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- Subjects:Money, Economics, Class Projects, Teacher Tips and Strategies
- Skills:Charts and Graphs, Social Studies, Public Speaking, Vocabulary
My Classroom Economy: Bringing the "Real World" Into the Classroom
- Grades: 3–5
While economics is considered part of the elementary social studies curriculum, textbooks and other social studies programs often neglect to incorporate economic instruction. The classroom economy can fill this void while serving as a fun way for students to act as both consumers and economists in a real world setting. A well-run classroom economy has the ability to teach students economic principles while also serving as a behavior management system in which students are essentially responsible for themselves.
READ ON to learn about how I set up my classroom economy, watch a VIDEO of what it looks like in my classroom, and download tons of PRINTABLES that you can use to implement a classroom economy of your own!
Watch Our Classroom Economy in Action
How I Implement an Economy in My Classroom
My detailed classroom economy unit plan is available on the Scholastic Web site. It outlines specifically how I run a successful economy in my own classroom. However, you will find additional information and photos in this post as well as highlights from the unit.
Lesson 1: Introducing the Classroom Economy (Highlights From My Online Lesson)
From the beginning of the school year, my students are immersed in our classroom economy. While it certainly runs itself after a while, students must first learn "What is an economy?" I use trade books, online resources, and class discussions to teach my students a bit about the history of money and the purpose of an economic system. Before implementing an economy, students must first become familiar with the economic system we have in place in our country. See my classroom economy book list for trade books that work well for introducing students to the concept of an economy, and read the full "Introducing the Classroom Economy" lesson plan.
Determining Classroom Jobs & Salaries
Once students understand that they will be participating in a classroom economy, it is important to discuss how they will earn money. Just as adults earn money by doing jobs in the real world, students will also be expected to complete jobs in the classroom as a way to earn money. We spend time brainstorming the jobs that students feel are necessary in order to make our classroom run smoothly.
Check out my list of common classroom jobs.
Once the jobs are determined, students vote on how much money each job should earn. Students rate each job based on its importance, time commitment, level of difficulty, etc. The total points are tallied to determine the jobs that should earn the highest daily salaries and those jobs that should earn the lowest daily salaries. Once students determine the top salary amount, we assign salaries based on the payroll voting results.
The specific classroom jobs and their assigned salaries are posted in the classroom. The jobs are changed each day so that students move through jobs quickly. Students are paid for their jobs at the end of each school day if they have been completed successfully.
Credits and Debits
I do not give students actual money each time they earn pay. I use a system called "Credit and Debits." Each student has a credit and debit log sheet where they are given tallies for the money they earn. Whenever a student earns a dollar, it is marked as a single credit in their log book by the teacher using a red pen. This makes for a quick and easy way to pay students at the end of the day without having to count out bills. Learn how I use the credit and debit log books, and download credit and debit log sheets.
There are many ways to earn money (credits) in our classroom economy. Hard work, responsibility, good behavior, and academic achievements are rewarded in our classroom economy. Of course, poor behavior, lack of responsibility, and lack of effort are ways students can earn debits. Debits are subtracted from the total amount of money a student may accumulate during a given month. As a class, we create a list of ways students can earn credits and debits on a daily basis. Of course, as the teacher, I can choose to give credits or debits for anything I deem appropriate throughout the day. Below is a sign that hangs in our classroom as a reminder to students about how many credits they can earn for specific accomplishments and how many debits they earn for irresponsible behavior.
Lesson 2: Grand Opening (Highlights From My Online Lesson)
Part of implementing a classroom economy is having a purpose for the money students earn throughout the school year. In my classroom the purpose is the privilege of shopping at the class store. Once a month, students are able to spend their money on a variety of goodies that I collect from dollar stores, request as donations, and purchase in bulk amounts online. Read the full "Grand Opening" lesson plan.
Class Money
Before students can shop at the class store, it is important to determine what students will use for money. You can use play money, but it is exciting for students to have a special type of money used solely for the purpose of your classroom economy. Each year our classroom money is named in relation to our class theme. For instance, this year our money is called "Captain Cash" to go along with our "Pier 13" theme. Students can help determine the name of the money and even create designs for the $1, $5, $10, and $20 bills. Students can then vote to decide which design they want for each denomination.
Download the blank Money Template (for students to use to design their own money).
Before the store opens for the first time, we read about the U.S. Mint to learn how money is made. After copying each bill on a different color of paper, we turn our classroom into a mint for an hour as students help cut the money that will be used throughout the school year.
The Class Bank
At the end of a pay period, students find their total amount earned by adding up their credits and subtracting their debits. Students then receive a check for their total amount of money earned. They take the check to the class bank where one or two students cash the checks and give their classmates the appropriate amount of cash. Read more about setting up a class bank.
Gift Certificates
In addition to earning money, I also create gift certificates for special occasions. Students receive gift certificates on their birthdays, as holiday gifts in the classroom, and for meeting their monthly reading goals. The gift cards can be used like cash at the class store.
Download Christmas Gift Card (You must have Print Shop installed to open this file)
Download Valentines Day Gift Card (You must have Print Shop installed to open this file)
Student Wallets
Students keep their money in plastic index card holders that are used as wallets. They also keep their gift certificates in the wallet with their cash.
Class Store
The class store consists of colored baskets filled with goodies for students to buy. Each basket is labeled with a price. Students use small shopping baskets to store the things they buy as they are shopping. I only allow four students to shop at one time. The rest of the class is working quietly at their desks on a purposeful activity often related to a previous economics lesson. Read more about setting up a class store.
Students use a shopping log to keep track of the items they are planning to buy. They must find the total for the items they are purchasing and show it to the cashiers when they check out.
Download a shopping log template.
Two students work as cashiers to check out student shoppers at the class store. The cashiers use oversized calculators to double-check each student's shopping log. This job gives students good practice making change, a math concept that can be tough for third graders. Cashiers also keep track of what each student spends so that they can give that information to the Student Economist (see lesson 4).
Download money spent log.
Lesson 3: Using the Class Store to Teach Economic Principles (Highlights From My Online Lesson)
While the classroom economy is used as a form of behavior management, its real purpose is to help students learn necessary principles of economics. You can check out my suggestions for using the class store to teach students about spending vs. saving, opportunity cost, inflation, scarcity, the laws of supply and demand, and how advertising affects the law of demand. Read the full "Teaching Economic Principles" lesson plan.
Additional Economics Lesson on Inflation
Inflation is another economic concept necessary to teach students, but it is not included in the lesson plan referenced above. I teach an inflation lesson once students have earned quite a bit of money. Oftentimes students choose to save up their money over time. For that reason, many students become "rich," and they have lots of money to spend at the store. When this happens, I raise the prices at the class store without forewarning the students. While they are understandably disappointed with the increase in prices, it is a great way to explain the concept of inflation. This lesson shows students that the value of our class money decreases as the volume of money earned increases. I can't continue to sell my inventory at low prices when the students have earned so much money.
Check out my economics book list that includes a variety of trade books that can be used to teach economic principles including scarcity, supply and demand, spending vs. saving, opportunity cost, and consumer decision making.
End of the Year Class Auction
Auctions are another great way for students to take part in a real-world economic activity. At the end of the year my students are able to participate in a silent auction by bidding on larger ticket items and class mementos. I ask parents to donate "desirable" items that are new or gently used for our end-of-the-year auction. I also include items like autographed class pictures, class books, hallway signs, and other theme-related classroom decor that might appeal to my students. Each item has its own bid sheet, and students are able to bid and outbid each other to get the items they most desire.
Download a sample of the auction note I send home to parents and the silent auction bid sheet.
Lesson 4: The Student Economist (Highlights From My Online Lesson)
Each time the store is open, a selected student economist will study consumer behavior and economic trends based on his or her knowledge of previously taught economic principles. The student wears a special visor labeled "Economist." Read the full "The Student Economist" lesson plan.
While students are shopping, the economist observes consumer behavior and keeps track of what she notices on the "Economist Report" sheet.
The student economist enters the amount of money each student spends each month into an Excel spreadsheet. Once the information is entered in the spreadsheet, we can easily create graphs to show the class spending trends.
Download the economist spreadsheet and the student earnings graph.
The student economist uses the information he or she collected while observing consumers at the store to give an oral report to the class on the "state of the economy." This monthly economics report ensures that students are continuing to use economic terms and that the store continues to be a means of ongoing economic education throughout the year.
Other Economics Resources on the Scholastic Web Site
Books and Materials for Teaching Economic Principles
How Can I Help You?
Feel free to post any questions you might have about my classroom economy. I am here to help!
Comments (54)
I can not get to the kidsbank website. I used it one year and now it seems to not work. Do you have a way of finding it or an alternative for that part of the economy unit?
Hello, thank you first of all for sharing. I would like to do something like this in the grade level I am going to teach this year. How long did it take to organize and put all this together. Did you involve the students in all of the creating and organizing? This is great I think I will use it also in my summer program next year!
I thought that I remembered seeing a list of possible things that parents could donate to the store in the past. Do you have something like that or am I mistaken? Thanks for all of the sharing that you do! I love teaching the things that you share!
What are some typical prices for the sale items you suggested? I do not have a very good support system, for I work in a district where we typically have disadvantaged students. I don't want to cut pay checks, pay them at the bank, and then sadly disappoint when they buy out the store in one day.
What would you typically charge for pencils, raffle tickets, plush toys, erasers, candy etc.?
Hi Beth,
I am just blown away by your generosity in sharing all of your wonderful ideas and organization. I want to implement a lot of them including your library ideas, class economy, jobs, typing and probably more! I am new to third grade this year so the ideas are so welcome. I do have a question about your class jobs. I have a similar system of jobs but change once a week. To change every day seems a lot and also to write in each kid's debit book every day seems like it would take a lot of time. Do you see any problems with doing it once a week? Also, I had trouble with needing to train each kid to do the jobs well which was also time consuming. How do you train your kids to do their jobs correctly? Thank you again for everything!
San Jose, CA
I team with 2 other 3rd grade teachers and together this past school year we initiated our first Classroom Economy. The "Halleyton Mall" was the name of our store (created by parts of all 3 of our last names) and we utilized lots of resources to keep our personal costs down.
I used 2 x 4 labels and created lots of different Gift Certificates and pasted them on colored index cards. These didn't cost anything, but the kids loved buying them on shopping day. Things like: lunch w/ a friend in the classroom, play with a friend at lunch in the class, lunch w/ teacher, time on the classroom computer, etc...
Although it wasn't perfect this year, and there are many improvements to be made, it was a great start and we will continue to create a Economy learning environment for our 3rd graders!
Robin Hall
This is my 2nd year using the economy unit and we love it! I find the kids rise to the challenge of doing their jobs well and are taking more responsibility for their learning. It's been a great way to access community and parent support for our support our class store.
Thank you for sharing your ideas so we can each enhance the learning that takes place in our classrooms! Sincerely, Beth S.
I love your classroom economy idea, but I can't see the samples so I can print them out. Please Help Me.
Hi Beth,
I love your classroom economy system. This is my second year of using it and my students love it! You mentioned that the Banker, Class Economist and Cashiers get paid only for the day the store is open. Do these students have regular classroom jobs in addition? Do your students have regular classroom jobs and alternate through the store jobs each time the store is open? If so, they would then receive their pay for the regular job and the classroom store job for that one day, correct?
Thank you so much for sharing your resources! You are an awesome teacher and have given me the motivation to continue to push myself to try new things!
I was wondering how you pay the Banker and Cashier as their jobs are only done once a month and jobs are changed each day.
Thanks Tracy
Hi Beth,
I was not able to download you sample auction letter to send home. Any other way I can get it?
LOVE this idea... I am going to set it up!!
I am currently an intern and came across your site. I am so impressed and I know I main goal is not to teach for the money as it is not most of our goals but for our future students. Although, can you give me an idea about what items you do sell in the store, where you get them and how you price them?
I purchase most items at dollar stores or online at Oriental Trading. Many parents donate items too. My store items are priced differently each year once I see the average amount of money my students are making. I want them to be able to buy things, but I also do not want to price things so low that they can just buy everything they want. I want my students to have to make economic decisions based on what they can afford and examine the opportunity cost of their decisions as well.
Hello, I teach second and third graders. One class in the morning and one in the afternoon. I teach second graders reading, writing, and social studies in the am and then do the same with third graders in the pm. I was wondering if you have them brainstorm enough jobs for every student or do you just set a handful of jobs. I was thinking with my second graders I would have to have the jobs weekly but then some students would not have a job that week if you only did so many jobs. I would like to keep the same system for both grades so it would be easier to manage. Any suggestions?
I'm not sure of the exact website where I got the nautical-themed backdrop, but I found a link to it at this website: http://www.bulkpartysupplies.com/store/p/85869-Nautical-Party-Supplies-Cruise-Ship-Deck-Backdrop-6-ct-.html
Thanks for your comments!
Hi Beth, Thank you for sharing all your wonderful ideas!I am truly inspired by your hard work! I loved your Pier 13 theme and was wondering where you found the backdrops for the pictures and hallway?
You asked how you might be able to adapt the classroom economy concept with your first graders. Please check out my comment #32 on this post. There I addressed a similar question from a 2nd grade teacher. I hope my response in that comment is helpful to you as well!
I teach first grade and I was wondering if you had any suggestions about using classroom economy with younger students? Thanks
I love the idea of your classrom economy. I tach first grade and I was wondering if you had any suggestions about doing this with younger kids.
The credit/debit system is our behavior management system, so a student who breaks the rules will receive debits. This, of course, results in a lower balance when it comes time for that student to get money from the bank before the class store opens. In some cases, certain students may be put on a separate behavior if the credits and debits are not working, but I have only had to do that a few times in the past 5 years.
Thank you for responding to my earlier post.
I have another question that I forgot to ask earlier. What do you do about negative behavior or children who don't follow rules/procedures? Do you take money from them or do you have a separate behavior system in place (like a card pulling system or something similar)?
I don't want to have several behavior systems in place as that can become too much for me to use consistently and can cause all to be useless in the end.
Thanks for your sharing and suggestions!
You mentioned that you are interested in doing a classroom economy, but you are not allowed to have a class store. In that case, your "rewards" would have to be other things that are just as motivating to your students. Instead of a class store, you could create gift certificates that your students can purchase. They could include things like "Eat lunch with the teacher in the classroom," "Homework Coupon (good for one missing assignment)," "Movie during Lunch Recess," "Student Reader" (Student gets to do the read aloud one day), "First pick for playground balls," etc. Of course depending on the desirability of the reward, they would be of varied prices for students to buy. You could even ask your principal or other special teachers to join in on the fun by offering lunches with the students or extra art time during recess.
I hope my suggestions have helped!
I do think an economy would work with second graders, but your teaching of economic concepts would likely be less in-depth. I would imagine the general idea of students earning money for jobs and positive behavior would be the same as it is in the upper grades. I do think 2nd graders (with the help of the teacher) would be able to brainstorm a list of class jobs that should receive pay. However, you might want to do it on a weekly basis as opposed to a daily basis so that the students do not have as much money to count up at the end of each month.
In terms of using the store to teach economic concepts, you would first need to determine what economic concepts your second graders are responsible for learning. They should be laid out in your state social studies standards. Once you are familiar with those concepts, you can decide how you can use your own classroom economy to help your students understand the necessary economic principles. You may also find that you need to be the banker or the cashier for the first few months before handing those jobs over to the students.
Good luck with your own classroom economy. I'm sure your students will love it!
I love your idea and am going to model it in my classroom. However, we are not allowed to have class stores, candy, etc. Do you have any ideas for rewards when I can't do the store?
I "tested" out parts of your class economy with my second graders last year and loved it! Since our curriculum is for 2nd graders to learn coins and making change to $1, I changed your dollars all to cents. That was the first year that the kids really seemed to understand when they were counting and using money what each coin was and the values of each.
I didn't use a class store since we didn't implement the economy system until the last month of school. We had the students working to earn certain amounts of money for "tickets" for things at our end of year party and for an auction on the last day of school.
I would love to try to implement this system with my second graders at the beginning of the school year but worry that it may be overwhelming for myself and the students that early on. Do you have any suggestions on how to better implement your plan with second grade students?
Thank you for all suggestions or help you can offer!
Here are answers to your 3 questions about my classroom economy.
#1. I used Print Shop to create my job photos.
#2. The economy wheel is something that I purchased at trainerswarehouse.com I printed out the dollar amounts on clear removable labels and added the title "Economist Wheel" myself. However, I do not see the wheel on their website now. I purchased it about 4 years ago. I do see that reallygoodstuff.com has some spinners/wheels that could be used for the same purpose.
#3. I ordered the economist visor a couple of years ago from a website that made personalized visors. I am not sure which company I used, but when I googled "personalized visors," many websites came up. I believe I paid less than $10 for it, and it has gotten a great deal of use! The student economist feels very important when wearing it!
Good luck with your own classroom economy!
Hi Beth! First of all, let me say thank you SO much. Thanks for being an educator who is inspiring and generous! I have been teaching many years but LOVE new ideas. I "stumbled" upon your website while researching reading genres and am so motivated! We presently have a very simple economy system using "scholar dollars" but after looking at your system, I think I want to make some tweeks and adjustments to my tired old system. I'm glad I read the blog also because you answered many of my questions already. I absolutely love how you change the "theme" each year and print new money that correlates. Three quick questions- do you use print shop for the job photos? Also how did you make the economy wheel? Lastly, how did you make the economist visor? Thanks for letting me pester you and again THANK YOU FOR BEING AN INSPIRATIONAL TEACHER! I'm sure the kids absolutely love being in your class - not to mention how much they are learning about the real world!! :)
You asked about paying students for being banker and cashier when the store is only open once a month. The students who are chosen to be the banker, cashier, or economist when the store is open just get paid on that day. Those three jobs are not in our daily job rotation, as they are only needed once a month. I hope that makes sense.
Thanks for posting your comment on the blog!
Hi Beth, Thanks for all the wonderful tips and strategies for my classroom. I have a quick question about paying students for their job duties. You mentioned that jobs rotate each day, but you only have a classroom store open once a month. Do you pay the cashier, banker and economist everyday even though these jobs are only done once a month?
My Math on the Water Board is made up of reproducible charts and other resources from our Everyday Math program. I do plan, however, to do an upcoming post all about how we use the math board in our classroom. I will be sure to create some items from the board that you can download and use in your own classroom.
Thanks for posting!
I am glad you are enjoying the blog. Hopefully you will continue to find my upcoming posts useful. Let me know if you have any questions! Thanks for the comments!
I recently came accross your blog and have been reading along. I thought I would leave my first comment. I dont know what to say except that I have enjoyed reading. Nice blog. I will keep visiting this blog very often.
Hi Beth! I have a math question about your Math on the Water board. Could you post the items that you have included on this. Some of my teaching friends use something called "Mountain Math" but I do not like all of the parts of that set and would like to create my own (with some help)for next year.
Hi Katie!
Your questions are good ones, as I don't think I explained the class store schedule enough in my post.
Like I mentioned in the post, the class store is open at the end of every month (sometimes every month and a half.) I usually open the store for the last hour of the day. The students who are chosen to be the banker, cashier and economist stay in the classroom during last recess to help me set up the store and do their own shopping so that they are ready to work at the bank and the store as soon as the rest of the class returns from recess.
When the rest of the class returns from recess, the store and the bank are officially open. While students are not shopping or visiting the bank, they are working on an economics-related written assignment at their desks. The bankers call up one or two students at a time to cash their checks. As soon as students receive their money, they can go directly to the store to shop. I make a rule that no more than 4 students should be shopping at a time, and I make sure to hurry students along if they are shopping for too long. As soon as a shopper heads to the cashier to check out, the banker can call another student to have his check cashed and head to the store.
Doing the bank and store as a whole class in a short, structured period of time cuts down on the chaos and is very time-efficient.
Let me know if I have answered your questions or if you still need some clarification.
Thanks for posting, Beth
AZING!! I am a new teacher and have really loved your ideas. I am hoping that I get a little better at modeling them, but hopefully that will come with time :)
My question for you is... In what part of your day do you allow students to meet with the banker, cashier, etc. when the month is up? Do you spend the whole afternoon and do this as a whole group? Or do you assign students days? I am just wondering the best way to manage this... I feel that it may get a bit chaotic if not managed properly...
Thanks Again for everything that you are making available to us "new" teachers!
Thanks so much for the link to the economic lessons. I am always looking for ways to improve what I am doing in my classroom, so I appreciate you sharing this resource! I hope you will continue to share your ideas with me and with the other teachers who read the blog!
I teach in California and have found excellent and effective economics lessons on this website: http://www.history.ctaponline.org/center/hsscm/index.cfm?Page_Key=1236
It is correlated to California standards (in terms of the local aspect of economy), but can easily be adapted.
I'm so glad that you are rolling out a classroom economy in your own class this year. It is really a great way to teach economic concepts, and it's so enjoyable for the students.
You asked if I ever let my students start up their own businesses. In the past, before I instituted my year-long classroom economy, all students in grades 3-5 took part in a program called Mini-Economy. It was a month-long study of economics where students did get to start up their own business and create a service or a good to sell. However, many teachers found that it was too time consuming. We got behind in other subjects, and it fell by the wayside.
It was around that time that I decided I did want to continue a similar activity in my own classroom, but I wanted it to be a year-long study rather than a "jam-packed" month of economics taught in isolation.
What I now do is allow my students to make their own goods or provide their own service (for pay) at the last class store of the year. It is very beneficial because students have to determine a price point for their products based on the economic trends at our class store they have been studying throughout the school year. They create signs for their product, and each student sets up his or her desk to display what he or she is selling. I do not have the students pay rent like we did when we had the whole-school mini-economy activity, but that would actually be a great idea! I will look through my photo files and see if I can post any pictures of students selling their own goods from years past.
While my economic instruction often overlaps with many of the concepts I teach in math, it is not a part of math. When the store is open (about once a month), students who are not shopping are completing an economics-related activity that is directly connected to the economic concept I have taught for that month (inflation, spending vs. saving, supply and demand, scarcity, opportunity cost, etc.)
Good luck with continued success with your classroom economy! Feel free to continue asking any questions you might have. I'd also love to hear about any of your ideas that are working well in your classroom economy! I am always looking for ways to improve my own classroom economy!
Hi Beth! I'm truly loving this blog. I've been following your ideas for about 2 years now, since that 'miraculous' day I found your class page! This was my first year rolling out the classroom economy concept in class. I was wondering if you ever had the students create a business themselves. I've also seen something about charging "rent". Have you had any experience doing this with the students? Also, is your class store part of math class- are the other students at centers or are they doing something specifically dealing with Classroom Economy?
Thanks so much!
Hi Tammie,
While I do not know of an "easy" method for tracking students' standardized test scores, I will share that our district uses a program called Pearson Inform. Here is the website where you can find more information: http://www.pearsonschoolsystems.com/products/inform/
In this program, all students' standardized test scores are entered into the system after the district receives the results. Classroom teachers are also asked to enter other information about their students including their levels attained on formal reading assessments in the fall and spring of each school year. It is a wonderful program because it allows teachers to track students' progress over time and then provides us with the ability to print a variety of reports that help us guide our teaching. Teachers can even create reports on their whole class to see specific areas of weakness on a specific standardized test. For example, I could find exactly which students missed #11 on our state test. If I find that 60% of my students missed a problem that asked them to measure to the nearest half-inch, I know that is an area I will need to teach more thoroughly.
I'm not sure Pearson Inform is available for individual use, but it may be something your school or district is interested in investigating further.
Our school does not require an IEP for every student. Only students who qualify for special services require an IEP.
Thanks for reading the blog!
Beth, I love all of your ideas. You are very creative! I was wondering if you have an ideas or any easy way to track students standardized test scores & help them stay on track. Does your school require an IEP for each student?
I have been using Print Shop now for about 10 years. I never took an actual class on how to use it. I have learned most features of the program by trial and error. However if you are having trouble inserting pictures (or anything else within the program), I would suggest using the help menu that is accessible when the program is open on your computer. There you can choose from a menu of help options or search using specific terms that best meet your needs.
You can probably also do a Google search for "Print Shop Tutorials" to find additional help online.
Thanks Beth for your answer ! Too bad I can't find this font anymore, I really liked it ! Anyway, thanks for sharing all your wonderful ideas with us !
I know that you use the program printshop to create your documents. Have you ever taken any classes to help use the program. I am having trouble inserting the childrens pictures.
Hi Aurore,
You font you are asking about is called "LD Circles." Unfortunately it is on a teacher font CD that I purchased many years ago. I can no longer find the CD (for sale) anywhere, as many other teachers have also asked about the fonts.
The title of the software is "School Fonts." I have looked at teacher stores and searched online as well. I'm sorry that I can't be of more help!
Hi Beth !
I'm a french elementary school teacher teaching in France and I love the things you do in your classroom ! I've been visiting your website for several years now and just love it ! I was wondering what was the name of the font you use pretty often (the one on the poster 'All Stickers 3 for $10') ? I like it a lot but can't find it anywhere ! Anyway, thanks for sharing all your good ideas with us !
I have now uploaded two gift card files for you to use. I did have to change the fonts on the files that I uploaded because I used many fancy fonts that are only installed on my computer. When others open the file and do not have the same fonts installed on their computers, the gift cards will not look the same.
Let me know if you have any problems opening the files.
Have fun!
I definitely think you can begin implementing a classroom economy in your classroom at this point in the year. Students are so motivated by the concept that it is likely to be successful at any time of the school year. In fact, starting it this year will allow you to tweak it before rolling it out in full for your class next year.
Good luck!
Hi Beth,
I'm thinking of instituting your plan. do you think the challenges are too great starting it up in January/February rather that the beginning of the year? Thanks, Rand
My students shop at the class store about once a month. When it gets busy (or months are short due to holiday breaks), it ends up being more like every month and a half.


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Rated 5 out of 5�by Kristen87 Same as my pilates class Glad to have at home the same roller I use in my pilates class. I use it to open up my shoulders after a long day sitting in front of a computer. Great quality. January 18, 2015
Rated 5 out of 5�by OblateRich I was very satisfied I was very satisfied with the quality, price, and delivery time for this product! December 3, 2014
Rated 5 out of 5�by mom Product feels really good on hip area My son bought one of these this Christmas and left it behind by accident I used it and it felt really good to stretch on it instead of shipping it to him keeping that one and sending him a new one. December 26, 2012
1-4 of 4

subset: commoncrawl


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Philadelphia has always been home to a plethora of talented Jewish artists.
The OCJAC offers a dynamic gallery featuring the works of Philadelphia's finest Jewish artists and many other programs.
Our "Shabbos Gallery", which takes place on the first Friday of each month welcomes over 1,000 visitors every time it is held.
The gallery is open from 5pm every First Friday and features new artists every month.
At 9pm, when most other galleries are winding down, we offer a "Taste of Shabbos".
The crowd packs wall to wall inside and pours out onto the street outside.
A full traditional meal, including gefilte fish, salads, chicken and soup are served by volunteers.
The meal is led by a Rabbi and is intersperced with explanations on the Shabbat experience as well as Judaism in general.


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A month or so ago I read about a holiday table scape link up party on Centsationalgirl and I knew I just had to craft away and make a holiday table scape for today. I figured it would be a great way to get myself and my family into the holiday spirit. I truly believe that the love is in all the details of my table, so I took my time making sure each project was special on its own.
Enough of me just talking about it, how about I just show you & bare with me there are a lot of pictures due to my desire to try and transcend you guys here through the computer. (Also Giveaway alert, more info at the end of the post)
Here is a source break down:
*The pennant flags & sweater pillows were made from inexpensive Goodwill sweaters & scarves.
*I recovered the bench in flannel fabric purchased from JoAnn's for $10, with a coupon.
*The yarn ball garland was free (I even used some scrap strips of flannel fabric & not just yarn).
*The "chargers" are made out of California Redwood that my husband just sliced & cleaned up.
*The plates were purchased on sale from West Elm for less than $6 a plate on sale.
*The glasses were from Cost Plus which I already had stashed in the cupboard.
*The straws can be found on Etsy which I've had for a long time & use every chance I get.
*The Spruce tree was $5 at Home Depot but I received it for free by using a military discount.
*The ball jars I had laying around. My husband just used thick aluminum wire & leftover spray paint to make them look more like lanterns.
*The candles were purchased super cheap from Ikea $4 for 6 of them. (unscented)
*The hydrangeas were out of our garden & the pine cones were found outside as well.
*The pine cone deer was a $4 makeover (click here for more info on that).
*The napkins were originally from Homegoods which I purchased a few years ago (an awesome basic)
*Everything else used- wooden balls, twine, jute & bundled match sticks were all things I had laying around the house.
The total cost of the table was $42 which I think is outstanding for such a fun look. It makes meals feel fancy. Well, I am assuming. I haven't let us sit there to eat yet haha. Well now that I have officially posted the longest post to date, I better go find something else to get into. I hope you liked the table and I can't wait to see you tomorrow where I have a fun little YARN BALL GARLAND giveaway to tell you about! Make sure & become a follower today so you can enter tomorrow!
Happy table-scaping!


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Unfortunately, we have not been able to successfully leverage economies of scale in the world of backup and recovery. If it costs you $5 to backup a given amount of data, it probably costs you $50 to back up 10 times that amount of data, and $500 to back up 100 times that amount of data.
If anybody can figure out how to get costs down to $40 for 10 times the amount of data, and $300 for 100 times the amount of data, they will have an irrefutable advantage over anybody that has not been able to leverage economies of scale.
I suspect that where Scott mentions we in the above excerpt, he is referring to EMC in general, with products like Legato. Fortunately, IBM has scalable backup solutions, using either a hardware approach, or one purely with software.
- Hardware Approach
The hardware approach involves using deduplication hardware technology as the storage pool for IBM Tivoli Storage Manager (TSM). Using this approach, IBM Tivoli Storage Manager would receive data from dozens, hundreds or even thousands of client nodes, and the backup copies would be sent to an IBM TS7650 ProtecTIER data deduplication appliance, IBM TS7650G gateway, or IBM N series with A-SIS. In most cases, companies have standardized on the operating systems and applications used on these nodes, and multiple copies of data reside across employee laptops. As a result, as you have more nodes backing up, you are able to achieve benefits of scale.
- Software Approach
Perhaps your budget isn't big enough to handle new hardware purchases at this time, in this economy. Have no fear, IBM also offers deduplication built right into the IBM Tivoli Storage Manager v6 software itself. You can use sequential access disk storage pool for this. TSM scans and identifies duplicate chunks of data in the backup copies, and also archive and HSM data, and reclaims the space when found.
If your company is using a backup software product that doesn't scale well, perhaps now is a good time to switch over to IBM Tivoli Storage Manager. TSM is perhaps the most scalable backup software product in the marketplace, giving IBM an "irrefutable advantage" over the competition.
technorati tags: IBM, Scott Waterhouse, EMC, Legato, Tivoli, TSM, deduplication, ProtecTIER, N series, A-SIS


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Wegmans Donates More Than $60K To United Way Campaign
Wegmans donated $64,566 to the 2012 United Way Campaign. Pictured from left are: Chelsea Coverdale, employee representative at Wegmans in Jamestown; Vince Horrigan, 2012 United Way Campaign chair; Tory Irgang, executive director, United Way of Southern Chautauqua County; Bill Breen, meat manager at Wegmans in Jamestown; Liz Lingenfelter, store manager at Wegmans in Jamestown; Lisa Courtney, produce team leader at Wegmans in Jamestown; and Shawn Haskins, service manager at Wegmans in Jamestown. Last year, Wegmans raised $1,830 through ZUMBAthon, $4,018 through the Caring for Our Community Golf Outing, $14,117 through the Scanning Campaign and the generosity of its customers, $33,259 through employee contributions, $5,091 through special fundraising and $6,250 through corporate giving.


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Phoenix Wright: Ace Attorney Trials And Tribulations Cheats for Nintendo DSHome / Nintendo DS /
This page contains Cheats for Phoenix Wright: Ace Attorney Trials And Tribulations organized by sections for Nintendo DS. This game has "Adventure First-Person" as genre, made by Capcom, released on Oct 23, 2007. If you can't find a hint or secret in our list, then please check this page periodically for the latest updates.
- Developer: Capcom
- Publisher: Capcom
- Genre: Adventure First-Person
- Release: Oct 23, 2007
- ESRB: Teen
Game Walkthroughs
If you know cheat codes, secrets, hints, glitches or other level guides for this game that can help others leveling up, then please Submit your Cheats and share your insights and experience with other gamers.
Stuck in this game? Set a specific, clearly defined question and let other gamers answer your question or view answers to previously asked questions. If you think you are an expert then please try to help others with their questions.
- Winter Sports, (AND)
- Towar.io, (iOS)
- Nes Bomber: The Classic Bomberman Game, (iOS)
- Hold The Line, (iOS)
- Apocalypse PRO: Full Zombie Survival Version, (iOS)
- Crafter Game: Incremental Puzzle RPG Game, (iOS)
- Super Gridland, (iOS)
- FC Barcelona Fantasy Manager 2017: Your Club, (iOS)
- Dungeon, (AND)
- Lifeline: Flatline, (iOS)
- Madnessteer Live, (iOS)
- 1775: Rebellion, (iOS)
- Sunpolis, (iOS)
- Cluckles' Adventure, (iOS)
- Solitaire., (iOS)
- Fix My Car - Gold Edition 2017, (iOS)
- Robot Clash Run: Fun Endless Runner Arcade Game!, (iOS)
- VR Horror World For Google Cardboard, (iOS)
- The Lost Shield, (iOS)
- Doodle Army 2: Mini Militia - Online Multiplayer, (iOS)
- Unusual Things, (iOS)


text:
Turkey Meatloaf
- 3 cups chopped yellow onions (2 large onions)
- 2 tablespoons good olive oil
- 2 teaspoons kosher salt
- 1 teaspoon freshly ground black pepper
- 1 teaspoon fresh thyme leaves (1/2 teaspoon dried)
- 1/3 cup Worcestershire sauce
- 3/4 cup chicken stock
- 1 1/2 teaspoons tomato paste
- 5 pounds ground turkey breast
- 1 1/2 cups plain dry bread crumbs
- 3 extra-large eggs, beaten
- 3/4 cup ketchup
DirectionsWatch how to make this recipe.
Preheat oven to 325 degrees F.
In a medium saute pan, over medium-low heat, cook the onions, olive oil, salt, pepper, and thyme until translucent, but not browned, approximately 15 minutes. Add the Worcestershire sauce, chicken stock, and tomato paste and mix well. Allow to cool to room temperature.
Combine the ground turkey, bread crumbs, eggs, and onion mixture in a large bowl. Mix well and shape into a rectangular loaf on an ungreased sheet pan. Spread the ketchup evenly on top. Bake for 1 1/2 hours until the internal temperature is 160 degrees F. and the meatloaf is cooked through. (A pan of hot water in the oven under the meatloaf will keep the top from cracking.) Serve hot, at room temperature, or cold in a sandwich.
Copyright 1999, The Barefoot Contessa Cookbook, All Rights Reserved
Pairs Well With
Rich, buttery white wine
- Find easy pairings for your favorite recipes, Bobby's perfect picks and party ideas.
Cooking Tips
More Recipes and Ideas
Turkey Meatloaf
Recipe courtesy of Damaris Phillips
Turkey Meatloaf
Recipe courtesy of Trisha Yearwood
Turkey Meatloaf With BBQ Glaze
Recipe courtesy of Trisha Yearwood


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T-Shirt Tuesday: Underground Faction Tee
Posted July 24, 2012 by Diana Mendoza
Ready for this week's T-Shirt Tuesday giveaway from your friends here at peta2? Check out this rad shirt from Underground Faction, a company that "focuses on creating awareness through high-quality cutting edge clothing with artist inspired designs and bold graphics."
For your chance to win* this "Friends With Animals" shirt, leave a comment telling us how you raise awareness of animal issues.
Good luck!
*The winner will be chosen at random from submitted animal-friendly comments in which the commenter tells us how he or she helps raise awareness of animal rights issues. Entries must be received by July 31, 2012. The winner will be chosen at random and notified on August 2, 2012.
Heads up! By commenting here, you're acknowledging that you've read and you agree to our contest terms and conditions and our privacy policy, and you're also agreeing to our collection, storage, use, and disclosure of your personal info in accordance with those policies as well as to receiving e-mails from us.
Tags: Fashion, Free Stuff
- Comments (54)
Related Posts
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1474 days ago
I post on instagram, cook and hand out my vegan goodies to my family and friends, and talk about the research I've done on here about animal cruelty to help get more supporters.
1632 days agoVN:F [1.9.22_1171]
My favorite way is by posting on facebook. People are always asking me about my posts. I think it's the most affective way to reach a lot of people and so fast and easy! I also spread the word by word of mouth. And leave flyers in waiting rooms and such. (:
1633 days ago
I raise awareness by showing family and friends how animals are mainly treated at factory farms. I also give out peta2 stickers at school! It seems they're a hit with people in my grade.(:
1633 days ago
I raise awarness by showing all my family the animal cruilty videos and posting status with videos and infomation about Peta2.
1633 days ago
I raise awarness,y showing my friends and family the videos on what really happens to these animals.I stop and talk to people,when they ask about me being a vegetarian,I tell them all the benefits of being one.I also like to take pictures of animals, show the beauty of them and how they deserve to be treated fairly.And last but not least,I put the stickers everywhere,and tlk to classmates about how they should support animals by going vegetarian,or vegan.
1633 days ago
I raise awarness by telling my friends, family, and community about animal rights. I let them know the wrongs that have been done and what we can do to help.
1633 days ago
Posting information on social networking sites!
1634 days ago
I raise awareness of animal issues by keeping my friends, family, and community informed and involved in animal rights activism. I not only try to live my life in an animal caring lifestyle but I also preach about alternatives for animal harming products to everyone that surrounds me. I am an active street team member and I'm continuously posting stickers, protesting, signing petitions, and fighting for animal rights.
Thank you 🙂
1635 days ago
I raise awareness by telling my friends and family a fact about animals and I tell them about the vegan/vegetarian starter kit and that you can get it at http://www.peta.org
1635 days ago
I raise awareness through my tweets and by commenting to my friends and family about animal rights every chance I get.
1635 days ago
i raise awareness by boasting about how awesome a vegan diet is, raising awareness of what animal testing is actually like, and wearing my club soda not seals shirt 🙂 i speak up at every opportunity by posting on my facebook and twitter, and talking to my friends and family.
everyone is always surprised and getting more open minded :3
1636 days ago
I raise awareness for animals at school, at home, and at my local animal shelter by talking to my friends and family. Every month I have a meeting at my shelter and I'm in charge of organizing an animal rights themed power point. I actually get to see the reactions of my peers when they see it. One of my friends even said, "You just changed the way I thought about meat." I do as much animal rights themed homework as I can. I also constantly tell my parents about why I do this and they're starting to see how our way of living is better. 🙂
1636 days ago
I raise awareness by starting conversations about it with my friends, wearing the shirts and walking around with all the buttons attached to my backpack.
1637 days ago
I raise awareness by letting my friends and family know about the animals issues.
1637 days ago
Being a vegetarian, I have spread the philosophy among my friends, and more people have joined the force. Also, WHENEVER there is an animal around, I like to make sure they're noticed by everyone, and my friends always see the good in animals other than their taste.
1637 days ago
I raise awareness by helping as much animals as I can and sending in money for animals. I also adopt any pet I can and help them get back to a good life. I also explain to my family all the time about the good parts of being a vegan or atleast a vegetarian.
1637 days ago
i frequently discuss animal rights and why i choose to be flesh and fur free with my family and friends. I also help raise awareness through tumblr. and twitter.
1637 days ago
I raise awarness in lots of ways and doing so I left my mark on a lot of people all around the world
1637 days ago
That being vegan is better then eating meat so I gave them a few flighers and told them how to join the street team I raised about a grand in money to give to animal rig hr s activism center here were I live and so I did I have officially left my mark on so many people im proud of myself.
1637 days ago
Well I have many ways to raise bring up animal awareness rights but my mian way is during every festival amd fair and carnival or wat ever I go out there and set up a booth or I get up on stage and talk to every one just recently here were I live they had a octane fest going on so I set up a booth to talk to people about animal rights and how animals are treated unfair I had at least 103 people come up to my booth I had a group of teenage girls around my own age ask me how they can join the street team and how they can help share the fact that
1637 days ago
I raise awareness by reminding my friends and family about all of the problems aboout eating meat. It actually does help a lot! And also being vegetarian and making sure no one i know will ever wear fur and try to make them not buy products tested on animals!(:
1638 days ago
I raise awareness of animal cruelty by passing out leaflets at my school and keeping my friends and family informed of recent animal issues.
1638 days ago
I post things on facebook, and on walls around my city ;). I also started an animal rights club at my school, We go to protests and pass out leaflets around the city. Anyone can join even those who know nothing of the cruelty towards animals yet because we'll teach and educate them about it. I've also gotten a couple friends to go vegetarian as I'm vegan and always showing them news about animal rights. Basically I just try and get the word out, something more people need to do these days.
1638 days ago
i raised awareness though facebook, and by going vegetarian shamelessly in my town and school where we are hard to come by.
1639 days ago
By letting people know the horror of fur!!
1639 days ago
I do missions here, and I talk alout about animal rights with my family and friends, I for example managed to make my whole family eat vegeterian.
1639 days ago
I raise awareness for animal issues by doing a lot of online activism.
1639 days ago
we can raise awareness on animal issues by so many ways, one is to have a regular visit to a group or people that is really serious and active on the awareness on animal issues so we can have also the mood to speak or spread the awareness on animal issues.. i also do sticking stickers, giving people some leaflets, magazines etc. about awareness on animal protection…
1639 days ago
I raise awareness of animal issues by always taking action by doing missions on here!
1639 days ago
I raise awareness by sharing animal rights literature and adorable stickers. I also do it by wearing other animal rights t shirts and going to protests if I can so I can make a difference with the people that go there and those that ask me about it after the fact.
1639 days ago
I love raising awareness of animal issues by stickering my everything, sharing stickers, leaving leaflets around for the curious to find, attending all the animal rights protests I can, simply allowing animal rights to slide into topic to inform best I can, posting posters on animal rights issues, and basically all I can. I <3 animal rights activism!
1639 days agoVA:F [1.9.22_1171]
I raise awareness of animal issues through my way of living. When I refuse to eat any flesh or animal by-product people ask why and I tell them. When I refuse to get a beautiful shirt only because it contains wool people ask what is wrong with it and I tell them. Basically, my vegan lifestyle tells people around me that there are animals suffering and they can change that.
1640 days ago
1. I put stickers EVERYWEHRE 🙂
2. Protest
3. hand out lesflets
4. talk about being vegan to everyone!
5. post animal rights stuff on facebook, twitter, tumblr, and instgram
6. wear my 3 peta2 shirts
7. carry around my nugget backpack
8 Give vegan cookies to all my friends at school ^u^
1640 days ago
I use social networking sites like twitter, tumblr, and facebook! (:
1640 days ago
I Aways havePETA flyers with me ready for a reason to pass them out
1640 days ago
I talk to everyone about animal rights every chance I get. I just got a 90 on the speech I did for my public speaking class. I constantly share information on my facebook, twitter, and instagram and am about to start my tumblr over so that I can use it to raise awareness.
1640 days ago
I constantly check up on this site to sign petitions, read and watch about factory animal abuse, sign pledges that help me to be a better me and keep away from animal abuse industries such as leather, fur, and circuses. And of course I keep away from meats and dairy products, so I do what I can not to support animal cruelty as best as I can.
1623 days ago
Hey Andy,
Check out this easy guide on how to take a screenshot: http://take-a-screenshot.org/. 🙂
1640 days ago
I do anything and everythingggg. I wear my peta shirts and stickers and pass out leaflets and talk to people about them all the time! 🙂
US & Canada: Sign up for Mobile!


text:
New IBM PureData Systems help clients harness data for critical insights
Well it's Tuesday, and you know what that means! IBM Announcements! Actually, it is Wednesday, but I started writing this post yesterday, and had to do some additional research to finish.
This week, IBM introduced the newest member of the PureSystems family of expert integrated systems - IBM PureData System. The new systems are designed to help clients effectively harness the massive volume, variety and velocity of information being created every day. The result? They deliver critical insights to improve business results.
The new systems are available in three different models, each optimized specifically for different workloads.
- PureData System for Transactions. Optimized for transactional processing workloads such as e-commerce and built to handle large volumes of transactions with flexibility, availability, scalability and integrity. Basically, this is IBM DB2 pureScale and InfoSphere Optim features running on Linux-x86 nodes. The system comes in small, medium and large tee-shirt sizes, and can support over 100 databases. If you have DB2 applications, these can work with PureData unchanged. If your applications are based on Oracle databases, these can work with minimal changes to use PureData systems.
- PureData System for Analytics. Powered by Netezza technology, this data warehouse system features built-in database analytics to quickly explore and analyze large amounts of sturctured information. This is the beefed-up version of the Netezza TwinFin 1000. IBM DB2® Analytics Accelerator for z/OS® V3.1 (IDAA) supports both the new IBM PureData System for Analytics N1001 and existing IBM Netezza 1000 systems as accelerators.
- PureData System for Operational Analytics. Capable of delivering actionable insights concurrently to more than 1,000 business operations, supporting real-time decision making for businesses. This is the follow-on product to the IBM Smart Analytics System 7700 based on POWER7 nodes. This uses IBM Storwize V7000 disk systems inside.
Here's a quick 3-minute [YouTube video]:
PureData System joins the PureSystems family which also includes the PureFlex System and PureApplication System, [both announced last April]. PureSystems provide built-in expertise, integration by design and simplification through the system lifecyle, helping businesses reduce complexity, accelerate value and improve IT economics.
In a related announcement, Andy Monshaw was recently named IBM General Manager, PureFlex. Some of you readers may remember that Andy Monshaw was previously the General Manager for IBM System Storage several years ago, and was my second line manager, and I am glad to welcome him back!
For more information, see the [IBM PureSystems landing page].
technorati tags: IBM, PureSystems, PureData, Transactions, Analytics, Operational Analytics, Netezza, DB2, PureScale, Oracle, IDAA


text:
by Anton Shilov
Microsoft Corp. and the European Commission agreed that the software maker will ship its next-generation Windows 7 operating system with Internet Explorer browser included, however, end-users will be given an option to use third-party browsers too that will also be featured in the OS. Earlier Microsoft said it could not install Internet Explorer in the European edition of Windows 7.
The European Commission said that Microsoft has proposed a consumer ballot screen as a solution to the pending antitrust case about the tying of Microsoft Internet Explorer web browser with Windows. This followed extensive discussions with the Commission which centered on a remedy outlined in the January 2009 Statement of Objections whereby consumers would be shown a "ballot screen" from which they could – if they wished - easily install third-party Web browsers, set one of those browsers as a default, and disable Internet Explorer. Under the proposal, Windows 7 would include Internet Explorer, but the proposal recognizes the principle that consumers should be given a free and effective choice of Web browser, and sets out a means – the ballot screen - by which Microsoft believes that can be achieved.
In addition OEMs would be able to install competing web browsers, set those as default and disable Internet Explorer should they so wish. The Commission welcomes this proposal, and will now investigate its practical effectiveness in terms of ensuring genuine consumer choice.
As the Commission indicated in June, the Commission was concerned that, should Microsoft's conduct prove to have been abusive, Microsoft's intention to separate Internet Explorer from Windows, without measures such as a ballot screen, would not necessarily have achieved greater consumer choice in practice and would not have been an effective remedy.
Microsoft has also made proposals in relation to disclosures of interoperability information that would improve the interoperability between third party products and Windows and Windows Server. Microsoft's proposals will be published in full on its website.


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Fabulous and Intricate Beehive with Bangs
This look is romantic as this woman has her hair styled up into a very high updo. The hair has lots of body and volume to it. Soft straight bangs come down onto the forehead. A classy style like this is certainly a look to consider if you are getting married or going to a prom.This haircut is long.The hair colouring is dark brown with copper highlights.
Michael Kostopoulous - MKMODELS3.COM


text:
by Anton Shilov
Intel Corp.'s forthcoming six-core chip for desktops is now available for pre-order in at least one online store in Europe. The listing may point to availability of the Intel Core i7-980X chip code-named Gulftown in the short-term future.
At present Germany-based retailer Alternate is listing Intel Core i7 980X Extreme Edition microprocessors for sale at €1099 ($1501) for sale. The company even does not provide shipments dates, which, in fact, may point to intention to advertize itself for free, but not to offer exact products to end-users. The practice is more than questionable since Intel may cancel delivery of the new chips to the company, which is why this time X-bit labs provides no links for potential buyers.
Intel Core i7 980X Extreme Edition central processing unit (CPU) will have six cores with Hyper-Threading enabled (thus, will be able to process up to 12 threads in total), will operate at 3.33GH, will feature 12MB of unified L3 cache (in addition to 64KB L1 cache per core and 256KB L2 cache per core, or 14MB of cache in total), triple-channel DDR3 memory controller and will be based on Westmere micro-architecture. The processor will be compatible with existing LGA1366/Intel X58 infrastructure and will have 130W thermal design power.
While the chip enjoys both Westmere micro-architecture and 32nm fabrication process, the new chip comes with disabled with such technologies as TXT or AES-NI that are needed for commercial systems.
Intel did not comment on the news-story.


text:
Police: No charges for teacher accused of being drunk on field trip
Police talk to other teachers on field trip
JANESVILLE, Wis. - Janesville police said the teacher accused of being under the influence of alcohol while chaperoning an elementary school field trip will not face criminal charges.
Maria Caya, a fourth-grade teacher at Washington Elementary School, was drunk while supervising students on a field trip last week, according to a report from the Janesville Police Department.
The report states that Caya, 50, was taken to Mercy Hospital by her husband after vomiting and passing out on a field trip to a bowling alley.
Police said they talked to all of the teachers also on the field trip and found that there's nothing to indicate the students on the field trip to a bowling alley were neglected.
Police also spoke to a bowling alley employee who indicated that the students were under control during the visit.
The police report stated Caya had a blood alcohol level of 0.27 percent at noon the day of the trip.
According to Chris Jones, the owner of Rivers Edge Bowl in Janesville where the incident occurred, the bowling alley does not serve alcohol during school functions to people participating in the function or customers not associated with the school.
Police said Caya admitted to hospital staff she was drinking at 6 a.m. before supervising on the field trip.
"There's nothing to indicate that she caused any type of disturbance or anything like that that would raise it to disorderly conduct or anything like that," Chief Deputy John Olsen said in a press conference Monday.
In the report, school district officials stated Caya was one of eight district employees on the field trip, along with several parents.
Dr. Karen Schulte, the superintendent for the Janesville School District, said the human resources department will look into the incident and prior offenses to determine if Caya should be disciplined.
"We have not started our investigation," Schulte said. "The police investigation would be first. Once they are completed, then HR would start its investigation."
Schulte said violating the drug and alcohol policies can result in a wide range of disciplinary measures.
"It could be anything, such as suspension all of the way through termination," Schulte said.
Local And Regional News
- Deputies warn of thin ice as warm temps continue
- Falcons roll 44-21 to reach Super Bowl
- Packers fall to Falcons 44-21
- Family, friends of Tony Robinson protest plan to return officer to patrol
- Packers fans stock up on snacks before NFC Championship game
- Wisconsin officials investigating skull found on vacant land


text:
Are you a travel agent who connects with their clients on Facebook and Twitter? Do you pin exciting destinations on your Pinterest page? Do you share interesting travel tips and articles on your Google+ page? If you answered yes to any of these questions, you may be featured as the Most Social Travel Advisor in Travel Agent Central.
The publication is reaching out to travel professionals who are on top of their social media game. If you are using social media to answer your clients' questions on Facebook or boosting sales through Twitter, they want to hear how social has worked for you.
Make sure to nominate yourself here by April 30, 2013 and share your agency information along with your proudest social media moments and tips for other agents.
Please pass this along to friends and other travel agents who may want to enter as well, and don't forget to follow us on Facebook and Twitter. Good luck to all!


text:
|Back Yard Boards Carnie 5'10 Surfboard - CRNE-2203 in Poly/Sand/Color
Style: CRNE-2203
The Carnie-This board is designed for high performance surfing in smaller waves. Shorter,wider, and more foam throughout.The bottom features a single to double concave with v-off the tail.Offering rail to rail surfing in smaller conditions.A skateboard on the water.
Inside you will find a helpful sizing guide. Use it to find out your true size in different articles of clothing. It will help you determine what size boardshorts or bikini to buy this summer!
You will also find a bundle of new fashion terms that you may have heard before but never quite understood. So, if you're not sure what whiskers, pleats, viscose or the likes of many other terms are, head on over to our glossary section.
Feed your brain, it will enlighten your online shopping experience.
Doesn't fit? No problem! Send it back to us for an exchange. We'll cover the shipping costs to send the exchanged merchandise back to you.
We pride ourselves on integrity and service, and are dedicated to delivering the best customer service to all of our customers. If for any reason you are unsatisfied with any purchase made at SurfRide.com, we will gladly refund or exchange it.
* Returns are not accepted for certain items such as surfboards, bikinis (tops and/or bottoms) and sale items. Please view our return policy for complete details.
Can't get enough of Back Yard Boards ? Why not subscribe to our RSS feed? Or better yet, check out everything from Back Yard Boards right now!
Visit the Back Yard Boards Store
View similar Back Yard Boards Boards Shortboards
Subscribe to our Back Yard Boards Feed via RSS!Subscribe to our Back Yard Boards Boards Shortboards Feed via RSS!
That's right boys and girls... spend over $79 and we'll throw in free Ground Shipping!
This offer applies to orders shipped within the contiguous United States and excludes some larger items, such as surfboards. Excludes sale items. May not be combined with other offers.
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Jungle Adventure Classroom Rug by Kids World Carpets
Jungle Adventure Classroom Rug by Kids World Carpets
Item #: KW-KWCJUNGLEX
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Your kids can pretend to be George or Mowgli with the Jungle Educational Rug. Let the adventure begin as children will enjoy learning through creative play on this colorful rug that is great for schools, daycares, and playrooms. The animals, watering holes, plants, and jeeps have the elements for great stories. Have a child start the story and others help fill in the chapters!
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Kids World has more than 10 years experience in the children's flooring industry. They design quality children's educational rugs using 100% 2-ply nylon, which is twisted and heatset for performance. All of the rugs meet Class 1 Flammability and Smoke Density requirements. The team at Kids World is dedicated to bringing you safe rugs, whereby all of the products are tested to ensure that they are not dangerous in any manner. Kids World rugs are the perfect addition to classrooms, childcare centers, children's rooms, doctor's offices, dentist's offices and play centers. Just to name a few...
Alphabet Charlie Classroom Rug by Kids World Carpets
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BabyCenter's 21st Century Mom® Insights Series: 2011 Shopping Rituals of the American Mom
November 15, 2011
BabyCenter's report on how moms in the U.S. shop today looks at how many moms reconsider their needs and brand choices after starting a family and how they are using digital tools to make shopping easier.
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Foreclosure Activity to Rise in Some States in 2013: RealtyTrac
NEW YORK ( TheStreet) -- Foreclosure activity fell in 2012, helping to push home prices higher, as lenders pursued alternatives to foreclosure in the wake of a nationwide mortgage settlement and tougher state foreclosure laws.
Foreclosure filings were reported on 1.8 million properties in 2012, according to RealtyTrac's year-end 2012 Foreclosure Market Report. That is down 3% since 2011 and is more than 36% below the 2010 peak of 2.9 million properties.
Foreclosure activity has been on the decline since 2010, when banks were found to have violated laws in foreclosing upon borrowers. A moratorium on all foreclosure activity followed and new servicing standards were implemented under a settlement with the five biggest banks in March 2012, making it tougher for banks to foreclose.
Banks agreed to provide relief to borrowers in the form of principal reductions and loan modifications and to actively pursue alternatives to foreclosure in the form of short sales.
Banks also appear to have voluntarily shifted away from foreclosures in states that follow a judicial foreclosure process, which requires the lender to prove in court that the borrower is in default in order to foreclose. The courts in these states are so overwhelmed that they are severely backlogged and the average time it takes to complete a foreclosure often runs into a few years.
The average time to complete a foreclosure takes 1089 days in New York, for instance, against a national average of 414 days.
However, despite the broad shift away from foreclosures, not all states saw a decline in activity in 2012, according to the report.
Foreclosure filings still rose in 25 states, 20 of which use the judicial foreclosure process.
Foreclosures increased the most in New Jersey, Florida, Connecticut, Indiana, Illinois and New York.
Florida posted the highest foreclosure rate at 3.11% followed by Nevada and Arizona. In 2011, Nevada and Arizona occupied the first two spots. However, both states experienced a decline in foreclosure activity. Both states follow a non-judicial process, where banks can foreclose upon borrowers more quickly.
Coincidentally, Nevada and Arizona both saw a strong rebound in housing prices in 2012, while states such as Florida, New York and New Jersey lagged, highlighting the divide between judicial and non-judicial foreclosure states.
Analysts point out that housing markets where foreclosure inventory has been speedily cleared have seen the swiftest rebound, while those markets that have a longer process continue to be under pressure.
Foreclosure inventory dropped to a 57-month low in May 2011, but has since climbed up from that level. It still remains 31% below peak levels. The low inventory levels may have helped push prices higher and given sellers the upper hand in some markets.
RealtyTrac Vice President Daren Blomquist, however, expects foreclosure activity to catch up in 2013.


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How a memorable part of computer history -- which almost didn't happen -- got saved for posterity.+ READ ARTICLE
It's January, 1984. Steve Jobs, nattily attired in a double-breasted suit, is demonstrating Apple's breakthrough personal computer, Macintosh, before a packed room. He speaks alarmingly of a future controlled by IBM, and shows a dystopian commercial based on that theme. He says that the Mac is "insanely great" and plucks the diminutive machine from a bag; it talks for itself. Screens of a graphical user interface — something few people had seen at the time — swoop by. The theme from Chariots of Fire swells. Jobs beams, as only he could.
This presentation, at Apple's annual shareholder meeting on January 24, is the stuff of tech-history legend. What's not so well remembered: Jobs did it all twice, in less than a week. Six days after unveiling the Mac at the Flint Center on the De Anza College campus near the company's headquarters in Cupertino, Calif., he performed his show all over again at the monthly general meeting of the Boston Computer Society. His host, Jonathan Rotenberg, was a 20-year-old student at Brown University who'd co-founded the BCS in 1977 at the age of 13.
Over at YouTube, you can watch the Cupertino presentation, along with a sort of a rough draft held as part of an Apple sales meeting in Hawaii in the fall of 1983. As for the BCS version, all 90 minutes of it are there in the video at the top of this post, available for the first time in their entirety since they were shot on January 30, 1984.
The Cupertino and Boston demos may have been based in part on the same script, but the audience, atmosphere and bonus materials were different. In Cupertino, Jobs spoke before investors, towards the end of a meeting which also included dreary matters such as an analysis of Apple's cash flow. In Boston, he presented to the kind of people who Apple hoped would buy Macs. You didn't even have to pay the BCS's $24 annual membership fee to get in, which meant that the meeting was the closest thing the computer had to a launch event intended for the general public.
People who attended the shareholder meeting saw the more historic presentation — hey, it came first — but what they got was also, in effect, a rehearsal for the later Boston one, which came out more polished. The BCS version was also longer and meatier. After the unveiling, Jobs participated in demos and a Q&A session with members of the Macintosh team: Bill Atkinson, Steve Capps, Owen Densmore, Andy Hertzfeld, Bruce Horn, Rony Sebok, Burrell Smith and Randy Wigginton. (Apple cofounder Steve Wozniak, not a Mac team member, crashed the panel and talked about the Apple II line of computers.) Even more than the shareholder meeting, the BCS one was a prototype for the media extravaganzas that we citizens of the 21st century call Stevenotes.
And I would have been there, if I hadn't blown it. Though I had been a member of the club for five years and had already been eyewitness to history at its meetings, including demos of VisiCalc (the first spreadsheet) and the Lisa (Apple's pricey proto-Mac), I didn't attend the Mac event. What I was doing the night that Steve Jobs came to Boston I don't remember, but I've been wincing about my misplaced priorities ever since. (I partially compensated a few years later when I attended the BCS meeting at which Jobs showed his NeXT computer; it remains the most dazzling tech demo I've ever witnessed in person.)
So many BCS meetings were so important that last year, I asked Jonathan — now a management consultant and executive coach — if any existed in video form. He referred me to Glenn Koenig, a Boston-area videographer who had recorded many of the proceedings. Glenn told me that he did have his vintage tapes — in storage, mostly on a now-obsolete format called U-matic.
Glenn also mentioned that Dan Bricklin might have more. Bricklin, the co-inventor of VisiCalc and co-founder of the company which produced it, Software Arts, had taped some meetings himself and then sponsored Koenig's work. Back in the day, he had the foresight to realize that BCS meetings might be of lasting interest: "Saving these was important to me," he says.
The matter slipped into the back of my mind until just recently, when I learned that my query had sparked Jonathan, Glenn and Dan to collaborate with Silicon Valley's terrific Computer History Museum to digitize the videos of BCS meetings. Brad Feld, a venture capitalist who was a BCS member, gave generously to cover production costs and found others to chip in. (Bricklin has written about the preservation project and recorded a podcast interview with Jonathan.)
Jonathan's team and the Computer History Museum graciously allowed the Mac meeting video to premiere here on TIME.com. (Excerpts were shown at the Mac@30 reunion event — held, appropriately, at the Flint Center in Cupertino — which took place on the night of January 25, 2014.) It'll also be available shortly on the museum's site, with more meeting videos to come, all available for free viewing. I'm not sure what I'm most looking forward to seeing: the meetings I attended decades ago, or the ones I missed.
One thing you need to know, assuming you didn't happen to belong to the BCS in 1984: There was nothing the least bit odd about Steve Jobs showing up in Boston to court the members of a computer club run by a college student.
At the time, Jonathan was a noted industry educator/impresario, and it was pretty much a given that the East Coast premiere of any major new machine would happen before the BCS, which had thousands of members and dozens of special-interest groups. Apple was well acquainted with the organization, having shown off multiple earlier models at its meetings; both Jobs and Wozniak had attended Applefest, a BCS-produced shindig for Apple II users, in 1982.
In November of 1983, Apple flew Jonathan to its Cupertino campus, where he got a briefing on the Macintosh and began work on a 16-page review of the computer for the BCS's slick bimonthly magazine. Plans began for the Mac meeting, to be held at New England Life Hall, the site of the BCS's general meetings.
And then they almost fell apart. The Flint Center's 2,600-person seating capacity turned out to be far too small for the crowd that showed up on January 24. "More than a thousand shareholders were not able to get in, and weren't able to participate in shareholder voting and discussion," Jonathan says. "They were really angry about that." The PR crisis was so severe that the video of the meeting the company produced at the time opens with an abject apology by CEO John Sculley.
Jobs — as you already know if you know anything at all about Steve Jobs — was apoplectic over the botched crowd control. "The next day," Jonathan says, "Steve Jobs said 'We're canceling Boston. We don't want a repeat of all those people waiting outside and not being able to get in.' This was now five days before the event."
Miraculously, the BCS was able to secure a more spacious venue for the night of the meeting: John Hancock Hall. It had a room in which any overflow crowd could watch a video feed, and space for banks of Macs for hands-on demos. "After very, very tense negotiations, Steve finally relented and agreed to come to Boston," Jonathan remembers.
"Ironically, his worst fear came true: There were more than 600 BCS members stuck outside who couldn't get in. But at least they weren't Apple shareholders."
Fortunately for posterity, the production values on the video version of the meeting are quite good — far better than what Apple managed for the shareholder meeting. (In Cupertino, the lighting had been so murky at times that the only thing you can see clearly is Jobs' white shirt gleaming from inside his jacket.) Apple sprung for multiple cameras, one of which was manned by the BCS's Koenig. Moments with subpar camera work in the Cupertino video, such as when Jobs pulls the Mac out of its bag and boots it up, are nicely shot in this one.
As presented here, the video — which is a rough cut of the version that the Computer History Museum will preserve — has a few moments that have been reconstructed. The slides Jobs shows are the same ones he presented in Boston, but they're borrowed from the video of the Cupertino event. And when Jobs shows a blurry slide of the IBM PC — provoking mirth from the audience and prompting him to say "Let's be fair" — the blurring is a recreation of what really happened. (To this day, Rotenberg isn't sure whether it was a prank on Apple's part or a bona-fide technical glitch.)
"It's so much more intimate," Rotenberg says of the Boston version of the presentation. "It's about the users, which is what you don't get at the shareholder meeting."
"This one was Steve really selling," says Bricklin, who has shown clips of the presentation in talks to students for years, in the only instances of it being seen in public since it was recorded. "This is the Steve that we've now known for many years announcing other products. This is that Steve, giving the talk he's given so many times that he knows it cold. It really makes a difference."
"You get to see Steve when Steve became the Steve Jobs. Seeing him smiling up there is the way a lot of us would like to remember him."
Though the first portion of the BCS video follows the same script as the Cupertino event, Jobs keeps going after first version concluded — and what he says is some of the most classic Jobs I've ever seen. Adopting a simile he later used in a 1985 Playboy interview, he compares text-oriented computers such as the IBM PC to telegraph machines, and the Mac to the telephone:
Now, if you go back about a hundred years, to the 1880s, there were approximately twenty, twenty-five thousand trained telegraph operators in the United States. And you really could send a telegram between Boston and San Francisco, and it'd take about three or four hours and go through the relay stations. It really worked. And it was a great breakthrough in technology that had been around for about thirty or forty years.
And there were some people that talked about putting a telegraph machine on every desk in America to improve productivity. Now what those people didn't know was that about the same time, Alexander Graham Bell filed the original patents for the telephone — a breakthrough in technology. Because putting a telegraph on every desk in America to improve technology wouldn't have worked. People wouldn't have spent the twenty to forty to a hundred hours to learn Morse code. They just wouldn't have done it.
But with the telephone, within ten years there were over 200,000 telephones on desks in America. It was a breakthrough, because people already knew how to use it. It performed the same basic function, but radical ease of use. And in addition to just letting you type in the words or click in the words, it let you sing. It let you intone your sentences to really get your meaning across.
We are at that juncture in our industry right now. There are people suggesting that we should put a current generation box on everyone's desk to improve productivity. A telegraph, if you will. And we don't believe that. We don't think it'll work. People will not read those damn 400-page WordStar manuals. They won't carry around these cards in their pockets with 150 slash-W-Zs. They're not going to do it.
And what we think we have here is the first telephone. And in addition to letting you do the old spreadsheets and word processing, it lets you sing. It lets you make pictures. It lets you make diagrams where you cut them and past them into your documents. It lets you put that sentence in Bold Helvetica or Old English, if that's the way you want to express yourself.
What Jobs said reminds us that the Mac's competition was less other computers of the time than it was no computer at all. It's a hyper-dramatic, self-serving way to look at how the Mac compared to everything else available in January of 1984. But hindsight — and the fact that every other PC maker ended up following the Mac's lead — confirms that he was right.
The audience is enthusiastic during Jobs' splashy presentation, but it's far more giddy during the live demos of Mac apps that follow. That didn't surprise me: BCS members prided themselves on being discerning, demanding consumers, not gearheads or fanboys. Real software impressed them more than mere hoopla, and programs such as MacPaint and MacWrite were knockouts. When Atkinson pastes a sphere in MacPaint multiple times, there's sustained applause — yes, cutting and pasting was impressive at the time — and he breaks out in a grin that's a joy to behold.
"It was wonderful that he actually brought the team to share and bask in the glory — they weren't there for the shareholders' [meeting]," says Bricklin, who doesn't see much difference between the flavor of their camaraderie and collaboration and what goes on today at a company such as Google or Facebook.
The questions from the audience neatly capture the most pressing questions that the computer users of 1984 had about Apple's new machine. They ask about plans for more memory and disk expansion; how MacWrite compares to the era's dominant word processor, WordStar; what programming tools will be available; what's next for Apple's best-selling computer of the time, the Apple IIe. Someone even asks about the fate of the already-moribund Apple III. (Jobs: "I wouldn't have called on you if I'd known that was your question.")
Then there's the audience member who asks if the Mac can do animation. Jobs — in this pre-Pixar era — seems slightly taken aback by the subject, and hands the inquiry over to Andy Hertzfeld.
As Jobs answers other questions, he neatly ticks off most of the developments that kept Apple busy until the early 1990s. He talks about hard disks (then often called "Winchesters"), laser printers, color graphics and even the portable computers ("a Mac in a book") the company will someday build. Today's Apple may be famously close-mouthed about unreleased products, but back then, it had to assure skeptical buyers that its just-born platform had a future.
After the panel discussion, Jobs thanks the audience and pays tribute to the team. ("When you use a Macintosh, these are the people that did it. And they're sort of hiding out in that ROM.") In the video, you can see some attendees heading for the exits as the lights come up. It wasn't supposed to be that way. Jobs was supposed to introduce Jonathan, who, in the BCS meetings' standard format, would normally have introduced Jobs but had agreed to flip the order. "I was pretty miffed," says Jonathan. As he arrives onstage in the video, he makes a snarky reference to Big Brother controlling the audio-visual system, riffing on the "1984" commercial.
Don't make the same mistake as those 1984 audience members and tune out after Jobs finishes. Jonathan's concluding remarks include mention of "insanely great" upcoming BCS meetings, including one featuring IBM's famously bad PC Jr. — which, as you can tell from the snorts from the audience, was already a punchline — and another in which Atari cofounder Nolan Bushnell will demonstrate his new startup's robots. He also announces that the BCS is starting what may be the world's first Mac user group.
It's an evocative little snapshot of where technology was in early 1984, and you get to see enough of Jonathan at work to get a sense of why he was both respected and beloved by BCS members in particular and the industry in general.
Keep watching even after Jonathan wraps up. The very end of the video includes footage of attendees trying out Macs for themselves, plus snippets of them grilling Wozniak, Sebok, Hertzfeld and Capps with even more questions.
What are Rotenberg's thoughts upon seeing Jobs, and himself, at the event after 30 years? He says it leaves him nostalgic for the era when personal computers were new. The BCS played an important role in demystifying them, and anything and everything seemed possible.
"It's a time of life I feel a tremendous connection and affection for," he says. "I think of what people talk about with the 60s or the Camelot era with JFK. It was an amazing time to be alive, and to be part of something. But there's also a sadness that it's gone." (The BCS itself disbanded in 1996, at least in part because computers no longer required as much demystification as they once needed; I was dismayed to hear the news even though I'd let my own membership lapse.)
In September of 1985, Jobs was forced out of Apple. Jonathan went on to graduate from Brown, dial back his role in managing the BCS and enter Harvard Business School. The high of the Mac's debut felt like part of the distant past. "All of these cottage industries got consolidated or run over by the next generation of companies, like Dell," Jonathan says, still sounding pained by the memory.
"By the time I got to business school, Steve Jobs had become a model of inept business management. In 'Introduction to Marketing,' on the very first day, the example of how to do everything wrong was the Macintosh. It was held out as making a product based on some dreamy-eyed guy's personal whims, with no relation to what the market or customers want."
"That kind of thinking became vilified as the cause of why so many smaller companies had crashed in the technology world, and why you wanted big, capable companies like Digital Equipment and IBM and Xerox to lead the way. Everything that Steve Jobs had done that resonated so personally with me was like this disease that had to be destroyed."
It was pretty depressing. But we now know that it wasn't the end of the story.
In 1996, Jobs sold NeXT to Apple and began his second act at Apple. In the years that followed, Apple once again took on the clunky telegraph machines other companies manufactured with elegant, approachable telephones. (With the arrival of the iPhone in 2007, the part about the company's products being telephones stopped being a metaphor.) And when Jobs was studied in business schools, it wasn't for being a dreamy-eyed failure.
"As he got his momentum going, what was so powerful to me was just observing how we'd had a period of eleven years when Steve Jobs was in exile and we could see what was happening to the PC in that time," says Rotenberg. After Jobs returned, "what he made possible left no doubt in my mind that a single person really could change the world."


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Oct 282011
There's still time to save your Halloween (from the evil clutches of lesser snacks and/or sharks)! Simply swoop into 625 North Michigan Avenue for a tin of Pumpkin CaramelCrisp® or any Chicago area location for Pumpkin CaramelCrisp® Popcorn Balls. If you're unable to make the trip, both can be ordered online through October 31.
Being a hero never tasted so good!
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