text:
- Tobias Pope
- 1 years ago
- Views:
1 Bulgarian Journal of Science and Education Policy (BJSEP), Volume 3, Number 2, 2009 ELEMENTARY PRE-SERVICE TEACHERS OPINIONS ON TEACHING SCIENCE N. Remziye ERGÜL Uludağ University, TURKEY Abstract. This study investigates how pre-service teachers would like to teach science. For this purpose, they are asked about their beliefs on how they can teach science better; which methods they would like to employ; what they think about labs, making experiments and the features of experiments; their suggestions on recalling what is being learned. This subject is considered as important and investigated as the obtained results will give clues to the educators working in this field by reflecting both the quality and effectiveness of the program and training the students receive in order to become teachers and the quality of the opinions and suggestions of the pre-service teacher. Keywords: pre-service teacher, science teaching, teacher education, teacher opinions 1. Introduction Teacher training is one of the subjects considered important and current worldwide and various countries perform effective reforms concerning this issue. In the core of these reforms factors such as the need for individuals who 153
2 think, question and solve problems in accordance with the world concept developing and changing towards the importance of knowledge and the use of information are of great importance. One of the reasons of the reforms carried out in teacher training is the fact that there are many important difficulties in teacher training programs such as the gap between theory and in-class applications and rejecting teaching strategies towards new education perception (De Jong & Brinkman, 1999) Doyle (1997) indicated that the studies on teaching and teacher training moved from being teacher behavior oriented towards teachers thoughts processes oriented. Science education is an important part of general education and therefore the studies for activating science education are still an important issue (Hurd, 2002). Activating science education depends on giving a sound education by training capable and equipped teachers. The first step of teaching better science is to train better science teachers. Howes (2002) examines what the question how the pre-service teacher should be trained in order to teach science to everyone? means. In his study, Howes approaches this question from the point of the difficulties the pre-service teacher encounter and determines these difficulties as the tendency towards inquiry approach, attention to children and awareness of school/society relationship. Again Howes sees one of the typical shortcomings of primary school teachers as not knowing how to teach science and he suggests developing effective and inclusive science instruction. Mellado (1998) investigated the relation between teaching/learning science concepts and practice when teaching science and the results he obtained allow establishing a general correspondence between the two. He explains the reason of the situations as the fact that the academic knowledge (static knowledge) they receive during teacher training process is not sufficient to know how to teach science and it is necessary to 154
3 equipped them with the professional component (personal teaching experience and reflection, self-knowledge) named as dynamic knowledge. Self-efficacy in teaching science is considered as an important quality that pre-service teacher need to have and many problems in teaching science can be solved by investigating the relationship between self efficacy and science teaching behaviors. Cantrell et al. (2003) examined the factors effecting the efficacy of the pre-service teacher in teaching science and stated that the efficacy would increase if teacher training classes are focused on Bandura s (1977) four strategy (providing opportunities for mastery experiences, physiological and emotional arousal, vicarious experiences and social persuasion). The quality of the science methodology classes also has an important part in teaching better science. Morrell & Carroll (2003) concluded that methodology classes positively affect the self efficacy of the pre-service teacher and stated that this result is quite encouraging due to the fact that classroom experience is considered as more important compared to previous studies and that methodology classes do not bring an additional value. Doyle (1997) investigated the effects of the beliefs of pre-service teacher about the teaching program and found out that the act of learning and teaching had turned from a passive form in which teacher transmitted the knowledge into an active process in which teacher is the guide and that this result is related with the pre-service teacher' gaining experience in teaching situations. According to Skamp (1997), pre-service teacher need to focus on a good primary school science teacher concept that develops during teacher training process. In fact, as they are the teachers of the future, knowing what they think about learning and teaching situations might be an important factor in the development of teacher training programs (Aguirre & Heggerty, 1995). According to Brownlee et al. (2003), investigating the knowledge of the pre-service teacher about teaching provides assistance for effective learning in teacher training programs. According to Plourde (2002), finding answer to the ques- 155
4 tion why the teachers cannot teach effective science will solve the problems related with this issue; because this is one of the major problems in science education. In the last 20 years, the educators and programmers draw attention to the fact that how the pre-service teacher learn teaching and the conditions of better teaching (Minor et al., 2002). Educators need to know how teachers learn, what kind of knowledge they need to have in order to become effective teachers and the level of this information and they agree that knowledge and thoughts of the teacher are a critical factor in understanding how the teacher learns teaching and learning (Lowery, 2002). Also (De Jong & Brinkman 1999), teacher training and methods of lesson planning in different countries might interest the researchers from the fields other than science and mathematics. However, according to Tosun (2000) the beliefs of the pre-service teacher about the education systems are related with the teacher education programs as well as their attitudes. This study investigates how primary school pre-service teacher would like to teach science. For this purpose, they are asked about their beliefs on how they can teach science better; which methods they would like to employ; what they think about laboratory, making experiments and the features of experiments; their suggestions on recalling what is being learned. This subject is considered as important and investigated as the obtained results will give clues to the educators working in this field by reflecting both the quality and effectiveness of the program and training the students receive in order to become teachers and the quality of the opinions and suggestions of the pre-service teacher Changes in teacher training programs in Turkey In Turkey, within the frame of a three-year National education development project implemented by YOK (Higher Education Council) with 156
5 the credit taken from World Bank, education faculties are reconstructed by performing a series of reforms on teacher training between the years The project was put into practice in academic year on (Tekkaya et al., 2004; Çakıroğlu & Çakıroğlu, 2003). The aim of the project is to improve the quality of teacher training for primary and secondary schools. Starting in 1998, all faculties of education in Turkey follow a standardized curriculum 1) prescribed by the Higher Education Council (YOK). Preparation for the teaching profession requires the acquisition of knowledge and skills in the three domains which include general culture, special subject training, and pedagogy. With regard to the classroom teaching program, for example, the pedagogical domain consists of 30 credit hours (including the teaching practicum) and method courses (such as Turkish teaching, math teaching, science teaching, social studies teaching, or art teaching) consist of 109 credits, Also 13 credit hours are related to the general culture domain (Saban, 2003). One of the important aspects of the teacher training reform was the emphasis placed on field experiences such as classroom observation and teaching practice. With these classes, the learners had the chance to demonstrate their knowledge and experiences in schools and developed themselves. As a result of the change in teacher training, important changes were made in the year 2000 in primary school science programs for 6-14 age group and these changes were put into practice in academic year. Generally, when compared with the previous program, the units were narrowed down in the scope, updated and organized according to reaching content by way of scientific processes in this program. Also, the program is learner centered and developing scientific attitudes is given importance as well. 157
6 1.2. Changes in elementary school science programs in Turkey In 2004 science classes programs were reorganized and another series of changes were made. The new programs were development. First of all, the name of the lesson is changed into Science and Technology. Major Features of the Program are: 1-Little amount of knowledge is concise (Instead of teaching great amount of knowledge to the students, it is aimed to provide meaningful learning by giving only fundamental concepts. Subjects related with technology and its applications were given emphasized); 2-Science and technology literacy (In their acquisition of knowledge related with every subject, acquisition of many skills related with science and technology literacy is given importance by making appropriate references); 3- Constructive teaching approach (Constructive approach is considered not only in its fundamental philosophy, but also in the learning and teaching activities in the teaching programs); 4- Learner centered teaching (As according to the constructive approach all of the learning-teaching activities should consider that the learner constructs knowledge in his mind, teaching is naturally learner centered); 5- Alternative evaluation and assessment approaches Process evaluation (As the program is based on constructive approach, assessment is a part of learning and alternative assessment approaches such as portfolio and process evaluation are emphasized); 6- Spiral principle (According to the spiral principle, major concepts and subjects are explained in the daily life experiences of the learner at every class level and the depth and scope of the subjects are increased as the class level increases); 7- Relating with other fields actively (In the teaching programs, clear references are made to the other subject fields such as mathematics and social sciences which are related with almost every acquisition) and 8- Considering the individual differences of the learners (As the fact that learning does not take place by transmitting knowledge packs into the minds of the learners but by constructing the new knowledge in the minds of the learners by using the advance information is 158
7 taken into consideration, individual differences are actively emphasized in all the learning and teaching activities naturally). 2) A fundamental shift towards student-centered/constructivist teaching and learning in classrooms is needed in order to fulfill the responsibility of producing members of society who will have the skills required to be effective citizens of the 21 st century (Plourde & Alawiye, 2003). These changes that have been overlapped with the teaching programs we have been practicing in Elementary Education Department of Education Faculty of Uludağ University. In Science teaching courses constructivist theory and teaching methods based on this theory. Also science process skills and their importance are considered in detail. Practicing scientific processes skills are presented to the students. Because if educators do not change the way they come at the educational process, they will indeed maintain and support the status quo (Plourde &, Alawiye, 2003). Thus, pre-service teachers are provided with effective science teaching practice skills and knowledge. Effective science teaching gives the learners the opportunity to learn and considers how they learn. 2. Method The sample of the research was a total of 157 third year pre-service teachers at department of Education Faculty of Uludağ University. 72% of the pre-service teachers are female and 28% of the pre-service teachers are male. Pre-service teachers have received science teaching methodology courses for two terms and participated in two school experience studies. The content of the classes is in harmony with the new science program, pre-service teachers are informed about the new program in detail; they have prepared the subjects in the program by using the methods they have learned and presented them in the classroom environment in primary schools, thus they have gained various experiences. 159
8 Survey method was used in the study. The questionnaire, consisting of open-ended 7 questions, is given to the pre-service teachers at the end of the two terms. It seeks answers to the following questions: 1. How would like to teach science? 2. Which teaching methods you think of using in science and why? 3. How can you make science courses interesting? 4. Do you have any suggestions for the things taught in science classes not to be forgotten? 5. What you would to make students love science classes? 6. What features should the experiments you perform have and think that they would be more effective that way? 7. Do you have any fear or anxiety on carrying out the experiments? Written responses of the pre-service teachers are examined one by one and the analysis of this qualitative research data divided in categories based on before mentioned questions. Sample expressions that symbolize these categories best are given. Generalizations are made as a result of this categorization. 2. Findings Table 1 displays the best sample expressions and the categories determined according to the responses of the learners to the first question. 160
9 Table 1. Sample expressions and responses to the question How would like to teach science? Categories Organizing activities and experiments and carrying out the classes in the laboratory Carrying out classes that are not solely based on descriptions but related with the daily life Teaching in a way in which scientific process skills are emphasized and not based on memorization Using learner - centered methods Using out of class activities and excursions Sample expressions I would like to teach with experiments. Teaching science classes with experiments causes the acquisition of knowledge and skills in the learners by increasing their creativity. Most important of all it gives them the opportunity to activate mental processes. I would like to carry out the classes in an environment in which the students can easily make the experiments on any subject. Get the students make connections with the subjects and experiments and their daily lives; make science useful in their daily lives. I would emphasize scientific process skills and carry out the classes in a way that will cause the students to gain these skills. When I become a teacher I would like to carry out the classes in a way where the students are happy and feel better for the things they are able to accomplish by preparing materials and environments that will cause them to discover the subjects instead of the way where students are worried about the problems they can not solve. I would like to present the classes with activities that are learner-centered and emphasize the creative skills of the learners. I would like to present science classes by using ample amount of materials and in a way where students can discover themselves. I would like to use the methods that keep students active join the classes. I would like to employ methods that will capture the attention of the learners, keep them active and at the same time entertain them. 161
10 Table 2. The Answers to the questions Which teaching methods you think of using in science and why? and the rationales The methods they think of using in science courses Inquiry Teaching Learning Cycles (5E, 7E) Cooperative Learning Problem solving Rationale Full learning takes place. Learner is active and the cognitive, perceptive and psychomotor skills of the learner develop. Learner is constantly active, reaches the knowledge and takes it. Learning science by doing is the most effective. Encourages learning. Learner takes the knowledge and it is motivating. It increases creativity. Active participation of the students is primary. Interaction among learners is important. Learners can easily display their creativity and skills. They learn to solve problems they have throughout their lives. They develop their cognitive and research skills. As seen in Table 1 there are five categories. Some students mentioned two or more categories simultaneously. When Table 1 is examined, it is seen that mostly pre-service teacher would like to teach science classes with the emphasis on experiments and practice. The second question is which teaching methods you think of using in science and why? indicated in Table2. As seen in Table 2 pre-service teachers have preferred four methods. Pre-service teachers have preferred contemporary methods that are based on constructivist model and they have indicated that they would like to employ inquiry teaching method mostly. Pre-service teachers were asked how they can make science classes interesting and their responses are listed in Table
11 Table 3. The responses to the question How can you make science courses interesting? and related frequencies Response Categories By giving importance to attention and motivating and by doing many activities on the same subject By giving importance to associating with life By bringing interesting materials into the classroom By making experiments with unexpected results, turning the classes into fun and talking about events that make students curious By preparing lessons that address the needs and interests of the students By using internet and science and technology journals for children By using teaching methods effectively By telling the lives and inventions of the scientists F(%) According to Table 3, pre-service teacher indicated more than one category. Pre-service teacher have common opinions on making the classes as visual as possible by motivating and attracting attention and on presenting the classes by making references to the daily life. The responses to the question four do you have any suggestions for the things taught in science courses not to be forgotten? are examined and some sample responses are given below: - Ample amount of repetition and activities that increase the permanence prevent forgetting; - After teaching a certain subject, I ask related questions and I repeat the unclear parts; - If the subject is reinforced with examples from their daily lives or if previous knowledge is reminded while presenting the new subject by making references to the previous units, the probability of forgetting decreases; 163
12 - I try to prove the students that they would encounter what they learn in science classes in different parts of their lives by paying attention to the fact that subject and examples are related with the daily life; - I think processing the knowledge in the memory and using appropriate teaching methods provides both making references to the daily life and not forgetting; - Carrying out classes that largely rely on experiments prevents forgetting; - I would carry out classes that are fun and learner-centered. Because keeping the students active is very important; - For not forgetting the things they have learned, I would ask them to write the results of the activities performed as a report and hang these reports on the notice board of the class. It is determined that what the pre-service teacher mention in their explanations most are by paying attention to the fact that subjects and examples are related with their daily lives, carrying out the classes with the emphasis on experiments and showing the students that they would face with what they learn in science classes in different parts of their lives. Fifth question addressed to the pre-service teachers was what they would to make students love science courses?. The responses to this question are: - Increasing their interest by decreasing their fear of mark and turning science class into a skill course; - Not following the course book line by line and making references to the other courses; - When I was a student I disliked science classes, but I liked the experiments based on invention and even I liked the course. Therefore I would apply this method; - We should unite it with the lives of the students; give examples related with real life and make experiments so that the students like the course; - I think the attitude of the teacher is very important; 164
13 - We shouldn t be satisfied with the experiments in the books only; instead we should find and carry out different experiments from other sources and internet; - I would present the subject by taking the needs and interests of the students into consideration; - I would encourage my students for making research. Most of the pre-service teacher indicated the need to unify science courses with the daily life and to make interesting and enjoyable experiments. The responses to the question six What features should the experiments you perform have and think that they would be more effective that way are displayed in Table 4. Table 4. Response categories for the question What features should the experiments you perform have and think that they would be more effective that way and sample statements that represent these categories best Categories Experiments that are interesting, enjoyable, raise the interest of the students, with surprise results and related with the events the students encounter in their daily lives. Experiments that are made by using the simple equipment that can be found in the environment Sample statements I would make experiments related with the events that they are interested in their daily lives, such as the formation of the rainbow. Therefore I would make them like science classes. The subject of the experiment should capture the attention of the students and they should need the knowledge that will be attained at the end of the experiment. I think such experiments are effective in learning. I would perform experiments with unexpected results. For example, causing the egg put on the brim of the bottle to fall into the bottle by burning a piece of cotton in the bottom. I can make science classes enjoyable and interesting by making them perform experiments with the simple equipment that can be found easily. We can develop their creativity by showing them that it is possible to make experiments with the simple equipment they use in their daily lives. 165
14 Experiments that develop the creativity and problem solving skill of the students I would make them perform experiments in which students have the leading role, participate actively and show their creativity. The students should attain the knowledge themselves at the end of the experiment. The experiment should lead them into thinking and making research. Hypothesizing and testing The students can be given the equipment of the experiment and asked to design and perform it; this is very important for the development of creativity. When the given responses are examined, it is seen that the features given in the table-4 are seen most in the responses of the pre-service teacher. These features indicated open-ended experiments. Also pre-service teacher indicated that experiments have an important role in teaching science. The responses of the pre-service teachers to the question seven do you have any fear or anxiety on carrying out the experiments are generally as below: - I am not afraid or anxious. I can use the computer for difficult experiments; - I would not feel afraid or anxious if I am prepared, that is if I make the experiment before and know the result and how to do it; - I do not have such fear or anxiety due to the new science content. Because it is simpler and as I will be using handy materials it is easy to make experiments; - I feel anxious if I am inadequate about the subject; - Not finding laboratories and equipment worries me; - I am anxious because I am inexperienced and inadequate; - I am afraid of making mistakes while performing the experiments. Most of the pre-service teacher indicated that they are not afraid or anxious. They mentioned that they gain adequate amount of experience during their teacher education. 166
15 4. Discussion and conclusion According to Table 1, it is seen that mostly pre-service teacher would like to teach science classes with the emphasis on experiments and practice. In Doyle s (1997) study, four themes about learning and teaching are determined. Many pre-service teachers described the act of learning as receiving information whereas some of them described it as exploring, discovering and understanding. Again, many pre-service teachers described the act of teaching as transmitting knowledge to the other party whereas some of them described it as making learning easier with the guidance of the teacher. The latter descriptions for both the act of learning and the act of teaching are in accordance with the findings of the present study. Lowery (2002) asked pre-service teachers about the most important aspects that the teacher should know while teaching science-mathematics and received responses such as teachers should work with students using hands-on and real world situation, make lessons relevant and challenging realize that abstracts concepts are hard and solve ample amount of problems. The responses are in accordance with the findings of the present study. When analyzed Table 2, it is seen that pre-service teachers have preferred contemporary methods that are based on constructivist model and they have indicated that they would like to employ inquiry teaching method mostly. This result overlaps with Pekmez & Can s (2007) and Saban s (2003) findings. According to Pekmez & Can, pre-service teacher have positive thought about constructivism and think that they should develop their teaching activities based on this approach. In Saban s study students prefer learner-centered approaches more than knowledge transfer. The given results in Tables 1 and 2 display clear clues on this issue. One of the results of Howes (2002) study is that pre-service teacher prefer inquiry teaching method when teaching science for all. As seen is this study as well, it is surely promising that pre-service teacher prefer this certain method because 167
16 many teachers avoid using inquiry teaching method due to the reasons such as it s being time-consuming, not being able to change learning habits easily, not being able to find suitable laboratory equipment, students being immature, not being able to control the class properly (Lawson, 1995). Damnjanovic (1999) compared the attitudes of pre-service teacher and in-service teachers towards inquiry based teaching and as a result indicated that teacher trainees do not make discrimination between contemporary and traditional methods; however, in-service teachers look more positive to using contemporary methods in science teaching. Plourde & Alawiye (2003) investigated the relation between the beliefs of pre-service teacher on constructivist approach and what they do in practice and found out that there is a strong positive relation between the two. This result is another indicator of how important the quality and adequacy of the knowledge received during teacher training education on this issue are. One of the methods projected in the study is learning cycles. Learning cycles are consisted of constructivist, inquiry and cooperative methods. Doyle (1997) found out that pre-service teacher considered teaching as a passive act and that they would feel more successful when they employed active teaching techniques. A few students (3 pre-service teachers) suggested presentation method but they did not state any rationale. Mellado (1998) mentioned the presence of some studies which indicate that pre-service teacher bring the opinions, concepts and attitudes regarding learning and teaching with them when they start their university education and that these opinions, concepts and attitudes are strictly reserved and therefore would not change throughout their university education. Thus, based on this, as pre-service teacher come with such thoughts, the first thing that needs to be done regarding learning and teaching of science during their university education is to encourage them to find the best and the most suitable according to themselves. In fact, this seems to be the best solution. Because the education system in Turkey was teacher-centered until recently; the pre-service teachers in the present study were educated in such an education model. However, op- 168
17 posite of what is mentioned above, they are rejecting teacher-centered methods and support more effective and contemporary models. When the given responses are examined, it is seen that the features given in the table-4 are seen most in the responses of the pre-service teacher. These features indicated open-ended experiments. Also pre-service teacher indicated that experiments have an important role in teaching science. According to Fraser & Walberg (1995), experiments play a key role in teaching and learning science in traditional and constructivist settings. Only a few pre-service teacher mentioned fear and anxiety. Also they mentioned over confidence and adequate in experimenting. This result agrees with Küçükyılmaz & Dubans (2006) results. In their study, many of students (%94) find themselves adequate in experimenting. Also they indicated that they would not have such a problem if they know the source of their fear and anxiety and eliminate the causes of this situation; the given responses prove that they are aware of how they can attain this, for instance being inexperienced or inadequate. This is a pleasing result for us as well because it is seen that the fear and anxiety of working in the laboratory occupy important place in the literature. This study tries to display the opinions and views of the pre-service teacher on science learning and teaching. The results are important because the most important factor in the development of education is the teacher. Today, it is seen that interpreting, comprehending scientific concepts and developing research skills are more important than knowing scientific knowledge and events. Additionally, based on the new education program put into practice, further studies can be carried out with in service teachers to investigate the results brought by the change and with students to find out their opinions on success, interest and attitude. 169
18 NOTES 1. Report on re-designing the teacher education programs at the faculties of education in Turkish Universities. YOK, Ankara, nload&cid=48 REFERENCES Aguirre, J.M. & Haggerty, S.M. (1995). Pre-service teachers meaning of learning. International J. Science Education, 17, Bandura, A. (1977). Self efficacy: toward a unifying theory of behavioral change. Psychological Review, 84, Brownlee, J., Purdie, N. & Boulton-Lewis, G. (2003). An Investigation of teacher education students knowledge about learning. Higher Education, 45, Cakıroglu, E. & Cakıroglu, J. (2003). Reflections on teacher education in Turkey. European J. Teacher Education, 26, Cantrell, P., Young, S. & Moore, A. (2003). Factors affecting science teaching efficacy of pre-service elementary teachers. J. Science Teacher Education, 14, Damnjanovic, A. (1999). Attitudes toward inquiry-based teaching: differences between pre-service and in-service teachers. School Science & Mathematics, 99, De Jong, O. & Brinkman, F. (1999). Investigation student teachers conceptions of how to teach: international network studies from science and mathematics education. European J. Teacher Education, 22, Doyle, M. (1997). Beyond life history as a student: pre-service teachers beliefs about teaching and learning. College Student J., 31, Fraser, B.J. & Walberg, H.J. (1995). Improving Science education: international perspectives. Chicago: University of Chicago Press. 170
19 Howes, V.E. (2002). Learning to teach science for all in the elementary grades: what do pre-service teachers bring? J. Research Science Teaching, 39, Hurd, P.D. (2002). Modernizing science education. J. Research Science Teaching, 39, 3-9. Küçükyılmaz, E.A.& Duban. N. (2006). The opinions of primary teacher candidates on taking measures to increase science teaching self-efficacy beliefs. Yüzüncüyıl Ünv. Eğitim Fak. Dergisi, cilt III, sayı II. Lawson, A.E. (1995). Science teaching and the development of thinking. Belmont: Wadsworth Publishing Company. Lowery, N.V. (2002). Construction of teacher knowledge in context: preparing elementary teachers to teach mathematics and science. School Science & Mathematics, 102, Mellado, V. (1998). The classroom practice of pre-service teachers and their conceptions of teaching and learning science. Science Education, 82, Minor, L.C., Onwuegbuzie, A.J., Witcher, A.E. & James, T.L. (2002). Preservice teachers educational beliefs and their perceptions of characteristics of effective teachers. J. Educational Research, 96, Morrell, P.D. & Carroll, J.B. (2003). An extended examination of pre-service elementary teachers science teaching self-efficacy. School Science & Mathematics, 103, Pekmez, E.S. & Can, B.T. (2007). The reflection of 2000 and 2004 science curricula on the prospective teachers. J. Turkish Science Education, 4, Plourde, L.A. (2002). The influence of student teaching on pre-service elementary teachers science self-efficacy and outcome expectancy beliefs. J. Instructional Psychology, 29,
20 Saban, A. (2003). A Turkish profile of prospective elementary school teachers and their views of teaching. Teaching & Teacher Education, 19, Skamp, K.R. (1997). Student teachers entry perceptions about teaching primary science: does a first degree make a difference? Research Science Education, 24, Tekkaya, C., Cakıroglu, J. & Ozkan, O. (2004). Turkish pre-service science teachers understanding of science and their confidence in teaching it. J. Education Teaching, 30, Tosun, T. (2000). The beliefs of pre-service elementary teachers toward science and science teaching. Science School & Mathematics, 100, Dr. N. Remziye Ergül, Faculty of Education, Uludağ University, Bursa, 16059, TURKEY 172
ASU College of Education Course Syllabus ED 4972, ED 4973, ED 4974, ED 4975 or EDG 5660 Clinical Teaching
ASU College of Education Course Syllabus ED 4972, ED 4973, ED 4974, ED 4975 or EDG 5660 Clinical Teaching Course: ED 4972, ED 4973, ED 4974, ED 4975 or EDG 5660 Credit: 9 Semester Credit Hours (Undergraduate),More information
Analysing Technological Pedagogic Content Knowledge of Science Teacher Candidates According to Various Variables
Analysing Technological Pedagogic Content Knowledge of Science Teacher Candidates According to Various Variables 1 Mehmet Barış Horzum, 2 Murat Demirbaş, 1 Mustafa Bayrakcı 1 Sakarya University EducationMore information
PROFESSIONAL DEVELOPMENT: A VISION FOR SAUDI SCIENCE TEACHERS Hiya Almazroa Pringcess Noura Bint Abdulrahman University, Saudi Arabia Abstract: Professional development is a significant mechanism for maintainingMore information
LEARNING THEORIES Ausubel's Learning Theory
LEARNING THEORIES Ausubel's Learning Theory David Paul Ausubel was an American psychologist whose most significant contribution to the fields of educational psychology, cognitive science, and science education.More information
MATTC Course Descriptions
MATTC Course Descriptions Multiple Subject Courses: 250. Ethics, Diversity, Reflection: Introduction to K-12 Teaching This course focuses on credential candidates professional development and their integrationMore information
Self-Reflection Teaching. Susan M. Blunck, Ph.D. Assistant Clinical Professor Department of Education UMBC
Self-Reflection Teaching Susan M. Blunck, Ph.D. Assistant Clinical Professor Department of Education UMBC 2 Self Reflection Teaching Effective teaching is not about what we give or do to our students.More information
EARLY EDUCATION. ADMPS 1001 SOCIAL FOUNDATIONS OF EDUCATION 3 cr. I&L 0020 DIRECTED TUTORING 1-3 cr.
EARLY EDUCATION ADMPS 1001 SOCIAL FOUNDATIONS OF EDUCATION 3 cr. This course is a broad-based overview of education addressing education issues and policies in the United States. An interdisciplinary approachMore information
Elementary MEd I. The Relationship of the Program with the Unit s Conceptual Framework
Elementary MEd I. The Relationship of the Program with the Unit s Conceptual Framework Shaping Tomorrow: Ideas to Action The Early Elementary Education program for prospective elementary education candidatesMore information
ELEMENTS/COMPONENTS OF THE CURRICULUM The nature of the elements and the manner in which they are organized may comprise which we call a curriculum design. Component 1: Curriculum Aims, Goals and ObjectivesMore information
Science teacher education in Japan: Implications for developing countries
Science teacher education in Japan: Implications for developing Hiroaki Ozawa (Naruto University of Education, Japan) 1. Introduction It is said that the 21 st century is an era of a knowledge-based societyMore information
BOK Course Title Course Description Access to Children
ECE Online Courses Course Number BOK Course Title Course Description Access to Children 18CI1001 TI Educational Technology This course encompasses effectively analyzing, designing, Must videotape a developing,More information
MASTER OF EDUCATION 1. MASTER OF EDUCATION DEGREE (M.ED.) (845) 575-3028 firstname.lastname@example.com
MASTER OF EDUCATION 1 MASTER OF EDUCATION DEGREE (M.ED.) (845) 575-3028 firstname.lastname@example.com MISSION AND OBJECTIVES The Teacher Education programs offered by Marist College are integrally linkedMore information
Using Music to Increase Math Skill Retention Catherine Yoho
Using Music to Increase Math Skill Retention Catherine Yoho Abstract Discussions with math teachers, of various grade levels, brought out one consistent observation. Each year, students need to be retaughtMore information
A RESEARCH ON GEOMETRY PROBLEM SOLVING STRATEGIES USED BY ELEMENTARY MATHEMATICS TEACHER CANDIDATES Mustafa Zeki Aydoğdu Dokuz Eylül University Faculty of Education İzmir, TURKEY firstname.lastname@example.com information
SCIENCE AND MATHEMATICS SECONDARY EDUCATION IN ETHIOPIA An Option paper presented at the Technical Workshop on Science and Mathematics Secondary Education in Africa (SEIA) Follow-up Program. Eshetu AsfawMore information
Undergraduate Studies. General Education Requirements:
SENATE PROGRAM PROPOSAL FORM for: CHECK ONE: Add, Change, Combine, Drop, Archive CHECK ONE: Degree program, Minor, Certificate, Emphasis area From: SEDECET Approved By: Pat Kopetzx6557 Date: 2-20-13 DepartmentMore information
BARBADOS. Caribbean Symposium on Inclusive Education. Kingston, Jamaica, 5 7 December 2007. UNESCO International Bureau of Education
BARBADOS Caribbean Symposium on Inclusive Education Kingston, Jamaica, 5 7 December 2007 UNESCO International Bureau of Education Barbados Country Report Ms. Jessica Browne, Senior Education Officer MinistryMore information
Foundations of the Montessori Method (3 credits)
MO 634 Foundations of the Montessori Method This course offers an overview of human development through adulthood, with an in-depth focus on childhood development from birth to age six. Specific topicsMore information
TEACHERS VIEWS AND USE OF EXPLANATION IN TEACHING MATHEMATICS Jarmila Novotná
TEACHERS VIEWS AND USE OF EXPLANATION IN TEACHING MATHEMATICS Jarmila Novotná Abstract This study analyses teachers of mathematics views on explications in teaching mathematics. Various types of explanationsMore information
The University of North Carolina at Pembroke 2015-2016 Academic Catalog
338 The University of North Carolina at Pembroke 2015-2016 Academic Catalog COURSES BIRTH TO KINDERGARTEN (ECE) ECE 2020. Foundations of Early Childhood (3 credits) This course is designed to introduceMore information
~Empowering and Motivating for Today and Tomorrow~
Lindsay Unified School District Mission Statement ~Empowering and Motivating for Today and Tomorrow~ - Adopted by Lindsay Unified School Board: May 21, 2007 Mission: Empowering and Motivating for TodayMore information
GLOBAL-READY TEACHER COMPETENCY FRAMEWORK: STANDARDS AND INDICATORS GLOBAL-READY TEACHER COMPETENCY FRAMEWORK All learners whether adult or child acquire the attitudes, skills and knowledge needed forMore information
Problems with Science and Technology Education in Turkey
Eurasia Journal of Mathematics, Science & Technology Education, 2007, 3(2), 157-161 Problems with Science and Technology Education in Turkey Mustafa Özden Adıyaman Üniversitesi, Adıyaman, TURKEY ReceivedMore information
This historical document is derived from a 1990 APA presidential task force (revised in 1997).
LEARNER-CENTERED PSYCHOLOGICAL PRINCIPLES: A Framework for School Reform & Redesign TABLE OF CONTENTS: Background Learner-Centered Principles Prepared by the Learner-Centered Principles Work Group of theMore information
COGNITIVE & K Critical and Creative Thinking: Students combine and apply artistic and reasoning skills to imagine, create, realize and refine artworks in conventional and innovative ways. The student willMore information
Teacher Education Portfolio Guidelines and Rubric
Teacher Education Portfolio Guidelines and Rubric The Teacher Education Portfolio is developed throughout a s program. Most Teacher Education courses have a capstone project designed to meet the InTASCMore information
Assessment Results Only data for Assessments 3,4,5,6, and 7 are included in this report as Assessments 1 and 2 are not performance assessments.
Summary Program Report, Elementary Education IUPUC Division of Education June 7, 2011 General Outcomes Sought: What students will know or be able to do All elementary education majors must meet the standardsMore information
A STATISTICS COURSE FOR ELEMENTARY AND MIDDLE SCHOOL TEACHERS. Gary Kader and Mike Perry Appalachian State University USA
A STATISTICS COURSE FOR ELEMENTARY AND MIDDLE SCHOOL TEACHERS Gary Kader and Mike Perry Appalachian State University USA This paper will describe a content-pedagogy course designed to prepare elementaryMore information
Teacher Education for inclusive education in Finland. Hannu Savolainen University of Jyväskylä
Teacher Education for inclusive education in Finland Hannu Savolainen University of Jyväskylä Teacher Education for inclusive education in Finland Background of the Finnish comprehensive education systemMore information
Science teachers pedagogical studies in Finland
1 Science teachers pedagogical studies in Finland Jari Lavonen Summary An overview of planning, organising and evaluating of science teachers pedagogical studies in Finland is given. Examples are fromMore information
A classroom observation-based evaluation of elementary teachers use of technology in the classrooms in Turkey
Educational Research and Reviews Vol. 6 (4), pp. 367-373, April 2011 Available online at http://www.academicjournals.org/err ISSN 1990-3839 2011 Academic Journals Full Length Research Paper A classroomMore information
Preparing Teachers to Teach Mathematics With Technology
Preparing Teachers to Teach Mathematics With Technology Margaret L. Niess Oregon State University, USA firstname.lastname@example.com Abstract: The challenge for mathematics teacher educators is to identifyMore information
Section on Statistical Education JSM 2009. 1. Literature Review
On the Importance and Measurement of Pre-Service Teachers' Efficacy to Teach Statistics: Results and Lessons Learned from the Development and Testing of a GAISE- Based Instrument Leigh M. Harrell 1, RebeccaMore information
The Positive Effects of Technology on Teaching and Student Learning
The Positive Effects of Technology on Teaching and Student Learning Kevin C. Costley, Ph.D. Associate Professor of Curriculum & Instruction Arkansas Tech University firstname.lastname@example.com Date of Publication:More information
Additional Qualification Course Guideline. Primary Education Specialist
Additional Qualification Course Guideline Primary Education Specialist Schedule D Regulation 184/97 Teachers Qualifications Standards of Practice and Education April 2003 Ce document est disponible enMore information
Concept-Mapping Software: How effective is the learning tool in an online learning environment?
Concept-Mapping Software: How effective is the learning tool in an online learning environment? Online learning environments address the educational objectives by putting the learner at the center of theMore information
EDUCATIONAL PSYCHOLOGY. effectiveness of, the psychology of teaching, and the social psychology of schools as
EDUCATIONAL PSYCHOLOGY Educational psychology is the study of how humans learn in, the effectiveness of, the psychology of teaching, and the social psychology of schools as organizations. Educational psychologyMore information
Elementary pre-service mathematics teachers and technology: are they ready?
Elementary pre-service mathematics teachers and technology: are they ready? Abstract Matthew Boggan Mississippi State University Sallie L. Harper Mississippi State University Elizabeth Bifuh-Ambe UniversityMore information
MSP Project Name: Partnership to Improve Student Achievement in Physical Science: Integrating STEM Approaches (PISA 2 )
Abstract Name Teacher Professional Development Programs in Grades 3-8: Promoting Teachers and Students Content Knowledge in Science and Engineering MSP Project Name: Partnership to Improve Student AchievementMore information
I n t r o d u c t i o n
and Mission Teachers and education leaders help to build a nation and provide the pathway for the I n t r o d u c t i o n future. They serve their country in important and lasting ways. Having good teachersMore information
Content Mathematics Course for Elementary Teachers
Content Mathematics Course for Elementary Teachers Paul Hartung Elizabeth Mauch Bloomsburg University of Pennsylvania Abstract Bloomsburg University revised their mathematics for elementary education majorsMore information
AND LEARNING 21st Century Teaching and Learning
21ST CENTURY TEACHING AND LEARNING 21st Century Teaching and Learning Dr. Grace Surdovel, Director of Master's Programs/Faculty of Practice The Master of Science in Education with a major in 21st CenturyMore information
Tennessee Board of Regents. Proposal for the Establishment of a Lower Division General Education Core
Tennessee Board of Regents Proposal for the Establishment of a Lower Division General Education Core Created by: The Ad Hoc Committee charged to Establish a Lower Division General Education Core CurriculumMore information
M.A. in Educational Administration
M.A. in Educational Administration Professional educators with at least three years of relevant professional experience in an educational setting related to the instructional process who wish to enterMore information
Faculty Member Completing this Form: Melissa Cummings
Department Name: Science Middle/Secondary Education Date Submitted and Academic Year: Fall 2011 for AY 2011-2012 Department Mission Statement: All SUNY Potsdam education programs are aligned with our conceptualMore information
Ekim 2006 Cilt:14 No:2 Kastamonu Eğitim Dergisi 509-516 PRESERVICE SECONDARY MATHEMATICS TEACHERS COMPARATIVE ANALYSES OF TURKISH AND AMERICAN HIGH SCHOOL GEOMETRY TEXTBOOK Hasan ÜNAL Yıldız TechnicalMore information
Japanese International School. Assessment Recording and Reporting Policy
Japanese International School Assessment Recording and Reporting Policy 1.0 Philosophy and beliefs Through a positive learning environment, the Japanese International School respects the diversity of itsMore information
1 PROCESS FOR APPROVING NON- IAI- GENERAL EDUCATION CORE CURRICULUM (GECC) COURSES FOR GENERAL EDUCATION CREDIT Step 1: Program/course owner reviews non- IAI- GECC course currently accepted for GeneralMore information
Dewar College of Education and Human Services Valdosta State University Department of Early Childhood and Special Education
Dewar College of Education and Human Services Valdosta State University Department of Early Childhood and Special Education SEGC 6040 Technological Support Planning for Children and Youth with DisabilitiesMore information
Impact of ICT on Teacher Engagement in Select Higher Educational Institutions in India
Impact of ICT on Teacher Engagement in Select Higher Educational Institutions in India Bushra S P Singh 1, Dr. Sanjay Kaushik 2 1 Research Scholar, University Business School, Arts Block 3, Panjab University,More information
Standards for Excellence
THE AUSTRALIAN ASSOCIATION OF MATHEMATICS TEACHERS Standards for Excellence in Teaching Mathematics in Australian Schools 2006 edition These Standards were originally adopted by AAMT Council in 2002 asMore information
Master of Science in Early Childhood Education Singapore, 2004 2005
Master of Science in Early Childhood Education Singapore, 2004 2005 Sponsored by Wheelock College s Center for International Education, Leadership, and Innovation and RTRC Asia in Singapore BackgroundMore information
Masters of Education Degree with a specialization in Elementary Mathematics
Masters of Education Degree with a specialization in Elementary Mathematics Program Proposal School of Professional and Continuing Studies Northeastern University February 2008 Revised 2/18/2008 RevisedMore information
Program of Study: Bachelor of Science in Elementary/Special Education (Dual Major)
Program of Study: Bachelor of Science in Elementary/Special Education (Dual Major) (Eligible for Institutional Recommendation) Program Description The Bachelor of Science in Elementary/Special EducationMore information
University of Southern California Rossier School of Education. School Counseling Fieldwork Evaluation
University of Southern California Rossier School of Education School Counseling Fieldwork Evaluation INSTRUCTIONS Candidate Provide a brief summary of this semester s activities in each of the programMore information
ISSN 1308 8971 Special Issue: Selected papers presented at WCNTSE EVALUATION OF PROSPECTIVE SCIENCE TEACHERS COMPUTER SELF-EFFICACY a Nurhan ÖZTÜRK, a Esra BOZKURT, b Tezcan KARTAL, c Ramazan DEMİR & dMore information
A Study in Learning Styles of Construction Management Students. Amit Bandyopadhyay, Ph.D., PE, F.ASCE State University of New York -FSC
A Study in Learning Styles of Construction Management Students Amit Bandyopadhyay, Ph.D., PE, F.ASCE State University of New York -FSC Abstract Students take in and process information in different ways.More information
Teaching Students with Learning Disabilities: Constructivism or Behaviorism?
Volume 8, Number 10 April, 2005 ISSN 1099-839X Teaching Students with Learning Disabilities: Constructivism or Behaviorism? Marcee M. Steele University of North Carolina Wilmington There is much controversyMore information
Table of Contents Section 8: How Children Learn
Table of Contents Section 8: How Children Learn This section provides educators with information about educational theories and objectives and how these apply to a unit of study on the West Eugene Wetlands.More information
Master of Science in Early Childhood Education Singapore, 2005 2006
Master of Science in Early Childhood Education Singapore, 2005 2006 Offered by RTRC Asia in Collaboration with Wheelock College s Center for International Education, Leadership, and Innovation BackgroundMore information
Required Field and Clinical Experiences Across Initial and Advanced Programs Class B Early Childhood and Elementary Education
Field and Experiences Across Initial and Advanced Programs Class B Early and Course ECY 300 EDF 362 EDR 440 Survey of Special Foundations of I Reading I Designed to provide an overview of exceptionalityMore information
CALIFORNIA S TEACHING PERFORMANCE EXPECTATIONS (TPE) The Teaching Performance Expectations describe the set of knowledge, skills, and abilities that California expects of each candidate for a MultipleMore information
GEMS-U Program Description
GEMS-U Program Description (GEMS-U) is an innovative, exclusive statewide program, spearheaded by the Alabama Department of Education. The GEMS-U program is designed to develop and disseminate high-qualityMore information
Diversity Needs: Preparing Family and Consumer Sciences Teachers for the 21 st Century Classroom
Journal of Family and Consumer Sciences Education, 30(2), Fall/Winter 2012 Diversity Needs: Preparing Family and Consumer Sciences Teachers for the 21 st Century Classroom Sally E. Arnett Northern IllinoisMore information
Faculty of Social and Behavioral Sciences
Faculty of Social and Behavioral Sciences Chair: Basma Faour, Ed.D. Mission The Faculty of Social and Behavioral Sciences (SBS) provides culturally and contextually relevant educational curricula thatMore information
Why Teach Science Using an Inquiry Approach? Dr. Carl J. Wenning Physics Department Illinois State University Normal, Illinois USA
Why Teach Science Using an Inquiry Approach? Dr. Carl J. Wenning Physics Department Illinois State University Normal, Illinois USA Inquiry Teaching! Science teaching has suffered because science has beenMore information
APPLIED SOCIAL PSYCHOLOGY FOR UNDERSTANDING AND MANAGING SOCIAL PROBLEMS AT SCHOOL Prof. Dr. Fatbardha Gjini Dr. Johana Myftiu Psychology Department University A. Xhuvani Elbasan, Albania 5-7 October 2012More information
Integrated Course Design
IDEA PAPER #42 Integrated Course Design L. Dee Fink University of Oklahoma Teaching is a complex human action. The many tasks that are involved comprise four general components: Knowledge of the subjectMore information
Pre-Primary Education ( PPE11 )
FACULTY OF EDUCATION Bachelor s Degree Programmes Pre-Primary Education ( PPE11 ) EDUC180 INTRODUCTION TO EDUCATION This course aims to help students understand the general law of the human education system.More information
Essays on Teaching Excellence Toward the Best in the Academy
Essays on Teaching Excellence Toward the Best in the Academy Vol. 15, No. 7, 2003-2004 A publication of The Professional & Organizational Development Network in Higher Education. The posting and use ofMore information
Text of article appearing in: Issues in Science and Technology, XIX(2), 48-52. Winter 2002-03. James Pellegrino Knowing What Students Know
Text of article appearing in: Issues in Science and Technology, XIX(2), 48-52. Winter 2002-03. James Pellegrino Knowing What Students Know Recent advances in the cognitive and measurement sciences shouldMore information
Procedia Computer Science
Procedia Computer Science 3 (2011) 666 671 Procedia Computer Science 00 (2010) 000 000 Procedia Computer Science www.elsevier.com/locate/procedia www.elsevier.com/locate/procedia WCIT 2010 In Search ofMore information
Dr. Candice McQueen, Dean, College of Education 168 LIPSCOMB UNIVERSITY 2009-10
Dr. Candice McQueen, Dean, College of Education 168 LIPSCOMB UNIVERSITY 2009-10 Department of Education Junior High, Associate Professor and Academic Chair Charles A. Beaman, Visiting Professor Keith Nikolaus,More information
University of Kentucky 2004-2005 Undergraduate Bulletin 1
317 INTRODUCTION TO INSTRUCTIONAL MEDIA. (1) An introductory instructional media experience including basic production and utilization techniques for media materials and operation of commonly used educationalMore information
INTRODUCTION. The Online Journal of New Horizons in Education Volume 2, Issue 3 ABSTRACT
THE EVALUATION OF THE TEACHERS' OPINIONS FOR LESSON PLANNING SAMPLES PREPARED BY USING CREATIVE DRAMA METHOD IN MATHEMATICS TEACHING Nesrin ÖZSOY[1], Fatma ECZACININ[2], Zeynep Fidan KOÇAK[3], Figen ÖZPINAR[4]More information
Scientists Teaching Science. Barbara Houtz January 13, 2014
Scientists Teaching Science Barbara Houtz January 13, 2014 Instructional Design The systematic design of materials, activities, and interactive environments for learning. Broadly informed by educationalMore information
COMMUNICATION COMMUNITIES CULTURES COMPARISONS CONNECTIONS. STANDARDS FOR FOREIGN LANGUAGE LEARNING Preparing for the 21st Century
COMMUNICATION COMMUNITIES CULTURES COMPARISONS CONNECTIONS STANDARDS FOR FOREIGN LANGUAGE LEARNING Preparing for the 21st Century Language and communication are at the heart of the human experience. TheMore information
Nurturing Early Learners
Nurturing Early Learners A Curriculum Framework for Kindergartens in Singapore A Guide for Parents A Strong Start for Every Child 1 A Strong Start for Every Child A Word to Parents Parents know that theMore information
METACOGNITIVE AWARENESS OF PRE-SERVICE TEACHERS Emine ŞENDURUR Kocaeli University, Faculty of Education Kocaeli, TURKEY Polat ŞENDURUR Ondokuz Mayıs University, Faculty of Education Samsun, TURKEY NeşetMore information
Research into competency models in arts education
Research into competency models in arts education Paper presented at the BMBF Workshop International Perspectives of Research in Arts Education, Nov. 4 th and 5 th, 2013. Folkert Haanstra, Amsterdam SchoolMore information
CEC Initial Level Special Educator Preparation Standards 1
Page 1 of 11 CEC Initial Level Special Educator Preparation Standards 1 Among the sine qua non characteristics of mature professions are the identification of the specialized knowledge and skill and theMore information
What is Undergraduate Education?
Education as Degrees and Certificates What is Undergraduate Education? K. P. Mohanan For many people, being educated means attending educational institutions and receiving certificates or degrees. ThisMore information
Admissions Requirements
Special Education Dickinson Hall, Rooms 300F, 304 (501) 569-3124, (501) 569-8710, (501) 569-8922 Master of Education in Special Education The Master of Education in Special Education (SPED) prepares candidatesMore information
Wanngam Marakrong Khon Kaen University, Thailand
Chokchai Yuenyong Khon Kaen University, Thailand
ENHANCING THAI STUDENTS SCIENTIFIC LITERACY IN LEARNING ABOUT WORLD PHENOMENON AND SPACE TECHNOLOGY THROUGH YUENYONG (2006) SCIENCE TECHNOLOGY AND SOCIETY (STS) APPROACH Wanngam Marakrong Khon Kaen University,More information
Course Description \ Bachelor of Primary Education Education Core
Course Description \ Bachelor of Primary Education Education Core EDUC 310 :Foundations of Education in Qatar and School Reform : This course has been designed to acquaint the learners with the progressMore information
THE EFFECT OF TEACHING MATERIAL OF PHYSICS BASED ON APPLIED CONCEPTS AND LIFESKILL TO ENHANCE STUDENTS ACTIVITY AND ENTERPRENEUR SKILL Susilawati*, Nur Khoiri Physics Education Department Faculty of MathematicsMore information
INSTRUCTIONAL DESIGN IN EDUCATION: NEW MODEL Prof. Dr. Aytekin İŞMAN Sakarya University, Turkey email@example.com & email@example.com, www.aytekinisman.com INTRODUCTION Instruction is a plan of teachingMore information
Section 2: Program Summary Economics (CA): Secondary Major and Minor
Section 2: Program Summary Economics (CA): Secondary Major and Minor The University Detroit Mercy (UDM), a Catholic institution whose mission flows from the educational traditions of the Sisters of MercyMore information
Action Research Project Design Document
Santa Clara University Department of Education EDUC 369: Action Research Winter 2009 Action Research Project Design Document Information Packet By Joe Chee Action research is an approach to scholarly inquiryMore information
DOCTOR OF PHILOSOPHY DEGREE. Educational Leadership Doctor of Philosophy Degree Major Course Requirements. EDU721 (3.
DOCTOR OF PHILOSOPHY DEGREE Educational Leadership Doctor of Philosophy Degree Major Course Requirements EDU710 (3.0 credit hours) Ethical and Legal Issues in Education/Leadership This course is an intensiveMore information
Morris College Teacher Education Curriculum Changes Elementary Education
EDU 200 Introduction to Education (3) Introduction to Education provides an introduction to the nature of education and its place in our society. An overview of the historical background of systems ofMore information
One Stop Shop For Educators. Georgia Performance Standards Framework for Physical Education
Introduction Physical Education is an integral part of the total education of every child from kindergarten through grade 12. Therefore, every student should have the opportunity to participate in a qualityMore information
Psychology. Administered by the Department of Psychology within the College of Arts and Sciences.
Psychology Dr. Spencer Thompson, Professor, is the Chair of Psychology and Coordinator of Child and Family Studies. After receiving his Ph.D. in Developmental Psychology at the University of California,More information
The Teacher Educator Standards
The Teacher Educator Standards From the Association of Teacher Educators Winter Conference Standards Clinic New Orleans, LA February, 2008 Facilitators: Dr. Robert Fisher Dr. Barbara Short Dr. Robin McBeeMore information
PHD & M.PHIL Research Postgraduate Programmes CUHK FACULTY OF EDUCATION
PHD & M.PHIL Research Postgraduate Programmes CUHK FACULTY OF EDUCATION FACULTY OF EDUCATION The Faculty of Education is a community of faculty members, students and staff members who are passionate aboutMore information
Client Teaching. Dr.Sabah Abas Ahmed. College of nursing/baghdad University. email@example.com
Client Teaching Dr.Sabah Abas Ahmed College of nursing/baghdad University email@example.com م.د. صباح عباس احمد كلية التمريض /جامعة بغداد فرع أساسيات التمريض Client Teaching Objectives : Define theMore information
Principal Practice Observation Tool
Principal Performance Review Office of School Quality Division of Teaching and Learning Principal Practice Observation Tool 2014-15 The was created as an evidence gathering tool to be used by evaluatorsMore information
The Fifth International Conference on e-learning (elearning-2014), 22-23 September 2014, Belgrade, Serbia TEACHING AND LEARNING IN COMPETENCY-BASED EDUCATION NEIL O SULLIVAN Innovative Together Ltd, email@example.com information
Delta Courses. *The College Classroom. The College Classroom: International Students, International Faculty. Diversity in the College Classroom
COURSE CATALOG Contents Introduction... 3 Delta Courses... 4 The College Classroom... 4 The College Classroom: International Students, International Faculty... 4 Diversity in the College Classroom... 4More information
Council on Social Work Education. Curriculum Policy Statement for Baccalaureate Degree Programs in Social Work Education
Council on Social Work Education Curriculum Policy Statement for Baccalaureate Degree Programs in Social Work Education B1.0 SCOPE AND INTENT OF THE CURRICULUM POLICY STATEMENT B1.1 This document setsMore information


text:
To continue with details on why the neck skin is not just pulled up under the ears and surgically attatched. When I gently pull the skin under my jaw bone, toward my ear just a little bit, the loose skin tightens up nicely. The wrinkles go away! Would it not be easy to do this surgically too, bring that skin back to under the ear and perminently attach it there with staples or sutures?
Why is there not a simple skin tuck to pull the loose skin up and eliminate the loose skin?
Doctor Answers 18
Why is there not a simple skin tuck to pull the loose skin up and eliminate the loose skin?
Takemywrinkles, thank you for your question. I get asked this during many of my consultations. I bet you are putting your fingers half way between your chin and ear and pulling up the neck skin while pushing toward the ear. Most of my patients do the same. The problem is if we make our incisions where your fingers touch your face it will leave very visible scars.
Placing the incisions in a more inconspicuous location just in front and in back of the ear to hide the resultant scar requires the location of pull much further away and wider dissection and more pull. Also, the underlying muscles and soft tissue are being moved as your fingers put pressure on all the layers to the bone.
We ALL wish it were that easy to make a small incision around the earlobe and correct the neck, but the complex anatomy does not allow this.
I hope this answers your question.
Learn more: https://www.aspireplasticsurgery.com/facelift-fort-wayne/
Simple facelift
Variations on facelifts
You might also like...
Why is there not a simple skin tuck to pull the loose skin up and eliminate the loose skin?
A neck lift can be done with an incision from the earlobe to the posterior ear.
Find a plastic surgeon with ELITE credentials who performs hundreds of facelifts, necklifts, facelift revisions, and facial procedures each year. Then look at the plastic surgeon's website before and after photo galleries to get a sense of who can deliver the results.
Kenneth Hughes, MD
Los Angeles, CA
Learn more: http://www.hughesplasticsurgery.com/Face-and-Neck-Lift.php
Facelifts are customized to individual need
Every person has slightly different effects of aging and so facelifts are adjusted to individual needs. Sometimes this is a relatively simple procedure involving mostly skin but usually aging is more than a little sagging skin. For example, the "turkey wattles" are related to a muscle called the platysma under the skin in the neck; so even though tugging on the skin makes them appear to go away, they won't disappear with only a surgical skin tuck. There was an idea around a few years ago called the threadlift which basically did what you describe, only the results were temporary.
Loose neck skin
You are describing a loose neck skin problem, and in my office we do a necklift with oral sedation and local anesthesia to correct this problem. In 1 to 2 hours you will have all the loose neck skin removed for years to come; comfortably, safely, and totally naturally looking. The local anesthesia is very comfortable, and the cost savings and added safety are fantastic. You can inquire about this at 305-974-0505. Sutures are also placed into the muscles and fascia to help elevate and hold the structures in place.
Facial aging is due to more than just loose skin.
without a picture it's hard to comment but there is a misconception that facelifts exclusively remove only excess skin. Facelifts also move around structures that provide a more youthful volume to the face.
Learn more: http://www.zubowicz.com/subpag,23-atlanta-facelift.htm
Face lift
This is done with a face lift. The problem is not loose skin but loose deep tissues.
If you just remove skin, nothing permanent happens because the skin loosens at once if the deep tissues are tightened to support it.
A facelift is more than a skin lift
Many thanks for posing your question - it is one that I am often asked during facial rejuvenation consultations.
Whilst on the outside, sagging and loosening appears to be a skin problem, it is actually the deeper tissues (the SMAS and platysma) that are the problem. These are the soft tissue framework of the face and neck, which loosen and descend with age, dragging the skin with them.
Therefore, modern facelift techniques aim to reposition the SMAS where it used to be, followed by gentle redraping of the skin, to achieve the best scars possible, and the most natural post-operative appearance.
Simply pulling the skin tight and cutting off the excess leads to a wind tunnel look, with unsightly scars and a short-lived results as the skin gradually stretches again.
I hope that explains things for you.
Learn more: http://marcpacifico.co.uk/treatments-procedures/face/facelift.aspx
Skin Tuck To Pull The Loose Skin Up?
What you are describing is a facelift. The only way to rid yourself of excess skin and tissue, and tighten the supporting tissue, is with a facelift. There are no magic solutions for this. Consult with a Board Certified Plastic Surgeon for an evaluation, and to discuss your concerns and expectations.
These answers are for educational purposes and should not be relied upon as a substitute for medical advice you may receive from your physician. If you have a medical emergency, please call 911. These answers do not constitute or initiate a patient/doctor relationship.

subset: commoncrawl


text:
Some Catholic female saints include St. Joan of Arc, St. Ursula and St. Mother Theodore Guerin. These women received sainthood based on their deeds and conduct during their lives.Continue Reading
St. Joan of Arc was born in 1412 and burned at the stake in 1431 by the English. She led a small army during the Siege of Orleans in 1429. She was made a saint in 1920 by Pope Benedict XV.
St. Ursula's life is steeped in legend. Purportedly the daughter of a Christian king in Britain, she is believed to have been massacred with other virgins when she refused to marry one of her captors.
St. Mother Theodore Guerin was born in 1798 and died in 1856. She was recognized as a saint by Pope Benedict XVI in 2006. She was the foundress of the Sisters of Providence of Saint Mary-of-the-Woods.Learn more about Christianity


text: Meta Battle Subway PokeBase - Pokemon Q&A Login Register All Activity Questions Unanswered Tags Users Ask a Question Rules Chat Will legendary Pokemon re-appear more than once? 0 votes 8,356 views Ok so in most games you faint a legendary Pokemon then it comes back after I beat the elite 4 again, yea. But just say it I crit it and whoops he is fainted again and I forgot to save. If I rematch the Elite 4 over again, will the legendary Pokemon come back? In summary: will the legendary Pokemon re-appear every time I beat the Elite 4? (I'll give a scenario that would be needed). elite-4 legendary faint save asked Mar 19, 2012 by INFERNAPEpro edited Mar 19, 2012 by Hex Please log in or register to add a comment. Please log in or register to answer this question. 1 Answer 0 votes Yes it will it will keep reappearing untill you catch it that is considering you keep beeting the pokemon leuge. answered Mar 19, 2012 by Blobyolo Please log in or register to add a comment. Related questions If you make one of the Legendary Birds Faint will they Reappear Will the legandary pokemon come back? Legendary Pokemon Fainting - A second chance? ( Pokemon White. ) What happens when I defeat Kyurem in White? Legendary Bird XY Won't Reset? Will I be able to re-encounter Necrozma after I make it faint? Does maxing the play time do anything? Do you have to save after a trade or can just one of the two? Useful Meta Posts Vote for Sun/Moon moveset questions How to change your username How to add a user avatar Why was my post hidden? The points system Question etiquette Flags vs Downvotes Anime FAQ


text:
- 1 Tyre Size
- 2 Select Tyres
- 3 Choose Fitting Centre
- 4 Booking
- 5 Checkout
Formula One Tyres | 1980 - 2016
Formula One tyres have helped revolutionise the sport since the first season of the World Championship of Drivers in 1950. In part one of our blog, we looked at Formula One tyres from 1950-1980. Within this particular blog post, we will be looking at the current era of Formula One, analysing how Formula One tyres have helped positively impact the sport.
[1986] A Leap Forward For Williams
In 1986, Williams took another leap forward with the unveiling of their state-of-the-art Williams Honda FW11. It set the standard for all others to follow and dominated the season. Nigel Mansell won 5 of the championship rounds while his Williams teammate, Nelson Piquet, won four. The twin turbo-charged Honda 4 cam V6 engine used a mass of electronic micro processing equipment to handle boost, ignition and injection requirements.
Driver-to-pit radio communications and car-to-pit in-race telemetry enabled the pit crew to "watch the gauges" while also monitoring the drivers' reaction to instructions and advise. It was revolutionary to the sport who had never previously experienced communication on such a scale. It allowed for unprecedented access and monitoring for the teams who were previously limited to video footage and driver feedback once in the driver returned to the paddock.
[1992] Further Aerodynamic Improvements
In 1992, further aerodynamic breakthroughs saw the cars going lower, longer and more streamlined than ever before. A high air intake that towered over the cockpit helped force air down and out of the rear of the car for added downforce; an additional that is still seen on cars today.
Above is the McLaren MP4/7A-8 was driven by Gerhard Berger in the 1992 season. As you can see, it possessed the air intake located above the driver. The rear tyres of the McLaren MP4/7A-8 were manufactured by Goodyear and sized at: 26"x15" - 13" whilst the front tyres were sized 25" x 10" - 13".


text:
It is February 1944. The USN Battleship USS New York, designated BB-34, is commissioned from the Atlantic to the Pacific. After a patrol mission, escorted by three destroyers Cooper, Callaghan, and Lansdale, the ship goes missing. Not wanting to lose a battleship, most likely to the Japanese navy, Admiral Nimitz sends out the cruisers Louisville, Houston, San Francisco, and Northampton, along with a large destroyer escort, on a mission to find and rescue the New York at its last known coordinates. However, the recovery fleet is warned- a Japanese hunting force, including two battleships and several carriers, is nearby, and are to evade once contact is made. The mission is high-priority, and if the ship isn't found, the US' position in the central Pacific would be dire - with almost no ships against a mighty, powerful carrier-battleship force.
Chapter I
Bouncing on the waters, the Houston, leader of the Retrieval and Rescue Cruiser Task Force, ran a three-quarters, at about twenty-four knots. Following behind it in a randomized, loose formation were many ships- two other Northampton-class cruisers, the Northampton and Louisville, and a New Orleans-class cruiser, the San Francisco. There were other ships, too- two Clemson-class destroyers, the Simpson and Parrot. Both fine naval vessels serving since World War One, they were recommissioned specially for this mission. Then there were six Fletcher-class destroyers, the Bennett, Hudson, Stevens, Brown, Boyd, and Hunt. All part of the new Fletcher destroyer line, they had five five-inch artillery guns, and their best capacities were mobile anti-aircraft platforms and sub-hunting.
All in all, the entire fleet could take on the entire aerial armament of a carrier strike force, or able to take on several enemy battleships at once- but not both at the same time.
Off on the horizon, four dark silhouettes appeared.
Bringing his binoculars down to his chest, Admiral Raymond Spruance asked in amusement, "Now, what do we have here?"
His assistant approached him, and looked through his pair of binoculars. After continuing to look for several moments, he replied. "They look like four Akizuki-class destroyers. They're Japan's latest counter to the Fletcher-class. They're pretty formidable, and if they can single out the Houston or another Northampton, they could take her out, easy."
"I see." Spruance regarded the ships easily. "So then, that's it. Send Bennett, Stevens and Brown out to intercept. And... tell the San Francisco to assist.


text:
Warner is to launch a new DVD format this autumn which it hopes will succeed the CD and bury DualDisc (the hybrid CD/DVD format which has failed to capture the public's imagination).
Called DVD Album, the format will consist of two, dual-layered DVDs back-to-back in flipper style. Content will be a mixture of music and music videos, DVD-ROM material and 'pre-ripped' or data-reduced audio that can be stored and played from a PC's hard drive, moved to portable players using established DRM technology, or burnt onto CDs.
While the company, whose artists include Donald Fagen (pictured) declined to confirm which format this data-reduced audio would come in, it did say full-bandwidth audio would be delivered in DVD Video 2.0 and 5.1-channel Dolby Digital, making it playable on all existing DVD Video decks and DVD-ROM drives, or in the high-resolution two and 5.1channel DVD Audio format.
DVD Audio discs would offer a supplemental mix in standard Dolby Digital 5.1 for maximum compatibility. DVD Albums would even contain PC software which would enable users to create custom ringtones from musical tracks on the disc.
The Warner Music Group says that the content rich discs would debut in October or November. The company says that it has learnt a great deal from its experiments with DualDisc, revealing that while fans were not turned on by the promise of video clips, they were interested in behind-the-scenes footage and bonus materials.
The move from a CD/DVD hybrid to a DVD/DVD-ROM mix also follows research that indicates that for many buyers the PC has become the primary domestic playback device. Consequently, the label has promised that DVD Albums will offer "an enhanced ROM experience" which will seamless blend disc content with online extras, including access to exclusive websites.
Warner expects new DVD Album format to replace CD
August 9th, 2006 · No Comments
0 responses so far ↓
There are no comments yet...Kick things off by filling out the form below.
You must log in to post a comment.


text: fashion Kelly Osbourne's Letters To People And Places By Joe Donahue • Apr 24, 2017 Listen Listening... / 15:29 Kelly Osbourne has lived her entire life in the spotlight. As the daughter of one of the world's best-known rock stars, she appeared alongside her family in the pioneering reality series The Osbournes and then went on to become famous in her own right as a television personality, host, fashion designer, singer and actress. There's been no shortage of drama, controversy and pain, but Kelly has emerged as one of the entertainment world's most confident, idiosyncratic, and winning personalities, sure of who she is and loving the life she leads. In her new book There is No F*-ing Secret, she shares stories from her crazy life that she hopes will inspire us to embrace all the weird and wonderful things that make us unique. Falling Into Place: The Enchanted City And Troy Mini Maker Faire By Joe Donahue • Aug 8, 2016 Listen Listening... / 12:24 Our Falling into Place series spotlights the important work of -and fosters collaboration between- not-for-profit organizations in our communities; allowing us all to fall into place. Falling Into Place is supported by The Seymour Fox Memorial Foundation, providing a helping hand to turn inspiration into accomplishment. See more possibilities … see more promise… see more progress. Today we are joined by Susan Dunckel, Producer of The Enchanted City and Troy Mini Maker Faire to be held on August 27th; Jayme Wood, Co producer and organizer of Troy Mini Maker Faire; and Corey Aldrich, Producer of 'Of Then and Beyond' Steampunk Fashion Show kick off event at the Troy Public Library to be held Friday evening August 26th. Killer Look By Linda Fairstein By Joe Donahue • Aug 1, 2016 Listen Listening... / 12:00 Linda Fairstein was chief of the Sex Crimes Unit of the district attorney's office in Manhattan for more than two decades and is America's foremost legal expert on sexual assault and domestic violence. Her Alexandra Cooper novels are international bestsellers and have been translated into more than a dozen languages. Her latest is Killer Look. New York City is one of the fashion capitals of the world, well-known for its glamour and style. Nowhere is this more apparent than on the runway, where American haute couture continually astounds with its creativity, daring, and innovation in the name of beauty. Yet high fashion means high stakes, as Alex Cooper quickly discovers when businessman and designer Wolf Savage is found dead in an apparent suicide, mere days before the biggest show of his career. 'My Journey' By Donna Karan By Joe Donahue • Oct 28, 2015 Listen Listening... / 10:28 Donna Karan was born into the fashion business—her father was a tailor, and her mother was a showroom model and Seventh Avenue saleswoman—yet Karan dreamed of becoming a dancer like Martha Graham or a singer like Barbra Streisand. Fashion was her destiny, though. My Journey traces Karan's early days as an intern at Anne Klein, the creation of her Seven Easy Pieces (which forever changed the way working women dressed), and the meteoric rise of her company. She candidly discusses her difficult mother and traumatic childhood, her turbulent romantic life, all the loved ones she has lost over the years, and the personal awakening that occurred just as she reached the height of professional and financial success. 'Material Girls' By Elaine Dimopoulos By Joe Donahue • Jul 23, 2015 Listen Listening... / 8:28 In Marla Klein and Ivy Wilde's world, teens are the gatekeepers of culture. A top fashion label employs sixteen-year-old Marla to dictate hot new clothing trends, while Ivy, a teen pop star, popularizes the garments that Marla approves. Both girls are pawns in a calculated but seductive system of corporate control, and both begin to question their world's aggressive levels of consumption. Will their new "eco-chic" trend subversively resist and overturn the industry that controls every part of their lives? Material Girls is a YA novel that questions the cult like mentality of fame and fashion. 'Mademoiselle Chanel' By C. W. Gortner By Joe Donahue • Mar 25, 2015 Listen Listening... / 12:49 Mademoiselle Chanel is an insightful and well-researched book of the extraordinary fashion designer Coco Chanel - the ambitious, gifted laundry woman's daughter who revolutionized fashion, built an international empire, and became one of the most influential and controversial figures of the 20th century. Author C.W. Gortner's recreates the inner life of this woman of staggering ambition who transformed the fashion world with the strength, passion, and artistic vision that became her trademark. 'I'll Drink To That: A Life In Style, With A Twist' By Betty Halbreich By Joe Donahue • Sep 11, 2014 Listen Listening... / 15:51 Eighty-six-year-old Betty Halbreich is a true original. A tough broad who could have stepped straight out of Stephen Sondheim's repertoire, she has spent nearly forty years as the legendary personal shopper at Bergdorf Goodman, where she works with socialites, stars, and ordinary women off the street. Meticulous, impeccable, hardworking, elegant, and—most of all—delightfully funny, Halbreich has never been afraid to tell it to her clients straight. She won't sell something just to sell it. If an outfit or shoe or purse is too expensive, she'll dissuade you from buying it. As Halbreich says, "There are two things nobody wants to face: their closet and their mirror." The Truth About Style by Stacy London By Joe Donahue • Nov 2, 2012 Stacy London is the cohost of TLC's What Not to Wear and has a regular segment on NBC's Today show called "Ask Stacy." She's the cofounder and stylist in chief of Style for Hire. In addition, she has appeared on numerous TV programs, including Oprah, Wendy Williams, and Access Hollywood. A contributing editor at People magazine, she previously worked at Vogue and Mademoiselle.


text:
Spring 2011
Classic Bookshelf
Continuing our celebration of the Guild's 75th anniversary for the years 1945 - 1965, we've collected some of the most interesting books about directors and the era.
Making Movies
By Sidney Lumet
Barely does a book fully live up to the promise of its title, but Lumet's memoir-cum-manual tells us in vivid and splendid detail how he does what he does. Broken down into nuts and bolts chapters on the principal roles in filmmaking— from director to writer to performer down to costume designer and art director—Making Movies draws deeply on Lumet's work as a live TV director in '50s New York and the dozens of features he's made since. Lumet shares a bottomless fund of experience and technical knowledge acquired on movies as small as The Offence and The Hill and as large as Murder on the Orient Express and Network. What emerges is a sense of Lumet's commendable generosity as an artist, someone who never seeks credit for himself and is always a patient collaborator and mentor. And he's only too glad to impart his wisdom to the reader—who ideally, given the book's extremely practical bent, will be a filmmaker looking to learn.
The best of new publications by, for, and about directors, their teams and the industry.
William Wyler has often been excluded from auteurist circles, and by extension from serious film study, which, as Gabriel Miller argues, is a gross oversimplification.
It's easy to generalize the work of director Wes Anderson as "artificial," but in his new book, Matt Zoller Seitz finds the substance in Anderson's signature style.
Teetering between exhaustive and exhausting, Fosse brings us the definitive portrait of a complex man and talented director.
In John Badham's latest book he culls from his nearly 40-year history in the industry to provide invaluable first-hand insight for vets and novices alike.
Wilson's new memoir is a fascinating behind-the-scenes account of what it was like to bring viewers "the thrill of victory, and the agony of defeat," week in, week out.
Who Owns the Future? is a cautionary tale, warning of an economic cataclysm and eradication of the middle class if the concept of "free" information keeps to its current trajectory
Alan Casty tackles the often frustrating paradoxes of a man whose fundamentally American films possess a darkness that reveal the complex ideology of their volatile director.
In 1949, the Guild launched its annual awards. Then as now, the idea was for directors to honor their own.
The Guild's youngest president was also a master craftsman and an unforgettable character, as a budding filmmaker recalls.
When Elliot Silverstein challenged the editing of a TV show, the DGA fought and won the battle for creative rights.
Amidst the rumblings of the blacklist, the Guild's membership met on Oct. 22, 1950 and battled over whether to recall its president. It turned out to be a crucial moment in Guild history.
Film noir thrived in the dark of postwar America. But from the first flashing neon to the last crazy camera angle it was a director's medium.
A careful re-viewing of Robert Wise's work reveals the imprint of an artist.
John Rich is a legendary figure in TV comedy, but equally important are his contributions to the Guild in 50 years of tireless service.


text:
quizballs 136 - misnomer quiz - questions without answers
free 'not-so-obvious' general knowledge quiz - questions and answers - for pub quizzes, pub games, team games, learning and fun
Quiz intro ...
This is a Businessballs Quizballs quiz. Quizballs are free quiz questions and answers for trivia quizzes, team games, pub quizzes, general knowledge, learning and amusement. Use the quiz and questions and answers to suit your purposes, either as a stand-alone quiz, or to cut and paste to make your own quizzes.
Quizballs accepts no liability for any arguments, lost bets, or otherwise unfortunate consequences arising from any errors contained in these quizzes although quite a lot of effort is made to ensure that questions are clear and answers are correct. Please notify us of any errors, or questions or answers requiring clarification.
These quizzes are free to use in pub quizzes, trivia quizzes, organisational events and team-building, but are not to be sold or published, which includes not posting them on other websites, thank you.
These are the quiz questions. Here are the quiz answers with the questions. A link to the quiz answers also follows the questions below.
see the quizballs.com quizzes website operated by businessballs
quizballs 136 - free misnomer general knowledge questions for trivia quizzes and pub quizzes
This is the Quizballs expanded version of what is commonly called the 'not-so-obvious quiz', or 'the easiest quiz in the world'.. We call it a misnomer quiz. A misnomer is a wrong name, from Old French, mesnommer (mes = wrongly, nommer = to name).
- From which country did French horns originate?
- What mineral is an Alaskan diamond?
- The Portuguese Man o' War (a sea-dwelling jellyfish-like invertebrate) alludes to a warship design devised in which country?
- In the story of Cinderella (the French medieval version, which gave us the modern Western version) what were Cinderella's slippers made from?
- What is the main ingredient of a mince pie?
- From what type of creature is Bombay duck made?
- What colour is orange blossom?
- According to the Bible how many (of each) sheep, cows and goats were taken onto Noah's Ark?
- Where did Panama hats originate?
- What type of animal inspired the creation of Bugs Bunny, Brer Rabbit, and the Easter Bunny?
- Where did tulips come from originally - specifically what (past) capital city and country exported the first tulips?
- What type of building is a picture palace?
- What is the main fruit ingredient of the traditional (orange) Jaffa Cake biscuit?
- What type of creature is a prairie dog?
- What meat is hamburger made from?
- How many people were in the band The Thompson Twins?
- What type of alcoholic drink is barley wine?
- What is lava bread?
- What is the main ingredient of the dish Welsh Rabbit?
- What colour is the black box on a plane?
- In what continent did camels first evolve?
- In what country was Canadian Club whiskey first distilled?
- What nation invented the kilt?
- What are toy marbles made from?
- What is kitchen tin foil made from?
- What is the traditional main ingredient of mock-turtle soup?
- How long was the 100 Years War?
- Who is the nude bow-carrying statue in London's Piccadilly Circus?
- What is the lead in a lead pencil made from?
- Who first devised the central relativity principle within Einstein's Theory of Relativity?
- What is the foodstuff head cheese made from?
- In what month is the Munich Oktoberfest beer festival held?
- What type of insect is a velvet ant?
- Catgut (for old musical instrument strings and tennis rackets, etc) was usually made from the intestines of which animal?
- What type of creature is a horned toad?
- What is the liquid inside a coconut?
- What colour are white grapes?
- Where does a busboy or busgirl work?
- In what country was the game Chinese Checkers (or Chinese Chequers) invented?
- Where were the first modern Olympic Games held?
- What was Wolfgang Amadeus Mozart's (original) middle name?
- What creatures are the Canary Islands named after?
- In which month is the October Revolution celebrated in Russia?
- What sort of fruit is a Chinese gooseberry?
- What colour is a (male) purple finch?
- What type of insect is a Spanish fly?
- Arabic numerals originated in which country?
- What are sticks of blackboard chalk made from?
- What country invented baseball?
- What thumb signal was given by Roman emperors to call for the death of a gladiatorial contestant?
quizballs 136 - free quiz answers for trivia quizzes and pub quizzes


text:
The Giant Grey Grendels are a breed of Grendel designed for Creatures 1 by an unknown breed maker. They occupy grendel breed slot 3.
They are only downloadable in an archive.
(14 Jan 07 - The above link didn't work for me so I'll link to the page and you can click on the download from there. http://www.creaturesforum.de/nornhome/page.jsp?user=malkin&page=1057742036233.xml)


text:
Small businesses face increasing demands for retirement benefits for rank-and-file employees as well as newly enhanced opportunities for their principals. Unfortunately, they dont have Fortune 500 budgets to design, implement, and administer their plan. With the income and net investment taxes in 2015 affecting businesses and individuals, retirement plans offer unique opportunities that clients may need to maximize. Now more than ever, tax practitioners need to know how to communicate the following tax reform ideas effectively, and to provide ongoing tax planning services to the most important segment of their client base. This course is tailored to the needs of small businesses.
Major Topics:
Learning Objectives:
Designed For: CPAs in public accounting and industry who wish to explore the newest and best options for structuring pension plans
Level of Knowledge: Basic
Prerequisite: None
Advanced Preparation: None
Credits: 8


text:
Rita Ora has therapy
Rita Ora has therapy once a week.
The 25-year-old singer admits she experiences feelings of anxiety when she starts to think about the future, but finds it helpful to discuss her fears with a counsellor on a regular basis.
She said: "I'm not scared to admit I've had therapy. I have someone I speak to once a week. People suffer from it in different ways, but for me it's more about thinking about the long-term goal. I'm a very 'in the moment' person, so if I have to do something there and then, I'll be fine. But if I think about it, that's when anxious thoughts start going on."
The 'Body On Me' singer is thankful to have a supportive team of people around her that will ease her fears.
She said: "I get so nervous because I care so much.
"Sometimes I get nervous about recording a song in the studio. I'm like, 'I'm not ready to record this yet.' Or, 'I don't think I can do this.' So I'm relieved to have people around me who encourage me to do well."
While Rita recently spent months locked in a legal battle with Jay Z's Roc Nation label, she doesn't seem to bear a grudge after signing to Atlantic Records, as she still regards the '99 Problems' rapper as one of her "idols", while she thinks of his wife Beyonce as "the queen of life".
Discussing her inspirations, she told the new issue of Britain's Cosmopolitan magazine: "There are people I respect strictly for their hustling business purposes. Victoria Beckham for one. She's an incredible inspiration and I love her stuff. And she came from the Spice Girls - major!
"Jay is one of my idols and Beyoncé is obviously the queen of life. I'll never not appreciate the experience I have had with them and the things I've seen. They've been great mentors. I look up to them a lot."
The 'I Will Never Let You Down' singer admitted she has been a victim of sexism within her career.
She said: "Things would be said differently and conversations would be taken outside (the room) only because I am a woman."


text:
essie Mojito Madness 0.46 oz
more on the way
Kick off the party season in style. This fun-loving, lime green nail polish is the very definition of a good time. The grass is always greener on the mojito side.
Free U.S. Shipping. Period. View Our Shipping Policy
Return Policy: This product is non-returnable
Return Policy: View Our Return Policy
Special Shipping Requirements: ORM-D Class
ORM-D classified products such as aerosol sprays, nail polish, perfume and products with high alcohol content may only be shipped by UPS Ground within the Continental US.
Availability: In Stock
|Mon - Thur
|9 - 6 p.m. CT
|9 - 5 p.m. CT
|9 - 3 p.m. CT
|Sun / Holidays