text:
Start a Trial
Sign in
Historical Events
Family Trees
Become a Member
Become a Member
Winona Republican Herald Newspaper Archives
February 15, 1952
- Page 1
First Name
Last Name
With All of the Words
With the Exact Phrase
Go to advanced search
Discover Your History
Issue Date:
Friday, February 15, 1952
Pages Available:
Previous Edition:
Thursday, February 14, 1952
Next Edition:
Saturday, February 16, 1952
Winona Republican Herald
Publication Name:
Winona Republican Herald
Winona, Minnesota
Pages Available:
Years Available:
1947 - 1954
Learn More About This Publication
2.17+ Billion Articles and Growing Everyday!
More Than 400 Years of Papers. From 1607 to Today!
Articles Covering 50 U.S.States + 22 Other Countries
Powerful, Time Saving Search Features!
Find Your Ancestors Now
Newspaper Archives
Birth Records
Census Records
Marriage Records
Death Records
Divorce Records
Military Records
View Sample Pages : Winona Republican Herald, February 15, 1952
Page 2
Page 3
Page 4
Page 5
Page 6
Page 7
Page 8
Page 9
Page 10
Page 11
Get Access to These Newspapers
Plus 2.17+ Billion Other Articles
NewspaperARCHIVE.com -
Used by the World's Finest Libraries and Institutions
OCR Text
Winona Republican-Herald, The (Newspaper) - February 15, 1952, Winona, Minnesota Cloudy Tonight And Saturday; Temperatures Same Dial Winona 3322 To Place Your WANT AD VOLUME 51, NO. 306 FIVE CENTS PER COPY WINONA, MINNESOTA. FRIDAY EVENING, FEBRUARY 15, 1952 Million at Funeral for George VI TODAY Decision Expected April 12 By JOSEPH and STEWART ALSOP WASHINGTON Both Republi- cans and Democrats are waiting so anxiously for the President's decision about running again that anyone can get a headline, nowa- days, who has been to the White House and will speculate for quo- tation. Evidently, however, the guessing game is going to continue for some time yet. At any rate, April 12 is the date currently fav- ored by the President for announc- ing his political intentions. April 12 is, of course, the seventh anniversary of Franklin Delano Roosevelt's death and, by the same token, the seventh anniversary of Harry S. Truman's swearing in. The President's purpose, clearly, is to make an anniversary state- ment, including the grand disclos- ure. As of today, moreover, despite the number of- Democratic politi- cians who say for publication that they think the President is going to have to run, the signs still are that he win not do so. Significant- ly enough, for example, he has caused soundings to be made in the three giant states, Illinois, New York and California, as to the ac- ceptability of Illinois Gov. Adlai Stevenson as Democratic standard- bearer. The aim of the Illinois sounding was simply to discover whether Stevenson's home-state organiza- tion was behind him. Despite the difficulty of finding another Guber- natorial candidate, the Illinois Democratic leader, Jake Arvey, is in fact a strong supporter of Stev- enson's nomination for the Presi- dency, assuming Truman does not want it. The returns from New York and California are also un- derstood to have been highly fav- orable. In New York, indeed, State Chairman Paul Fitzpatrick placed Stevenson at the head of his list of possible replacements for the President, even before the Truman- Stevenson meeting a couple of weeks ago. Human Thing to Do Presidents do not take soundings about the acceptability of succes- sors, unless they are very strongly inclined to hand on the poisoned chalice. The more human thing for a President to do, even if he does not choose to run again, is to cite all the reasons why no one else can conceivably handle the job well. Hence these recent Pres- idential inquiries strongly tend to confirm the reports that the Pres- ident wants no third term, and is inclined to give the nod to the Il- linois Governor. Yet it would be very foolish to ignore the fact that the President will have innumerable opportun- ities to change his mind again be- fore April 12 comes around. Take, for example, the New Hampshire primary. On the one hand, it is complete eyewash, as the Presi- dent himself might say, that his entry into this primary casts any light on his present intentions. What happened was simple. When the President scornfully re- fused to enter his name in New Hampshire, and Sen. Estes Kefau- ver jumped into the contest, there was immediate danger of Kefauver winning, on the rule that "You can't beat somebody with nobody." New Hampshire Democratic Na- tional Committeeman Emmet J. Kelley and all the other state lead- ers were on the official delegate slate. Finding themselves threaten- ed with repudiation in the primary fight, they prayed the President to change his mind, promising him victory. Their prayers were sup- ported by Democratic Chairman Frank McKinney and former Navy Secretary John Sullivan, and the President therefore entered his name. Entry Meaningless On the other hand, although the President's entry is meaningless, the outcome of the New Hampshire primary may conceivably influ- ence the President strongly. Tru- man dislikes the idea of Sen. Ke- fauver getting the Democratic nomination almost as much as he dislikes the idea of Sen. Robert A. Taft winning the Presidency. The New Hampshire official delegate slate, pledged to Truman, is sup- posed to be fairly safe to win. There is more doubt, however, about whether Truman will do so well in the preference primary that is held at the same time. And. if the New Hampshire Democrats should give the edge to the detest- ed Kefauver in this rather mean- ingless voting, the President is quite capable of getting his dander up and deciding to run again after all. There are a good many other pieces to fit into the Democratic jigsaw puzzle. For instance, the friends and supporters of Sen. Rob- ert S. Kerr, of Oklahoma, are now claiming that the President has (Continued on Page 11, Column 4) ALSOPS Critically Injured, Edward Griffin, La Crosse, lies beside his wrecked automobile awaiting an ambulance which took him to the Winona General Hospital following a collision on Highway 61, near 9 Lamoille, early today, injured in the crash. The driver of the other car was fatally Republican-Herald photo Congress Cool To New Powers For Morris Quiz WASHINGTON H) Truman's request for far-reaching investigative powers for Newbold Morris, his government cleanup prosecutor, today faced prospects of rough going on Capitol Hill. Key lawmakers were quick to term it "unprecedented" and "a complete departure from establish- ed practice." So far as could be determined, Congress was being asked for the first time to cloak an individual in the executive branch with vir- tually unlimited subpoena pow- ers, and the tremendous added authority to grant witnesses im- munity from prosecution. The sweeping proposal, certain to run into congressional snags, states in effect: Where it is "necessary to the public witnesses may not be excused from testifying or pro- ducing records on grounds of self- i incrimination and subjection to i possible criminal prosecution. But jwhen compelled to testify, after claiming constitutional privileges against self-incrimination, the wit- ness shall not be prosecuted. The only power to enforce testi- mony used by congressional com- mittees is the power to cite a wit- ness for contempt and this is sub- ject to approval by the whole House or Senate. It was said, after a quick check, that not even in the Teapot Dome hearings of the 1920s did Senate staff investigators have the power to subpoena outside the govern- ment. Chairman Celler (D-NY) to whose House Judiciary Committee the President's request is referred, called Mr. Truman's proposal "reasonable, but I want to be sure the Judiciary Committee doesn't want to go overboard." Rep. Keating who spon- sored a separate House investiga- tion of the Justice Department, quoted Morris as saying he plans to investigate the Justice Depart- ment and the attorney general's office first. Keating added: "It would be quite improper for him, as a special assistant attorney gen- eral, to be given the power to grant immunity to his own boss." Crash Injuries Fatal to Soldier LAMOILLE, Minn. Camp McCoy sol- dier died at the Winona General Hospital at a._m. today of injuries suffered in a two-car collision three miles south of here on Highway 61 early today. Five other persons were injured, one of them ser- New Attempt At Peace in Korea Planned MUNSAN, Korea Truce ne- gotiators will hold an important full dress session tomorrow to hear a new Communist proposal for a iOUSlDead as a result of the accident is 20-year-old Cor- Korean poral Jackie C. Richards, a veteran of service in Korea, 2nd Soldier Killed SPARTA, Wis. Corporal John E. Russell, 27, of Camp McCoy was killed instantly when his ear collided head-on with a semi-trailer at a.m. today. Monroe County authorities said the soldier was driving alone when the accident occur- red a quarter of a mile east of Oakdale on. Highway 12. Tha driver of the truck, Robert T. Hall of Chippewa Falls, was treated for head cuts but was not seriously injured. The soldier is survived by his widow in Cincinnati, O. St. Paul School Head Says If Pays To Seek Education SHAWANO, Wis. "Educa- tion is not an expense but an in- vestment which pays off high divi- Dr. Forest Connor, super- intendent of schools at St. Paul, Minn., said Thursday. A former head of Kenosha schools, Dr. Connor told a regional meeting of the Wisconsin Associa- tion of School boards "there is a definite and constructive relation between educational progress and business prosperity." He cited U. S. Chamber of Com- merce figures to show that the av- erage lifetime earning power of a man with an elementary education is while that for high school and college graduates is and respectively. Hunt Wants Civilian Control Over UMT WASHINGTON Sen. Hunt (D-Wyo) said today he will insist that the civilian com- mission supervising universal military training "have com- plete control over all UMT budgets and spending." "We must have strong civ- ilian controls over UMT if it is to Hunt told this re- porter. "Everyone knows that the man who pays the fiddler calls the tunes." Both Hunt and Chairman Russell (D-Ga) have predicted approval by the Senate Armed Services Committee of a to put the broad compulsory military training of 18-year- olds into operation; probably later this year. Russell completed 12 sessions of public hearings late yester- day and announced the com- mittee will begin closed-door sessions next week to thresh out numerous controversial features of the program. i Vice Adm. C. Turner Joy, chief whose home is listed as Svea', JU. N. negotiator, returned today Minn. Corporal Richards died nine hours after his automobile had been struck broadside by a car driven by Edward Griffin, 45, La Crosse. Five occupants of the Griffin car were injured and three are still confined in the hospital today. They are: Mr. Griffin, whose condition is described as "serious." He suf- fered chest and possible internal injuries, multiple fractures of the arm, severe leg cuts and other in- juries. Mrs. Griffin., 45. She is re- ceiving treatment for multiple cuts and bruises. Examinations are be- ing made to determine whether she suffered other injuries. Thomas Griffin, 23, a son of the Griffins, whose face was se- verely bruised and cut and who complained of chest injuries. Miss Blanche Mason, 29, La Crosse, was released from the hos- pital after receiving first aid treat- ment for severe leg lacerations and bruises. Wynn Virgin, La Crosse, escaped with only relatively minor cuts and bruises and did not require hospi- talization. Watch Hands Stopped Sheriff George Fort said that a wristwatch worn by Corporal Rich- ards was found near the accident site and its stopped hands indicat- ed that the crash occurred at a.m. The sheriff said that as yet he I has been unable to determine the exact cricumstances of the acci- dent, and complete details probably won't be obtained until 'Griffin's condition permits Sheriff Fort to interview him at the hospital. Griffin was driving. The sheriff, who received the first report of the accident at a.m., said that Tom Griffin, who was riding in the front seat of the car with his father, told the sheriff only that "the soldier's car was parked on the highway." He was unable to explain why the Griffin car struck the other automobile broadside. Sheriff Fort learned that the Griffin party had attended a party at the Oaks, at Minnesota City, earlier in the evening-and was re- turning to La Crosse at the time of the accident. Soldier on Pavement When Sheriff Fort and Deputy Sheriff Helmer Weinmann arrived at the accident scene, the Griffin car was standing on the highway, virtually straddling the center line and facing Winona. Richards car, also facing toward Winona, was on the shoulder of the (Continued on 3, Column 2) CRASH from Tokyo where he has confer- red for two days with Gen. Mat- thew B. Ridgway and two high ranking officials from Washington. Staff officers working on prison- er exchange plans reported some slight progress Friday. The ses- sion on truce supervision marked time. Col. Don O. Darrow said it looked as though the Reds were stalling until after Saturday's plen- ary session. There has been no hint as to what the Communists will suggest in their new plan for a post-armis- tice peace conference. Previously the U. N. agreed to talk about the withdrawal of for- eign troops from Korea and a final peace settlement, but rejected a Red proposal to discuss other Asian problems related to Korea. Joy conferred in Tokyo with Gen. John E. Hull, army vice chief of staff, and U. Alexis Johnson, dep- uty assistant secretary of state for the Far East, as well as with Gen, Ridgway. Hull denied bringing in- structions from Washington, but there was speculation that the two officials might be taking a hand in Murray Charges U.S. Steel is Provoking Strike Says Company Would Then Raise Prices the stalled truce talks. Col. George W. Hickman said staff officers discussed the new nine-point Communist plan for ex- changing prisoners. He said that except for the basic disagreement over voluntary repatriation only disputes over wording separate the two sides now.. The Reds are holding out for the forced repatriation of all prisoners while the U. N. insists on giving each man a choice. The staff officers aren't even dis- cussing the key issue in the truce supervision the Communists have the right to build and repair military airfields in North Korea during an armistice. 3 Women'Couriers' To Sell Democrats WASHINGTON The Demo- crats today appointed three wom- en "couriers" to sell the party to women voters in this election year. India Edwards, vice chairman of the Democratic National Com- mittee and director of the wom- en's division, said Vice-President Alben Barkley. suggested the proj- ect. The three "couriers" will spend a month here at the party's na- tional headquarters. Then they'll tour the nation. The .three experienced speakers and party workers are Elsie Jen- sen of Los Angeles; Mrs. Carolyn Moore of Franklin, Ky., and Mrs. Jane Schmidt of Rockford, UL NEW YORK Philip Murray, president of both the CIO and the CIO United Steelworkers, accused the steel industry today of trying to provoke a strike or threat of a walkout to get "unjustified price increases." Murray made his charge in a prepared statement as he opened the union's rebut- tal before a Wage Stabiliza- tion Board panel seeking to settle a wage-contract dispute and avert a threatened Feb. 23 strike. The CIO chief said: "I accuse the steel industry of deciding in ad- vance not to en- Phil Murray gage in real collective bargaining; seeking to provoke a steel strike or the threat of a steel strike, in order to place additional pressure on the United States government for new and completely unjustified nrice increases." The union's basic steel workers are demanding an cents an hour wage boost, a guar- anteed annual minimum wage and other benefits, including a union shop to replace an existing main- tenance of membership clause. Murray said these demands can be granted without price increases and without "any undue burden or unfair strain" on the industry's ability to earn fair profits. He further contended that the-in- dustry has failed "to make a single step toward honest, responsible agreement since company-union negotiations opened last Nov. 27." A three-day WSB hearing, start- ing Jan. 10, was held in Washing- ton. Panel hearings started here Feb. 3. The hearings are scheduled to end tomorrow, with manage- ment reserving the right to enter rebuttal testimony today and to- morrow. Murray charged the industry with using a "propaganda bar- rage" against the "just grievances and legitimate requests of the steel workers." "Our request for a moderate wage increase becomes distorted in the minds of these industrial he said, "into a de- vice for bankrupting either the steel industry or the U. S. govern- both. "The truth of the matter is that these men who have used the pop- ular, and justified, fear of infla- tion to try to launch a propaganda campaign against our legitimate demands have never given whole- hearted support to the govern- ment's fight against inflation." Family of 4 Perishes SOMERVILLE, Mass. W> A family of four, the parents and two children they apparently tried to save, perished last night in a fire that damaged four tenement build- ings. The body of Anthony Carcarro, 52, was found with that of his daughter, Jeanette, clutched in his arms. Mrs. Eva Carcarro, 35, was found dead near the body of a son, Richard. Mac's Korea Plans May Be Asked if Talks Fail, Claim KENOSHA, Wis. Glenn Davis (R-Wis) said Thursday night if Korean truce talks fan Gen. Ridgway will have to advocate the same policies that cost Gen. Mac- Arthur his command. "If there's a renewal of full- scale operations in Korea, I'll wager that Gen. Ridgway's voice also will be raised against a hand- tied-behind-the-back policy dictat- ed by arm chair strategists of the United Nations and our State De- partment, just as Gen. MacAr- thur's voice was raised in pro- Davis stated. The Waukesha Congressman, speaking at a Kenosha County Lin- I coin dinner, declared the American people "justifiably have lost con- jfidence in our wavering so-called 'leadership in foreign affairs." New German Army Plan May Soothe French LONDON Big Three for- eign ministers pushed new propos- als today for West German rear- mament in a move to win French approval and save the French gov- ernment from falling. French Premier Edgar Faure has staked his regime's life on a National Assembly vote of confi- dence Saturday on the question of bringing German soldiers into the projected European army. The Germans are demanding ad- mission to the over-all defense set- up, the North Atlantic Treaty Or- ganization and satisfac- tion of their claims to the Saar if they join the projected Eu- ropean army. Some French lawmakers, fear- ful of a rebirth of German aggres- sive militarism, are balking. To work out of the crisis, U. S. SecretaryofState, and French For- e i g n Minister Anthony Eden Robert Schuman met last night with Foreign Secre- tary Anthony Eden at his home. Officials reported they had before them a new compromise Army plan drafted by the 12 deputies of NATO. The ministers hoped it would give West Germany a voice in NATO and still keep enough control over her to reassure the French. Under the scheme: 1. The projected European army council would have unitary or cor- porate membership on the NATO council. 2. The two councils would meet in joint session. WEATHER FEDERAL FORECAST Winona and Vicinity Consider- able cloudiness tonight and Satur- day. No important temperature change. Low tonight 24, high Sat- urday 34. LOCAL WEATHER Official observations for the 24 hours ending at 12 m. today: Maximum, 34; minimum, 20; noon, 30; precipitation, none; sun sets tonight at sun rises to- morrow at I Additional weather on Page 9. Body Buried in Tomb of Kings At Windsor Representatives Of Many World Powers Attend WINDSOR, Eng. said farewell to George VI today in a great outpouring of sorrowful grandeur, and buried him here at Windsor with a hymn of triumph- ant faith. Elizabeth II, a queen at 25, led the nation's final homage to her father. For 2% hours she rode in a horse-drawn carriage behind the coffin to the dirge of 10 bands, while more than a million Britons, packed tightly along the chill streets of London, bowed in rev- erence. Then she entrained for Windsor with the body and saw it laid to rest in a crypt of royalty already holding George III and nine other sovereigns. Mary Stays in London The king's mother, Mary, stayed in London with the weight of her 84 years, and waved her farewell from a window of Marlborough house. But the widowed Queen Mother Elizabeth was here with the Princess Margaret to hear the choir sing the hymn she and the new queen had chosen a hymn of victory, often sung at Easter: "The strife is o'er, the battle done; "Nmv is the victor's triumph, won." The Archbishop of Canterbury voiced the commital the Church, of England assigns to king and commoner alike: "Earth to earth, ashes to ashes, dust to dust, in sure and certain hope of the resurrection to eternal life." A slab of stone had been laid aside in the floor, and the oak coffin was lowered slowly to the side of the body of the king's brother, the first Duke .of Kent, killed in a wartime air crash. Windsor in Line Representatives of nations around the globe joined royalty, nobles and lords in the funeral at St George's Chapel of Windsor Palace. There was the Duke of Windsor, who was a king himself when he laid George V to rest here 16 years ago. There were Win- ston Churchill, the servant of four sovereigns; there were seven sov- ereigns from other countries, Sec- retary of State Acheson represent- ing President Truman; and ambassador of the Soviet Union. There also, was Gen. Dwight D. Eisenhower, who led Britons as well as Americans against the Nazis while George VI stood unflinching beside his people in this island Hitler coveted. And by the turn of time, the dignitaries invited to the funeral included the chancellor of a new Germany. Britain and all the Common- wealth fell silent for two minutes at 2 p.m., the hour of the funeral. Then thousands turned to their radios to. hear the service. Earlier, the street processions had been seen on television. Millions Along Route In London, more than a million people from all walks of life, had watched in reverent silence as 150 white-gaitered British sailors drew the king's coffin, mounted on a gun carriage, from Westminster Hall to Paddington station. As Queen Mary waved her fare- (Continued on Page 9, Column i) KING The Imperial Crown, orb and sceptre, and the queen's wreath rest atop the draped coffin of King George VI as the gun carriage bearing the monarch's body is drawn by Soyal Navy sailors along London's Edgeware' Road. Ther' coffin is draped with the Royal Ensign flag. Wirephoto to The Republican-Herald.) ;
About Us
Contact Us
Free Newspaper Archives
© Copyright 2017 NewspaperARCHIVE.com. All rights reserved.


text: Why to Involve Teachers in the Process of Language Curriculum Development? Dr. Asuman Cincioğlu İstanbul Üniversitesi Yabancı Diller Bölümü [email protected] ÖZET Yabancı dil müfredat geliştirme sürecinin olmazsa olmazlarından biri temel paydaşlar olarak öğretmenlerin tüm basamaklarda etkin katılımının sağlanmasıdır. Öğretmenler aynı zamanda uygulayıcılar oldukları için kuramı uygulamaya dönüştüren kişilerdir ki bu da onların yabancı dil müfredat geliştirme sürecinin karar verme aşamasında olmalarını gerektirir. Bu çalışmanın amacı müfredat geliştirme sürecinde öğretmenlerin katkılarının önemini vurgulamak ve müfredat tasarlanırken her bir basamakta öğretmenlerin görev ve sorumluluklarının neler olduğunu tartışmaktır. Bu amaç doğrultusunda, öncelikle "müfredat" tanımları anlamları ayrıştırılarak açıklanacak, dil müfredatı tasarlanırken izlenen basamaklar sunulacak. Makale bir okul müfredatı çalışmalarında derse giren öğretmenden neler beklendiğine yönelik tartışma ile devam edecektir. Sonuç bölümünde öğretmenlerin neden dil müfredatı geliştirme sürecinde olması gerektiği gerekçelendirilecektir. Anahtar sözcükler: Müfredat geliştirme, müfredat geliştirme sürecinde öğretmenin rolleri, müfredat geliştirmede paydaşlar, karar verme mekanizmaları, kurumsal yapı, yabancı dil öğretiminde işbirliği. ABSTRACT One of the prerequisites of language curriculum development process is to enable the active participation of teachers as the primary stakeholders in all the stages. Being the practitioners, teachers are the ones who transmit theory into practice, which necessitates them to be in the decision-making process of language curriculum development. The aim of this studyis to emphasize the prominence of the contribution of teachers to curriculum development process and discuss the roles and responsibilities of teachers in pertinent to each step while designing curriculum. To this end, first the definition of "curriculum" will be clarified, differentiating its meaning, then the steps to be taken while designing language curriculum will be presented. The article will go on with the discussion of what is expected from classroom teachers in the studies of a school"s curriculum. In the concluding part, why to involve teachers in language curriculum development process will be justified. Key words: Curriculum development, teachers" roles in curriculum development process, stakeholders in curriculum development, decision-making mechanisms, organizational structure, collaboration in language teaching. 26 1. INTRODUCTION Language curriculum development process requires the participation of different stakeholders as teachers, students, administrators, curriculum managers, materials and test developers. All stakeholders with their diverse roles and perspectives add varied features to the process; teachers by being both the planner and doer provide the implementation of the process, so their views and work are to be taken into consideration during the whole stage. It is true that students are the reason for all the processes taken; Earle Chaffee and Sherr (1992:82) express that learners are the ones whose views should be taken in the process of curriculum implementation in order to investigate the gap between the published curriculum and the real curriculum which is "represented in students" transcripts"; in this way, according to them, it might be possible to "track the "real" curriculum on a flow chart" in order to determine what is needed for improvement in the process. However, without teachers" help it is not ultimately possible to reveal students" needs on the grounds that teachers are the ones who spend the most time with students. The success of the whole work of administrators, curriculum managers, materials and test developers also depends on teachers as they act as a bridge between what is planned and what will be obtained as a result of the implementation process. In this article, the reasons behind involving teachers, who are primarily responsible for implementing the curriculum, in curriculum development process will be discussed. To this end, first what is meant by "curriculum" and "curriculum development" as terms will be clarified, especially in relation to teachers" roles and responsibilities in actualizing what is stated in the definitions of "curriculum" and "curriculum development". Moving to the requirements for including teachers as stakeholders in curriculum development process will be the next step where these reasons are listed. Then, teachers" roles and responsibilities as participants of this development process will be discussed in parallel with the related steps. 2. TEACHERS AS ACTIVE PARTICIPANTS IN LANGUAGE CURRICULUM DEVELOPMENT PROCESS 2.1 Defining Key Terms of Curriculum Development Process Before identifying the roles and responsibilities of teachers, what is meant by "curriculum" and "developing curriculum" will be considered in relation to teachers" places in them. According to Bobbitt (1924), "curriculum" may be defined in two ways; "it is the range of experiences, both indirect and direct, concerned in unfolding the abilities of the individual, or it is a series of consciously directed training experiences that the schools use for completing and perfecting the individual". Taba (1962) defines "curriculum" as "all of the learning of students which is planned by and directed by the school to attain its educational goals". To Tyler (1957), it is "all of the experiences that individual learners have in a program of education whose purpose is to achieve broad goals and related specific objectives, which is planned in terms of a framework of theory and research or past or present professional practices" (Bobbitt, 1924; Taba, 1962; Tyler, 1957 cited in Wiles & Bondi, 2007:2,3). What is common in these three fundamental definitions of curriculum is that curriculum is "planned" and is the whole of "experiences". 27 The definitions for "curriculum development" also vary, especially depending on the period they are being defined. Johnson describes it as "all the relevant decision-making processes of all the participants" (Johnson, 1989:1, cited in Segovia & Hardison, 2009:154). Graves (2008:147) describes it as "the processes and products of planning, teaching and evaluating a course of study or related courses". Nunan (1988:10) describes it as "the systematic attempt by educationalists and teachers to specify and study planned intervention into the educational enterprise". To continue with the procedure followed in developing curriculum, it is seen that throughout its history, starting with Franklin Bobbitt"s Curriculum, "curriculum development process" has been enriched. Tyler came up with four basic steps: aims and objectives, content, organization and evaluation (Tyler, 1949, cited in Richards, 2001). Taba in 1962 came up with the following system of curriculum development: 1. Diagnosis of needs 2. Formulation of objectives 3. Selection of content 4. Organization of content 5. Selection of learning experiences 6. Organization of learning experiences 7. Determination of what to evaluate and means of doing it (Taba, 1962: 12, cited in Ibid., p.8) Taba"s model launches with the identification of "needs", which will be leading in setting objectives. Besides, how the evaluation will take place is to be determined and included in the plan proposed for curriculum development. Moving on chronologically, it is seen that Nunan (1988) in his "learner-centered curriculum" contributes to the field by adding innovative touches to the curriculum development process: 1. Pre-course planning procedure (Needs analysis, grouping learners) 2. Planning content (Setting objectives and planning and grading the content) 3. Methodology (Selection of the method) 4. Material design 5. Evaluation What is new in Nunan"s model is that the process of collecting information about learners is carried out both by advisors before the courses start and via the interaction of students and teachers within the process; however, in traditional models, objectives are set before the courses start and teachers and learners get to know each other. In a learner-centered curriculum there is also an on-going evaluation process which lets teachers make a revision and/or a change when necessary. Moreover, in traditional planning models evaluation takes place only when the course has finished whereas in a learner-centered one, as Nunan (1988) also says, evaluation takes place at the 28 every stage of the learning process; in addition, learners share the responsibility of the teacher by getting involved in this process. In line with the emergence of new theories and innovative approaches in the field, what is understood by "planning, teaching and evaluating" has continued to change or expand. As seen in Figure 1, which depicts the language curriculum development model proposed by Richards (2001), more steps are added to the process, and in today"s curriculum development system all the steps to be taken should be integrated. Figure 1: Richards"s (2001) view of curriculum development as drawn by Storey (2007) Although the cycle is similar to the one followed in a "learner-centered curriculum", Richards in his model adds new perspectives and steps into the process. First of all, in addition to needs analysis, situation analysis is required to be carried out before planning goals and learning outcomes of the program. After the goals and outcomes are determined and the syllabus is designed, the ways of improving teaching are investigated. Here it is essential to take into consideration institutional, teacher, teaching and learner factors; for instance, as part of analyzing institutional factors in the process of language curriculum development, institutions should consider whether they are physically equipped to be able to implement that curriculum, whether the teachers working in that institutions are professionally well developed to be able to realize the planned curriculum. The next step to be devised is selecting and /or preparing the materials; as the last step, curriculum is evaluated; however, it should be highlighted that curriculum is not only evaluated at the end of the process; evaluation is continually made within the process with the integration of other steps. Actually, all the steps in Richards" model are to be considered in an integrated way. Being the ones who will transmit what is planned to teaching, teachers are the foremost stakeholders of this curriculum development process. Johnson"s definition lets us draw a conclusion that teachers are one of the leading participants who can contribute to "decision-making processes" (Johnson, 1989:1, cited in Segovia & Hardison, 2009:154). In reference to Graves"s (2008:147) description, it can be concluded that teachers are the ones who will determine and implement "the processes and products of planning, teaching and evaluating a course of study or related courses". Nunan (1988:10) names teachers as curriculum planners who will "specify and study planned intervention into the educational enterprise". Therefore, it is indispensable to involve teachers 29 -the head actors- in the process of planning, implementing and evaluating teaching as well as the other stakeholders -directors, students, scholars, professionals, etc.- that should be in the designing process. Moreover, in parallel with what Richards titles as "providing for effective teaching", the institution is responsible for providing the necessary training for teachers in order that they can plan and implement the new curriculum; otherwise, teachers will not be able to raise awareness of the related curricular innovation. 2.2 The Reasons for the Active Involvement of Teachers in Language Curriculum Development Process What is a must if an institution wants to come up with a commonly praised and obviously successful curriculum is making teachers be actively involved in every step of curriculum development process. Among the numerous reasons for this requirement, the following ones can be counted to emphasize the prominent role of teachers in language curriculum development process. As an organizational structure, organic systems are more desirable in today"s educational system (Richards, 2001; Rowan, 1998; Tosi & Hammer, 1985); in terms of making curricular decisions, organic systems necessitate "shared decision-making mechanism" to be adopted as a principal. Teachers, who transfer the decisions to the aspect of students putting theory into practice, must be within the decision-making team. Teachers having the knowledge and class experience must contribute to the process by conveying their ideas and transmitting know-how; they must be in the planning stage of what they are going to implement. Teachers and students have their own "perceptions of problems and issues in their classrooms, schools, and professional lives" and thus "teachers have a right to have their voices heard in creating the curriculum" (Beane & Apple, 2007:20). The other point to be highlighted is that teachers are the ones who have been acquainted with both the prevalent school culture and the physical conditions of that school and thus able to analyze whether the related innovation to the curriculum will work in their institution or not. Teachers share and experience the school culture, and they have the power to change the prevailing system into the desired new one; if one can do it, it is the teachers because if the change is not approved and adapted by the teachers, it does not last long. According to Kosunen and Huusko, teachers and "the educational dialogues" among them direct the curriculum process; what tasks will be done in the school, new teaching and learning ways, "teachership" are all through the involvement of teacher community (Kosunen & Huusko, 2002: 238). Knowing the local conditions, basically their school itself, teachers are more likely to find out what can be done in that local context. Teachers are the ones who can detect and compensate the problems and deficiencies in a curriculum (Richards, 2001); this provides "a backwash possible from the classroom to the curriculum" (Candlin & Rodgers, 1985:104), which makes teachers come up with constructive ideas in designing and revising a curriculum. What is more, they can contribute to the emergence of curriculum development models; to give an example, that the specialists in the field come up with different kinds of curricula: "planned and unplanned (the hidden curriculum)" is the result of the feedback provided after teachers" and administrators" recognition of the differences among learners (Wiles & Bondi, 2007:3). To obtain success in implementing curriculum depends on teachers" knowledge, awareness and active participation during the whole process; new curriculum models, especially, necessitate it (Ricento & 30 Horrnberger, 1996). In product-oriented curricula -for example- "learning is hindered by the fact that the needs and priorities of learners and the teacher are usually hidden from each other, and often in conflict" (Wette, 2011: 137). In such a model of curriculum, teachers are seen as the "authority source and manager of a controlled, authoritarian environment" whereas in process-oriented curricula "teachers have considerable curriculummaking freedom and flexibility" via "shared decision making with learners" (Ibid. pp.136-137). Therefore, for example, while product-oriented curricula necessitate teachers to know and control every teaching activity, in process-oriented curricula teachers and students need to join the process, which requires teachers" awareness and active participation in each step of the process. Teachers" working in a team to design a curriculum enables them to collaborate steadily; collaboration – as a result of globalization- is one of the key points emphasized in the 21st century education and thus highly prioritized in language teaching methodology as well. There are various ways of setting up a teachers" group to collaborate actively and productively. One way of doing this is to constitute Critical Friends Group (CFG), which means colleagues from the same institution work to help each other (Vo & Nguyen, 2010). This enables teachers to develop themselves professionally, their schools, students" performance, creating effective school atmosphere and providing them to learn to work in teams. Another example emphasizing the power of working collaboratively rather than individually is Kosunen and Huusko"s (2002) study; they revealed the difference between the teachers" being involved in curriculum development studies individually and teachers" participating in the same process working together with the other teachers. Table 1: Teacher community v teacher isolation as put forward by Kosunen and Huusko (2002: 237) Teacher isolation in the school's curriculum process Teacher community in the school's curriculum process Openness and reflectivity do not reach the The community has the ability to analyze itself and to conduct entire community; there is little professional open, reflective discussions dialogue The community is willing to develop its culture of practice in order to improve its basic task Teachers create their own curriculum without input from others The community is able to work interactively-all members actively participate in the planning process with a critical perspective Interaction is limited As seen in the table, differentiating the impact of working individually and collaboratively, working together has more gains to curriculum development process. The study showed that the commitment of teacher community outweighed the commitment of individual teachers; as "the level of commitment to the curriculum process of individual teachers was very inconsistent and fragmented" whereas groups focused more on the process. One more gain reported by the teacher community was that they had opportunities "for their own pedagogic development and reflectivity" (Ibid., p.240). While the immediate benefits of collaboration can be listed as the commitment of teachers to the process, attaining more success in designing the curriculum and the opportunity of developing critical perspective, teachers" working together also enables their learning from one another, improving their practical knowledge and 31 encouraging them to be a scholar throughout the process. The results of Kosunen and Huusko"s study indicate that experienced teachers can make use of their practical knowledge more in their teaching; understanding what is written in the curriculum better they are more able to transmit it into practice (Ibid., p.237). Thus, novice teachers" working together with the experienced ones will help them to have a kind of in-service training. Teachers continue their professional development with the help of being involved in the decisions made regarding theoretical underground. While converting theory into practice especially in the beginning of the curricular decisions, in the evaluation stage through reflection it is most likely to contribute to theory from the outcome of practice. One more important point to be noted is that teachers need support from teacher educators in the process of curricular innovation; they need to work together with them to envisage and overcome the difficulties they might face (Richards, 2001). The studies carried out by European Union to provide and sustain quality and standards point out the essential role of teachers" participation in curriculum development as well. In Leuven Communique (2009), it is stated that all higher education institutions need to make "ongoing curricular reform geared toward the development of learning outcomes". In Standards and Guidelines for Quality Assurance in the European Higher Education Area (2009), it is emphasized that there is a requirement for the institutions to "have a policy and procedures for the assurance of the quality and standards of their programs", including "the roles for all the stakeholders in the program", which signifies that the decisions made in Bologna Process also verify that teachers must be in the process of developing their programs. All in all, teachers by being the most powerful stakeholder in the process of curriculum development enable to realize the curriculum in every angle. In the planning stage, they shape the curriculum; in the implementation process, they make the abstract into real by transmitting the planned to the actualized; in the evaluation stage, they are lucky to see both their perceptions and the students". This last stage also shapes the possible future curriculum planning because with the help of this double reflection they will contribute to developing the best possible curriculum in the following step. 2.3 The Processes and Teachers' Roles in Language Curriculum Development Before discussing the roles and responsibilities of a teacher as a stakeholder in language curriculum development process, what is meant by "a stakeholder" had better be defined. Richards refers to Connely and Candinin (1988, 124, cited in Richards, 2001:56-57) who define a stakeholder as "a person or group of persons with a right to comment on, and have input into, the curriculum process offered in schools". Different stakeholder groups contribute differently to the process via their varying roles and responsibilities. Having discussed in what ways teachers have a right to comment on, here we will focus on the possible input that teachers can provide for the process; to put it differently, what is expected from teachers in this language curriculum development process can be discussed in reference to the each step separately. To start with the needs analysis process, different stakeholders might come up with different opinions about the needs; therefore, it is crucial for teachers, learners, employers, program developers, material and textbook writers, administrators, consultants, and academics to be in the process, which results in their making changes-if necessary- in their local contexts. The way of conducting needs analysis depends on the type of procedure selected. Richards (2001) advises a triangular approach, which means collecting information from two or more 32 sources. He lists the procedures for collecting information as follows: questionnaires, self-rating, interviews, meetings, observation, collecting learner language samples, task analysis, case studies, and analysis of available information. Teachers by being able to reach the previous students and working with a new group can easily collect information from both groups, which will help to gather data in order to set reasonable objectives. In the situation analysis, considering the teacher factor is one of the elements to be analyzed; teachers" quality and educational background is important as teachers are the ones to make the application of innovations easier or harder in line with their teaching beliefs and habits. Teachers" knowledge and awareness will provide to initiate and continue the process of language curriculum development successfully; to reach the desired outcome, active participation of teachers during the whole process is what is expected from them. In the phase of planning learning outcomes, teachers play a key role as there is a need for combining their theoretical knowledge and experiential knowledge; that is, being able to write down a learning outcome requires the field knowledge while finding out whether that learning outcome is sensible to realize with that group of students depends on teachers" previous experience. Like many other steps, organizing a course necessitates teachers" theoretical knowledge in the field and feedback got as a result of the past experiences. A course is organized based on the principal adopted; it might be "topicbased", "skill-based", "content-based", and so on. Therefore, teachers need to be within the process of organizing it, keeping in mind the target of students and their needs. During the textbook selection and preparation process, teachers should be active in the process of choosing the textbook and in the following process there is a need to implement the textbook into the curriculum in the right way, "providing our own individual touches" and using books as a guide (Davis & Osborn, 2003:70). Having known the target group studying at that institution, teachers know which material best works with that group; they can determine what supplementary materials are needed, and they are the ones to prepare them. Teachers also contribute to evaluation process by reflecting their own experiences with regard to their local classroom context and as a result of the collaboration with other teachers throughout the period they have implemented the curriculum. Different participants contribute to different types of evaluation. For example, "formative evaluation" is carried out mostly by teachers whereas students can make "summative evaluation". The purpose of formative evaluation is to find out what is working well and what is not in the program; it focuses on ongoing development and improvement of a program. There is also "illuminative evaluation" which tries to find out how different aspects of the program work or how they are being implemented. As a result of this kind of evaluation, it does not have to be a change in the course; Richards (2001) exemplifies "illuminative evaluation" referring to classroom action research. This is also part of teachers" job to carry out such research and come up with effective outcomes depending on their experiences. Although it is mostly via students" performance that reveals "summative evaluation", teachers also play a role here by expressing the effectiveness and acceptability of a program, asking how far the objectives have been achieved and so on (Richards, 2001). In addition to the roles teachers play in carrying out each step separately, teachers go on evaluating the effectiveness of each step in an integrated way during the whole process. They can determine whether there is a need for revision during the implementation process as well as actively taking part in the evaluation at the end of the whole process. 33 3. CONCLUSION In order to develop a sound curriculum, teachers are the primary stakeholders to be involved in language curriculum development process. On the whole, actually, organic systems, which are more desirable as an organizational structure, require participatory decision-making mechanism which plays a key role in adopting and implementing innovations. In reference to Johnson"s definition for "curriculum" as "all the relevant decisionmaking processes of all the participants" (Johnson, 1989:1, cited in Segovia & Hardison, 2009:154), it can be concluded that teachers as the participants of teaching-learning process are among the ones who must be in decision-making process. According to Johnson, "policy, pragmatic considerations, and participants and their interaction" are the key issues to be dealt with in the process; the participants are to "reconcile policy and pragmatics". Segovia and Hardison carried out a study to investigate the implementation of a new policy in the new curriculum and they ended up with the result that there were some areas in which the curriculum was not coherent; one of their reasons for this deficiency was that teachers were "an untapped resource in the decisionmaking process" (Segovia & Hardison, 2009:154) despite their having played a major role in the related curricular reform. There are also several requirements that must be met if the overall goal is to carry an institution to success. Especially when a new policy is adopted, teacher training should be the first thing to be done (Graves, 2008) to raise full awareness in teachers as they are the ones who will implement it and inform students about it. Teachers "should be able to explain what their innovations are, who they are for, and why they are being carried out" (White, 1995:144, cited in Hadley, 1999:97) as they are the practitioners. Even the novice teachers should be included in the process and learn all the stages in the process of teaching. However, according to Graff, they may not be ready to deal with the "complexities of planning curriculum" and feel "lost at sea" (Kaufman et. al., 2002, cited in Graff, 2011:151). In general, teachers must be trained and qualified; they should also be trained according to their performance (Richwine & Biggs, 2012). However, it is also the institution"s responsibility to provide training for the inexperienced teachers in that institution. By referring to Robert"s list, Richards (2001) lists some of the core components a skilled teacher should have: a practical knowledge, content knowledge, contextual knowledge, pedagogical knowledge, personal knowledge and reflective knowledge. Novice teachers should be able to improve all these necessary skills by continuing their professional development with an individual enterprise, via the power of collegial support, and through the opportunities provided by the institution. Another noteworthy point to be considered is that teachers need to utilize from research findings to make the most of their teaching in parallel with the developments in the field. Teachers should be in action by raising their collective voices and be a scholar by being part of the research cycle. Teachers should join a community of teachers and learners so as to carry out their intellectual works and make the voice of practitioners public. This is necessary both as part of collaboration and to contribute to theory-practice cycle. Reflection and skepticism in teaching is inevitable as teaching should be organic like humans and languages on accounts of the fact that they are evolving; best practice should always guide us, but it should not be forgotten that each moment brings a different mix of needs and situations that force us to reflect and question (Thomas, 2003). Fenton-Smith and 34 Stillwell (2011:252) indicate that the way of bridging the gap between theory and practice in ELT is to make it "collaborative, sustained, organized, local, useful, convenient, accessible, and time efficient"; these can all be achieved during the curriculum development studies. The studies of EU, namely the steps taken in Bologna Process, require "full participation of students and staff … stimulating research and innovation" as well (Leuven Communique, 2009). What is also highlighted in Leuven Communique is that European higher education has to keep up with globalization and technological developments with new providers, new learners and new types of learning. In this sense, teachers must also be aware of what globalization requires, what these technological developments are and how they can be implemented into curriculum, which can be realized through being active and eager in participating in professional development activities. Teachers -through the various evaluation they carry out- contribute to solving problems as a result of the feedback they give. This also helps to create a positive atmosphere among staff (Richards, 2001) on the grounds that successful implementation gives rise to teachers" happiness and job satisfaction. Teachers, working with other stakeholders such as curriculum and material developers, teacher educators and program administrators, students, are more likely to come up with the most appropriate syllabus. Teachers" experiential knowledge, wisdom in combining theory and practice enable to shape the teaching/learning process in the most effective way. The integration of the all the stakeholders" views are also important; moreover, they should support one another. School administrators had better be aware of the active teachers and encourage their productivity within the process. The scholar teachers should also play a leading role in implementing the written curriculum into the actualized one; they can support the process by showing the power of working collaboratively. REFERENCES Beane, J.A. & Apple, M.W. (2007). The case for democratic schools. In M.W. Apple & J.A. Beane (Eds.), Democratic schools: Lessons in powerful education (pp.1-29). Portsmouth, NH: Heinemann. Candlin, C. & Rodgers, T. (1985). Talking Shop: Curriculum and Syllabus Design. ELT Journal, 39/2, pp.101108. Davis, J. & Osborn, T.A. (2003). The Language Teacher"s Portfolio: A Guide for Professional Development London: Praeger. Earle Chaffee, E. & Sherr, L.A. (1992). Quality: Transforming Postsecondary Education. Washington DC: The George Washington University. European Association for Quality Assurance in Higher Education (2009). Standards and Guidelines for Quality Assurance in the European Higher Education Area. Helsinki Education and Culture DG. Retrieved from http://www.enqa.eu/files/ESG_v03.pdf (June 14, 2011). Fenton-Smith, B. & Stillwell, C. (2011). Reading Discussion Groups for Teachers: Connecting Theory to Practice ELT Journal, 65/3, pp.251-259. doi:10.1093/elt/ccq058 35 Graff, N. (2011). An Effective and Agonizing Way to Learn: Backwards Design and New Teachers" Preparation for Planning Curriculum Teacher Education Quarterly, Summer, pp.151-168. Retrieved from http://ehis.ebscohost.com/eds/pdfviewer/pdfviewer?vid=11&hid=1&sid=a70eed8b-2f50-456e-8aa3ab73295c7d1b%40sessionmgr15 (April 11, 2012). Graves, K. (2008). The Language Curriculum: A Social Contextual Perspective. Language Teaching, 41/2, pp. 147-181. Hadley, G.S. (1999). Innovative Curricula in Tertiary ELT: A Japanese Case Study. ELT Journal, 53/2, pp.9299. Kosunen, T. & Huusko, J. (2002). Shared and subjective in curriculum making: Lessons from Finnish teachers. In C. Sugrue & C. Day (Eds.), Developing teachers and teaching practice (pp.234-244). London and New York: RoutledgeFalmer. Leuven Communiqué (Leuven and Louvain-la-Neuve), Communiqué of the Conference of European Ministers Responsible for Higher Education (28-29 April 2009). The Bologna Process 2020 - The European Higher Education Area in the New Decade. Retrieved from http://www.ehea.info/Uploads/Declarations/Leuven_Louvain-la-Neuve_Communiqu%C3%A9_April_2009.pdf (December 1, 2010). Nunan, D. (1988). The Learner-Centred Curriculum. New York: Cambridge University Press. Ricento, K. T. & Hornberger, N.H. (1996). Unpeeling the Onion: Language Planning and Policy and the ELT Professional. TESOL Quarterly, 30/3, pp. 401-427. Richards, J. C. (2001). Curriculum Development in Language Teaching. Cambridge: Cambridge University Press. Richwine, J. & Biggs, A.G. (2012). Critical Issues in Assessing Teacher Compensation. Backgrounder, No.: 2638. Retrieved from http://www.eric.ed.gov/PDFS/ED528492.pdf (April 11, 2012). Rowan, B. (1998). The task characteristics of teaching: Implications for the organizational design of schools. In R. Bernhardt et al. (Eds.) Curriculum leadership: Rethinking schools for the 21st century (pp.37-54), New Jersey: Hampton Press. Segovia, L.P. & Hardison, D.M. (2009) Implementing Education Reform: EFL Teachers" Perspectives ELT Journal, 63/2, pp. 154-162. doi:10.1093/elt/ccno24 Storey, C.W. (2007). Insights into Language Curriculum Development Electronic Journal of Foreign Language Teaching, 4/1, pp.86–107. Retrieved from http://e-flt.nus.edu.sg/v4n12007/storey.htm (June 29, 2008). Thomas, P.L. (2003). A Call to Action The English Journal, 93/ 2, pp. 67-69. Retrieved From http://links.jstor.org/sici?sici=00138274%28200311%2993%3A2%3C67%3AACTA% E2.0.CO%3B2-6 (February 13, 2008). Tosi, H.L. & Hamner, W.C. (Eds.). (1985). Organizational Behavior and Management Ohio: Grid Publishing Company. 36 Vo, L.T. & Nguyen, T.M. (2010). Critical Friends Group for EFL Teacher Professional Development. ELT Journal, 64/2, pp. 205-213. doi:10.1093/elt/ccpo25 Wette, R. (2011). Product-process Distinctions in ELT Curriculum Theory and Practice ELT Journal, 65/2, pp. 136-144. Retrieved from http://eltj.oxfordjournals.org/ doi:10.1093/elt/ccq022 (March 4, 2013). Wiles, J. & Bondi, J. (2007). Curriculum Development: A Guide to Practice. N.J.: Pearson Merrill Prentice Hall. 37 GENİŞ ÖZET Yabancı dil müfredat geliştirme sürecinde başarıya ulaşabilmenin yolu, öğretmenleri sürecin her aşamasına dahil etmekten geçmektedir. Kuramı uygulamaya aktaran, uygulamadan yeni kuramların ortaya çıkmasını sağlayan kurama da uygulamaya da hakim olan öğretmenlerdir. En yeni yaklaşımların ışığında yabancı dil müfredat geliştirme sürecinde yer alan basamaklar, gereksinim çözümlemesi, durum analizi, öğrenme çıktılarının planlanması, dersin planlanması, ders malzemelerinin seçilmesi ve hazırlanması, öğretimi etkili kılabilmek için gerekli unsurların gerçekleştirilmesi ve değerlendirme birbirleri ile etkileşim içinde ve süreç boyunca güncellenen, değerlendirilen basamaklardır (Richards, 2001). Bu basamakların her birinde öğretmenler etkin olarak yer almalılardır ki müfredat hedeflenen çerçevede oluşturulabilsin, ortaya çıkan müfredat sağlıklı bir şekilde uygulamaya konulabilsin. Başarıya ulaşamayan müfredatların en önemli sorunlarından biri öğretmeni gerek karar verme aşamasında, gerek oluşturma ve planlama aşamasında yeterince dahil etmemekten ve uygulanacak müfredata hakim olmasını sağlamak için gerekli eğitimleri sunmamaktan kaynaklanmaktadır (Segovia & Hardison, 2009). Öğretmenin katılımının ne denli önemli olduğunu aşağıda açıklanan nedenlerle temellendirebiliriz: 1. Günümüzün eğitim sisteminde organik yapıya sahip kurumlar tercih edilmektedir; çünkü organik yapı ortak karar verme mekanizmasına olanak sağlar. Öğretmenler kuramı sınıfa -uygulamaya- taşıyan kişiler oldukları için, uygulamanın sağlıklı olabilmesi için öğretmenlerin müfredata dair alınan kararlarda etkin rol almaları gerekmektedir. 2. Öğretmenler, kurumun hem yapısını hem de fiziksel koşullarını bilen ve tecrübe etmiş kişiler oldukları için müfredata dair planlanan değişiklik ve yeniliğin ne ölçüde gerçekleştirilebilir olduğunu öngörebilirler. Buna paralel olarak, müfredatı uygulamada başarılı olabilmek için kurumda yapılması gerekli ön hazırlıkların neler olduğunu tespit edebilir ve gerekli koşulların sağlanmasında rol alabilirler. 3. Sınıftaki uygulamalardan alınan geribildirim sayesinde müfredat geliştirme alanına katkı sağlanabilir; böylece ilgili alanda kuramın gelişmesine katkıda bulunulmuş olur. Öğretmenler hem öncesinde kuramı bilen ve uygulamaya aktaran hem de uygulamadan edinilen geribildirimleri kuramı mükemmelleştirmede kullanabilecek kişilerdir. 4. Müfredat sürecinin sağlıklı bir şekilde sürdürülebilmesi öğretmenlerin farkındalık düzeylerinin arttırılması ve etkin katılımlarının sağlanması yönünde önemli adımlar atılmasına bağlıdır. Özellikle yeni müfredat modelleri, geleneksel sonuç odaklı müfredat modellerinin gerektirdiğinden daha çok öğretmenin katılımını gerektirmektedir. Süreç-odaklı müfredat, öğretmenlerin süreç içinde etkin olarak rol almasını gerektirmektedir ki uygulamada herhangi bir değişiklik yapılması gerektiğinde gereken yapılabilsin. 5. 21. Yüzyılda küreselleşmenin yaygınlaşmasına paralel olarak, "işbirlikli öğrenmenin" getirileri vurgulanmaya ve eğitimin birçok alanında katkıları ön plana çıkarılmaya başlanmıştır. Müfredatın tüm aşamalarında öğretmenler "işbirliği" içinde çalışarak ve bu sayede birbirlerinden de öğrenerek mesleki gelişimlerine de katkıda bulunurlar. 6. Müfredat geliştirme hedef alınarak yapılan takım çalışmaları sayesinde, öğretmenler bir yandan eleştirel düşünce yetilerinin gelişmesine katkıda bulunurken diğer yandan genel olarak mesleki gelişimlerine 38 yönelik düzenli çalışmalar yapmaya başlayarak aslında akademisyen kimliklerini de ortaya koymaktadırlar. Burada vurgulanması gereken diğer bir nokta da öğretmenlerin, öğretmen yetiştiren akademisyen grupla da birlikte çalışmalarının gerekliliğidir; bu sayede öğretmenler yeni müfredatın uygulamasında karşılaşabilecekleri herhangi bir problemi öngörebilir ve büyük olasılıkla bunun çözümüne yönelik hazırlıklı olurlar. 7. Avrupa Birliği tarafından yükseköğretimde kaliteyi arttırmaya yönelik düzenlenen komisyonların odak noktalarından biri de bir program oluştururken tüm paydaşların süreçte etkin olarak rol almasının gerekliliğidir (Leuven Communique, 2009). Öğretmenler gerek alan bilgileri gerekse tecrübeleri ile bu sürece katkıda bulunması bir anlamda zorunlu olan paydaş grubu içerisinde yer almaktadırlar. Bu sebeplerle öğretmenler, yabancı dil müfredat geliştirme sürecinde olması gereken en güçlü paydaşlardan biridir. Teori ve uygulamayı birbirine bağlayan, köprü görevi gören kişiler olmaları nedeniyle müfredatın planlama aşamasından başlayarak her aşamasında mutlaka yer almalıdırlar. Kurumlara düşen görev, öğretmenlere gerekli hizmet-içi eğitimleri sunmak, geliştirilen ve uygulanan müfredata dair farkındalığı arttırmak adına gerekli ortamı oluşturarak düzenli olarak değerlendirme yapılabilmesine olanak sağlamaktır. 39

subset: commoncrawl


text:
Thomas Lanier Clingman
€ 49,99
Bisher € 52,76
Lieferbar innert 2 Wochen
Januar 1999
Beschreibung"Thomas Lanier Clingman: Fire Eater from the Carolina Mountains" is the first book-length biography of one of the most important, colorful, and controversial figures in nineteenth-century American life. A man of enormous intellect and intense ambition whose ultimate goal was nothing less than the presidency, Clingman was a lawyer, entrepreneur, Civil War general, inventor, amateur scientist, explorer, and, as a U.S. congressman and senator, one of the foremost champions of southern rights. Thomas E. Jeffrey's explanation of how a leading advocate of this cause could thrive within an environment where slavery was only a marginal institution provides fresh insights into the political culture of southern Appalachia, the character of the southern rights movement, and the coming of the Civil War.
PortraitThomas E. Jeffrey is associate director of the Thomas A. Edison Papers, a project jointly sponsored by Rutgers University and the National Park Service's Edison National Historic Site. He is the author of "State Parties and National Politics: North Carolina, 1815-1861" (Georgia).
Untertitel: New. Sprache: Englisch.
Verlag: UNIV OF GEORGIA PR
Erscheinungsdatum: Januar 1999
Seitenanzahl: 472 Seiten
Format: gebunden


text:
Google search
VB search
Welcome New Riders And New Members
Snowboarding Forum Message Board
Site News, Updates and Suggestions
Meets and Events
Skiing Forum
Snowboarding Equipment
Outerwear and Accessories
Equipment Reviews
Snowboard Reviews
Binding Reviews
General Equipment Reviews.
Snowboarding Travel
General Travel Forum
Resort Trip Reports
Back Country Travel
Backcountry Trip Reports
Regional Forums
Regional Forums: United States
Regional Forums: Canada
Regional Forums: International
Snowboarding Lifestyle
Music Discussion
Slam Section
Photography, Video, and Other Media
Snowboarding Lounge
Snowboarding General Chat
Tips, Tricks And Snowboard Coaching
Buy and Sell Snowboard Equipment
Buy and Sell Other Items
Premium VIP Lounge
Snowboardforum.com Site Sponsor Section
Site Sponsor Deals
Off-Topic General Discussion
Off Season Recreation
The Political Wilderness
snowboardingforum.com Forum Tech Support
snowboardingforum.com Forum Help Desk
Active Topics
Latest Posts
Remember Me?
Snowboarding Forum - Snowboard Enthusiast Forums
Content Wrapper
Colorado: Jan 24-Feb 2 TR
View Single Post
post #1
Thread Starter
Senior Member
Join Date: Jan 2009
Location: Toronto
Posts: 296
Mentioned: 0 Post(s)
Tagged: 0 Thread(s)
Quoted: 0 Post(s)
Colorado: Jan 24-Feb 2 TR
Hey everyone, just wanted to do a brief sharing of my recent trip to Colorado. Call it a East Coast Canadian's view of Intermountain US
Jan 24th-Feb 2nd
Days riding:
Resorts hit:
Steamboat (2), Copper (2), Vail (2), Beaver Creek (1)
booked through VRBO...one at steamboat and the rest of the trip we stayed in Frisco
Fri - Fly in
Sat-Sun - Steamboat
Mon - Vail
Tues - Off
Wed - Copper
Thurs - Vail
Fri - Beaver
Sat - Copper
Sun - Fly out + Superbowl
Brief Summary:
So it seemed like we timed the trip well. Some locals we ran into said they haven't seen early storms like this in like 10 yrs
Anyway, our group hit up Steamboat 25th and 26th. It was bone dry but we got some nice bluebird. Was really wishing I could experience that resort with pow...but it was still a fun experience. Monday we hit vail which was probably our worst day conditions wise. Overcast and crusty. Tues we had off and Wed we hit up Copper. I really enjoyed copper...its a fun mountain and the vibe is cool (plus 2 for 1 tix help too
. Even tho there wasn't much fresh snow, we found some stashes on the backside and in the trees.
Then, the storms rolled in.
Thurs we hit up Vail again at the tune of about 9 ins overnight. I couldn't even recognize the resort from my time on Monday lol. We predominately lapped blue sky basin. Probably the best riding I've had. Called it quits around 2 when it was getting choppy but had a good 4-5 solid runs before it started to get bad. Storms continued and we hit up beaver on Friday...report says 10 in overnight. Place was jam packed. Huge lines for the shuttle. Managed to get some nice runs in and hit up the Stonecreek chutes right off the bat. The tree runs in some areas were hip deep. Not going to lie, I dont think I was really prepared to ride that steepness with that amount of pow. Managed though...but was quite humbled. Had to literally swim out of some of my falls. Interesting point, at the bottom of stonecreek a fairly large peanut gallery gathered to see this boarder huck a rock cliff. If you rode beaver creek on Friday (31st) wearing bright orange pants riding a never summer....MAD PROPS. The guy stomped that landing like a champ. Skiers, boarders, young, old were all there hooting and hollering after he landed. I took a vid, will upload when I have the chance. Anyway, Beaver was pretty sick place but it got ripped up pretty fast on Friday. I need to get better at tree riding to really enjoy that place. Sat we just finished it off with copper. Nothing special as all the snow was ripped up and the crowds were in full force.
Personal thoughts:
- If hitting up copper, get your hands on the 2-1 coupons $118 for 2 days is a bargain. If riding Vail or Steamboat...book online in advance! We got lucky with some craiglist tix for steamboat.
- I experienced a heavy skier to snowboard ratio during the weekdays. For every 20 skiers, I'd see 1 boarder. Weekends had a bit more snowboarders. I also found Copper to have more boarders in general. Vail seemed very heavy skier
- Vibe seem more relaxed at Steamboat and Copper. Vail and beaver had a high class feel to it. Never seen so many fur coats and art stores on a resort before.
- being new to the terrain, I found i spent a lot of time cat tracking just to get to places in Vail...esp Blue Sky Basin.
- I cant say which resort I liked or disliked. At the end of the day, conditions make the day. If conditions are good and crowds are low, any of these 4 resorts can be epic. Just based on timing though, my Thurs at Vail was epic.
- I need to get a Powder Snake or Charlie Slasher
Last edited by jliu; 02-05-2014 at
jliu is offline
View Public Profile
Send a private message to jliu
Find More Posts by jliu
Powered by
CMPS v3.2.3
-- SnowboardingForum.com (Full)
-- SnowboardingForum.com (Classic)
-- SnowboardingForum.com (Mobile)
Contact Us
Privacy Statement
For the best viewing experience please update your browser to
Google Chrome
Terms of Use


text:
The red-hot Kansas City Wizards are home tonight for a New York Red Bulls squad coming off its first win — and first two goals not as a result of an own goal — of the year.
After losing its first two games of the year, the Wizards have reeled off three consecutive victories and currently sit in fourth place in the Eastern Conference, two points behind leaders Chicago. After scoring a brace in the final 12 minutes to forge a 2-2 draw with the Fire, Josh Wolff is the reigning MLS Player of the Week, while the Red Bulls will be led by the scoring tandem of Juan Pablo Angel and Mac Kandji, who combined for both goals in a 2-0 win against Real Salt Lake Saturday night.
It is Jimmy Conrad bobblehead night at CommunityAmerica Ballpark (insert your joke here). I will be providing commentary of the match throughout the night and, as always, we at SBI encourage reader feedback, as well.
Sit back and enjoy.
FINAL — The game is over and Lopez's penalty kick early in the first half holds up for the Wizards, who are now unbeaten in four straight games. While KC gets the three points, the Wizards didn't do themselves any favors with a predictable vanilla attack. The Red Bulls, meanwhile, showed great effort, but were done in by the second red card of Carlos Johnson's young MLS career.
The Red Bulls will return home Sunday to host Eastern Conference rival D.C. United, while the Wizards head to Toronto to take on TFC on Sunday.
Thanks everyone for checking in and making this another successful live commentary. Hope you enjoyed it, even if the game might have left a lot to be desired for you.
90+1 MINUTE — We're in first of two minutes of stoppage time and Hartman comes up with the game-saving stop, robbing Angel, who got a piece of Mbuta's flick in the box.
90TH MINUTE — Sassano with a deep throw, but couldn't find a teammate. Espinoza, on the other end, blows a chance to kill the game, missing the net badly on a spinning attempt.
89TH MINUTE — Desperation time for the Red Bulls. By the way, apparently some of you do not quite get my sarcasm. I'm aware Johnson will be suspended Sunday against D.C. The Open Cup game is Wednesday against San Jose, btw.
86TH MINUTE — Angel lays off a long ball from Stammler. Ubiparipovic steps up to hit the shot, but it is deflected away.
83RD MINUTE — Angel is visible frustrated with Mbuta, who failed on a give-and-go. Red Bulls with a free kick from distance. Angel and Pacheco are over the ball. Angel takes it and fires well over the net from 30 yards out.
81ST MINUTE — Pacheco with solid defending on Kraus and wins a free kick. Mbuta and Richards shank chances on the other end for the Red Bulls. If this scoreline holds up, you've got to think neither team will be happy with the result. Sure, the Wizards will extend an unbeaten streak to four games, but they weren't dangerous enough with the extra man. And the Red Bulls surely will rue the early red card and the inability to take the game when it was up for grabs.
79TH MINUTE — Espinoza tries to connect with Harrington on an overlapping run, but the ball eludes Harrington and KC again loses possession.
76TH MINUTE — Kansas City is just looking to hold possession and kill the game in the final quarter hour. Gomez comes off for Kraus, while Ubiparipovic is on for Mendes.
74TH MINUTE — Richards with a hopeful run down the flank, but the ball deflects off of him and out. On the other end, Wolff takes a touch and fires a shot into Conway from the edge of the 18.
67TH MINUTE — This game is there for the Red Bulls to at least get an equalizer. Espinoza is on for Besler. Conway makes a big save on a Hohlein attempt.
64TH MINUTE — Richards is fouled at the edge of the box. Pacheco takes the free kick and curls it just over the bar.
59TH MINUTE — Dane Richards comes on to bring some pace off the bench, replacing Kandji for the Red Bulls' second change of the game.
55TH MINUTE — Some miscommunication between Conway and Mendes as the defender plays the ball away with Conway calling for it. Dellacamera suggests perhaps Mendes couldn't hear Conway. Really? I think fans in New Brunswick heard him.
52ND MINUTE — Borman does a good job putting pressure on the ball and he is fouled by the left touchline. Pacheco to take. Angel off a deflection rips a shot into Hartman, who punches the Red Bulls' first shot on goal away.
49TH MINUTE — Mbuta takes a long cross off his chest and does a good job to force a corner. Borman takes it far post, but it deflects out and KC is off on a counter. Harrington pings a ball to the far post, but Wolff isn't able to corral the ball and it goes out for a goal kick.
46TH MINUTE — Second half just started and the Red Bulls make one change — Luke Sassano is on for Rojas.
HALFTIME — So I'm reading some of the comments now that it's halftime and I'm intrigued by the comment made by "Someone who has played soccer." Guess what? You're right, I haven't played soccer. Point for you. But I think I know a thing or three about the sport. I know what a keeper is supposed to do on that play, but you clearly think what he did was good? Did he attempt to dive to one side? Make it difficult for the PK taker? He just fell over like he was drunk. And I do know a thing or two about that, too.
HALFTIME – The early penalty kick holds up and the Wizards head into the locker room with a 1-0 lead.
45+1 MINUTE — Gomez with a shot from about 22 yards out, but it's punched away by Conway.
44TH MINUTE — First half is winding down. KC still leads, but the Red Bulls have done well to keep themselves in the game.
36TH MINUTE — After being a bit shellshocked in the early moments after Johnson's red card, the Red Bulls have done a good job of late with possession and getting into the attacking third.
34TH MINUTE — Pacheco takes a free kick from distance and hits a low, hard shot, but it well wide to Hartman's left.
32ND MINUTE — Harrington now comes up for Jewsbury for the game's first substitution. Curt Onolfo gave Jewsbury a chance to clear the cobwebs, but saw something he clearly didn't like and made the move.
29TH MINUTE — Rojas slips a great ball through to Kandji on a counter, but Kandji missed the net badly. Conrad gets booked for a harsh tackle on Rojas at the top of the box.
26TH MINUTE — Pacheco with a deep throw, attempted to give Mbuta his first taste of the ball, but he missed the flick header and Angel fouls in the box.
23RD MINUTE — Gomez shot deflects out for a corner, third for the Wizards. Lopez goes far post where Gomez attempts a diving header, but Conway dives to his left to push the ball away.
22ND MINUTE — Wizards again called for offside. Every venture into the attacking third looks like a dangerous one for KC. Congratulations Carlos Johnson, you've been awarded the earliest red card in Red Bulls history.
20TH MINUTE — Jewsbury is up, but appears groggy. Michael Harrington may come on. Lopez takes the free kick from the right edge of the 18-yard box, but puts it right into Conway's chest.
17TH MINUTE — Mendes with a hard foul on Jewsbury, who remains on the grass. This will be a dangerous scoring chance for the Wizards once Jewsbury is carried off. Mendes lunged forward in an attempt to play the ball, but missed and collided with Jewsbury.
15TH MINUTE — Another wasted corner for KC. Wizards, of course, have the better of possession. Wolff gets off a cross and Conway leaps up to grab it with no target man in sight.
12TH MINUTE — Lopez with a great service from the left, forcing Conway to dive off his line to get a paw on the cross but Wolff is offside on the play.
10TH MINUTE — Rojas dances on the ball at the top of the box, but held on to the ball way too long. Wizards get out on a quick counter, but Conway grabs Gomez's attempted cross to Wolff.
EIGHTH MINUTE — I might be going out on a limb here, but I think Jeremy Hall will find his way back in the starting lineup for the Red Bulls against D.C. on Sunday. First corner goes to KC, but Conway grabs Lopez's attempt. And back to the penalty kick, I might be nitpicking here, but Conway needs to do a little better than just falling to one side.
FIFTH MINUTE — Johnson took a poor touch on the ball and it fell right to Gomez. He desperately tried to lunge back and knock the ball away, but clearly got the man and he is sent off for a second time this season. Pacheco has pushed over to the right and Borman has dropped back to fill the void on the left.
THIRD MINUTE — GOAL KANSAS CITY. Claudio Lopez had no problem pushing the ball past goalkeeper Jon Conway, slotting the ball to his right as Conway guessed left. 1-0 KC.
SECOND MINUTE — Penalty kick for the Wizards and a straight red card issued by referee Michael Kennedy as Herculez Gomez is tripped by Carlos Johnson in the box. That's two red cards for the Costa Rican international and changes the entire course of the game.
PREGAME — We've got lineups for you.
Kansas City Wizards
Bench: Pardo, Kraus, Thompson, Morsink, Espinoza, McKenzie, Harrington
New York Red Bulls
BENCH- Cepero, Wolyniec, Sassano, Ubiparipovic, Boyens, Smith, Richards
You got to love the fact that Angel looks pissed as hell that he lost the match despite playing most of the game with 10 men. It might be a rough season for the Red Bulls, but if they play with the spirit they showed today it will be worth watching.
Jacob A.
Shoulda been a draw if you ask me, now off to wait on the U-17 game to get posted.
Well, NY played pretty good, especially the D, they are really coming together. Strong performance considering we were down a man all game. Yes it was a red, but the rest of the game, that ref SUCKED! Unreal.
Clearly we were the better side tonight, a bit unlucky with the early card and not to get a break at the end there. But there should be no question that we will be on top of KC by the end of the season.
That was extremely frustrating, but overall the team is making very good strides.
jamin barnes
Midfield play was pretty bad overall. I hope both teams improve in that area, so the game could be more enjoyable to watch.
Ives–my bad! Don't know why I thought the DCU-RBNY match was an Open game–obviously it's not. So my previous post is off-base. Of course Johnson would be suspended for that match.
Bulls have definitely made positive strides. Goldie is playing well and Pacheco has settled in nicely, now if the right backs could stop getting reds it would be nice.
Agree with Trex, Kennedy was underwhelming in his calls as usual. Ref development far behind player development here, hope no one is offended by that
I only have 2 words:
Yes, Kansas City gave LACKLUSTER PRODUCT. Not NY, most teams would not get that many chances and possession with 10 men.
That's why the midfield play looked bad, it was because when you lose a man things get so stretched out. Sassano and Ubi is pretty good I thought after Rojas came out.
What I would give to see us play a full 90 with the lineup we WANT out there. Not this patchwork, shuffling around stuff. But that's how it goes.
So what are the odds Hall gets a red on Sunday?
sean monaghan
Shutout kevin hartman
30 years ago, we got the Cosmos on tape delay with horrible camera angles.
I'll take what ESPN is giving us.
someone who has played soccer
So, here's a follow up to my comment since now that I read your commentary, Ives, you seem to have picked up on it.
Conway didn't fall down as though he were drunk. On a penalty kick the keeper will generally choose one direction and go to that side no matter what, unless the penalty taker badly telegraphs his shot. Once the keeper decides to go to one side and starts moving that way, the momentum will obviously carry him through.
So, what happened with Conway was not so much that he merely fell down lazily; rather, he decided to dive in the wrong direction. He might have realized the kick would be going to his opposite just as it was being taken, already too late for him to change direction. So, what looked like falling down was a simple case of Conway choosing the wrong side and realizing his error early enough to stop the full out dive but too late to change direction.
Eugene, I'm with you. I love the debate, but I'm 40 and got into MLS from the start. I played since I was 5, not a bad player, but definitely don't know how to analyze a game. Anyway, I totally love the sport. I was there in the days when Sanneh was an up and comer making a great (!) impression on the road in CR in WC qualifying. Anyway, that's just to tell you where I'm coming from. I've been a Direct Kick sub for years, but just dropped this year.
I want MLS to survive, but tire of it. Of course, when somethings on the line, like Interliga, the passion is ratcheted up 100% and then I love to see our guys go up a level and compete. But, MLS now bores me. Can't blame the players, there's not much on the line in the early weeks. The game tonight after NY went down a man, was so slo mo. Bummer. I want to see our league be exciting, but the slow process is excrutiating
Really people? really!?! Why do you guys watch MLS in the first place? Why!? Do you expect ronaldo like stepovers, zidane's roulette, pretty flicks and chips when watching MLS? NO!! So dont go mouthing off how messy it is. Im not saying its not but im not going out of my way telling everyone. Do you tell a girl that they have a hella noticable pimple? No! Cuz im sure they already know and they dont want to hear it. I dont want to hear it and im sure most of us here dont either. I watch MLS because i support US soccer, I support my local community (San Jose), I support the game of soccer. Its a young league and ill be patient.
To all those all of a sudden MLS bashers, go watch your Bundesliga, your EPL, your Serie A league. Oh wait thats right, its not "yours" its "theirs" You dont need MLS well MLS does not need you. I will be waiting for you guys to come back here on SBI when your English Beckham comes back yea? You guys know im right.
O.k., now I'm convinced.If you suck at something, don't waste time trying. They should just disband MLS now. Why bother?
And let me just say, the WORST PLAYED 1-nil victory I've EVER witnessed from my Wizards. Were we really a man up that entire match? I think NY must have slipped another player on the field cause I didn't notice.
Wizards always play like crap a man up, once they started stop trying to pass it around so much in the midfield NYRB didnt get any real chances. I don't know how Espinoza missed that shot in the end, it was the easiest part of the play and he skuffed it. Oh well, a point is a point. I give RB player of the match two that right winger that has the African name Mbuta or something like that and the man of the match to Dane Richards, but for the Wizards because he made it like playing two men up…
poor finishing by each team, probably should have been 3-1, Mac Kandji should have finished his chance in the first half and Gomez should have finsihed his diving header in the first half as well. Angel got close in the 2nd but Hartman was quick to come out and Espinoza completely botched a wide open goal after beating his mark on a cross/switched ball.
Was the "D.A.R.E. To Keep a Goalkeeper Off Drugs" sign visiable on the boardcast?
someone who has played soccer apparently doesn't know a whole lot about goalkeeping.
Will Carlos Johnson lead the league in red cards? Harsh call, Johnson is horrible but he wasn't last defender.
Imports were the difference, John Pablo is in very poor form, while Lopez is in fine form.
When will MLS players get that first touch down. The majority of MLS players have a 'yard touch', to both bring the ball down and on the dribble. It makes playing the ball on the ground extremely difficult. What's up coaches?
Both back fours resorted to banging the ball
up field in the second half. I couldn't tell why on TV? Weren't the mids making themselves available, or was it just lazy play?
MVK, all we saw was the DARE part. Pretty funny even as a Red Bull fan now that I know what the whole thing said, but at the time I thought, "DARE banners at MLS games? Man, KC is lame."
Joamiq- i was just wondering if it was shown, i am not a fan of that kinda stuff and i wasnt to pleased about the fan who threw the beer on the field after a bad call as well.
madmax- http://soccernet.espn.go.com/report?id=262063&cc=5901
that link has the video replay, Gomez was had an easy goal reguardless if you think the guy was the last defender so its nothign but a red. By the book he prevented an obvious goalscoring opportunity and given this
"Referees should consider the following circumstances when deciding
whether to send off a player for denying a goal or an obvious goalscoring
– the distance between the offence and the goal
– the likelihood of keeping or gaining control of the ball
– the direction of the play
– the location and number of defenders
– the offence which denies an opponent an obvious goal-scoring"
its a no brainer call
If you've paid attention for a while to the way Gomez plays, you'd know that the phrase "obvious goal scoring opportunity" does not apply to him.
Homey Boehme
Total neutral here, but managed to catch the 2nd half of the game. There really wasn't a whole lot to get excited about. Not many goal scoring opportunities, very sloppy passing/loss of possession in the midfield.
One other thing I will say, is that it is very hard to enjoy watching a game when the commentators feel the need to say how awful the game you are watching is. On the other hand they were echoing my exact thoughts, but idk….(trails off into non-conclusive thought pattern)


text: I conceal carry with a pair of (Wal-Mart) jeans/denim cargo shorts with zip-off legs. These give me ample pockets to carry my piece/spare mags and when it gets warm, I just zip off the pants legs and voila! shorts! When it runs cool in the evening, I just zip back on the pants legs. It is a very versatile setup.


text:
DALLAS -- Houston Rockets guard James Harden was able to have his way with the Dallas Mavericks on Friday night. Mavs coach Rick Carlisle didn't really use Shawn Marion to try to slow him down.
Fast-forward to Saturday, and point guard Mike Conley, the most dynamic option the Memphis Grizzlies have in terms of facilitating for others from the perimeter, had Marion defending him. While keeping Conley relatively in check over the course of the game, Marion would also find himself guarding power forward Zach Randolph. Carlisle appreciated the true versatility that Marion brought to the table and was able to put it in historical context.
"If you think of the history of the modern game, I can think of less than five, maybe six guys that can guard a guy like Conley for big minutes and then turn around and guard a guy like Zach Randolph and then any other kind of guy in between," Carlisle said after the team's 111-99 victory on Saturday night. "[Michael] Jordan could do it. [Scottie] Pippen showed that he could do it. LeBron James does it. I don't know, I could probably come up with some other names, but there aren't many.
"You're talking about a really special player, and he really personalized this game. He felt lousy about [Friday's loss]. He knew we needed a spark. From start to finish, he was on."
Marion was on in the form of producing his first double-double of the season, with 21 points and game-high-tying 14 rebounds in 34 minutes.
"I was just trying to help the team the best way I could," Marion said. "With me starting on Conley, I was trying to set the tone on defense and set the pace for the game."
The pace was set for the game as he helped the Mavs take a significant lead on the Grizzlies in the opening quarter. As the game continued at a grind, Marion led the charge on the defensive end. If you're a team that's only going to shoot 40 percent from the field, defense is certainly necessary if you want to win a game. Marion was able to hold up his end of the bargain and the Mavs were able to secure a victory. To top it off, he was the team's second-leading scorer.
"Shawn is one of the best all-around players this league has," Mavs forward Dirk Nowitzki said. "We all know that. As coach said, there's not a lot of players that can guard the point guard and a big 4 guy. He's a very versatile guy. He's a great slasher on offense. Without him, there's no way we win the championship a couple of years ago."
Marion was a key cog of that 2011 title team and will continue to be one for this season's Mavs squad as he does a little bit of everything. He is the team's spackle. If they have a problem, Marion will patch it up. He will score, he will defend and he will rebound. By the way, speaking of rebounding, Marion has pulled down a team-high 32 rebounds in the Mavs' first three games.
Carlisle threw Marion's name into a mix of guys who either are Hall of Famers already or will be when their time comes.
"That's cool," Marion said when he heard the company in which his coach placed him. "Especially Pippen. I always thought he was a great player, a great defender."
It's not a certainty that Marion will be a Hall of Famer, but at the very least, he's doing his part to ensure that his jersey makes it up to the rafters in the American Airlines Center.
In the meantime, Marion will keep doing what he's doing, which is essentially everything.


text:
5 Bed Room To Let Hylton Road Sunderland Tyne and Wear SR4
£281 pcm
To Let
Reference: Quote Houseladder - 161809_2
Advertise your property here FREE
Mortgage Quote
Reference: Quote Houseladder - 161809_2
Advertise your property here FREE
Mortgage Quote
Limited Rooms Available from 59pw pp This very spacious 5 Bedroom Student Flat, unlike typical Halls of Residence has a real homely feel which will ensure that your and your friends enjoy your time at University together.
Located only 5-10 minutes walk from the main University Campus, there is no need to use public transport or even to own your own vehicle. The town centre is just a short walk away too.
If you do need to travel a little further afield, Millfield Metro Station is very nearby and the property is situated along a major bus route.
With 5 double bedrooms this property would suit a group of 5 friends sharing, but is also available on a room-by-room basis.
ALL BILLS ARE INCLUDED with this property : Gas, Electricity, Water, Wi-Fi, TV Licence, Sky Sports, Sky Movies
We offer flexible payment options to suit you, so you can pay in accordance with your student loan instalments for example. We also have the option to defer Admin Fees in order to suit your budget.
Considering the size of the property and everything that is included in the rent you pay, this property represents great value for money.
Viewing is highly recommended.
These are for general guidance only. You are responsible to confirm accuracy by inspection.


text:
Tummy Tuck (Abdominoplasty) Questions and Answers Archive
Q&A: Why do I need to lose weight before my hysterectomy and tummy tuck surgery combo and should I have liposuction at the same time?
Hello, I am to have an tummy tuck in conjunction with a hysterectomy the 29th. The reason, to save money. I am 43 yrs. old and am on a diet, I have lost 20 pds. and am to lose at least 60 more. My Dr. never said anything about needing to lose the weight before the tuck and I never thought to ask. But have been reading where you should lose the desired weight first. And am asking if you know why. I probably wouldn't be able to have the tuck done later because of the cost. I have to have the hyster. done now because I have a large fibroid tumor that has to come out. Do you know why I should wait to have it done? Also my Dr. doesn't do liposuction the same time due to some medical reason I can't recall, I read where alot of Dr.s do this at the same time. He said I could come in later, for a fee,(of course) for the lipo. Also I have to pay up front, by next week. So you see I need a quick answer, if possible. Thank you for your time. Sincerly, Donna.
If you anticipate losing 60 more pounds this definetly should be accomplished prior to the tummy tuck. Should you lose the weight after the tuck you may very well have additonal loose skin that would require a second operation to remove. Your doctor is correct in advising to do liposuction as a second operation apart from the tummy tuck because combining a tummy tuck with extensive liposuction can severly complicate the results of the tuck. So lose the weight first and then have the tuck followed by the liposuction for the best results.
-- David Ross, MD
Chicago, Illinois
Q&A: What is the best non-surgical way to get rid of deep stretch marks cause by pregnancy and would plastic surgery work well?
What is the best non-surgical way to get rid of deep stretch marks caused by rapid weight gain during pregnancy? Does plastic surgery for stretch marks work well?- Lea
Dear Lea, If the stretch marks are red, they can be reduced with a laser. They tend to progress to white anyway and these are very poorly treated by laser, DermaPeel, dermabrasion, etc. If you have a lot of excess skin, a tummy tuck procedure can be performed to surgically remove the stretch marks. All other treatments, in my opinion, improve things, at best, 10 to 15%.
--Gregory Caputy, MD, Chief Surgeon
Honolulu, Hawaii
Q&A: Can sagging skin on upper thighs be corrected at same time as tummy tuck?
Can sagging skin on upper thighs be corrected at same time as tummy tuck?- Teresa
Absolutely, both the abdomen and the thighs can be addressed at the same operation. However, this is rather lengthy surgery and you as the patient must be in excellent health to withstand both operations at once.
--David Ross, MD
Chicago, Illinois
Q&A: Can I get insurance to cover a tummy tuck at the same time as a required gallbladder surgery?
I was diagnoised with a gallstone about a year ago and surgery to remove my gallbladder was recommended. I would like to have a tummytuck done at the same time.I was told that my insurance might pay for stomach muscle repair.I have lost alot of weight over the last ten years and the skin of my stomach hangs down about four inches in a fold. In the summer I get sweaty and sort of raw there.I also have alot of lower back pain if I stand in oneplace for awhile,like doing dishes. Would insurance help pay on anything other than muscle repair? Also the place where my gallbladder is feels sore inside alot lately. Can these surgeries be done on as an outpatient? I have not consulted a plastic surgeon yet.- Rendy
Most insurance companies will not pay for a tummy tuck. I have never been able to get an insurance company pay for a tummy tuck. Good luck JRBerman
--Jonathan Ross Berman, MD
Boca Raton, Florida
Q&A: What is the procedure and cost of reconstructive surgery of the stomach, after a hernia operation?
what is the procedure and cost of reconstructive surgery of the stomach, afet a hernia operation?- Nisha
The procedure you are asking about is called a tummy tuck. The fee for service depends how big a tummy tuck is needed to be performed. The usual cost is between $5000 and $8000. If you are still interested, call our office and ask to speak with Debbie. 561-495-2705. Thank you for your interest. JRBerman
--Jonathan Ross Berman, MD
Boca Raton, Florida
Q&A: How do I go about getting rid of stretch marks on my abdomen?
How do I go about getting rid of stretch marks on my abdomin?- SU
The only way to get rid of stretch marks is to cut out the area of skin that has the stretch marks. On the abdomen that means an abdominoplasty. An abdominoplasty is an operation where excess skin on the lower abdomen is cut away and the underlying muscles tightened. Hope this is helpful to you. Carmen Paradis M.D.
--Carmen Ann Paradis, M.D.
Cleveland, Ohio