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Check out this post on The Childfree Life. What poster "selfishwoman" experienced exemplifies what can happen when people make assumptions, and why some childfree can get criticized for "breeder" talk....
First, here is "selfishwoman"'s post:
"I was baby sitting my friend Babb's 14mo old today to give her a little sanity break, and I took him to the park. We were playing in a shady area of the lawn, and some people decided to come by, and started to play catch. One of the wussier guys failed to catch the ball and it rolled within about 10 ft of the baby, who started to try toddling towards it, but I picked him up before he reached it and started walking back to our blanket, and this jerk said 'You washed that kid's hands, right?'
I stopped and said, 'Don't worry. He didn't touch your ball.'
The guy said <swear word> breeder.' So I said, 'No, I'm child free by choice, and watching this kid for a sick friend, and he didn't do a thing to you. If you're so worried about germs, why don't you learn to catch the ball, so it doesn't roll in the <swear word> dirt.'
His eyes got wide when I said 'child free by choice.' His friends laughed, and I overheard his friend say later, 'Well, <swear word>. You blew that. Offended the only child free woman you've ever met in person.'
OK the guy was out of line, to be sure. But seeing her with the child it's easy to assume that she was the child's mother, yes? This idea brought to mind one of Miguel Ruiz's "agreements" his book, The Four Agreements: "Make No Assumptions." This is a very powerful book, and living by this assumption can be particularly challenging. It's so easy to assume we are interpreting a situation correctly and then behaving according to that assumption, only to find out we are wrong about it. In this case, had he not made the assumption she was the mother, he would not have chosen such a bad way to communicate with her.
And in this case, the guy's assumption was not only wrong, but his response was one of the reasons the childfree get flack for the "breeder" talk. I have never been a big fan of the "breeder" lingo--because it seems to only serve to continue a divide between those with children and without, and connotes judgment, which doesn't foster mutual understanding.
Selfishwoman experienced what it might be like for parents to get the breeder bit in a bad way, and rightly put this rude guy in his place. I ponder what would happen if we abandoned the breeder lingo altogether--at least calling parents that in public forums--do you think doing this would foster more acceptance of the childfree?
Laura Carroll
Childfree author of Families of Two
blogging at La Vie Childfree
book reviewing at LiveTrue Books
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Malini Mistry and Krishan Sood
University of Bedfordshire, UK & Nottingham Trent University, UK
There is a plethora of literature supporting the view that effective leadership drives effectiveness in schools. In such schools, the assumption being that new models and new forms of leadership are likely to lead to improved outcomes for pupils. New models in this context applies to new approaches and new forms of leadership suggest creative approaches. The first part of our research identifies what these new approaches are and what constitutes new leadership. This paper also explores how to narrow identified gaps in EAL practices through monitoring and evaluation in order to raise standards. This research is a comparative study across primary and secondary sectors in England by using qualitative approaches to help gain insight into current good practice and identifying future needs in EAL.
The research conducted by the Institute of Education and Learning Skills Network (TDA, 2009), using multiple methods identified four key priorities for the strategy. Namely:
1. Equip the non-specialist workforce to help EAL learners achieve their full potential
2. Identify EAL specialist roles and equip EAL specialists to enable EAL learners to achieve their full potential
3. Enable the best possible use to be made of EAL specialists and embed collaborative working practices so that all EAL learners have the access to specialist support
4. Ensure that EAL provision is monitored and evaluated effectively, and that it promotes raised achievement.
Our research will focus on key priority number four. The quality of education provision in England is regulated by the Office for Standards in Education (OfSTED). They observed that where schools participate in quality assurance schemes, and are reflective and critically evaluate their practice, the capacity to improve is increased (OfSTED, 2010). Research reported by Mistry and Sood (2010) identified that there were different perceptions of how EAL support should be planned and implemented. Their research findings suggested that good practice existed from schools which: critically reflected on their EAL provision through shared dialogue; provided high quality professional development opportunities for all staff and demonstrated a high drive and passion from the leaders to succeed against all odds.
Through interviews with senior leadership teams and key coordinators, the paper explores how new forms and creative leadership approaches help to monitor and evaluate the EAL pupil provision. The findings of the study indicate that a more systematic approach to monitoring and evaluation is needed; that all staff in all types of schools need a clear understanding of how to meet the needs of EAL children, rather than leaving it to the bilingual staff and specialist teachers.
In conclusion, the research shows that where there is staff diversity, there appeared to be greater cultural and linguistic awareness to better support EAL pupils and their families. The implication for practitioners is the need to be proactive in forming networks with different communities to draw upon for the benefit of the pupils. In addition, all staff need training on data analysis to know how to better target EAL pupils learning and attainment. Further investigation needs to focus on pupils who have not attended formal school in their home country and arrive with no English.
The challenge is to change thinking and perceptions about EAL pupils as underachievers. Longitudinal studies are therefore necessary which systematically track the impact of strategy on EAL pupil achievement. With the workforce remodelling agenda, there are creative opportunities for partnerships to develop new forms of leadership to manage diversity effectively to improve outcomes for EAL pupils.
Key words / phrases:
English as an Additional Language: Leadership and Management: Effective Schools: Raising Standards: Monitoring Impact: Effective EAL Provision: Narrowing the Gaps: Meeting needs of EAL pupils
The educational landscape nationally in England has changed over the past decade. Our schools are now expected to do more in terms of finances and be more creative in managing expensive teachers in some areas of the country where mobility, recruitment and retention offers specific challenges. Schools are therefore becoming 'new organisations' or at least thinking in new creative ways because of having to manage new demands brought about by greater central control, greater marketisation, globalisation, and internationalisation leading to competitiveness in order to help them become more effective. They are now more accountable due to the increasing government mandates, regulations and having to manage rapid change and pace through the quantity of reforms. Staff have reportedly commented on the added pressure on them, citing lack of trust and ever more surveillance. Hoyle and Wallace (2005) liken this to a total lack of awareness or appreciation of practitioners and their context in many policy documents. School leaders are seemingly prioritising such local concerns over larger issues and are worried about the welfare of the children in care (Bottery et al. 2009). With rapid changes, comes the diversification of the labour force requiring diversity management which for some leaders is quite a challenge, as they have limited experience of managing diverse staff (Bush and Bell, 2002).
As our pupil population in England becomes more ethnically diverse, at least in the urban regions of the country, we are finding that this is seldom representative at headship appointments. This poses some new challenges for leadership appointment for governors. Lumby et al's (2004) work showed that diversity management is both a major challenge and an opportunity to maximise diverse skills for diverse pupil population. We argue that the majority of the school leaders are not well equipped through their leadership training to lead for social justice (ibid, 2004). Effective schools require democratic leaders who can demonstrate a multicultural approach to ethical decision-making (Vitell et al., 1993), but this requires a delicate balance between the deontological (sense of duty) and teleological (the result of an action) means to reach a goal of raising standards for pupils who have EAL.
So what are the challenges for schools In England and new innovative leadership in light of EAL provision and its monitoring and evaluation approaches? The purpose of this paper is to present an overview of the current monitoring and evaluation practices in primary and secondary settings in the Midlands area in England. The need arose because the Training and Development Agency (TDA (2009) identified differential approaches to the monitoring and evaluation of pupils with EAL. We are therefore attempting to reflect on such approaches so as to develop a clearer understanding of both monitoring and evaluation tools and its analysis to help schools become effective.
Before we can discuss what is good practice in supporting pupils who have EAL, and how it is monitored and evaluated, it is important define EAL. The term EAL describes pupils who already speak another language and are learning English in addition to this. The Department for Children Schools and Families (DCSFa) (2010) is leading the national Narrowing the Gaps (NtG) initiative in England which is tasked to create strategies to improve the outcomes for underachieving groups. The White Paper, (DCSFb, 2009), emphasises for the first time, the need for schools to provide both personalised and individual support for all pupils. However, this falls short of suggesting exactly how the needs of pupils with EAL is to be met, given the emphasis from Ofsted on narrowing the gaps (2010). The National Strategies (NtG) have identified a number of priorities in their NtG plan to help raise standards for pupils who have EAL. Firstly, it is to support the achievement of pupils who have EAL and children from minority ethnic groups, and secondly, to narrow the attainment gaps for the most financially disadvantaged learners in order to improve outcomes.
The new inspection framework (Ofsted, 2010) in England places judgements on attainment and the quality of pupils' learning and their progress by looking at outcomes for individuals and groups of pupils. The evidence in the inspection process takes account of any important variations between groups of pupils, and an analysis of the progress of minority ethnic groups. Findings from recent section 5 inspection reports (Ofsted, 2010) suggest that the context of each school is crucial in making informed judgements on raising standards. Contextual aspects like barriers, challenges or advantages of each school are also considered important when assessing a schools' success in raising attainment and standards.
Bhattacharyya et al's (2002) study of six schools where Black Caribbean pupils were making relatively good progress examined the factors leading to these schools' success. It identified the following factors: 'a strong school ethos based on the expectation that all pupils would strive to achieve their best; strong leadership and strong systems; well-formulated policies that interpreted the school's values in practical ways; a culture of achievement with high expectations of pupils (pupils respond best in lessons which offer intellectual engagement) and intensive support of pupils; and close links with parents' (p.22). Bhattacharyya et al. (2002) also identified the 'importance of monitoring pupils' progress by ethnicity' (p.22). A study of successful multi-ethnic schools emphasised strong leadership, an ethos of respect with a clear approach to tackling racism, high expectations and effective teaching as key factors for raising the attainment of minority ethnic pupils (Blair et al. 1998).
Ofsted (2010) offer very similar findings on raising standards for pupils with EAL, but additionally, commenting on outstanding effectiveness due to a more tailored curriculum; professional development of staff; consistency of approach; quality of support and care; a can-do culture; high self esteem; outstanding relationships; respect for each other and effective tracking.
In effective schools, the heart of monitoring and evaluation procedures are, effective structures and systems.
Planned evaluation is characterised by:-
Agreed target areas for evaluation
Explicitness about criteria for the evaluation of success
An evaluation plan which outlines who will collect the data, when and what will be the source of information.
A systematic approach to the collection and recording of information where all involved use appropriate agreed evaluation instruments (Hopkins, 1994).
Effective tracking, consistency of approach and a can-do-culture promoting high-esteem were other indicators of successful school judgements (Ofsted 2009a; Ofsted, 2009b). Recent findings of the attainment of pupils 'first language' other than English found that at the end of Key Stage 1 (pupils aged 5-7) and Key Stage 2 (pupils aged 8-11), the gap is narrowing for minority ethnic pupils (Ofsted Raiseonline, 2009: online). In contrast, attainment of pupils other than English for General Certificate in Secondary Education (GCSE) (pupils aged 15-16) 5+ A* to C including functional English and Mathematics had a wider gap.
We present a range of monitoring and evaluation strategies used to assess the progress of minority ethnic pupils. A case study on progress tracking at a High School in Luton demonstrated that tracking of pupil progress as individuals and as groups made them less visible. They used an electronic E mark procedure to monitor pupil progress. Ofsted Ofsted, 2010) reported that, `Emark is a valuable management tool in reviewing the impact of provision for… those with English as an additional language' (p.25). What remains uncertain is if there is a whole staff understanding of this system, and more importantly, to what extent is there a consistency of approach in its use systematically and methodically between all staff. This requires further analysis of its effectiveness by leaders, or otherwise, of the use of this tool.
A report by Ofsted (2009a) regarding Twelve outstanding secondary schools showed that progress of minority ethnic pupils was not hindered if pupils spoke their first language in the classroom. In fact this spoken language could 'support academic success' (p.6). Here, the implication for leaders is to ensure that all staff should promote the highest level of expectations by challenging any assumptions of pupils based on stereotypes of cultures. In addition, leaders also need to question the impact of disadvantaged background, poor linguistic ability or poor attitude to learning, in relation to helping improve outcomes for pupils who have EAL. As the perception of justice significantly influences outcomes, Leung and Morris (2000) suggest that an individual's cultural background markedly affects one's opinion about what is fair when making decisions.
A case study on focussed intervention at a high School, Newham, London, involved members of the EAL department monitoring year 7 for two weeks at the start of the year and then feeding their observations into the next school development meeting to inform decisions about planning. They introduced teachers to the relevant data and gave very direct and personal feedback about student capabilities and particular needs (p.45) (Ofsted, 2010). In another study involving children in the nursery curriculum, digital photo displays of their day's activity were used as visual clues to help children speaking English as an additional language (Ofsted, 2009b).
So, there are numerous strategies identified for effective monitoring and evaluation of pupils who have EAL. Ofsted (2010) recommend robust monitoring and tracking of individuals' academic, personal, social and emotional progress, which identified shortfalls in performance quickly. They also asserted that 'high expectations meant that difficulties were not accepted as an excuse for poor outcomes' (Ofsted, 2010, p.6). The way forward for effective monitoring and evaluation is in schools finding creative and flexible approaches, but more importantly, to encourage a whole staff understanding of data capture and analysis through effective leadership.
The challenge for schools is to know what exactly constitutes 'appropriate' data with regards pupils who have EAL, and then to systematically analyse this for support and development of each EAL learner. It also means that such data needs to be acquired at specific milestone dates, like at the end of key stages and transition between primary and secondary phase of education. Many schools are data rich but information poor because of inadequate understanding of data analysis by staff, which is further compounded by limited sharing of information for strategy to improve interventions to raise the attainment. Much of the literature is very sparse on what is good practice in raising standards for EAL pupils, so we are careful in suggesting practices that have pragmatic approaches that reduce practitioner over-load but may have impact on pupil attainment. Could it be, that taking the EAL label away, so that it is not seen as an excuse for underachievement, lead to raising standards?
The challenge for school leaders is to have in place effective monitoring and evaluation processes which shows how the teaching and learning approaches are fit for purpose for pupils who have EAL. This requires all staff to be using such a tool effectively and systematically through leadership drive and support, and in partnership with parents and communities. This is supported by National Strategies (2010) which supports the need for effective monitoring and tracking tools for those identified as having EAL, followed by high quality teaching and support to accelerate progress.
Ofsted (2010) have identified that the very best providers have a range of features like, a positive ethos, welcoming of parents and learners, regular communication with families and learners, and leadership had high expectations and they communicated these to all staff.
Our research was designed to capture a range of perspectives, experiences and perceptions on the provision for pupils who have EAL in the primary and secondary sectors. Our sample group consisted of fifteen primary schools and seven secondary schools, in which over 50 participants were interviewed across the selected schools in the Midlands area in England. In particular, we chose to focus our investigation on schools who supported, directly or indirectly, pupils who have EAL as well as those schools that had virtually no experience of EAL children in order to gain some comparisons. The underpinning research paradigm, therefore, was interpretivist, where the aim was 'to understand the complex world of lived experience from the point of view of those who live it' (Schwandt, 1998:221). The sample consisted of head teachers, and the senior leadership team. The claim here is not one of representativeness, but of attempting to use stratified sample (Cohen et al., 2007:111) of adults' experience to generate insights into the issues linked with raising standards for pupils who have EAL to further develop good practice. We combined and analysed the interview data and survey feedback using qualitative content analysis technique (Miles and Huberman, 1994).
A thematic approach was adopted to analyse the evidence against the research questions. The evidence presented in table 1:1 is under four themes. The data shows aggregated comments from the sample.
Table 1:1
Staff Support needed to raise standards for pupils with EAL? How does effective monitoring & evaluation happen? What are the challenges for leaders to help their schools become more effective?
Primary leaders • Need support of experts
• Positive staff attitudes towards pupil differences
• We need a more systematic approach rather than just wait till we have an EAL child with needs.
• Money for training delivered by qualified people.
• Money for specialist resources to use in the classroom. • Clear differentiation in planning.
• Observations in different contexts – including play.
• Tracking pupils in Early Years through their profile.
• Tracking of individual pupils.
• Group tracking of pupils who have EAL.
• Analysing pupils' work by levelling.
• Assessments
• Challenge of adequate funding for resources and to support good practice.
• Challenge of giving staff the support they need for pupils who have EAL
• Challenge of meeting the needs of pupils who have EAL pupils should remain high regardless of their competency in English.
• Challenge of an effective system to meet the needs of new arrivals.
• Challenge of using play as a tool for monitoring and evaluating the progress of pupils who have EAL just like the Early Years.
Secondary leaders • Remove the EAL label as it can be used as an excuse for under achievement.
• Understand that pupils who have EAL can link and transfer learning quicker than learners of one language.
• Teachers need to learn to use the strengths of pupils who have EAL as a resource.
• Need to recognise that the home language could be the additional language rather than English.
• Staff need to learn to meet the needs of all pupils by understanding how children learn and develop.
• Plan and review support available during lesson time.
• To have high expectations to achieve the task set for all EAL pupils not just the `bright pupils'.
• Staff need to encourage communication with parents to discuss pedagogy at home.
• Analysing a sample of work from EAL pupils regularly.
• Carry out lesson observations.
• Review and feedback on lesson plans.
• End of module tests.
• Need to track 1:1 to ascertain pupil progress in a systematic manner.
• Under achievement is linked to some teachers stereotypical misconceptions leading to lower expectations of EAL learners.
• Not all teachers use data to provide for individual needs
• Need a consistent approach to monitor and evaluate the progress of EAL learners.
• All staff need to meet the needs of EAL learners regardless of their subject specialism
• Importance of carrying out an audit for new arrivals. Appropriate resources for secondary pupils who have EAL in relation to subject specialisms
• To have the opportunity to work with specialist staff regularly rather than when its just a need.
The analysis is based on the sample schools in the geographical area identified therefore the policy of EAL provision in school by each Local Authority (LA) is likely to be different. Early Years practitioners (for children aged 3-5) commented on the freedom they had in planning their Early Years programme, including, the essential role of play in developing the cognitive and language capabilities of their learners with EAL. The secondary school practitioners highlighted the development of subject centred pedagogy being their priority rather than cross—curricular, first hand learning opportunities that formed the basis of primary practice. The support that was available to pupils who have EAL was more focused and systematic in the primary phase (Ofsted, 2010). The whole school approach in developing practice that supported and developed EAL learners was more evident in the primary sector than secondary. Ofsted (2010) commented that 'pupils learn more quickly when socialising and interacting with peers' (Ofsted, 2010, p.5), and this has implication for the senior leadership team in planning their budget for deployment of staff. The central support for EAL and more advanced learners of English appeared to be located in different parts of LA which most practitioners in the primary and secondary phases said posed a difficulty, and suggested that both sectors needed quicker access to same central resource centre or centres.
In the secondary sector, there is less opportunity to build personal relationships with pupils who have EAL in contrast to the primary sector because of subject centred silo provision. This implies that not only is the quality of teaching different but also the likelihood of some staff not accurately identifying the potential of such learners. There is also danger of stereotyping on ability of such learners and wrongly labelling them as underachievers. This is supported by Blair et al. (1998) who identified that where there is an ethos of respect, high expectations and effective teaching, then the attainment of pupils who have EAL is raised. Furthermore, Bhattacharyya et al. (2002) suggest that minority ethnic pupils attainment is raised when there is a clear approach to tackling racism.
The White Paper (2009) pointed the need to maintain momentum by building on the achievements of pupils to date, with the National Strategies plan (2009) tasked to narrow attainment gaps for minority ethnic groups, to name one such group. The evidence of our research suggests that Early Year's practice has embedded the needs of the holistic child as central to its philosophy (DCSF, 2008). This is now being permeated into the primary sector through the new primary frameworks which better highlights meeting the needs of individuals through its areas of learning (QCDA, 2010). A primary teacher commented, 'with the new primary framework, I have more flexibility to teach through topics which means that it's easier for me to make links for individual pupils, especially those who have EAL'. This is also echoed in the secondary sector where one secondary headteacher noted that, 'the raising of standards is a concern because the curriculum does not lend itself to creativity due to subject focused teaching'.
An example of raising standards for pupils who have EAL suggested by a secondary teacher focused on team approach between primary and secondary feeder schools, where they planned the resources required for EAL learners based on identified audited needs, consistent teaching approaches and systematic approach to monitoring and tracking progress of each pupil and in a group. The National Strategies plan (2010) supported this approach adding that schools need to look at different groups within each class and cohort in order to identify significant patterns of learning and weakness. Furthermore, the National Strategies plan (2010) suggest that practices need to improve based on personalised learning and based often on their multiple needs by gender, heritage, disability, free school meal entitlement or time of year they were born. Ofsted (2010) stress that 'pupils come from diverse linguistic, cultural and educational backgrounds and these are important variations to consider when interpreting the overall achievement of EAL learners' (p.4).
One headteacher commented that pupils who have EAL may find it easier to transfer skills, knowledge and understanding as they already have a base language. This ability should be recognised for their advanced attainment and celebrated rather than 'undermined by some staff' (EMAG teacher comment). It is important to note that English may not be the additional language of some pupils who are termed as EAL pupils, it could be that the home language is the additional language rather than English, therefore the implication for raising standards is that practitioners need to ensure that any planned intervention has been backed through effective monitoring and data analysis.
The value of monitoring pupil progress was important in the headteachers' role, but it was also an important aspect of teachers, teacher assistants and specialist staff's role in planning and assessment. Our evidence suggests that the progress of pupils with EAL need to be monitored more closely to assess the small step changes in their progress through different contexts which may be missed otherwise. 'Observation is a key tool for monitoring and tracking EAL learner progress', according to an early year's teacher. This is standard practice in early years from our evidence but we also found very little evidence of using observations in Key Stage two and the secondary sector.
Ofsted (2010) report that close monitoring and tracking needs to be developed further in schools with high number of pupils who have EAL. They also highlight the need for school development plan to have 'clear objectives and strategies for the need of EAL learners' (p.5), and the schools need to use additional funding of Ethnic Minority Achievement Grant to be used more strategically, with regular training for all staff on the needs of pupils who have EAL. A number of practitioners from both sector echoed these comments stating that a systematic, whole school approach is needed from Early Years through to secondary for improved outcomes. The National Strategies plan (2010) add that schools need to use data to expose gaps and patterns, promote accountability and monitor at all levels which use robust tracking process to accelerate progress.
From our research, there appears to be confusion by some staff within the secondary sector on how to collect the evidence systematically and then how to analyse this for further planning and support. As identified in various literature, the leadership team need to have a clear structure through their internal policies to facilitate this process. This is best illustrated by this comment from a primary teacher, 'the foundation profile tracking data is shared with me which helps me to plan a personalised activities for children who have EAL with the appropriate support. Our SATS results, observations of EAL learners, discussion with EMAG teacher as well as good relationship with parents, further helps to ensure targeted pupil progress'. In contrast to secondary sector, parental consultation events may not necessarily identify specific pupil needs which the National Strategies plan (2010) says limits visibility of disadvantaged learners.
Challenges for leaders to help make schools effective:
The key leadership challenge highlighted from our research evidence is the need for high quality teaching and learning environment. One head commented that, the holistic ethos present in my primary school helps us better meet the needs of pupils who have EAL, whereas in the secondary sector, the holistic ethos remains a challenge. The National Strategies plan (2010), also highlight getting the ethos and climate for learning right. In an inclusive environment, all staff need to believe and promote the school's vision which leaves no child behind. This is a major challenge for leaders where individual, targeted needs analysis is not yet fully embedded because there is a gap in understanding of staff's knowledge in using data effectively. The challenge for leaders in a mono-cultural school setting is the lower presence of diverse staff compared to a multi-cultural setting, thus requiring resource planning that stretches the finances even further to acquire specialist staff to meet the need of pupils who have EAL and new arrivals. The greatest challenge identified by one leader in our study was the personal misconceptions of some staff of pupils who have EAL leading to underachievement of such pupils. A primary teacher commented that 'we have all the systems and structures in place to support all our pupils who have EAL but this is very difficult when some of these pupils take months off to go and visit family abroad. When they do come back, it's though they have forgotten everything'. This is a challenge for leaders in ensuring that they convey the importance of education to parents through effective partnerships with parents and communities to develop a better understanding and awareness of school systems to avoid children taking time off in term-time. Most staff in our study commented on the need for training on use of data, targeting interventions and tracking for success identified by the National Strategies plan (2010).
An interesting debate for further research is assessing how leaders of a mono-ethnic school best meet the challenges of pupils who have EAL in contrast to those leaders in a multi-cultural environment, where, as Lumby et al. (2004) point out, is at advantage because of greater diversity amongst the staff. This means that they are more likely to have greater cultural awareness and networking opportunity with multi-agency staff to access the required resources more quickly than where the school is in isolated neighbourhood. Another challenge is that the leaders from the secondary schools and feeder primary schools need to work collaboratively more in relation to pupils who have EAL rather than just during the transition phase.
In conclusion, our research offers a number of strategies that could help schools to become more effective by helping to raise their standards for pupils who have EAL. These are: having structured monitoring system in place driven by senior leaders; an awareness and ownership of all staff of the use of this monitoring system which enables pupil progress to be tracked more concisely; training opportunities for data analysis to be available so that there is a systematic and holistic approach in the school. We are mindful that data capturing has to be based on different sources and this remains a challenge for school leaders in terms of time given for partnership meetings, networking and carrying out observations of pupils who have EAL.
Our evidence suggests a huge differential in working practices between the primary and secondary sectors in meeting the needs of pupils who have EAL in raising standards. The monitoring and evaluation is an essential analytical tool for which there is conflicting understanding between the primary and secondary phases. The proposal is that some effective practices in the primary sector need to be embedded in the secondary sector which would ensure that pupils who have EAL continue to make progress. The challenge for leaders is to ensure that at the heart of the learning process is how pupils learn and develop, which appears to be a key feature of the primary culture.
In developing effective schools through effective leadership, we theorise that the school leaders of the future need the moral courage and practical ideas for meeting the needs of pupils who have EAL in more creative ways regardless of setting. This requires a deeper understanding of different cultures and values of pupils, parents and communities. It also requires stronger partnerships with LA officers, governors, staff and specialist support staff of EAL learners in the understanding of data capturing and analysis techniques to make a difference to the EAL learners.
The authors would like to thank all the staff and senior leaders from the varied research schools for their valuable time, comments and thoughts. They would also like to thank, their respective universities for their financial support.
Contacts: firstname.lastname@example.com & email@example.com
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Monday, July 5, 2010
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Phoenix Rising Yoga Therapy Training Program (900hr)
Tuition: $12,000-$16,000 depending on courses chosen (bundle discounts may be applicable)
Hours: 900 hours
Duration: Program may not be completed in less than 2 years; courses may be spread out over several years.
Prerequisites: 200 hour Yoga Teacher Certification from an accredited school. Concurrent Requirements: 1 year of yoga practice and 1 year of yoga teaching experience.
Application: Admittance to Level 3 of this training program requires an Application and Fee, as well as successful completion of both Levels 1 and 2 with faculty approval.
Accreditation: The PRYT 900 hr Training Program is accredited by the Accreditation Committee of the International Association of Yoga Therapists. For more information, contact: www.iayt.org.
Phoenix Rising Yoga Therapy is a body-mind approach to yoga therapy utilizing the concept of embodied mindfulness — which we have refined over 29 years in training over 1700 yoga therapists. The Phoenix Rising Yoga Therapy courses Level 1 (4 days), Level 2 (5 days), and Level 3 (9 months) comprise the core curricula of this program and will introduce you to the basic concepts, fundamental postures, and empathetic dialogue techniques required to practice the Phoenix Rising Yoga Therapy modality. The nine-month Level 3 course consists of two residency periods, Orientation (7 days), Midterm (7 days) and a supervised practicum (9 months) practiced in each student's home environment. Unique to this yoga therapy program is that you learn a discreet modality with established protocols that are transferable to a variety of populations, needs, and work environments. Students are assigned mentors who give feedback, guide studies and personal growth, and help students refine techniques. Acceptance into Level 3 is based on application and proficiency after Levels 1 and 2. During the training, we focus on each student's personal, as well as professional, development; we believe that the quality of the yoga therapy practitioner's ability to achieve a profound level of presence is a key factor in how well a client benefits from a session.
Call to speak to an enrollment counselor to help you plan your program and select the courses, locations, and timing that is right for you. Our program has a flexible structure and can be adapted to your specific needs and interests and the population you wish to serve. All courses below (except where a choice is provided) are required for this Certification. The Core Curriculum is offered as residency courses, but several of the Advanced and Adjunct courses are low-residency, online, or practicum based.
- Phoenix Rising Yoga Therapy Training Level 1
- Phoenix Rising Yoga Therapy Training Level 2
- Phoenix Rising Yoga Therapy Training Level 3: Orientation, Midterm, Practicum, 9 months Supervised Independent Study
Advanced Core Curriculum Choices
- Group Facilitator Training residential and online OR Module B: Themes residential
- Therapeutic Life Mentoring online OR Mentoring for Yoga Teachers: Intention into Action remote
- Advanced Professional Specialty Practice (75 hours total required)
- A variety of 25 hour topical courses are in development; see course page for more info.
- Module A: Dual Process may be counted as 50 hours
Required Adjunct Course Curriculum
May be taken concurrently with core curriculum
- Anatomy & Physiology I residential
- Applied Yoga Philosophy residential
- Subtle Body online
- Basics of Ayurveda for Yoga Therapists online
Transfer Credit
Due to the diversity of yoga and yoga therapy training programs PRYT cannot determine the value or applicability of previous training without careful investigation. It is the responsibility of the student applying for credit to provide documentation that validates the previous training meets the IAYT standards to which Phoenix Rising adheres. Transfer credit is currently only considered for Adjunct Courses.
More details, with outlines of required competencies for each course, are available here: Transfer Credit Policies & Application.
If you have any questions, please call us at (800) 288-YOGA(9642) or (802) 453-6444.


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Your Perfect Choice
Pangasinan – Hundred Islands
Hundred Islands Adventure - HOTEL MONTE RIO
Located at Edilberto Bldg. Quezon Ave., Alaminos City Pangasinan.
Strives to give you full comfort, peaceful, meaningful visit in the province of Pangasinan. Services at par with Five Star Hotel by its hospitable staff.
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The Upper Canadien
Cole with 3 in 5:41 as Habs top Sens
by The Upper Canadien on 03/24/12 at 12:14 AM ET
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The Senators had everything to lose Friday night, and lose they did, as the Montreal Canadiens stormed to a 5-1 win. Led by Erik Cole's opening-game natural hat trick (the first Hab to score 3 in a period since Brian Bellows in 1993), Montreal played a gritty, team game, much of what we've seen the past few weeks - a very different game from the first few months of the season.
Carey Price was sharp in net, keeping the Sens out of the game, while the Habs could have had many more past Craig Anderson and Ben Bishop, as they had a 4-0 lead 9 minutes in, and came close twice more before the 12 minute mark.
What does this sort of a game show? It shows that the Habs haven't given up, despite what many fans would like, and that the players, apparently, like playing for Randy Cunneyworth, because of late they have increasingly upped their game as their season trickles away.
Important for next season, PK Subban has looked much better of late, and Andrei Markov slowly seems to be getting back into form, his tape-to-tape passes as integral as anything for the Habs to compete in 2012-2013.
As for the Senators, they are on perilously thin ice, with the Sabres and Capitals gaining on their 7th place perch, and time very quickly inning out on the season. A flu bug has ravaged some of the Senators roster, and while the Canadiens have played them very well this season, I suspect this had much to do with tonight's poor showing, especially at the start of the game.
Montreal heads to Philadelphia next, a date which will even further test their new, gritty persona, led by Ryan White and Brad Staubitz. Don't be surprised if Carey Price gets a rest, yielding his net to Peter Budaj.
Puck drop at 7.
Beliveau update: News today that Jean Beliveau is doing well in his recovery from a stroke, headed to a rehabilitation centre for the next stretch of his treatment. I'm sure we will see Le Gros Bil back in his regular seats come fall. Prayers to the man who represents hockey for all Montrealers.
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About The Upper Canadien
The Upper Canadien is your one stop shop for all things Montreal Canadiens. Since the summer of 2010, I've been providing Habs related news, notes, and most importantly, opinions. As a blogger, I don't believe it's my job to report the news, it's my privilege to comment on it. You may disagree with what I suggest. In fact, you most likely will. But that's the great part about blogging: it spurs opinion, comment and engages all involved. I've really enjoyed all the debate and commentary from readers thus far and I encourage everyone to respond with ideas on lineups, trades, logos, sweaters, mascots, whatever. The Upper Canadien is a conversation for all hockey fanatics.
I've come to Kukla's Korner with four years of campus radio and three years of sportswriting from my time at Mount Allison University on Canada's East coast. Not only do I not have any professional journalistic training, after five years in the corporate world, I've spent much of the past two years completing an MBA. Business by day, hockey by night, I'm a Canadiens fan through and through. I hope you enjoy reading as much as I do writing.
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Parklands Guesthouse
Guest House, Witta
Rated 5 out of 5 stars 22 reviews
Confirmation within 24hr
From $163 per night {{quote.pricing.message}} Total {{quote.pricing.price | format:'currency':'short'}} for
Min 1 night stay
Your hosts Jo-Anne and William will welcome you. Wander around their beautiful garden setting and enjoy the bird life, peace and tranquility.
The private wing of our guesthouse has two double bedrooms opening onto a deck which looks out over the rainforest garden. There is also a comfortable lounge with TV and Internet. The bathroom has a shower and bath. Linen is provided.
The kitchenette is equipped with a bar fridge, microwave, toaster, kettle, electric fry pan, gas barbeque, cutlery and is stocked with leaf tea, herbal teas, instant and plunger coffee. Milk and butter are supplied.
Laundry facilities are available.
Single night accommodation is welcome.
Please note: No port-a-cots provided.
We always welcome our guests and show them around. After that, guests have their own private entry to the wing of the guesthouse and we respect their privacy. We love for our guests to wander the garden and enjoy the space. There is undercover parking and we are in close proximity to shops and restaurants.
Witta is only six minutes from Maleny town centre and a perfect spot to relax and unwind or explore the glorious Sunshine Coast hinterland.
Ideally situated, it's just a 5 minute stroll to renowned Maudy's restaurant, the perfect and easy place for dinner, lunch or breakfast.
The area abounds in National Parks offering a huge choice of walking trails. Explore the iconic Glasshouse Mountains, Conondale and Mapleton Falls National Park, Lake Baroon Dam, the Kondilla Falls, the Mary Cairncross Scenic Reserve, all great places to picnic.
Restaurants, galleries, markets, wineries and magnificent views, are all at your fingertips.
Enjoy the quaint shops of Maleny and Montville which are a hive of cafes and restaurants to suit any foodie ...
Looking further afield we are only thirty minutes from the beaches at Mooloolaba and Caloundra or a scenic leisurely drive to the markets at Eumundi and Noosa or Kenilworth which is famous for its' cheeses. Australia Zoo also offers a great day of entertainment.
So if you are looking for the perfect spot and a little bit of magic for a getaway or just to relax and chill out with friends you will find Parklands Guesthouse ideal.
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The $812 million South Road Superway is beginning construction in March and will put Adelaide on the investment map.
Set for completion in December 2013 the 4.8km development, of which 2.8km is elevated roadway, isThe $812 million Superway is beginning construction soon and will put Adelaide on the investment map the first of its kind in South Australia and will open up the region.
$500 million was committed to the program by the Australian Government through the Nation Building Program Act as part of the north-south corridor upgrade.
"The Gillard and Rann Labor Governments are committed to the development of strategic transport projects that underpin vibrant, competitive and sustainable communities," said former Federal Infrastructure and Transport Minister Anthony Albanese.
As the biggest single investment in SA road projects it links the Port River Expressway to Regency Road and will cut down travel times significantly.
The construction of the project will create more than 2,700 jobs.
Local connector roads were completed in 2011 and the Government expects that the project will make the Port of Adelaide, and key industrial hubs, more accessible.
"As part of the National Land Transport Network, South Road is a vital link in a nationwide program of investment to promote economic growth, reduce congestion and make our roads safer for all who use them," said Mr Albanese.


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Benfica put three past Pacos; Nacional overpower Olhanense
Benfica 3 – Pacos Ferreira 0 (Liga Sagres, February 24, 2013) Goals from Enzo Perez, Oscar Cardozo and Lima maintained Benfica's title challenge.
Moreirense 0 – Gil Vicente 0 (Liga Sagres, February 24, 2013) Fourth-bottom moved two points clear of Olhanense after drawing 0-0 at last-placed Moreirense.
Nacional 3 – Olhanense 1 (Liga Sagres, February 24, 2013) Nacional took an 11th-minute lead through Mario Rondon and although Olhanense equalised through Andre Micael in the 68th minute, the hosts sealed the points thanks to goals from Moreno (72) and Cordeiro Dos Santos (84, penalty).


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Derek Roy traded to Canucks for draft pick, prospect
The Dallas Stars are unloading veteran players by the bushel. The latest to go is center Derek Roy, who has been traded to the Vancouver Canucks.
Derek Roy is an unrestricted free agent after this season. (Getty Images)
More NHL: Scores | Standings | Odds | Fight-O-Meter | League Leaders | Rumors
The Dallas Stars are unloading veteran players by the bushel. The latest to go is center Derek Roy, who has reportedly been traded to the Vancouver Canucks.
The deal, first reported by Nick Kypreos of Sportsnet, sees a second-round pick and prospect Kevin Connauton going to Dallas, according to Bob McKenzie of TSN. The Canucks officially announced the trade later in the day.
Roy has been a name on the block for a while now as it became apparent that he was not going to be staying in Dallas for long. They acquired him over the summer in exchange for Steve Ott from Buffalo, but that was with only one season left on Roy's contract. It seemed apparent from the start this was a possibility.
Then, with suggestions that Roy was going to be asking for a raise and the Stars not giving it to him with a new deal, it seemed to be close to a lock that Roy would move. So here we are.
From Vancouver's perspective, I love it. They aren't scoring as much as they were, and they have been thin down the center. Last trade deadline, they moved Cody Hodgson to Buffalo and then this season they have been dealing with the injuries to Ryan Kesler. Now, when Kesler is back and healthy, you have three proven centers in Roy, Kesler and Henrik Sedin.
Speaking beyond those numbers, Roy is a good possession player. He's not big by any means (5-foot-9, 184 pounds), but he drives play, always a nice attribute. That doesn't show up in the box score, but it matters.
The downside is that this really could be just a rental situation. With him looking for good money, the Canucks might not be able to fit him in next season and he could walk. It's the risk they are willing to take for a run this year, it would seem.
Plus, it doesn't seem like they gave up too much to make it happen. Roy's days of scoring 81 points in 78 games definitely seem like a thing of the past, but he's no schlub out there. The diminutive center had four goals and 18 assists for Dallas this season, much of that coming after a slow start.
Considering that at this time last year Paul Gaustad fetched Buffalo a first-round pick, it really seems like the Stars could have received more. The Anaheim Ducks were another team that was supposedly interested in Roy, so it wasn't as if there weren't any suitors for Joe Nieuwendyk to choose from.
What of Connauton? He's an above-average prospect whom Dallas is getting in return, so that's good news. According to Hockey Prospectus' rankings in September, he was the fourth-best prospect in the Canucks' system.
He's a puck-moving defenseman, making that two such prospects the Stars have picked up in the last week; they got Joe Morrow from the Penguins. The emphasis seems pretty clear for Dallas; improving the blue line. Between these two and their own draft pick, Jamie Oleksiak, they seem to be headed in the right direction there.
Maybe Connauton turns out to be a real keeper. If so, then you can't say the Stars did poorly trading off a player who only played 30 games with them and likely isn't going to re-sign with his new team. If Connauton doesn't deliver, though, it's hard to say it wasn't a low return. But those are the risks you take when you're trading for prospects (draft picks, too, for that matter).
The Stars still have at least one other move to make as Jaromir Jagr has reportedly been told he will be traded by the deadline. In other words, the Stars are pretty clear sellers, yes?
Chance struggles to report NHL for SNL
'How you gon' do that hockey?'
Good dog drops faceoff at Islanders game
What a good boy!
AHL player has hilarious breakaway fail
The puck didn't go in the net but the skater did!
Report: NHL discusses Houston team
Another sign that Houston is a potential destination for an NHL relocation
Brawl breaks out in Flames-Wings game
The two teams combined for 111 penalty minutes and five ejections
Dubnyk's shutout streak rages on
The veteran Minnesota goaltender has recorded three consecutive shutouts


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Now that summer is just around the corner, I thought it would be appropriate to revisit one of our favorite DIY's here on the blog, but refreshed for 2015.
Month: June 2015
The Lake House in The Cotswolds, England
This post comes from our UK PR Manager Lisa! Follow along with her on Instagram @freepeopleuk
A City Girl's Twist on Festival Fashion
Embracing their city roots and infusing a hint of festival flair, The Style Line's Rachel Schwartzmann and Jane Espiritu show us their go-to Gov Ball uniform and share a curated playlist featuring artists in this year's line-up…
A Beach Wedding Hair Tutorial for Bridesmaids & Guests
Is there anything more romantic than witnessing two friends exchange their vows on a shell-speckled beach, gulls calling their good tidings from above as waves gently meet the shore?
About A Girl: Meet Fashion Designer Haley Solar
Junim (juh-nim): my love, my heart, my soul. Read More
The Soundtrack to the Perfect Wedding
I've never been the type to dream about my own wedding, it has just never been something I've really wanted. But that doesn't mean I don't love when other people get married.
On Set With Staz Lindes: What '80s British Band Are You? (Video + A Quiz & Giveaway!)
Last week, we introduced you to Staz Lindes; model, rock goddess, and the face of our June E-Catalog.
We Could Be Heroes: Krysta Jabczenski
Pretty sure they broke the mold when they made Krysta Jabczenski. Read More


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Trinity Harper Cleaning provides professional commercial and domestic carpet cleaning services, covering the Cambridge area.
Over the years, we have earned respect from clients due to the professionalism and passion in our service. This passion shows in the quality of our work as we now have hundreds of satisfied customers that are forever returning for more.
Why Choose Us?
Trinity Harper Cleaning's value for money is second to none and promise to match any quote provided by another cleaning company. We offer a FREE no obligation inspection and written quotation to all customers upon request.
Our Professional Carpet Cleaners are Fully Trained and use the most up to date equipment. Furthermore, when new methods of carpet cleaning are made, our staff are trained. To give you an idea as to how much our services cost, please see our price list below:
Single Room: £20 to £25
Double Room: £30 to £40
Stairs: £2 per step
Hallway: £15
Landing: £8
Leaving Room: £40 to £80
Rugs: £25 to 40
Upholstery and Mattress cleaning prices:
2 Seat Sofa: 1 side £25
3 Seat Sofa: 1 side £35
Armchair: 1 side £15
Dining Chair: £7
Office Chair: £10
Mattress Single 1 side: £20
Mattress Double 1 side: £30
*Please note: these prices are for guidance only.*


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Coach: Kimbo Slice 'Wasn't Feeling Well' in Recent Weeks, Was Advised to Pull Out of Bellator 158
Like the rest of the mixed martial arts community, American Top Team coach Mike Thomas Brown was shocked and saddened by the sudden death of Kimbo Slice on Monday.
"He had a good way of making people feel good, especially if a kid wanted a picture, an autograph or something. He just had a way of making that person feel special, and he went out of his way in situations like that," Brown said during an interview on the Sherdog Radio Network. "The guy has a million friends. He just knew how to make people feel good."
After initially forging a relationship with Slice as he prepared to compete on "The Ultimate Fighter 10," Brown served as his primary coach at ATT during the YouTube brawler's comeback tour in Bellator MMA.
"We became friends because I think he just trusted me and he had faith in what we were doing. He was training at the gym years ago when he was getting ready for the 'TUF' house, I believe. He was training with [Ricardo Liborio] and I was a competitor at the time," Brown said. "So I would chat with him here and there in the gym. He would watch me and Brad Pickett spar a lot, and he liked what we were doing and we became kind of buddies. Then when he was making this comeback he came to the gym and needed a trainer, and I think it was a good fit."
A former World Extreme Cage Fighting featherweight titlist and five-time UFC veteran, Brown worked the corner as Slice emerged from a five-year hiatus to defeat Ken Shamrock at Bellator 138 and Dhafir "Dada 5000" Harris at Bellator 149 (The win over Harris was changed to a no-contest when Slice tested positive for steroids after the bout).
Through it all, Brown found Slice to be a willing pupil.
"He is as humble as anyone could possibly be," Brown said. "Especially for a guy that famous and with that many wins under his belt. He was a complete student and anything you told him he took it in and tried to learn it, tried to make it his own. You never heard him once ever say he's the best fighter in the world. He was just willing to step in there against anybody. Most of the time he won, that's the thing. But he was never cocky or arrogant. The most humble guy I know, really."
Before they crossed paths at ATT, Brown found himself drawn to Slice because of the brawling videos that surfaced on YouTube. Those same videos made the Florida native an instant attraction in the MMA world, often drawing millions of viewers to whichever network his fight was broadcast.
"Probably his first street fight when it went viral," Brown said of when Slice first appeared on his radar. "If you were a fight fan ,that thing went viral it was just something you would have come across. It was intriguing. You could see this guy who had this natural talent and it took some courage, you know. People walking into a situation like that they don't know what they're getting into; they don't know what the other guy is capable of. There's no ref really, there's no doctors. It's not very safe, obviously.
"It takes a lot of balls, it's very courageous, and he really showed he was something special and he had some sort of talent. Even with no training he had this natural way of moving. He knew how to slip and roll almost on instinct. He was like knocking some pretty tough dudes out. It was some pretty wild stuff. People knew had something special."
Slice remained a big draw during his second go-round in the sport. His first two Bellator appearances were huge ratings hits, and the California-based promotion booked him to face James Thompson in a rematch of a 2008 EliteXC bout on July 16 in London.
While the cause of the fighter's death remains unknown, Brown recalls Slice feeling poorly a few weeks back, so much so that withdrawing from Bellator 158 became a consideration.
"It was like a week ago, maybe two weeks ago. He stopped by the gym and we talked about his upcoming fight. He wasn't feeling well," Brown said. "We were actually talking about, 'Hey man, you can't go through with this. It's time to pull out of this thing.' He had a few things going on. He had a gall bladder issues also going on. He kept getting the hiccups for days on end. He would have hiccups for a few days. He just wasn't healthy but it was good to see him and that was it. That was the last time I spoke with him."
Slice didn't make his professional MMA debut until 2007, when he was 33 years old. He went 5-2 with one no contest in a memorable career that included wins over Houston Alexander, Thompson, Shamrock and David "Tank" Abbott. Had he developed his skills in an MMA gym at a younger age, Brown is confident that Slice would have become more than just a ratings draw.
"Without a doubt he would have been a champion or major contender. Look at what he did with that late start. He's got some big names under his belt," Brown said. "James Thompson was way more experienced, way bigger, trained at many high level gyms throughout his career. He was an established mixed martial arts fighter and he got beat by Kimbo. Also, the Houston Alexander fight was a very big win. Those guys were definitely world class fighters without a doubt. With limited experience and limited training, Kimbo went out and beat them."
Regardless of what might have been, Slice carved out a lasting legacy for himself, and much that came from a burning to desire to make it in an unforgiving world.
"He represented so well, the guy who literally came from nothing and fought his way out of the ghetto or out of Miami and did something for himself," Brown said. "And he did it with his hands. Self-made and did it all on his own. It's really a crazy story."


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Vana Samrakshana Samithi volunteers routinely carry out cleaning drives and campaigns to convince visitors not to litter the place.
The Forest Department has some big plans for the beautiful and ecologically significant Ponmudi and nearby tourism destinations of Kallar and Mankayam.
The proposed plans range from declaring the hill station as a plastic-free zone along with restrictions on consumption of liquor on the hills, to installation of various tourist-friendly facilities. Some of the works are already being implemented. Authorities are also trying to get fine arts students to make paintings and awareness pictures at several points at all the three eco-tourism destinations.
Making Ponmudi a plastic-free zone
Already the efforts to make the hills a plastic-free zone have been started. Vana Samrakshana Samithi volunteers routinely carry out cleaning drives and campaigns to convince visitors not to litter the place. Signboards were put up at several points and there's a hefty fine for those who litter the place. Two plastic treatment plants had already started functioning. Efforts to prevent drunken travellers from littering the place too were on.
More tourist attraction
More tourist attractions were afoot to lure more tourists. These include setting up tree houses and Ayurveda rejuvenation centres which will be run by local people. A watchtower and viewpoint were nearing completion at Ponmudi. Other projects include renovation of the amenity centre, an interpretation centre, and construction of three tourist huts. New trekking paths too have been introduced


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If you downloaded and installed one of the beta versions of OS X, chances are that you get regular beta software updates in the Mac app store. When it's a regular update (that is not beta), it's good to update (and highly recommended because many times, there's a security bug fix). However, with beta updates, it's not so important that you update and eventually, it becomes annoying.
A lot of users have complained about this. Getting notifications for every little beta update might be important for developers who produce software for OS X, but for regular users, this is not the case. Beta updates are technically not meant for users. However, what we're talking about a pre-release beta releases that are open for all "eligible" users. Want to turn these beta software update notifications off?
How to Stop OS X Beta Software Update Notifications in Mac App Store
Step #1. Make sure the Mac App Store isn't open. Close it (quit).
Step #2. Click on the Apple Menu -> System Preferences
Step #3. Next, click on App Store
Step #4. There's a button labeled "Change…" next to "Your computer is set to receive pre-release Software Update seeds." Click on it.
Step #5. Select "Do Not Show Pre-release Updates"
Apple decided to let not just chosen developers but the public as well (regular users) to test their new operating system (OS X 10.10, codenamed Yosemite). A lot of users jumped in on the opportunity. A side-effect of it is that you are also signed up for pre-release beta software updates. These are software updates that Apple wants to test out in the open before making them part of the regular software.
When you turn off the pre-release software update seeds option, you will no longer receive notifications about these updates. However, rest assured that your system will work just fine and you will also get update notifications for major updates that are out of beta.


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Garden City Ink has been formed with the sole aim of helping authors to publish their work as ebooks. We're authors ourselves so we know how hard it can be to get all the words on the page in the right order without having to worry about formatting, book covers, advertising and getting the publishing process right.
Getting help with publishing your ebook is as easy as this –
1 Ensure that your book is ready to be published
2 Go to the Our Services page and select a support package
3 Select Order Now and complete the simple order form
Garden City Ink Design also offers unique ebook covers, special formatting using In Design software and help with creating your very own author website. Have a look at our Design page for more information.


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I started writing a completely different post hours ago and minimized it for a while. Then Scott got up from working and cleaned up after breakfast. And just like that I felt like an overwhelmed hormonal pregnant lady. Welcome to my life right now.
I know what you're thinking, um...that's great. He put the butter away. And I'm fortunate that Scott does a lot "around the house" but let's be real. Most of the time I have to, ahem, remind him (read: nag) to do certain things. Since I've been pregnant he has been much more proactive in helping with housework. Let's hope this trend continues.
Anyway, it's never a bad time to reflect on what you're grateful for. S and I try to practice this every night before bed. Some days our lists are shorter than others, i.e. "I'm grateful that I got dressed today." haha But I believe that it helps us keep things in perspective, especially when the day passed was less than amazing. Try it! It also helps me not have so many worried thoughts before bed that are so difficult to avoid. Everyone is always thinking about something before bed, usually something stressful like bills, projects, kids, etc. If you close out your days thinking about positive things, you will have much sweeter dreams. I promise.
Today I'm grateful for...
- having roughly a month left until we meet baby boy. Obviously this is first.
- celebrating hubs' birthday yesterday. Yay!
- reconnecting with old friends recently.
- "meeting" so many new people in this crazy blog world.
- cooler autumn weather...although not today.
- Scott putting our stroller together yesterday. Sweet boy.
- feeling pretty okay these days. Other than a sore back and unlimited bathroom trips, I can't complain.
- seeing a lot of my girlfriends lately.
- finally starting to see a bit of space clearing up in our apartment after all this packing.
- all the sweet and tasty birthday pastries we picked up on our way home from dinner last night. Yum!
If you feel like posting a gratitude list today, let me know! I would love to see what you're grateful for.


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OBJ file import plug-in for IntelliCAD
Thank you for downloading OBJ Import for IntelliCAD from our download portal.
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Syarat & Ketentuan:
Pilih Tanggal
Senin – Jumat, 09.00-17.00
Sejuknya pegunungan, lembutnya pasir, hijaunya sawah yang bertingkat, magisnya pura hingga uniknya budaya dapat ditemui di Bali. Pulau dengan begitu banyak warna memang dapat mengundang decak kagum. Saat mengunjungi Bali, Anda bisa melakukan banyak kegiatan olahraga air.
"They are cheating the tourists!!! Stay AWAY from this place!!!"
This people along with my driver, they ruined my day!
I had a full day trip with a private driver (I was alone).
When you enter this place you will be welcomed by the sales people (which previously...
Visited Aug 2017 Read More...
"Great experience, bad facilities"
We booked an ocean walker tour through another website, that sent us to BMR. We paid an extra $5 USD per person for the transport, which was an OK price. When we got there, the driver took us to an...
"Go somewhere else"
Our driver, Putu, brought us to this place just to find a segmented beach where different companies run there water sport business, probably with the driver getting a good commission for taking us...
Visited Jul 2017 Read More...
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While some people enjoy the old fashioned look of a classic floor mounted radiator, designers like James di Marco are trying to move room heating out of the dark ages and into the light with devices like his slim, ultra-chic wall mounted AIR radiator.
Using a painted metal exterior, James di Marco's simplistic creation drastically alters the assumed appearance of the average room radiator. By hanging the AIR radiator from the wall, this heating unit actually looks like a piece of artwork and its flat white facade provides an relatively neutral surface that can be coordinated with the rest of the room's decor.
James di Marco's wall mounted AIR radiator system is simple alteration to a classic design that leaps this common product's design aesthetics years into the future.
Unpublished - Title: Enhance
Artistic Home Heating Systems
More Stats +/-
Romantically Decorative Heaters
Faux Radiator Lighting
Multifunctional Relief Radiators
Wall Art Heaters
Hinged Heated Seating
James di Marco's AIR Radiator Brings Modern Sophistication to
- By: Brandon BastaldoApr 4, 2013
References: jamesdimarco.it
References: jamesdimarco.it


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People of the Spirit? People called to express their faith in love? Then those people need to know the specifics of Spirit-led loving. Here, Paul gives us four:
1. Hold out grace to the broken sinner (v.1). Paul has restoration in view. That is only possible where there's repentance. Where there is after sin, we need to work out how to bring that believer back into fellowship with the church, and that's not highhandedly, but sensitively and carefully. Do we harbour grudges, or are we, as our Master taught us, willing to forgive seventy times seven times?
2. Serve each other (v.2). Kingdom life is shared life. Don't be lazy, or exploit others (carry your own burdens, if you can, v.5), but don't remove yourself from others' needs. You were saved to serve. Are you serving?
3. Stay humble (v.3). Nothing has the temptation to puff us up like service. We serve, and we are tempted to feel smug and important. Servants are nobodies, and they never will be anybodies, at least, not this side of heaven. Remember this.
4. Thank the preacher (v.6). Go on, do it.
This is the Cross-centred life. Avoid it, and you will end up serving yourself, affectively sowing for this world's uncertain and fleeting rewards. Such efforts come with a massive health warning (v.8). Instead, invest your life in serving other people in the name of Christ – that alone is work guaranteed to blossom in eternity (vv.9-10).
Paul closes with a final appeal, and a final warning (vv.11-18). These Galatians need to make a decisive break with their false teachers and their false message. They need to embrace the Cross: persecution will come with it, but Jesus will be theirs. Life will be hard, but it will be real life, given and guided by the Holy Spirit, a world away from empty religion.
The Letter to the Galatians is a gift. Through it God calls His church to stay close to Jesus, and to Him alone. In Him is life, and that life is the light of men.
A Prayer to Pray
Father, thankyou for the gift of Your radiant, triumphing Son. Please show me where I am tempted to slip into the rules of men, away from the freedom of Your grace. And may His life-giving death mean more and more to me as the years go on. Amen.


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Amaiden Energy Nigeria Limited (formerly Moody International Nigeria Limited) was established in 1996 as a partnership between Moody International Group and Nigerian investors. Since commencing operations in March 1997 the company continues to grow and exerts its presence in numerous Projects in the Nigeria Oil and Gas Industry.
Amaiden Energy Nigeria Limited services portfolio includes; Outsourcing and Technical Staffing Services (TSS), Technical Inspection Services (TIS), Expediting and Status Reporting, Consultancy, Training and Procurement Services. In September 2014, the company became a fully owned Nigerian company and changed name to Amaiden Energy Nigeria Limited.
Contractor, Engineering Services
Job Nature: Resident
Job Type: Contracts
Job Description
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And what is a public head toucher you may be wondering? Now I understand that your initial thought would be that it's an individual that makes a point to touch you skull, like beneath hair, no light tapping, in public. But reason would lead you to believe that no one would do that because there is no way someone actually does that. That's what I thought too until my skull was grabbed in a very public location, several different times, after I made it quite clear that (yet again)I do not like to be touched. I need to get a HANDS OFF sign, comprised of neon yellow letters, which I can wear as some sort of a hat. Not only will this protect my skull which was currently under assault, but should P feel a need to hit second base again with the back of my adorable virginal, left hand, he would have to think better of it. Surely you cant mix a message if it is in neon lights staring at you. I take it back. It is best to adhere to the, one can never be too sure policy when dealing with a hand raper and/or head toucher.
I just want to point out that neither the back of my left hand or my skull were ever targets of clearly misguided sexual energy, resulting from one's overly too inflated ego. No way freak show 1 or freak show 2 were up to my standards, and this was pre- hand/skull incidents. If those things didn't happen to me I would cry LIAR, but they did. The fact that these events happened not even 4 days apart is evidence of the dire dating pool situation . But seriously, have they really run out of regular ways to annoy us and just completing random acts of doucheyness (kindness is a better option fellas) that make no sense, but must take place because my tool of the evening wanted to up the shock factor? Well let me put this myth to bed. I am the shock factor, thus un-shockable. Trust me, I have seen it all. And just to be sure the myth is tucked in, I have one a final point. Insane, preposterous behavior from anyone doesn't phase me. Thus, if signs of mental defect are evident prior, all it does is prove there is no such thing as a free lunch (dinner/ drinks/ whatever). If the next delusional thinker who is playing make believe date with me touches my knee, I am packing it in, getting a cat, and some Haagen Das.


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Royals Minor League Report: June 8
Royals Minor League Report: June 8
Omaha 11, Round Rock 5
WP: Jonathan Sanchez (1-1)
HR: Anthony Seratelli (10)
Salvador Perez went 5-for-5 to lead a pack of eight Storm Chasers with multi-hit efforts. Perez scored four times, drove in a run and caught the entire game. He is 7-for-9 over two games as he recovers from left knee surgery. Fellow rehabber Chris Getz recorded two hits, two RBIs and a run. Irving Falu added three hits and four RBIs. Sanchez (5 innings, 5 hits, 3 earned runs, 2 walks, 5 strikeouts) worked around a pair of home runs to win in his third rehab start.
NW Arkansas Naturals (32-27)
NW Arkansas 5, Arkansas 4 (10 innings)
WP: Patrick Keating (2-0)
HR: John Whittleman (10)
The Naturals moved into a tie for first place in the North Division with their sixth straight win and second consecutive 10th-inning walk-off. Eric Duncan's infield single plated Rey Navarro for the winning run. Christian Colon knotted the score at 4 with a bases-loaded, two-out walk. Whittleman finished a double shy of the cycle, going 4-for-5 with a solo homer. Duncan and Paulo Orlando added three hits apiece. Starter Noel Arguelles limited Arkansas to a run on six hits and a walk over seven innings.
Wilmington Blue Rocks (28-33)
Winston-Salem 5, Wilmington 3 (Completion of April 22 game)
LP: Greg Billo (1-3)*
HR: Cheslor Cuthbert (1)*, Brian Fletcher (2)*
*Stats reflect April 22 totals
Winston-Salem 11, Wilmington 3 (Seven innings)
LP: Leondy Perez (3-3)
HR: Jake Kuebler (2), Brian Fletcher (5), Cheslor Cuthbert (3)
Wilmington lost two games at Winston-Salem, including a game that was suspended in the first inning on April 22. The Blue Rocks led that contest by a 3-1 score going into Friday. Cuthbert and Brian Fletcher were credited with homers that they hit on April 22. Both Cuthbert and Fletcher went deep again on Friday.
Kane County Cougars (33-28)
Kane County 4, Quad Cities 1
WP: Jonathan Dooley (2-0)
SV: Matt Ridings (2)
HR: Orlando Calixte (9)
The Cougars completed a three-game sweep with a second straight 4-1 win. Calixte tripled, homered and scored two runs. Angel Baez held Quad Cities to a run on three hits and four walks over four innings. Dooley tossed three perfect frames for the relief win.