mill School will serve children ages six to ten in a three-day program. Academics will be taught through integrated projects. Assessment will be on-going and authentic. Through place-based learning, The Mill School will advance environmental stewardship and foster the growth of children who view themselves as participants in the life of their community. The Mill School will prepare children to be valued members of society by emphasizing critical thinking, problem solving, collaboration, adaptability, initiative, curiosity, and imagination.
At The Mill School, children will spend half of each school day outside. The outdoor environments will provide the roots for the curriculum at The Mill School and they include the falls, stream, pond, forest, wetlands, and adjoining family farm. Snacks and lunches will be made from whole, local, organic foods and served family style.
The Mill School will partner with families to educate children. Constructivism and place-based learning will guide the curriculum. One day we may offer a five-day program so that we can try to become a "school of choice" – that means that families in the surrounding area could attend the school for free. For now, we will actively work to keep tuition as low as possible while still valuing our teachers and providing a safe and enriching learning environment where children can thrive.
I would like to thank all of my Mills professors for preparing me for this venture. Collectively, they planted a seed ten years ago that has now blossomed into one school where things will be done differently: a school rooted in what is best for children.
To learn more about the school, please visit www.themillschool.org
Notes from the Field: Changing School Culture| Zachary Roberts, Ed.D '10
In The Principalship, Thomas Sergovanni defines culture as the beliefs and values that underlie and direct the actions of faculty. Ideas such as "all children can learn" and "the whole child should be educated" fall into this category of thought. The importance of cultivating a healthy school culture cannot be understated in school leadership. The ability to effect positive change in the program, operations, and political dimensions of school structures rests on having a strong, coherent culture that supports faculty in modeling the foundational values, and holds them accountable when they move away from those. This is why I identified improving the culture of the elementary division at The Berkeley School, where I am Associate Head of School and Elementary Division Head, as one of my foci for the current school year, and made it the topic of my project for my NAIS Fellowship for Aspiring Heads of School.
Because school culture rests on abstract ideas such as beliefs and values, changing it requires surfacing those values in ways that can then be directly applied to the curriculum, traditions, and other facets of school life. While I would have loved to set aside time for faculty to discuss their core values and beliefs about education in the abstract, to do so would take their most precious resource – time – without providing a pragmatic connection to their work, and my experience is that teachers prefer their time be spent talking about substantive matters, rather than process-related ones. My approach, therefore, has been to identify ways in which the values and beliefs in our culture can be named within the context of specific program-related work.
One way in which I have worked to shift school culture is through a year-long examination of our curriculum. One strand of this has been to begin a curriculum mapping process that gives teachers time to plan, reflect, and revise their own curriculum, as well as significant opportunities to work with faculty at other grade levels to understand the knowledge, skills and understandings that are being taught to students throughout the school. Another strand has been working closely with our Curriculum Coordinator to implement a design thinking process for examining our balanced literacy program. This initiative has involved defining the components of the program, training faculty on implementing a consistent word study program across the grades (since one was missing), providing regular opportunities to implement the Looking At Student Work Together protocol developed by David Allan and Tina Blythe at Harvard's Project Zero Institute, and more.
My second approach has been to increase the role of teacher leadership in defining specific aspects of our program. I formed small working groups to examine our shared traditions, such as holiday celebrations and our curriculum sharing events, and I pushed those small groups to be explicit about the values behind our work. For example, one such group at the beginning of the year met to rethink our assemblies, which were previously bi-monthly sing-alongs of old folk songs. By starting with sharing the reasons we value assemblies, we were able to then move on to identifying the goals we wished the assemblies to meet, and thus come up with a structure that could achieve them. When this group of teachers suggested a structure to the event that involved students sharing their learning, and the reporting out of the work of our newly-formed student council, the faculty as a whole was excited to take on the added burden of preparing their kids to present, precisely because their peers had taken the time to ground the approach in their values.
I have used one other strategy to increase the coherence of our division's culture, and that is to attempt to become a better cheerleader and recognize what is going right in our classrooms. I have found several avenues for this, including offering a sincere and authentic appreciation to a different faculty or staff member each day for some aspect of their work; being sure to notice, comment on, and inquire about the new displays and documentation that appears on the walls of the classrooms each time I enter a room; and to publish an internal division newsletter in which I pick one thing from each class, and write about how I see it connecting to our mission, learning outcomes, or pedagogic approach.
Peter Drucker, an influential scholar of management theory and practice, once wrote that "Culture eats strategy for breakfast." Understanding the history of a school site, the personal narratives of the faculty and staff, and the context, constraints, and conditions that a school faces are essential in effecting culture change. It is time-consuming work, and one that I find presents me with new and exciting challenges every day. I share my approach in the hope that it provides others with a foil to consider their own critical work in this area, and I welcome anyone who would like to have a dialogue on this topic at to contact me at email@example.com.
OUSD & Transitional Kindergarten
Recently, the Oakland Unified School District was pleased to announce that it had established a relationship with Oakland Rotary to adopt Transitional Kindergarten (TK) classes at ten schools (eleven classrooms) throughout the city. OUSD wrote, "The group will compensate for gaps in state funding of Transitional Kindergarten by providing the funds needed to create nurturing and stimulating learning environments for young children." OUSD further wrote, "While the state provides funding for TK teacher salaries, virtually no money is offered for classroom modifications, furniture, equipment, books and toys designed to optimize the learning experience for these younger students." Oakland Rotary and its partners have pledged to help fill that gap. So far they have award $22,000 for the eleven teachers to spend as they deem necessary; $15,000 worth of books; and hundreds of dollars in toys. This is just the beginning.
We wrote to EdD student Krishen Arvind Laetsch, Board Member at Oakland Rotary and its Youth and Education co-chair, and asked him to tell us a bit more. He wrote,
"Several years ago with support from Oakland Rotary, I helped to create 'Oakland Reads', a program that gives three books to every third grader in Oakland traditional and charter schools, to promote literacy. In addition to providing $45,000 each year in books, and reaching more than 4,000 students, the program broke socio-economic barriers by putting 100 Rotarians into schools that otherwise they would most probably not visit; many returned to provide additional support. One member decided to give each student a book bag and we donated classroom sets of books too.
"The program operated for four years then transitioned to Family Reading Nights. In this program, Oakland Rotarians brought books to schools in the evenings, and then read with kids, provided dinners and literacy activities for families. Unfortunately, this program generated less excitement. When Transitional Kindergarten was created (the first new grade created in more than eight decades), we saw an opportunity. I proposed that the Oakland Rotary build on its record of success and adopt all ten schools that had TK, eleven classrooms in all throughout the city. With Oakland's Rotary motto of Service above Self, it was an easy sell. We call it KinderPrep because few understand "Transitional Kindergarten.
"I have the privilege of co-chairing the Oakland Rotary Youth & Education Committee. Oakland Rotary is the third oldest Rotary Club in the world. It has been in Oakland for more than 100 years and is the largest service organization in the city. It has contributed a great deal to education, including books, equipment, mentors, scholarships, tutors, etc. For more on Oakland Rotary and its KinderPrep program, visit http://www.clubrunner.ca/Portal/Home.aspx?cid=3190.
"On a personal note, this type of program would not have been possible were it not for the support and training I have received from the Mills College School of Education. I'm a fortunate man…but am still waiting for my 'Pearl M.'"
OUSD notes that other Oakland Rotary KinderPrep activities planned for 2012-13 include:
* purchasing and assembling furniture
* planting gardens
* building play structures
* supporting "Emergency Prep" classes for educators and guardians
* providing classroom assistance to teachers, particularly in the areas of math and science
* launching book and toy drives
* supporting literacy in ten schools with books, curricula and reading projects
*orchestrating two field trips for all of the Transitional Kindergarten students to Children's Fairyland for art and literacy and to the Oakland Zoo for art and biology


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AXIS patch cable - 25 ft - black
Our apologies
Sorry! The AXIS patch cable - 25 ft - black is not currently available from any of our online merchants.
Perhaps you would prefer one of the similar products listed below, often reviewed by our editors and fellow users like yourself.

subset: commoncrawl


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The first sunscreen certified non-toxic for coral reefs and marine life
Tested under dermatological control, the EVOA sun care range are 100% natural and offer optimum sun protection against UVAs and UVBs.
The ear protection Seals Balance Pro acts as an artificial eardrum, protecting from the cold, wind and water while maintaining the auditory performance and balance.
Seals Balance Pro is specifically designed to address the needs of the active participants engaging in water or outdoor activities to prevent pathologies such as otitis and exostosis.


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3 Responses to "Dad & Daughter Day"
What a great story. It is so wonderful for the kids to see their parents be so kind to animals.
Bill Reyna 02. Oct, 2013 at 11:13 am
Wow, that looks like my Paco.
AKA "Cesar Paco Pilatus", a Feist rescued from Rowan Co. Ky.
We go rat hunting in NYC with a group known as R.A.T.S. or the Ratters and have been covered by the Associated Press, Fox News, the New York Times and Inside Edition.
Theresa 09. Oct, 2013 at 8:22 pm
This is Lilly!! I rescued her from the streets of Opelousas Louisiana. Boy how I miss this sweet girl:). These are the pics I took when I arrived at the airport. Steve and his daughter gave her the best ride of her life "freedom" I kept Lilly for almost 7 weeks. She's an amazing girl!! We loved her very much and miss her so much. I wish I could of kept her but I couldn't. I have 7 wonderful fur babies I love just as much as I love sweet Lilly. Thank you Steve and thank you Texas Boston Terrior for taking this great fur baby. Thank you for giving her freedom from the streets. Love you so much Lilly and miss you tons:))


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FORT MILL TOWNSHIP — Spring is here and the wait to lose weight is over.
For those who need the motivation of a gym or fitness center, Fort Mill has a wide range of options. Whether youre looking for a casual workout or to train for a specific sport, local facilities offer equipment and experts to help get the job done. Heres whats available:
Curves, at Crossroads Plaza in the Tega Cay Shopping Center at the corner of Gold Hill Road and Hwy. 160 West, is open only to women . The Curves crew and members have a saying: No men, make up, or mirrors.
The facility offers workouts with Jillian Michaels via large screen TV in a broadcast made special for Curves.
There are no weights. Curves uses hydraulic resistance machines for most of the workout.
The harder you push, the harder it becomes to push, said Sandy Lambert, owner of the Fort Mill Curves location. Since the hydraulic machine is like a push/pull work out, women can combine their bicep work out with a triceps workout or do the same with any other opposing muscle group.
We have the smoothest workout next to water aerobics, Lambert said. Members push themselves to bring up their heart rate. Our Curves Smart program tracks your progress and challenges you.
She added that the Cleveland Clinic, whose heart program was ranked as the best in the nation according to U.S. News & World Report, endorses Curves.
We have a weight loss program that works, Lambert said.
The John Hopkins University, located in Baltimore, also endorses Curves because of its proven weight loss program.
Lambert said rates vary depending on the package. The price is less for a 12-month membership, but members can pay month-to-month.
Curves is open from 7 a.m. to 7 p.m. Monday through Friday. Saturday is a shorter day, and Sunday its closed.
The Gym at 214 Main
The Gym, at 214 Main St., is a 24-hour facility with a free weights and machines. It has been open for five years.
We are a neighborhood gym, manager Emily White said. We keep our gym clean, and do quarterly maintenance.
White, who has been working at the facility for two and-a-half years, said her facility is convenient for members not only because its open 24/7, but also offers locker rooms with showers.
We have the best rates with highly certified trainers, White said. They specialize in transforming you. Our trainers can change your lifestyle.
Jovon Times and Chris Rose are two trainers at The Gym. Times offers nutritional counseling, and Rose has Army training. White said the trainers can train body builders, marathon runners and anyone who wants to stay active.
The Gym also has a licensed massage therapist. Members can take the Jazzercise class mornings and evenings.
Members can join The Gym for $9.99 a month.
Faith Fitness
Faith Fitness Studio on Pleasant Road, run by competitive bodybuilder Emmett Ballard, is more group-based. His members train with him to get ready for obstacle runs like the Warrior Dash, or to train for a 5K. Ballard has been running his facility for more than two years. He has a degree in business, and he has studied nutrition.
The Boot Camp Program is to create a unique community, and get everyone to feel comfortable, Ballard said. We get everyone to feel like they are important and not just a number.
He said his group classes keep clients from feeling lostby keeping each other motivated. Faith Fitness also offers personal trainers who teach everything from yoga to mixed martial arts.
The Boot Camp is $129 a month for a 12-month contract and $159 to go month-to-month. Membership includes an online program, nutrition and workouts. Personal and group training packages range from $12 to $55 per session. Everyone gets a free week trial.
The hours at Faith Fitness are from 5 a.m. to noon and 3 to 8 p.m. Monday through Friday. Saturdays and Sundays are reserved for appointments.
Planet Fitness
Next door to Curves is Planet Fitness. This facility used to be a Food Lion, so its larger than most gyms. The facility has free weights and weight machines and dozens of pieces of cardio equipment, from treadmills and bikes to elliptical machines.
Planet Fitness is known for being judgment free.
We have had people with health issues coming here in tears because they were afraid they would be judged, said Vivian Freed, a personal trainer. New members design their own program and we get them set to meet their goals and needs.
Freed said Planet Fitness is good for beginners and those worried about going to gyms.
Planet Fitness offers a 30-minute full-body circuit and 12-minute abs circuit. Freed said these workouts are designed to give a members a variety, especially when time is limited.
This facility doesnt cater to body builders.
We have the Lunk Alarm for those slamming weights, said Stephen Summerlin, assistant manager. Its our way of telling someone to stop throwing weights.
Freed added that there are two packages at Planet Fitness. For $10 a month, members get the floor and personal training. They can upgrade to the $19.99 plan, which adds hydro massage beds, massage chairs and tanning to the membership.
Planet Fitness opens at 5 a.m. on Monday and closes at 9 p.m. on Friday. Saturday and Sunday hours are from 7 a.m. to 7 p.m.
Carolina Pilates
Carolina Pilates, on Gold Hill Road, is owned and run by Terry Shaw. She has been in the area for almost 10 years.
Pilates are named after Joseph Pilates, Shaw said. He was expected to die from rheumatic fever when he was a child, but he (saved) himself through a form of exercise he developed.
Shaw has been an instructor since 2001. She got her start teaching in Mecklenburg and York and has certifications in Cadillac, Performer, Stability Chairs and more. She trained the Carolina Panthers from 2004 through 2010, and their cheerleaders from 2008 through 2012.
Pilates is putting your body in the most bio mechanically, efficient way to work an everyday life, Shaw said. Pilates will help prevent injury by lengthening and strengthening. People laughed, and said Pilates would never last.
The sessions are $55 for an hour. Clients can train alone or in groups. The groups are trained using circuit training. Four or five clients work out on one machine each for a certain amount of time, and then switch off.
Carolina Pilates hours of operation are by appointment. Call 548-8775.
Academy Fitness
Academy Fitness, on Academy Street in downtown Fort Mill, is group-oriented. Tim Stuckey has been running his facility for almost two years, but he started training in Fort Mill eight years ago at the Leroy Springs Recreation Complex and The Gym at 214 Main.
I opened my own gym, and got equipment for those who want to cross fit, Stuckey said.
He served in law enforcement and the military prior to becoming a trainer.
He trains more than 100 people a day and likes to keep his clients grouped by similarities. For example, he keeps moms with moms, teachers with teachers.
I like to get to know my people, Stuckey said. My people never leave me, but if they do, they always come back.
He trains runners and other recreational athletes.
My members will learn balance, increase stamina and strength and will learn injury prevention, Stuckey said.
He keeps people moving, for instance, a run on the treadmill, pull ups, crunches with a medicine ball and back workouts on different machines in one circuit.
Academy Fitness is a 24-hour facility. Stuckey is there every day during some weeks. Usually, he gets started at 4:45 a.m. and stops at 8 p.m., Monday through Friday. His rates vary depending on if the member wants just use of the gym, or if they want training, too.


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Welcome to the QuickPlay homepage. QuickPlay is a powerful universal emulator frontend, which has support for countless emulators and systems. QuickPlay is written in Delphi 2005 Personal Edition and is released under a BSD license which means its free AND you can take the source code and do whatever you want with it, as long as you leave my name in it somewhere.
Site Maintenance, New Version Around the Corner
First update in some time
The entire site is being revamped at the moment, and Quickplay verion 3.9.1 is in the works - stay tuned for further updates!
For more information, feel free to drop by the new forums. (Link is in the menu on the left)
The entire site is being revamped at the moment, and Quickplay verion 3.9.1 is in the works - stay tuned for further updates!
For more information, feel free to drop by the new forums. (Link is in the menu on the left)
QuickPlay 3.8.4 Released
Yep new version time. Mostly a bug-fixing release, although there are some new features. This is a recommended update. Here are a few of the major changes:
- Experimental support for using Windows System Fonts
- Updated the 7-zip support. Now Quickplay can write 7-zip files too.
- Command-line parameters for disabling various UI elements
- QuickPlay can automatically check for updates online.
- For full details go to the Change Log
Head over to the download page.
QuickPlay WIP
Just to let everyone know, a new version of QuickPlay will be released soon. This version is a minor release, with some new features and a few bug fixes (including a possible fix for 7zip errors). Anyway check back soon for the release.
Also I have set up QuickPlayWiki which is the new home of QuickPlay documentation. It's a bit bare at the minute, but it cant be any worse than the old (non-existant) documentation.. :)
QuickPlay 3.8.3 Released
This is generally a bug-fixing release, and its recommended you update. Most important changes include:
- Add support for media images/icons inside ZIP files (and ONLY zip files)
- Uncompress File Picker uncompresses all files first
- Add a ROM doesnt use the editted System File Exts
- Equal amount of ROMs and Real MAME Icons causes crash
- Last System in the list is left off in Emulator Management screen
- See Change Log for full details
Quickplay 3.8.2 Released
Yep that was quick... Turns out I broke the Emu-Finder feature totally. So the only change in this version is the fixed Emu-Finder. Apologies!
Head on over to the download page


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A Music Biz Entertainment and Information Show with Host Dino Maddalone. Guest Performer David Elliott (Grammy Winning Composed Songs) and member of a famous Family including Dionne Warwick (Mother), Whitney Houston (Cousin). A TON OF INFO AND PERFORMANCES!!! A-KLINE CHOCOLATIER SPONSOR!!
FACETStelevision - Social Issues, Arts and Community Affairs EyeOnBusiness - Entrepreneurs, CEO's and Business Thought Leaders. ASK DINO SHOW - Music Business Expert Advice and Entertainment


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Natural hard maple helps us create another amazingly durable child's easel, right here in our Minnesota woodshop! This easel is held open by braces that lock in place. This solid A-frame design is tough for even the most "creative" children to push over, while unlocking the braces allows an adult to fold the easel at any point. The large 24" x 24" art surfaces are available in White Markerboard, Green Chalkboard or Washable Magnet Board. 47-1/2" high; 18 lbs. Paper rolls are sold separately with a hanger (this allows a roll of paper to be hung in the middle of the easel). Adult Assembly Required.
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I always get all of my kids' toys from Kazoo Toys. They have the best selection and always ship so fast! Thanks!-Karen, FL
Keep up with us on social media!


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By Andrew Gans
05 Oct 2012
|Photo by Andrew Eccles
Bernadette Peters, the Broadway favorite who infuses all her work with great humanity and exudes a palpable warmth that spreads over audiences like welcome sunshine, has a new male in her life: Seven-month-old Charlie, who "looks like a Labradoodle mixed with a wirehair pointer," the two-time Tony-winning actress told me earlier this week.
"I was performing, and I was going through Texas," Peters further explains. "I was visiting a shelter, and [Charlie] looked so much like [her late, beloved] Kramer, and Stella [Peters' other pooch] had been really grieving. I'd wake up in the morning to her crying, and she'd be looking at Kramer's bed. It was breaking my heart.
"So now she's got a companion that wants to wrestle with her!" Peters says with a laugh. "And, she's 15! But, you know, she gets by. She's okay. They kiss each other, too!"
It's a busy time for Peters, who has several concert engagements lined up throughout the year, including two upcoming gigs in New Jersey; a scheduled return to NBC's Broadway-themed musical series "Smash"; and the eagerly awaited release of her new film, "Coming Up Roses."Continued...


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We arrived in the lovely port of Ibiza the next morning and went on a fun wine tasting at a local vineyard in the afternoon. We also explored the port area by foot and had a great time. Ibiza was a pleasant surprise and a fun port.
We had a relaxing sea day the next day by the pool enroute to Cassis, France. Cassis is truly lovely. We enjoyed an excursion to Le Castellet and a wonderful local vineyard. The sites were gorgeous and the people were very friendly.
We visited the fabled San Tropez the next day. What a lovely place! The port was gorgeous and full of multiple-million dollar private yachts. We enjoyed an excursion to the port of Grimaud and the beautiful medieval village of Grimaud. We explored St. Tropez when we returned. It was teeming with people but it was beautiful and fun!
The next stop was the very quaint Porto Venere in the Italian Cinquetere. We took a boat tour excursion to see this beautiful area by sea and had a great time. We returned to port and explored the area by foot including visiting an ancient castle and church.
Our next port was Livorno. Livorno is a working port and not a beauty spot. Its claim to fame is proximity to Florence, Pisa, and Tuscany. We were there for two nights and enjoyed excursions to a lovely village called Bolgheri in Tuscany and a beautiful vineyard in Tuscany. We visited Pisa the following day and climbed the leaning tower to view gorgeous sites from the top. It was a great excursion.
We arrived in Civitavecchia the next morning to disembark. I didn't want to leave! The level of service on Silversea was superb. Captain Palmieri and his wonderful crew did everything possible to ensure the ultimate in customer comfort. Our butler, Krishnan, made us very comfortable and delivered our favorite Cabernet to our cabin each afternoon with fruit and snacks. The food service and beverage service crew were fantastic with Gilbert Lanza and his staff doing an outstanding job. Darwin, Verlin, Carlo, Oscar, Peter and all othes that we encountered were wonderful.
My only criticisms with the cruise were that the entertainment was a bit too late for early excursion folks to enjoy. The ship excursions were a bit rushed and I would have liked some more time at most of the destinations. There were not many on-board activities on the sea day. This was very port intensive so not sure what would occur on a cruise with more sea days.
The food and beverage selections were great. The choices were interesting and nicely prepared and served. The wine selections were very good with top notch selections from The Champagne bar for an extra price. The complimentary selections were of decent quality too.
I would select Silversea again for a port-intensive experience. We loved the ability to experience small ports that big ships can't navigate and the passengers were a sophisticated group of people that were fun to travel with. Silversea is not suited for kids in my opinion. There are no children's programs. It is intended for a mature audience.
Hope that this review is helpful!
The food and beverage options were very good and prepared very well.


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- 21st Century Health
- California Gold Nutrition
- Carlson Labs
- Country Life
- Doctor's Best
- Enzymatic Therapy
- Enzymedica
- Garden of Life
- Healthy Origins
- iHerb Brands
- Jarrow Formulas
- Life Extension
- Madre Labs
- California Extracts
- Doctor's Best
- Eclectic Institute
- Gaia Herbs
- Jarrow Formulas
- Life Extension
- Natural Factors
- AnneMarie Borlind
- Aubrey Organics
- Avalon Organics
- Aveeno
- Derma E
- Desert Essence
- Earth Mama Angel Baby
- Ecco Bella
Customer Reviews
One of the best organic coconut butters on iHerb.
16 people found the following review helpful
Posted by Leione on Apr 12, 2014
Purchased at iHerb
Not only does this coconut butter tastes great, but it's packed with health benefits. What makes it different from coconut oil is that it's also a great source of fiber: one tablespoon contains three grams of fiber. Rich in medium chain triglycerides, coconut butter is different from other saturated fats: much of its saturated fat comes from lauric acid, which improves HDL ("good cholesterol") to HDL ("bad cholesterol") ratio and creates a more favorable blood cholesterol profile by increasing high-density lipoprotein ("good cholesterol") levels. Lauric acid is converted to monolaurin, which is otherwise found only in breast milk, has strong antibacterial and antiviral properties and is useful in the prevention and treatment of various infections and diseases. This ancient butter also aids digestion and the absorption of vitamins, minerals and amino acids, helps control blood sugar levels and keep them stable by improving insulin secretion, improves thyroid function, stimulates metabolism, triggers the release of the cholecystokinin hormone slowing down food movement through the digestive tract and keeping you full longer, thus contributing to weight loss, boosts immunity and energy levels. Coconut butter can also be used externally and does wonders for dry, dehydrated, sensitive and damaged skin. It deeply moisturizes and nourishes the skin, improves its elasticity, making its soft, smooth, and supple, prevents dryness and dehydration, evens out the skin tone, improves the complexion, calms itching, reduces irritation and inflammation, facilitates the healing of small wounds, cuts, burns, bug bites, warts, fungal infections, fights acne, blemishes, rashes, eczema, psoriasis, dermatitis, prevents and reduces stretch marks and scars, relieves pain caused by sunburn and peeling skin, heals sore and chapped lips, smoothes out fine lines and wrinkles, restores luster to dull and lifeless hair, acts as a natural sunscreen and is a great all-natural make-up remover. I've been using this coconut butter both internally and externally and the results speak for themselves: I feel better, more energetic and resilient, my acid reflux and heartburn are gone, my complexion has improved, my skin tone has evened out, some acne scars and stretch marks have faded, my skin is softer, smoother and has a healthy glow. Definitely one of my favorite products.
13 people found the following review helpful
Posted by Reviewer2503595 on Feb 02, 2011
Purchased at iHerb
SO good, easy to get my daily coconut in with this stuff, doesn't leave a permanent oil slick down my throat like regular coconut oil does. This is delicious
quick snack for adults and kids!
13 people found the following review helpful
Posted by Reviewer1123845 on Feb 26, 2011
Purchased at iHerb
I scoop a few spoonfuls as a quick snack for my toddler. Great quick snack for kids and adults. it has a natural sweetness compared to coconut oil. Not easy to spread as texture is even harder and crumbly than coconut oil. That's why I just eat it with a spoon. Love this product.
8 people found the following review helpful
Posted by Reviewer1523817 on Apr 04, 2011
Purchased at iHerb
Really healthy good stuff. I heat it slowly, add some soliga honey and then some manitoba hemp protein powder. Makes a great power snack.
Pure coconut deliciousness!
7 people found the following review helpful
Posted by iHerbalicious on Nov 29, 2012
Purchased at iHerb
This really is a treat for all of us coconut lovers. It smells divine, is naturally sweet and full of flavour. When refrigerated it turns solid and when used as spread it has to be brought above room temperature otherwise it will crumble (to around 85°F/30°C as stated on the jar) – simply set the jar in pan of warm water (keep temperature below 110 °F/43°C ) and mix it well afterwards. It can be used in many ways but because I somehow can't really trust myself around it (when left out in the open:)) I usually rather keep it refrigerated; when I desire a quick snack or a sweet treat I just scrape off a spoonful and let it melt in my mouth or mix it in hot cocoa sweetened with stevia.


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Police say a Dallas firefighter and a pickup driver were injured when the driver hit a ladder truck as officials worked the scene of an earlier accident on Central Expressway. Police say the ladder truck was blocking an accident scene early New Year's Day when a pickup rear ended it. The firefighter and pickup driver were taken to the hospital. The accident the firefighters were blocking involved an accused drunk driver striking a police car from behind on the shoulder of the road. An officer and female passenger in the police car weren't injured. The female passenger was in the police car after being abandoned on the road following a disturbance. The accused drunk driver was arrested. Dallas Fire-Rescue did not release details of the firefighter's injuries.
Copyright 2012 KLTV. All rights reserved.
105 West Ferguson Street
Tyler, TX 75702
FCC Public File
EEO Report
Closed Captioning


text: MT. VERNON - — The Mt. Vernon Fire Department was called to the Country Cooking Restaurant and truck stop on Broadway at 10:51 a.m. Sunday morning after receiving several reports of smoke coming from the area of the main entrance. According to Mt. Vernon Fire Department Assistant Chief Kevin Sargent, the fire was contained to the roof over the entrance and did not get inside the building, where many patrons and staff were located at the time the fire broke out. "We got a good stop on it before it got to the main roof area of the building," Sargent said. "It's too early to tell for sure but we believe it was electrical or look at the possibility of a lightening strike due to the strong storms in the area at the time." Those inside the building were evacuated without incident. By early Sunday afternoon, the regional manager of the facility and the health department were expected to inspect the building before deciding on when it could be reopened.


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I love these stools, the legs extend more than expected, but that's okay, would have liked to know weight limitation of 250 lbs prior to buying, need to think how to not get people over 250 to sit in them tactfully :( but overall, absolutely love these, if I had a bigger apartment I'd buy 2 more, oh, and they were packed very well, nice surprise
I love these stools and I'm definitely keeping them, however, I was expecting an "unfinished" galvanized metal stool. This is instead painted a metallic silver with a shiny topcoat. It's kind of like a car's paint. They look as pictured from a distance and everyone who has seen them loves them. Just make sure you know what to expect.
Perfect mid-century Tolix reproduction stools for my modern kitchen. Great value, same price as much crummier, boring stools. Much more affordable than the real thing from France, and a great reproduction. Packed beautifully. They stack, w/little rubber protectors under seat so they won't get scratched. Good quality and value.
These stools are nicely made and sturdy....Very similar to the look of the original french made Tolix version without the steep price....The finish is a platinum-like powder coat (not clear coated raw metal )....The powdercoat has a few flaws, but don't affect the look. Fully assembled.
love these stools to go around our kitchen island... perfect compliment to our stainless steel appliances... love the color... super sturdy.... and the stack-ability is a plus!
Great value, very attractive. I would recommend these bar stools.
The barstools are everything we were looking for. They are sturdy, user friendly, modern but fit into our country kitchen. They are also easy to clean. They fit neatly under our bar counter so that standing people are not blocked from the counter.
Great stools! They are everything we hoped they would be. Great quality and very stylish! Definitely recommend.
It's my opinion tat you could not find a better value.
I bought these stools to coordinate with the Tabouret Bistro Steel Side Chairs I got for my dining room table. I love that they came fully assembled. Just took them out of the box and placed them at my breakfast bar. I love the industrial look and they give my modern kitchen a touch of something special. They came with some nicks and dents but I just think they add character to the stools. Would definitely recommend them to friends.
Usually leaves our warehouse in 1-2 business days. *
Items must be returned in new or unused condition and contain all original materials included with the shipment. More details
FINAL SALE EXCLUSION: Items marked as FINAL SALE are not returnable unless the problem you experience is the result of our error.
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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* For your safety, some orders go through our loss prevention department. If we select your order for this process, we will immediately notify you that there may be up to a 3-day delay on your order.
** Most Oversize orders are delivered within 1-4 weeks. Some orders may take 6 weeks to be delivered.


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Seitan is Evil?!
This is a slightly different type of post- and I apologize in advance for the lack of redundancy. But, there will be a few changes with Manifest Vegan. Nothing huge, but I thought I should let everyone know. My intention for the site will still be the same: to show people that their old favorite foods will not be compromised when switching to a vegan diet… and to share a few good recipes with fellow vegans.
But you may notice a few differences in my posts. Earlier this week, I found out that one of the things that gives me the greatest pleasure in life –gluten– apparently is my worst enemy. Turns out that I, a dedicated and truly avid baker, am a celiac.
Which totally sucks. Because now, I have to get used to baking gluten-free. Also, I will never again enjoy the incredible sensation of eating seitan, or drinking a hefeweizen, or anxiously awaiting my bread dough to rise into smooth, glowing perfection. Or most importantly- enjoying all those things at the same damn time… which is how most of my days went.
On the bright side… I guess I will feel better.
I kinda owe a humongous thank you to Gena of Choosing Raw. Her site inspired me to try out a "high raw" diet. I wanted to give it a shot just because I was getting very little in the way of raw veggie intake, and I was desperately needing an upgrade in my diet. In fact, my husband went "high raw" too… and we both loved it. But the best thing about it, aside from raw kale twice a day, all the dates I can stomach, and zucchini noodles… is that it has literally saved my life.
By trying out a high raw diet, I was actually eliminating the reason I have been chronically ill: I was eating gluten at alarming rates, and it was simply poisoning me. I and my doctor had a major realization that gluten and I were in a very abusive relationship. I loved it desperately, and I would run to it all times of the day and night. And it, in turn, would beat the crap out of me. This apparently has been going on for five years or so. But, I was too smitten by gluten's charms and just didn't see it. Incidentally, by following a "high raw" diet, I eliminated all gluten I was consuming… and sure enough, I felt normal again when I went gluten-free. Looking back on it… VeganMofo almost killed me. Next year I will know better.
So, from now on, you will see posts that will be arranged a little differently. And, there will be a lot less wheat flour around here. Some of my recipes originally made with all-purpose flour will now have a gluten-free version, which will be shown in the photo. But, I will also share my "gluten-full" or regular vegan version if there happens to be one (for those of you still on good terms with wheat flour). And, since I am currently mourning the loss of my gluten dependent lifestyle… we will have to wait and see where it goes from there.
For now, please enjoy this Mexican Wedding Cookie recipe.
Moon Cookies (Mexican Wedding Cookies)
My gluten free version of a vegan version of my favorite cookie as a kid: Moon Cookies. Since this is my first time baking gluten-free cookies… I bought one of those "Bob's Red-Mill" mixes and subbed it and some xantham gum where my trusty old all-purpose flour would go.
The version with all-purpose flour is incredible. I highly recommend trying it out if you can do gluten.
The gluten-free mix produced okay-ish results. They were good, pretty much the same, but there was definitely an aftertaste. So I have some work ahead of me to figure out my own perfect all-purpose flour substitute… or however that works. But these are pretty good for a first attempt.
Gluten Free Option: substitute 2 1/2 cups "Bob's Red Mill Gluten-Free all purpose baking flour" and 1/4 tsp xanthan gum, for "all-purpose flour" in recipe ingredients below. Make sure you mix these ingredients together before adding. Also, be sure your vanilla extract is gluten free. Prepare and bake the same way as described below.
- 2 1/2 cups all- purpose flour
- 1 cup Earth Balance margarine, cold
- 1 cup confectioner's sugar
- 1 1/2 tsp vanilla extract
- 1 cup finely chopped almonds, roasted or raw
Preheat oven to 350 degrees.
Cream together sugar, vanilla and margarine. Add chopped almonds to the sugar and margarine mixture, then gradually mix in flour. Your dough will be crumbly, but easily formed into a ball when worked slightly with hands.
Form into balls, about walnut sized. You then can go on to shape them into moons with your hands, or leave them as spheres. To retain the crescent shape… keep them kinda on the slim side, because they spread a little bit.
Bake on un-greased cookie sheet in preheated oven for about 12 minutes. Remove from oven and let cool on cookie sheet about 15 minutes. Roll generously in confectioner's sugar until very well coated. Let cool an additional 20 minutes on wire rack.


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Expired Property Listing
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Beach to Bay View - Captiva Villa Conch in Captiva Island
- bedrooms 4
- baths 3
- sleeps 10
- pool yes
- hot tub yes
- pets allowed no
- type Condo
- community
rates (USD)
/ week
vacation rental description
Located on a narrow stretch of Captiva Island with gulf to bay access, you have only to cross the two lane road (30 ft.) to reach the beach. The sunset views will take your breath away in this professionally remodeled Gulf front complex. Luxury awaits you with 2320 sq. ft. of living space. Ammenities include five flat screen televisions, five DVD players, Wi-Fi, iPod docking stations, and a washer/dryer. Three of the four bedrooms feature a screened veranda with gorgeous views, and each reflects a soothing beach décor. The Main level is complete with a bedroom with a King Bed, a second bedroom with a Queen Bed, both sharing a screened veranda. A Sleeper Sofa is located in the Den. The two bedrooms upstairs offer a King Bed with a beautiful gulf view and a second bedroom with a Full Bed and an extra long Twin bed, and a screened tile porch. We rent from Saturday to Saturday, and the maximum occupancy is 10 people. Sorry, no pets allowed.
condo rental amenities
Heated pool/ Hot tub
Beach equipment for use, including table & chairs, umbrella and a cooler on wheels
vacation rental rates
Sep 15 to Nov 16 2012 $3340
Nov 17 to Nov 23 2012 $3840
Nov 24 to Dec 21 2012 $3340
Dec 22 to Jan 4, 2013 $4590
Jan 5 to Feb 1, 2013 $3340
Feb 2 to Feb 8, 2013 $3840
Feb 9 to Mar 1, 2013 $4840
Mar 2 to April 5, 2013 $5290
April 6 to May 3, 2013 $4090
May 4 to June 28, 2013 $3590
**An 11% local tax is additional


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The California Highway Patrol renewed its $5 million statewide grant last week in its continued campaign to enforce and educate drivers from making the decision to drink and drive.
Los Angeles County, trending similarly statewide, has seen a reduction in the number of alcohol-involved collisions year after year. According to the CHP's Statewide Integrated Traffic Records System, in 2009 there were 1,146 people killed in alcohol-involved collisions. The following year, in 2010, there were 972 people killed, which represents a 15 percent decrease. Preliminary data for 2011 shows that downward trend is continuing.
Public Relations Officer Rick Quintero of CHP's southern division, based in Glendale, said the grant will not only help them put more officers on the highways to enforce, but also boost its education part, such as their mock driving under the influence (DUI) program for local high schools called "Every 15 Minutes..."
"L.A. is one of the busiest counties in California, maybe the nation," Quintero said on Tuesday. "As a whole, we've seen a decrease in alcohol-related collisions"
The Impaired Driving and Apprehension II grant, or IDEA, will continue through September 2013 in an effort to save lives and reduce the number of people who suffer injuries in alcohol-related collisions.
The IDEA II grant enables the CHP to conduct sobriety and driver license checkpoints, DUI task force operations and deployment of proactive DUI enforcement patrol operations statewide. In addition, the CHP will educate drivers by holding local traffic safety presentations throughout California and implementing a statewide paid media campaign.
Here's the statistics of alcohol-involved traffic collisions from the CHP Southern Division, per the office of communications in Sacramento:Collision YearTotal CollisionsFatal CollisionsInjury CollisionsProperty Damage OnlyKilled VictimsInjured victims2006 4,283 117 1,661 2,505 135 2,469 2007 4,472 114 1,736 2,622 120 2,610 2008 4,067 108 1,543 2,416 121 2,368 2009 3,958 86 1,498 2,374 94 2,260 2010 3,944 69 1,504 2,371 72 2,261 Total
20,724 494 7,942 12,288 542 11,968
"Our goal with this aggressive education and enforcement campaign is to deter drivers from making the poor decision to drink and drive," said CHP Commissioner Joe Farrow in a press release, noting safety first when getting behind the wheel this holiday season. "And those who fail to heed this warning will be removed from the roadway and arrested."
Funding for this program was provided by a grant from the California Office of Traffic Safety through the National Highway Traffic Safety Administration.


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The hub for online catering and market applications.
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Stall Database
Over 4000 stallholders have registered on the Database and cover every food type and product imaginable.
If you are a Stallholder Register Now!


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Law Schools
Law Dean Says Schools 'Exploiting' Students Who Don't Succeed
Posted Jan 20, 2009 10:27 AM CDT
By Debra Cassens Weiss
Law schools are "exploiting" many students who aren't successful, according to a law school dean who spoke at a program on law school rankings earlier this month.
"We should be ashamed of ourselves," said Richard Matasar, dean of New York Law School.
Matasar said schools need to take responsibility for the failures of their students, according to an account of his Jan. 9 remarks by TaxProf Blog. Matasar said a law school education can cost as much as $120,000 for a students who are making a "lottery shot" at being in the top 10 percent of their class so they can get high-paying jobs.
He spoke during a program sponsored by the Association of American Law Schools that is available in a podcast. TaxProf Blog noted Matasar's remarks and highlighted a Forbes article that questions whether students are being misled into believing that large school debt translates into a life of economic privilege. The article featured a lawyer couple divorcing amid overwhelming stress because of $190,000 in student debt.
"We own our students' outcomes," Matasar said at the AALS program. "We took them. We took their money. We live on their money. … And if they don't have a good outcome in life, we're exploiting them. It's our responsibility to own the outcomes of our institutions. If they're not doing well ... it's gotta be fixed. Or we should shut the damn place down. And that's a moral responsibility that we bear in the academy."
At 50 law schools, 20 percent of the students either flunked out, can't find jobs or have unknown outcomes, according to another speaker at the program, Indiana University law professor William Henderson. TaxProf Blog also transcribed some of his remarks.
Matasar questioned whether students are beginning to understand that law school does not guarantee a good job. He said registrations for the law school admissions test are flat or below the norm for this year. "That's never happened in a downturn in the economy before," he said. "They're catching on. Maybe this thing they are doing is not so valuable. Maybe the chance at being in the top 10 percent is not a good enough lottery shot in order to effectively spend $120,000 and see it blow up at the end of three years of law school."
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5 Stocks Pushing The Consumer Goods Sector Higher
Editor's Note: TheStreet ratings do not represent the views of TheStreet's staff or its contributors. Ratings are established by computer based on metrics for performance (which includes growth, stock performance, efficiency and valuation) and risk (volatility and solvency). Companies with poor cash flow or high debt levels tend to earn lower ratings in our modelOne out of the three major indices are trading up today with the Dow Jones Industrial Average (^DJI) trading down 9 points (-0.1%) at 12,786 as of Tuesday, Nov. 20, 2012, 11:49 AM ET. The NYSE advances/declines ratio sits at 1,471 issues advancing vs. 1,424 declining with 128 unchanged.The Consumer Goods sector currently is unchanged today versus the S&P 500, which is up 0.0%. Top gainers within the sector include Whirlpool Corporation (WHR), up 2.8%, Coca-Cola Hellenic Bottling Company S.A (CCH), up 2.6%, Koninklijke Philips Electronics (PHG), up 1.8% and BRF - Brasil Foods (BRFS), up 1.2%. On the negative front, top decliners within the sector include Panasonic Corporation (PC), down 6.1%, Sony Corporation (SNE), down 2.4%, Canon (CAJ), down 2.1% and Honda Motor (HMC), down 1.6%.TheStreet Ratings group would like to highlight 5 stocks pushing the sector higher today:5. Archer-Daniels Midland Company (ADM) is one of the companies pushing the Consumer Goods sector higher today. As of noon trading, Archer-Daniels Midland Company is up $0.58 (2.3%) to $26.13 on average volume Thus far, 3.3 million shares of Archer-Daniels Midland Company exchanged hands as compared to its average daily volume of 4.9 million shares. The stock has ranged in price between $25.72-$26.17 after having opened the day at $25.79 as compared to the previous trading day's close of $25.55. Archer-Daniels-Midland Company engages in the manufacture and sale of protein meal, vegetable oil, corn sweeteners, flour, biodiesel, ethanol, and other value-added food and feed ingredients. Archer-Daniels Midland Company has a market cap of $16.4 billion and is part of the food & beverage industry. The company has a P/E ratio of 17.3, below the S&P 500 P/E ratio of 17.7. Shares are down 12.7% year to date as of the close of trading on Monday. Currently there are 3 analysts that rate Archer-Daniels Midland Company a buy, 2 analysts rate it a sell, and 4 rate it a hold.TheStreet Ratings rates Archer-Daniels Midland Company as a hold. The company's strengths can be seen in multiple areas, such as its reasonable valuation levels and largely solid financial position with reasonable debt levels by most measures. However, as a counter to these strengths, we also find weaknesses including deteriorating net income, disappointing return on equity and poor profit margins. Get the full Archer-Daniels Midland Company Ratings Report now.
Archer-Daniels Midland Co Stock Price
Archer-Daniels Midland Co Analyst Ratings
Archer-Daniels Midland Co Key Stats & Profile
Archer-Daniels Midland Co Earnings
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Traktir Konservator
The brilliantly atmospheric old-Russia decor mixes classic theatre posters, part-plastered wall-arches, heavy beams, archaic clocks, flat-irons, antique windows, samovars and stove doors. Even the toilets are packed with humour.
The brilliantly atmospheric old-Russia decor mixes classic theatre posters, part-plastered wall-arches, heavy beams, archaic clocks, flat-irons, antique windows, samovars and stove doors. Even the toilets are packed with humour.
You'll be dreaming of sweet home Alabama at this breezy, all-American barbecue legend. The Californian owner makes all the dry rubs using secret recipes and the meats are smoked using hickory wood chips straight from the USA.
Australian chef-author David Thompson is behind what is almost certainly one of Bangkok's best Thai restaurants, and if you believe the critics, the best in all of Asia in 2014. Using ancient cookbooks as his inspiration, Thompson has given new life to previously extinct dishes such as 'smoked fish curry with prawns, chicken livers, cockles and black pepper'.
Part museum, part restaurant, this place sports great atmosphere, with walls lined with Mongolian antiques and old photos. The menu is contemporary Mongolian, with stir-fried meats, dumplings and boiled mutton with some Russian and European influence.
If it's authentic you're after, look no further than this huge open air seafood restaurant across the river on the island of Tanjong Lumpur. On any given evening Malaysian families flock here to feast on a plethora of traditional Malay seafood dishes.
Technically part of the Gayana Eco Resort, Alu-Alu is delicious restaurant that sources its ingredients from Borneo Eco-Fish, an organisation dedicated to harvesting and distributing seafood from sustainable sources – no shark fin here. Besides having a bit of a moral mission, Alu-Alu is legitimately delicious.
Don't let the withered-looking fish head staring up from the buffet tray scare you – it's just for show. Though there are other dishes on the menu, what brings people here from as far away from KL is Ratha's Kari Kepala Ikan Raub (Raub's famous fish head curry).
A delightful environment for a meal, this classy hotel restaurant features a menu that changes daily and lots of fresh, locally-sourced ingredients. Staff are professional and welcoming. Many dishes feature Mediterranean and East Asian influences (like jumbo prawn risotto with lemon grass, lime leaves and fresh coconut milk).
Run by a jovial Bostonian named Cliffe, this new place serves gourmet pastas, pizzas, sandwiches and salads. It's all made with high-quality local and imported ingredients and many items are made in-house, including the tasty breads. The grilled asparagus is a favourite appetiser.
This bright, buzzy and popular Israeli-run vegetarian restaurant is our favourite for fresh and light Middle Eastern dishes. The menu spreads to crêpes, soups, zucchini pie, coconut tofu and ziva (pastry fingers filled with cheese), as well as a great meze sampler of hummus, felafel and labane (sour cream cheese) served in neat little brass bowls.
Possibly the best restaurant in Samarkand, Platan has a gorgeous summer terrace for shady al fresco dining in the summer months, while inside there's a choice of two dining rooms, one of which is on the noisy side and favoured by tour groups while the other has white tablecloths and a rather classier feel.
Set in a three-storey 1913 villa, Fu attains an old-fashioned charm uncommon in design-driven Shànghǎi. Foodies who appreciate sophisticated surroundings and Shanghainese food on par with the decor, take note – Fu is a must.
Laxmi Misthan Bhandar, LMB to you and me, is a sattvik (pure vegetarian) restaurant in the Old City that's been going strong since 1954. A welcoming AC refuge from frenzied Johari Bazaar, LMB is also an institution with its singular decor, attentive waiters and extensive sweet counter. Travellers like to chalk up at least one meal here.
Doing a brisk trade, this excellent Hángzhōu restaurant has superb food and should be one of your first stops. With a bare brick finish and decorated with rattan utensils and colourful flower-patterned cushions, the dining style is casual. The long paper menu (tick what you want) includes clam soup (¥19) – a plate of mussels – a salty and moreish dish, spiced up with chilli.
Not all malls are created equal: the Hóngyī effortlessly slices and dices the competition with its star-studded restaurant line-up, and the whole shebang is a mere stone's throw from the waterfront.
You can't go wrong at this landmark restaurant which never closes and caters for both big spenders and those on a budget. You could splash out on the pricey fish dishes or the great kǎoyángpái (烤羊排; barbecued ribs), but you can also get a huge plate of beef noodles for just ¥10.


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Last week rumors abound that UFC On FX 7 headliner Vitor Belfort had failed his post fight drug test. Belfort had impressed in his fight against Michael Bisping with a second round knock out. However, shortly after the rumors began UFC president Dana White assured that, while someone had failed their test, it was not Belfort.
Wednesday morning, Tatame reported that it was Thiago Tavares that popped:
After many rumors, the results of doping tests UFC Sao Paulo left. According TATAME found, the name of the athlete is caught Thiago Tavares. Our sources, however, need not know the substance used for light weight. His suspension will be nine months.
Tavares opened up the FX 7 main card against Russian Lightweight Khabib Nurmagomedov. Khabib dropped Tavares with a punch early. He followed up with devastating elbows from top position that eventually caused referee Dan Miragliotta to stop the fight.


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1948 Mack E4 TruckTo be OFFERED AT AUCTION WITHOUT RESERVE at RM Auction' Hershey event, October 9-10, 2014. Click here to view this listing... More
This vehicle will be offered by Rubber City Classic Car Auction on Saturday, September 13, 2014 @ 10am EST at 2501 Ley Dr., Akron,... More
MACK 1950 EG1S7232 FORMERLY OF THE FIRE MUSEUM OF MD. TO BE OFFERED AT CARLISLE SPRING CLASSIC AUCTION APRIL 23RD-27TH. TO CONSIGN A CAR... More
MACKS: antique Mack trucks 1900-70 bought & sold by oldmacks.com and antiquemacks.com; 518-622-8164, NY.... More


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Stanford University, 2010 - $20,000
Over three million US children per year are put under sedation in dental offices. While sedation keeps children calm and still during procedures ranging from cleanings to tooth extractions, it also has potentially fatal consequences. Thirty-three percent of adverse events related to pediatric sedation occur in the dental setting, with 91% of the adverse events resulting in death or permanent neurological injury. Further, 80% of the adverse events involved respiratory problems, since sedatives blunt respiratory drive and relax the upper airway musculature.
This E-Team is developing a device that monitors a child's breathing while he or she is under the influence of sedatives. The small, wearable, disposable device, called PhonoSafe, alerts the dentist of sub-optimal breathing that lasts longer than fifteen seconds. It consists of a microphone placed on the throat at the level of the trachea to detect breathing sounds, hardware for signal processing to isolate the sounds from ambient noise, and software to analyze the respiratory rate and detect apnea (lack of breathing).
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text: 1 By Marina Galperina | May 11, 2011 - 05:15PM Tweet Like Plus Email 140261No Commentshttp%3A%2F%2Fanimalnewyork.com%2F2011%2Fhyper-real-oil-paintings-of-found-vacation-photos%2F1-204%2F12011-05-11+21%3A15%3A09Marina+Galperinahttp%3A%2F%2Fanimalnewyork.com%2Fwp-content%2Fuploads%2F2011%2F05%2F18.jpg Leave a Reply Click here to cancel reply. Name (required) Email (will not be published) (required) Website Comment Related Posts Recent Posts Parting Shot 08/27/14 - 06:00pm Queens Residents, Hyperlocal Blog Really Wants De Blasio To Ride the Ferry With Them 08/27/14 - 05:30pm Ikea In Art Before 1650 08/27/14 - 05:00pm Yes, The Universe Is Expanding At An Accelerating Rate, Pretty Much 08/27/14 - 04:15pm Did Tony Soprano Really Die At The End? 08/27/14 - 03:46pm Robin Williams-Like Mural Painted in the East Village 08/27/14 - 02:45pm World's Crappiest Putin T-Shirts 08/27/14 - 02:15pm A Levitating, Glitch-Spitting Speaker 08/27/14 - 01:45pm Study: Social Media Makes People Less Likely To Voice Dissenting Opinions To Friends Offline 08/27/14 - 12:45pm Zara "Exterminates" Their Line Of Nazi Death Camp Uniforms For Kids 08/27/14 - 11:30am The Onion's Art Department Is Awesome 08/27/14 - 11:00am Meet The Cabbie Who's Least Likely To Kill You 08/27/14 - 10:30am


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To bring you the world's finest iWotsit protection we've hooked up with consummate case professionals Uncommon. They're an industry leader in making superbly high quality and durable iPhone & iPod cases – one of the few brands chosen by Apple for Apple Stores. They invented a revolutionary and top secret printing process called TATT™, which embeds the design into the case – so no fading or peeling, ever. It all sounds a bit space age really, which we quite like.
The deflector is a single piece clip-on case.The capsule is a two piece slide-on case with a removable bottom.
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freeminds, cute, little, girl, happy, smile, face, portrait, dress, shorts, sandals, cat, ears, anime, manga, fantasy, furry, blue, yellow, children, kids, funny, fairy tale, character
Indre Bankauskaite also known as a freeminds is a freelance artist from Lithuania