text:
DEAR DR. ROACH: I have had several blows to my head. I read somewhere that this could cause dementia. I am 72 years old and am concerned. Should I be? - Anon.
ANSWER: I think what you may have read are studies showing that football players, who constantly receive very hard blows to the head - which isn't completely protected by a helmet - have a high risk of developing changes to the brain, called C.T.E., chronic traumatic encephalopathy. The same disease is found in boxers and hockey players.
While it's unclear how much damage is necessary to cause this, I doubt that a few blows to the head should give you cause for concern.
I am concerned, however, about a subdural hematoma ("subdural" means "below the dura," the thick protective covering of the brain; "hematoma" just means "bruise"). These can come from a single, not necessarily powerful, blow in just the right spot in a person in his 70s. It may quickly cause a condition that looks like dementia. If you have had a rapid change in memory ability or sudden onset of confusion, it's not likely dementia, and should be checked out by your doctor or a neurologist.
DEAR DR. ROACH: Is there any truth in all the advertisements for penile enlargement that I see in just about all magazines? These formulas say "100 percent safe and natural with guaranteed results." - R.S.
ANSWER: No, not a shred of truth. At best, they are harmless placebo and at worst, dangerous. However, somebody must be buying them, since I get what seems hundreds of emails about it. Don't waste your money.
DEAR DR. ROACH: I have an 11-year-old granddaughter who wets the bed. After she wets the bed, she sleeps all night being wet. How can she sleep all night? In the morning, everything is soaked.
The doctor says she will outgrow it; meanwhile, everything is wet. She lives with my son, who is a single father, and I am sure she has emotional issues. What can we do to help her? - S.W.
ANSWER: Bedwetting is very common, and the incidence goes down with age. About 4 percent of 11-year-olds wet the bed, but only 2 percent of 13-year-olds do. It's very important to recognize that the bedwetting isn't the child's fault, and that she should not be punished for the behavior.
Reducing fluid intake in the afternoon and evening, and voiding right before bed are important. Motivational tools, such as a calendar where she gets a star for every dry night, have been found to be helpful in younger children (age 5-7), if the child is motivated to stop. Bed alarms and medications are other treatments to consider if the motivational techniques, fluid management and regular voiding don't work after three to six months.
- Dr. Roach regrets that he is unable to answer individual letters, but will incorporate them in the column.


text:
ITIL Implementation Tips
February 16, 2009 | Author: PM Hut | Filed under: ITIL
ITIL Implementation Tips
By Rex Gibson
In just 20 years ITIL has come to guide the IT service management practices which underpin the performance of successful organisations worldwide. Not surprisingly those organisations which have not adopted ITIL are looking to do so – and those that have are looking to extend or enhance their ITIL processes. This article looks at what determines whether an ITIL project succeeds or fails.
The experiences of more than 10 organisations were presented at the 2008 itSMF Conference in Birmingham. The projects ranged from application of specific ITIL tools such as Service Catalogue through to trans European ITIL adoption by a major financial institution with the goal of achieving ISO/IEC 20000.
1. Start Right
First and foremost understand where you are now and develop a vision of where you want to be. Use customer surveys and ITIL maturity assessments to objectively define gaps. Develop a vision which is meaningful for your organisation and which can be clearly articulated and communicated. Refer to the "Continual Service Improvement" element of ITIL; this is precisely where the alignment of IT Services and Business Needs should take place.
2. Organisational Change
Recognise that adopting ITIL is as much about organisational change as it is about processes and technology. This is not surprising; IT services are increasingly at the heart of how organisations deliver to their external customers – and are also central to how organisations themselves operate. ITIL projects which are simply based on mechanistic adoption of new processes or software systems will have limited impact. Real success comes when ITIL touches hearts and minds – both within and beyond the IT community.
3. Engagement
Organisational change demands engagement. You have to look beyond the ITIL core reference manuals for creative ways to win support and commitment. Effective communication is essential. Engagement also applies to external providers. When analysing, communicating and driving change make sure that third party providers and advisors are also involved.
4. Share
A theme of successful ITIL adoption is an increased willingness to share. A structured approach to IT services means less duplication of services and roles. It means use of a common language. It means working to meet wider organisational goals.
5. Right People
Your project will fail if you do not have the right skills and right experience in the right place. All of the projects reviewed involved redeployment and training of those involved. One pushed IT personnel out amongst the operational teams to break down barriers and improve response. Most involved the appointment of owners for all key ITIL processes affected. All used ITIL training to ensure a common language and understanding of best practice.
6. Momentum
There is a natural cycle to most initiatives where early enthusiasm fades once the easier wins have been banked, more intractable tasks loom, and other competing projects appear. There is no easy answer. Do publicise successes unashamedly. Do ensure there is a senior management champion who can maintain project profile. Try to avoid breaks in the implementation programme.
7. Project Management
Project Management goes hand in hand with most of the rest of these tips and failure to take a structured approach to ITIL implementation is inexcusable.
The approach you adopt may be PRINCE2 or your own equivalent. The key point is that there is a clear definition of business case, responsibilities, resourcing, work plans, stage reviews, risk, and escalation procedures.
8. Business Relevant Results
Some of the projects examined put a strong reliance on ITIL maturity assessments. These can undoubtedly be helpful but only in conjunction with before and after measurement of criteria which have real impact on the business. These will include activity specific measures such as Service Desk rate of first time fix, and customer rating of satisfaction with IT.
9. Best is the Enemy of Better
For those new to ITIL there is a temptation to want to adopt every process in the book. In the real world, resources are limited and there will be a better return in some areas than in others. Those nearer the start of an ITIL journey are typically starting with Service Desk and processes such as Incident, Problem and Change Management. Also increasing in popularity is creation of a Service Catalogue as part of the task of "understanding what we've got".
10. Business As Usual
Look beyond the project. In several of our ITIL implementation projects care was given early in the project as to how improved service provision would be carried forward into BAU. This is an unglamorous part of the work and one which is often ignored. Improved service levels and efficiencies start to decay once the energy associated with the project is withdrawn.
Focus on Training specialises in provision of Best Practice training within the Project Management and IT Service Management sectors. A comprehensive range of ITIL, ISO/IEC20000 and related courses from leading accredited training organisations can be booked at www.focusprojects.co.uk/itsm.
Additional information on what causes ITIL projects to succeed or fail can be found at www.focus-on-training.co.uk/wp_itil_implementation/.
Rex Gibson leads the IT Service Management team at Focus. He has successfully executed major business change and IT projects, and has managed international engineering companies with significant IT dependency. Rex can be contacted at email@example.com
Related Articles
- ITIL: What It Is and Why You Should Care - Part III - What are some of the difficulties of ITIL implementation?
- An IT Service Management Implementation Project
- An IT Service Management Implementation Project - Part II
- A Risk Management Lesson - Implementation, Monitoring, and Conclusion
- PMO Post Implementation Review and Assessment
2 people have left comments
Rex, I agree with you that the first three processes (incident, problem and change) and the service catalogue give you most of the value of ITIL. Even the term "best-practice" is being replaced increasingly by "good practice" in ITIL circles.
ITIL talks about the service portfolio, but makes no mention of PPM as a means to achieve portfolio based decision making (SPM). Perhaps this could be a subject for a future blog?
This is a very practical approach article.
To have any success on the implementation of ITIL we sure have to consider a PMI methodology, and Rex ITIL Implementation Tips gives a short but in-depth look at the key points for any organization or individual that is on the process or even planning to go onto the road of good practices (ITIL or eTOM).
Rex once again great work.
feel free to leave a comment
Comment Guidelines: Basic XHTML is allowed (a href, strong, em, code). All line breaks and paragraphs are automatically generated. Off-topic or inappropriate comments will be edited or deleted. Email addresses will never be published. Keep it PG-13 people!
XHTML: You can use these tags:   <acronym title="">
      <q cite=""> <s>
All fields marked with " * " are required.

subset: commoncrawl


text:
Iced-Fruit Salad (Chozhaffe)
Total Time
Prep 15 mins
Cook 0 mins
Posted for the Zaar World Tour 2006-Syria. From "The Best of International Cooking" cookbook. Even though the title says that this is a salad, it is actually a dessert. If you prefer a less sweet dessert, add the juice of one lemon. I haven't made this recipe, but I love dried fruit and nuts and this sounds delicious. Note: prep time does NOT include refrigeration time, so be sure to allow extra time for required refrigeration.
Ingredients Nutrition
- 3 ounces dried apricots
- 3 ounces pitted prunes
- 3 ounces dried figs
- 3 ounces dried pears, rings or 3 ounces apple rings
- 3 tablespoons raisins
- cold water, enough to cover fruit
- 2 tablespoons whole blanched almonds
- 2 tablespoons pistachio nuts
- 2 tablespoons pine nuts
- 1 pinch ground cardamom
- 1 pinch ground cinnamon
- 1⁄4 cup grenadine
- 1⁄4 cup rose water
- ice cube (small)
- In a medium bowl, cover dried fruits with cold water. Cover and refrigerate 24 hours; drain well.
- In a large bowl, combine drained fruit and nuts.
- In a small bowl, combine cardamom, cinnamon, grenadine and rose water; pour over fruit and nuts. Cover and refrigerate at least 2 hours.
- To serve, stir in ice cubes.
Most Helpful
I made a half-batch of this and it is pretty wonderful stuff. I didn't stir in ice cubes to serve this, but stirred in some greek yoghurt instead for a different, but delicious treat. The rose water makes this extra-special. Thanks!
What a beautiful way to start the day! I bet shaped ice-cubes would be very pretty in this... I on the other hand only had LARGE cubes! It was still very pretty and had a nice flavor with the combination of the grenadine and rose water. I added the water and waited a few hours before adding the rose water and grendadine and let the whole thing sit overnight. I think I will thicken up the syrup a bit with cornstarch and serve it with vanilla ice-cream for dessert! Made for ZWT6 by an UNruly Under the INfluence!
What a wonderful dried fruit medley! It is made special with rose water, grenadine and other arabic flavors. I did not use the raisins or all the nuts, because I didn't have them, and it was fine. Next time I think I will add the grenadine, rosewater, caramom and cinnamon to the fruits before soaking and only add water enough to almost cover the fruits. That way I think the fruits would absorb more flavors to them and I wouldn't have to dispose of the fruity syrup that the fruits extract, but just leave it in the salad. Oh, and I did not use any ice cubes, since we ate it straight out of fridge. That was chilled enough now that it is -15C outside.


text:
Cinco de Mayo its not just history
Opinion The celebration of Cinco de Mayo, commemorating the May 5, 1862, victory of the Mexican people's army over French intervention in the battle of Puebla, has much significance for the U.S. people this election year.
Proud, happy Israeli whistleblower released
An unrepentant Mordechai Vanunu – the Israeli whistleblower who confirmed the existence of the country's nuclear weapons program – left Ashkelon's Shikma Prison April 21 after serving an 18-year sentence, 11 years of it in solitary confinement.
INDIA Right-wing govt facing setbacks
NEW DELHI – Exit polls following India's third round of voting on April 26 suggest that Prime Minister Atal Bihari Vaypayee's ruling right-wing party, the BJP, may lose its majority in Parliament.
International notes
Guam: Indigenous people protest military build-up / South Africa: Vote shows growing unity / Haiti: Death squads tighten their grip / Nepal: Protests for democracy continue / Venezuela: Threats grow on border
Cuba guarantees paid leave for parents
HAVANA – Cuban law now protects mothers and fathers who want to share child-rearing after the breast-feeding period, without having to worry about irate bosses.
South Africa celebrates decade of democracy
On the eve of South Africa's April 14 elections and the 10th anniversary of the end of apartheid on April 27, the African National Congress (ANC) government and its allies are evaluating the past decade and preparing for the challenges ahead.
Quebec mulls proportional vote system
VANCOUVER, B.C. – The Quebec government will be the first provincial jurisdiction in Canada to advance legislation that would create a new mixed electoral system that includes proportional representation (PR).
International notes
Haiti: Executions continue / Colombia: Coke hunger strike ends / Europe: Massive protests vs. 'welfare reform' / Mexico: U.S. must review death row cases / Nigeria: Sue Chevron Texaco for rights abuses
Indians resisting the politics of hate
NEW DELHI – General elections to India's lower house, the Lok Sabha, will be held in four phases in April and May.
International notes
Haiti: Lavalas describes repression / Honduras: Company security kills activist / South Africa: Campaign for ANC victory / Turkey: Gov't scuttles tire workers' strike / Italy: General strike paralyzes country


text:
Celebrity Central / Top 25 Celebs
Sarah Jessica Parker
Sarah Jessica Parker Performs in Kids' Talent Show – at the White House
The actress joined Jesse Tyler Ferguson and Alfre Woodard at the event
Throwback Thursday: Jennifer Lawrence Delivered Her First Flawless Photobomb Almost One Year Ago
We Couldn't Help but Wonder: Would the Sex and the City Cast Recognize Themselves Today?
Check out this blast from the past with the stars of the groundbreaking HBO series
Celebrity Fragrances: A Brief History of Star-Studded Scents
A look back at stars' signature scents, from Audrey Hepburn to Justin Bieber
Sarah Jessica Parker Is Baffled by the 'Cruelty' of Women Today
The actress also reveals what she learned about marriage from Gwyneth Paltrow's father
Closing Ceremony Kisses Olympics Goodbye, Miley Cyrus Smooches Katy Perry & More Weekend News
Plus: See who teamed up with Jimmy Fallon for an epic jam session
How Sex and the City Would Be Different 10 Years Later
We couldn't help but wonder what the series would look like today
Kim Kardashian Posts Star-Studded Backstage Photos from The Tonight Show
The reality star poses with Lindsay Lohan, Sarah Jessica Parker, Lady Gaga and more on Jimmy Fallon's first night
Jimmy Fallon Makes Tonight Show Debut with Kim Kardashian, Robert DeNiro & More
A slew of stars turned out to wish the host well on his first night
Jennifer Lawrence Is One of PEOPLE's Most Intriguing of the Year
The actress is the star who we wanted to be pals with all year long
How TV Shows Have Hidden Stars's Pregnancies
Though Kerry Washington is expecting, Scandal's Olivia Pope might not share her baby joy. Here's how TV shows in the past have concealed a growing bump
Fan Casting The Carrie Diaries: Who Should Play Charlotte and Miranda?
See our picks for the young stars who could fill the designer shoes of the beloved Sex and the City characters
Sarah Jessica Parker Joins Twitter & More Famous First Tweets
Sarah Jessica Parker dusted off her long-dormant @SJP account for the first time Wednesday. How does her first tweet compare?


text:
We examined the perceptions of teachers and parents about family involvement in urban schools. The study generated from several others that we have been conducting about teaching in high poverty, urban schools. Using focus groups, our purpose was to learn how we could better prepare teachers for urban schools. The data revealed that teachers are frustrated with a lack of parental involvement in literacy activities at home and at school. Parents, however, expressed distrust toward the local elementary school because they felt the faculty has been biased against African American and Latino children and their families. Consequently, the parents said they deliberately decided not to participate in school activities. Parents explained they would only work with teachers who respected and valued their children. Results of our study point to the importance of helping new teachers learn strategies for developing strong trusting relationships and effective communication strategies when working with urban families.
Experienced teachers are well aware of the benefits of family involvement in children's education. In the past, parental support was always thought to be a critical component of education, and teachers assumed, whether accurately or not, that families supported their efforts and expectations for children's learning. Yet in contemporary society issues about parental support and involvement are complicated by diverse family arrangements and vast socio-cultural differences among classroom teachers, children and families. In particular, urban families are often marginalized from everyday school life by poverty, racism, language and cultural differences, and the parents often perceive that public education is designed for children from middle class, white families at the expense of others (Oakes & Lipton, 1999).
Many researchers have examined the challenges of involving low-income urban families in their children's education. Comer, Haynes, Joyner & Ben-Avie (1996) have shown how parent involvement in the most poverty stricken urban schools can improve a building's psychological climate for learning and children's academic performance. Delpit (1992) argued that families should serve as cultural informants for teachers to interpret children's behaviors. McCarthey (2000) explained how family involvement in education is influenced by culture, income, language, and the adults' perceptions of school and family responsibilities.
It is widely known that low-income urban parents are reluctant to be involved in their children's education. Hoover-Dempsey and Sandler (1997) identified three psychological factors contributing to this problem. First, the family's perceptions of their role and responsibility in their children's education is the most important factor predicting parental involvement. Middle class parents, for example, feel that they should collaborate with school efforts. But low-income families often perceive themselves as outside the school system and feel it is the school's responsibility to do the teaching. Second, parental feelings of efficacy contribute to their involvement in their children's school. Parents who believe they can make a difference in their children's education are more likely to visit and participate in school activities than those who feel ineffective. Third, some schools are more welcoming than others, and the extent to which schools make parents feel comfortable and valued contributes to the adults' participation in their children's education. Schools serving low income, ethnically diverse neighborhoods, Hoover -Dempsey and Sandler argued, must make greater efforts to welcome families, because those are the parents who often feel excluded because of differences in their ethnicity, income, and culture.
There are a variety of reasons why low income urban parents resist involvement in school activities, but certainly cultural and communication differences between teacher and families lie at the heart of the problem. Au and Mason (1981) found that when teachers' conversation styles match that of the community, children are more able and eager to participate in classroom activities. Heath (1983) discovered that children will achieve more when their home language patterns and values for literacy resemble that of the school. Cazden (1988) showed that teachers who are familiar with children's conversational styles, including the uses of silence, are more successful in their instruction than teachers who are not.
Urban teachers often lack knowledge and respect of the ethnicities and cultures of the children they teach. Baker, Kessler-Sklar, Piotrkowski and Parker (1999) discovered that teachers often have limited knowledge of what parents do at home to help children in school. Pianta, Cox, Taylor and Early (1999) found that most teacher communication with low income families consists of "low intensity" letters and flyers with little face-to-face interaction with the parents. Moreover, as their number of African American and Latino children increased in a school, fewer "high intensity" teacher contacts with families ever took place. Linek (1997) argued that many urban teachers possess a "We -Them" attitude toward urban parents and do not view them as collaborators in children's education. Valdez (1996) found that even well-meaning teachers do not recognize the impact of family beliefs and values about schooling; consequently, some parent education projects, such as those designed for Mexican American immigrants, do more harm than good because they do not build on the families' cultural capital. Recently, Nieto (1999) and Bloom, Katz, Slosken, Willet and Wilson-Keenan (2000) have emphasized that teachers must establish respectful and trusting social relationships with children and families, and this is essential for any efforts to improve urban education.
Recent research indicates that family resistance to school involvement can be reversed. This can be accomplished when teachers actively develop an understanding of children's cultural backgrounds, and when teachers make sustained and creative efforts to collaborate with families. Edwards, Pleasants, and Franklin (1999) show how "family stories" can inform classroom teachers about children's literacy backgrounds -- family stories about children's reading experiences have helped teachers discard stereotyped notions of literacy in the inner cities. Nistler and Maiers (2000) demonstrated how urban families can become successful collaborators in primary grade children's literacy learning. Like Delpit's notion of cultural informants, Nistler and Maiers argue that urban families can provide teachers with "talent, energy, and insight" (p. 671) about children's learning. They described how parents who were scheduled to participate each Friday in classroom literacy activities became empowered and real contributors to their children's education.
For nearly ten years we have worked with an urban after school literacy program where our graduate and undergraduate students have tutored children (McDermott, Rothenberg, & Gormley, (1999). Yet throughout this time we did not consciously elicit parental concerns about their involvement in local public schools. Our practica students held individual parent conferences to discuss children's literacy growth, and each spring we held a "Literacy Celebration" where children shared their reading and writing with their families. Yet we never asked the parents about the extent of their participation in their children's schooling. Recently, we also wondered what our best cooperating teachers said about urban family involvement in school. Consequently in this study we examined the following questions: 1) What do low-income parents say about their involvement in their children's education? 2) In what ways do low-income parents and teachers agree or differ about family involvement in school activities? By investigating answers to these questions we might find ways to better prepare new teachers for urban schools. In addition, as we grow in our own understanding of effective family involvement, we can influence the local public schools' relationship with the low-income families with whom our students work.
This study generates from several that we have recently conducted about teaching in high poverty urban schools. In the first study we used a rating scale of best teachers and a Likert survey of teachers from high poverty buildings (McDermott & Rothenberg, 1999). In the second study (McDermott & Rothenberg, 2000) we conducted qualitative focus group interviews of teachers, children, and parents in low-income settings. This present paper reports our findings from the focus groups with urban parents and teachers.
The setting for this study is an intrinsic component of our method. We conducted the study in a small Northeastern city. Like many cities throughout the Northeast, this city had undergone a collapse of its century old textile industry. As its factories moved out, downtown buildings that previously contained bustling restaurants and department stores closed. The city's population decreased from nearly 100,000 at the turn of the 20th century to about 60,000 at the present time. The drop in the city's size has coincided with a growth in the African American and Latino population.
The college is located in the city's downtown neighborhood. One block away are four high-rise public housing buildings home to approximately four hundred families. Ninety-five percent of the children living there are African American and Puerto Rican. There is a good deal of interaction between the college community and the residents of the housing project. Much of this interaction takes place in the context of practica required in the college students' course work.
One urban school district and an after-school arts and literacy program, in particular, served as the physical and social context for the study. A few years ago the city school district integrated its elementary schools. The elementary building serving the downtown housing project had become highly segregated with low-income, children of color. Consequently, the district decided to bus children from the downtown housing project to a more affluent elementary school that is located on the hill in one of the city's remaining middle class neighborhoods.
Our qualitative methods evolved from the first part of a previous study (McDermott & Rothenberg, 1999). That study incorporated a selection of teachers in urban and rural low-income schools, based on observation and reports from informants in each school. Our definition of a good teacher was one who, at any level of teaching, created and cultivated ongoing learning. We administered a survey of teaching practices and beliefs, using a Likert measurement scale. Among the highly ranked results, which included the importance of structure and flexibility, personal warmth and empathy, respect for children and their cultures, and knowledge of subject matter, there were several anomalies. The teachers, who were mostly white, decried children's dialects and grammar; felt that children should never use home language in school. The teachers did not believe that their participation in the community was important to their teaching.
We decided to investigate the teachers' opinions about language and community participation further. Consequently, we developed a focus group of four teachers from the original 25 who completed the Likert survey. Based on previous research (Madriz, 2000; Morgan, 1988) we felt that a focus group, consisting of teachers we knew well, would allow us to explore contradictions and complexities of the teaching beliefs from the survey.
One of the focus group discussions examined teachers' perceptions about parent involvement. The poverty levels of the schools where the teachers worked ranged from 83% to 90%. African American and Latino children comprised one third to one half the student population in the urban buildings. During the focus group the teachers produced additional comments that were similar to the results from the Likert survey. We met with the four teachers twice for about 90 minutes each, on May 15 and October 16 of 1998. Two of the teachers taught first grade and two were newly appointed assistant principals in two high poverty elementary buildings. One teacher dropped out after the first meeting because of a back injury.
We designed our parent focus group to generate discussion with the least intrusion of power elements that might be introduced by us. We decided to use a study room in the apartments where the parents lived that was a block from our college. We chose focus groups as our method because of its valued use with marginalized participants, in this case people who are minorities, women, and of lower socioeconomic status (Madrix, 2000). Methodologically, we placed ourselves in the framework of standpoint research because we viewed this group as constructivist, developing their own knowledge and ways of working with it, both within and outside the group (Olesen, 1994).
We had additional reasons for using focus groups as our research method: We selected focus groups because we anticipated that they would offer a non-threatening and comfortable social context when interviewing people who have been alienated from the public education system. The goal of the focus groups was to describe and explain the points of view of inner city parents and teachers about urban education. We anticipated that the social support and camaraderie of focus groups might help the parents when conversing with us, who are college faculty, European Americans, and outsiders to their socio-cultural communities. Furthermore, we thought that our social roles and color might inadvertently serve as a communication barrier between ourselves and the low-income parents we wanted to interview. Consequently, we thought a group interview context might be more comfortable and supportive for the parents as we discussed their children's education. Labov (1972) used a similar research strategy when he interviewed inner city adolescents in his classic sociolinguistic study of dialect. We knew that recent educational research texts (Gay, 1996; Krathwohl, 1997) discussed focus groups as valid and efficient methods for data collection.
We experienced some difficulty scheduling the parent groups. Although the first one proceeded as scheduled, only one parent attended the second scheduled meeting. That parent explained that the others had already attended a housing project meeting the previous night, and that was why, she thought, no one else came. It took two more weeks before we could identify a night that other parents might come, and at that meeting five parents attended. We met with them on June 10, 1999 and May 25, 2000. We first sent the parents a flyer asking to meet and discuss their thoughts about their children's best teachers. We did this because we wanted to conduct the focus groups in a positive manner and not use the meetings as gripe sessions. At the first year's focus group seven women, including three African American, three Latina, and one European American participated. In the second year five parents attended, three were Latina, one African American and one European American. The majority of the women attending were in their late twenties. A few were in their mid thirties and there was one older parent of about 45 years of age. The first year's focus group lasted for one and a half-hours, and the second about one hour. We contacted the parents through the after-school arts and literacy project where our college students tutored children. Teachers from the arts and literacy program helped us contact the parents, but we also relied on one parent who helped us schedule the meeting nights.
When we met with the teachers we questioned them about their thoughts pertaining to cultural responsiveness, language diversity, and methods of teaching in low-income schools. We used different kinds of questions with the parent focus group: 1) Have your children had really good teachers and what were they like? 2) What do you think the principal should tell teachers to assist them with their teaching? 3) What kinds of things should new teachers know when teaching in city schools? And for the second year we added, 4) what do you think teachers should do to help parents feel comfortable about attending school events?
One researcher interviewed the parents and the other served as an outside reader of the field notes. Both researchers participated in the teacher focus groups. During the focus groups we wrote verbatim and paraphrased entries about what the respondents said. Afterwards these notes were typed and filled-in with contextual information. We analyzed the notes by testing for emerging categories, patterns, and themes that we detected (Lincoln & Guba, 1985). During the first focus group, the parents built upon what each other said and the conversation became rich and energetic. In the first focus group in particular, the parents expressed frustration and anger about their relationships with school personnel. In the second focus group, some of the parents expressed more contentment and comfort with their children's teachers and the assistant principal. Pseudonyms are used throughout the paper.
We first present data from our teacher focus group, and then share our findings from the parents. Data representing salient moments from these focus groups discussions are presented. That is, we offer data that revealed the frustrations and conflict expressed by the participants in the study. This data is representative of the information and emotional tone shared and displayed during the focus group discussions with the urban parents and teachers.
This focus group consisted of some of the best urban teachers we knew. We had worked with them for many years, and they were well respected by other college faculty and colleagues in their schools. Yet, even this well regarded group admitted an overall lack of success at involving urban families in school events.
The teachers recognized the importance of parental involvement in children's education, but they knew they were unsuccessful in this aspect of their teaching. They thought the mobility of low-income urban people contributed to their lack of involvement in school activities. Diane said that the composition of children in many classrooms changed by half over the course of an academic year. Dorothy agreed, saying that the transience of families, as well as their own alienation from the public educational system, explained the lack of family involvement in school events. "Maybe the difference is that in my school's community the families are transitional. Parents are new to the community and many of them move in and out of it (over the course of the school year)..."
Frustration characterized many of the teachers' statements about parental involvement. "We have trouble getting them to conferences... They are always working," Meg complained. The teachers acknowledged the importance of involving parents in family literacy events, but they admitted they had little success with it. "We need to teach parents again...we have tried [to teach them about literacy activities]...but many of the parents are so young, and they are afraid to come to school because of their own [poor] school experiences."
Dorothy gave specific examples of the lack of parental involvement in her school's recent Open House: "...this year I only had five out of 19 parents attend. Last year it was worse, with only one parent attending. So, I don't know."
The teachers thought the lack of family involvement in school was an increasing problem. They sensed that parents had become more resigned and removed from the impersonal forces of large city school district. They thought that many parents felt urban schools were unresponsive to their children's learning needs. They felt there was a general deterioration in family involvement as children progressed through school. "In first grade, more parents are actively involved ... they are still clinging to their children.... but in a few years they have bought into the system and they have accepted their children's problems and accepted the system [for good and bad]. "
Yet unlike many other teachers from high poverty schools who often give-up, this group still held high standards for children's learning. They supported Meg's comment, "All the children are going to leave my classroom reading!"
Meg shared her frustration about getting parents to attend school conferences, but said she would no longer accept excuses: "They may have good excuses for not coming to school, but they are not good enough for me anymore! " Yet at the same time, she said it was her responsibility to make sure children learn in her classroom. She did not scapegoat and said that she frequently wakes up at four in the morning to plan ideas for her teaching.
Teachers shared interesting comments about culture and teaching. They said they tried to integrate children's cultural experiences into their lessons. Meg matter of factly said, "You have to include children's language into your teaching... at my school we have 28 ESL children from Asia, Africa, and South American countries...schools are getting more students from other countries and teachers are incorporating these cultural experiences into their lessons." Dorothy elaborated, "It is the right thing to do. A few years ago several of our teachers received a teacher grant for 'Walk a Mile in My Shoes.'" This was a faculty and student collaboration to study cultural and ethnic differences in their schools. The teachers discussed the importance of selecting literature that illustrated the children's cultural backgrounds. Dorothy gave one example of tying literature to children's linguistic backgrounds, "There is a book I like to read to my children. It is by Lois Erhart and it is bilingual." Teachers stressed the importance of integrating children's cultural knowledge throughout the curriculum. Diane explained that she used social studies to discuss children's cultural backgrounds by using music, food, literature, dance�and guest speakers. I even integrate cultural knowledge into science," Diane proudly added.
The data in this section come from the voices of six mothers who participated in our focus groups. The women are as follows: Mrs. Herrera, a Latina immigrant from Puerto Rico; Mrs. Davis, an older African American woman; Mrs. Taylor, an African American woman who recently finished her degree at a local university; Mrs. Howard, an African American woman; Mrs. Figuerra, a young monlingual parent from Puerto Rico, and Mrs. Evers, the only white woman in the group.
The women said they were very concerned about their children's education. They also said that their children have benefited from some good classroom teachers. Several parents, in both the first and second year focus groups, spoke about a kindergarten teacher who was particularly kind to their children; although she was strict teacher, she looked for positive qualities in each child. Mrs. Herrera, said, "Mrs. DeSantis loves children." When asked how she knew that, Mrs. Herrera said, "She hugs and kisses them!" Although this might seem incidental to being a good teacher, the parents frequently discussed the importance of teachers being respectful and loving of their children. Displaying respect for children and their work such as hugging in kindergarten and praising in upper grades may be more important when teaching children in low income families than middle class ones whose families are already well established and connected in the communities.
Other parents agreed about their experiences with Mrs. DeSantis, whom they all liked. This teacher frequently sent notes home to the parents. This teacher, Mrs. Evers said, "�affirmed my child�Mrs. DeSantis is really good." Mrs. Evers added that this teacher taught her daughter, Liz, to express her feelings: "Mrs. De Santis drew 'happy faces' on her work �she sent notes home about Liz and kept me informed." Another mother, Mrs. Taylor said, "She gives positive reinforcement�she recognized my child as 'star of the month!'" They said Mrs. DeSantis even came to visit the housing project to see the after school program. Mrs. Evers said, "Mrs. DeSantis stayed in contact with me, even after Liz was promoted to the next grade� Mrs. DeSantis left space on her notes for me to write back�She emphasized choices for kindergartners. But some people say too rigid...Keeps them at their desks, but I like her."
Parents believed it was essential that teachers were positive with their children. Good teachers complimented children frequently about their work and made children feel good about being in school. Mrs. Taylor said, "I like it when teachers look for the positive in kids� Everyone has something positive...Children pick up on it�Children like compliments�Teachers need to look for the positive." Conversely, the parents repeatedly spoke about how the communication they typically received from school was negative. They shared anecdotes about school suspensions, placement of their children in special education programs, and retention. Mrs. Taylor, a particularly articulate mother, shared her frustration with her daughter's school: She was "...sick of hearing the word 'immaturity'�this word was a code (word) to retain kids� it was used to retain children of color�They track my child by saying she is immature� It is the same negativity!" Mrs. Taylor told the other parents they should not feel "intimidated by school...I know they don't make you feel comfortable...They throw language at you ...How many black kids did Piaget study? It makes you feel uncomfortable...teachers should communicate so you understand...teachers need to be creative...build on what my daughter knows...I had some fights with her teacher...Parents should not back off�I don't care what they (the teachers) think of me..."
In the second focus group parents shared a coping strategy for interacting with the teachers. In last year's focus group Mrs Herrera said she was nervous and uncomfortable when visiting the school. When she went to the school her English became awkward, and she could not understand what the principal or classroom teacher told her. So this year she brings her own interpreter, a teacher from the arts and literacy program!
Evidently, the school also improved its strategies for working with families from the housing project. The assistant principal, for instance, came down from the school to visit the housing projects several times. He helped with the bus and he removed dead pigeons from under the bridge that were frightening the children. The parents said this "showed that he cared" to come to the river and visit their community.
Parents appealed for good communication skills in their children's teachers. The best teachers communicated frequently through notes and telephone conversations with the parents. Parents liked teachers who sent home weekly newsletters or notes. They appreciated phone calls and loved it when teachers visited the afternoon tutoring program in the housing project, as a guidance counselor and kindergarten teacher had recently done. Parents discussed how communication difficulties were a major problem with their children's school. Mrs. Howard said, "Last year I didn't know that my child was doing poorly�the report card said everything was good, yet at the end of the year, she said my child needed to be left back�this year the same thing is happening� they keep telling me everything is good until the end of the year, he is left back." Mrs. Taylor echoed a similar feeling about her child's teacher, "Same thing with Tonya, I didn't know�they never let you know... never once told me she wasn't doing well�they don't tell me what's going on�this year I know how my daughter is doing." Mrs. Taylor said, "No mother wants to hear her child is doing badly. I want to know how to help...constructive criticism...come up with a plan!"
The parents confirmed what the teachers in our focus group said about parent involvement in school events - parents were so busy it was difficult for them to visit. Of course, there was more to it than that. Many of the parents worked. However, their jobs consisted of low wage, low skill employment. So although most worked, they were employed in poorly paid positions, that offered few benefits or security. Consequently, none of them had cars, and to visit the school required a great deal of planning to take time from work and arrange for transportation. It was not simply a matter of jumping into a car and driving up to the school for an hour. Moreover, the parents felt anxious about visiting the school. They generally perceived schools as racist institutions. For example, some parents thought their children were "singled-out" whenever there was a problem in school. Given these issues as well as others, it is no wonder that they have been "always busy" and unable to attend school events.
"Parents have something to do all the time," Mrs. Evers explained. "So teachers should send home notes." "Each child is an individual," she added. "Teachers should call the mother if there is a bad day�maybe the mother can work with the child�they should give information to the mother�let the parent know, nip it in the bud." Mrs. Evers continued, "Some teachers show favoritism�sometimes it is the way they talk with children." Mrs. Davis added, "My child says, 'they dis me.' parents should nip it in the bud!"
We often needed to redirect discussion during the first focus group because of the negative tone of much to what parents said. At that time parents spoke far more about negative experiences with urban teachers than positive. Unanimously, the parents said they felt unwelcome and uncomfortable in the school to which their children were bussed. They complained that many of the teachers "spoke down" to them, some "brushed them off," and others did not answer their questions. Mrs. Howard shared how she felt a teacher was disingenuous to her and her daughter, Alena. The family has a genetic eye disorder that has been passed down through at least three generations, but she said it had no relationship to intelligence. In February of this year the third grade teacher said Alena needed to be retained. "My child came to school in January, but in February they told me she should be left back - only one month and they decided this! They never gave her a chance...stigmatized!"
Parents in the first focus group said teachers did not like being questioned about their teaching methods. They spoke about the principal who did not speak respectfully with them. They wished the school used interpreters to help with Spanish speaking parents. All the parents wanted to be part of their children's education, but they felt excluded because of negative attitudes they perceived in teachers. Mrs. Herrera said, "I feel like dumb going to the school...I'm not comfortable...I don't feel welcome...They don't interpret for me...Teachers look at us as beggars..." Parents said the teachers have poor communication skills and lack respect for Latino and African American people.
Good communication skills and respect for children and their families reappeared as the most desirable teacher characteristic for these parents. These qualities ran throughout the focus group discussion and were evidenced in each of their anecdotes. The parents also wanted teachers who knew how to teach their children well. They wanted teachers who would be "kind but strict," and they did not want their children "babied." Their children needed to be "pushed to the limit," but done in ways to make "learning fun." For example, like learning a "rap song would be fun!" "Some teachers," Mrs. Taylor said, "baby the kids so much the children believe they are inferior."
The parents also discussed culture and teaching. Mrs. Taylor said, "New teachers should be aware of not just reading 'white' books�they should make an effort to celebrate "Kwansa" because more families are doing it and children should share it�teachers should look into the holidays...they [teachers] should visit here." Mrs. Figuera said (as interpreted by Mrs. Herrrera), "It is harder on the Spanish-speaking children to read cursive, so teachers should also print."
Three important topics repeatedly appeared throughout our with the parents: 1) Teachers need to display respect and love for children. 2) They should communicate frequently with families, and this can be done through notes, newsletters, and telephoning the mothers at home or work. 3) Teachers should visit their community because this shows interest and care for children and their families.
In recent presentations at the meetings of the American Educational Research Association (e.g., Allexsaht-Snider, 2000; Gunn-Morris, 2000; Hoover-Dempsey, Walker, Jones, & Reed, 2000) researchers reported difficulties that teachers experienced in working closely with urban parents. These papers explained that teachers need a whole new set of skills and new psychological dynamics for engaging urban parents in meaningful discussions about their children and their children's learning, especially for children with learning difficulties. Urban teachers reported that their administrators supported neither their efforts nor their problems when it came to parents. Administrators would bow to the easiest solution, and encourage them to avoid future problems with parents. There are very real issues, particularly if, as we believe, engagement with parents is important for low-income children to succeed and for meaningful school reform in low-income urban schools.
This year we are beginning a study with novice teachers, introducing skills, issues, and experiences in working with low income, urban parents. But we find it increasingly difficult to fit into our syllabi, already crowded with new standards, and all that we want and need to teach. This points further to the need for longer teacher preparation programs and more experiences for novice teachers directly in schools while being mentored. It is vital that this experience occurs during the preparation program, given the ambivalence of many schools toward parent engagement.
Urban school districts know the influence families have on children's education. Yet, except in a few rare cases, urban districts are notoriously ineffective at involving parents in school activities. The teachers in our focus group, whom we believed were highly experienced and skilled, admitted they had little success at involving urban families in their children's education. As one teacher said, "They [parents] are always busy."
Our data revealed the urban mothers who participated in our focus groups said they were very concerned about their children's education. They also indicated in many ways that the schools were not welcoming or considerate of their circumstances. Parents from our first year's focus group revealed a surprising point of view about school involvement - they deliberately decided to withdraw from school activities because they thought the school was racist.
Many of the parents' comments indicated that they perceived the school as representing the values and interests of established white America and not the needs of low-income people of color. We suspect the parents assumed a "We-Them" attitude about their children's teachers, similar to what teachers assumed of them. Whether fairly or not, the parents perceived the public school to be unwelcoming, and social interaction with teachers became painful encounters. Even during our second focus group when parents were far more positive about the school's efforts, some parents thought teachers unfairly blamed their children for classroom incidents because they lived in public housing and were bussed to school.
The urban teachers expressed frustration with parental involvement. Although they believed in family participation, they despaired at improving it. However, the teachers did not know that parents deliberately decided to stop supporting school events. Even on seemingly straightforward issues, such as homework, the teachers did not understand the parents' perspective. Teachers complained parents did not help children with their schoolwork, but the parents explained they did not know what homework teachers assigned their children. This frustration and anger felt by the parents were indications of the gulf existing between the community and school.
A year later, there were indications of improvement in the communication between parents and the school. Parents praised the vice-principal who visited their community, and they said one of the teachers visited the after-school arts and literacy program. Parents said these visits showed they cared about the children. There was additional evidence that the parents were learning how to better communicate with the school. Last year one of the parents said the school should provide an interpreter for teacher conferences; but this year she brought her interpreter with her whenever she visited the building. However, even though communication had improved, parents continued to be wary of the school's ability to help.
Social relationships are what drive parents' perceptions of their children's school. There are already so many social barriers between the school and the families due to differences in skin color, ethnicity, culture, and language that the parents are highly sensitive to whether teachers respect their children. The parents said they could recognize when teachers do not appreciate their children. Given the frequency in which this issue emerged in our focus groups, it is clear that teachers' ability to convey kindness and respect for children and their families is essential for their classroom effectiveness and any family support that they might obtain.
Urban parents are more likely to participate in school activities when they feel their children are respected, and their communities and heritages are valued. Yet the parents admitted that they often were busy and could not attend school events. This is, perhaps, why they valued frequent communication from the teachers. However, when parents perceived that the teachers did not like their children, they would not participate or contribute in school activities.
Schools are responsible for establishing open communication with parents. Yet, we learned that teachers, even the exemplary ones, expected parents to communicate with the schools in middle class ways, such as telephoning them, visiting, and writing notes. But parents in our focus group felt vulnerable with school authority, and they could not comfortably communicate with teachers in ways that white, middle-class families were accustomed. These urban parents did not have cars and could not easily visit the school. Some of them spoke English hesitantly, and most, we infer, felt anxious about their own writing.
Urban schools need alternative ways of connecting and communicating with parents who live in high poverty areas. For example, the conventional "Parents Night" might be placed at a community room in the neighborhood where families live. Schools with children who are acquiring English should plan for interpreters when parents attend conferences and other school events. While some of the parents are bilingual, we know their anxiety about visiting school still blocks their ability to understand what teachers say to them.
Teacher education programs must prepare new teachers to work effectively with parents. New teachers need to learn a variety of strategies and skills to involve urban parents in their children's education. Teachers must learn to communicate clearly and sensitively with adults of different ethnic and cultural backgrounds. They must learn strategies that allow parents to collaborate in their children's education; evidence from other studies indicates that exemplary teachers view families as collaborators in their children's education (Alvarez & Williams, 1998; Ladson-Billings, 1994) and not as clients or adversaries.
White, middle class teachers must learn to build trusting and respectful relationships with low-income people of color, and these strategies will differ from what they are accustomed. Teachers should learn about the ethnicities of the children they teach and develop culturally sensitive ways of connecting and establishing good relationships within those communities.
Communicating effectively in multiethnic communities is essential for today's teachers. From the very beginning of their practica placements prospective teachers should learn the importance of parental participation in children's education and ways to bring it about. Prospective teachers must acquire both "low and high intensity" strategies for communicating and working with urban parents. Introductory course work should help students understand their own values and attitudes about diversity. The same course work should provide them opportunities to see and hear what urban life is like for families in high poverty neighborhoods. After acquiring a better understanding of themselves and others, prospective teachers can develop communication strategies that can make a difference when teaching in urban classrooms.
Methods course work should provide opportunities for prospective teachers to learn how to write effective notes, letters, and newsletters to families. Prospective teachers must learn how to display their value and respect for the cultural backgrounds of the children they teach. They need to learn how schools should be transformed so that cultural and ethnic diversity is celebrated throughout the school year; such celebrations should be evident the moment one walks into a building and its classrooms. Teachers should learn to display books and media representing children's cultural backgrounds. Frequent notes and letters to families acknowledging children's strengths are also helpful.
Urban schools might make greater use of "looping" models of instruction. With "looping" children remain with the same teacher for two years. So, for example, a first grade teacher would move-up to second grade to follow her students as they are promoted. The advantage of looping in terms of family involvement is that teachers will have greater opportunity to construct long lasting relationships with parents and family members. Less learning time will be lost at the beginning of a school year because the classroom teacher already knows the children and their families.
Prospective teachers must learn how to conduct effective parent conferences. They should learn conversational strategies that focus on children's positive qualities as well as identify ways they might grow and be helped at home. Teacher education programs should encourage prospective teachers to visit urban communities. Although many urban neighborhoods are plagued by violence, there are ways teachers can safely visit; for example, teachers might visit community centers, churches and after-school programs. Teachers can attend cultural events that are held in urban neighborhoods. These are all gestures that may help break social and ethnic barriers and foster understanding and respect between family and schools.
From this study we learned the great value of constructing strong, trusting relationships with families and children. Nieto (1999) and Ladson-Billings (1994) argue that meaningful relationships between teachers and the urban communities lie at the heart of effective urban teaching, and the results of our study support their argument. Unfortunately, some of the parents in our study lacked trust and respect for their children's school. We have also learned that teacher education programs must do much more for helping prospective teachers learn about the urban families and neighborhoods of the children they will teach.
Allexsaht-Snider, M. (2000). Families, schools and communities: Research & practice. Paper presented at the meetings of the American Educational Research Association, New Orleans, LA, April 2000.
Alvarez, T., & Williams, D. (1998). African-American and Latino teachers' perspectives on successful inner-city teaching. Ethnography in Education Research Forum, University of Pennsylvania Center for Urban Ethnography, Philadelphia PA, March 5-7, 1998.
Au, K. H., & Mason, J. M. (1981). Social organizational factors in learning to read: The balance of rights hypothesis. Reading Research Quarterly, 17(1), 115-52.
Baker, A., Kessler-Sklar, S., Piotrkowski, C., & Parker, F. (1999). Kindergarten and first-grade teachers' reported knowledge of parents' involvement in their children's education. The Elementary School Journal, 99, 367-379.
Bloom, D., Katz, L. Solsken, J. Willet, J., & Wilson-Keenan, J. (2000). Interpellations of family and classroom literacy practices. Journal of Educational Research, 93, 155-163.
Cazden, C. (1988). Classroom discourse: The language of teaching and learning. Portsmouth, NH: Heinemann Publications.
Comer, J., Haynes, N., Joyner, E., & Ben-Avie, M. (Eds.). (1996). Rallying the whole village: The Comer process for reforming education. New York: Teachers College Press.
Delpit, L. (1992). Education in a multicultural society: Our future's greatest challenge. Journal of Negro Education, 61, 237-249.
Edwards, P., Pleasants, H., & Franklin, S. (1999). A path to follow: Learning to listen to parents. Portsmouth, NH: Heinemann.
Gay, L. (1996). Educational research: Competencies for analysis and application (5th ed.). NY: Merrrill.
Gunn-Morris, V. (2000). Preparing for family involvement. Paper presented at the meetings of the American Educational Research Association, New Orleans LA, April 2000.
Heath, S. B. (1983). Ways with words: Language, life, and work in communities and classrooms. Cambridge: Cambridge University Press.
Hoover-Dempsey, K., & Sandler, H. (1997). Why do parents become involved in their children's education. Review of Educational Research, 67, 3-42.
Hoover-Dempsey, K., Walker, J., Jones, K., & Reed, R. (2000). Teachers involving parents (TIP): An inservice teacher education program for enhancing parental involvement. Paper presented at the Annual Meeting of the American Education Research Association, New Orleans, Lousiana.
Krathwohl, D. (1997). Educational and social science research: An integrated approach (2nd ed.). New York: Longman.
Labov, W. (1972). Language in the inner city: Studies in the black English vernacular. Philadelphia: University of Pennsylvania Press.
Ladson-Billings, G. (1994). The dream keepers: successful teachers of African American children. San Francisco: Jossey Bass.
Lincoln, Y., & Guba, E. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage Publications.
Linek, W., Rasinski, T., & Harkins, D. (1997). Teacher perceptions of parent involvement in literacy education. Reading Horizons, 38, 90-106.
Madriz, E. (2000). Focus groups in feminist research. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (2nd ed.). (pp. 835-850). Thousand Oaks, CA: Sage Publications.
McCarthey, S. (2000). Home-school connections: A review of the literature. The Journal of Educational Research, 93, 145-153.
McDermott, P. & Rothenberg, J. (2000). Triangulating data about exemplary urban teachers with focus groups. Paper Presented at the 21st Annual Ethnography in Education Research Forum Center for Urban Ethnography University of Pennsylvania, March 3-5.
McDermott, P. & Rothenberg, J. (1999). Teaching in high poverty, urban schools -- Learning from practitioners and students. Paper presented at the Annual Meeting of the American Education Research Association, Montreal, Canada, April 19-23, 1999. (ERIC Document Reproduction Service No. ED 408 346)
McDermott, P., Rothenberg, J., & Gormley, K. (1999). The impact of community and school practica on new urban teachers. The Educational Forum, 63, 180-185.
Morgan, D. L. (1988). Focus groups as qualitative research. Newbury Park, CA: Sage Publications.
Neito, S. (1999). The light in their eyes: Creating multicultural learning communities. New York: Teachers College Press.
Nistler, R., & Maiers, A. (2000). Stopping the silence: hearing parents' voices in an urban first-grade family literacy program. The Reading Teacher, 53, 670-680.
Oakes, J., & Lipton, M. (1999). Teaching to change the world. Boston: McGraw Hill.
Olesen, V. (1994). Feminisms and models of qualitative research. In N. K. Denzin & Y.S. Lincoln (Eds.), Handbook of qualitative research (pp. 158-74). Thousand Oaks, CA: Sage Publications.
Pianta, R., Cox, M., Taylor, L., & Early, D. (1999). Kindergarten teachers' practices related to the transition to school: Results of a national survey. Journal of Teacher Education, 100, 71-86.
Valdez, G. (1996). Con respecto: Bridging the distances between culturally diverse families and schools: An ethnographic portrait. New York: Teachers College Press.
Julia Johnson Rothenberg is Professor of Education at The Sage Colleges, Troy and Albany, New York. She has had long standing research and teaching interests in multicultural teaching and learning, as well as specific interests in teaching in low income schools, both in the United States and abroad. Dr. Rothenberg has also taught in Europe, Lesotho and South Africa, working with issues of diversity for teachers and students of all backgrounds. Currently she teaches both undergraduates and graduate students in inclusive learning design, analysis of instructional practices, the teaching of social studies, and theories of learning. Julia Rothenberg can be contacted at Education Division, The Sage Colleges, Troy, NY 12180. Her email address is firstname.lastname@example.com.
This paper was presented originally at the Twelfth Annual Conference on Ethnographic and Qualitative Research in Education, State University of New York at Albany, June 9-10, 2000.
McDermott, P., & Rothenberg, J. (2000, October). Why urban parents resist involvement in their children's elementary education [61 paragraphs]. The Qualitative Report [On-line serial], 5(3/4). Available: http://www.nova.edu/ssss/QR/QR5-3/mcdermott.html
Peter McDermott and Julia Rothenberg
2000 copyright
Return to the top of the paper.
Return to the Table of Contents.


text:
CTA Digital WI-SSC Wii Silicone Sleeve - ClearItem#: C55-1168 | Model#: WI-SSC
Currently Out Of Stock!
CTA Digital WI-SSC Wii Silicone Sleeve Product Details
CTA Digital WI-SSC Wii Silicone Sleeve
With this stylish CTA Digital WI-SSC Wii Silicone Sleeve, you can protect your Wii remote from the wear and tear of every day use. The soft silicone material acts as an absorbent to lessen the impact in the event of the remote being tossed or dropped, which is sure to happen with active game playing. The cover has cut-out openings in areas that correspond with the buttons to allow easy accessibility. Perfect for preserving your controller in mint condition as it was when first purchased, this CTA Digital WI-SSC Wii Silicone Sleeve is a must have for every Wii owner.
What It Is And Why You Need It:
- Easy to grip
- Ultimate protection
- Easy accessibility to buttons
- Elastic, perfect fit
What's Included
Manufactured by: CTA Digital
Warranty provided by: CTA Digital
UPC No: 656777004330
Mfg Part No: WI-SSC
Box Size:
( Length:0, Width:0, Depth:0)
Shipping Weight: 0.2000 pound(s)
Click here for full warranty and support information
- CTA Digital logos are registered trademarks of CTA Digital. All others trademarks and copyrights mentioned herein are the property of their respective owners.


text:
what is an essential oil? describe them in some detail. not just a definition.
volatile component that contributes to the scent and flavoring of aromatic plants.
give some examples that demonstrate how the Romans and Greeks valued herbs and spices.
they value it highly and only burn it on royal funerals
who was marco polo and why are we discussing him in a chapter about herbs and spices?
increased the importation of spices and other goods from the Near East.
it was one of the main spices sought in the early explorations. it comes form the bark of an evergreen tree. native to india and sri lanka.


text:
FDA Safety Communications
The following table provides summary information concerning FDA safety communications issued via their MedWatch: The FDA Safety Information and Adverse Event Reporting Program. MedWatch alerts provide timely new safety information on human drugs, medical devices, vaccines and other biologics, dietary supplements, and cosmetics. The alerts contain actionable information that may impact both treatment and diagnostic choices for healthcare professionals and patients. Please click on the details link for additional information.


text:
One of the oldest matchmaking services providing Maceo personals to the area. Matchmaker specializes in helping singles in the Maceo personals area find that special someone. Whether you are seeking a serious relationship or marriage; matchmaker.com can help you today. Our Maceo personals service provides the latest in dating services to help you meet Maceo single men and Maceo single women. Create a free singles ad and start dating online, its easy!
MaceoJoin Now Free!
Maceo Girls | Maceo Men | Maceo Gay | Maceo Lesbians
More Maceo Links:
Maceo Dating | Maceo Speed Dating | Maceo Chat | Maceo Singles | Maceo Love
Senior Dating | Catholic Dating | Christian Dating | Muslim Dating
Black Singles | Asian Singles | Latin Dating
Specializing in Maceo personals services for the past ten years and helping Maceo singles find that special someone has helped matchmaker become one of the best online destinations. Our cupid matchmaking service allows you to receive email updates when new members that match your preferences join out Maceo dating service. Find the best Maceo classifieds and Maceo personals when joining our online dating service today!


text:
Samsung Muse 4 GB Flash MP3 Player - 3.5mm-Micro USB Adapter, 3.5mm-USB Adapter, Stereo Headset, Blue - YP-W1NAL/STA (Refurbished)Item#: S127-0017 RF | Model#: YP-W1NAL/STA |
Currently Out Of Stock!
You May Consider This Alternative
Samsung Muse 4 GB Flash MP3 Player REFURB Product Details
Samsung Muse MP3 Player
Listen to your favorite playlists using this Samsung MP3 player. With a 4GB internal storage capacity, this MP3 player lets you store lots of your favorite songs and listen to them wherever you go. Muse is the perfect complement to your Samsung Smartphone such as the Galaxy S3 and Note 2. Its cool color and design is paired with smooth functionality, thanks to its touch-sensitive keys for navigation and volume control. It also comes with a rechargeable battery and 3.5mm-USB Adapter, which enables you to charge it anywhere, anytime. And with its stylish, blue color design, it surely goes with your daily music lifestyle. Purchase this MP3 Player right now!
What It Is And Why You Need It:
- Easy Music Transfer; utilize the Muse Sync Android App to directly transfer downloaded music files from your phone to your MP3 player
- SoundAlive Optimized Audio; enjoy spacious sound, pounding bass, and clear tones for a superb listening experience
- 4GB Internal Memory Storage; allows you to save lots of songs, podcasts, and audiobooks
- Built-in rechargeable battery; enables you to charge it easily whenever it runs out of power
- Built-in clip and lightweight design; attach the player to your clothing and enjoy music while running, exercising, and other outdoor activities
Refurbished products are products that were originally purchased and returned by customers like yourself. The term refurbished is used to describe products that were returned to their manufacturers specification then tested and repackaged for sale. We utilize a third party of professional technicians who first troubleshoot and then perform any repairs that are necessary to restore the product to like new condition. Refurbished products represent a great value and we offer them with confidence knowing that every refurbished product was tested by a trained group of professionals. Refurbished products are warranted for up to 90 days after purchase. Any product failure not originating from defects in materials or workmanship will not be considered covered under warranty. Warranty terms applicable to refurbished products may vary; see below for specific warranty information and consider purchasing an extended service plan if you desire even more coverage.
Manufactured by: Samsung
Warranty provided by: Samsung
UPC No:
Mfg Part No: YP-W1NAL/STA
Box Size:
( Length:6, Width:3, Depth:2)
Shipping Weight: 0.7000 pound(s)
Click here for full warranty and support information
- Samsung logos are registered trademarks of Samsung. All others trademarks and copyrights mentioned herein are the property of their respective owners.


text:
U.S. Senate Passes Mortgage Fraud Enforcement Legislation
A federal bill to improve enforcement of mortgage fraud, securities fraud, financial institution fraud, and other frauds related to federal assistance and relief programs, has been passed by the United States Senate by a majority of 84-4. Senate Bill 386 (S.386) extends the reach of federal fraud laws into mortgage lending and directs nearly $250 million dollars to federal agencies charged with investigating and prosecuting people and institutions who commit real estate and mortgage fraud.
Similar legislation is pending in the U.S. House of Representatives. Both the Senate and House must agree on a final version of the legislation before it can be signed into law, which President Obama is expected to do.
S. 386 broadens the coverage of current laws against financial crimes, including fraud affecting mortgages. Once signed into law by the President, it would authorize the appropriation of $245 million for each of fiscal years 2010 and 2011 for the Department of Justice (DOJ), the Postal Inspection Service, and other federal agencies to investigate and prosecute violators of the bill's provisions. For each of those years the bill would authorize:
- $75 million for the FBI
- $90 million for offices of the United States Attorneys and the DOJ criminal, civil, and tax divisions
- $30 million for the Postal Inspection Service
- $30 million for the Inspector General for the Department of Housing and Urban Development
- $20 million for the United States Secret Service
S. 386 also would amend certain provisions of the False Claims Act (FCA), which allows private individuals with knowledge of past or present fraud committed against the government to file claims against federal contractors.


text:
The Knicks (16-5) are coming off a thrilling last-second win in Brooklyn, and besides the brilliance of Carmelo Anthony's MVP-type performance, there was another underlying storyline -- Jason Kidd as a closer.
The 39-year old point guard has been brilliant since returning from back spasms that kept him out for four games earlier this month. Since his return, Kidd has played steady and inspired ball -- save for the loss to the Chicago Bulls, when none of the Knicks played well. But note in that game, starting point guard Raymond Felton shot an astounding 9-of-30 from the field as he was out of synch, which made the team follow his lead.
Kidd, on the other hand, has been very solid during his recent five-game stint, as he's been handling the ball more and playing a lot of minutes down the stretch. And while he's been mostly paired with Felton in the backcourt, Kidd has been making the right plays and knocking down clutch shots, with last night's game-winning three being a prime example.
Felton, meanwhile, has been struggling with his shot, and has taken a backseat to Kidd's heroics. Except for his exceptional game in Miami when he torched the Heat for 27 points, including 6-of-10 from 3, Felton's shot has abandoned him as of late. Kidd also had a stellar game in Miami, as he was a game-high plus-31 in the increasingly important points-differential category.
Felton's homecoming against the Charlotte Bobcats was a successful team win, but he only shot 7-of-19 (.368 percent) from the field. And even in Sunday's win over the Denver Nuggets, Felton wasn't effective, shooting just 4-of-15 (.267 percent) from the field. Kidd, meanwhile, was an efficient 4-of-7 for 17 points.
And last night was Kidd's time to shine and put the dagger in the Nets, as his Reggie Miller-like leg-kick that drew the foul on the 3-pointer was classic veteran guile. It's becoming clearer with each Knicks' win that head coach Mike Woodson fully trusts Kidd in the most tense of moments. And while Felton's overall body of work this season has been great, the recent hiccups do open the door for debate.
So what's your take, Knicks' fans? Should Kidd be the main point guard down the stretch, or should Woodson leave well enough alone since all is still well right now?


text:
Join CoCoRaHS Today!
The National Weather Service in San Angelo, Texas, is looking for volunteer rainfall observers across West Central Texas. A number of automated stations currently exist across the region, but these are sparse at best. Improved rainfall reporting can result in significant enhancements to river forecasts, flood potential and land management practices.
CoCoRaHS is an acronym for the Community Collaborative Rain, Hail and Snow Network. CoCoRaHS is a non-profit, community-based rainfall network comprised of individuals of all ages working together to provide high quality observations across all 50 states. All you need to join CoCoRaHS is a rain gauge.
Precipitation Maps
|About CoCoRaHS
|Zoom into the county level for detailed information.
|Enter your data in this simple online form.
We currently have observers spread out across most counties in our forecast area. However, given the variability of rainfall over very short distances, we have a number of "data holes" we would like to fill. If you are interested in providing this weather data on a volunteer basis, head to the CoCoRaHS website for information on how to join. It's easy, it provides hydrologic information to decision makers of all backgrounds and anyone can join. Join today! You are under no obligation to submit your data but every bit of information has value.
|Current CoCoRaHS sites in the WFO San Angelo forecast area. Click for a larger image.
If you have any questions, please contact either Chris Daniels (CoCoRaHS focal point) or Jason Johnson (Service Hydrologist) at the National Weather Service office in San Angelo for additional information. We can also be reached by phone at (325) 944-9445.


text:
Republican Congressman Dick Zimmer's 1996 campaign for U.S. Senate against Democratic Congressman Robert Torricelli is still regarded as a national model of nastiness and negativity by both candidates.
Now Zimmer, who has been out of Congress since losing that race, is running again for U.S. Senate. Sitting Saturday on the porch of the historic Union Hotel in Flemington, he made no apologies for 1996, but said he hopes this campaign "can be about the issues.''
"I am not someone who will do anything to win, but you've got to respond forcefully to attacks,'' Zimmer said. "I will make this pledge: Any media that my campaign puts out is going to be factually true and will be relevant to the job of being a U.S. senator."
The 63-year-old Zimmer became the latest candidate for the Republican nomination for U.S. Senate on Friday when he replaced millionaire businessman Andy Unanue, who dropped out. Unlike either Unanue or millionaire businesswoman Anne Evans Estabrook, who withdrew after suffering a mini-stroke, Zimmer said he cannot finance this race largely out of his pocket.
"I can afford to go without a paycheck,'' said Zimmer, a lawyer-lobbyist who works in Washington, D.C., but calls Hunterdon County home, "but I can't afford to self-fund."
Fellow Republican Bill Baroni, a state senator from Mercer County, said Zimmer is a "tireless" campaigner and "perhaps an ideal candidate. It took us a while to get there, but I think we've found it."
John Weingart, associate director of Rutgers University's Eagleton Institute of Politics, said Zimmer "starts off pretty far ahead'' of Sen. Joseph Pennacchio (R-Morris), 52, and Ramapo College Prof. Murray Sabrin, 61, who also are seeking the GOP nomination for U.S. Senate.
"Dick Zimmer was a major figure in New Jersey politics'' who "has had two political incarnations," Weingart said. He said Zimmer was "a thoughtful, articulate, moderate-to-liberal Republican" when he entered the Assembly in 1982 with good-government credentials as former head of New Jersey Common Cause.
"He evolved into a much more conservative Republican,'' Weingart said.
Democrats have a three-way race pitting incumbent U.S. Sen. Frank Lautenberg, 84, against South Jersey Congressman Rob Andrews, 50, and Morristown Mayor Donald Cresitello, 61.
Read more in the Sunday Star-Ledger


text:
Created using this Craftsy indie pattern
This project was made from an independent Craftsy designer's pattern:
Nordic Christmas: Warm Knits »
by Miss Print
Other projects made by Kaye Prince:
EmbroideryNorwegian Star Cross Stitch
EmbroideryValentine's Heart
EmbroideryCross Stitch Ornament
Offer some kudos...
Join the conversation...
Ask a question...
Add your comment...
|Here are some details about my project:
|Home Decor
|Retro / Vintage, Holiday, Classic, Cute, Casual
Too cute! That scarf is so clever, too.
08/09/2013 Flag
Thank you!
08/16/2013 Flag


text:
Juan Worle, Microscan's Technical Trainer, and Matt Van Bogart, Global Channel Manager, completed a 3-part series that covers everything you need to know to implement a Data Matrix Reading solution. From understanding how a 2D code is constructed to proper Direct Part Mark (DPM) techniques and application best practices, this webinar series will give you a fundamental understanding of how to solve your Data Matrix application.
Understand the proper marking/reading techniques for your application. Ensure the correct mark.


text:
Stockholm studio Humans Since 1982 has combined 288 analogue clocks to create an installation of shifting monochrome patterns, lettering and numbers (+ movie). More »
Tag: Humans Since 1982
A Million Times by
Hair Clip on Hair by Humans Since 1982
Swedish designers Humans since 1982 have created a hair clip with eyes on to make the wearer look like they're standing the other way round and wearing a niqāb headdress. More »
The Clock Clock by Humans Since 1982
Swedish designers Humans since 1982 have created a digital clock made of 24 analogue clocks, which spell out the time with their hands. More »
Celebrating the Cross 1 by Humans Since 1982
Celebrating the Cross 1 is a lounger that incorporates a crucifix, created by Swedish design studio Humans since 1982. More »
Sign up for a daily roundup
of all our stories


text:
About 1850-1900
Museum no. A.54-1952
The netsuke is a toggle. Japanese men used netsuke to suspend various pouches and containers from their sashes by a silk cord. Netsuke had to be small and not too heavy, yet bulky enough to do the job. They needed to be compact with no sharp protruding edges, yet also strong and hardwearing. Above all they had to have the means of attaching to a cord. Netsuke were made in a variety of forms, the most widely appreciated is the katabori (shape carving), a three-dimensional carving, such as this one in the form of a dragon in a Chinese lantern plant. The great skill of this netsuke carver lay in contrasting the shape and texture of this apparently unlikely combination of subjects. A netsuke portraying one of the animals from the East Asian zodiac was particularly associated with New Year festivities of the appropriate year, but could also be used any time during that particular year. It could also be used again in 12 years time in accordance with the cycle.


text:
Obamacare coverage turns out to be better
November 17, 2013
DEAR EDITOR: The process of repetition is well-established among humans as a way of maintaining control and stability over their lives....
Hope you don't get terribly sick
13 Agrees | 4 Disagrees | Report Abuse »
You should offer thanks for the tax payer and fellow insuree who are subsidizing your "magnificent" coverage.
There is no such thing as a free lunch or a low cost insurance policy which contains all the bells and whistles mandated by obamacare which most people neither need or want if they have to pay the bill themselves.
Perhaps "junk insurance" is what we really want and need. Something to cover us in case of a catastrophic illness or injury but not something that pays for doctor visits every time we get a sniffle or buys us our birth control pills and our ******.
20 Agrees | 3 Disagrees | Report Abuse »
8 Agrees | 3 Disagrees | Report Abuse »
Republicans will never understand. If they had called it "RomneyCare For All" the GOP and their Kool-Aid Drinkers would be all over this.
But What do you expect from a Party that thinks the Pope is to Liberal. LOL! Wait till they meet Jesus!
3 Agrees | 19 Disagrees | Report Abuse »
It`s sad that some people still believe the LIES of this so called president.
16 Agrees | 2 Disagrees | Report Abuse »
Obamacare is a step in the right direction for everyone, without health care now. The GOP has done nothing but use every trick possible, to twist and mislead people about Obamacare. I'm not saying or implying it's perfect, but it's a start. When the GOP says the American people don't want it, what they really mean is BIG business don't want it. From insurance company's, hospitals, and doctors are the ones against it. Just look at all the foreign doctors practicing in this country. They came here to make the big bucks, that they couldn't make in their own country. Our health care costs are out of control, and has been. Other country's with national health care laws, have much lower health care costs. Most country's pay for the health care costs, by putting a tax on gas, diesel fuel and other oil products. An the tax is not outrageous either. But the GOP will dispute that also, trying to convince everyone that's not so. But I do know that is a fact.
4 Agrees | 17 Disagrees | Report Abuse »
" The GOP has done nothing but use every trick possible, to twist and mislead people about Obamacare "
You may be correct oldman. I do not agree with how the gop has handled the ACA rhetoric game. I have to ask, is that worse that the flat out LIES and deceitful comments made by Obama and other Demcrats. They LIED oldman, no doubt about it, even if you call it a lesser word, like misspoke, misinformed, the fact is, they LIED. Also the fact that this president thinks he is ABOVE the law is crazy. He has borken his OWN, ACA law what? two, three times? I am not saying the gop is great, I am saying, my god, take the blinders and rose colored glasses of democrats. Your leader is a fraud.
15 Agrees | 4 Disagrees | Report Abuse »
Read the law. It's nothing but more taxes. Stop spending government. Stop giving away the farm. We will be at 18 trillion in a couple of months. Can't you libs/dems see where we are going??? What about the life our children will have or our grandchildren?? My heart aches to think about it. Govt needs to STOP spending so we can breathe.
14 Agrees | 1 Disagrees | Report Abuse »
If OBAMACARE is already so awesome, why did the liar in chief have to eat crow and apologize for it s.ucking!? If you like your current insurance plan you can keep it! Yeah ask 5 million people how they feel about THAT lie. It absolutely baffles me that people can be so idiotic to not see this fraud for what he is. I'd trust satan himself before I believed a word that came out of Odumbass's mouth.
15 Agrees | 1 Disagrees | Report Abuse »
Once again WP proves what a f'ing idiot she really is. She lies as bad as her so called phony president. obammy's unaffordable care act had NOTHING to do with the blood test you had in September. (What STD were they testing for?)
bonehead's unaffordable care act is an epic failure that he had to lie to get.
14 Agrees | 1 Disagrees | Report Abuse »
Making senior citizens and men have maternity covered and giving subsidies is redistribution of wealth through laws, plain and simple.
13 Agrees | 0 Disagrees | Report Abuse »
11 Agrees | 0 Disagrees | Report Abuse »
If obammycare is so great, why do the democrats like reid and pelosi who rammed this horrific law down the throats of the citizens of this country (more than 50% did NOT want it) make themselves exempt from it? Even the liar-in-chief and his family, including the carpet bagging Mrs. Robinson, are exempt.
13 Agrees | 0 Disagrees | Report Abuse »
Remember when the congressman by the name of Joe Wilson yelled out, "You're a liar!". He was very correct.
13 Agrees | 1 Disagrees | Report Abuse »
Beautifully said common sense. Hopefully whatever STD WarrenProud contracted she passes around to the rest of the liberal world. You morons deserve it. I'm sure Daniel will soon be at the STD clinic as well.
12 Agrees | 1 Disagrees | Report Abuse »
WarrenP, I don't understand, why would your SAME policy now pay all the costs of your "fake physical" in Sept. and NOT before, we all know that you do NOT have an Obama plan today so why do you expect an "informed voter" to believe anything that comes out of your mouth? that is your "low information voter's mouth!
11 Agrees | 0 Disagrees | Report Abuse »
It would be great if the libs could keep oblamocare and the sane people could opt out, then we could see how deep their pockets are.
11 Agrees | 1 Disagrees | Report Abuse »
Warrenproud, How in gods name can you simply lie like that?
Funny, I went to a doctor last week, the flub finally got to me. The visit, the copay, the medicine, for me, all out of my poceky, All remained the same it has been for 5 years. BUT, my share of my employeer supplied healthcare went up. Which I accept as part of life. I just hope Obama continues to deny the law of the ACA and stop the employeer mandate.
11 Agrees | 0 Disagrees | Report Abuse »
LOL,,, sorry the FLU got to me, not the flub.
6 Agrees | 0 Disagrees | Report Abuse »
Apparently Odumbasscare kicks in for WarrenProud sooner than it does for the rest of the world. She must have had a dream that her liar in chief called her and implemented her fantastic new plan first in the country. I remember when I had imaginary friends too. WP I sincerely hope you know deep down what a complete idiot you look like to those of us who see through all of the bullshi.t you constantly spew.
15 Agrees | 0 Disagrees | Report Abuse »
what is sad is that someone actually agreed with warrenproud.
10 Agrees | 1 Disagrees | Report Abuse »
Bobby, WP clearly has two trib accounts so that she can get one agree vs 20 disagrees on every idiotic comment she makes. Wonder if she realizes she's the laughing stock of this site.
12 Agrees | 2 Disagrees | Report Abuse »
WarrenP, what's the problem, we many have called you out as a LIAR, nothing to say in your defense?
13 Agrees | 1 Disagrees | Report Abuse »
No lie - simply fact. One of the first provisions implemented by the ACA was wellness checks out of the gate. If your not getting your wellness paid for by your insurance, check to see if the doctor coded it right. Many are not because they make more money by coding it wrong.
0 Agrees | 15 Disagrees | Report Abuse »
Mr. Helztel: You are a fools,fool--You drink a gallon of Obama Kool-aid.
You need to rewrite this article with facts, not just Obama's words.
16 Agrees | 0 Disagrees | Report Abuse »
Showing 25 of 75 comments Show More Comments


text:
{{#each items}}
- {{name}} {{/each}}
Picking up an order?
11103 Pepper Rd
Hunt Valley, MD 21031
Hours- 10am-6pm EST, M-F
Remote Assistance
What type of photographic paper do you use?
What are "Color Corrections" and the "Color Match Guarantee"?
Do you process film or work with negatives?
Is my file large enough to produce a high quality print?
What is the difference between Album99 and Infinity Flush Mount Albums?
Do you offer samples?
We offer a paper sample kit that contains both press and photo paper swatches. At this time, our paper samples are available in ROES for $1.99 with FREE shipping.
We also offer Studio Samples at a discounted cost:
Infinity Flush Mount Albums - 30% off (option found in the cart)
Gallery Blocks - 30% off (ROES only)
What are my payment options?
We accept all major credit cards. At this time, we do not accept PayPal.
What type of photographic paper do you use?
We print exclusively on Kodak Professional Endura Premiere Paper for all photographic printing. Kodak Endura Paper sets the standard in professional printing, so you can feel confident you are receiving the best paper in the printing industry!
Lustre (E-Surface): The surface is closely related to matte, but with a textured finish and a very slight sheen. It is the standard in professional printing.
Glossy: The surface is very smooth and delivers bright bold colors and exceptional clarity with natural skin tones. Custom sizes are unavailable in this finish.
Metallic: The surface has very unique properties. It is a high gloss paper which gives a three-dimensional metallic look to your image. It also gives very flattering skin tones and looks great for outdoor and black and white images.
What are "Color Corrections" and the "Color Match Guarantee"?
Color Corrections include each individual image review and adjusting of density, color tones, saturation and lighting.
In choosing Color Corrections, you're choosing to have our color technicians remove any differences between your personal monitor and our print monitor.
Have you ever watched the same movie on a bank of monitors at a store like Best Buy? The colors and brightness are always different even though it's the same movie... those same differences happen between computer monitors.
We guarantee your complete satisfaction for color prints with Color Corrections. If you are not happy with your prints, we'll reproduce them at no charge to you.
*Nations Photo Lab cannot guarantee orders without Color Corrections.
View the Nations Photo Lab Color Challenge here.
Do you offer an ICC profile?
We strive to make certain that all of our monitors, printers, paper and chemistry are all cross-calibrated to ensure consistency in printing. If you have purchased calibration software and would like to "soft-proof" your images, CLICK HERE to download our profiles and tutorial on how to install them in Photoshop and Lightroom.
Do you process film or work with negatives?
Nations Photo Lab does not process film or work with negatives.
Do you offer custom sizes?
Yes, we offer custom sizes up to 30" wide for our lustre and metallic paper finishes. To request a custom quote, please contact us with the size and paper finish. We do not offer custom sizes in our glossy finish.
Is my file large enough to produce a high quality print?
What is the difference between Album99 and Infinity Flush Mount Albums?
© 2016 Nations Photo Lab. All Rights Reserved.
Nations Photo Lab is a professional photo lab that provides the highest-quality professional photo printing services and products at industry-leading prices. Our digital professional photo lab serves emerging and professional photographers throughout the United States and international markets. Nations Photo Lab prides itself on being the photo printing lab of choice for professionals as well as anyone else looking for high quality professional photo finishing services. If you are looking online for professional prints, metallic prints, photo on canvas printing, custom photo books, mounting, postcards, album printing, sports packages, press cards, photo finishing or any other professional photo lab services online, then you have landed on the right website. As one of the premier photo labs, Nations offers online ordering of digital photo prints using the ROES ordering system.
We're based in suburban Baltimore, Maryland. Our laboratory and facility is located at 11103 Pepper Rd. Hunt Valley, MD 21031.


text:
MiN New York Detox Cleansing Treatment
$18.00 - $40.00
Out of Stock
Counter the elements of thinning hair!
Jun 7, 2012
Seen Better
One of my clients was using this but then wanted to try something new. I recommended Pro Naturals Moroccan Argan Oil Hair Shampoo. It cleanses and nourishes hair, restores damaged strands back to health and provides color protection, plus it leaves hair soft, silky and shiny. My client came back weeks later and her hair was positively radiant! I've never seen her hair look or feel better and she has never been happier!
2 out of 2 shoppers thought this review wasn't helpful.
Boston, MA
Apr 9, 2008
It Seems To Work
Ive been using the Detox cleansing treatment and shampoo for 3 months, and it seems to slow the hair loss. I noticed the difference after using it for one week. I used to have hair all over my bathroom floor, but now I dont see that much hair on the floor. The hair loss seems to reduced about 50%. But when I switch to other shampoo, or when I am stressed, the hair loss comes back. The cleansing treatment does not clean very well, but the shampoo works great. My hair feels clean afterward. I had serious hair loss in the past few years, wish I had discovered this product earlier.
8 out of 9 shoppers thought this review was helpful.
Gary H
Feb 28, 2007
I really like this product. Ive been using along with their conditioner and it seems like the hairloss I was experiencing has slowed. Not sure if its all in my head, but I dont think so... So Im going to continue to use it, it certainly makes your hair feel fuller and thicker.
2 out of 3 shoppers thought this review was helpful.
Jan 10, 2007
I can feel the change on the texture of my hair the first time I used this detox cleansing. It works great for me!
2 out of 3 shoppers thought this review was helpful.
Oct 23, 2006
Excellent Immediate Results
Immediately after using this product I could feel the effects of ist potent ingredients. A sensation similiar, though not as extreme as Retin-A. Applied to the scapl or even the face, I can see this as a great product for dandruff, psoriasis, acne, and hopefully hair retention, maybe some growth. I did a bit of research and one of its active ingredinets is Procapil, a patented DHT reducer with research claims stating it to be as effective as Minoxidil.We shall see, in the meantime it feels great, and I will be trying the other MiN products.
7 out of 11 shoppers thought this review was helpful.