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Frequently Asked Questions
How many students are at TIS?
Enrollment in PreK through 5th grade has been over 450 students for several years.
How many students do you admit each year?
Space availability varies year-to-year between the grades and our three language tracks depending on the prior year's enrollment and retention. The most common ages for new students to enroll are in prek (3-year-olds) and lowk (4-year-olds). We also enroll new students in kindergarten. Please contact the admissions office to find out more about the grade and language openings for your child.
How old do children need to be to start at TIS?
Children must be 3-years-old and potty trained to begin at TIS. As long as space is available, students may start in Pre-K on any of our pre-set start dates after their third birthday (the week of October 15, 2016, the week of January 2, 2017, or the week of February 18, 2017). For Low-K, children must be 4 years old by September 1. For kindergarten, children must be 5 years old by September 1.
As an independent school we have some flexibility with the September 1 date. For the benefit of the child's immediate and long term development, we encourage parents not push children ahead of their chronological age peers.
Can preschoolers/kindergarteners attend half days or partial weeks?
As long as space is available:
- Children in the 3-year-old class ("PreK") may attend 3 or 5 days per week, either half or full days.
- Children in the 4-year-old class ("LowK") attend 5 days-a-week, with a choice of half or full days. This helps the child feel comfortable and at home with the school routine.
- Children in kindergarten attend five days-a-week, full days, with a rest period in the afternoon.
Does my child need to speak Spanish, Chinese, or Japanese to attend TIS?
TIS admits children with all language fluency levels from beginners to native-speakers. However, most students starting at TIS in preschool or kindergarten do not have any prior language exposure or fluency. Children applying to 1st-5th grades must demonstrate grade-appropriate language fluency that will enable them to do their academic work in the target language.
Do you accept students with learning disabilities or special needs?
TIS does not have separate programs or on-staff resources for special needs students. However, our small classes can be beneficial to many students who have minor learning differences. Depending on the need, the extent of the disability, and availability of outside help, it may be possible for student with learning differences to thrive at TIS. An open and honest partnership between the school and parents is always important; it is doubly important for students with learning differences.
The International School's Student Support Services (SSS) is a formal committee designed to help students who may need extra support to succeed academically. The SSS process is modeled on a research-based method of academic support commonly used throughout the United States. Through the multi-tiered process, the school's educational leaders use their cumulative expertise to help meet students' unique needs through strategic and intensive interventions, data collection, progress monitoring, and additional student support. If you feel that your child may need additional academic support or challenge, if your child has medical or family circumstances that may affect academic achievement, or if your child has a formal behavioral or academic diagnosis that may affect classroom performance, please talk to your child's teacher about SSS.
What if my child exhibits learning difficulties after s/he starts at TIS?
The focus of The International School's Student Support Services (SSS) is to provide resources and strategies for teachers to directly support the student's learning and achievement in the regular classroom environment. The process generally begins with the teacher identifying and recording student academic and behavioral observations and sharing them with the SSS Coordinator. Then, the teacher works with an SSS coordinator to implement classroom-based strategies and to monitor the student's progress. Through this process, the school's educational leaders use their cumulative expertise to help meet students' unique needs through strategic and intensive interventions, data collection, progress monitoring, and additional student support.
If you feel that your child may need additional academic support or challenge, if your child has medical or family circumstances that may affect academic achievement, or if your child has a formal behavioral or academic diagnosis that may affect classroom performance, please talk to your child's teacher about SSS.
Does TIS offer any programs for students with behavioral problems?
If behavioral problems arise, the teacher and Head of School or Head of Early Childhood will work with the parents to address it. The International School's Student Support Services (SSS) aims to create a formal network to identify and support students' academic and behavioral needs through a multi-tiered intervention process and provide ongoing support for students and staff that results in a safe and productive learning environment.
The student support services team will provide resources and strategies for teachers to use in the classroom and provide strategies and resources for parents at home. Depending on the outcome and the impact on the class, it may be necessary for the student to leave the school.
What if my child has a food allergy?
TIS has been declared nut-free throughout the whole school. We have many students with additional food allergies, and are prepared to work with parents to make the school a safe environment for the large majority of children with food allergies. For example, if a child has a severe soy allergy, that child's classroom (where the children eat lunch and snack) will be declared a soy-free room.
How does TIS select the students it admits?
Students are admitted on a first-come, first-served basis.
How far in advance can I reserve a space for my child?
We begin to accept applications in September of the year prior to the student's start date. Once all places are reserved, additional applicants are placed on a waitlist.
What is the application process?
- The International School uses Ravenna for online inquiry and application. To begin your application, go to Ravenna and create an account. Make sure to create your account using an email address you will have access to throughout the admission season as this will be your primary email contact with our school.
- The admissions office will notify you if space is available or if your child will be placed on a wait list.
- In March, we start sending enrollment contracts to new families in the order their application was received. The contracts are due back with a $300 deposit which reserves the child's space for the fall.
We offer several options for tuition payment plans, as well as financial aid available for those in need. Please see tuition or financial aid for details.
Can prospective students and/or parents sit in on a class?
Yes, we welcome prospective families to visit the school, sit in on classes, and talk to current families. Please contact the admissions office to arrange it.
If my child is admitted to preschool, does that mean she is automatically admitted to the elementary school?
Yes. Re-enrollment for current students takes place in February or March each year, before any new students are admitted.
Can we apply after the application deadline?
TIS does not have an admissions deadline. As long as space is available, we admit children from our applicant pool on a first-come, first-served basis. Children who have not had their third birthday yet are placed on a delayed school schedule for their PreK class. We have three additional start times throughout the year for those who have their third birthday during the school year. Please contact the admissions office for details.
Daily Life
What is the procedure during recess and lunch breaks? What do children do when inclement weather makes it necessary to stay indoors?
TIS students eat lunch in their classroom and have outdoor, unstructured play at both recess and lunch times. We ask that all students have rain jackets and boots at school so that classes can go outside even when it is raining. The main campus has a large tent on the playground, and the prek campus has a covered outdoor play area.
Students are always supervised by teachers and/or administrative staff. TIS also has an EMT/Security officer who is generally on the main campus playground when classes are there.
What will a typical day be like for my child?
Click here to read about the "typical day" in preschool and kindergarten.
Does TIS serve lunch?
Parents have a variety of choices for their child's lunch. Every class has a microwave oven (used by teachers for younger children), so you may send lunches that need to be warmed (though not cooked). There are also three optional on-campus lunch delivery options for an extra charge. Click here for more information about lunch options.
Do you have before and after school programs?
Yes. All students may be dropped off at 7:30am at no extra charge. After school, SquareGator provides on-site after school care until 6pm each day and on most no-school days. We also have many other providers who offer a wide variety of fun after school programs.
See what is offered after school for details.
What are the school's main policies and procedures?
Please see TIS policies & procedures in the Parent Handbook.
Do you have a bus system?
No, however many of our families carpool or take public transportation. Enrolled families may list a carpool need in our weekly parent bulletin by sending information to firstname.lastname@example.com. Click here for alternative transportation options.
In the Classroom/Academics
Who are your teachers? What experience and education do they have?
TIS teachers are experienced professionals from 16 different countries with native-level fluency of the language that they teach. 100% of our teachers have bachelor's degrees and 40% have master's degrees. See more information on the staff and faculty here.
What types of assessments does TIS use? Do TIS students take standardized tests?
As an International Baccalaureate school, we use a variety of assessments to assist the learning process. From the IB web site:
"Assessment is an important part of each unit of inquiry as it both enhances learning and provides opportunities for students to reflect on what they know, understand and can do. The teacher's feedback to the students provides the guidance, the tools and the incentive for them to become more competent, more skillful and better at understanding how to learn."
Formative assessments help the student – and the teacher – understand the concepts, how much progress they are making, and what they need to do in order to improve.
Summative assessments are a final assessment of learning, for example at the end of a unit of work, or at the end of the school year. Teachers use rubrics to assess student learning, and they share those rubrics with the students at a grade-appropriate level so students know what is expected of them.
Teachers give grades using the rubric so students can see exactly where they need to focus for improvement.
In addition, TIS students take two type of standardized tests:
- ACT Aspire tests in 3rd, 4th & 5th grades in math, science, and English. TIS students generally perform as well as or better than their peers on these tests even though the math and science tests are administered in English and TIS students study those subjects in Spanish, Chinese or Japanese.
- Language proficiency tests in 5th grade administered by the governments of China (the HSK), Japan (Japanese Proficiency Test), and Spain (DELE). TIS students generally pass these tests even though they are generally designed for and administered to much older students and adults.
For more information, please visit: National Standards and International Baccalaureate.
How is technology used at TIS?
TIS has carts of networked Macintosh notebook computers in every building (except PreK) for classes to use in learning activities. In addition, every teacher has a networked large-screen Macintosh desktop computer for lesson planning and sharing resources with students. With our small classes, the large-screen iMac is perfect for sharing on-line resources. The teachers also have access to several projectors if needed for larger groups of students.
How are behavioral issues addressed in class and on the playground?
From the Parent Handbook:
"When students make mistakes, our goal is to present an opportunity to learn and to make better choices in the future. Discipline without understanding on the student's part is meaningless. So the first step in any infraction at school is a conversation with the child's teacher or another staff member. If two students have a conflict, the staff member may mediate a discussion between them.
The adult's role is to help students understand and reflect on their own actions and reactions. Such a meeting can end with resolutions or goals. When a child makes mistakes, behavioral or academic, the best part a parent can play is to let the child own the mistake. If a parent responds emotionally, then the parent owns the incident, and the child becomes a bystander to the parent's meltdown.
Instead, a parent should ask, 'Do you understand what happened? Are you happy with the result? Do you feel you did your best? Is there anything you would do differently next time?'"
How much homework do students have each night?
From the Parent Handbook:
Studies show that homework rates are generally higher in independent schools, and they are bound to be higher than the national PTA guidelines in a language immersion school such as ours.
The outside limits for homework at TIS are:
- Grade 1: up to 30 minutes plus up to 15 minutes of English reading with parents or alone
- Grade 2: up to 40 minutes plus up to 15 of English
- Grade 3: up to 45 minutes plus up to 15 of English
- Grade 4: up to 50 minutes plus up to 15 of English
- Grade 5: up to 60 minutes plus up to 15 of English
These are outside limits; there may not be this much homework every night. After this amount of time has elapsed, you should stop the child from working further and notify the teacher of what happened. If directions are not clear to the child or to you, notify the teacher. If you think the work is not productive or fruitful, calmly discuss with the teacher what you observed at home.
It is normal human nature to resist work at home after a day of work, but that does not mean we have to have big discussions or dramatic scenes with our children. Instead, we can assist them best by keeping them focused and moving forward, and reminding them that they will have time to spend on their preferred endeavors as soon as they finish.
What is the difference between Montessori and the TIS program?
The best way to understand different schools is to visit each program, speak to the staff and observe classes in session. We are not experts in Montessori, but we have compiled some information that may be helpful. Montessori programs differ from one another, so please consult the schools you are considering for more information.
Program Basics
The International School (TIS): At TIS, students are fully immersed in Spanish, Chinese or Japanese so they acquire another language and culture while learning a rich preschool and elementary curriculum. Lessons are taught through the International Baccalaureate (IB) inquiry-based program with real-world concepts in science, social studies and the arts. Our focus is on developing confident, capable world citizens.
Montessori: Montessori classes vary greatly – each school has its own approach to teaching. There are no regulations for a school to practice the Montessori ideology. In general, classrooms are deemed child-centric with a prepared environment: filled with hands-on materials designed to stimulate children's senses and motor skills, and to promote self-directed learning.
TIS: The International Baccalaureate (IB) focuses on the development of the whole child as an inquirer, both in the classroom and in the world outside. The curriculum is based on IB "units of inquiry" that are focused on real world concepts in science, math, social studies and the arts. The IB method encourages children to explore questions that relate to the curriculum and then, with the teacher's guidance, to find answers to their own questions. Children learn to look beyond the facts, to think critically, and to uncover the "big idea" in every lesson.
Montessori: There is no formal curriculum for Montessori schools. Students are presented concepts and allowed to set their own pace. Much of Montessori schooling is based on students learning life skills, choosing their own interests, and motivating each other when faced with academic challenges. Traditional subjects are presented at different stages in a child's development.
In the Classroom
TIS: With the International Baccalaureate (IB) program, TIS teachers create lessons for experiential learning including hands-on experimentation, field trips, technology, guest speakers and library resources. Classes have no more than 19 students, with two teachers in preschool if classes are over 10 students. Kindergarten classes also often have two teachers. Children have homework generally beginning in 1st grade to develop independent study skills and to reinforce concepts and language learned in school.
Montessori: Montessori classrooms allow for multi-age learning, usually in 3 year increments. In this multi-aged approach, it is common to see Montessori classrooms with 25-30 children per class. Older kids are typically encouraged to teach the younger kids, and the teacher becomes more of a facilitator. Often, children are learning very different things simultaneously within the classroom. It is common for Montessori schools to avoid assigning homework during elementary school. The programs often thrive on individuality, freedom and learning through discovery and process.
* Seldin, Tim. "The Montessori Foundation." The Montessori Foundation. The Montessori Foundation, 03 Aug. 2010. Web. 01 Oct. 2012.
What is the difference between Waldorf and the TIS program?
The best way to understand different school programs is to visit each program that you are considering, speak to the staff and observe classes in session. Following is a summary of some of the differences between TIS and Waldorf programs*.
Program basics
TIS: At TIS, students are fully immersed in Spanish, Chinese or Japanese so they acquire another language and culture while learning a rich preschool and elementary school curriculum. Lessons are taught through the International Baccalaureate (IB) inquiry-based program with a focus on developing confident, capable world citizens.
Waldorf: Waldorf schools focus on the developmental phases in childhood and nurturing of children's imaginations. These schools generally cater to the needs of children rather than "the demands of the government or economic forces", so there is a lot of emphasis on creativity and free-thinking.
TIS: The International Baccalaureate (IB) focuses on the development of the whole child as an inquirer, both in the classroom and in the world outside. The curriculum is based on IB "units of inquiry" that are focused on real world concepts in science, math, social studies and arts. The IB method encourages children to explore questions that relate to the curriculum and then, with the teacher's guidance, to find answers to their questions. Children learn to look beyond the facts, to think critically, and to uncover the "big idea" in every lesson.
Waldorf: Waldorf philosophy regards stages in human development and personal relation to material as the primary way to deliver information that a child will learn. In the same way, Waldorf emphasizes verbal learning, crafts and play of the same importance as it does formal material.
In the classroom
TIS: With the International Baccalaureate (IB) program, TIS teachers create lessons for experiential learning including hands-on experimentation, field trips, guest speakers and library resources. Classes have no more than 19 students, with two teachers in preschool if classes are over 10 students. Children have homework generally beginning in 1st grade to develop independent study skills and to reinforce concepts and language learned in school. As students progress through the grades, they will typically have different homeroom teachers for each grade.
Waldorf: At Waldorf schools, the same teacher often stays with a group of students for up to eight grades, and may focus on a single subject for as long as a month. Waldorf classrooms will often have 28-32 students in each class. Teachers and assistants introduce concepts gradually to help children slowly discover the world around them, and children are encouraged to teach one another.
*"Waldorf Answers - Frequently Asked Questions (FAQ) about Waldorf Education." Waldorf Answers - Frequently Asked Questions (FAQ) about Waldorf Education. N.p., 2012. Web. 26 Sept. 2012.
Language Teaching & Learning
What is full language immersion?
"Full immersion" is a way of teaching language by completely immersing the learner in that language for most of each day. The learner will hear only the target language for both regular conversation (e.g. talk about getting dressed and eating meals), as well as subject matter learning (e.g. math and science). A significant body of research shows that with language immersion, young children learn their second language the same way they learned their first – by listening, absorbing, imitating, and then trying it out. The more time a child spends hearing and using the second language, the more fluent she will become. Full immersion, which is how TIS teaches, is in contrast to "partial immersion" programs where half the day is taught in English and students achieve a lower level of language proficiency.
What will the first days at TIS be like for my child if s/he doesn't speak the language?
Our teachers have many years of classroom experience, and they love children. Knowing that the children will not understand the spoken language at first, the teachers use their warmth, familiar activities, and visual cues to help the children understand and feel at home. For example, the teacher will pick up a scissors while saying "use your scissors" in the target language. The children quickly learn the Chinese, Japanese, or Spanish word for scissors. By the end of the first week, your child will know that the teacher is another grown-up who loves them and who happens to use different words.
How do teachers handle children who enter TIS with no prior language exposure?
While students with no prior language exposure will speak to their peers and teachers in English, their teachers make a concerted effort to repeat back to them their question or response in the target language and then proceed to pose or answer their question in the target language. Our experience has shown us that after a few months in a full immersion, setting most children will begin to address their teachers in the target language.
Is any English used in TIS classrooms?
In general, it is extremely important that the teacher uses only the second language in the immersion classroom. Speaking English may help comprehension at a particular moment, but in the long run it becomes a hindrance to learning the second language. If English is used regularly, the child will not focus on the Spanish, Chinese or Japanese instructions – he will simply wait for the English translation.
From preschool into the beginning of first grade, teachers speak to the children in the target language and expect that the children will answer in English. The children naturally use their second language as they become more comfortable with it - first with words, then sentences, then paragraphs. By second grade, the children are generally expected to use only their Spanish, Chinese or Japanese in the classroom.
Starting in first grade, all students study English language arts with English specialists for one hour every day. This allows them to grow their English skills to or beyond grade-appropriate levels by fifth grade. English is also used for art, music, PE and library.
Given all of the above, the teacher will use English as necessary - if a child needs to be comforted, and for issues of discipline and safety when complete understanding is necessary at that moment.
What if no one at home speaks Spanish, Chinese or Japanese?
Most of our families do not speak the language their child is learning, so our teachers expect that. Teachers send home weekly emails explaining the class work, enabling parents to engage with their child about the topic of study. Parent notices and report cards are issued in English.
From a recent parent survey:
"The email information I receive from TIS (ITK, specialist news, teacher emails, English teachers, etc.) is instrumental. My 2nd grader is always impressed when I know what she is talking about in library or what project is coming up in English! It makes it easy to use the vocabulary he is learning through student/learner traits, too. "Wow, that Olympian is really a risk-taker!" "I am trying my best to be open-minded." "I can tell you have been talking about what it means to be caring."
New families sometimes worry about how they will help their child with homework if they don't speak the language. TIS parents will tell you that because they don't speak the language, their children become resourceful and independent learners. The parents' responsibility is to provide time, place and encouragement - and the rest is the student's reponsibility. Click here for a short video clip of a 5th grade parent explaining what she does when her daughter has homework trouble!
How will my child adjust to having class in a different language?
Many children are nervous about starting a new school, whether the program is in English or not. Your child may need some time to adjust to this new challenge. He may need more sleep than usual - an earlier bedtime often helps in the first month. By the beginning of October, every child should be over the initial adjustment and look forward to school.
How can I help my child with the transition to language immersion?
Encourage your child by telling her how proud you are that she is learning Chinese, Spanish, or Japanese. Take advantage of opportunities to expose your child to the immersion language and culture outside of school. This helps her see that the language is not just something for school, but something for life.
Try not to put your child on the spot to "say something in Spanish" until she shows the initiative herself. Recognize that your child may not speak the language at home for a long time - at pick-up or drop-off you may be surprised to hear your child use her new language when talking to the teacher!
When will my child start speaking his/her second language?
All children will start to use their target language on their own and at their own individual pace. It is not uncommon for children to spend the first year just soaking up the second language. Just like young babies learning their first language, your child's comprehension will increase daily, and but she may not be ready to speak it for some time. When the children are ready to speak, it's amazing to see how much they know.
Since children at The International School learn language in the context of every day life, their first words are often phrases like, "more juice please", or "blue paper." Because of this, it is awkward for children to be asked to "perform" for others. A request to "say something in Chinese" will seem most unnatural.
Similarly, your preschooler may not understand the concept of translation. He is learning the meaning of his new language, and will start to think in his second language rather than translating his thoughts from English. Once your child shows a readiness to use his second language at home, encourage him to do so. Give him the benefit of the doubt if you are uncertain about his pronunciation or word usage.
Will my child's English suffer?
Research on this question is both voluminous and unequivocal: studies consistently show that by the end of the elementary grades, immersion students perform as well as or better than non-immersion peers in English and math skills. Nevertheless, in the first few years of any immersion program, there may be certain lags in English language arts. However, there is significant transference of literacy skills between languages, and once formal English instruction is introduced (in first grade at TIS), children catch up quickly.
All our first through fifth grade students study English language arts daily. By third grade the lags are generally gone, and by fifth grade the immersion students' English skills often surpass those of their non-immersion peers. The TIS English department has a list of recommendations for parents who wish to support their child's literacy skills at home. Please see the English Literacy page for more details.
How will my child learn to read and write in English?
TIS students start formal English classes in 1st grade. In first through fifth grade they study English with English literacy specialists for one hour per day in classes that are designed to complement their language learning. Students quickly catch up to and generally surpass their English-only peers in the course of elementary school.
How will my child's learning compare to her peers at other schools?
The International School's curriculum content is shaped by the Oregon Standards for Science (which are aligned to the National Science Standards), the National Social Studies Standards, and the Common Core State Standards for Math, which have been adopted by 38 states including Oregon. TIS chose these sets of standards because they represent strong, clear thinking on the concepts children should be learning. These standards provide a minimum benchmark for students and teachers at TIS, with actual student achievements frequently exceeding these academic targets.
TIS applies these standards through the International Baccalaureate Primary Years Programme, with its focus on student-led inquiry and hands-on engagement. This ensures that our students are gaining essential knowledge, while at the same time developing critical skills for independent, lifelong learning.
Is immersion the right choice for my child?
Although every child is different, an immersion program will be an exciting and stimulating experience for most children and their families. The TIS program will enable your child to fully appreciate a diverse world, and to communicate freely with people in another language. Being bilingual will enhance job opportunities, and will make it easier to learn a third language. As you contemplate this decision, it is important to remember that your child will realize the full benefits of an immersion program by following the program all the way through fifth grade.
What language do the children speak amongst themselves?
In the early childhood classrooms (preschool and kindergarten), most children speak English to one another even as they quickly start using target language words and phrases with the teachers. By the end of kindergarten and 1st grade, students are able to and strongly encouraged to use the target language when talking with their peers.
What if we speak another language at home (not English & not the immersion language)?
We have many TIS students who speak English in the neighborhood, Chinese, Spanish or Japanese at school, and a third language at home. If your family speaks another language at home, we encourage you to continue doing so.
What is 'language acquisition' and 'production'?
'Language acquisition' describes the perfectly natural way we learn our own first language. Typically, parents do not teach their small children grammar; they do not teach their children lists of vocabulary; they rarely correct their small child's language, unless the child is saying something that is factually wrong. In spite of this lack of specific teaching, all small children master their own mother tongue at remarkable speed. Small children make rather predictable errors as they start to use their mother tongue, but automatically self-correct as they continue to recognize patterns in the language and build proficiency naturally.
Immersion programs make use of the brain's natural capacity to learn languages in much the same way as we learn our mother tongue. Many factors are involved, but the key one is: we acquire language when the focus is on meaning.
We refer to 'production' when children starts to speak a language. Just like babies understand a lot of language before saying their first understandable words, second language learners understand a lot before they start to 'produce' - or speak - their second language.
Shouldn't children master their mother tongue before they learn a new one?
No. A large body of research shows that it is not necessary to postpone starting additional languages. The children will still develop their mother tongue as long as they receive regular input, for example from their parents and family.
What can I expect to see in my child at the beginning of the immersion process?
Children who are especially confident and extroverted might try using the new language immediately, and be very proud of showing off new words and phrases. Most children, however, may appear unable or reluctant to use the new language. The brain naturally goes through a 'silent period' at the beginning of the acquisition process. The child may appear to be inactive, and not participating, but there is in fact a lot of activity going on within the brain. Think of it as an essential period of incubation.
It is important to recognize and respect this silent period, which can last many months in some cases. There will be no particular advantage in trying to force the child to speak, and in fact we may do more harm than good. In the early stages of language acquisition a child will understand far more than he or she can say or write just as a baby understands a lot before speaking intelligibly. In other words, perception or understanding is always far in advance of production, or active use of the language.
Will my child experience a form of 'culture shock'?
Yes, he/she might. People are familiar with the term 'culture shock' when we go to live in a new country. The symptoms of culture shock can be very subtle, and are easily confused with other issues. In many ways, entering a language immersion program will involve some level of culture shock, but also 'language shock'.
Add to this all the challenges of entering a new school, and fitting in with a new group of children. All these factors bundled into the first few weeks can have quite a drastic effect on the child's psyche. The child can appear sad, angry, unsettled or moody. The good news is that these symptoms are normal and temporary, our teachers and counselors are skilled in dealing with them, and our children emerge from the experience greatly strengthened in many ways.
Should I try to speak the target language at home with my child?
If the target language at school is not your natural home language, it is not necessary to use it at home. To give your child more exposure to the target language, it is good to find suitable children's books, DVD's, recordings and so on. Do not be upset if the child is reluctant to use the target language with you. Languages have strong emotional ties, and it may just not feel right for the child to speak to you in Japanese or Spanish or Mandarin, if this is not the language you normally use.
Won't my child be behind other local children if she is educated in a foreign language like this?
A lot of schools offering immersion programs like TIS observe that the youngest students in these programs may score below other monolingual English-speaking students who take the same standardized test in second grade. However, in our over 20 years of experience and in a significant body of research, we see that most of our students score on par with or better than their monolingual peers by fourth grade.
Is it really necessary to keep a child in the TIS immersion program all the way through fifth grade?
Children receive and retain the most benefit from an immersion program from being in it as long as possible. TIS students are developing their target language skills at the same time as they are learning a full International Baccalaureate curriculum including math, science and social studies. The benefits of all aspects of this education grows with each year in the program.
What percentage of the instructional program is offered in the target language?
At TIS all subjects are taught in the target language except for English, art, music and physical education (PE) which are all taught by English language specialists in those fields. In grades one through five, students study English one hour per day and art, music and PE for a total of nearly 200 minutes per week. Early Childhood students (preschool, low k and kindergarten) study art, music and physical education with English language specialists once per week.
What are the stages of language acquisition? How long will it take for my child to start speaking a second language?
- Children learning a second language are likely to go through a "silent period" where they are building their receptive vocabulary but are not yet producing language.
- The silent period is followed by early production of language where students will start to speak in one or two word utterances.
- Gradually, students will progress through a series of stages, building vocabulary and more complex sentence structures until they have reached a level of advanced fluency.
Although all new language learners progress through the same stages, the length of time each student spends at each stage may vary greatly.
- Children master the concrete, everyday, 'here and now' type of language relatively quickly and easily.
- By the end of the first year in an immersion classroom children will show good comprehension and may sound very fluent to the casual listener. On closer scrutiny the child will still have a rather limited command of the language.
- Doing academic work in a foreign language is immensely more challenging than merely speaking, and calls for a much deeper and more sophisticated range of both language and logical skills.
- This Cognitive Academic Language Proficiency (CALP – a term coined by Canadian researcher Jim Cummins) can take several years to build. It is compounded by the fact that school children, irrespective of the language they are working in, are maturing and developing both their academic skills and their ability to use language to apply these skills at the same time.
Will my child be bilingual when he/she leaves TIS in fifth grade?
Many of us imagine bilingual to mean 'perfect' proficiency in two or more languages, but this is very rare. Even outstandingly bilingual individuals tend to have one language that is stronger than the other. In general, by the end of fifth grade, TIS students are sufficiently proficient in their TIS target language to conduct a significant aspect of their lives in that language.
For example, the student will be able to study at college in a country where that language is used, or use the language at work, or collaborate professionally with speakers of that language etc. The student will be able to appreciate and derive enjoyment from the cultural heritage of the language, including enjoying films, novels, plays etc. in that language, and develop an understanding of the economic, political and social life of countries where that language is spoken. This is far above the type of language we need for tourism or occasional social contacts.
By the end of elementary school, a child who has been in the immersion program from the beginning will certainly be bilingual in many important respects. They will speak mostly without accent; they will use gestures and expressions typical of a native speaker; they will respond spontaneously in the target language; they will have mathematical and scientific competency in the target language.
Money Matters
When is tuition due? What payment plans are available?
There are four payment plans available:
- PLAN A - $300 paid upon signing contract. The entire balance of Plan A tuition paid on or before May 31.
- PLAN B - $300 paid upon signing contract. The entire balance of Plan B tuition paid on or before July 31.
- PLAN C - $300 paid upon signing contract. Sixty percent (60%) of the balance of Plan C tuition paid on or before July 31. The remaining balance of Plan C tuition paid on or before January 1 of the following year.
- PLAN D - $300 paid upon signing contract. The balance of tuition paid in ten (10) equal monthly installments on the first of each month, starting August 1. Monthly collections will be administered through the FACTS program.
Is there a tuition discount for multiple children who attend TIS?
Yes. Tuition is reduced by 10% (in the least expensive program) for the 2nd child, 15% (in the least expensive program) for the 3rd child. The discount is based on the Plan B rate for the selected enrollment option. See tuition for more information.
What expenses are there beyond tuition?
We strive to include most expenses within tuition so that parents are not "nickle and dimed" with extra fees. Field trips, books and performances as well as most school supplies and cultural costumes are included in tuition. Parents must provide a small list of durable school supplies, lunch (send from home or purchase through TIS lunch programs), and after school care if required. There are no other mandatory fees.
The school raises money through a small number of fundraisers throughout the year, and asks every family to contribute annually to the TIS Fund and/or to the Auction Special Appeal. Participation is valued at literally any dollar amount. See giving for more information.
Does TIS offer financial aid?
We strive to make our program accessible to as many children as possible. To this end, we provide financial assistance for up to 20 percent of our students each year - significantly more than the national average.
How is financial need determined for TIS financial aid?
Financial aid grants are awarded based on financial need. To apply for financial aid, a family must complete a Grant & Aid Application, which is filed through a third-party aid assessment service called FACTS. Families must re-apply for every year that they wish to be considered for aid. The school gives priority for financial aid to its returning students.
FACTS processes the application and estimates the amount a family can invest toward the cost of tuition. The school's financial aid budget is limited, so every family is still expected to make a substantial contribution toward the cost of tuition.
Financial aid application deadlines are January 15 for returning families and March 1 for families that are new to the school. Families who complete their financial aid applications by the deadlines generally receive award notification along with their enrollment contracts. Applications received after the deadlines will be processed on a first-come, first-served basis. Any applications received after the budget is exhausted will be put on a financial aid waitlist. Families occasionally turn down their financial aid awards, and that money may be available to other students. For more information concerning deadlines, and to request a financial aid application, please contact the Admissions Office at email@example.com. The application is also available online at www.factstuitionaid.com.
Is financial aid automatically renewed each year?
No. Families must re-apply for every year that they wish to be considered for aid. The school gives priority for financial aid to its returning students.
What is demonstrated need?
Demonstrated need is the calculated difference between fees and the amount a family can be expected to contribute to the cost of annual tuition.
Do financial aid awards cover the full cost of tuition?
No. Every family is expected to contribute to the cost of their child(ren)'s education.
Do I apply for financial aid at the same time I am applying for admission?
Financial aid application deadlines are January 15 for returning families and March 1 for families that are new to the school. Families who complete their financial aid applications by the deadlines generally receive award notification along with their enrollment contracts. Applications received after the deadlines will be processed on a first-come, first-served basis. Any applications received after the budget is exhausted will be put on a financial aid waitlist. Families occasionally turn down their financial aid awards, and that money may be available to other students.
Does applying for financial aid affect admission decisions?
No. Admission offers are made strictly on a first-come, first-served basis without any consideration of a financial aid application.
We do not complete or file our taxes until April 15 or later. How will that affect my financial aid application?
Finishing both the school application as well as financial aid in a timely manner will assure that your child has the best opportunity to be admitted as a student at TIS. We do have a limited amount of funding to offer, and your child may have to be put on a waitlist if all of the materials are not completed, or if the funding is not available at the time of acceptance to TIS.
What if our family is still unable to pay the tuition even after receiving a financial aid award?
If you review the financial aid offer and still feel that your family contribution is not affordable, you may appeal. There is a financial aid appeal form available from the Business Office in which you can state the circumstances in which you feel the application did not adequately demonstrate your financial need.
If, after completing the appeals process, you feel that you are still unable to meet the family contribution, please let the admissions office know as soon as possible in which case deposits paid will be returned.
Will my information be kept confidential? Who will see my information?
Members of the financial aid committee are the only people who have access to and review financial aid application materials. Families who apply for and receive financial aid are not publicized or identified during the admission process or after admission at any time.
What factors are considered when determining financial assistance?
- Income, assets, taxes, family size, unusual expenses and circumstances, the age(s) of the parent(s) and number of family members in tuition-bearing schools are among the many factors used to determine financial assistance.
- Generally, we encourage you to apply.
Is there a fee for applying for financial aid?
FACTS charges a $30 application fee.
How do I get a financial assistance application?
The applcation is available from the Admissions Office (only after an application for admission has been submitted) or online at www.factstuitionaid.com.
If we have more than one child applying, do we have to complete two forms?
No, one form will be sufficient.
When will our family be notified of our financial aid award?
If application deadlines are met, financial aid awards are sent out at the time enrollment paperwork is mailed. This way, you can make a decision knowing the exact amount of tuition you need to pay.
Parents' Interaction with TIS
What kind of interaction will I have with my child's teacher at TIS?
It is important that you and your child's teachers have clear, open communication to help your child with successes and struggles that may occur. At the very least, you will receive weekly e-mails from your child's teacher, in person parent/teacher conferences in November and March, and a formal report card in November, March and June. In addition, we encourage parents to get involved in class activities (i.e. field trips, class parties, special projects) and to contact the teacher proactively with any questions or concerns - while they are still small questions or concerns! Teachers generally have time for short conversations on Mondays, Wednesdays and Thursdays after school, and can always schedule longer meetings if necessary. If you pick up your child right as school closes, it's always great just to pop in and say hello.
"The email information I receive from TIS (ITK, specialist news, teacher emails, English teachers, etc.) is instrumental. My 2nd grader is always impressed when I know what she is talking about in library or what project is coming up in English! It makes it easy to use the vocabulary he is learning through student/learner traits, too. "Wow, that Olympian is really a risk-taker!" "I am trying my best to be open-minded." "I can tell you have been talking about what it means to be caring."
How can I best support my child and the school?
We encourage parents, grandparents and special friends to be involved in the school for the benefit of students, the rest of the community, and themselves.
- At a minimum, parents should:
- Keep up to date on their child's class and school-wide activities
- Keep up to date on their child's individual schoolwork, homework and progress
- Participate as requested
Other tips:
- Show confidence in the choice you have made for your child, and not become over-anxious if, for example, a well-meaning relative comments that your child seems behind other children in his or her English reading. Tell them you have made a choice for your child to become a global citizen!
- Be modest in your expectations that your child will speak the new language in front of you or your family and friends. Many children don't like doing this because it is unnatural.
- If you are fortunate enough to be able to travel together to countries where the language is spoken, allow your child to show as much initiative as possible. This produces some delightful moments.
- Children rise to our expectations. Make sure you encourage a positive attitude towards academic achievement, without being unrealistic.
- You can support the school by being an ambassador for us, recommending us to others, and being knowledgeable so that you can refute the sometimes inaccurate or uninformed views of other parents.
- Support the school very concretely by volunteering in a range of roles, and by contributing to the TIS Fund as you are able. We always need additional financial support to enable us to keep our tuition below actual costs.
What is the best way to communicate with my child's teacher?
The most effective way to communicate depends on the subject at hand. For easily answered questions or small concerns, e-mail is the best vehicle. Teachers check it often and will generally respond quickly. However if an e-mail would be long or complicated, or you have a pressing concern, it is much better to set up a time to meet with the teacher and/or administrator in person. Parents can contact any staff member to request a meeting.
At times teachers can have quick conversations at drop-off and pick-up, but it is best not to count on these times as there will be other people around and the teacher may have other meetings.
What should I do when I have a concern about my child?
Please do not let concerns grow unaddressed. Address any concern directly with your child's teacher. If your concern is not resolved, please speak with the Head of School or Head of Early Childhood.
Transitioning to TIS
If my child starts in kindergarten, how will she catch up with children who did preschool in the language?
There will usually be at least one other child in the kindergarten class who has just started the language, so your child won't be alone. Try to expose him or her to the language before school starts - watch short videos (you might find some on the web), check out music from the library, look for a library story time in that language. It doesn't matter if your child is not understanding the words - don't put pressure on her to get meaning. The idea is just to get her used to the sounds and rhythm of the language so that it sounds familiar when she gets to school.
Your child may experience a bit of frustration at the start - feeling like she doesn't understand anything when other children do. It may help to prepare your child for that feeling, let her know that it's ok and that other children feel it too. Children's brains are remarkably flexible in kindergarten, and they start understanding before they even realize it.
How can I help my child with the transition to language immersion?
Encourage your child by telling her how proud you are that she is learning Chinese, Spanish, or Japanese. Take advantage of opportunities to expose your child to the immersion language and culture outside of school. This helps her see that the language is not just something for school, but something for life.
Try not to put your child on the spot to "say something in Spanish" until she shows the initiative herself. Recognize that your child may not speak the language at home for a long time - at pick-up or drop-off you may be surprised to hear your child use her new language when talking to the teacher!


text: Saint Lucia National Football Team 59,953pages on this wiki Add New Page Edit History Talk0 Share 1988-present Retrieved from "http://logos.wikia.com/wiki/Saint_Lucia_National_Football_Team?oldid=736092" Ad blocker interference detected! Wikia is a free-to-use site that makes money from advertising. We have a modified experience for viewers using ad blockers Wikia is not accessible if you've made further modifications. Remove the custom ad blocker rule(s) and the page will load as expected. Categories: Soccer federations by country Soccer federations in North America North America

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Nature uses covalent modification of biological macromolecules as a fundamental mode of regulation. Designed duplication of this powerful strategy could revolutionize therapeutic development. The transglutaminase reaction provides a suitable vehicle for this, modifying small molecules, peptides and proteins in living systems. It joins amide and amine substrates, and requires no exogenous cofactors or coupled reactions. Natural transglutaminases are promiscuous, calcium-activated, difficult to mass-produce, or unstable, making them unsuitable for targeted use in vivo. Design of novel enzymes, protein binders with near-natural affinity levels, and even novel protein folds have all been achieved. Here, I will integrate these methodologies to develop a transglutaminase enzyme. This enzyme will modify and inactivate the stem cell factor receptor c-Kit, a proven cancer therapeutic target located on the surface of many tumor cells. This specific, covalent modification would reduce the concentration required for efficacy over noncovalent methods, resulting in lower cost and improved safety. This work will explore the nuances of enzyme catalysis and the relationship between fold and function. It provides a novel tool for the diagnostic and therapeutic study of biological systems, and a starting point for the design of new proteins which harness the power of covalent biomolecular modification.
The goal of this research is the de novo design of novel enzymes which covalently modify protein targets. I will design an anticancer protein which catalyzes the specific transglutamination of the stem cell factor receptor c-kit.


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|Found 87 Recipes
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- Home
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- UNWTO Workshop for Inbound Tour Operators
- Enhancing Silk Road Interpretation and Quality Guide Training
- Western Silk Road Initiative
- BBC documentary on the Silk Road
- David Baddiel on the Silk Road, Discovery Channel UK
- First ever Silk Road training course for heritage guides, Khiva, Uzbekistan
- VeRo Tour Project
- UNWTO / UNESCO Silk Road Heritage Corridors Tourism Strategy Project
- UNWTO / WTM Silk Road Bloggers Trip to Armenia
- UNWTO / EHL Altai Krai Hospitality Management Strategy
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- EHL/UNWTO Silk Road Strategy Challenge 2012
- Silk Road Promotional Video Clip now online!
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Welcome to the UNWTO Silk Road Programme website
The UNWTO Silk Road Programme is a collaborative initiative designed to enhance sustainable tourism development along the historic Silk Road route. It aims to maximize the benefits of tourism development for local Silk Road communities, while stimulating investment and promoting the conservation of the route's natural and cultural heritage. Additionally, it is working to foster greater co- operation between Silk Road countries and regions, with the established aim of creating a seamless and memorable Silk Road travel experience.
On this website you will find information on the objectives and key areas of activity of our programme, information on our participating Member States and other relevant stakeholders, as well information concerning key Silk Road events and conferences
|Wed 08 Mar 2017 - Sun 12 Mar 2017
|Wed 08 Mar 2017
|7th UNWTO Silk Road Ministers Meeting at ITB Berlin 2017
|Thu 09 Mar 2017
|6th UNWTO Silk Road Tour Operators Forum at ITB Berlin 2017
|Sun 12 Mar 2017
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|Thu 30 Mar 2017 - Fri 31 Mar 2017
|7th UNWTO Silk Road Task Force Meeting
Latest news
19 Jan 17
Press Release
International Year of Sustainable Tourism for Development 2017 kicks off
Co-presented by Max Forster, CNN, and Raquel Martínez, RTVE, the event underlined the immense socio-economic opportunities brought by the sector to all societies as well as its power to advocate for...
18 Jan 17
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The World Tourism Organization begins the International Year of Sustainable Tourism for Development
The event, held in the El Pardo Palace in Madrid, Spain, was attended by the Prime Minister of Georgia, the Vice-President of Honduras, more than 40 tourism ministers and other senior officials from...
04 Jan 17
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FITUR 2017: UNWTO with a focus on sustainability and tourism in Africa and in the MENA region
UNWTO has prepared a number of events to be held at FITUR, starting with the presentation of the International Year of Sustainable Tourism for Development 2017. Also on January 18 the 13th Edition of...
03 Jan 17
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The Year Ahead: harnessing the power of tourism to build a better world
I have seen increasing commitment from the international community, with many countries realizing the potential for tourism to become a pillar of their development. This commitment is attested to by...
29 Dec 16
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2017 is the International Year of Sustainable Tourism for Development
The United Nations General Assembly declared 2017 as the International Year of Sustainable Tourism for Development recalling the potential of tourism to advance the universal 2030 Agenda for...
04 Nov 16
UNWTO Workshop for Inbound Tour Operators
UNWTO Workshop for Inbound Tour Operators Almaty, Kazakhstan 1 October 2016 Русский Since the Silk Road Programme was launched in 2010, thousands of delegates have gained knowledge and...
04 Nov 16
The ceremony of official handover of the joint Memorandum of Understanding between the Council of Europe and the UNWTO
The ceremony of official handover of the joint Memorandum of Understanding between the Council of Europe and the UNWTO The ceremony of official handover of the joint Memorandum of Understanding...


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Zillow Digs home in Pasadena, CA
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Adecco is a global recruitment firm, helping talented job seekers find great opportunities. We hire staff members for dozens of amazing events across Australia including The Australian Open, The Royal Melbourne Show, Cirque du Soleil and many more.
Once you've joined the Adecco team and become one of our valued event associates, be sure to join our Event Jobs Facebook Group for up-to-date information on upcoming events, open shifts and on-site information.


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Need API Tied into current registration
- Status Closed
- Budget N/A
- Total Bids 9
Project Description
You will tie in an API kit into my current registration page. Slightly complex, do not bid if not capable, please do not waste your time, or my time. Thank you.
Submission of a request is a simple two-step process in which you send a request to the system post URL and receive a response. The URL to send this request is given in (A) below.
The request takes the form of a typical GET or POST HTTP request, performed through a URL as shown in (B), or an HTML form as shown in (C).
A valid request consists of at least 12 required fields and their values, all listed in (D) below, The field names cannot be changed and are case-sensitive. You may include any of the optional fields listed in (E) below.
The response is XML-formatted text for consumption by your method of choice. The various formats and examples of a response are given in (F).
C. POST request example:
......the rest of the api upon contact.Get free quotes for a project like this
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|Message view
|« Date » · « Thread »
|« Date » · « Thread »
|Sam Ruby <ru...@apache.org>
|Re: Help needed on JMeter nightly builds
|Fri, 10 Jan 2003 04:03:05 GMT
Jordi Salvat i Alabart wrote: > > You'll be happy to know that your effort responding your questions was > not in vain. Gump runs are now building JMeter and producing meaningful > results. :-) > Gump is now building the JMeter's distribution files into > jakarta-jmeter/dist. Would it be possible to copy all files found in > there to http://cvs.apache.org/builds/jakarta-jmeter/nightly/<date> > after each build? In this way we'll be able to decide how exactly we > want to pack up our distribution without having to bug you again. Added it to the list for tomorrow. We'll see how it goes. > Just two more questions (hopefully last ones for a while): > > 1/ Would it be a good idea to run our unit tests during the nightly > build? On one side, doing so would fit better into the "continuous > integration" Gump concept. On the other side, looks like the build > machines (or at least Nagoya) have a really tough time keeping up with > the work, and our tests take a while... what's your opinion? Go for it. Yes, Nagoya is a bit pokey, but the price is right. ;-) > 2/ JMeter binary distribution contains all the jars for all the projects > it depends on. I think it needs to be that way: JMeter is an app for > plain users, not a library for developers, and we want it to be > installable and runnable with minimum hassle for the user. The way it > currently works this would cause those binaries to run against library > versions different from the ones used at compilation -- which doesn't > look very nice. The question is: does Gump provide a way to copy some of > those jars into the jakarta-jmeter/lib directory before the build? Pls. > note that I said "some", because there's a few we just can't distribute > (licensing issues). The basic strategy is to specify the the files that you copy with ant properties. You can then tell gump to provide the actual jar name for this property. The easiest way to do this is to move the <depend> elements for the jars that you want to do this with inside the <ant> element, and add a "property=" attribute. This is best explained by example, so look for logkit.jar in the following files: http://cvs.apache.org/viewcvs/jakarta-gump/project/jakarta-avalon.xml?rev=HEAD&content-type=text/vnd.viewcvs-markup http://cvs.apache.org/viewcvs/jakarta-avalon/build.xml?rev=HEAD&content-type=text/vnd.viewcvs-markup - Sam Ruby P.S. Don't be afraid to ask questions. But perhaps this should be in the firstname.lastname@example.com mailing list? -- To unsubscribe, e-mail: <mailto:firstname.lastname@example.com> For additional commands, e-mail: <mailto:firstname.lastname@example.com>
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New Zealand captain Brendon McCullum has expressed his happiness
New Zealand captain Brendon McCullum has expressed his happiness at his side`s win in the just concluded one-day series against England, saying that his team has shown `how good they can be`.
Martin Guptill `s New Zealand record 189 not out – the opener`s second successive unbeaten hundred – was the cornerstone of the Black Caps` total of 359 for three that was behind an 86-run win at Southampton on Sunday, which gave them an unbeatable 2-0 lead in a three-match series.
The latest victory was just the tonic New Zealand needed after being whitewashed 2-0 by England in the preceding Test series and left them full of confidence heading into the one-day Champions Trophy tournament in the UK that starts on Thursday.
Stating that the victory is very special for his team, McCullum, whose side lost the corresponding one-day series in New Zealand earlier this year 2-1 after going 1-0 up against Alastair Cook`s men, said that the players are delighted to come to England and play against them, in their own conditions, and wrap up series after two games.
Praising Guptill`s form and batsmanship as outstanding, McCullum said that coupled with Guptill`s striking ability, the innings were the best that he had seen in one-day cricket from New Zealand.
Guptill`s latest innings saw him surpass Lou Vincent`s previous New Zealand record of 172 against Zimbabwe in Bulawayo in 2005, and was the equal fifth highest score in ODI history.cap
It also equalled West Indies great Vivian Richards` 189 not out, at Old Trafford in 1984, as the highest individual ODI score against England.[source:Zeenews]


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Effects of intracerebroventricular administration of 2-hydroxypropyl-β-cyclodextrin in a patient with Niemann-Pick Type C disease
Matsuo M.,Saga University |
Shraishi K.,Kumamoto University |
Wada K.,Nihon Shokuhin Kako Co. |
Ishitsuka Y.,Kumamoto University |
And 7 more authors.
Molecular Genetics and Metabolism Reports | Year: 2014
Niemann-Pick Type C disease (NPC) is an autosomal recessive lysosomal storage disorder characterized by progressive neurological deterioration. Previously, we reported that intravenous administration of 2-hydroxypropyl-β-cyclodextrin (HPB-CD) in two patients with NPC had only partial and transient beneficial effects on neurological function. The most likely reason for HPB-CD not significantly improving the neurological deficits of NPC is its inability to cross the blood-brain barrier. Herein, we describe the effects of intrathecal HPB-CD in an eight-year-old patient with a perinatal onset of NPC, administered initially at a dose of 10 mg/kg every other week and increased up to 10 mg/kg twice a week. Clinically, the patient maintained residual neurological functions for two years, at which time nuclear magnetic resonance spectroscopy showed a decreased choline to creatine ratio and increased N-acetylaspartate to creatine ratio, and positron emission tomography revealed increased standardized uptake values. Total-tau in the cerebrospinal fluid (CSF) was also decreased after two years. No adverse effects were observed over the course of treatment. The CSF concentrations of HPB-CD during the distribution phase after the injections were comparable with those at which HPB-CD could normalize cellular cholesterol abnormality in vitro. Further studies are necessary to elucidate the mechanisms of action of HPB-CD in NPC, and to determine the optimal dose and intervals of HPB-CD injection. © 2014 The Authors. Published by Elsevier Inc. Source
Nihon Shokuhin Kako Co. | Date: 2013-04-23
The present invention addresses the problem of developing a fat-processed starch which is excellent in terms of all of three properties, i.e., workability during the preparation of a coating material for fries, function required of coating materials for fries (adhesion to ingredients) and moderate slurry viscosity. The fat-processed starch of the present invention is produced by a process comprising the steps: adding a fat with which an emulsifying agent has been mixed to a starch having a water content adjusted to 25 to 45 mass %, in an amount of 0.02 to 0.4 mass % in terms of the weight of the fat excluding the emulsifying agent relative to the weight of dry matter of the starch, and mixing the fat and the starch; adjusting the water content of the mixture is 0.2 to 0.5 time that of the starch before the addition of the fat; and aging the starch having the adjusted water content.
α-Glucosylated 6-gingerol: Chemoenzymatic synthesis using α-glucosidase from Halomonas sp. H11, and its physical properties
Ojima T.,Nihon Shokuhin Kako Co. |
Aizawa K.,Nihon Shokuhin Kako Co. |
Saburi W.,Hokkaido University |
Yamamoto T.,Nihon Shokuhin Kako Co.
Carbohydrate Research | Year: 2012
6-Gingerol [(S)-5-hydroxy-1-(4-hydroxy-3-methoxyphenyl)decan-3-one] is a biologically active compound and is abundant in the rhizomes of ginger (Zingiber officinale). It has some beneficial functions in healthcare, but its use is limited because of its insolubility in water and its heat-instability. To improve these physical properties, the glucosylation of 6-gingerol was investigated using α-glucosidases (EC. 184.108.40.206) from Aspergillus niger, Aspergillus nidulans ABPU1, Acremonium strictum, Halomonas sp. H11, and Saccharomyces cerevisiae, and cyclodextrin glucanotransferases (CGTase, EC. 184.108.40.206) from Bacillus coagulans, Bacillus sp. No. 38-2, Bacillus clarkii 7364, and Geobacillus stearothermophilus. Among these, only α-glucosidase from Halomonas sp. H11 (HaG) transferred a glucosyl moiety to 6-gingerol, and produced glucosylated compounds. The chemical structure of the reaction product, determined by nuclear magnetic resonance spectroscopy and mass spectrometry, was (S)-5-(O-α-d-glucopyranosyl)-1-(4-hydroxy-3-methoxyphenyl)decan-3-one (5-α-Glc-gingerol). Notably, the regioisomer formed by glucosylation of the phenolic OH was not observed at all, indicating that HaG specifically transferred the glucose moiety to the 5-OH of the β-hydroxy keto group in 6-gingerol. Almost 60% of the original 6-gingerol was converted into 5-α-Glc-gingerol by the reaction. In contrast to 6-gingerol, 5-α-Glc-gingerol, in the form of an orange powder prepared by freeze-drying, was water-soluble and stable at room temperature. It was also more stable than 6-gingerol under acidic conditions and to heat. © 2012 Elsevier Ltd. All rights reserved. Source
Characterization of Halomonas sp. strain H11 α-glucosidase activated by monovalent cations and its application for efficient synthesis of α-D-glucosylglycerol
Ojima T.,Nihon Shokuhin Kako Co. |
Saburi W.,Nihon Shokuhin Kako Co. |
Saburi W.,Hokkaido University |
Yamamoto T.,Nihon Shokuhin Kako Co. |
Kudo T.,Nagasaki University
Applied and Environmental Microbiology | Year: 2012
An α-glucosidase (HaG) with the following unique properties was isolated from Halomonas sp. strain H11: (i) high transglucosylation activity, (ii) activation by monovalent cations, and (iii) very narrow substrate specificity. The molecular mass of the purified HaG was estimated to be 58 kDa by sodium dodecyl sulfate-polyacrylamide gel electrophoresis (SDS-PAGE). HaG showed high hydrolytic activities toward maltose, sucrose, and p-nitrophenyl α-D-glucoside (pNPG) but to almost no other disaccharides or malto-oligosaccharides higher than trisaccharides. HaG showed optimum activity to maltose at 30°C and pH 6.5. Monovalent cations such as K +, Rb +, Cs +, and NH 4 + increased the enzymatic activity to 2- to 9-fold of the original activity. These ions shifted the activity-pH profile to the alkaline side. The optimum temperature rose to 40°C in the presence of 10 mM NH 4 +, although temperature stability was not affected. The apparent K m and k cat values for maltose and pNPG were significantly improved by monovalent cations. Surprisingly, k cat/K m for pNPG increased 372- to 969-fold in their presence. HaG used some alcohols as acceptor substrates in transglucosylation and was useful for efficient synthesis of α-D-glucosylglycerol. The efficiency of the production level was superior to that of the previously reported enzyme Aspergillus niger α-glucosidase in terms of small amounts of by-products. Sequence analysis of HaG revealed that it was classified in glycoside hydrolase family 13. Its amino acid sequence showed high identities, 60%, 58%, 57%, and 56%, to Xanthomonas campestris WU-9701 α-glucosidase, Xanthomonas campestris pv. raphani 756C oligo-1,6-glucosidase, Pseudomonas stutzeri DSM 4166 oligo-1,6-glucosidase, and Agrobacterium tumefaciens F2 α-glucosidase, respectively. © 2012, American Society for Microbiology. Source
Digestibility of new dietary fibre materials, resistant glucan and hydrogenated resistant glucan in rats and humans, and the physical effects in rats
Oku T.,Jumonji University |
Oku T.,Siebold University of Nagasaki |
Tanabe K.,Siebold University of Nagasaki |
Tanabe K.,Nihon Shokuhin Kako Co. |
And 4 more authors.
British Journal of Nutrition | Year: 2015
Resistant glucan (RG) and hydrogenated resistant glucan (HRG) are newly developed non-digestible carbohydrate materials that decrease lifestyle-related diseases. The bioavailability of RG and HRG was investigated by in vitro experiments using human and rat small intestinal enzymes and by in vivo experiments using rats in the present study. Oligosaccharides, which are minor components of RG and HRG, were hydrolysed slightly by small intestinal enzymes of humans and rats, and the hydrolysing activity was slightly higher in rats than in humans. The amount of glucose released from HRG was greater than that from RG. However, the high-molecular-weight carbohydrates of the main components were hardly hydrolysed. Furthermore, neither RG nor HRG inhibited disaccharidase activity. When rats were raised on a diet containing 5 % of RG, HRG, resistant maltodextrin or fructo-oligosaccharide (FOS) for 4 weeks, all rats developed loose stools and did not recover during the experiment, except for the FOS group. Body weight gain was normal in all groups and was not significantly different compared with the control group. Caecal tissue and content weights were significantly increased by feeding RG or HRG, although other organ and tissue weights were not significantly different among the groups. In conclusion, RG and HRG consist of small amounts of glucose and digestible and non-digestible oligosaccharides, and large amounts of glucose polymers, which were hardly hydrolysed by α-amylase and small intestinal enzymes. RG and HRG, which were developed newly as dietary fibre materials, had no harmful effects on the growth and development of rats. Copyright © The Authors 2015. Source


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Welcome to the website for the
Town of HARDWICK, MASSACHUSETTS
|Winter Parking Ban until April 15 from 10 pm - 6 am daily,
including anytime it's snowing, about to snow or when snow removal is occurring.
Parking is allowed on the following streets: Mechanic St - East Side, Broad St. - West Side, East St. - West Side, Bridge St. - South Side, Convent St. - West Side, Taylor St. - West Side, High St. - East Side, School St. - West Side
Under the new Massachusetts Modernization Act taxpayers now have until April 1 to apply for personal exemptions from real estate taxes. Please contact the Assessors at 477-6709 with any questions.
|Electric Vehicle Charging Station
Now in Hardwick
|Public Records Requests
|FY2015 Audit Files
|Resources for Drug and Alcohol Use
Emergency call 911
The Town of Hardwick has contracted with Emergency Communications Network to license its CodeRED high-speed notification solution. The CodeRED system provides Hardwick officials the ability to quickly deliver messages to targeted areas or the entire Hardwick community. Click here for complete information.
|Important Information for farmers impacted by drought
|Results of October 17, 2016 Debt Exclusion Vote
|Massachusetts Senate Session Report 2015-2016
(large pdf file)
|Assessors Maps
(updated 4/15/2016)
Town of Hardwick 4/11/16 Election Results
|Hardwick Public Transportation Survey Results
Town of Hardwick Newsletter
|Download brochure about food producers,
markets and resources in north-central Mass.
A Model Ecotourism Master Plan Chapter for Rural Massachusetts Communities:
|HCOG - Hardwick Petition Update
Announcing New Interactive Website
|Central Mass. Regional EMS/ALS
Shared Services Report
|Gilbertville WPCF Upgrade Project information
Available to rent for functions:
|Information about the
Sewer Extension Project
|For complete agendas of all town and regional meetings go to:
www.mytowngovernment.org/01031 or call (413) 285-2709
The Town of Hardwick is an Equal Opportunity Employer and Provider.
Check back often . . . the site will be updated regularly.
Last update: 2/22/2017
Webmaster: Julie Murkette


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We have a 120% price match policy promising you that we will meet or beat
our competitor prices (*restrictions apply).
Industry-leading 4.7 out of 5 stars customer service rating. Honest feedbacks from
real customers. Our business continues to grow because of our competitiveness and
great customer service, despite the challenging economy. We will be here to help
you down the road.
Over 100,000 products from more than 70 established home decor and lighting brands.
We are your one stop shop for furniture, lighting and home decor. Our website's
easy navigation helps you quickly find what you are looking for.
We bring you the best deals by working closely with the lighting, furniture and
home decor manufacturers on the most up-to-date sales and clearance
No sales tax for orders shipping outside of California.
Free ground shipping on orders over $99 to the lower 48 states.
Arcadian Lighting is now proud to be selling products from our newest fun and riveting vendor, Zuo Modern. Zuo Modern has offices located in six different cities across four different countries. Zuo Modern has made a name for itself with their cutting-edge designs that brings personality and life into any design. Far from the norm, they have managed to be both affordable yet engaging and their products are truly head-turners. Recently, Zuo Modern created new product lines, such as Zuo Modern Furniture and Zuo Modern Accents. Arcadian Lighting is pleased to sell all sorts of Zuo Modern produc...(Read More)


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Rain, snow targets East Coast
A cold front along the Eastern Seaboard will help to spin up a coastal storm on Wednesday. The storm will bring heavy rain to the Mid-Atlantic and portions of the Southeast.
In addition to the heavy rainfall, strong winds will develop along the coast, with southerly winds kicking up large surf that will cause beach erosion and minor to moderate coastal flooding along the bays and shorelines of southern Long Island.
The storm will intensify overnight into Thursday as the low starts to gather strength. By Thursday morning, the storm will have moved off the coast and is expected to wrap cold air around its western flank and produce some hefty snowfall totals in the higher elevations.
Snow is likely from the Appalachians to the interior Northeast and New England.
In the West, another day of pleasant conditions is in store along the Pacific coast through the Rockies and Southwest as high pressure remains firmly in place.
The northern Rockies and High Plains will see a brief period of snowfall on Wednesday as a relatively dry trough moves through the northern tier, snowfall amounts will be generally less than a few inches.
Posted | Updated


text: Remains of the Day: Create Google Docs and Spreadsheets Inside of BoxRachel Atwood6/23/11 4:00pmFiled to: For what its worthRemaindersin brief2EditPromoteShare to KinjaToggle Conversation toolsGo to permalink Mobile Gmail now lets you drag to refresh, imo.im adds Skype support, and Box.net integrates with Google Docs. Advertisement Dell Acquires Cloud Memory Startup RNA Networks RNA Networks, who sell virtual memory, has been bought out by Dell to boost their Cloud ambitions. [ReadWriteCloud]Mobile Gmail Adds "Pull Down to Refresh" Exactly like Tweetie 2, now Twitter, on iPhone's "drag to refresh" feature, Mobile Gmail now lets you pull down to refresh as well. [Google Operating System]imo adds support for Skype group chat! By popular demand, you can now chat with your Skype buddies on the imo.im website! [imo.im blog]Box and Google Docs: Accelerating the Cloud Workforce Box.net and Google have integrated Google Docs and Box, allowing Box users to create documents and spreadsheets inside of Box. [Box.net Blog]The F.B.I. confiscated an Instapaper server in an unrelated raid The FBI raided a data center run by DigitalOne, causing outages for some sites and apparently grabbing servers at random. Though it's largely speculation, it could be related to a scareware operation, or an attempt to investigate Lulzsec. [The Next Web]Apple is "Likely" to Lose Fight With Amazon Over Term "Appstore" Considering how generic a term it is, Apple will most likely be losing their lawsuit against Amazon over the name "Appstore." [Cult of Mac]iOS 5 Legal Doc Reveals Map Data Sources (for Apple mapping app?) iOS 5 will, fingers crossed, be getting an updated Maps app, and not just via Google Maps. The disclaimer for the OS lists more mappers like TomTom, Localeze, and Urban Mapping. [Directions Magazine]Reply2 repliesLeave a reply


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Entry requirements
Please find all the relevant information about admission requirements on our website.
Months of entry
September, February
Course content
Developing an eye for the diversity in backgrounds and for the difference in treatments and policies these diversities require.
Girls discuss the same problems differently to boys. Immigrants frequently exhibit pathology different to natives. How can this be? And how do you deal with this? This Master's specialisation focuses on the diversities in youth care. Diversities in the area of ethnicity, religion, gender and social-economic class. You will develop an eye for the diversity in backgrounds and for the difference in treatments and policies these diversities require.
The Master's specialisation in Diversities in Youth Care challenges you to look differently at care giving and welfare policies. You will gain specific knowledge and develop a sixth sense on the health care needs of young people. You will broaden your vision. How come fewer immigrants accept (certain forms of) help? How can you make homosexuality a subject of discussion in certain cultures? You will look beyond your own values and differentiate between your own ethical beliefs and cultural values and universal beliefs.
Upon graduating you will be an expert in the area of diversities in youth care. Besides plenty of knowledge, skills and – if you want – experience abroad, you will have a dose of cultural relativism. Why do we do it like that? How could we do it differently? You can use this in your work as remedial educationalist or policy maker. After graduating you will be able to work in and outside of the Netherlands at (development) organisations and institutions in the fields of youth care, education, adoption and refugee relief.
Why study Diversities in Youth Care at Radboud University?
- You may pick electives from different Master's programmes like Religious Studies, Cultural Anthropology and Management Science. These electives fit in well with the programme Diversities in Youth Care. More information can be found on the programme outline page.
- There is plenty of opportunity to go abroad for an elective or an internship. Our network includes a university and relief organisations in Bangladesh, foster homes and orphanages in Romania and the Ukraine and schools in several African countries.
- Radboud University has the only education and research institute in the Netherlands within the field of social sciences which specialises in gender and sexuality: Institute for Gender Studies (IGS). This means you will have access to the latest and most relevant research.
- The programme collaborates with the knowledge centreSekse en Diversiteit in Medisch Onderwijs (SDMO) (i.e. Gender and Diversity in Medical Education) of Radboudumc. We exchange case studies and give one another guest lectures. You will profit from this exchange of knowledge!
Change perspective
This programme will continually challenge you to adjust your point of view. To look beyond your own values. What is the dividing line between your ethical beliefs and those of the other people? And at what point have universal values been seriously affected?
You are taught to look at it from the point of view of a child growing up in poverty, of a homosexual youth, of someone with a Moroccan father and a Dutch mother, of a child living in a reconstituted family or in a family with strong religious beliefs. You are taught to continually look at issues from someone else's perspective. In other words, to be flexible when it comes to making judgements and having expectations. Changing your perspective is the very core of this programme.
*This is a specialisation of the Master's in Pedagogical Sciences.
Fees and funding
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Jump to Plans, Providers, or WiFi Hotspots.
Quartzsite Internet Providers
Find out which broadband internet providers are available in Quartzsite, Arizona. Compare speeds, deals, and prices from top internet providers.
Quartzsite has 3 residential broadband internet providers. TDS and HughesNet are your best bet when looking for speed and availability for families in Quartzsite. There is 1 business internet provider HughesNet are the fastest and most commonly available providers for companies in 85346.
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TDS in Quartzsite is the most widely available and fastest internet service provider for an estimated 100% of households. The company offers Quartzsite residents the fastest download speeds up to 5 Mbps, the fastest upload speeds up to 0.512 Mbps, and deals start at $44.20 to $54.20 per month.
HughesNet in 85346 is the most widely available provider covering an estimated 100% of households. The company offers Quartzsite residents download speeds up to 5 Mbps, upload speeds up to 1 Mbps, and prices vary from $49.99 to $59.99 per month.
Satellite Internet options are available in rural areas of Quartzsite when you are beyond the reach of DSL, Cable and Fiber internet connections. Satellite Internet offers download speeds up to 15 Mbps, upload speeds up to 2 Mbps, and prices range from $49.99 to $79.99 per month with data caps.
Hughes Network Systems (HughesNet) is a business satellite internet provider and available anywhere in 85346 with a clear view of the southern sky. The company offers Quartzsite businesses the fastest download speeds up to 15 Mbps, the fastest upload speeds up to 2 Mbps, and deals start at $79.99 to $159.99 per month.
Don't see the provider you're interested in or need additional assistance?
Call 1-844-202-9310
3 Internet Service Providers (ISPs) In Your Area
Quartzsite has one primary internet provider. TDS offer internet service to the majority of homes in Quartzsite. Two additional satellite providers offer service to areas of Quartzsite. The fastest reported residential speed available in Quartzsite is 15 Mbps.
|Max Download
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|Up to 5 Mbps
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Free Wireless Internet Access in Quartzsite, AZ 85346
Services subject to availability and specific features may change. We assume no responsibility for errors or omissions and are not responsible for the providers actions or charges. We provide this data without representations or warranties of any kind, either expressed or implied. With respect to the prices of plans, all such information is gathered monthly, we do our best to ensure the information is accurate, however, prices are not guaranteed and may change without notice. Please use our contact form to alert us to changes in plans or pricing. Offers available for new residential customers or existing customers who do not currently have service. Equipment, installation fees, taxes not included. At conclusion of promotional period, service price will revert to the then regular retail rate, call provider for details. A credit check and/or deposit may be required for new customers. Actual download and upload Internet speeds may vary and are not guaranteed. Please contact chosen provider for full details.
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Плагин служит для подключения на другой сервер по указанному IP. Его можно указать в исходнике
Название игры: S.I.P: Out Life Жанр: FPS, с элементами RPG Язык: с++, скрипты lua G API: DirectX 9 Сайт: sip-game.su Группа Vk: vk.... Читать далее
Well, there are only 2 crysis skins for gloves in here. One is from the beta I think, and the other one it's not it's final relelease (?).
So...since I got bored and never skinned for css before, I made one myself. just looking at screenshots.
There's 3 skins to choose from (with ou w/o phong):
-Maximum Strenght (red)
-Maximum Speed(yellow)
-Maximum Armor (grey or whatever)
Both the Red and Yellow one have alpha channels so some parts glow in the dark, just like in crysis.
BTW, this is my first skin try...I've played around with older game's textures already, but never made one for real...I hope you guys like it...
PS: IF anyone wants to make a higher-resolution version, or improve mine, just send me a PM... I don't have many skinning skills yet so I assume it's a bit blurry...
Thx and have fun!


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OliveAvenue's Profile
Welcome to 'Olive Avenue'!
We're David & Priscilla. A husband and wife team who share a passion for antiques, furniture restoration, and all things vintage. We're also busy parents to three beautiful kids, who keep us super busy. But, in our spare time we love to salvage furniture that needs TLC. In fact, most of our pieces are saved from the curb. It's so rewarding to take a forgotten gem that's on it's way to landfill, and breathe new life into it again. And it's amazingly good for the environment! We also love to add creative touches that make each piece truly unique, and experimentation is highly encouraged! Our goal is to expand our line in the near future to include home decor (pillows, place mats, prints etc). So stay tuned! You're welcome to check out our blog @ http://www.oliveavenuerestoration.blogspot.com/
Thanks for visiting…
- Joined August 8, 2011
- OliveAvenue
- Toronto, ON, Canada


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|Node.js Tallinn Meetup: Eye on Security on Jun 7 - Hello, web person! Friends and I over at the Node.js Meetup are organizing a security-oriented Node.js-y Meetup on the 7th of June, 2016 in Tallinn. You're probably doing JavaScript alongside your semantic HTML and butter-smooth CSS anima
|Andri M.
|Jun 3, 2016
|Anyone looking for new ventures? - Hey dear HTML5 friends, Wonder if anyone in our group is looking actively/passively for a new job? A company looking for a full-stack js dev is lacking one. If you digg bitcoin tech and node.js and gaming indust
|Henri V.
|Apr 2, 2016
|Webinos hands-on workshop this Thursday @16.00 - Hi guys,
|Henri V.
|May 13, 2013
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Family members of Lacks, the donor behind the widely used HeLa cell line, are planning to sue Johns Hopkins University.
A Gut Feeling
April 1, 2016|
See profilee Hans Clevers discuss his work with stem cells and cancer in the small intestine.
April 1, 2016|
See profilee Hans Clevers discuss his work with stem cells and cancer in the small intestine.
April 1, 2016|
An open mind and collaborative spirit have taken Hans Clevers on a journey from medicine to developmental biology, gastroenterology, cancer, and stem cells.
March 28, 2016|
Tribeca Film Festival organizers reverse their decision to screen a documentary by discredited researcher Andrew Wakefield.
February 18, 2016|
Neighboring neurons can manipulate astrocytes.
February 17, 2016|
Simple versions of brain organoids could serve as new models for testing the effects of drugs, researchers reported at this year's AAAS meeting.
January 31, 2016|
A mouse study suggests a mechanism by which severe infections during pregnancy increase autism risk.
January 27, 2016|
Monkeys genetically engineered with multiple copies of an autism-linked human gene display some autism-like behaviors, scientists show.
January 18, 2016|
The genomics arm of the National Institutes of Health has pledged a total of $280 million for research into the genetic bases of disease.
December 11, 2015|
Researchers link different mutations in a single gene to autistic and schizophrenic phenotypes in mice.
December 1, 2015|
A rash of deformed lambs eventually led to the creation of a cancer-fighting agent.