text:
Approved Contractor - review
View Single Post
Tony Croft aka hamadryad
Senior Member, Raffle Sponsor 2011
Join Date: Sep 2009
Location: Europe
Posts: 18,699
Re: Approved Contractor - review
Originally Posted by
AA Teccie
Hi 'Paulsbrash', thanks for the post!
Once I've got the go-ahead to release the details for comment I will do so.
Provided I get the 'draft' approved, and you employ/engage 'less than 5', I'm sure you'll be very happy with the H&S stuff as it will be based on the standard CHAS requirements (as taht's how we now accredit H&S compliance) which is actually little more than the signing of a 'declaration' commiting the company to a positive culture of H&S compliance. That said we would need to see that clearly demonstrated on the work site audit and I would still expect some level of 'written' risk assessment to be undertaken BUT, whilst ideally it would be, this needn't necessarily be to the lengths of the AA model for instance (
and I acknowledge that the firm wouldn't produce written RAs for every job, particularly routine ones in the domestic sector....music to your ears?...hope so!)
Watch this space.
Now THATS a suprise! but how would that stand if somone got hurt on a "routine" job without a site specific risk assesment what is the HSE going to say?
"There is no limit to what can be accomplished when no one cares who gets credit." - John Wooden
"All truth passes through three stages. First, it is ridiculed. Second, it is violently opposed. Third, it is accepted as being self-evident."~Arthur Schopenhauer (German philosopher, 1788-1860)
"The acquisition of any knowledge is always of use to the intellect, because it may thus drive out useless things and retain the good. For nothing can be loved or hated unless it is first known".~Leonardo da Vinci
"The scientific man does not aim at an immediate result. He does not expect that his advanced ideas will be readily taken up. His work is like that of the planter for the future. His duty is to lay the foundation for those who are to come, and point the way. He lives and labors and hopes".~Nikola Tesla
my desire to enlighten, out of love of neighbour
Tony Croft aka hamadryad
View Public Profile
Send a private message to Tony Croft aka hamadryad
Find More Posts by Tony Croft aka hamadryad


text:
education thesis ideas id:iy0x3x9 due55
education thesis ideas id:iy0x3x9 due55
your academic pain-relieving
Custom writing service
Looking for a qualified academic writing service?
We're here to meet all your needs!
$ 10.00
Limited time offer!
Hurry up to get 15% off your first order
- Experienced writers
- Original papers
- On-time delivery
- Money back guarantee
engineering topics for research paper african american history research paper topics essay on weekend essay on apartheid and mandela in south africa college application essay photography dissertation abstracts proquest reference letter for university application from employer ACC 460 Week 5 Learning Team Assignment Ch. 9 & 11 Textb INF 220 Week 2 Discussion 2 Hardware and Software Selection thesis in intrusion detection PRG 421 WEEK 3 ASSIGNMENTS SCI 241 Week 9 Assignment 3-Day Exercise Activity Scammers: REPORT I.P. TO NSA & DEA easy topics for 5 paragraph essays essays on the road not taken by robert frost education thesis ideas good starter sentences for an essay so much unfairness of things essay introduction paragraph for a research paper example write technology essay example essay describe myself education thesis ideas
We Provide
Auctions security | Pulp & Paper Mills security | Logging Companies security | Contractors security | Contractors security | Auto Dealerships security | Car Dealership security | Freight Brokers security | Lumber Mills security | Bankruptcy Trustees security | Warehouse Security | Grocer's Retail and Wholesale security | Mining Companies security | Restoration site security | Mobile Home Security | Golf Courses | Motion Picture Industry | Mall Security | Film studio security | Hotels Concierge and Security | Jeweler Retail & Wholesale security | Containers Cargo Freight & Storage security | Real Estate Developers | Shipping Docks security | Security for Property Managers (Strata) | Storage Outlets security | Truck stop security |
Don't see your industry, please call us. We customize to suit your need.

subset: commoncrawl


text:
Surf festival is a daily event for all kind of surf enthusiasts. It connects people bonded by sea, waves and wind, bringing sunny and salty vibes to a little piece of Slovenian coast. #sea #sun #waves #surf #beach #music #come #meet #taste #njoy
Print advertisment created by Ogilvy, Slovenia for Surf Festival, within the category: Recreation, Leisure.
Creative Director: Jure Požun
Art Director: Branislav Milošević
Copywriters: Jure Požun, Bor Kolarič
Highest Rated
looking very good
Designer Don't Do Different Things
They Do Things Differently
Popular Reads
Clio Sports
"Say Less, Do More": Words of Inspiration From the 2017 Clio Sports AwardsRead More
Inside the Agency
How DDB's Ari Weiss And Keith Reinhard Are Embracing Ad Legend Bill Bernbach's "Rebel Spirit"Read More
Clio Health
Ward+Robes Designer Gowns Offer Individuality for Hospitalized TeensRead More
Clio Awards
Empathy, Observation, Openness: IDEO's Roshi Givechi on the Narrative of Product DesignRead More


text:
- tinwork
- noun Date: circa 1934 work in tin
New Collegiate Dictionary. 2001.
New Collegiate Dictionary. 2001.
tinwork — [tin′wʉrk΄] n. 1. work done in tin 2. [pl., with sing. v.] a place where tin is smelted, rolled, etc … English World dictionary
tinwork — /tin werrk /, n. 1. something made of tin. 2. such things collectively. [1490 1500; TIN + WORK] * * * … Universalium
tinwork — tin•work [[t]ˈtɪnˌwɜrk[/t]] n. work made of tin • Etymology: 1490–1500 … From formal English to slang
tinwork — /ˈtɪnwɜk/ (say tinwerk) noun 1. something made of tin. 2. (plural usually construed as singular) an establishment for the mining or manufacture of tin or for the making of tinware … Australian English dictionary
tinwork — ˈ ̷ ̷ˌ ̷ ̷ noun 1. : work in tin; also : something made of tin : the part of a structure composed of tin 2. tinworks plural but singular or plural in construction : an establishment where tin is smelted, rolled, or otherwise worked * * * … Useful english dictionary
Millicent Rogers Museum — Decorated bowl from the ruins of the former Hopi village of Sikyátki, circa 1400 1625 AD; now located at the Millicent Rogers museum in Taos, New Mexico In 1956, the Millicent Rogers family founded the Millicent Rogers Museum in Taos, New Mexico … Wikipedia
Heard Museum — The Heard Museum the Heard Museum of Native Cultures and Art is a museum located in Arizona, USA. The main Heard Museum is located on Central Avenue in Phoenix and there are now two branches of the Museum: the Heard Museum North Scottsdale in… … Wikipedia
tinware — (Roget s IV) n. Syn. tinwork, plateware, kitchenware, pots and pans; see utensil … English dictionary for students
marquito — märˈkē(ˌ)tō noun ( s) Etymology: American Spanish Southwest : a frame of ornamental tinwork of Spanish American origin … Useful english dictionary


text:
Call our experts: 888.808.FINE
Shop Personalized StationeryCarlson Craft Wedding Invitations Customize any Address Stamp to match your style!
Select a quantity and printing method. Changes are easily made later.
This round label is ideal as a gift tag sticker or as an address label. Featuring a black damask background and a festive green band, your personalized text is sure to make a statement.


text:
Humans are just as adept at changing colors as chameleons—they turn red when embarrassed, green when ill, and plaid after inhaling air from bagpipes. Get a healthy glow with this Groupon.
Choose Between Two Options
- $99 for 6 one-hour Formostar infrared body wraps (a $300 value)
- $149 for 10 one-hour Formostar infrared body wraps (a $400 value)
To begin the session, a technician wraps areas, such as abs, upper arms, or thighs, in silicone pads that radiate infrared rays deep into muscles and skin. Clients then have an hour to relax with a movie or a book while the warm rays promote better circulation, faster metabolism, and sweat-induced detoxification. Bring a change of clothes and wear absorbent cotton clothing during the session.


text:
"Million Moms" Mad At Kraft For Ads
Read the story here
Me, you and a picnic blanket inside this week's @peoplemag. I've been waiting for you. #getzesty pic.twitter.com/KGuWmKz5KI— The Zesty Guy (@TheZestyGuy) May 24, 2013
Kane is joined by co-hosts Riley, Rose, Intern John and producer Erick. The high-energy, fast-paced program features music, conversations on the latest news and hot topics, Hollywood news, contests, call-in interaction with listeners, plus interviews with the biggest celebrities in music and pop culture. The show features signature segments such as "War of the Roses," "Hollywood," "The Tea," "John's Justice," "Ghosted" and "Moron Madness."
Kane Cares! We'd love to hear about your event or organization. Use this link to send us your information!


text:
|Half Baths
|1,250 sq. ft.
|Property type
|Minimum Stay
|7 nights
Enjoy your time at the beach in this welcoming, spacious and sunny house. Sleeps up to 7 people (Q, T, F, F) and U shape huge couch in the living room comfortably with plenty of room to spare! The house is located across the ocean, just 3 min walk to the water. Open concept 1st floor has a hallway, kitchen and living room with a French door leading to a deck and a patio. Second floor has a large master bedroom w/bay windows, partial view of ocean and a deck, 2d and 3d bedroom, and a full bath with a stackable washer/dryer. Bring your linens and towels, light blankets can be provided at your request.
Cleaning and taxes are included in price quote.
Kitchen has full sized stove, refrigerator, microwave, toaster, coffee maker and utensils for your cooking needs. Cable TV, ROKU and wi-fi are included. One car ONLY parking iIN FRONT of the house, 2d parking is provided on the other side of the house/property, more 'off street' parking is available.
Just minutes from golf, shopping, restaurants, water parks and harbor cruises! 50 minute drive from Boston. Nestled between historic Newburyport in MA & the summer mecca of Hampton Beach NH, Salisbury Beach is centrally located to visit all of the attraction of Southern Maine (Kittery, Ogunquit) and coastal New Hampshire (Portsmouth, Rye, Seabrook Beach) and of course, Boston.
The cottage was wonderful and relaxing. We had our three grand daughters for the week plenty of room for everyone. The beach is across the street and easy access. Beach is very nice and private. (Water was cold but refreshing kids loved it). Located close to everything Restaurants, Arcades, Stores & Night life. We'll be back again.
Our stay in Salisbury Beach was excellent primarily because of this house. It is just as listed spacious, comfortable and clean. It is in a very convenient location to get to the beach which is one of the best we've ever seen. The house is also convenient to get to Hampton Beach, Newburyport, restaurants, and stores.
Emilia was very welcoming and available for any questions that we had.
I would recommend this house to anyone and we are already talking about reserving it for next year!
Thanks Emilia!
If you're looking for a good place to spend your vacations, it's THE place! Everything was perfect. It feels like home for all of us. It's quiet, a few steps from the beach, a lot of facilities... Emilia was so nice! We'll be back for sure! Thank you! We will talk about you in Québec!
Beach house was as described, clean and airy. Very comfortable. There were some drawbacks, however. Parking was for one car only. We were allowed just 2 bags of trash per week. We live just 20 minutes away so we made numerous trips back and forth with trash and recycling. However, this would be a difficulty for anyone not in close proximity. I also felt our comings, goings, visitors, etc. were under a microscope, which was somewhat uncomfortable.
This was my first time renting from HomeAway, so perhaps a cleaning fee is standard with rentals. I thought it somewhat excessive, since I left the rental in move in condition.
Last Thursday nite and Friday we experienced wind driven torrential rains in Salisbury. On Friday afternoon, the day before we left, a bagel sized spot on the living room ceiling began flaking paint. It was obviously caused by water. Also obvious was that there had been previous repairs made to that spot. The owner was notified as soon as we noticed it. Imagine how taken aback I was when the owner appeared Sat. a.m. as we were packing to leave with a plumber. He said there was no defect with the tub, sink or washer, all located above the living room.The owner's conclusion was that we must have been "careless" with the shower curtain, thus responsible for the leak. Half of our security deposit was withheld. Would not return.
This was my first time in Salisbury beach and what a wonderful place to spend my vacation! I was looking for a cozy place to stay near the beach that felt more like a home then a hotel and I am so happy to have come across this listing. It is located LITERALLY steps away from the beach and surrounded by a picturesque and charming community.
The house is exactly as described with wonderful amenities and is well kept and clean. The layout is very spacious and there are lots of windows to allow for plenty of sunshine and ocean breezes. The kitchen was stocked with everything I needed to cook some great meals. And for the times I didn't feel like cooking, I enjoyed some of the tasty local restaurants, including some of the best seafood I've had at Markey's down the road.
Emilia was a gracious and very accommodating host and even called a couple of times to check in and make sure we were enjoying our stay. Wonderful customer service!
If you are thinking about planning a trip to Salisbury and enjoying the beautiful beach for a few days, I would definitely recommend this vacation rental without any hesitation.
Thank you Emilia for sharing your wonderful vacation rental with us and making us feel at home!
We enjoyed our stay in this charming house. It was close enough that we could come back from the beach for lunch and the kid's nap and go back before diner.
The house had a big enough living room for kids to play and a nice kitchen with gas stove that made you feel like a chef! The two bedrooms are a bit small, but its not like you want to spend time in there when you can go to the beach or play in the living room.The master bedroom is huge and we enjoyed the barbecue and dining nook outside.
The property was squeaky clean but could need a fresh coat of paint.
The owner was nice and responded fast if we had questions. She was extremely helpful and pointed us fun activities to do, good restaurants and where to shop if we needed anything. The house was very central, grocery stores, farmer's market, liquor store, fish market are all within a 10 minutes drive. Even downtown Newbury Port is from a short distance!
I would definitely recommend this charming house.
This property is located at the North End of Salisbury Beach, a fantastic narrow strip of land in between the ocean, Black River and the marshes. Known as a year round residential area, it also a popular summer destination for beach lovers and those who enjoy an escape from the heat of the city. It offers clean sand beaches, fabulously clean air, fragrances of the ocean and a peaceful environment. The beach is not over-populated, a rare found indeed!
|Rate Period
|Weekend Night
My Standard Rate
7 night minimum stay
|Refundable damage deposit
|Tax Rate
All reservations require a 50% non-refundable deposit with the remaining 50% payment at the time of arrival;
In exceptional cases -pet fee $50
A $250 Damage Deposit. The 'Damage or Security' deposit is sent back within 10 business days, or paid right at the departure, if the house is returned without damage.
CHECK IN time - 4pm, CHECK OUT time -10am


text:
Matilda Ellen Bishop
Matilda Ellen Bishop (12 April 1842 in Tichborne, Hampshire – 1 July 1913 in Camberwell, London) was the first Principal of Royal Holloway College, University of London. Her father was a scholarly Church of England clergyman.[1]
Early life[edit]
She was educated at a seminary for young ladies in Brighton, where she had to learn passages of the Bible by heart. She taught at Sunday School from the age of eleven. At sixteen (c.1858) she was sent to Queens College, Harley Street, London, and was deeply influenced by Revd F. D. Maurice.[1]
She then followed a teaching career becoming the first deputy and the second headmistress of Oxford High School from 1879 to 1887. She was appointed as the first Principal of Royal Holloway College on its opening in 1887. The founder, Thomas Holloway had stipulated that the principal was to be an unmarried female, or a widow without children, under the age of 40, though the age restriction was lifted when there were no suitable applicants.[2][3]
She initially encouraged the students to take Oxford degrees though Oxford did not admit women to its degrees until 1920. However, students were also entered for London University degrees where successful candidates had been awarded degrees since 1878. She later expressed the opinion that the college should become a constituent school of London University. This was established by her successor, Dame Emily Penrose in 1900[2] with Penrose becoming a member of London University Senate.
In 1897 she resigned when the governors wanted to introduce nonconformist services in the college chapel on alternate Sundays. The college founder, Thomas Holloway had stipulated that the college should be non-denominational.[2]
In 1899 she became Principal of the newly founded St Gabriel's Church of England Training College for Women Teachers in Camberwell, and died in office in 1913.[2] She never married though she had been engaged for a time before her appointment to Royal Holloway.[1]
- ^ a b c Oxford Dictionary of National Biography, accessed 21 June 2011
- ^ a b c d Bingham, Caroline (1987). The history of the Royal Holloway College 1886-1986. London: Constable. ISBN 0-09-468200-3.
- ^ Miss H A C Green MA (December 1966). College Letter. Englefield Green, Surrey: Royal Holloway College. p. 5.
|Academic offices
|Preceded by
New Creation
Royal Holloway College
University of London
|Succeeded by
Dame Emily Penrose


text:
I.P. Address: 184.108.40.206
Posted by firstname.lastname@example.com on July 28, 2011 at 12:21:06:
In Reply to: I live in Ireland and would like to hear from you. Thank you. Eddie posted by Eddie Staunton on March 23, 2011 at 14:56:29:
Am a young girl sexy and cute seeking for a man for soulmate/husband if you're intersted pls send me an email through this mail address ( firstname.lastname@example.com )Am waiting for ur mail now so that i can tell you more about myslef and share my pictures with you.below here is where i saw your below here is my email address.
I am Miss.Bentana.
Follow Ups:
Post a Followup
Follow Ups:
Post a Followup


text:
While for some it might be a novel concept, one of the keys to happiness comes from taking the journey to get know and love yourself. A challenging path at best, taking into consideration the society in which we live, the long term benefits far outweigh the perceived costs.
Lissa Rankin in this insightful Care 2 post covers seven different ways in which a person can increase their energy levels by owning the things that make a person whole. By exploring your creativity, spirituality, health, relationships, sexuality, career, and life purpose, the hope is to stay refreshed and energized.
Important on her list is the ability to connect spiritually. According to Rankin, through meditation and other practices a person has a better chance at connecting to their authentic core.
Connect spiritually. When you feel connected to the Divine, you automatically feel more energized and refreshed because you know you're here for a reason. You're part of something bigger than yourself. Your life matters because the Divine is working through you. You are a channel for something BIG. Get out of the way. Let it flow through you. Try meditation, prayer, writing letters to the Big Mama In the Sky, getting out in nature, going to church, joining a spiritual community — whatever makes you feel connected in a way that resonates with the authentic core of who you are.
Read more about Rankin's seven tips to feel energized including the importance of meditation in honoring your body and creating a relationship with the Divine here.


text:
MS Dhoni 1st Weekend Collection 3rd Day Earning 3 Days Business Total Amount :- Check MS Dhoni Day 3 Box Office Earning, Share, Till Sunday Total Amount on Domestic and Overseas Market = Worldwide Box Office. MS Dhoni 1st Weekend Collection Fabulous. This is a 2nd Biggest opening movie of this year after Sultan. Movie get positive reviews and response on Worldwide Box Office.
What you say about the movie after watching?………………………………………………….
This is a first Indian Biographical Film which earned this amount on 1st weekend. Sushant Singh Rajput acting is really impressive and appreciable. He also worked before this in Blockbuster movie P.K. with Aamir Khan.
MS Dhoni 1st Weekend Collection 3rd Day Earning 3 Days Business Total Amount
We can say that movie collected huge amount on Weekend 1. All 3 days are amazing. MS Dhoni, Indian Cricketer is also very happy for the success of this film.
MS Dhoni 1st Weekend Collection has created record this year in Bollywood 2016 movies. MS Dhoni 3rd Day Collection is also good on overseas Market. Dance Plus 2 Winner
MS Dhoni Updates on Twitter are running trending these days. Well, If we talk about MS Dhoni 3rd Day Business then we can say Wonderful. On the Day 3 movie collected Fabulous amount and brook many records this year.
MS Dhoni 3rd Day Collection 3 Days Total Amount Income Share
First we are sharing MS Dhoni 1st Day Collection. MS Dhoni First Day Business was Rs. 21.30 Crore. This was Superb Amount added on Day 1. We should appreciable for the opening of the film.
MS Dhoni 2nd Day Collection is also fantastic. Its Second Day Earned Amount is Rs. 20.60 Crore. This was also Fabulous Income on Domestic Market.
MS Dhoni 3rd Day Collection is huge for the film and appreciable amount. Its day 3 earning is Rs. 24.10 Crore. All the fans of Dhoni watched this film on Sunday to take advantage of Holiday. This was also Incredible amount for the film. The Kapil Sharma Show 2 October 2016
MS Dhoni 1st Weekend Total Collection is Rs. 66 Crore. This is really Wonderful! Watch and Enjoy this film in your near theatres. Hope MS Dhoni 4th Day Collection will also good for the film. To get all updates stay tuned with us.


text:
We dropped Mashayabhuqe's latest single "Sun City" flow a few weeks back x now we proud to share with you his video Live at Basha Uhuru Youth Fest 2016. Peep it after the jump. Soon as we get out hands on a longer version we will hit you up.
Tag: suncity flow
Total 3 Posts
Yesetrday we dropped MashayaBhuqe's latest single titled #SunCityflow. The record is everything. Its Zamalek Japan mixed with abit of Skrr. Okay I am trying to sound like Mashaya so let me stop. Last night we had a SOL Chat with the homie x we spoke about everything underneath the sun.
I agree. Mashaya needs a grammy. This is the new vibe, telling stories, making movies; FINESSING IN YOUR LANGUAGE. As promised Mashabhuqe drops his track titled "SunCityFlow". The track is everything we expect of Mashaya. The track has got that Digital Maskhandi feel x lyrics pay homage to Zulu culture


text:
Simplicity 2130; ©1957; Toddlers' Set of One-Piece Playsuits: V. 1 has rick-rack trim, sleeveless bodice and gathered pants. Lower edge has elastic casing. Tie ends fasten in bow at back. V. 2 bib has bib front suspenders. Back waistline and leg edges have elastic casing. V.3 and 4 are cut high in front and to waistline in back. Back waistline has elastic casing. Suspenders fasten to inside back. V. 3 has applique pocket and bias trim. V. 4 has tab and bias trim.
Reissued in 2016 as Simplicity 8143.
Links to reviews/blog posts Edit
Sources/Vendors Edit
Gallery Edit
[insert your photos of this pattern made up]
Wishlist Edit
[insert your username, and make sure your preferences allow for people to contact you via e-mail. Do not list your email address here!]


text:
The re-emergence of a plan for an interchange at Interstate 75 and Southwest 95th Street is a confounding and insulting piece of public policy.
The re-emergence of a plan for an interchange at Interstate 75 and Southwest 95th Street is a confounding and insulting piece of public policy.
Pushed strenuously for years by land broker/developer John Rudnianyn, on whose land the interchange would exit, the idea of dumping thousands of cars a day in the middle of conservation lands and scenic countryside has drawn opposition from all corners of the community. And so it should.
Originally, Rudnianyn purchased the land with the idea of building rooftops. But after the housing collapse, he altered course and tried to sell the idea of a commerce park that would create thousands of jobs.
With no prospective tenants and new commerce parks in Ocala and Marion Oaks with genuine promise moving ahead, Rudnianyn and his supporters at the county began pushing the notion that the interchange was necessary to provide a gateway to the Florida Horse Park and provide "a much-needed east-west corridor" across southern Marion County to accommodate growth-fueled traffic congestion. The thing is, the county's population has been stagnant the past couple of years, and traffic counts are actually declining.
Moreover, at the last public meeting regarding the interchange — which has been assigned ever-changing projected costs of $50 million, $40 million, $30 million and, the latest, $25 million — County Engineer Mounir Bouyounes told commissioners it would be the taxpayers of Marion County who would pick up the tab for the project, not state or federal highway agencies as originally suggested. Despite years of discussions, that came as a surprise even to the County Commission.
Now, the county is resubmitting an updated plan. Originally, county commissioners told residents of scenic Shady, who have vociferously opposed the project at every opportunity, they would not allow traffic to travel east and disrupt the quiet, bucolic nature of their community. That, however, turned out to be a lie as commissioners, sitting as members of the Ocala/Marion County Transportation Planning Organization, voted last fall to allow traffic to flow both ways and put the project on its 25-year to-do list.
So, the county is planning to spend $78,000 to have its consultants rework and resubmit the interchange plan to state and federal highway officials — that, on top of the $214,000 spent on the original feasibility plan.
All for a project that virtually no one, except Rudnianyn, wants, is not needed and we cannot afford.
Creating jobs, jobs, jobs is the No. 1 priority of the county right now, and if it is going to build an interchange, it should be north of U.S. 27 at Northwest 49th Street, which would provide interstate access to the new Ocala 489 property and other adjacent parcels that are being developed into commerce parks as well. If such an interchange were formally proposed, it likely would stand a good chance of attracting state and federal grants as an economic development initiative.
That the county refuses to shelve the 95th Street interchange is an inexplicable slap in the face to the people and beautiful countryside of Shady, not to mention an imprudent expenditure of tax dollars. The commission's infrastructure objective these days should be to invest where it will enhance employment opportunities, not where it will enhance only one landowner's pocketbook.


text:
UP TO $1000 Payday Loans Huntsville Al Online USA
Adaptable Payday Loans.
Offended by unforeseen costs that simply hit you as an Alabama Occupant Maybe your child simply tumbled off the skateboard and broke his arm. Possibly, it is your wife with an unexpected disease and needs quick medicinal consideration. Maybe you are bankrupt because you are as yet sitting tight for your payday; you ponder what happens next.
This critical circumstance has their direction like divine beings and comes to pass when slightest foreseen. Presently there can be a hefty portion of approaches to get money and pay later. You can get advances from banks, rummage cash from a companion, however, this stations may be ignoble one might say that you the cash needed quickly.
Additionally, there is stand out inclination, and this is Payday Loans. Payday Loans are miniaturized scale credits that you can get with effectiveness. Thus thought to be extremely adaptable, as they do not involve loads of paperwork and that is drawing closer inside of five minutes of online application. It is amazingly costly to acquire a payday credit in Alabama.
Need some extra cash? Get $100-$1500 Wired To Your Bank Apply now!
Payday Loans Huntsville AL the best Direct cash Moneylender
Payday Loans are lifelines, however as much as you are fascinated to present an application; there is dependably a hindrance, far over the ground interest rates! While searching for a transient credit, it is at all, times prescribe you to search for a genuine advance loan specialist. A great moneylender needs to assemble exclusive requirements and offer practical premium rates. That is the reason you ought to go for Payday Loans Huntsville AL;
Payday Loans Huntsville AL we are direct cash banks who offer superb client administration without including delegates. Experience your brief time frame money related dream with us, we promise you lower premium rates and 24/7 customer administration accessible for counsel at whatever time you call for them. Payday Loan Huntsville AL application is extremely clear you simply visit our site. To start with, guarantee that you have perused over the application copiously. It is additionally basic that you see all applications so that you may have the capacity to settle on the application that matches your yearnings.
Pick where you are from and guarantee the rates and arrangements give are right; this procedure is discriminating you would prefer not to disturb it. You have to locate the right state, so there is have to check twofold and guarantee the application is in agreement with your state. You might likewise need to check twofold the interest rates we give; this is because we are straightforward in every one of our dealings. At last, you anticipate to round out the application with all significant data. This includes:
- Your full names and date of birth
- Your bank information
- Personal Contacts
- Employment and employers' information
After you are finished with the application, you are encouraged to check your messages more than once. Permit our group to assume control and you will get an affirmation email clarifying whether you have been sanction or not. When we affirm your application, you can now gather your money, or now and again it's sent to your ledger. We are exceptionally adaptable with regards to credit applications, and we guarantee that you are agreeable as well. Since we need the best for you and your money related life.
Advantages of Payday advances over Banks credits It would be a wrong move to get moment advances from banks, banks require designate superfluous documentation. They are tedious they anticipate that you will visit their workplaces; notwithstanding when you visit them, it is dependably a tussle because they offer poor client administration. They will anticipate that you will line together with different clients who have diverse issues and inclination. Indeed, even after you are through with the paper application, they may include additional time asserting the audit will take a week or more. It is so baffling considering the way that you required the cash for a crisis. Payday Loans Huntsville AL we are diverse you direct the time you need your cash by simply clicking a catch.
Advantages of Direct Money Lenders Direct moneylenders will dependably be there for you, and they will offer low premium rates other than dealers who misuse your cash. As Payday Loans Huntsville AL, we will constantly proffer an option that works for you; regardless of how urgent you are. We underwrite you with guidance that is by your salary, dissimilar to representatives who will camouflage data to bait you.
Why should qualified apply? Borrowers with bad credit may shun away from applying thinking they are not legible. Payday Loans Huntsville AL does not evaluate traditional credit scores as a matter of fact it rebuilds your financial history. Again, borrowers who meet the specified requirements are welcomed to apply to our application.
Why you ought to go for Payday credit Immediate choices We offer an adjustable cash giving administration; your credits are legitimate following a couple of minutes of utilization. You are encouraged to sit tight for a couple of hours, and when we endorse your advance, you get an affirmation email letting you know whether sanction or not. It is additionally less demanding to apply for a payday advance with us, everything you need is a PC, a Smartphone joined with the web, and you are ready. Security A large portion of this cash giving sites does not ensure you full security; Payday Loan Huntsville AL has gone an additional mile to secure its site with the most recent encryption innovation.
Security in an online group is a crucial topic because we would prefer not to uncover client's protection to the third party for security reasons. Comfort We esteem clients' criticism an outcome we have made a benevolent client bolster group, who handles any inquiries concerning the administration's we offer. This client administration group is open all day, every day because we have confidence in straightforwardness and trustworthiness. The motivation behind why we put resources into superb client administration is that we need to spare your time and clarify any tip that may not be clear. Offer Lower rates It might be a troublesome costly procedure to get credit in Alabama;
Payday Loans Huntsville AL Being an immediate bank offers better advances at low rates with no concealed expenses. Numerous agents tend to mask data about the interest rates and may trap you, that is the reason we urge you to twofold check your application because we are completely clear and dependably need to be our client.
Necessities Needed by Payday Loan Huntsville AL To fit the bill for an advance, you must meet the accompanying necessities they incorporate.
- You must be no less than 18 years of age
- Must be utilized in a job-related environment continuously for 30 days
- Must have legitimate financial records
- Should be gaining no less than at least $800 every month
- Provide your employees details
- Proof you are an American native
Email and phone contacts are required Pay your loan back on your following payday. On the booked installment day, we go to your financial balance and pull back the measure of cash we had loaned you. Enough cash in your ledger on installment day, you may pull in a little fine. It is the simple little update; a few merchants will exploit this, so it constantly stays fitting to have cash in your ledger on the credit installment day to keep away from this charges. You should constantly to apply for another credit at whatever point need be.
Conclusion. In the event that you are searching for the speedier approach to procuring an advance then Payday Loans Huntsville AL; is the best choice. A few individuals give payday advances terrible audits, yet it is because of they are apathetic.
They are the same individuals who go for advances anticipating that not should payback. It is essential to note that you as an individual and us the payday loan specialist are helping one another. We loan you the cash to do what it is you need to do at the right minute, and you give us premium rates.
We can simply be your accomplice at whatever point you require us will dependably be there for you. We permit you to recharge your advances, and it is dependably a basic as login into your PC or Smartphone. Most Payday loan specialists have their particular standards however not all suites your advantage.
We Payday Loans Huntsville AL have been in the business for a long stretch, and we realize what you truly need; we have controlled and corrected our standards. Come register with us, your money related needs will be looked into with you are likewise invited to peruse the testimonials and audits of our organization. Payday Loans Huntsville Al Apply online


text:
Skip the ad in 0 sec
Skip Ad
Italian Seafood
Italian Pasta
6 of 27
Judith's Dungeness Crab Cioppino
For Christmas Eve dinner, Judith Tirado, Michael Mina's late mother-in-law, always prepared cioppino—the San Francisco seafood stew that owes its origins to fishermen from Italy's Ligurian coast. "She'd spend a whole day infusing the broth with basil and tomatoes," Mina recalls. Now he carries on the tradition by making her hearty, briny recipe, full of crab, shrimp and clams.


text:
Zuiderdam Better: Oosterdam Cruise Review by bones17
Overall Member Rating
Zuiderdam Better
Destination: Hawaii
Embarkation: San Diego
As I stated, the cruise to Hawaii was relaxing, but on the cruise back it seemed as though the number of children doubled in size. I was told by another passenger that most of them were children of the crew, which I could not substantiate. I certainly hope that Holland America does not risk the loss of paying customers in this way. The unsupervised children took over the pool and all three of the hot tubs. At one time there was an elderly person with a noodle in the deep end of the pool and the kids were jumping in the water on both sides of him. Another time a child in the hot tub was splashing people as they practiced line dancing. The aft pool is for adults only, but it is outside and the air temperature stayed in the 50's and 60's. The aft pool should be for the children; it is even decorated for them.
The shore excursions were organized and informative. The food in open seating was excellent on some nights, but bad on other nights. Service after the first night was excellent. We had Gede as our server after the first night and we requested him every night until the end of the cruise. We took a cruise to the Panama Canal a couple of years ago on the Zuiderdam and was very impressed with the food. I guess your can't judge by cruise lines, you have to judge each ship on it's own merit.
The shows were good, especially the Oosterdam singers and dancers. I would have liked to see more of them.
We were scheduled for disembarkation between 9:50 and 10:00 a.m. but were called around 9:10 and went directly off the ship. Easiest disembarkation ever.
When I returned home I checked my credit card account online and was again charged $12.03 for the mini bar, that was empty since day four. Never again. Less
Published 01/01/12
Cabin review: D1035 Large Ocean-View Stateroom
A little less room than I expected, but was kept well cleaned throughout the cruise. Even though it is on the main deck it is still fairly quiet and has less sway than the upper decks.Read All Large Ocean-View Stateroom (D) Reviews >>
Port and Shore Excursions
Read Cruise Critic's Oosterdam Review >>
Food not good but a nice time ...
First time with NCL
Awesome way to get to the isla...
Great scenery and service, but...
Yes-mature adults, No-young ad...
Good, but avoid the Spa unless...
Great scenery and service, but...
No entertainment/nightlife, po...
Never Again
Sponsored Links


text:
Results 1 to 4 of 4
Thread: Compaq Presario 1700T
2004-08-29, 23:30 #1
- Join Date
- Aug 2004
- Posts
- 1
- Thanks
- 0
- Thanked 0 Times in 0 Posts
Compaq Presario 1700T
Bought the computer used and it makes a continual noise, like fan running any feed back.
2004-08-30, 06:05 #2
Re: Compaq Presario 1700T
If it sounds like a fan, it probably is.
If it is a rattly, mechanical noice, perhaps the fan bearings have gone or there is something physically obstructing it. With the machine switched off, can you wobble the fan blades at all?
If it is making a noise like a full vacuum cleaner, its probably full of dust.Leif
On UK time
2004-08-30, 19:18 #3
- Join Date
- Jun 2002
- Location
- Cape Cod, Massachusetts, USA
- Posts
- 6,308
- Thanks
- 0
- Thanked 1 Time in 1 Post
Re: Compaq Presario 1700T
First suspect would BE a fan, dirty or obstructed.
Second suspect is a hard drive with a worn bearing.
Open up the covers and get a peek inside while it's running. You will probably be able to pinpoint the sound from there.BOB
http://lounge.windowssecrets.com/S/flags/USA.gif http://lounge.windowssecrets.com/S/f...sachusetts.gif
Long ago, there was a time when men cursed and beat on the ground with sticks. It was called witchcraft.
Today it is called golf!
2004-08-30, 20:47 #4
- Join Date
- Feb 2001
- Location
- Silicon Valley, USA
- Posts
- 23,112
- Thanks
- 5
- Thanked 94 Times in 90 Posts
Re: Compaq Presario 1700T
If the fan suddenly gets louder a few minutes after you connect to the Internet and CPU utilization shoots up, you may have a virus/trojan/spyware problem. (Some of these programs get very aggressive when they have a pipe to the outside world.)


text:
Repairing a Casio Piano Keyboard (CTK 400)Posted by hooeezit on June 19th, 2009
I find the finger movements of accomplished piano players to be poetic and mesmerizing. I don't have delusions of ever reaching that mastery, but I do want to be able to play a few notes on a piano when accosted by one! So, a few years ago, I bought a cheap (but 61 key) electronic keyboard from Craigslist – a Casio CTK-400. And it sat in the closet till I was suddenly bestowed with oodles of time 2 months ago.
Read the rest of this entry »


text:
Since starting to live a more intentional and conscious lifestyle, I have been researching the many ways in which the choices I make can impact not only on my life but the lives of my family and even those further afield.
One area I have been looking hard into is the food we eat. I have to admit that since I started university, we have been having more and more convenience food. Ready meals, sauce out of a jar etc and I have felt a real difference in my health. A lot of it is down to the fact that I've not got myself organised enough to plan ahead and shop for the ingredients that I need for the recipes I want to create.
There are so many blogs around featuring such great recipes that there no reason why I shouldn't cook from scratch more often and this is where real food comes in.
What is real food?
Real food, to me, is produce that uses ethical methods to grow food that respects all parties involved. It is wholesome and nourishing, unprocessed and created from scratch. In essence, untouched by man, the food our ancestors ate before mass production took hold.
So, what does this really look like?
Grass Fed, Pastured Meats: From animals that have been looked after, allowed to enjoy their lives in green fields. Using all parts including bones to make broths. Beef, lamb, pork, chicken and wild game.
Seafood: Raised in the wild instead of a fish farm.
Eggs: From chickens that have been pastured, allowed to roam free and enjoy their environment.
Dairy: Raw (or low heat pasteurised) and full fat from grass-fed cows (or goats or sheep). Where you see the words low-fat or fat-free, a lot of junk has been added to make up for the nourishing healthy fats. Includes milk, cheese, yoghurt, sour cream, and cottage cheese.
Fats: Such as butter from grass-fed cows, unrefined coconut oil, extra virgin olive oil, rapeseed oil, and lard.
Grains and Legumes: Beans, nuts, whole grains and seeds. If you can't tolerate grains, grain-free flour substitutes like almond and coconut flour can be used for baking.
Fruits and Veggies: Mainly seasonal and grown as locally as possible,using organic practices. Plus lots of fresh homegrown herbs.
Salt: Real, unrefined salt that hasn't been stripped of its nourishing minerals.
Sweeteners: As natural as possible, such as raw honey (local honey is always preferable due to its health benefits), pure maple syrup, and sugars.
It won't be easy, but I am taking little steps to change the way we shop, eat and live and I will be sharing this journey, the recipes we use and the tips I pick up along the way.


text:
There are no items in your cart at this time.
Your search did not match any products.
For those who live active lifestyles and fashionistas seeking everyday footwear solutions, these Clarks casual shoes offer versatility, wearability and optimal support. Crafted by Clarks' master craftsmen and legendary designers, you'll notice the difference as soon as you slip into a pair. Not only are they trendy and timeless, but Clarks casual shoes for women and men are also enduringly comfortable and supportive. In addition, Footwear etc. carries a variety of sneakers and hiking shoes equipped with advanced foot health technologies and all-weather materials to keep your feet cool, dry and fresh from morning to night.
Sign up to receive new arrival, sale & special event info from us.
Note: we do not share your personal information with anyone. Period.
"Just a little note of thanks concerning the ease of use of your website, and the availability of shoes that I cannot find in most retail stores. Thank you for having large sizes too. I have a hard time finding shoes, and wear them out quickly. It helps to have a place to order them online. Thanks again. Keep up the good work!"
©2017 Footwear etc.. All Rights Reserved. For any questions or assistance call 1-800-720-0572.


text:
Lparse Smodels works with variable-free programs that are quite cumbersome to generate by hand. Lparse is a front-end that adds variables (and a lot of other stuff) to the accepted language and generates a variable-free simple logic program that can be given to smodels. Lparse also implements several other semantics (classical negation, partial stable models) by translating them into normal logic programs.
Keywords for this software
References in zbMATH (referenced in 32 articles , 1 standard article )
Showing results 1 to 20 of 32.
- De Angelis, Emanuele; Pettorossi, Alberto; Proietti, Maurizio: Synthesizing concurrent programs using answer set programming (2012)
- Gebser, Martin; Kaufmann, Benjamin; Schaub, Torsten: Conflict-driven answer set solving: from theory to practice (2012)
- Wang, Yisong; You, Jia-Huai; Yuan, Li Yan; Shen, Yi-Dong; Zhang, Mingyi: The loop formula based semantics of description logic programs (2012)
- Gebser, Martin; Kaminski, Roland; Kaufmann, Benjamin; Schaub, Torsten: Multi-criteria optimization in answer set programming (2011)
- Gebser, Martin; Kaminski, Roland; Schaub, Torsten: Complex optimization in answer set programming (2011)
- Gebser, Martin; Kaufmann, Benjamin; Kaminski, Roland; Ostrowski, Max; Schaub, Torsten; Schneider, Marius: Potassco: the Potsdam answer set solving collection (2011)
- Gebser, Martin; Sabuncu, Orkunt; Schaub, Torsten: An incremental answer set programming based system for finite model computation (2011)
- Gebser, Martin; Schaub, Torsten; Thiele, Sven; Veber, Philippe: Detecting inconsistencies in large biological networks with answer set programming (2011)
- Liu, Guohua; You, Jia-Huai: Level mapping induced loop formulas for weight constraint and aggregate logic programs (2011)
- Mileo, Alessandra; Schaub, Torsten; Merico, Davide; Bisiani, Roberto: Knowledge-based multi-criteria optimization to support indoor positioning (2011)
- Drescher, Christian: Constraint answer set programming systems (2010)
- Wang, Yisong; You, Jia-Huai; Yuan, Li Yan; Shen, Yi-Dong: Loop formulas for description logic programs (2010)
- Gebser, Martin; Kaminski, Roland; Ostrowski, Max; Schaub, Torsten; Thiele, Sven: On the input language of ASP grounder Gringo (2009) ioport
- Shen, Yi-Dong; You, Jia-Huai: A default approach to semantics of logic programs with constraint atoms (2009)
- Wang, Yisong; You, Jia-Huai; Yuan, Li-Yan; Zhang, Mingyi: Weight constraint programs with functions (2009)
- Boenn, Georg; Brain, Martin; De Vos, Marina; ffitch, John: Automatic composition of melodic and harmonic music by answer set programming (2008)
- Calimeri, F.; Perri, S.; Ricca, F.: Experimenting with parallelism for the instantiation of ASP programs (2008)
- Dworschak, Steve; Grell, Susanne; Nikiforova, Victoria J.; Schaub, Torsten; Selbig, Joachim: Modeling biological networks by action languages via answer set programming (2008)
- Faber, Wolfgang; Pfeifer, Gerald; Leone, Nicola; Dell'Armi, Tina; Ielpa, Giuseppe: Design and implementation of aggregate functions in the DLV system (2008)
- Liu, Guohua; You, Jia-Huai: Lparse programs revisited: Semantics and representation of aggregates (2008)
Further publications can be found at: http://www.tcs.hut.fi/Software/smodels/index.html#publications


text:
You will have noticed that Book Reviews no longer appear on the pages of the TACTYC Early Years Journal. We will, therefore, now be putting Book Reviews for open access on this page. Check it out occasionally to see if there's anything new that interests you!
Gina Houston reviews: Kerry Maddock (2017) British Values and the Prevent Duty in the Early Years: A Practitioner's Guide. London: Jessica Kingsley, 112pp (pbk), £11.68, ISBN-13: 978-1785920486. Early years practitioners may need support to understand the implications and put into practice requirements of the 2015 Prevent strategy and duty to promote British values. This short book attempts to do this through practical guidance and clear explanations of the legislation. Interpretations of British values throughout the book counteract common stereotypes, such as 'Fish and Chip Fridays' and 'Tea with the Queen' activities (p.10). In her introduction Maddock contextualises the change in legislation through a factual account of the 'Trojan Horse' disclosure in 2014, which encouraged marginalisation of staff and governors in Birmingham schools to promote an Islamist curriculum and ethos. Ensuing chapters give guidance on meeting demands of the legislation while emphasising the need to promote and value differences in multicultural British society.
British values are clearly outlined through Ofsted inspection themes of Democracy, Rule of Law, Individual Liberty and Mutual Respect and Tolerance, related by Maddock to the Early Years Foundation Stage framework and practice already in place in many early years settings. Suggestions of good practice confirm that existing effective practice is sufficient to meet the legislation. For example, the section on democracy gives ideas to include children and families in curriculum planning through meetings, questionnaires and the internet. The importance of acting on comments and ideas to promote true democracy can be shown through displays of 'you said, we did' such as changes to school meals (p.16).
The section on mutual respect and tolerance in relation to existing legal duties in the Equality Act 2010 (p.21) enables settings to revisit equality policies. Chapter 2 shows how policies and procedures can ensure high quality practice and tables are provided to aid policy review, incorporating promotion of British values to meet Ofsted inspection requirements. Chapters 3 and 5 focus on specific curriculum areas of Personal, Social and Emotional Development and Understanding of the World. EYFS outcomes from birth to 60 months are listed alongside suggestions of activities and ideas for best practice. Tables indicate how good practice already meets the requirement to promote British values. Ideas more directly relating to children's ideas of difference might usefully have been included here because, as Maddock points out, they are often exposed to negative attitudes from a young age (p41). All tables in the book are usefully accessible through a website saving administration time and allowing opportunities for discussion of planning and strategy implementation.
Chapter 4 introduces the Prevent Duty, a requirement through the Counter Terrorism and Security Act 2015. The chapter outlines the duty for all registered providers, including childminders, to prevent young children being exposed to radicalisation and extremism. Definitions of extremism and radicalisation are quoted directly, followed by the responsibilities of settings regarding identification; reporting concerns; building self-confidence and self-esteem; training, coaching and mentoring and risk assessment. This chapter differs in style as it necessarily outlines legal responsibility as required in the Act. Read in isolation to other sections of the book this could give an impression of practitioners' roles as policing radicalisation rather than supporting children and families, possibly the reason for placing it between more practical chapters that promote good early years practice. Practitioners are expected to be alert to changes such as not eating certain meats, altered friendship groups, change in dress from hijab to niqab or burka among others. Changes in character and behaviour of children and families should not necessarily be identified as signs of radicalisation but must be seen in context with other factors. Viewed in isolation there is a danger of stereotyping individuals and communities as 'terrorists' contrary to good inclusion practice previously discussed. The chapter clearly outlines the seriousness of reporting concerns and consequent government action under Contest, the counter-terrorism strategy and the Channel initiative (the strategy to further assess those identified under safeguarding concerns). The importance of practitioner training so as to be confident in valid identification of at risk factors is emphasised and training opportunities are listed at the end of the book alongside resources. A table is provided for action planning regarding risk assessment.
Chapter 6 provides examples of good practice and practitioners' comments on interpretation and promotion of British values within diverse settings. The childminder group in particular was critical of the term, feeling the values were common to all communities and that the term was 'divisive rather than inclusive' (p.73). Chapter 7 gives 'external viewpoints' from an academic and local authority advisor regarding their roles in the early years sector. Ofsted requirements are clearly listed with a table for settings to check levels of compliance.
The book ends with an appendix of planning tables for a diverse range of festivals and celebrations. Out of context this could become tokenistic if not used with other good practice suggestions throughout the book. This book lacks any discussion or guidance for directly challenging racism, responding to issues that may arise from promotion of British values and the Prevent strategy or of effects on personal attitudes of practitioners, however, it provides a useful practical support for implementation of a controversial strategy. Maddock suggests that good early years practice to promote British values will 'see a society that is as inclusive as it is diverse' (p.85).
Rory McDowall Clark reviews: Melanie Nind, Alicia Curtin and Kathy Hall (2016) Research Methods for Pedagogy, London: Bloomsbury (2016) 274pp. (pbk), ISBN: 978-1-4742-4281-3. Pedagogy is a complex and multifaceted activity, open to diverse interpretations – so much so that Murray suggests it may be more appropriate to talk about early childhood pedagogies (2015: 1715). Melanie Nind and colleagues point out the challenges this creates for researchers seeking to capture subtleties and nuances as dynamic, indeterminate features manifest within different settings. In this book they examine research methods and approaches to capture intricacies and implicit workings of pedagogy in practice.
The book begins with three chapters interrogating pedagogy to explore how implicitly value-laden perspectives must be acknowledged before research design can be considered. Dimensions of pedagogy as specified, enacted and experienced form a framework for exploring policy and practice and Nind et al. examine the assumptions that arise from each. Chapter 2 develops these ideas in relation to different pedagogies and where these lead methodologically. The third chapter probes metaphors of pedagogy as science, art or craft to expose how such perspectives translate into practice and affect methodological decisions. The authors' broadly sociocultural stance means emphasis is largely on qualitative approaches but the many examples, plus detailed tables of implications for research design, are equally important in helping readers evaluate the technical, 'evidence-based' approaches favoured in many large scale studies.
Case examples throughout the book usefully illustrate how methodological considerations operate in practice. Research from the UK, Europe, Australia and the US is examined and the authors also draw on their own experiences giving access to their thinking and decision-making. In this way examples offer both breadth and depth highlighting differing perspectives and values. Part Two focuses on how context affects selection and application of research methods through three exemplary sites: early childhood settings, pedagogy in schools and informal, out-of-school settings. These chapters enable in-situ consideration of child-centred learning, pedagogical culture and researcher identity through ethnographic or phenomenological approaches and multimodal methods to explore children's meaning-making.
Many will argue that the key aspect of pedagogy is in the moment-by-moment decision-making by practitioners – invisible to an observer and frequently lost in the rush of ongoing demands. The final section of the book concentrates on these tacit aspects, examining ways to render 'fluid, transactional and contingent' features of pedagogy visible and the particular ethical considerations raised. These include methods to stimulate recall, reflection and dialogue to address 'difficulties practitioners [experience] in surfacing and articulating pedagogical values and beliefs' (Moyles et al. 2002:470). I particularly enjoyed Chapter 8 on the embodied nature of pedagogy where consideration of teacher's and learners' bodies in context made me reflect on past experiences with fresh insight. This chapter also examines sensory ethnography (Pink, 2009), of particular relevance within early years contexts as is pedagogy as spatial practice, discussed in Chapter 9. Researching spatialised pedagogical practices brings to the fore the complex relationship between learner and environment, making visible the power contained within pedagogical spaces and how this can constrain agency and learning opportunities.
This is not a research methods book, nor does it set out to be. Rather it explores and interrogates contextually situated research. Consequently there may sometimes be less detail about particular techniques than some readers may wish. For instance Chapter 7 discusses ecological momentary assessment, evaluating its value but without sufficient detail for those unfamiliar with EMA. Numerous methodological texts exist however where one may seek such information. Instead Nind et al. enable readers to select research methods with greater care and give thought to the appropriateness of their chosen lens for pedagogical investigation. It will be of particular value to postgraduate and doctoral students seeking to bridge pedagogy and research, but undergraduates, who can rush into designing a research study without sufficient attention to underlying philosophies will also benefit. In addition tutors supporting student research (at any level) will find it of great value in helping them clarify the implications of different approaches. Methods of researching pedagogy must necessarily align with what we think pedagogy is and this engaging and thought-provoking book, will help readers navigate social, historical and political contexts of pedagogy to build a strong foundation for their own research.
Moyles, J., Adams, S. and Musgrove, A. (2002) Using reflective dialogues as a tool for engaging with challenges of defining effective pedagogy, in Early Child Development and Care, Vol 172 (5): 463-78.
Murray, J (2015) Early childhood pedagogies: spaces for young children to flourish, Early Child Development and Care, Vol. 185 (11–12): 1715–1732.
Pink, S. (2009) Doing sensory ethnography, London: Sage.
Loris Malaguzzi and the Schools of Reggio Emilia, Paola Cagliari, Marina Castagnetti, Claudia Giudici, Carlina Rinaldi, Vea Vecchi and Peter Moss (eds), Maidenhead, England, Routledge, 2016, 449pp., £29.69 (paperback), ISBN: 978-1-138-01982-9.
Loris Malaguzzi was one of the most important figures in twentieth-century early childhood education, achieving world-wide recognition for his educational ideas and his role in the creation of municipal schools for young children in the Italian city of Reggio Emilia – a renowned example of progressive, democratic and public education. Part of the Contesting Early Childhood series (and sadly the last of the series to be edited by Peter Moss and Gunilla Dahlberg) this book presents for the first time in English many of the writings and speeches of Malaguzzi and provides rich insights into his life and work. Documents have been selected by his colleagues from an archive established in Reggio Emilia. They range from short poems, letters and newspaper articles to memoires of his early life, extended pieces about the origins of municipal schools and his ideas about children, pedagogy and schools.
The book is organised into five chronological chapters, starting with Malaguzzi's first teaching experiences amid the chaos of World War Two and proceeding through various stages of establishing and developing a network of communal schools that share the same democratic pedagogical principles. By the 1980s a travelling exhibition, 'The Hundred Languages of Children', had brought the educational work of Reggio schools to a wide international audience and this growing reputation led to many requests for study visits and collaborative projects. After the American magazine Newsweek named a Reggio school as the most advanced in the world for early childhood, global interest expanded significantly and at the time of his death in January 1994 Malaguzzi was engaged in developing plans for an international study centre. The last document in the book shows his notes outlining thoughts for this organisation – to be known as Reggio Children – in which he describes the Reggio philosophy as 'an experience that has flown and is flying in the world' (pg 424). Reggio Children was formally inaugurated in March 1994 and in the past twenty years has done much to spread the Reggio approach. As a result it is the latter period of Malaguzzi's life and the later development of Reggio provision that is most widely known through publications previously available in English (eg Edwards et al. 2012; Rinaldi, 2006). This book has deliberately precluded existing translations and much of its fascination lies in the discovery of other items that throw light on Malaguzzi's early life, his influences and how his ideas evolved. As someone who shares Malaguzzi's strong commitment to democracy as a fundamental value and practice, Peter Moss is ideally placed to guide the reader through such a large amount of material; he supplies a thorough historical and contextual introduction to each chapter with helpful editorial notes and explanatory footnotes for those of us whose knowledge of the Italian education system is limited. In addition the Reggio Emilia Working Group provide a rationale for each collection of documents; these sections have been written by Malaguzzi's colleagues and recall the times and circumstances behind the specific pieces chosen. These different perspectives help 'triangulate' the primary data of Malaguzzi's writings, bringing additional value to the book.
Though it is the scuole dell'infanzia (catering for 3-6 year olds) and nidi (centres for children under 3) for which Malaguzzi is best known, his interests spread across the whole field of education; he taught in primary and middle schools, worked in summer camps, in adult education with young men whose education had been disrupted by the war and with children suffering psychological problems. This gave him a wide-ranging understanding of the holistic nature of good educational practice that enables children to flourish. In 1951, co-founding the Centro Medico Psico-Pedagogica, he declared that '[t]he idea of health must be applied to the physical, affective and mental wholeness of the child' suggesting that education should be seen in its 'true role of preventative medicine for the individual and society' (pg 41). This is indicative of Malaguzzi's lifelong commitment to community and the view of children as citizens that underpinned his philosophy and integrated approach. Although literacy, numeracy, even ICT (Seymour Papert was an early visitor to Reggio), all feature in this book, these arise naturally as by-products of children's own interests. Malaguzzi viewed children as active agents in the processes of self-construction, an orientation requiring interaction with peers and educators prepared to listen to children's 'hundred languages', investigate the world alongside them and be prepared to welcome the unpredictable. He contrasts this with what he termed 'prophetic pedagogy' that 'knows everything beforehand: it knows everything that will happen…to the point that it is capable of giving recipes for the parts of an action, minute by minute, hour by hour, objective by objective…'. This, Malaguzzi argued, 'is a coarse and cowardly thing, humiliating to teachers' ingenuity and a complete and visible humiliation of children's ingenuity and potential' (pg 421-22). How true this is in the current climate of predetermined outcomes, targets and learning objectives!
Throughout his life Malaguzzi demonstrated relentless energy taking on many different roles and these documents give an insight into aspects of his life as an educator, administrator, researcher and campaigner showing how democratic values, theory and practice were always aligned in his work. He had a broad range of interests crossing different disciplines and subjects so his references range from Alice in Wonderland to Kafka, from Lenin to Bertolt Brecht taking in Heidegger, Gramsci, Weber and Chagall along the way. Carefully considered critiques of Piaget, Bruner, feminism and marxism feature amongst the writings and interviews. The result is a dizzying profusion of ideas and thinking that provoke and energise. The book has stayed by my side throughout the summer as bedside reading, even accompanying me to the beach, and I continue to return to it again and again. It can be read in many different ways – dipped into at random, perhaps following particular themes or more systematically to understand the historical development of the Reggio Emilia project. Every reader will find something different in these documents, something that resonates with their own values and experience that they will take from the Reggio philosophy to interpret in their own way. This is as it should be; Malaguzzi's work and his legacy of the Reggio Emilia schools evolved in a very particular political context, they are important, not as a model to try to reproduce, but for the example he set us of an enquiring mind and willingness to question, challenge and be challenged. At a time when early years education is too often understood in narrow instrumental terms it is more important than ever to be reminded of its message that education is first and foremost a political practice.
References: Edwards, C., Gandini, L. and Forman, G. (eds) (2012) The Hundred Languages of Children (3rd ed) Santa Barbara, CA: Praeger. Rinaldi, C. (2006) In dialogue with Reggio Emilia: listening, researching and learning. London: Routledge.
Rory McDowall-Clark, October 2016.
Success with your Early Years Research Project, by Rosie Walker and Carla Solvason, London: Sage Publications, 2014, 147pp., £20.99 (paperback), ISBN: 9781-446-25626-8. The remarkable growth of early childhood degrees since the 1990s has changed the nature of the sector, significantly raising the profile of practitioners as professionals. One consequence of this expansion is increased focus on research and proliferation of small-scale research studies as hopeful undergraduates complete dissertations or independent studies as part of their degrees; another is the emergence of subject-specific texts to guide students through this rite of passage. But despite all this activity, research remains a mysterious and esoteric process for many, so after two decades of supervising dissertations and reading several hundred research studies as an external examiner this book really resonated for me. One of the authors argues elsewhere (Solvason, 2012) against presenting research methods as a rarefied academic field so that undergraduates feel disempowered and intimidated. This philosophy permeates the book which values and celebrates small-scale research of individuals' own practice. Rather than 'having a go' at research as part of learning about research methods, the authors stress the importance of practitioner-based research as a way of life, not just to pass a course.
Walker and Solvason are both experienced tutors so instead of focusing on methods and tools they draw effectively from a selection of student research to illustrate different approaches to engaging in practitioner research. The first chapter, 'Considering your research question', should be mandatory reading for any novice researcher. Eager to get started on what they see as the proper matter of research (namely gathering data), students frequently make over-hasty decisions in the beginning, creating difficulties for themselves that emerge too late to backtrack. This chapter considers the purpose of one's research – a fundamental starting point but often overlooked in favour of extrinsic, academic goals. It discusses potential areas of enquiry to highlight the pitfalls and ethical quagmires that may trip up the inexperienced. Having determined a research focus, Chapter 2 builds on this to consider personal values, subjectivity and transparency. The commentary on extracts from student research helps bring these issues to life, illustrating students' own predispositions, theoretical leanings and conceptual approaches – what Roberts-Holmes (2011) refers to as 'personal research stories'. Without clear reflection on the points raised in these initial chapters it is unlikely that students' research will be personally meaningful beyond the instrumental purpose of gaining a qualification.
The complexity of ethics when children are involved in research means it is often dealt with unsatisfactorily – either unjustly sidestepped by assuming consent from parents will suffice or avoided altogether by conducting questionnaires and interviews with adults. As the focus of early years practice is clearly on young children, the robust, value-based rather than procedural approach to ethics taken up in Chapter 3 supports practitioners' decision-making in helping assess when and how to include children's voices. Each subsequent chapter contributes useful perspectives on the elements that anyone starting an inquiry must take into account but the research process is always driven by practitioners' own concerns and contexts. In particular the methodology chapter benefits from this treatment, analysing two different examples to illustrate how the writers have created their own individual approach. Too often students' methodology section in dissertations stands separate from their study. Strong emphasis during teaching sessions on research methods, even a 'slavish attachment' amounting to 'methodolatory' (Janesick, 1994:215), intimidates many so they do not 'own' their methodology; as a result this section is not integrated into the whole. A large proportion of the methodologies I read as an external amount to little more than essays on everything-I-know-about-methodology, with terms such as 'epistemology' and 'ontology' thrown in for extra marks. Walker and Solvason's focus on research design from a starting point of personal values and motivation may help counter this tendency.
Further chapters on gathering data, analysing findings and drawing conclusions follow the same practitioner studies to show how ideas crystallise. Many students struggle with analysing qualitative data, resorting to quantitative methods such as graphs and statistics – an approach akin to providing a knife and fork for eating jelly. The authors encourage 'playing' with the data stressing the importance of submerging oneself in findings to fully process them. This supports triangulation rather than just reporting findings from each separate research method consecutively.
Although the authors stress the need to be transparent about motivations and decisions I would have liked to see a more explicit treatment of reflexivity. Reference is made to a reflexive approach but this becomes conflated with reflection as the concept is not explored or explained; I think this was probably necessary for the intended audience who are so accustomed to exhortations to reflect that they may not recognise the subtle difference. But Walker and Solvason make it clear that their intention is not to produce a 'how-to' manual so they deliberately steer clear of jargon and specialised language. Instead they hope to encourage practitioners to engage in purposeful research to enhance practice and develop a research culture. Nonetheless those looking for 'how-to' advice will not be disappointed. This book is an important resource that helps democratise research and I would recommend it to any student undertaking undergraduate or postgraduate qualifications as well as tutors and supervisors.
References : Janesick V.J. (1994) The Dance of Qualitative Research Design, in Denzin, and Lincoln (eds) Handbook of Qualitative Research, California: Sage. Roberts-Holmes, G (2011) Doing your Early Years Research Project, London: Sage. Solvason, C (2013) Research and the Early Years Practitioner-Researcher, Early Years: An International Journal, Vol 33 (1): 90-97.
Rory McDowall-Clark, September 2016.
Interacting or Interfering? Improving interactions in the early years, by Julie Fisher, Maidenhead, England, Open University Press, 2016, 208pp., £21.99 (paperback), ISBN: 978-0-33-526256-4 ………. In her new book on improving interactions with young children, Julie Fisher asks us to consider the difference between interaction and interference – an important distinction when all too often talk with young children is dominated by early years educators, to the extent that Fisher suggests they get more practice in speech, language and communication than children do. Frequently practitioners talk too much and ask too many questions, leaving no room for children's own thinking – but here, as always, Fisher starts from the child's perspective, urging us always to ask ourselves the question 'what does the child gain from this interaction?' The answer to this straightforward question is not a matter of 'something', or else 'nothing'. Children will always derive something from interactions with adults, but what that is may be confusing or demotivating when adults are tuned into their own agendas rather than those of the children. Fisher explores how effective practitioners can enhance children's learning so that they always gain something positive (whether that is cognitive, social, emotional, dispositional or metacognitive) through their interactions with adults.
This is no mere 'how-to' book; based on four years action research with the Oxfordshire Adult-Child Interaction Project it draws on data from baby-rooms to Year Two classes. Participants were filmed every term over a couple of years and used the digital video footage to jointly reflect on aspects of their practice with a practitioner buddy. Individual logs and group analysis helped build up a broad picture of effective practice and useful strategies to support young children in thinking, expressing their thoughts and becoming skilled communicators. Extensive transcripts illustrate particular points as well as capturing how what is intended as interaction can easily become interference and get in the way of children's learning.
The first chapter sets out the background for the rest of the book by considering the importance of interactions for young children's learning and how we might come to some understanding of what constitutes 'effective' interaction. Fisher draws on influential work from the past (such as Tizard and Hughes, 1984; Wells, 1985) to show what we can learn from parents' effective communication with their children, pointing out that in the home, children ask the questions and adults are there to supply the answers whereas in nursery and school it is usually the other way round. The chapter considers the place of language in the curriculum and how practitioners can consolidate learning, emphasising the importance of practising, repeating, revisiting and rehearsing rather than always trying to hurry children on to their 'next steps'.
A particular strength of this book is its clear recognition of babies and toddlers as effective communicators from birth and Chapter 2 focuses specifically on the first twenty four months. The importance of adults' sensitive responses are emphasised here and then picked up within subsequent chapters to establish the particular needs of very young children. Other chapters cover themes and topics emerging from research participants' reflections on their own interactions with children, such as what features make the environment conducive to conversation, strategies to sustain meaningful talk, ways to engage reluctant talkers, children with speech and language difficulties and those with an alternative home language. Along the way Fisher touches on pedagogy, curriculum, policy, the balance between adult- and child-led learning, literacy and assessment, making explicit how interaction is integral to all good early years practice. Each chapter provides transcripts with analysis as well as useful prompts for analysing one's own practice, encouraging deeper thinking and critical reflection.
I particularly enjoyed Chapter 9 on questions that work and questions that don't. Practitioners often rely on questioning as a means to engage children in conversation but, as the participants in the Oxfordshire Project came to realise, this is often an unhelpful strategy. Adults' questions risk taking control of learning away from children themselves and 'breaking the threads' of their thinking. Fisher explores many different types of questions, demonstrating why some are more effective than others and provides alternative strategies such as making statements. Practitioners who were able to 'retrain' themselves to avoid posing questions found that their interactions became richer as a result with longer and more intricate contributions from the children.
There is a tendency for adult talk to dominate nurseries and schools in an attempt to manage, organise and interrogate children's learning; this closes down children's own investigation and capacity for thought. Fisher points out how 'the very act of "being an educator" can sometimes distort the nature of an interaction so much that it inhibits the very learning it is trying to promote'. In this timely, thought-provoking and very readable book she prompts us to think more deeply about interactions and adapt new strategies to encourage all young children to engage in meaningful and enriching talk.
Rory McDowall-Clark, March, 2016
Parker-Rees, R. and Leeson, C. (2015) Early Childhood Studies: an introduction to the study of children's lives and children's worlds. London: Sage– Rod Parker-Rees is co-editor with Caroline Leeson of this fourth edition of this popular book which is a comprehensive, up-to-date, challenging and accessible core text for the Early Childhood Studies courses. Throughout, key theories and research findings are highlighted and explored to help link theory and practice. It covers the important themes of child development, communication, wellbeing, observation, working with parents, inclusive practice, leadership and research. Altogether there are eight new chapters. (If you click on the title, it will take you to the publisher's page.)
Gramling, M. (2015) The Great Disconnect in Early Childhood Education: What We Know vs. What We Do. St Paul, MN: Redleaf Press. This book examines the disconnect between public policy and classroom practice – and what educators need to change in order to teach children well. The authors argue that early childhood educators need to be cognizant of the disconnect between public policy and classroom practice – and they say that the success of children they teach depends on it. This book analyzes how ineffective practices are driven by unexamined public policies and why educators need to challenge their thinking in order to make a difference in children's lives. A very complex story about public policy and the importance of teaching is told while entertaining and engaging the reader throughout.
Stacey, S. (2015) Pedagogical Documentation in Early Childhood: Sharing Children's Learning and Teachers' Thinking. St Paul, MN: Redleaf Press. This book provides a step-by-step guide to documenting children's ideas, questions, and learning. Pedagogical Documentation in Early Childhood is an inspiring step-by-step guide to documenting children's ideas, questions, play, and learning in a way that enhances teachers' thinking and understanding at the same time. This book supports teachers on their journey to tell the stories behind children's work and inquiry.
Edwards, M. and Davison, C. (2015) Global Childhoods (Critical Approaches to the Early Years). St Albans: Critical Publishing Ltd. Taking an ecological approach, this book examines how culture and society shape childhoods through considering the lived experiences of children internationally. It begins by questioning the meaning of childhood and explores the historical, cultural and social views of childhood and children, including the roles of race, class and gender. It considers families and parenting from a global perspective and progresses to examine the relationship between the state and children by evaluating international approaches to education, health and welfare and the ways inequalities between the minority and majority world impact on children. The role of research on and with children in informing these debates is fully explored. Most importantly the reader is challenged to reflect on how global perspectives can be used to support an understanding of inclusion and diversity in their practice.
Medwell, J. (2015) Training to Teach in primary schools: A practical guide to School-based training and placements. (3rd edition). London: Learning Matters. For student teachers, the experience of school-based training is exciting but also challenging – this book supports them throughout and prepares them for the journey ahead. This book begins by helping trainees to plan their own journey through training and beyond. Taking control of their own training in this way supports student teachers to approach the course with confidence, and secure their first teaching job. The book provides guidance on:
- adapting to working in school
- observing, planning and evaluating in school
- teaching on placement
- assessing, monitoring and reporting on children's progress
- self-evaluation and how to pre-empt and resolve issues
- securing the first teaching job and succeeding in the NQT year
Pacini-Ketchabaw, V. and Taylor, A. (eds) Unsettling the Colonial Places and Spaces of Early Childhood Education (Changing Images of Early Childhood). New York: Routledge. This book uncovers and interrogates some of the inherent colonialist tensions that are rarely acknowledged and often unwittingly rehearsed within contemporary early childhood education. Through building upon the prior postcolonial interventions of prominent early childhood scholars, Unsettling the Colonial Places and Spaces of Early Childhood Education reveals how early childhood education is implicated in the colonialist project of predominantly immigrant (post)colonial settler societies. By politicizing the silences around these specifically settler colonialist tensions, it seeks to further unsettle the innocence presumptions of early childhood education and to offer some decolonizing strategies for early childhood practitioners and scholars. Grounding their inquiries in early childhood education, the authors variously engage with postcolonial theory, place theory, feminist philosophy, the ecological humanities and indigenous onto-epistemologies.
Alanen, L., Brooker, L. and Mayall, B. (eds) (2015) Childhood with Bordieu. London: Palgrave Macmillan. This book theorizes childhood within sociological concepts. Over the course of nine chapters, authors give detailed accounts of the lives of children in a range of societies, including England, sub-Saharan Africa, Northern Ireland, France, Andhra Pradesh and Finland. They describe their studies in the light of Bourdieu's key concepts – field, habitus and capital – to consider the social status of childhood, the tensions between schooling and work in the lives of children, children's relations with adults, and the pressures on childhood resulting from globalization and from the professional discourse of those adults who aim to help them.
Ephgrave, A. (2015) The Nursery Year in Action: Following children's interests through the year. Abingdon: Routledge / David Fulton. Demonstrating how a child-led approach supports the development of purposeful, calm, confident and independent children, The Nursery Year in Action offers a unique month-by-month overview of the workings of an outstanding Nursery setting. The book covers all aspects of practice from the organisation of the classroom and garden and the rationale behind this to the routines and boundaries that ensure children are safe, happy and therefore able to explore and learn. It tracks the events of each month in the year paying particular attention to the environment, the role of the adult, links with parents, children's individual needs and the key areas of learning and development. Throughout the book Anna Ephgrave gives the reason behind each decision and shows what the outcomes have been for the children, emphasising that a child-led approach, with planning in the moment can meet the requirements of the revised Early Years Foundation Stage and the individual needs of the children.
Moyles, J. (ed.) (2015) The Excellence of Play (4e). Maidenhead: Open University Press. Play as a powerful learning and teaching experience remains key to effective early childhood education. Retaining its popular approach and style, this new edition reflects the contemporary context of early childhood education and care as well emerging research on young children's development. The emphasis remains firmly on demonstrating the excellence of play and its contribution to children's overall learning and development in the early years, and the role of adults in promoting inspirational playful pedagogies. It offers new coverage on topics such as brain development, gender, babies' play, cultural diversity and inclusion, children as researchers, new technologies, outdoor play and international dimensions. (A range of TACTYC members and Exec have contributed to this new edition.)
Wharton, P. and Kinney, L. (2015) Reggio Emilia Encounters: Children and adults in collaboration. London: David Fulton. This inspiring book is based upon a documentary approach successfully implemented by Stirling Council in Scotland, whose pre-school educators experienced dramatic improvements in their understandings about young children, how they learn and the potential unleashed in successfully engaging families in the learning process. This approach; which is based on careful listening to children and observation of their interests and concerns, centres around recording and commentating on children's learning through photos, wall displays, videos and a variety of different media.
Sayre, R., Devercelli, A. Neuman, M. and Wodon, Q. (2015) Investing in Early Childhood Development: Review of the World Bank's Recent Experience (World Bank Studies). World Bank publications. Kindle edition. This study provides an overview of Bank investments in Early Childhood Development (ECD) from 2000-2013 within the Education, Health, Nutrition and Population, and Social Protection and Labour practices. The study summarizes trends in operational and analytical investments in early childhood, including lending and trust funded operations at the country, regional, and global levels. Findings are presented on the overall level of finance during this thirteen-year period, the number of ECD investments, and regional and sectoral trends. A series of case studies are presented to highlight lessons learned to inform future Bank support to ECD and to promote better planning across sectors and regions. Trends in analytical and advisory activities are also discussed, including economic sector work, technical assistance, partnership activities, impact evaluations, programmatic approaches, and knowledge products. Finally, the study discusses recent new approaches to support ECD within the World Bank and in client countries.
Smidt, S. (2014) An ABC of Early Childhood Education: A guide to some of the key issues. London: Routledge. This unique and engaging resource describes, critiques and analyses the significance of a wide range of contemporary and classic ideas about how young children learn. Organised in a handy A-Z format, Sandra Smidt: traces back each idea to the roots of how it was first conceived; explores its implications for the early years classroom in accessible terms; makes connections where relevant to other strands in the field of early childhood education; provides examples from her extensive classroom experience and international literature; draws on a range of ideas from both developing and developed countries giving the material a truly global focus; and uses a sociocultural view of learning to underpin the choice or analysis of each idea.
David, J. and Elliott, S. (eds) (2014) Research in Early Childhood Education for Sustainability: International perspectives and provocations. London: Routledge. Sustainability is a global issue that urgently needs addressing and for which the most serious consequences are for children and future generations. This insightful research text tackles one of the most significant contemporary issues of our times – the nexus between society and environment – and how early childhood education can contribute to sustainable living. This research text is designed to be provocative and challenging.
Davies, B. (2014) Listening to Children: Being and becoming. London: Routledge. Through a series of exquisite encounters with children the author opens up new ways of thinking about, and intra-acting with, children. The book carefully guides the reader through a wave of thought that turns the known into the unknown, and then slowly, carefully, makes new forms of thought comprehensible, opening, through all the senses, a deep understanding of our embeddedness in encounters with each other and with the material world.
Brodie, K. (2014) Sustained Shared Thinking in the Early Years: Linking theory to practice. London: Routledge. Used as a measure of quality in the ground-breaking Effective Provision of Pre-School Education (EPPE) project, Sustained Shared Thinking is fundamental to good early years practice. The book explores the attitudes, knowledge and understanding that a practitioner must adopt in order to start or develop successful Sustained Shared Thinking.
Charles, M. and Boyle, B. (2014) Using Multiliteracies and Multimodalities to Support Young Children's Learning. London: Sage. Grounded in classroom practice, this practical book shows trainees and current teachers how to scaffold children's literacy using a creative and supportive approach. It offers teaching strategies for Multiliteracies (fiction, expository/instructions, poetry, recount) and Multimodalities (reading, writing, speaking, listening, performing, illustrating) and helps to develop a relationship between teacher and learner.
Follarie, L. (2014) Foundations and Best Practices in Early Childhood Education: History, Theories, and Approaches to Learning with Enhanced Pearson (e-text). London: Rowman and Littlefield. Reading to your children has been recommended to parents of young children for decades by literacy experts and recently the Chief OfSTED inspector. The act of shared book reading can promote academic, language, and literacy development; this is grounded in research. Not all shared book reading, however, is equally effective. While this book was written as an invitation to parents, teachers will also find it to be informative in guiding them to establish a supportive climate for sound, developmentally appropriate literacy teaching practices.
Professor Margaret Clark – whom many of you will know from our Conferences – has produced a new and exciting book entitled 'Learning to be Literate – she documents and critically analyses literacy education over a period of fifty years, drawing attention to the complexity of the orthographic, syntactic and semantic processes a young reader must master in order to make sense of written text. You can find information here.
Brock, A., Dodds, S., Jarvis, P. and Olusoga, Y. (eds) (2014) Perspectives on Play: Learning for Life. London: Routledge. This book examines current research and theoretical knowledge with regards to play as a medium of learning. It presents a review and critical analysis of research in the field whilst exploring development in the early childhood years from a broad range of multi-disciplinary perspectives. The approach offers a dynamic perspective on the practice of play. See: here.
Harrison, L. and Sumsion, J. (eds) (2014) Lived Spaces of Infant-Toddler Education and Care: Exploring Diverse Perspectives on Theory, Research and Practice. Springer. This is a really good compilation of work on infants and toddlers, the result of a week spent working together in Australia and years of reading, revising and discussing each other's' work. See Liz Brooker's Chapter 3, particularly. Download information about the book here.
Brooker, E., Blaise, M. and Edwards, S. (2014) Sage Handbook of Play and Learning. London: Sage. Included in this wide-ranging book is an excellent chapter by Rod Parker-Rees. Download information here.


text:
Thank you all for checking out my campaign for my new shop. Please take a look and if you can help please lend a hand with what ever you can.
We have a new concept for a barber shop for our area. A HOT ROD theme barber shop will be soooo HOT! With your help we can get this exciting concept on the ground in just a couple of months. Please donate whatever you can to help us guys put together our dream shop.
Here is a diagram of what we thought we would start with as a HOT ROD BARBER SHOP!
We will have the perfect place for guys to come and relax and get a cut while the also get a chance to Cars...