text:
ED Magedson – Founder
Ripoff Report
Darrell Edward Holmes5973 Crestmont Drive chino hills, California USA
Darrell Edward Holmes Untrustworthy and dishonest private party seller of automobile chino hills California
Does your business have a bad reputation?
Fix it the right way.
Corporate Advocacy Program™
This is to warn any potential buyers of this 2001 BMW 740iL, being sold by a man named Darrell Edward Holmes. He lives in Chino Hills ,Ca.
On Friday May 24th, 2013 I met with Darrell to view his BMW VIN: WBAGH83401DP27277. The car was clean but leaked oil after the test drive. I was still interested. I inquired about any previous body and/or paint work and Darrell stated that the car had only one incident and it was isolated to the rear bumper only. Mr Darrell Holmes stated that he was the original owner and purchased the car new, so he should know all the history of the car.
over the weekend I did some research within the help of some friends in the business and ascertained that the car that mr. Darrell Holmes is representing as a one small incident car has actually been to Marcos Auto Body in San Gabriel, Ca a total of three times. In 2012 for a $2,000 rear bumper repair. In 2011 for a $3,000 repair and in 2008 for a whopping $10,000 collision repair.
When confronted with this new found information, Mr Darrell Holmes denied my claim, refused to put in writing that the had not been to the shop 3 times and then hung up on me. He refuses to return my security deposit, refuses to sell me the car as he can be held liable for fraud and broke our building sales contract.
Well, since there was a fraudulent activity on Darrell's behalf, that would render the contract null and void, however I am still entitled to a refund of my initial deposit.
i am posting this up to warn anyone looking at this vehicle to do your part and verify. mr Darrell Holmes lied about the car to garner the sale. He is using my inquiries to twist the story making it look like I a backing out of the sale. The facts are clear and posted up here for you to make your own educated decision.
His ad is listed on eBay and cars.com. Let him know that he is on here.
This report was posted on Ripoff Report on 05/29/2013 01:50 PM and is a permanent record located here: http://www.ripoffreport.com/reports/darrell-edward-holmes/chino-hills-california-91001/darrell-edward-holmes-untrustworthy-and-dishonest-private-party-seller-of-automobile-chi-1054749. The posting time indicated is Arizona local time. Arizona does not observe daylight savings so the post time may be Mountain or Pacific depending on the time of year.
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#1 Consumer Comment
Can't blame ebay for this one...
SUBMITTED: Saturday, June 01, 2013POSTED: Saturday, June 01, 2013
This is.just a classified. It is not ebays resposibility to figure out if the seller in this case is posing as a car dealer or not...nor is it ebays responsibility to prevent people from making bad decisions. All they can do is CLEARLY STATE....
(Copied and pasted from the actual ad)..
This is a classified ad listing. There is no bidding on this item, so contact the seller for more information.
Contact the seller:
951 712 2017
Email the seller
Chino Hills, California, United States
Order an independent inspection
Get a FREE Quote from GEICO
Read item description or contact seller for details. See all details
(Not eligible for eBay purchase protection programs)
Buy Safely:
This is a classified ad listing, intended for an in-person transaction and is not covered by Vehicle Purchase Protection program or the eBay Buyer Protection Program.
NEVER place a deposit on a classified vehicle that you haven't inspected in person.
NEVER pay with instant cash transfer, such as Western Union or Moneygram.
Are you an owner, employee or ex-employee with either negative or positive information about the company or individual, or can you provide "insider information" on this company?
#2 Consumer Comment
Car buyers should always google the VIN on any used car
SUBMITTED: Saturday, June 01, 2013POSTED: Saturday, June 01, 2013
if I were you, I would go to your States Department of revenue and the IRS And have them look into this guy's activities he might be making money under the table and not paying income taxes. I'm sure the IRS would love to get a hold of this guy.
There are laws Regarding people operating as a dealership without a dealership license. If you want to get this guy in trouble contact your state revenue department and also contact the IRS. Tell me if he does not give you your refund that you will contact both of those departments and let them look into his actions. If he is acting as a car dealer and making money under the table not reporting the income I am sure that he will not want the IRS to be knocking on his door.
I'm sure this guy will not like my posting on your report. People need to learn to Google the vehicle identification number on any used car you never know where that car has been advertised on the Internet and you might find a shockingly lower price that has been posted elsewhere. I find it very shocking that Ebay Let's these clowns operate under the table and ignore the fact that they're operating a business without a business license on eBay. I'm sure that 75% of the people that sell cars on eBay do not report the income to the IRS.
Put the fear in this guy. Let him know that if he does not give you your money back you're going to contact the IRS and your states department of revenue I am very sure that this guys making money under the table they can find out about it and they will financially penalized him with some heavy FINES, He will never do this to anybody else again, After the IRS gets a hold of him. Call him up and leave a message that you're going to contact the states revenue and the IRS and let them go after him if he does not give you your money back. Hey Darrell Holmes. If you were operating under the table and not paying the revenue in taxes that you're supposed to do this guy could really get you in trouble.
And trust me I am very sure the IRS would love to bend you over If you're acting as a car dealer without a license and not paying your share of taxes. Going under the IRS's bus can be painful
Go google the vin.
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text:
dead? crankshaft bearing problem
My crankshaft bearing was destroyed last week. Driving a normal 100 km/h on the highway the engine made a "BRRRRKKRRBBRR" noise and within 200 or 300 meters the engine was dead.
I have a 4.7i High Output from November 2002, and it seems to be a huge problem to get another engine. I heard that at this moment here in the Netherlands two or three other cars with the same engine are already waiting for months for another (revised or second hand) engine.
Can anyone confirm that this engine is hardly available in the Netherlands?
If not, is it possible to repair this engine? Can I change the crankshaft bearings and crakshaft successfully? Or do I have the risk that the damage is more than that?
After the noise, which got louder and louder, I stopped the car myself, but the engine still can turn around (the garage did so to investigate, but they stopped the engine whitin 10 seconds, because the sound was enough to know what happened).
Re: dead? crankshaft bearing problem
Eventhough im a Dutchy as well, im out of the country for too long to tell anything about availability of this engine type. To know if repair is possible, the engine first needs to be opened and the total damage known first. Was the problem only related to one specific bearing, or maybe an oil pump problem or clogged oil feed. The 4.7 is known for sludge formation, which can cause problems to the oil feed. A good working PCV system is very important to prevent sludge formation as much as possible.
Re: dead? crankshaft bearing problem
An oil or oil pump related problem seems to be very plausible.
Last summer the oil was thick like shit after eating a lot of bananas....
Indeed I waited too long with changing the oil (approx.30,000km), but I had never seen an oil with this appearance before, althought I never was very punctual with changing it.
We cleaned the engine with a special cleaning fluid and put in new oil. After two weeks we changed the oil and filter again. After that the engine and the oil was nice for approx. 10,000 km.
But since two or three weeks I heard the valves a few seconds every time during accelerating. I already had the idea that the oil pump was not acting very well, because there was enough oil and the oil still looked thin and clean. The oil pressure was normal according to the gauge, but I had the feeling that something was wrong with the oil pump. Before I could go to the garage, the engine broke down.
Re: dead? crankshaft bearing problem
I didn't respond for some time, but I had nothing to tell, because I did not do anything with the car.
I bought myself another GC. I'm going to use the other car for the spareparts.
sell me your h.o cams
Sent from my LG-P999 using Tapatalk 2
Re: dead? crankshaft bearing problem
Re: dead? crankshaft bearing problem
And besides that I always drove on LPG. I do not know the cams wear out due to the higher temperatures.
I last but not least I think you don't live in the Netherlands to inspect and remove them yourself. I can try to remove them myself, but I'm not a skilled mechanic.
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text:
The Greater Harris County 9-1-1 network wants you to know two things about 9-1-1.
"Knowing your location when you call on a cell phone, and the importance of calling 9-1-1 only for a true life or property threatening emergency."
That's the 9-1-1 network' Sonya Lopez-Clauson. She says it's important to know where emergency services are needed because the Greater Harris County 9-1-1 Network covers two counties and 48 municipalities.
"It's important to tell the 9-1-1 call takers your street name, spell the street name, your intersections, your landmarks because we've got various jurisdictions here and a lot of the street names sound the same as other jurisdictions."
Dr. David Persse is the Houston EMS Director. He says there are a limited number of ambulances and they should only be used for emergencies. Too many people use them to go to the emergency room for non-life threatening emergencies. That cost time and money.
"We really need the public to be judicious about when they use emergency services. We would like them to start using clinics and their private doctor more often. Now, we realize that's not as convenient as the emergency department, but our emergency services are really getting stretched to the limit, and it could become dangerous."
Dr. Persse says before calling 9-1-1 take a moment to collect your thoughts and get a bearing on where you. He says that information should be given first so that if the call is lost help can be dispatched. And he says tell the call taker as much information about the situation as you can get. He says emergency services can be delayed by calling 9-1-1 and just saying an ambulance is needed at a certain location.
"The call taker is going to have a few questions beyond just the location to get a description about what the emergency is. That's important because that then determines exactly what type of resources we send. In reality emergency services, police, fire and EMS, have become very sophisticated over the last couple of decades, and we have a number of different response modes which we try to tailor to what the emergency is, so we need some information. The questions are very simple, they're yes/no for the most part, they're designed so that a child could answer them."
Dr. Persse says they don't want to send less than what is needed, but they also don't want to send more than what is needed.
He says the system works best when 9-1-1 is used only for emergencies, the caller knows the location and the 9-1-1 operator gets answers to some additional questions.
"It really is important that people know what to expect when calling 9-1-1. When the calls come in and people know what to expect the calls go very smoothly; we get the information very quickly; and we send the right recources the first time."


text:
KNOXVILLE, Tenn. -- One day after playing Louisville to a 1-1 tie in exhibition action, Tennessee continues to gain a clearer picture of how the 2014 team will look for its season opener against Milwaukee on Aug. 22.
Returners like captain Allie Sirna and striker Hannah Wilkinson displayed the veteran savvy to be expected in their third under head coach Brian Pensky. Some newcomers showed they are ready to contribute right away while others might need a little more time to sharpen their games.
"I thought it was good," Pensky said on Thursday. "I think for probably 45 to 60 of those minutes we had a big core from last spring on. And in those moments, I thought we had the ball almost the whole time. We gave up some chances and some counter-attacks, but I thought our possession was good. Louisville sat in a bit and made it difficult for us to play through them, but I thought, after looking at the tape, we had the ball more than I felt we had it during the game."
Pensky was also pleased with his team's depth, which was showcased on Wednesday with several substitutions.
"The better thing that came out of yesterday was we played 22 field players in total," he said. "So it gave us a chance to really see these kids against a good opponent. We saw some kids yesterday who are ready to help us, and we saw some kids who are still a ways away from being able to step on the field and help us in big games."
Tennessee's soccer team, football team and volleyball team were all part of the SEC Network launch party on Thursday at Smokey's Grill - the new student-athlete dining facility in the Anderson Training Center.
Pensky spoke with ESPN The Magazine Senior Write Ryan McGee to discuss what the SEC Network means for UT and its soccer program.
"Whether it's on TV, the SEC Network or SEC Network +, it's our players getting the highest level of exposure and the highest quality," Pensky said. "They're going to do feature stories on our kids. We know we're not football and we're not basketball, but our kids work hard in the classroom and on the field. For them to be exposed on this level, it's a very exciting day for them as well."
In the attack, UT graduated Caroline Brown, Tori Bailey, Katie Lenz and CC Cobb - a quartet that had two years of team chemistry with the Volunteers' returning offensive players. With the influx of so many new players this season (16), finding chemistry on the field will take time. It's a challenge that veteran Hannah Wilkinson is up for and the senior believes that the team is making great strides.
"I think the chemistry is good," Wilkinson said. "We've got some really, really good, strong attacking players here. I think some of the freshmen are showing a lot of good talent coming in there, and I've enjoyed playing up front with some of them. So, it's looking good."
"I think that after a few more trainings, I think it's just going to get better. We need to work on it and train more, but I think it's going to get there. So, it'll be good."
When seeing 16 new players on a roster, one might imagine an extremely inexperienced team on the field. However, thanks to four players enrolling in the spring (Anna McClung, Ashley Jolly, Amanda McClanahan, Ariel Kupritz) and a group of solid returners, Pensky says that this year's squad has more of a veteran feel to it than it might appear to have on the roster page.
"We started in January," Pensky said. "We had a good spring - we trained all spring, and much like football, springtime is the beginning of your fall season. We had a very successful spring playing some good teams, and having some good results with a core group of kids. So, we don't feel like we come in to this fall with the now 12 new faces starting one week ago, looking for five new starters."
Tennessee was recently ranked fifth the SEC Preseason Coaches Poll. Pensky says that rankings are the least of the team's concerns right now.
"We really don't put a lot of credence to it," he said. "In my two years here, the first two years I've been here, we've been ranked high in the league and finished very low and we've been ranked very low in the league and finished very high. So here we are right now, we're kind of somewhere in between. Right now, I think the biggest thing it tells us, is we're not going to sneak up on anybody."


text:
ED Magedson – Founder
Ripoff Report
FreightCenter, Inc.34125 US Highway 19 N. STE 130 Palm Harbor , Florida USA
FreightCenter, Inc. PULVARIZED shipment--no accountability! Palm Harbor Florida
Does your business have a bad reputation?
Fix it the right way.
Corporate Advocacy Program™
We used FC to ship our late parents antique bedroom furniture. Since we were planning to refinish it, we weren't concerned with superficial damage, but gouges were taken out of two pieces and one night stand was crushed into literally dozens of pieces! After six months, FC sent us a check for $119.02--not even 1/4 of the estimate to repair just that one piece. They told us that it wasn't their fault--it was the fault of the carrier that theyhad contracted with and that they were not resopnsible. At this level of accountability, we don't know why they didn't just crush the whole shipment, shovel it into a box and slap some stamps on it--they could have increased their profit margin even more if they just left the truck out of the loop entirely!!
This report was posted on Ripoff Report on 06/06/2013 05:42 PM and is a permanent record located here: http://www.ripoffreport.com/reports/freightcenter-inc/palm-harbor-florida-34684-2112/freightcenter-inc-pulvarized-shipment-no-accountability-palm-harbor-florida-1057066. The posting time indicated is Arizona local time. Arizona does not observe daylight savings so the post time may be Mountain or Pacific depending on the time of year.
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text:
ED Magedson – Founder
Ripoff Report
Sales SpiderInternet USA
Sales Spider Sales Spider www.salesspider.com Putting up my personal information, and mixing it with other folks personal info without permission Internet
Does your business have a bad reputation?
Fix it the right way.
Corporate Advocacy Program™
OK long story short, We been getting phone calls from a collection agency. They were looking for an individual who is not us, So I did a search on this person, and sure enough salesspider had this person listed with my personal cell phone the wifes cell phone and my home phone.
I don't know where salesspider got the info but it is wrong, we had our home phone for 20+ years and our cell phone numbers for the past 5 years.
So somehow sales spider put that information out. It took them 3 weeks to pull the info down, after I threatened to get a lawyer after them. It took google a week to fix the search indicators to have that infromation removed.
Well I thought I had it fixed. Only to find out today that once again, the same person who was associated with our home phone was back out there on salesspider.
So sales spider is getting info from god knows where, and just placing it on the internet, and its not right, at least not in our case. Not only that but listing us as a business in another state that is not even close to our area code.
salesspider is just putting all kinds of info out, and now this time they want money to remove the listing that is wrong.
This report was posted on Ripoff Report on 04/28/2014 07:20 AM and is a permanent record located here: http://www.ripoffreport.com/reports/sales-spider/internet/sales-spider-sales-spider-wwwsalesspidercom-putting-up-my-personal-information-and-mix-1142256. The posting time indicated is Arizona local time. Arizona does not observe daylight savings so the post time may be Mountain or Pacific depending on the time of year.
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text:
may i suggest the 'search' can be useful here for you.
spending some time reading on past events that have been discussed can helpful in understanding that there is a lot needed to know just to know how to phrase a question. though you pharsed this ok--here your situational awareness was not on or yet programmed if the BG's got so far as to tell you to get down before you where awaer that something was unfolding about you.
thus you are behind the action curve and of little use at this moment in time. but events are fluid and you may yet have to make some choices though
they will hopefully leave quickly.


text:
Hydrohsclothing.info is a 1 year old domain, situated in Canada. The domain is linked to the IP address 184.108.40.206 which is provided by the hosting company Shopify, Inc..
It was registered by Contact Privacy Inc. Customer 0142084548 , who can be reached at . The site is owned by Contact Privacy Inc. Customer 0142084548. Registration details show that it was registered on 08 Jan 2016 through tucows domains inc. and will expire on 08 Jan 2017.
The site is being served through DOSarrest.


text:
The exquisite ladies ring style pictured measures 5.5mm wide with a hand engraved 9ct white gold center and titanium ribbed edges. The ring contains five brilliant cut G color, Vs clarity white diamonds with a total diamond weight of .05ct. The inside of this ring is made in titanium. This ring style has a soft rounded outside ring shape and a comfort fit on the inside.
You can order this ring as it is pictured or you can customize this ring. To customize this ring, please select your preferred options below before adding the product to your shopping cart.
The option that you can customize for this ring is the engraved section metal type. The prices for the options are indicated in each option. The total price for your ring including any customized options will then appear in your shopping cart.
|Current availability depends on the finger size required. Some sizes are in stock. Some sizes need to be manufactured. If your finger size needs to be manufactured the manufacture time will be approximately 2 to 3 weeks.
Gift wrapping is available upon checkout.
"I have used this site to order Pandora charms on 3 occasions and have found the site and the service to be excellent. It is really great for..."
Read full testimonial...
Read more testimonials...
Sonia B.


text:
- This event has passed.
Board Game Lunch
April 21 @ 12:00 pm - 1:00 pm
|Recurring Event (See all)
An event every 2 weeks that begins at 12:00pm on Friday, repeating indefinitely
Event Navigation
Come Banagram your way through lunchtime! We'll have an assortment of board and card games available, but feel free to bring your personal favorite to teach. BYO lunch.


text:
|We're Wireless!
2801 Grand Ave.
Ames, Iowa 50010
(515) 232-3679
(515) 232-3086 fax
Holiday & Department Store hours may vary.
North Grand Mall is closed on Easter, Thanksgiving, and Christmas.
Like us on
Join our VIP Text Club
Text: 36000 to: NGMALL
North Grand Mall welcomes students!
There is always convenient parking at North Grand Mall, or catch CyRide here. CyRide's Blue, Red, Green, & Brown routes all stop at North Grand Mall. For a schedule, click here.
What's New?
Scentual Expressions: new kiosk located outside of American Eagle Outfitters. Selling the Amika line of hair straighteners - even one that plugs into the car!
We're Wireless! Bring your laptop and enjoy free internet access. Find out more...
Student Deals & Offers
Purchases earn punches.
Punches add up to savings.
Join the club!
The maurices Take Ten customer loyalty program is your path to savings! As a Take Ten cardholder, your purchases earn you punches. With every $10 you spend, you receive one punch. When your card is full (25 punches), you will receive $10 off your next purchase. Plus, from time to time, maurices provides opportunities for Take Ten members to earn double punches--helping you earn your $10 reward twice as fast. Don't wait! Ask about the Take Ten program today!
American Eagle Outfitters
Earn Credits on everything you buy at AE stores and ae.com. Every three months, you could get a Reward to spend on AE merchandise
Plus, get 5 bonus Credits with every AE Credit Card purchase. Credits are not earned on the purchase of AE Gift Cards or charitable items.
Rewards are valid on purchases of $250 USD or $350 CDN or less before discount. Rewards expire on the expiration date and may not be reproduced, are not redeemable for cash, nor are they valid with any other coupon or money card. Rewards are good for one-time use only. Your Reward will be valid for 1 month.
The free AE All-Access Pass is a totally different kind of program that rewards you for shopping AE and being one of our best customers.
American Eagle Outfitters
Sign up for AE e-mail. Get special offers and news. Register here (click on the link at the bottom of the AE web site).
Check out the Buckle B-Scene...cool downloads and more! Click here.
|Fashion Link
Sign up for free gifts, discounts, trend alerts, advance notice of upcoming events, birthday savings and more! Register at the North Grand Mall Vanity, or visit Fashion Link.
|American Eagle
|The Buckle
|Hot Topic
|Victoria's Secret
|Younkers & more!
Find the latest electronics at GameStop & Radio Shack. Are sports and fitness in your future? Stop by GNC and Sports Page. Take Care and treat yourself at Bath & Body Works, Regis Salon, MasterCuts, Happy Nails, Great Clips, JCPenney Salon and Younkers Salon.
|Strawberry Patch at North Grand Mall is known as one of the best places to find Cyclone merchandise in Ames. From sweatshirts to pens, you'll find the perfect way to show your pride. Coach House Gifts, JCPenney, Riddle's Jewelry, Sports Page and Younkers carry ISU merchandise as well.


text:
Problem solve
Get help with specific problems with your technologies, process and projects.
SUSE Linux Enterprise Server
New openSUSE, Linux leaders call for secure boot fix: News in brief
The openSUSE project releases version 12.1, which includes new Gnome Shell 3.2; Red Hat, Canonical and The Linux Foundation all concerned about Windows 8 locking-out Linux; and other open source news. Continue Reading
How to use SUSE Manager for multiplatform Linux server administration
Linux administrators using both SUSE Linux Enterprise Server and Red Hat Enterprise Linux can take advantage of the features in SUSE Manager, a multiplatform server management tool to automate configuration and management tasks on Linux virtual ... Continue Reading
SUSE Manager for Linux virtualization systems management
Novell's new systems management tool, SUSE Manager, runs as a software appliance in a virtualized environment. Learn how to install and configure SUSE Manager in a Linux XenServer system. Continue Reading
Optimizing SUSE Linux performance for VMware environments
Learn how to optimize Suse Linux Enterprise Server (SLES) on VMware by optimizing VMware and SUSE. For better performance, switch to VMware's paravirtualization disk driver and adjust I/O settings in SUSE along with changing the journal settings. Continue Reading
SUSE Linux Enterprise 11 with SP1 improves power efficiency, virtualization
SUSE Linux Enterprise 11 SP1 delivers improvements to OpenOffice compatibility on the desktop, and virtualization and power management controls for enterprise servers. Continue Reading
OpenSUSE 11.2: A promising future for the Linux Desktop?
From easier driver management to command line improvements and software management, OpenSUSE 11.2 has a few features that will make Linux desktop users and admins happy.Continue Reading
Linux vendor offerings for cloud computing
Find out what the major Linux vendors are offering for cloud computing, and how the Linux distributions' cloud computing tools compare to one another. From Ubuntu Enterprise Cloud to Red Hat's RHEV and deltacloud projects and Novell's cloud security...Continue Reading
Creating virtual appliances with Novell SUSE Studio
Virtual appliances make testing operating systems and applications simple, but building them can difficult. Tools like Novell SUSE Studio, however, are here to help.Continue Reading
Is SUSE Linux Enterprise 11 worth the upgrade?
SUSE Linux Enterprise 11 has been released with a few new features that may make upgrading attractive. Find out what's new in the Enterprise Server and Desktop editions, and learn whether or not the features make the upgrade worthwhile for your ...Continue Reading
When to use SELinux: An introduction to security-enhanced Linux
Confused about security-enhanced Linux (SELinux)? Find out what it is and how and where to implement this Linux security system. Ken Milberg explains its origins and provides some good advice for implementing the system in your Linux distribution ...Continue Reading
Creating an installation server for SUSE Linux Enterprise Server
When installing multiple SUSE Linux Enterprise servers, using an installation server can facilitate the process. This tip details how to create an installation server for SUSE Linux Enterprise Server 10.Continue Reading
Hardening SUSE Linux Enterprise Server in eight steps
With this SLES hardening guide, a secure server is only eight steps away. Follow along with our expert, who shows how to lock down a server from installation to logging events.Continue Reading
Security management from Chapter 19 of 'OpenSUSE Linux Unleashed'
In this chapter excerpt, author Michael McCallister shows you how to set up user accounts and how to manage groups that work together.Continue Reading
Xandros, Linspire and Microsoft
An open source issues and strategies expert discusses the impact of patents, licensing and the partnerships between Xandros, Linspire and Microsoft.Continue Reading
SUSE vouchers and IP claims
An open source software and applications expert explains why he's not so sure the release of GPLv3 will affect this issue of Microsoft's claim about intellectual property and its patents.Continue Reading


text:
Last night I had a recurring dream - I hadn't done enough work to pass my maths O-level. I offered to give up watching Property Ladder and use the time for private tuition, but that did not convince my maths teacher, who bore more than a passing resemblance to Ann Widdecombe.
It is 26 years since I left school, yet nightmares of academic failure still haunt me. When I was at school, however, the only public exams I had to sit were O- and A-levels. There were no Sats, and schools were not pitted against each other in published league tables.
The pressure of testing was in the news again last week as the children's secretary, Ed Balls, announced a review of Sats as part of the Children's Plan. In the meantime, the current regime throws up many challenges for governors. We must try to ensure that every child receives a fulfilling education.
It is easy to base the school structure on academic success. House point systems, student councils, the appointment of prefects and even extra-curricular activities such as plays always seem to involve the most academic (and therefore often the most confident) children.
But this reinforces the maxim that overachieving equals good, and underachieving equals bad. It further isolates pupils who are struggling academically. Poor self-confidence leads to less commitment, and a downward spiral begins.
Governors must ensure that the words "every child matters" shape their strategic planning and their assessment and monitoring roles. We need to help heads and staff identify pupils with low commitment, then set up structures to make sure they are fully supported.
Discuss how your school runs its rewards schemes. Does it include sporting and artistic achievement? Are examples of good citizenship or charitable deeds recognised and rewarded?
A school in Surrey has spent time training a group of its less academic students to give tours of the building to prospective parents. The effort has more than paid off. The student guides have a renewed sense of pride in "their" school and an elevated position among their peers. It has boosted their confidence, their time-keeping and even their appearance, as they smarten up to give the best impression of the school.
Whatever happens to Sats, we will no doubt continue to assess our children in some way. It is up to governors to make sure that inclusion is a key word. Otherwise school becomes a nightmare for far too many children.


text:
Eat & Drink in Inveraray
Time and time again we hear from our customers that dining at Loch Fyne Hotel & Spa is a memorable experience; one that is special, even amongst the many venues in the West Coast of Scotland. According to the Inveraray locals and the many guests that stay with us each year, the food and staff are an award-winning combination.
- Multiple dining options
- Fine local seafood on the doorstep
- Views over Loch Fyne
- Traditional hospitality at its best
We are often asked, what can our guests expect from a dining experience at Loch Fyne Hotel? Well, the atmosphere for a start is warm and inviting; in the Clansman Restaurant ceilings are low creating a cosy feel, and nostalgic photography of a bygone era in traditional fishing village life is often a talking point.
The stone walls and tartan carpet instill a feeling of tradition and locality, and it is with the slate dining mats and polished mahogany tables that the restaurant has a sense of opulence, yet always relaxed. Dress code in The Clansman, like the rest of Loch Fyne Hotel, is relaxed, so dress up or down to suit your mood.
With some of the finest seafood on our own doorstep, our chefs are in their element when it comes to producing the dinner delights for waiting diners. One of many local suppliers is Loch Fyne Oysters and when in season you will often find them on the menu. Although the fish is plentiful and used with dishes like monkfish and red pepper kebab or chowder with peat smoked haddock, it is in fact the Stornoway Benedict that is one of the customer favourite choices, which is a toasted muffin base with a slice of Charles Macleod Stornoway black pudding, hollandaise sauce and fresh asparagus.
Meat is always on the menu at Loch Fyne Hotel & Spa and carries the Crerar Hotels staunch passion with it; influenced by Paddy Crerar himself. One of our favorite dishes would be the tasty, succulent, melt in the mouth steak and grill we serve up. Where possible the beef even comes from Paddy's very own farm, from the Lammermuir Luing herd which is featured on the menu occasionally.
Young diners are welcome into the Clansman and we are always trying to evolve and engage with this next generation of budding master chefs. It is with this philosophy that we encourage our younger audience to dine from the main menu in smaller portions at a fraction of the price.
Breakfast is served daily in the Clansman and is an informal affair, with a continental style table offering cereals, juices and fruits, moving onto a full Crerar extravaganza cooked to order from the kitchen and served to order. The full Scottish breakfast includes Charles Macleod Stornoway black pudding and sausage alongside bacon from Russel Hume. Another breakfast highlight is the cinnamon French toast with smoked back bacon and maple syrup - now you can see why guests need a two night break to cover all breakfast bases!
We believe greatly in locally sourced ingredients, high quality and seasonal produce for our menus, which means occasionally dishes from our advertised menus may be unavailable.
With the same Highland charm of the Clansman Restaurant carried through to the public bar and lounge, guests can eat an informal lunch, lounge snack or afternoon tea with stunning views over Loch Fyne. In the winter months arriving guests and visitors are welcomed by our welcoming log fire, providing a wonderfula tmosphere and a toasty warmth. The lounge has comfy chairs and sofas, so time can be spent on a stay with us just taking in the warmth and charm of Loch Fyne Hotel with a good book and a hot chocolate, or something a little stronger!
Lounge menu food can be light or more substantial, dependant on your mood. You can feast on bar lunch favourites like steak pie and battered haddock or take in an elegant afternoon tea with dainty sandwiches and home bakes, all with views of Loch Fyne. Food is available from 10.00am until 9.00pm each day.
The west coast of Scotland has one of the most amazing arrays of traditional Scottish whisky, some originating from the Highlands and islands regions. Where better to taste a nip of Macallan or a peaty Lagavullin of Islay than the bar at Loch Fyne Hotel & Spa?
The whisky list features over 25 different malts from across Scotland - and Crerar Hotels has its very own Speyside malt which can be enjoyed in front of the roaring log fire or after dinner.
In addition to the whisky, there are plenty of fine wines to choose from across the globe, some classic French wines like Chablis appear alongside Champagne, and trendy Prosecco from Italy.
If wine and whisky are less to your taste, then cocktails can be found on the lounge service menu. A firm favourite with our ladies who come on a break with spa treatments. A Bellini, Mojito or our very own cocktail, the Flying Scotsman, is great if one is feeling a little adventurous...
Our selection of Fyne Ales, brewed locally at the head of Loch Fyne, are full-flavoured ales showcasing a serious dimension of flavours from robust fruitiness to balanced bitterness.
Afternoon tea has become the new bar lunch in the last five years or so. We find a lot of guests have such a hearty breakfast, they missed lunch whilst out and about and rush back for afternoon tea. History tells us the 7th Duchess of Bedford was said to have complained of "having that sinking feeling" during the late afternoon. The solution for the Duchess was a pot of tea and a light snack. Before long all of fashionable society were sipping tea and nibbling sandwiches in the middle of the afternoon, and this tradition continues.
Afternoon tea is available at Loch Fyne Hotel daily in the lounge from 12.00pm to 6.00pm and is often enjoyed in conjunction with a day spa or spa break.


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Am I a case for revision blepheroplasty? (photos)
I had a blepheroplasty with inscissions under the eyelashes 17 years ago. (I am female and 47 now). The fat was taken out and some of it redistributed. My problem is that I developed hollows under the eyes but there are still bulges under the outer corners of the eye. These bulges are my main concern. I was hoping that a transconjunctival blepheroplasty could be performed.
Doctor Answers 7
Lower lid blepharoplasty
The primary goal of a lower lid blepharoplasty is to remove fatty deposits which are causing the puffiness look. A trans-conjunctival approach is an incision on the inside of the eyelid that can remove fatty deposits that are making the eyes look puffy and swollen. For many examples, please see the link below
Web reference: http://www.eyelids.com
Am I a case for revision blepharoplasty?
From the appearance of your photos, you do seem to be a candidate for a transconjunctival blepharoplasty, especially to take care of the bulges in the outer corners. Please see an Oculoplastic surgeon.
Revision blepharoplasty
If you had a transcutaneous (incision under the eyelashes) lower eyelid blepharoplasty 17 years ago, it is common for some of the bulging fat to return. This can be corrected with either a transconjunctival lower eyelid surgery with removal of the outside (lateral) fat pads. From your photo, it does appear that there may be a little fat in the central and medial (near the nose) fat pads as well. I would consider fat re-positioning in your case to try and avoid any further loss of volume and to improve the hollowing. If there is any excess skin, then a transcutaneous approach might be appropriate to address the skin excess. A proper evaluation in the office with an experienced surgeon is best to help determine the most appropriate course of action.
You might also like...
Lateral fat pad
Hi. You have a little residual fat in the "lateral fat pad" of the lower eyelid. It seems more obvious on your right side. This can certainly be removed transconjunctivally. Most plastic surgeons and oculo-plastic surgeons could help you with this.
All the best,
All the best,
Web reference: http://www.plasticsurgeryinflorida.com/face/eyelid-lift.html
Revision blepharoplasty
Thank you for your question and photograph. The excess fat in the side or lateral pockets could be removed and used to fill the Hollow areas.
However you need to consult an expert oculoplastic surgeon. Secondary blepharoplasty even when done with a trans-conjunctival approach could result in lower lid retraction
However you need to consult an expert oculoplastic surgeon. Secondary blepharoplasty even when done with a trans-conjunctival approach could result in lower lid retraction
Web reference: http://www.bostonplasticsurgeryspecialists.com/services/face/eyelid-surgery/
Reivsion blepharoplasty
You do have some of the lateral fat pads still. These are often more prominent after a fat excision blepharoplasty. You can usually remove this residual fat with a transconjunctival approach. For the hollowing more medially, some filler or fat injection would help.
These answers are for educational purposes and should not be relied upon as a substitute for medical advice you may receive from your physician. If you have a medical emergency, please call 911. These answers do not constitute or initiate a patient/doctor relationship.


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ED Magedson – Founder
Ripoff Report
Trustco BankGlenville, New York USA
Trustco Bank unethical operators, unfriendly, uncooperative, rude, secretive Glenville New York
Does your business have a bad reputation?
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Corporate Advocacy Program™
the branch employees with whom I deal, try to be helpful but they are stuck in a bad corporate culture. The branch employees are not allowed voice mail. So, when you call, the call goes into oblivion after the first ring. Rules don't meaan anything at this company.
I opened a business aacount with Trustco after seeing an ad in which the bank sited not taking any bailout money. That was a huge mistake on my part. I've had wires not move for days. I calaled the corporate wire desk one day and talk with the wwire desk person. On another desk, I call to check on an outgoing wire, and the customer rep says customers cannot talk with the wire desk. Trustco employees say one thing and corporate doesn'ty back them up.
On another occasion, I deposited a check from Chase Bank into the Trustco account and it cleaared the Chase account the same day it was deposited into Trustco. But, Trustco did not post the money to my bank account for 15 days.
Doing business with this bank is a mistake that I won't make again.
This report was posted on Ripoff Report on 08/20/2013 08:47 AM and is a permanent record located here: http://www.ripoffreport.com/reports/trustco-bank/glenville-new-york/trustco-bank-unethical-operators-unfriendly-uncooperative-rude-secretive-glenville-ne-1077370. The posting time indicated is Arizona local time. Arizona does not observe daylight savings so the post time may be Mountain or Pacific depending on the time of year.
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First off I'd just like to mention that I've finally reached the last week of school. I'd like to say, "The only thing I have to do now is..." but unfortunately things are not that simple. I've become extremely busy of course wrapping up final projects, doing documentation, registering for courses, and preparing for two tests (one Monday one next Friday). I'm frequently seeing my VOCALOID family now which makes me very happy. I wish I could see more of them but unfortunately I'm too busy until I finish tests and projects and they all live too far away. Just when I'm hoping everything is going well I have to get all anxious and overthink things...I really need to learn to take it easy.
On another note, I was inspired by a friend to resurrect my DevArt: HERE. I don't know how often I'll even update it but it'll mainly be random design things or photography since I don't exactly draw anymore. On that topic though, I did enroll myself for a general "Drawing for Inquiry" course this Spring which I get to take with friends. Awesome.
Got a hefty box in the mail this week! Finally I get to hold the twins in my hands after months of waiting. Shana and Miyuki are adorable too. It's a shame how all the figure releases have been a bit delayed...The twins were due out in October along with the figma versions. I'm still waiting on Goth Punk Mikuru to come in stock before I ship the figmas or they'll end up getting shipped automatically and I have to pay for shipping twice over (Hobby Search is holding the figmas until Dec 1). The Canadian dollar has sunk down about 20 cents since when I ordered all of these so, you guessed it, I'm paying 20% more for everything now. It's almost becoming more worth it to just buy these at an anime store locally since I'm paying so much for shipping now.
Oh well! Here's some pictures of the loot. You can expect a proper photo shoot once I'm out of school. I'll be so bored here at home I'll probably take at least an hour with each figure to take proper pictures.
(Read more...)


text:
Elicitation by design in ecology: using expert opinion to inform priors for Bayesian statistical models
Low Choy, Samantha J., O'Leary, Rebecca A., & Mengersen, Kerrie L. (2009) Elicitation by design in ecology: using expert opinion to inform priors for Bayesian statistical models. Ecology, 90(1), pp. 265-277.
Published Version
(PDF 762kB)
Bayesian statistical modeling has several benefits within an ecological context. In particular, when observed data are limited in sample size or representativeness, then the Bayesian framework provides a mechanism to combine observed data with other "prior" information. Prior information may be obtained from earlier studies, or in their absence, from expert knowledge. This use of the Bayesian framework reflects the scientific "learning cycle," where prior or initial estimates are updated when new data become available. In this paper we outline a framework for statistical design of expert elicitation processes for quantifying such expert knowledge, in a form suitable for input as prior information into Bayesian models. We identify six key elements: determining the purpose and motivation for using prior information; specifying the relevant expert knowledge available; formulating the statistical model; designing effective and efficient numerical encoding; managing uncertainty; and designing a practical elicitation protocol. We demonstrate this framework applies to a variety of situations, with two examples from the ecological literature and three from our experience. Analysis of these examples reveals several recurring important issues affecting practical design of elicitation in ecological problems.
Impact and interest:
Citation counts are sourced monthly from Scopus and Web of Science® citation databases.
These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.
Citations counts from the Google Scholar™ indexing service can be viewed at the linked Google Scholar™ search.
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|ID Code:
|Item Type:
|Journal Article
|Additional Information:
|For more information, please refer to the journal's website (see hypertext link) or contact the author.
|design, expert elicitation, ecology, informative Bayesian analysis, prior, framework
|Australian and New Zealand Standard Research Classification > MATHEMATICAL SCIENCES (010000) > STATISTICS (010400) > Applied Statistics (010401)
Australian and New Zealand Standard Research Classification > PSYCHOLOGY AND COGNITIVE SCIENCES (170000) > COGNITIVE SCIENCE (170200) > Knowledge Representation and Machine Learning (170203)
Australian and New Zealand Standard Research Classification > ENVIRONMENTAL SCIENCES (050000) > ECOLOGICAL APPLICATIONS (050100)
|Past > QUT Faculties & Divisions > Faculty of Science and Technology
Past > Schools > Mathematical Sciences
|Copyright Owner:
|Copyright 2009 Ecological Society of America
|Deposited On:
|10 Feb 2009 23:33
|Last Modified:
|02 Sep 2012 22:59
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The nations that lead the world into the next century will be those who can shift from being industrial economies based upon the production of manufactured goods to those that possess the capacity to produce and utilize knowledge successfully. The major issue that confronts educators in America is whether or not we can transform education and create schools that can successfully prepare our nation's students for life in the year 2050. This process calls for leadership at all levels, but those who are responsible for America's schools must take the time to seriously consider the kinds of changes that are needed. If they do, they will come to realize that schools, as presently organized and operated, are incapable of addressing the needs of students and teachers and that a fundamental transformation of American education is needed. The transformation of American education does not suggest a diminished role for school administrators. It does suggest that what it means to be a leader needs to be fundamentally altered.
Here is Edward Bear coming
downstairs now, bump, bump, bump,
on the back of his head...
It is, as far as he knows,
the only way of coming downstairs,
but sometimes he feels that
there is another way...if only
he could stop bumping for a moment
and think about it.
-- Winnie-the-Pooh, A.A. Milne, 1926
The nations that lead the world into the next century will be those who can shift from being industrial economies based upon the production of manufactured goods to those that possess the capacity to produce and utilize knowledge successfully. The major issue that confronts educators in America is whether or not we can transform education and create schools that can successfully prepare our nation's students for life in the year 2050. Unfortunately, however, most of us live our professional lives like Winnie-the-Pooh and seldom stop what we are doing long enough to ask what it is that we need to do. This paper is a preliminary attempt to describe some of the kinds of changes that are occurring around us and present a conceptual model of leadership that can help make that transformation a reality.
The very definition of what it means to be educated has changed. Historically our educational system has been based upon providing students with the basic skills that would prepare them to work in an industrialized manufacturing based economy. Today's students -- tomorrow's work force -- have an entirely different set of requirements than students in the past. These needs must be recognized and addressed if students are to possess the knowledge and skills that will make it possible for them to access information, work harmoniously with those around them, and utilize the higher order thinking skills that are needed in knowledge based economy.
In 1983 the Carnegie Commission issued A Nation At Risk which stated if the quality of American education had been forced upon us by another nation it would have been viewed as an act of war. Since that report which characterized public education as "a rising tide of mediocrity" there has been an almost continuous series of reform efforts designed to "fix" the schools in the United States. The first wave of reform tried to solve the problem by mandating increased standards and most states passed legislation that increased graduation requirements, longer school days, and longer school years.
The second wave of reforms focused upon restructuring. The premise behind this effort was that the basic pieces of the schooling system were all right and what was needed was to rearrange the pieces so that they fit together in a different way. For instance, moving the decision making responsibility closer to the point of implementation was supposed to increase teacher commitment to change and result in greater productivity (i.e., academic achievement). This has also proved to be illusory. Ten years later what is clear is that little has changed. What is also clear is that if the kinds of changes that are needed are ever going to occur there must be fundamental changes in every aspect of education. Present efforts to reform public education in the United States have been compared to rearranging the deck chairs on the Titanic and, increasingly, we have to come to the realization that we will not be able to restructure schools and obtain the kinds of results that the public is demanding as long as we are unwilling to consider every aspect of the educational process.. In short, what is required is the fundamental transformation of schools. Stated in the simplest terms America's schools, as presently organized, are incapable of providing the kind of education that our children will need to live productive lives in the 21st century.
While the magnitude of the task facing us is great the picture is far from hopeless. During the past decade much has been learned about how the brain works and how students learn. We have also learned that how schools can be organized in what that can enhance the quality of learning that students experience and we know a great deal about the kinds of conditions that are necessary for change to occur. The issue for American education is to find a way to create the conditions that will encourage the kinds of risk taking that is needed to use this new knowledge to transform America's schools.
What is also clear is that leadership is a critical component of the transformation of education. However, the kind of leadership that is needed is fundamentally different than what has traditionally been the case and the third section of this paper will provide a brief description of the "new work" that leaders must be able to do in order to transform America's schools.
This paper will describe briefly some of the research that describes how the brain works and how students learn. In the second section there will be a brief description about the conditions that are needed for change to occur including what we know about the needs of the people who work in schools. Finally, it will also present a conceptual framework that describes the new form of leadership that will be needed if the transformation of schools into learning organizations is to occur.
Students and the Nature of Learning
One of the most exciting changes that have occurred in education during the past decade has been the increase in knowledge in the areas of brain research and cognitive science. This research has produced a wealth of knowledge about how the brain functions and the kinds of conditions under which it learns most effectively. This new knowledge has significant implications for pedagogy and curriculum, and also for how schools are organized because the reality is that the kinds of conditions that are needed to promote learning do not exist in most schools.
No teacher goes into the education profession with the goal of being ineffective or mediocre. However, there is clear evidence that many teachers utilize pedagogical methods that are based upon how we were taught when we were in school. A major contributing factor to poor pedagogy is the lack of training about promising practices in curriculum and instruction that are based upon research.
However, what often goes unrecognized is that among the biggest obstacles to the adoption of new pedagogy are the current beliefs that one holds about how people learn. One way to think about these "beliefs" has been described by Peter Senge. In The Fifth Discipline (1990) Senge describes these beliefs as mental models--invisible assumptions that determine how we view the world and also how we make decisions. In education such "theories-in-use" not only govern how we view our students ability to learn, they also impact the decisions that we make about the most effective way to instruct them.
The importance of recognizing the existence of these mental models is not so that we can replace our present mental models with new ones. Rather, what is most important is to recognize the power of mental models to limit our ability to think differently about what it is that we are doing and why. As educators we must develop the capacity to suspend our mental models long enough to seek out new knowledge which may cause us to revise our beliefs about what we do and why. As an example, a tremendous amount of research in cognitive science has occurred during the past decade that has significant implications for the kind of education that is most appropriate for students. The findings from this research are that we have been utilizing instructional strategies that are now known to be inappropriate. As educators we need to make a personal commitment to pursue such knowledge and be willing to allow that knowledge to influence what we believe and what we do as educators.
Brain Research
A major factor that influences how we educate students is the traditional belief we hold about how they learn. Historically, those beliefs have included the beliefs that 1) intelligence is fixed and 2) that learning occurs sequentially from the simple to the complex. During the past 10 years there has been a significant increase in our understanding of the brain and how it works. At the same time there have also been substantial changes in our understanding about the kind of environment in which it functions most effectively. Both of these bodies of knowledge have significant implications for pedagogy and the organization and structure of the curriculum Space does not allow for an extensive discussion; however, the following excerpt from Teaching and the Human Brain (Caine and Caine, 1991) summarizes some of what we now know about how humans learn and some implications about what this means to educators.
The brain is a parallel processor: Thoughts, emotions, imagination, and predisposition's operate simultaneously and interact with other modes of information processing and with the expansion of social and cultural knowledge. Implications: Good teaching means that teachers must utilize methodologies that enable them to orchestrate the learner's experience so that all aspects of the brain's operation are addressed.
Learning engages the entire physiology: Learning is as natural as breathing; however, its performance can be negatively impacted by stress and threat (Ornstein and Sobel, 1987). Implications: Awareness of the need for stress management, nutrition, exercise, and relaxation must all be built into the learning process. In addition, there can be a five-year difference in maturation between any two children of the same age. Expecting equal achievement on the basis of chronological age is inappropriate.
The search for meaning is innate: The search for meaning (making sense of our experiences) and the need to act on our environment are automatic. Implications: The learning environment needs to provide stability and familiarity at the same time provisions must be made to satisfy the brain's need for curiosity and hunger for discovery and challenge. Lessons need to be exciting, meaningful, and offer students abundant choices. The more lifelike, the better. For many programs for gifted children these implications are taken for granted and they are provided with a rich environment with complex and meaningful challenges. These strategies should be applied to all students.
The search for meaning occurs through patterning: The brain is both artist and scientist. It is designed to perceive and generate patterns, and it resists having meaningless patterns imposed upon it (Hart, 1983; Lakoff, 1987). Meaningless patterns are isolated pieces of information that are unrelated to what makes sense to a student. Implications: Learners are patterning, or perceiving and creating meanings all the time in one way or another. We cannot stop them, but can influence the direction. Although we choose much of what students are to learn, the ideal process is to present the information in a way that allows brains to extract patterns, rather than try to impose them.
Emotions are critical to patterning: What we learn is influenced and organized by emotions and mind sets based on expectancy, personal biases and prejudices, degrees of self-esteem, and the need for social interaction. Emotion and cognition cannot be separated (Halgren, Wilson, Squires, Engel, Walter, and Crandall, 1983; Ornstein and Sobel, 1987; Lakoff, 1987; McGuiness and Pribram, 1980). Implications: Because it is impossible to isolate the cognitive from the affective domain, the emotional climate of the school and classroom must be monitored on a consistent basis, using effective communication strategies and allowing for student and teacher reflection and metacognitive processes.
The brain processes parts and wholes simultaneously: There is evidence of brain laterality, meaning that there are significant differences between left and right hemispheres of the brain (Springer and Deutsch, 1985). In a healthy person, the two hemispheres are inextricably interactive whether a person is dealing with words, mathematics, music, or art (Hand, 1984; Hart, 1985; Levy, J., 1985). Implications: People have enormous difficulty in learning when either parts or wholes are overlooked. Good teaching necessarily builds understanding and skills over time because learning is cumulative and developmental. However, parts and wholes are conceptually interactive. They derive meaning from and give it to each other.
Learning involves both focused attention and peripheral perception: The classroom setting, including every sound and every visual signal, contains meaning. Implications: In addition to traditional concerns with noise, temperature, and so on, peripherals include such visuals as charts, illustrations, set designs, and art, including great works of art. The subtle signals that emanate from a teacher have significant impact. Our inner state shows in skin color, muscular tension and posture, rate of breathing and eye movements. Teachers need to engage the interests and enthusiasm of their students through their own enthusiasm, coaching and modeling so that the unconscious signals relate to the importance and value of what is being learned.
Learning always involves conscious and unconscious processes: Most signals that are peripherally perceived enter the brain without the learner's awareness and interact at unconscious levels. Thus we become our experiences and remember what we experience, not just what we are told. For example, a student can learn to sing on key and learn to hate singing at the same time. Implications: Much of the effort that we put into teaching and studying is wasted because students do not adequately process their experiences. What we call "active processing" allows students to review how and what they learned so that they begin to take charge of learning and the development of personal meanings.
We have at least two different types of memory: A spatial memory system and a set of systems for rote learning: We have a natural, spatial memory system that does not need rehearsal and allows for "instant memory" of experiences. It is always engaged and is inexhaustible. We also possess a set of systems designed for storing relatively unrelated information. The more separated information and skills are from prior knowledge and actual experience, the more dependence there needs to be upon rote memory and repetition. Implications: Teachers are adept at teaching that emphasizes memorization. Sometimes memorization is important and useful; however, teaching devoted to memorization does not facilitate the transfer of learning and probably interferes with the subsequent development of understanding. By ignoring the personal world of the learner, educators actually inhibit the effective functioning of the brain.
We understand and remember best when facts and skills are embedded in natural, spatial memory: Our native language is learned through multiple interactive experiences involving vocabulary and grammar. It is shaped by internal processes and by social interaction (Vygotsky, 1978). That is an example of how specific "items" are given meaning when embedded in ordinary experiences. All education can be enhanced when this type of embedding is adopted. Implications: The embedding process depends upon all the other principles. Spatial learning is generally best invoked through experiential learning. Teachers need to use a great deal of real-life activity, including classroom demonstrations, projects, field trips, visual imagery of certain experiences and best performances, stories, metaphor, drama, and interaction of different subjects.
Learning is enhanced by challenge and inhibited by threat: The brain downshifts under perceived threat and learns optimally when appropriately challenged. The central feature of downshifting is a sense of helplessness. The learner becomes less flexible and reverts to automatic and often more primitive routine behaviors. Implications: Teachers and administrators need to create a state of relaxed alertness in students--low in threat and high in challenge.
Each brain is unique: Although each of us has the same systems they are integrated differently in every brain. Moreover, because learning actually changes the structure of the brain, the more we learn, the more complex we become. Implications: Teaching should be multifaceted and allow all students to express visual, tactile, emotional, and auditory preferences. To accomplish these things it needs to be recognized that there may need to be fundamental changes in schools themselves.
Schools as Learning Organizations
In The Predictable Failure of Educational Reform (1991), Seymour Sarason wrote that there was little likelihood that the current efforts at educational reform would have any lasting effect until there was a recognition that the kinds of conditions that we seek for students must also become a reality for the adults who work in schools. Sarason's comments about educational reform were echoing what Peter Senge described in The Fifth Discipline (1990) when he wrote that the businesses that will be most successful in the future will be those who can become "learning organizations"--places in which everyone is a learner.
The unfortunate reality is that at present very few schools are "learning organizations". However, if educators are serious about the business of educating children we must transform schools into learning organizations in which everyone is a learner. This is no minor task in a heavily bureaucratized environment and some have compared it to trying to build an airplane while it is rolling down the runway. By their very nature schools are bureaucratic, hierarchically organized institutions that have a vested interest in maintaining the status quo. The following section briefly describes some of the kinds of changes that must be addressed if educators are serious about transforming schools into places that value learning for everyone.
Knowledge of Current Reality
Increased knowledge about new research related to pedagogy and curriculum is vital to making decisions about new strategies or innovations. However, as important as this knowledge is, educators also need a clear understanding about why change is needed in the first place. Perhaps the simplest way of characterizing the need for a clear understanding of "current reality" is that until educators understand where they are there is little reason for them to be concerned with trying to figure out which way they ought to go.
It is only when those who work in schools possess such clarity that they are able to develop a shared commitment to change. Deming (1988) refers to this kind of knowledge as "profound knowledge" and explains that it is only as the individuals who work in organizations acquire profound knowledge that continuous improvement will be possible.
One of the things that has been learned from the research on the implementation of change is that, when innovations are imposed from the outside, they do not last (Fullan, 1982). It is also clear that when educators are provided with information about what they are doing in a non-threatening, non-coercive environment they are much more likely to make changes that are beneficial to students. In other words providing teachers with information about the school's level of performance increases the likelihood that they will be willing to use that information to make the changes that are needed.
One cautionary note is that any effort to provide information about "current reality" must be perceived as an effort to empower those who work in the schools to understand how well the school is doing and to produce a shared understanding of what is and is not working. If the information that is collected is used to point fingers or place blame the effort will be doomed to failure.
School Climate
Underlying any discussion about change is the assumption that the climate of the school is supportive of such efforts. However, the sheer amount of conversation that occurs in schools does not mean that the presence of communication skills is a reality. For instance, it would be both shortsighted and foolhardy to have a school undertake efforts to identify their current reality or implement innovations unless substantial attention is given to making sure that the people who work in the school possess the communication skills that will allow them to engage in dialogue with each other.
The conditions that must exist if change is to occur are complex. Listed below are just a few of those conditions and a brief discussion their importance. What is important to remember is that before the transformation of education will ever become a reality the climate of the school must support the risk taking that supports such changes. The transformation of education is a systems change, however, change occurs within schools and it occurs to people.
Communication: When communication is identified as a necessary condition for change, educators tend to disengage from the conversation. Because they spend their entire day talking to people, the assumption is that communication is the one thing they do well. In a way, such behavior is precisely why the issue of communication needs to be discussed. The realities of schools are that:
Nowhere in the training and professional preparation of teachers or administrators is a significant amount of time invested in preparing them to work with adults.
Teachers spend the bulk of their time working in isolation from each other.
The kinds of verbal interactions adults do have with each other tend to be short and usually focused upon resolving an immediate problem or crisis.
If these statements are accurate, the implication is that it is possible for teachers to go through entire days without engaging in significant communication with each other. As a consequence, the issues that need to be addressed may never come up for discussion.
In Improving Schools From Within (Barth, 1991), the author describes the interactions that occur between educators as typically being driven by the need to maintain the norm of congeniality. For instance, there is little likelihood that teachers will ever confront each other about educational decisions that are not in the best interest of students if those conversations will impact the norm of congeniality. I am reminded about how a high school math department assigned teachers. The department head, who served in that capacity because he had the most experience and the most years of college education, decided what he wanted to teach. Then the schedule was passed to the next senior member of the department, who made his choice, and so on until everyone had been assigned. The question of whether such a strategy was in the best interest of students was never a topic for discussion because of the potential for disagreement, even though everyone knew that the result of such a decision was that the most experienced teachers taught the best students and the least experienced teachers taught the most difficult ones.
In contrast to "congenial" conversations, Barth suggests that the kinds of conversations that schools need to have should be based upon the norm of "collegiality". Collegial conversations focus upon what is occurring in the school and, in particular, upon what needs to be done to improve the quality of education for students. Barth recognizes that such conversations may, by their very nature, cause the people who work in a school to come into conflict with one another on occasion; however, he also believes that until educators move beyond the need to get along and begin to act as professionals, they will continue doing themselves and their students a grave disservice.
Team Learning: Senge states that when groups of people in organizations get together to make decisions what passes for communication is advocacy. What he believes needs to occur before real team learning can occur is something he calls inquiry. He explains that when a group of people come together, they typically come to the meeting with a position or viewpoint that they are prepared to advocate or defend. In those situations very little actual learning occurs.
In contrast, if the same group of individuals could come to that meeting in a spirit of inquiry--the willingness to suspend one's own position long enough to listen to the other person--then something very different could occur. In that kind of communication everyone grows in understanding, and, when the time comes to make a decision, the participants have a much greater understanding about what they are making a decision about.
The collegiality that Barth describes would not be rancorous or create ill will if it occurred in the spirit of inquiry. One should not assume that there is no place for advocacy in the decision making process. The issue is that, by beginning with inquiry, advocacy can be less adversarial because everyone involved in making the decision is better informed about the other viewpoints and is more aware of commonalties that exist.
Many of the issues that confront schools are never really addressed precisely because the climate of the school (i.e., communication and team learning) is not conducive to addressing them. Any discussion about changing educational practices that negatively impact student performance is not an easy conversation to have. Until the skills of effective communication exist and team learning is valued, there is little likelihood that changes in teachers' behaviors will occur.
Shared Vision: When writing for educators, one hesitates to even bring up terms like shared vision because what often passes for a school's vision is nothing more than someone's personal vision that is superimposed upon the school. All of the preceding topics described in this section presuppose that the school does in fact seek to develop a shared vision. The key word in the phrase "shared vision" is the word "shared". The reality is that everyone in a school has a vision of what they think the school should look like and the kinds of things it should do. The problem for schools is not the lack of vision, but that there are probably several visions all strongly held and all competing with one another.
Educators need to develop the internal capacity to engage in inquiry and advocacy based upon the norms of collegiality. This attitude leads to the ability to develop a shared understanding of "current reality". It is only then that those who work in schools will be able to sit down and create a "shared vision" of what they want the school to look like and what they want it to accomplish.
Rethinking the Role of Leadership
Senge (1990) states stating that many of the problems that face organizations can be traced to the lack of leadership. W.E. Deming (1988), leading advocate for Total Quality Management (TQM), is even more adamant about this point. He states that 85-90% of the problems that an organization experiences are due to the lack of leadership. There is little reason to think that education is any different. If significant changes in schools are to occur, then it is imperative that those who are responsible for providing leadership in education possess the vision, knowledge, and skills that are needed to bring about that transformation.
During the past sixty years the role of school administrators has undergone changes which parallel those that have occurred in how we view the role of leadership in organizations generally. Beginning in the 1930's and extending into the 1960's school administrators were expected managers to provide the technical skills that were needed to run schools as hierarchically structured, rationally organized, bureaucracies. This view of "leadership", copied from business and industry, was driven by the belief that schools were similar to business organizations and that the way to improve them was to introduce was to apply the same managerial skills that appeared to be working so well in business and industry. Fundamental to this view was the belief that there was a clear distinction between leaders and those who were being led. Those at the top of the organization (principals and central office administrators) gave the orders and those at the bottom (teachers) followed the orders.
In the 1970's organizational theorists, partially in reaction to the concept of leader as manager began writing about and promoting the great man view of leadership. According to this view, the organizations that were most successful were those that were led by someone who possessed the managerial skills described earlier and a also possessed a clear vision of where the organization ought to go, and who made the decisions that guaranteed that it would get there. Simply put, this model of leadership was the "great man" theory of leadership. In education this view was particularly evident in schools of thought which argued that if a school or district was not successful(however success was defined) it was the fault of the leader because it was the administrator's sole responsibility to insure the success of the organization. What is now painfully clear is that in organizations that are as loosely coupled as schools such a view of leadership, while heroic, is not appropriate.
Recently a different perspective about leadership has evolved. This new notion of leadership is based upon a recognition that not only are we no longer a manufacturing economy, we are not even a information based economy. Rather we are becoming a knowledge production economy and the organizations that will be most successful in the future will be the ones who possess the capacity to access information and use it to produce new knowledge. In education this has led to the realization that schools also need to become places which the same kinds of activities occur. In essence, schools need to become learning organizations in which everyone is a learner. This new model of education requires a different kind of leader that possesses skills that are substantially different than either of the previous models of leadership (Senge,1990; Sergiovanni, 1992).
Senge proposes that in learning organizations the leader's "new work" should include a commitment to:
being the organization's architect;
providing stewardship; and
being a teacher.
Leader as Architect: To explain why leaders need to be architects, Senge uses the analogy of trying to turn a large ship. He asks the question: Who is most important in ensuring that it can be turned successfully? The captain, the first mate, the navigator, or the engineer down in the engine room? Senge suggests that the single most important person in making sure that a ship can be turned successfully is the architect who designed the ship. If it is not well designed it will be virtually impossible to maneuver. Such a ship, regardless of its other features, will be virtually useless. It is vital that the design be done with a clear understanding of the "ship's" purpose. If the purpose of schools is to provide a quality education for all students, then leaders need to design the organization with that purpose in mind. There is considerable evidence that schools as currently designed are not operating in the best interest of either the students they seek to educate or the people who work in them. This is certainly the case in our urban schools.
If, as Senge suggests, many of the conditions that impact organizations are beyond their control perhaps what is needed is to transform organizations. Nowhere is this more true than education. The factors and conditions that led to the present organization structure of schools no longer exists. What is needed is the fundamental transformation of schools as we know them so that they can be more responsive. If this is so, then leaders have a responsibility to get on with it.
Leader as Steward: The second dimension of leadership is that of providing stewardship. By stewardship Senge means that someone (or perhaps some group) within the organization needs to accept responsibility for ensuring that everyone who works in the organization is clear about why it exists. In schools, much lip service is given to the belief that "All children can learn". In the learning organization Senge describes we need to go beyond just viewing students as learners and begin to think of everyone who is connected with the school as a learner. As Sarason (1991) has stated we will not be able to create the kinds of conditions that we need for students until we are committed to creating the same kinds of conditions for our teachers. Such a vision is very different from how schools have been organized in the past. As steward it is important to make sure that this new vision be put into practice and that the decisions that are made on a day-to-day basis be consistent with such a vision.
The act of stewardship means being entrusted with the responsibility for something. In education, one cannot assume that everyone has a clear picture of the school's purpose; therefore, the act of providing stewardship of this new vision is critical.
Leader as Teacher: The central premise of The Fifth Discipline is that the successful organizations that will exist in the future will be those in which everyone is a learner. There is a powerful message here for education. If we are truly committed to learning for all, the word "all" has to mean just that--everyone.
For schools to become learning organizations, the school's leader(s) must accept responsibility for creating conditions that promote and enhance that learning. Principals must create opportunities for teachers to acquire information about what is occurring in the school and engage them in finding solutions to the problems that occur. A fundamental difference between the old view of leadership and that proposed by Senge is that the leader has a responsibility to create opportunities for teachers to learn about current research and apply that research in their classrooms in an environment that promotes learning. Perhaps most important of all, principals need to create a climate that promotes risk taking and eliminates the fear of failure. If these things can be done successfully schools will then possess the capacity to develop a shared vision about what needs to be done and engage in the kinds of activities that are needed to make their shared vision a reality.
Implications for the Year 2050
There is little doubt that if the America is to be successful in bringing about the kinds of changes that are needed it will be unable to do so by "rearranging the deck chairs on the educational Titanic". As we approach the year 2050 the kinds of changes that are called for will only occur as a result of the complete transformation of public education. It must break with the belief that the purpose of education is to promote the acquisition of basic skills and it must move towards the belief that schools have a moral and ethical, as well as economic, responsibility to transform schools into learning organizations.
Learning organizations will be places in which the activities that occur are based, not upon traditional views of knowledge and learning, but rather upon what is now known about how the brain functions and the kinds of conditions under which people learn most successfully. Learning organization must be organized in ways promote the belief that everyone is a learner and they must create those kinds of conditions that promote learning for everyone.
What does this mean for school administrators? In The Fifth Discipline (1990) Senge describes one of the five "disciplines" as personal mastery. By personal mastery the author means that before someone can provide leadership for others they must possess a clear personal vision for themselves and they must be clear in their own mind about what the fundamental beliefs that drive that vision. It is important to note that Senge does not suggest that personal mastery is just something for those who are "in charge" of the organization. For Senge, leadership is not based upon one's place within the organization, and personal mastery is something that everyone, regardless of their position ought to strive for. Before you can provide leadership to anyone you must be clear in your own mind about what it is that is important to you.
While Winnie-the-Pooh is a children's story it also describes the professional lives of many administrators. The transformation of American education will not occur until and unless those who are responsible for America's schools stop bump, bump, bumping along and take the time to really think about the kinds of changes that are needed. If they do, they will come to realize that schools, as presently organized and operated, are incapable of addressing the needs of the students (or the teachers) and that a fundamental transformation of American education is needed.
The transformation of American education does not suggest a diminished role for school administrators. It does suggest that what it means to be a leader needs to be fundamentally altered.
The only way that the children who attend school in the year 2050 will be assured of receiving the kind of education they need and deserve is if we ask ourselves if the schools we seek to create are based upon a vision of the future or of the past. As educators we have a responsibility to embrace a view of education and of educational leadership that will make such a vision a reality for those children.
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About the Author
Jerry Bamburg is Director of the Center for Effective Schools at the University of Washington. He can be reached at (206) 543-3999, or via e-mail at firstname.lastname@example.com.
Copyright © 1997 New Horizons for Learning, all rights reserved.
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