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When you are renting a 5, 10, 15, 20, 30 or 40 yard dumpster, you want a company you can trust with prices that make you smile. Give us a call today and see the difference we can make in your next construction or clean out project.
Simply give us a call and we will help you figure out your dumpster rental needs.
Our dumpsters usually go out same-day or next-day depending on when you call.
We provide top-notch service, while going easy on your bottom line. What more could you ask for?
Our trained operators are here to give you a fast and hassle-free experience from start to finish.
Once you are done, simply give us a call and we will get your dumpster picked up right away!
Our staff is here to help whenever you need it. Simply pick up the phone and give us a call.
Most cities or municipalities do not have many regulations regarding dumpster rental as long as you keep the dumpster entirely on your own property during the rental period. If you need to place your container on the street in any way, you will likely have to obtain a permit from the appropriate building permit office in your town. You can check with your local public works department to be sure.
Most Andrews dumpster rental companies will take care of securing this permit for you if you rent from them. Make sure that if you're planning to put the dumpster on the street, the company has made the appropriate arrangements. You should also ensure that you get the permit in a timely manner and at the correct cost. If you thought the dumpster company was getting a permit and they did not, you will be the one who will have to pay the fine that is issued by the authorities.
It can be difficult to decide if you need to acquire many different garbage beers or leasing dumpsters. This question is a that many companies face. On the other hand, many people do not understand that greenies who are doing building or maintenance tasks on their properties also need to physique this out. Any business as well as homeowner performing work on their home can benefit from any renting dumpster.
While you work, something that needs to become thrown away may be tossed in the dumpster for rent. This will make things far less difficult in the long run. You simply won't need to have a truck to make multiple trips to the get rid of. You won't have got to look at outsized objects and wonder how you will are going to get them out of the lawn. While you are nevertheless going to have got to do the work and the clean up, this makes things a little easier. Load it up to the top.
Cleaning out your car port can seem such as an overwhelming task, but most likely once you get started out, you'll be on the roll and have yourself sorted in no time. It may help to break up the job right into a few simple steps to help guide the procedure.
Don't be any "hoarder". Unfortunately, a number of feel it's an actual sickness. Many problems are associated with as being a hoarder. Some have forfeit not only themselves, but their buddies, even their own jobs occasionally. it can virtually take over the whole life. Recall "less is more". Every one of us should always endeavor to have a enlightening uncluttered home.
Are you very pleased with how your home looks today? Do you have muddle hidden as part of your closets and corners? Possesses it spilled out into your garage? The basement? Some sort of dumpster service may help you finally to prosper on which garage. Regardless of whether it is filled with things you should have fixed long ago or unknown items, clearing out the space may be beneficial. This usable interior space is part of the house. Maintain it and you will even receive to pull the vehicle into it. Hiring a dumpster service is step one. This way, it is simple to toss apart what you need as you go through it.
You have to keep an eye about the risks that you are going to knowledge due to catastrophes in these dangerous zones and ways to control these risks. You should always attempt to mitigate the ill effects of pollution, the main reason behind most of these disasters. Dumpster rental at a professional rental service provider that can remove the trash in Eco-friendly manner minimizing the nasty effects of air pollution on the setting therefore, acts as standing stop for earthquakes happening on the globe, but again, most of these disasters are certainly not under your control and they never consider permission to enter your home. You will be equipped with each of the necessary products to handle your situation.
Plus, floor covering takes up many room in the dumpster as do solid wood baseboards and doors. A big dumpster holds several tons of garbage as well as debris and that is about the same since ten pick up truck loads. Some sort of medium dumpster contains three plenty of garbage which is equal to about several pickup truck a lot. A small dumpster that you just rent holds up to a couple of tons of garbage.
A good dumpster program will not help you stay waiting a while. They will get yourself started on any kind of undertaking on the same day you contact them if you'd prefer. All you have to do is help to make that telephone call.
If you are inside mood to eliminate all the rubbish that has bought out your garage area and exterior buildings, you ought to call a business that can enable you to get a dumpster in order to rent the next day.
Junk is always produced from small scale degrees, which includes trash creation in homes along with extends to massive garbage development such as business and construction waste. Households require continual waste convenience services whilst construction web sites require convenience management all through the job. Even though it would be practical to get a permanent dumpster for your home or office where by waste convenience is foreseen to always really exist, this would not be an ideal remedy for dealing with momentary industrial or construction throw away. Dumpster rental would be the ideal solution for managing momentary industrial or construction waste products.
Choose the sized dumpster to rent that you'll want for the job you'll be doing or are having performed.
To make life easier for you, choose a dumpster that is certainly on wheels. You will be able to go it with ease if you need to while tearing asphalt shingles off from the front of the house to the back of your home you are focusing on. Keep your buyers happy with rapid service you can offer since you can get your estimate on the roofing job, asphalt shingles and next time dumpster done in the flash. With your wonderful speedy service, you will preserve your customers extremely satisfied and that which word of mouth will continue to let your current roofing company thrive.
There are numerous sizes connected with dumpsters of course as well as the company you decide on will help you pick the perfect 1. Regular styles include Forty five yard, Thirty yard, Twenty yard along with "minis" of 10 lawn size. Measurements will vary also, so you have to be certain there's ample space for the dumpster you choose. A number of Rent a 10 Yard Dumpster in Andrews companies have those transportable sanitation products that are great for events or additional restrooms if your home is having a comprehensive restoration.
Garbage along with rubbish removal is something that many of us neglect. We gather the trash from various trash cans around the house each week, get it outside for collection, and forget about it. What happens, though, if you want to get rid of not only a couple of totes at once? Or when you're doing project that can generate a lot of non-standard trash on the week, or two, or three? In these cases, it may be beneficial to look into renting the dumpster from a rubbish remover in your area. You can find 1 by seeking rental options in your city or spot, such as "Rent a 10 Yard Dumpster in Andrews MD" or "Rent a 10 Yard Dumpster in Andrews DC.Inches These receptacles offer several positive aspects: you can put any kind of trash inside them; you can use them for the extended period of your time; and you can abandon the actual convenience work to this junk treatment services advantages. Read on to determine if renting a dumpster is actually a good action for your next property project or cleanout.
You can steer clear of the additional valuation on having to subcontract a specialty cleaning company a different option . dumpster located upon the premises from the beginning with the project. Structure Rent a 10 Yard Dumpster in Andrews, SCs may be delivered morning and can be obtained by phone or older the internet. Your company remodeling can look great along with run far more smoothly each time a dumpster is located on the website before the start of construction. Following most projects the site is very messy, filled with debris, with extra materials and filth needing to be picked up and you can steer clear of any probable extra washing by having a dumpster build on area right from the start.
Dumpsters come in different sizes deciding on the right one is essential because the even larger dumpster you choose, a lot more it will cost. If you're doing a residence renovating or perhaps home extension project, then you will have to take care of a lot of waste materials, which will have to have a dumpster size of 30-40 cubic toes. Choosing the right dumpster measurement not only determines the cost of these facilities, but it also determines how efficiently you can transfer the waste materials from your property.
Junk is equipped with a way of gathering quickly, even for the neatest of householders. That's what can make today's dumpster accommodations such an economical and vital service. As an alternative to having to garden soil your vehicle along with spring pertaining to gas to help make ten separate trash trips all the way anywhere, a Rent a 10 Yard Dumpster in Andrews, SC suitable at your front doorstep allows you to remove the whole lot in a fell swoop. From old, broken-down appliances along with discarded furnishings to outdated electronic devices and excess building materials, a roll-off Rent a 10 Yard Dumpster in Andrews, SC is the ticket pertaining to disposing of the trash from all of your family cleanup projects inside and out, which includes: Internet could be the reservoir of information. All good along with reputable information mill present on the web. You can go surfing right away and judge the company of your choice after a beneficial research along with quote evaluation. You can pay for the services online with your credit card or perhaps through other options that the firm may present you with.
No matter what undertaking you are planning to handle, imagine each of the materials that you are going to be applying for of the house. Imagine old home equipment, old cabinetry, maybe even the old flooring. In every one of these instances, you have to take action with the goods that you are removing.
According to certified reports involving state involving air, an incredible number of Americans still are suffering from the oxygen pollution which is being a basis for spreading several dangerous ailments like breathing, respiratory an infection, lung redness and annoyance of breathing illness. Many of the residents throughout US live in harmful and unclean environments. Why is this so? The reason is very simple. The garbage made due to various projects like construction, residence renovation, business clean ups and lawn clean ups is left without the right disposal and is also contaminating the earth.
The Fifteen cubic yard Rent a 10 Yard Dumpster in Andrews, SC you want if you are upgrading and getting your hands on all of the debris from your your kitchen, a big car port, basement or perhaps attic clean-out for instance if you are sorting through a home from a deceased particular person, a large lawn that needs enormous clean up, or even a basement upgrading job.
Please use the form below to contact us. We look forward to working with you and will get back to you as soon as possible. All fields are required


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Find the perfect place from the worlds best selection of vacation rentals on HomeAway.
Our 2018 property listings offer a large selection of 30 vacation rentals near Marcenay. From 15 houses to 9 cottages, find a unique house rental for you to enjoy a memorable stay with your family and friends. The best places to stay near Marcenay for a holiday or a weekend are on HomeAway.
HomeAway offers a large selection of vacation rentals near lovely places in Marcenay. From HomeAway travelers, the most popular points of interest to stay for a holiday trip or just for a weekend are:
But there are many other points of interest around Marcenay listed on HomeAway where you can find your place to stay. Please use our search bar to access the selection of vacation rentals available near the point of interest of your choice.
Yes, of course. HomeAway has 15 houses in Marcenay. Our other popular types of vacation rentals in Marcenay include:
Absolutely, HomeAway has 20 golf rentals in Marcenay. You have also many other possibilities in Marcenay area, including:
Please use our search bar to access the selection of vacation rentals.
Yes, you can select your preferred vacation rental with pool among our 8 vacation rentals with pool available in Marcenay. Please use our search bar to access the selection of vacation rentals available.
Learn about the unique charm of Marcenay with a stay in a vacation home rental. This city has something for everyone. If you want to stay someplace a bit more spacious, consider a vacation rental. Many rental homes come with Internet access, air conditioning and a kitchen.
First time in Marcenay and looking for places to see? Musee de Chatillon-Sur-Seine, Chateau d'Ancy-le-Franc and Chateau de Tanlay might be worth a visit during your stay. Also you might want to add Antique Doll Museum, Church of St. Sebastian or Abbey of Fontenay to your agenda.

subset: commoncrawl


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What was the British government really doing at their top-secret code breaking facility during World War II?
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Dorian Buice
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Researchers discover cellular mechanisms for delivering genetic therapies
Researchers at The University of Texas at Austin have discovered a mechanism for targeting exact locations on strands of DNA that could greatly expand basic genetic research, open the door to new possibilities in genetic engineering and improve the ability to fight diseases -- including cancer and HIV -- on the genetic level.Read more
Seeing stars: McDonald Observatory work with Alpine City Council to cut light pollution could serve as model program, astronomers say
Officials with the McDonald Observatory, the Big Bend Astronomical Society, American Electric Power (AEP) and the city of Alpine have completed work on a city ordinance aimed at preserving the darkness and clarity of the night sky while providing cheaper, more efficient outdoor lighting.Read more
Tropical butterflies demonstrate novel mechanism for protecting themselves from cyanide in passion vine
A colorful butterfly species found in tropical rainforests in Central and South America has evolved a remarkable method for overcoming cyanide producing compounds in passion vines, according to biologists at The University of Texas at Austin. The scientists believe their discovery has potential implications for the development of safer tropical food crops -- which today are associated with chronic health problems.Read more
Auditory brains different in homosexuals and heterosexuals
"A large number of physiological and behavioral measures reveal differences between heterosexuals and homosexuals," said McFadden. "The problem for science is to identify the mechanisms--presumably they are hormonal mechanisms--that produce these differences. Our findings suggest that the auditory system may be a valuable, if unlikely, tool for studying those causal mechanisms. Apparently whatever developmental mechanisms are acting to produce homosexuality are also affecting components of the auditory system."Read more
TMM holds Identification Day Saturday
Have you ever wondered about a feather you've found or that quilt from your grandmother's attic? Then bring it with you to Identification Day at the Texas Memorial Museum Saturday (July 15) from 1- 5 p.m. The general public is invited to bring artifacts, fossils, rocks and other natural objects to be identified by TMM expert scientists. The TMM is located at 2400 Trinity Street on The University of Texas at Austin campus.Read more


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Plant Machine Operator
Everest Recruiting
Plant Machine Operator
Job Duties:
- Visually inspect machines, equipment, and verbal descriptions by Operators to locate causes of malfunctions.
- Install and/or assemble machinery and equipment according to blueprints and other drawings
- Remove and replace malfunctioning motors, pumps and other equipment and realign and adjust such components
- Perform operations on machines shop equipment such as grinders, ban saws, cut off saws, drill press, forklifts, cranes, welders, gas torches and etc.
- Perform work in all areas of the plant using the appropriate personal protective equipment
- Conduct plant inspections and perform preventative maintenance
- Maintain established housekeeping standards at all time.
- Operation of tools and equipment, repairing mechanical, plumbing and electrical systems.
- Ability to understand and follow verbal and written instructions, ability to effectively communicate in writing and verbally
- Ability to perform heavy manual task under varying weather conditions, basic diagnostic computer skills are highly desired.
- Thorough knowledge of plant maintenance mechanics.
- Operation of all equipment to perform task assigned
- Understands an General Understanding of OSHA, Safety and Environmental Rules and Regulations.
- Gathers and analyzes information skillfully.
Everest Recruiting provides equal employment opportunities (EEO) to all employees and applicants for employment without regard to race, color, religion, sex, national origin, age, disability or genetics. In addition to federal law requirements, Everest Recruiting complies with applicable state and local laws governing nondiscrimination in employment in every location in which the company has facilities.
Everest Recruiting expressly prohibits any form of workplace harassment based on race, color, religion, gender, sexual orientation, gender identity or expression, national origin, age, genetic information, disability, or veteran status.


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Greene, Roland Arthur was born on October 8, 1957 in Henderson, Nevada, United States. Son of Roland Earl and Dorita (Pallais) Greene.
assistant , editor in chief , scholar , author
Greene, Roland Arthur was born on October 8, 1957 in Henderson, Nevada, United States. Son of Roland Earl and Dorita (Pallais) Greene.
AB, Brown University, 1979. Master of Arts, Princeton University, 1982. Doctor of Philosophy, Princeton University, 1985.
He is the Mark Pigott KBE Professor in the School of Humanities and Sciences at Stanford University. He is the author of Five Words: Critical Semantics in the Age of Shakespeare and Cervantes (2013), a study of the long sixteenth century in Europe and the Americas through the changes embodied in five common words across several languages. Unrequited Conquests: Love and Empire in the Colonial Americas (1999), which explores the social and political implications of love poetry in the first decades after the Columbian and Brazilian enterprises in the New World.
And Post-Petrarchism: Origins and Innovations of the Western Lyric Sequence (1991), a study of fundamental issues in lyric poetics from Francis Petrarch's fourteenth-century Canzoniere to the late twentieth-century poetry of the Chilean Pablo Neruda and the Peruvian Martín Adán. He is the editor in chief of the Princeton Encyclopedia of Poetry and Poetics, 4th edition (2012), the leading reference book in its field. He is the author of many articles on early modern literature, especially poetry.
Greene is President of the Modern Language Association in 2015. A graduate of Fairfax High School (Los Angeles), Greene studied at Brown University and Princeton University, and began his professorial career at Harvard University, where he was an Assistant and Associate Professor from 1984 to 1992. He served for six years as the Director of the Program in Comparative Literature at the University of Oregon, where he was Professor of Comparative Literature and English.
He joined Stanford in 2001, and in 2002 was appointed Head of the reconstituted Division of Literatures, Cultures, and Languages. He continued in that role until 2010. Greene is the Director of Arcade, a digital salon concerned with literature and humanities.
( Post-Petrarchism offers a theoretical study of lyric po...)
Member Modern Language Association, Renaissance Society of America, Shakespeare Association American, American Comparative Literature Association (secretary-treasurer).


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2015 GMC Acadia SLT-2
Seller Description: 2015 GMC Acadia SLT-2, Fuel Consumption: City: 16 mpg, Fuel Consumption: Highway: 23 mpg, Memorized Settings including door mirror(s), Memorized Settings for 2 drivers, Driver seat memory, Remote engine start, Remote power door locks, Power windows, Cruise controls on steering wheel, Cruise control, 4-wheel ABS Brakes, Front Ventilated disc brakes, 1st, 2nd and 3rd row head airbags, Passenger Airbag, Side airbag, Rear air conditioning with separate controls, 60-40 Third Row Seat, Manual Folding Third Row Seat, Rear spoiler: Lip, Bluetooth wireless phone connectivity, Audio system security, Digital Audio Input, In-Dash single CD player, IntelliLink, MP3 player, Audio System Premium Brand Speakers: Bose, SiriusXM AM/FM/Satellite Radio, Radio Data System, Multi-source Rear Audio System, SiriusXM Satellite Radio(TM), Speed Sensitive Audio Volume Control, Surround Audio, Total Number of Speakers: 10, Braking Assist, ABS and Driveline Traction Control, Stability control with anti-roll control, Privacy glass: Deep, Machined aluminum rims, Wheel Diameter: 19, Wheel Width: 7.5, Front fog/driving lights, Leather/metal-look steering wheel trim, Leather shift knob trim, Aluminum dash trim, Metal-look door trim, Metal-look center console trim, Roof rails, Video Monitor Location: Front, Trip computer, External temperature display, Tachometer, Manufacturer's 0-60mph acceleration time (seconds): 7.2 s, Driver's side electrochromatic auto-dimming mirrors, Power remote w/tilt down driver mirror adjustment, Heated driver mirror, Heated passenger mirror, Electrochromatic rearview mirror, Power remote w/tilt down passenger mirror adjustment, Power retractable mirrors, Dual reverse tilt mirrors, Turn signal in mirrors, Dual illuminated vanity mirrors, Compass, Daytime running lights, Driver and passenger heated-cushion, driver and passenger heated-seatback, Rear heat ducts with separate controls, Audio controls on steering wheel, Power liftgate, OnStar Directions & Connections, Power remote trunk release, Front and rear reading lights, Anti-theft alarm system, 10 Speakers, 2-Position Memory For Driver's Seat Adjuster, 3.16 Axle Ratio, 3Rd Row Seats: Split-Bench, 4-Wheel Disc Brakes, 7-Passenger Seating (2-2-3 Seating Configuration), 8-Passenger Seating (2-3-3 Seating Configuration), 8-Way Power Driver Seat, 8-Way Power Passenger Seat Adjuster, ABS Brakes, Acoustical Insulation Package, Air Conditioning, Alloy Wheels, Alloy Wheels With Plenty Of Tread On The Tires, AM/FM Radio: Siriusxm, Auto-Dimming Door Mirrors, Auto-Dimming Rear-View Mirror, Automatic Temperature Control, Backup Camera, Blind Spot Sensor, Bluetooth, Body-Color Bodyside Moldings, Bodyside Moldings, Bose Premium 10-Speaker Audio System, Brake Assist, Bumpers: Body-Color, Carpeted Removable Front 2Nd & 3Rd Row Floor Mats, CD Player, Delay-Off Headlights, Driver Door Bin, Driver Vanity Mirror, Dual Front Impact Airbags, Dual Front Side Impact Airbags, Electronic Stability Control, Emergency Communication System, Exterior Parking Camera Rear, Four Wheel Independent Suspension, Front Anti-Roll Bar, Front Bucket Seats, Front Center Armrest W/Storage, Front Dual Zone A/C, Front Fog Lights, Front Reading Lights, Fully Automatic Headlights, Heated Door Mirrors, Heated Driver & Front Passenger Seats, Heated Front Seats, Heated Power-Adjustable Outside Mirrors, Heated Seats, Illuminated Entry, Inside Rear-View Auto-Dimming Mirror, Leather Seating, Leather Shift Knob, Leather-Appointed Seat Tri, 52,659 miles, VIN: 1GKKVSKD2FJ190557, $24,500
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When you are renting a 5, 10, 15, 20, 30 or 40 yard dumpster, you want a company you can trust with prices that make you smile. Give us a call today and see the difference we can make in your next construction or clean out project.
Simply give us a call and we will help you figure out your dumpster rental needs.
Our dumpsters usually go out same-day or next-day depending on when you call.
We provide top-notch service, while going easy on your bottom line. What more could you ask for?
Our trained operators are here to give you a fast and hassle-free experience from start to finish.
Once you are done, simply give us a call and we will get your dumpster picked up right away!
Our staff is here to help whenever you need it. Simply pick up the phone and give us a call.
Most cities or municipalities do not have many regulations regarding dumpster rental as long as you keep the dumpster entirely on your own property during the rental period. If you need to place your container on the street in any way, you will likely have to obtain a permit from the appropriate building permit office in your town. You can check with your local public works department to be sure.
Most Otwell dumpster rental companies will take care of securing this permit for you if you rent from them. Make sure that if you're planning to put the dumpster on the street, the company has made the appropriate arrangements. You should also ensure that you get the permit in a timely manner and at the correct cost. If you thought the dumpster company was getting a permit and they did not, you will be the one who will have to pay the fine that is issued by the authorities.
Another types of dumpsters available are move off dumpsters. These are the dumpsters that are most widely used in the junk disposal undertaking. They are exclusively designed to manage huge plenty of waste developed in the huge projects like construction, house renovation, in addition to yard pick up and design projects. Rubbish accumulated upon completion of these kind of projects won't be really huge, and also very ungainly in nature. The particular roll off dumpsters is usually mounted on wheels in order to easily be rolled on to the pickup trucks. These move off dumpsters staying enclosed together with the double entrance doors, one on the top and one towards the bottom will aid easy dumping into the dumpster however huge it is. Not all the particular roll off dumpsters will in shape every kind of the project; it differs from undertaking to undertaking. A 10yard dumpster might be a best in shape for a home renovation project, some sort of 30 backyard for design project and also a 40 backyard for business disposal.
Renting some sort of dumpster provides the fastest way to eliminate trash after a home undertaking. Maryland's cities offer limited junk pickup. This particular trash pickup truck is limited to be able to bagged junk that is create to the route in a trashcan. The trash has to be separated in accordance with local these recycling laws and it must not exceed a certain junk bag control. This control varies from location to location within Md; you must check a nearby trash pickup truck regulations in order to comply with his or her trash pickup truck standards. Dumpster rental fees in Md are available by way of online placing your order and can be shipped the very next day.
When you are done in putting in an order with rubbish rental company revealing your requirements, you are going to receive an fast price quote from your representative of the business stating the important points of costs. The qualified experts in the company possibly helps you when choosing the right sized dumpster that fits in your tailored demands.
Attic, Car port or Entire house Clean Out: A new can help you comprehensive your household pick up job more quickly by inserting it nearer to the area to get cleaned. What's more, it eliminates the particular eyesore in addition to safety risk to safety created as soon as piling the particular bulky products & trash upwards at the suppress. These dumpsters may be filled with aged furniture, apparel, broken playthings, old bed mattresses, car in addition to bike elements, carpeting, crawl space and storage area debris or any other type of general household junk.
You may want to additionally clean out your own barn. You can rent a small, medium or perhaps large dumpster to obtain the job done. You will need a large dumpster if you have a lot of junk that will compliment ten vehicle loads. 15 pickup a lot or several tons would be the limit for any large dumpster. If your items exceed four lots, you will need to rent another dumpster to finish the task off. If you only need concerning five pickup truck loads over a medium dumpster is wonderful for you. A new medium dumpster will hold up to three tons of junk or dirt. A small dumpster will hold up to a couple of tons of dirt.
There are many reasons you may need a Rent a 10 Yard Dumpster in Otwell in Maryland. You could be gaining a new roof on your business or home Maryland. You might need the Rent a 10 Yard Dumpster in Otwell within Maryland to the construction team coming to do the new roof or you might require it available for you and your family to have the roofing job completed.
You require a Rent a 10 Yard Dumpster in Otwell when you are renovating your first house. Whether it be renovating your kitchen to be able to update it or to enhance an existing toilet, a dumpster will surely be essential.
Roll off dumpsters are tested by the number of cubic yards valuation on waste they are able to store inside the camera, normally for sale in 10,20,35 and Forty five yard versions. These kind of dumpsters will likely be restricted not merely by the amount of physical debris they are able to hold, although by the weight involved likewise. With especially heavy materials like tangible, containers should only be packed around halfway, otherwise transporting them turns into problematic.
When it comes to renovating your house, a lot of facts must be covered and the something that a lot of folks forget about is exactly what they are going to employ the trash left behind from the renovation. One home renovation could come out as much as 30 yards regarding trash that could equal up to 2 tons. So, what exactly in case the homeowner employ all of the waste materials left over? Getting a professional rental service agency will be a big help to you within completing your task quickly in the easiest way. They might help you in disposal all the rubbish to the dumpster and reuse them making use of environmental helpful waste management strategies. The only thing you have to do is create a great space to place a Dumpster so that the accumulated waste can certainly dumped into the dumpster. One more function a house keep work is when doing large projects on property like lowering trees, taking away shrubs or tearing all the way down an old kennel area and so on. Getting a Dumpster will be handy in disposal all the waste materials that is generated without any hassle.
There is no need for you to go for huge and high process to lessen the environmental pollution. You can pride by yourself for being accountable for a commendable cause simply by hiring a dumpster coming from a professional Rent a 10 Yard Dumpster in Otwell company. This Rent a 10 Yard Dumpster in Otwell firms that are present on the market will be a big help to you within sharing your responsibility in ecological protection. These firms hire dumpsters determined by tonnage of the waste materials disposed back then specified by you. This waste materials will be reprocessed in an ecological friendly manner there by lessening the effect regarding pollution for the environment.
If you have a large project you are trying to accomplish in McLean, Vienna, or Tyson's Corner within Arlington County, VA you will need to rent a dumpster.
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Looking more closely at the conflicting motivations within international education has been illuminating, as was learning about the major research approaches. In order to review and synthesize what I've learned, I'm going to review each of the research approaches described by Dolby and Rahman and try to reflect on them through the lenses of dichotomies presented by Allan (2008) and Tarc (n.d.) with the hopes of more clearly defining the ultimate goals of each. Of course, the lines will be blurred and every approach exists on a spectrum. The exercise is simply one in reflection that might spur some debate.
Tarc (n.d.) outlines two visions for international education: the 'instrumental', involving actual interactions that "cross political borders" (p. 1) and the 'normative', which seeks to foster international understanding (p. 2).
Allan (2009) describes discourses within international education. Two macro-discourses are the 'multinational', which concerns 'market-driven globalization' (p. 154), and the 'international', focused on "global citizenship and cultural literacy" (p. 157). Dolby and Rahman (2009) outline six broad research approaches in international education into which much of the research being done in the field can be placed. They are comparative and international education, the internationalization of higher education, international schools, international research on teaching and teacher education, the internationalization of K-12 education, and globalization in education.
Comparative and international education is divided into four trajectories. The first, tries to compare education in different national contexts to promote reform (Dolby & Rahman, 2008, p. 681). The second, traditional international education, focuses on practices in a single national context, avoiding comparisons (p. 682). Both seem to fall more within Tarc's (n.d.) 'normative' vision, since they don't really involve interactions between states or systems, but rather compare and promote an understanding of the systems involved. The data obtained from such studies would most likely be applied to Allan's (2009) multi-national discourse as countries try to improve their national education systems based on the data. A third trajectory that Dolby and Rahman provide is based on development in the third-world. While the application of the data would almost certainly be considered 'multinational' within Allan's (2009) framework, within Tarc (n.d.) would likely label it 'instrumental' as the actors involved would be sharing resources across national boundaries.
The internationalization of higher education has a complicated history involving both colonialism (Dolby & Rahman, 2008, p. 684) and international efforts to promote peace after war (p. 685). Dolby & Rahman outline three research trajectories sociopolitical, economic, and academic, focusing mostly on the latter two. The economic focus fits well within Tarc's (n.d.) 'instrumental' vision and Allan's 'multinational' discourse as it concerns bringing international students and dollars across borders. The academic research trajectory, on the other hand, focuses more on the experiences of the students and strongly contrasts in it's alignments. I'd say that it's focus on understanding the experience of international students would make it more 'normative' (Tarc, n.d.) and 'international' (Allan, 2009).
Research on international schools focused on defining the boundaries of what is considered and international school would seem to be 'normative' (Tarc, n.d.) as the debate is largely philosophical and centered around curricula and school visions, but also contains 'instrumental' concerns like the demographic of the student body. Similarly, the presence of both philosophical and socioeconomic concerns would include both 'international' and 'multinational' discourses (Allan, 2009). Research on 'Third Culture Kids' would tend to be more 'normative' and 'international' as it seeks to foster understanding and focuses less on economic concerns. Finally, research into the effect of changing national and global contexts might involve and analysis of both of Tarc's (n.d.) and Allan's (2009) visions and discourses.
International research on teaching and teacher education came out of a very 'instrumental' and 'multinational' desire to rebuild Europe and improving the quality of education globally (Dolby & Rahman, 2009, p. 695). Research into teacher education leans towards the 'instrumental' and 'multinational', when it focuses on preparing teachers for a global market, and the 'normative' and 'international' when it prepares teachers for an international population. Another research trajectory focuses on international policy development. It links to work done in the comparative and international field (Dolby & Rahman, 2009). It would seem 'instrumental' and 'multinational' as it seeks to improve economic performance in countries through education reform. The final trajectory studies the effects on teacher's lives of changes in the global context (Dolby & Rahman, 2009, p. 696). The research seems to focus a lot on 'multinational' (Allan, 2009) and 'instrumental' (Tarc, n.d.) concerns and how they have affected the social status and practice of teachers globally.
Internationalization of K-12 education comprises the four separate trajectories of peace education, multicultural education, human rights education, and environmental education (Dolby & Rahman, 2009, p. 701). All four fields have a focus that seems 'normative' and 'international', though environmental education and human rights education would likely engage in 'multinational' discourse as the issues discusses would often involve interactions between states and global economic concerns.
Finally, globalization in education follows four different trajectories as well. Black education from the Revolutionary Nationalist perspective is class-focused (Dolby & Rahman, 2009, p. 705) and seems more 'multinational' and 'instrumental' while the Cultural Nationalist approach seems more 'normative' and 'international'. Anthropology and education, the second trajectory, involves the movement of people globally, and 'instrumental' (Tarc, n.d.) concerns, and both 'multinational' economic and 'international' cultural issues. World models, the third trajectory, analyzes national elementary curricula. Two paradigms, the equilibrium and conflict paradigms, seem to approach the study from the 'international' and 'multinational' perspectives respectively, with the equilibrium focusing on cultural concerns and the conflict focusing on economic ones. Lastly, a trajectory focusing on critical inquiry into the effect of globalization on education takes a 'multinational' economic and 'instrumental' approach to its studies.
Ultimately, every one of the research approaches in Dolby & Rahman's paper includes discourses and views of international education that overlap and blur between the definitions provided by Tarc and Allen. That said, their delineation of discourses and visions are a very useful tool for examining the goals of varies fields and placing the research and concerns on a spectrum. They provide not so much a map that clearly defines and outlines the approaches to international education, but more of a compass to provide a sense of direction as questions arise.
Allan, M. (2013). Understanding international education through Discourse Theory: Multinational, international, multicultural or intercultural? In Pearce, R. (ed.) International education and schools: Moving beyond the first 40 years. London, UK: Bloomsbury Academic. 149-166.
Dolby, N., and Rahman, A. (2008). Research in international education. Review of Educational Research, 78(3), 676-726.
Tarc, P. (n.d). Framing international education in global times. (Draft). Retrieved from https://www.academia.edu/30350428/Framing_International_Education_in_Global_Times_DRAFT
Given the fast-changing needs of 21st century learners, teachers and school leaders find themselves under pressure to provide students with learning to support them in a future that is volatile, uncertain, complex and ambiguous. Despite the unclear future that students face, a number of leadership best practices are suggested and broadly agreed upon that school leaders should be prepared to use to create effective schools for 21st century learners.
One such practice, supported by both Hargreaves and Leithwood in interviews with International School Leadership (ISL) (2014a, 2014b) and the Ontario Principals' Council (2013, pg. 9) is setting forth a compelling vision and goals to direct the school community.. School leaders should know the individuals that comprise their teams well enough to maintain a sense of urgency about pursuing the vision, provide supportive supervision, and ensure coherence by celebrating and connecting short-term gains to the broader goals (ISL, 2014a; ISL, 2014b; OPC, 2015, pg. 9; Schleicher, 2015, pg. 10).
Another task that faces successful leaders of 21st century learning is developing people and building capacity both in their faculties and for themselves (ISL, 2014b; ISL, 2014a; OPC, 2015, pg. 15). School leaders should provide differentiated professional develoment, mentoring, and coaching to empower both new and expert teachers and collect and use data in purposeful and balanced ways to improve instruction and student achieivement (OPC, 2015, pp. 9-15; ISL, 2014a), and take part in continuing professional development themselves (Schleicher, 2015, pg. 9).
Finally, 21st century school leaders should be prepared to collaborate within and outside of their organization to support innovation (ISL, 2014a; Schleicher, 2015, pg. 9). Following the example of leaders in education like Singapore and Finland, leaders shoudl be prepared to seek out latent strengths and nurture pockets of excellence to evolve their communities (ISL, 2014a; OPC, 2013, pg. 26). Collaboration and authentic partnerships with other leaders and outreach to community stakeholders should be sought out in order to learn from others and work together for whole-system reforms (ISL, 2014b; ISL, 2014a; OPC, 2015, pp. 9, 13, & 28). Despite the potential for learning from others, care should be taken not to mirror practices directly and to take into account contextual differences in local needs (ISL, 2014a; ISL, 2014b).
New views of leadership are required to address changing social, political, and economic dynamics of the 21st century and the needs of the students they serve (Murphy & Shipman, 2003, pg 70). Focusing clearly on a compelling vision, building capacity within the organization, and supporting collaboration between teachers, schools, and the community are skills that can support school leadership success ifor today's school leaders.
International School Leadership (2014a, December 5). Uplifting Leadership. Retrieved from: https://www.youtube.com/watch?time_continue=2&v=9V0GaLRmq20
International School Leadership (Producer). (2014b, December 19). Enacting School-Level Leadership Practices. Retrieved from: https://www.youtube.com/watch?time_continue=13&v=PmeKIdw1-8I
Murphy, J., & Shipman, N.J. (2003). Developing standards for school leadership development: A process and rationale. In P. Halinger (Ed.) Reshaping the landscape of school leadership development (pp. 69-81).. London: Taylor & Francis.
Ontario Principals Council (2013). Preparing principals and developing school leadership associations for the 21st century. Available at https://docs.google.com/viewer?url=http%3A%2F%2Finternationalschoolleadership.com%2 Fwp-content%2Fuploads%2F2014%2F12%2FInternational-Symposium-White-Paper-OPC2014.pdf&embedded=true
Schleicher, A. (2015). Schools for 21st-century learners: Strong leaders, confident teachers, innovative approaches. Paris: OECD Publishing. Available at http://www.oecd.org/publications/schools-for-21st-century-learners-9789264231191en.htm
One of the true success stories of the 20th century, Singapore has grown from being an obscure "little red dot" on the map of South East Asia into a modern, wealthy hub of global commerce (UNDP, 2016). Singapore's status as a global leader is reflected in its highly successful national education system. Though much of Singapore's success in education can be attributed to the national character of the country's citizens and the benefits of its small size relative to other nations (Hargreaves & Shirley, Chapter 4, Paragraph 54; OECD, 2012, pg. 115), there is much to learn from their approach to education that successfully supports innovation in a highly-competitive educational culture of high-stakes testing (Hallinger, 2003, pg.167; Hargreaves & Shirley, 2012, Chapter 4, Paragraph 11).
Singapore's success in education begins at the national level: the Ministry of Education's (MOE) stated vision for education is "Thinking Schools, Learning Nation" and its goal is to create a network of learning organizations and lifelong learners (Hallinger, 2003, pg. 164). In order to ensure that the country can "compete and stay ahead", Singapore's education system seeks to create citizens who are able to think creatively and critically, and act as responsible global and digital citizens (Hallinger, 2003, pp. 165; MOE, 2009; MOE, 2015a). The MOE is well-regarded for its strong and stable leadership, and well-funded, with support for education resources making up 20% of the country's national budget (Hargreaves & Shirley, 2012, Chapter 4, Paragraph 2; OECD, 2012, pg.117, 123). Members are competent, carefully-selected, generously-compensated, and well-trained in the use of data and evidence in decision-making (OECD, 2012, pg. 120). Strategic planning for national educational policy is highly-integrated with the Manpower Ministry to ensure that the nation's education system remains dynamic and able to meet the country's current and future workforce needs, promoting sustainability and long-term success (OECD, 2012, pp. 118-119, 124; Sheppard, 2009, pg. 101). Strategic leadership for adaptive learning that accounts for future needs and trends and involves leaders from diverse sources, such as is done in Singapore, is a hallmark of positive national and district leadership in education (Hallinger, 2003, pg. 26; Sheppard, 2009, pg. 29).
Despite the government and MOE's significant investment and support, much power is decentralized and given over to individual schools, empowering them to determine how to align their practice with government strategy (Hargreaves & Shirley, 2012, Chapter 4, Paragraph 37; Grogan, 2013, pp. 380-383; Sheppard, 2009, pp. 87-88). Schools are organized into 'clusters', led by former principals, that support innovation and collaboration between members of different schools, take advantage of the potential for district leadership to support collaboration, and serve as a mediating layer for implementing policy (OECD, 2012, pg. 116; Hallinger, 2003, pp. 165-166; Sheppard, 2009, pg. 34; Hargreaves & Shirley, 2012, Chapter 4, Paragraph 66). Near-constant communication between clusters, schools, and the MOE provides accountability and support, helps schools function as effective PLCs, aids implementation and policy development integration through close collaboration between leaders at the ministry, cluster, and school levels, and is exemplary of a strategic "whole-of-enterprise" approach to educational leadership (Hargreaves & Shirley, 2012, Chapter 4, Paragraph 61; Sheppard, 2009, pg. 104; OECD, 2012, pg. 124; Hallinger, 2003, pg. 26).
This close integration between stakeholders is evident in Singapore's approach to school leadership training as well. The National Institute of Education (NIE) at Nanyan Technological University is Singapore's sole provider of educational leadership training, and works in close collaboration with the MOE to develop and implement policy (Hargreaves & Shirley, 2012, Chapter 4, Paragraph 59; OECD, 2012, pg. 119). In addition to principalship training, programs for departmental management, level management, subject management, and teacher mentorship are provided, leveraging the potential of teachers as instructional leaders, coaches, and mentors within PLCs, and acknowledging the value of shared-leadership and supportive middle-management in schools (Hallinger, 2003, pp. 166, 172; Grogan, 2013, pp. 322, 337; Sheppard, 2009, pg. 67). The MOE and NIE work closely with schools to assess and track teachers for potential leadership roles and provide a clear plan and process for career development, including support for up to a year of paid, full-time training for selected candidates and funding for international study, meeting the need for foresight in recruitment of school leaders and support of capacity building within the system (Hallinger, 2003, pg. 167; Hargreaves & Shirley, 2012, Chapter 4, Paragraph 2; OECD, 2012, pg. 122; Grogan, 2013, pg. 336).
Principals trained by the NIE's Leaders in Education Programme (LEP) undergo an intensive program focusing on project-based learning in school environments, and are supported by a steward principal, cluster superintendent, and NIE tutor in a field-based approach that supports retention and understanding (Hallinger, 2003, pp. 62-65, 92-93, 169). The curriculum offers modules focused on a number of best practices in school leadership (Hallinger, 2003, pg. 170). Vision building is supported by Hallinger (2003, pg. 64) and Robinson (Grogan, 2013, pg. 306) as being a practice implemented by expert principals. School and community interaction is addressed in the same module and supports parent involvement to increase student achievement (Grogan, 2013, pg. 352). Principal candidates are trained in using data and evidence for decision-making, addressing the ethical need for leaders to base decisions on valid information as an interpersonal value guiding the formation of Open Learning Conversations put forward by Robinson (Grogan, 2013, pg. 110). Modules on team building, team learning, and building human intellectual capital within schools support practices put forward by Fink and Markbolt (Grogan, 2013, pp. 317, 323) and Sergiovanni (Grogan, 2013, pg. 376) as being favorable for improving instruction and student achievement and developing group expertise.
Singapore's education system and strategy has a long history of success. In 1995, the country ranked 1st on the International Association for the Evaluation of Educational Achievement (IEA) Trends in Maths and Science Studies (TIMSS) for 13-year-olds and has continued to be among the top in subsequent TIMSS studies in 1999, 2003, and 2007 (Hargreaves & Shirley, 2012, Chapter 4, Paragraph 1; OECD, 2012, pg. 114). Singapore placed 4th world-wide in the 2006 Progress in Literacy Study (PIRLS) and was the top performing nation in the 2015 PISA report, ranking highest among all nations in the Science, Reading, Math, and Collaborative Problem-solving categories, with 39% of students global top performers in at least one subject. (OECD, 2018). The IMD World Competitiveness yearbook ranked Singapore in first place for having an education system that meets the needs of a competitive economy (OECD, 2012, pg. 114). Singapore's success on international standardized tests relative to other nations is undeniable, and an outcome of the country's commitment to recruiting high-quality teachers and supporting them throughout their careers as ethical, collaborative learners, leaders, and community builders, and rewarding them on the basis of their service to their peers, students, and profession rather than student test scores (MOE, 2015b, pg. 6; Hargreaves & Shirley, 2012, Chapter 4, Paragraph 67). Given the nation's competitive school culture and commitment to genuine international benchmarking and policy learning, Singapore shows no signs of losing its status as a global top-performer in education in the near future and is likely to remain an exemplar of positive practices in educational leadership (Hargreaves & Shirley, 2012, Chapter 4, Paragraph 70; OECD, 2012, pg. 123; Sheppard, 2009, pg. 59).
Grogan, M. (Ed.). (2013). The jossey-bass reader on educational leadership. San Francisco: Wiley. Retrieved from: https://ebookcentral-proquest-com.proxy1.lib.uwo.ca
Hallinger, P. (2003). Reshaping the landscape of school leadership development. Taylor & Francis. Retrieved from: http://www.myilibrary.com.proxy1.lib.uwo.ca?ID=14611
Hargreaves, A., and Shirley, D. (2012). The global fourth way: The quest for educational excellence [Kindle for PC version]. Thousand Oaks, CA: Corwin.
Ministry of Education, Singapore (2009). The desired outcomes of education [PDF]. Retrieved from: https://www.moe.gov.sg/docs/default-source/document/education/files/desired-outcomes-of-education.pdf
Ministry of Education, Singapore (2015a). Annexes A to C [PDF]. Retrieved from: https://www.moe.gov.sg/docs/default-source/document/education/21cc/files/annex-21cc-framework.pdf
Ministry of Education, Singapore (2015b). Bringing out the best in every child: Education in
Singapore [PDF]. Retrieved from: https://www.moe.gov.sg/docs/default-source/document/about/files/moe-corporate-brochure.pdf
Ministry of Education, Singapore (2017). Every school a good school. Retrieved from:
OECD (2012). Singapore: Thinking ahead. In Lessons from PISA for Japan (pp. 113-131).
OECD Publishing. DOI: http://dx.doi.org/10.1787/9789264118539-6-en
OECD (2014). Singapore. In PISA 2012 results: Creative problem solving (volume v): Students'
skills in tackling real-life problems. OECD Publishing, Paris. DOI: http://dx.doi.org/10.1787/978926420870-16-en
OECD (2018). PISA 2015 results in focus. OECD Publishing. Retrieved from:
Sheppard, B., Brown, J., and Dibbon, D. (2009). School district leadership matters. Toronto:
UNDP (2016). Human development report 2016: Human development for everyone: Briefing
note for countries on the 2016 human development report: Singapore. Retrieved from:http://hdr.undp.org/sites/all/themes/hdr_theme/country-notes/SGP.pdf
Global citizenship, like international education, is a popular idea in education (Sutherland, Price, & Harris, 2014, p. 35). As schools try to address the desires of various stakeholders, including business, governments, and NGOs for global citizenship and international education, questions arise as to how best to approach it (Marshall, 2011, pg. 2). Given the different agendas of the actors crying out for global education, from pragmatic and economic concerns to idealist desires for international understanding, it is not an easy question to answer.
To further complicate matters, Cambridge (2014) makes the important observation that whether or not a school provides a truly international education is not solely determined by its status as an international or non-international school (pg. 17). Both accredited international schools and schools teaching national curricula may or may not provide international educations to equal degrees. In fact, even in schools with visions stating a dedication to global citizenship education, it is rarely addressed in the curriculum as written (Sutherland, Price, & Harris, 2014, p. 42).
Berenstein, as cited by Cambridge (2014) outlines how a curriculum might be strongly or weakly framed and classified. A strongly classified curriculum is likely presented as a discrete subject. This approach allows for more teacher autonomy with regards to instruction and assessment (pg. 21). While this offers the potential for individual teachers with a strong global mindset to produce great results in their classroom, conversely, less motivated individuals would have difficulty meeting the goals of the curriculum (Sutherland, Price, & Harris, 2014, pg. 37, 42). This type of learning can be described as 'education about global citizenship' (Cambridge, 2014, pg. 27).
A more integrated approach to global citizenship in which learning crosses subject boundaries and saturates the culture of the school seems to be a more common approach (Sutherland, Price, & Harris, 2014, pg. 43). Many schools, despite working towards visions that support global citizenship, don't mention it in their 'curriculum as written' (pg. 42). Rather, global citizenship education takes place more as 'interstitial learning' present in the school's 'hidden curriculum', the attitudes and disciplines that it supports (Cambridge, 2014, pg. 27). Cocurricular activities that allow students to seek out others experiences and experience global concerns are one approach to providing this (Sutherland, Price, & Harris, 2014, pg. 48) A challenge of this approach is that teachers in such a school must share a similar vision of global citizenship education and approach pedagogy and evaluation in the same way (Cambridge, 2014, pg. 22, 27). This approach can be thought of as 'education for global citizenship', in which students develop values and competencies that support acting as global citizens (pg. 27).
The content of global citizenship education is up for debate as well. Cambridge (2014) outlines two broad categories of values that global citizenship education might support: expressive values and instrumental values. The former include modes of conduct, character traits, and manners that we share when we interact as global citizens. The latter includes skills and knowledge that we can use when interacting (p. 17). Marshall (2011) outlines a number of different agendas that global citizenship education might support, which would likely affect the expressive and instrumental values given priority in different circumstances: capitalists, reformers, environmentalists, networkers, and cosmopolitans (pg. 3).
In my view, one of the most promising approaches to global citizenship programming lies in supporting the development of cosmopolitan citizenship. Generally, it presumes that a connected world community will produce multiple identities in individuals, and takes certain universal human rights to be shared values among all people (Cambridge, 2014, pg. 18). Marshall (2011) provides a list of cosmopolitan capitals that such an approach might support the development of, such as global knowledge of current conditions and issues, different social or economic orientations to global engagement, and global competencies required to interact with the world (pp. 6-7). He cites Andreotti's four types of 'post-colonial' learning for global citizenship (learning to unlearn, listen, learn, and reach out) as competencies that global citizenship education might develop, as well as Rizvi's epistemic virtues of historicity, criticality, reflexivity, and relationality (p. 13).
There is a danger of western bias in creating global citizenship curricula that often locates itself in discourses of modernity and progress (Cambridge, 2014, pg. 20). Eurocentric views of international education often assume that the west is at the center and in possession of Universal knowledge, while other knowleges are 'traditional' (Marshall, 2011, pg. 11). Perhaps approaching global citizenship education as a set of competencies like the ones outlined by Andreotti and Rizvi can help to mitigate this. As Marshall states, the "imagined global futures of adults might not necessarily be appropriate for the next generation" (p. 4). Focusing on metacognitive and inter/intrapersonal skills that allow students to be adaptable learners might be the best global citizenship education, or education in general, that we can hope to provide. Tomorrow's global citizens should be prepared to engage in their own debates about what matters in the world while being fully and critically aware of all of the actors and agendas at work.
Cambridge, J. (2014). Global citizenship education as pedagogic discourse. In Dobson, D. P., & Silova, I. (eds.) Globalizing minds: Rhetoric and realities in international schools. Charlotte, NC: Information Age Publishing Inc. 15-34.
Marshall, H. (2011). Instrumentalism, ideals and imaginaries: Theorising the contested space of global citizenship education in schools. Globalisation, Societies and Education, 9 (3-4), 411- 426. Retrieved from http://opus.bath.ac.uk/27859/1/Marshall_Globalisation_Societies_Education_2011_9_3_4_411.pdf
Sutherland, I. E., Price, D., and Harris, D. (2014). Where is global citizenship? How international schools are fulfilling their mission. In Dobson, D. P., & Silova, I. (eds.) Globalizing minds: Rhetoric and realities in international schools. Charlotte, NC: Information Age Publishing Inc. 35-50.
Pearce (2013) argues that the defining characteristic of international schools is their diverse student body (p. 61), highlighting how difficult it is to create a unified 'profile' to describe 'who' the typical international school student is. Hayden (2012) outlines some of the different types of students and schools that can be classified as 'international'; such as national schools with multicultural student bodies resulting from mobility and permanent immigration, temporary immigrants engaged in international tertiary studies, locals studying in international satellite campuses and offshore schools, and children of internationally mobile parents (pg. 59-60). One of the challenges that emerges is the difficulty that international school students have in forming identity in situations where the child and environment are of different cultures (Pearce, 2013, pg. 62). In addition, students of mobile parents may face language acquisition issues depending on the instruction of the schools they attend and their unique language needs (Pearce, 2016, pg. 185).
International school students face challenges forming identity while dealing with cultural dissonance they experience in their studies due to potentially different conventions regarding roles and communication (Pearce, 2013, pg. 62). Most teachers at international schools are nationally educated, often in the United States or the United Kingdom, cultures that may not easily view other cultures as equals (pg. 64-66). In addition, the multicultural upbringing of some international school students can result in the development of normative objectivity (pg. 74), which may result in conflict developing in the classroom due to different value placed on adherence to rules and norms. International teachers as a group tend to be risk takers or committed to internationalism as a group (pg. 63), and this self-selected approach might also lead to conflict with students from cultures that prize other values.
Other challenges can result specifically for Third Culture Kids (TCK), the transient children of internationally mobile parents, who report little connection to any home culture due to frequent migration to new countries and schools (Hayden, 2012, pg. 65). Though these students often move on to tertiary education and ultimately benefit from the language and cultural skills they gain in their migrations, these cross-cultural skills are often learned in response to suffering 'cross-cultural shocks' in youth (pg. 69). Their transiency results in many reporting their concept of 'home' as being bound less to place and more to relationships with loved ones (pg. 68). That said, their ability to form close bonds and relationships may be hampered by unresolved grief due to breaking of relationships due to their mobile existence (pg. 69). Hayden (2012) quotes McKillop Ostrom as stating:
"They tend to mesh and mimic, which cuts down the need to gain acceptance. They travel lightly, entering relationships that are typically short-term and intense, and they develop ease in saying goodbye, leaving very from people from whom they cannot walk away."
Another group of students encountered more and more in international education contexts are host country nationals who have chosen to study in international schools rather than the national educational system. While these students are frequently privileged or children of local elites, this may not always be the case (Hayden, 2012, pg. 65-66). Depending on their socio-economic reality, they may feel privileged among their peers in international schools or out of place due to their local culture and upbringing (pg. 66). Nationals studying in schools with curricula based upon foreign national systems and serving mostly expat student bodies run the risk of rejecting their local traditions and trying to take on the affectations and beliefs of their British or North American schoolmates (pg. 71).
Language issues may arise for both transient TCKs and nationals depending upon the language of instruction of the institutions in which they find themselves studying. The required multiple years of study, up to 7 years, to learn a new academic language, is made difficult to achieve by the frequency with which many international school students move (Pearce, 2016, pg. 185). This can limit their ability to benefit from their studies in general and may hinder their cognition in general (p. 185).
The diversity of student experiences in international schools requires a differentiated approach to meeting student needs that sets aside traditional reliance on cultural typology and approaches student need on a case-by-case basis (Pearce, 2016, pg. 188). Different groups of students will have different needs and experience different dissonances based on their unique situations: The child of two British parents studying in a British international school in their second year abroad will have different needs and experiences than the child of a Chinese father and Dutch mother who is in their final year of secondary studies after a transient life spent abroad who studies at the same insitution (Hayden, 2012, pg. 68). As such, the concept of differentiation is of great value to meeting student needs in international schools and international education contexts in order to minimize the cultural dissonance they face, especially with regard to values education (Pearce, 2013, pg. 65). Individual student observations can help to discover which students have come from groups that are 'good movers' and tolerate change reasonably well (pg. 188), and which students need specific support emotionally or through mother tongue programs to meet language needs (Pearce, 2013, pg. 74).
The stereotype of the wealthy, privileged international school student is one that is perpetuated by the globalist drivers of the expansion of international education and schools worldwide. However, in addition to the fact that the economic spectrum of students enrolled in such institutions is expanding to include and increasingly mobile middle class and local 'aspiring indigenous' learners (Hayden, 2012, pg. 63-64), it is also important to note that despite the economic advantages that many international students enjoy, they also face unique challenges. There may be a tendency to minimize these challenges and the negative effects that international students might suffer due to their privilege. To do so is unfair. Much as the child born into poverty has not had control over their starting conditions in life and shouldn't be judged for having been born poor, so too is the child born wealthy blameless in their privilege. As children of the world and students in our classrooms, they deserve to be cared for and treated as unique and valuable individuals deserving of care and understanding from the teachers and administratiors who serve them.
Hayden, M. (2012). Third culture kids: The global nomads of transnational spaces of learning. In Bunnell, T., Hayden, M., & Thompson, J. (eds.), SAGE Library of Educational Thought and Practice - International Education, Vol. 3. London, UK: Sage Publications Ltd.
Pearce, R. (ed.) (2013). Student diversity: The core challenge of international schools. International education and schools: Moving beyond the first 40 years. London, UK: Bloomsbury Academic. 61-84.
Pearce, R. (2016). Culture and identity: A method for exploring individuals within groups. In Hayden, M., Levy, J., & Thompson, J. J. (eds.), The Sage handbook of research in international education. London, UK: Sage Publications Ltd. 185-199.
Matthew Boomhower is a mid-career educator with 15 years of classroom teaching and educational leadership experience. He is Director at a private elementary school. in South Korea. Matthew has lived in Seoul since 2004, and is a proud husband and father.
May 2018


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The Coca-Cola Company Exercises Call Option to Acquire Anheuser-Busch InBev's Stake in Coca-Cola Beverages Africa
The Coca-Cola Company today announced its intention to acquire Anheuser-Busch InBev's (ABI) stake in Coca-Cola Beverages Africa (CCBA) following the closing of the ABI combination with SABMiller.
The company has chosen to exercise its right to acquire ABI's stake in CCBA because it intends to implement its long-term strategic plan in these markets with other partners. While the company respects ABI's capabilities, it has a number of existing partners who are highly qualified and interested in these bottling territories.
During the next few months the company will negotiate the terms of the transaction with ABI according to the contractual parameters, which will later be followed by a regulatory approval process. The Coca-Cola Company also will continue negotiations with potential partners, and plans to refranchise CCBA as soon as practical following regulatory approval. The company's intent is to account for the acquired stake as a discontinued operation for reporting purposes.
About The Coca-Cola Company
The Coca-Cola Company (NYSE: KO) is the world's largest beverage company, refreshing consumers with more than 500 sparkling and still brands and more than 3,800 beverage choices. Led by Coca-Cola, one of the world's most valuable and recognizable brands, our company's portfolio features 20 billion-dollar brands, 18 of which are available in reduced-, low- or no-calorie options. Our billion-dollar brands include Diet Coke, Coca-Cola Zero, Fanta, Sprite, Dasani, vitaminwater, Powerade, Minute Maid, Simply, Del Valle, Georgia and Gold Peak. Through the world's largest beverage distribution system, we are the No. 1 provider of both sparkling and still beverages. More than 1.9 billion servings of our beverages are enjoyed by consumers in more than 200 countries each day. With an enduring commitment to building sustainable communities, our company is focused on initiatives that reduce our environmental footprint, create a safe, inclusive work environment for our associates, and enhance the economic development of the communities where we operate. Together with our bottling partners, we rank among the world's top 10 private employers with more than 700,000 system associates. For more information, visit Coca-Cola Journey at www.coca-colacompany.com , follow us on Twitter at twitter.com/CocaColaCo , visit our blog, Coca-Cola Unbottled, at www.coca-colablog.com or find us on LinkedIn at www.linkedin.com/company/the-coca-cola-company .
View source version on businesswire.com: http://www.businesswire.com/news/home/20161010006166/en/
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Jun 18 | Guatemala: 4% YoY Inflation up to May 2018
Jun 18 | Dominican Republic: Year-on-Year Inflation up to May 2018 is 4.5%
Jun 18 | Honduras: 3.9% YoY Inflation up to May 2018
read more
Jun 18 | Crisis in Nicaragua: National Strike Announced
Jun 18 | Costa Rica: Economic Activity Up 2.8% up to April 2018
Jun 18 | Guatemala: Economic Activity Up 2% up to April 2018
Jun 18 | Complicated Economic Outlook
Jun 18 | Panama as Seen by the IMF, June 2018
Jun 18 | Key Facts on the Salvadoran Economy
May 18 | Dominican Republic: Economic Activity Up 7.5%
May 18 | Panama: Economic Activity Grows 2.9% as of March 2018
May 18 | Costa Rica: Economic Activity Up 3% in March 2018
Friday, May 18, 2018
As of April, family remittances so far this year totaled $1.730 billion, registering a 9% increase compared to the same period of the previous year.
From a report by the Central Bank of Honduras:El Salvador received US $1.729.6 billion in family remittances as of April 2018, with a growth of 9.2% and exceeding by US $145.7 million the income received under this concept in the same period of the previous year, the Central Reserve Bank reported.
Thursday, May 17, 2018
Information and communications, and accommodation and food services, were the sectors that explained most of the positive variation recorded during the third month of 2018.
The Central Bank of Costa Rica reported that the Monthly Index of Economic Activity (IMAE) recorded an interannual growth of 3.12% in the cycle trend during March, a figure that is less than was registered in the first two months of the year.
Wednesday, May 16, 2018
Trade and private services, were the sectors that accounted for most of the variation in the index of economic activity during the third month of the year.
From a report by the Bank of Guatemala:
During the third month of 2018, the affiliation of 896,869 social security workers was registered, 1.5% less than was reported in March 2017.
The Central Bank of Nicaragua (BCN) reported that according to the administrative records of the INSS, in March the number of insured people was 896,869 workers, which is equivalent to a 1% drop compared to February 2018.
Tuesday, May 15, 2018
The IMAE registered an increase of 3.1%, mainly explained by the activities of Financial Intermediation, Insurance and Pension Funds, the manufacturing industry and commerce.
From a statement issued by Banco Central de Honduras:
In April 2018, there was a monthly variation of 0.4% in the CPI, explained by prices of Transportation and of Food and non-alcoholic beverages.
From a Report by the Central Bank of the Dominican Republic:
In Costa Rica, between the first and second quarters of the year, expectations of business leaders fell by 4%, registering the lowest value in the last eight years.
The Research Institute of Economic Sciences at the University of Costa Rica reported that " ... The result of the global index of business expectations reveals in general terms that the optimism of business leaders weakened by 2.3 percentage points compared to the previous quarter, standing at 51.3 ... ".
Contrary to the negative figures recorded in 2015 and 2016, in 2017 Peruvian direct foreign investment received by Guatemala totaled $82 million.
In addition to reversing the negative trend in 2015 and 2016, last year Peru became the fourth country in terms of the largest flows of direct investment registered in Guatemala, as it was only surpassed by the US, Mexico and Colombia.
Monday, May 14, 2018
In April, the CPI registered a monthly variation of 0.51%, mainly explained by the prices of the Food and non-alcoholic beverages sector, and Furniture and articles for housing and service.
From a report by the National Institute of Statistics and Census of Costa Rica:
Friday, May 11, 2018
In the fourth month of the year, the CPI registered a monthly variation of 0.04%, mainly explained by the behavior of transport prices and alcoholic beverages.
From a report by the National Statistics Institute:
Wednesday, May 9, 2018
Colombian company with more than 30 years in the market develops technological solutions that allow to manage in an integrated and timely way investment portfolios.
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During the fourth month of the year, the CPI recorded a monthly variation of 0.24%, mainly explained by prices in the sectors of Transport and Recreation and culture.
From a report by the Central Bank of Nicaragua:
Monday, May 7, 2018
The consumer price index recorded a monthly variation of 0.22%, due to an increase in the prices of transport and furniture and household items.
From a report by the Central Bank of Honduras:
During the first four months of 2018, remittances totaled $2,789 million, 8% more than the total received in the same period in 2017.
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In El Salvador every week at least two companies report that they intend to close down due to the impact of extortion, a problem that, far from being resolved, seems to be getting worse every year.
Representatives from the Chamber of Commerce and Industry of El Salvador (Camarasal), said that the country's employers do not see any significant improvement in the security climate, following the six month extension last April of the extraordinary measures of the Sánchez Cerén administration to try to control crime and insecurity.
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