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Ideas and Opinions about
Teaching, Learning, and
the Educational System
Ideas and Opinions about
Teaching, Learning, and
the Educational System
Introverts Among Us
A few years ago, when working at an elementary school, I attended a beginning-of-the-year faculty meeting. Most teachers are familiar with these meetings. Well-rested and enthusiastic teachers greet one another and share stories of summer adventures over coffee and pastries. The principal points out changes in school policies, and welcomes new faculty members. Typically, there's an activity that helps set the tone for the arduous task ahead. At this particular meeting the principal asked us to focus on our first-day-of school activities, and develop ways to get all students involved in the classroom. We split into small groups and began sharing.
An enthusiastic upper-elementary teacher went first: "On the first day of school, we move the desks against the wall, and we all stand in a circle in the middle of the room. I do a quick dance move for the students, and all the students learn that move. Then we go around the circle and each student adds a move to the dance. Within a few minutes, we've created our own Class Dance! We do this dance every morning as a way to celebrate our class."
One veteran teacher asked, "Do all of the students participate?"
"Most of them do," she replied. "Every year I have two or three real sticks-in-the-mud who won't dance for us. Oh well. Their loss."
"That would have been me," I confessed. My table-mates glared incredulously. "I'd take the zero. That's way out of my comfort zone."
My guess is that those students standing in the corner could write down every dance move in that class. They could illustrate each dancer, scan the drawings into a computer, and make a great PowerPoint. The students who don't want to dance (or sing, or do anything loud, really) are introverts. As an introvert myself, I can identify with those students. We are naturally observant. We're not anti-social. We enjoy good fun. We simply don't care for the spotlight.
In this posting, I'd love to share some of the challenges faced by introverts in the classroom. I'll also share some ideas about making your classroom comfortable for all students. Maybe you've had similar experiences as a student or a teacher.
Understanding the Terms
An introvert isn't someone who's just quiet or shy. Sure, introverts can be quiet, and introverts can be shy. But that's really not what it's about.
Several books have been written about introversion and extroversion, and I won't try to summarize them here. The Myers & Briggs Foundation has provided widely-accepted explanations of the two personality characteristics.
Here's what an extrovert might say:
"I like getting my energy from active involvement in events and having a lot of different activities. I'm excited when I'm around people and I like to energize other people. I like moving into action and making things happen. I generally feel at home in the world. I often understand a problem better when I can talk out loud about it and hear what others have to say." (1)
An introvert might say this:
"I like getting my energy from dealing with the ideas, pictures, memories, and reactions that are inside my head, in my inner world. I often prefer doing things alone or with one or two people I feel comfortable with. I take time to reflect so that I have a clear idea of what I'll be doing when I decide to act. Ideas are almost solid things for me. Sometimes I like the idea of something better than the real thing." (2)
So, it's not really about loudness. It's about focus. Are we focusing on the outside world, or on our inner thoughts and ideas? Of course, introversion and extroversion are best described as general tendencies on a continuum. While some people are extremely introverted and others are extremely extroverted, most personalities can be charted in a nebulous area on either side of the scale. And as we grow older, we learn to adapt to situations that are uncomfortable for us. I'm an introvert, but I can fake it when I need to.
Introversion is not Shyness
Before we move on, let's understand that when discussing personality, shyness isn't the same as introversion. Shyness is the fear of negative judgment. (3) Shy people are fearful that any outward display will receive negative feedback. Shyness is about fear, which can be reduced and even eliminated in some environments. Introversion is about preference, and we really can't convince people that they prefer one thing when in fact they prefer another.
Realize, of course, that extroverted people can be very shy. Barbara Streisand, a gifted performer with an outgoing personality suffers from stage-fright (shyness.) And introversion and shyness don't necessarily go hand-in-hand. Microsoft co-founder Bill Gates, who doesn't have a problem with shyness, has an introverted personality. (4)
Those children in your class who aren't outgoing and prefer quiet environments may not necessarily be shy. They're not afraid of being criticized for their actions. Their only fear is that an authority figure (the teacher) will require, coerce or bully them into acting in a way that's uncomfortable, or that they will be placed in an environment that overwhelms them. They want to succeed. They are introverts.
And there are more of them than you think. A conservative estimate puts the percentage at 25%. Forty to fifty percent is probably more accurate. Some introverted students are simply more skilled at adapting to the extroverted environment of the modern classroom.
Class Dance, anyone?
Changing Times
Those readers of a certain age remember when introversion was a desired trait among students. The assignments – copying work from the board, solving math problems, memorizing facts, writing compositions – favored students who could sit quietly and be self-sufficient in their own thought world. Students who had to move about and talk to someone during class often found themselves missing recess or wearing the dunce cap on a corner stool. "Turn and share" hasn't always been a teaching strategy. The active, sensory-stimulating classroom is a relatively new practice. Through no fault of their own, introverted students have become less fashionable – and are often deemed less-capable – than their peers.
Extroversion and Introversion in the Classroom
Think about your classroom. Are there opportunities for introverted students and extroverted students to succeed? Here are some things to consider.
Classroom Environment. Are there locations in the classroom that offer different degrees of stimulation? Are students free to move to those areas when needed? Overstimulation is a big problem for many introverts. We usually think of isolation as punishment, but for many introverted students it can be a welcome respite from a hectic learning environment. A recent classroom trend has been the introduction of bouncing ball seating for students. Students sit on oversized beach balls, bouncing gently and shuffling their feet while learning at their desks. Other schools have added bicycle pedals under student desks to "work out the wiggles." While this is great for action-oriented extroverts, it can be a nightmare for the introverts who prefer a less stimulating environment. Once again, it's all about choice and access.
Student Performance. If performance-based assignments are used, are provisions made for both introverted and extroverted students? Acting-out scenes in history class can be fun, but some of your students won't be comfortable with that. Those students could probably display their in-depth knowledge by writing a poem, drawing a map, or creating an electronic presentation.
Using Introverts' Strengths. Are you taking advantage of your introverted students' abilities? Several years ago I was responsible for guiding a drama class through the production of the school play. (Admittedly, I was a terrible choice for the job. I hadn't been in a school play since elementary school, much less directed one.) A young man in my drama class nervously approached me one day. "Mr. Kyker, I want to be the curtain puller. I can also move the set pieces, organize the costumes, and keep track of the scripts." Of course, what he was telling me was that he didn't want to be in the play. I told him that I didn't need a curtain puller, but I sure could use an assistant director. He was my right-hand man for the next month, and he really enjoyed his involvement in the play.
For three years I taught a popular digital photography class in middle school. As you can imagine, about 90% of my students were introverts. One of my more introverted students was a real innovator. He developed several creative photography techniques and continuously explored functions of the software that I didn't have time to teach. He was also very adept at writing down the step-by-step process to achieve his masterful results. Often, he'd send me these "Photoshop recipes" via e-mail and I would post them on our class web-site. The only credit he wanted was his first name – Jackson – in a tiny font at the bottom of the page. Within a few weeks, the Jackson Guides became a mainstay of our class, and none of the students had any idea where I got them! Occasionally, a student would say, "We need a Jackson Guide for this!" I would make quick eye contact with Jackson and ten minutes later a new Jackson Guide would be in my email inbox.
Elective Classes. Administrators, are you offering electives that appeal to introverted students? Let's revisit our introvert's statement: I like getting my energy from dealing with the ideas, pictures, memories, and reactions that are inside my head, in my inner world. I often prefer doing things alone or with one or two people I feel comfortable with. Drawing/painting, ceramics/sculpture, photography, computer skills, creative writing and weightlifting are a few electives that introverts will find appealing.
Stretching the Comfort Zone
It's okay to gently stretch the comfort zones of your introverted students. Realistically, very few successful adults will be able to live rewarding lives in an exclusively introverted setting. As with any new, uncomfortable experience, you want to provide a low-stakes, high-success opportunity.
My digital photography students – almost all introverts – composed a multimedia essay for their final projects. Each student read a simple script as their photos and videos were displayed. They all wanted to record the script and embed it into the video, but I insisted on a "live" reading. Of course, they were reading from notecards. The lights were dimmed. And all eyes were on the screen, not the student. Everyone passed, and nobody passed out!
My drama assistant director stood on-stage as an "extra" in one play performance. That was his idea. He didn't want a line to speak, and he didn't want to bow onstage at the end of the performance. He wanted to "wade in the water," and I was proud of him for taking that step. You can probably think of many ways to gently encourage your introverted students to take small, safe steps into the spotlight.
It is possible for teachers to push too hard when engaging introverted students. Efforts to bring introverted students "out of their shells" can easily descend into cajoling, nagging, or even shaming. As a high school student I was told that keeping ideas to myself was selfish, because the group could benefit from my insights in a class discussion. That didn't help. I didn't feel selfish. I simply wasn't willing to make the presumptive jump that my ideas would work for someone else. With 40 years to think about it, I probably could have contributed more. But we learn as we grow.
Years later, after my first textbook was published, I was asked to speak to local educational groups. Initially I rejected invitations, not because of shyness (fear), but because I really didn't feel like I had anything to say. Fortunately my co-author, an extrovert, welcomed the chance to work with other teachers and share our ideas. He and I spoke at several dozen conferences over the next 14 years, and I eventually learned to enjoy it. Still, the keyboard is much more comfortable than the podium.
In just about every classroom situation there are ways for introverts to participate. Rather than ask for volunteers (which will almost always be extroverts) quietly ask an introverted student if he or she would like to perform these roles. Introverts are very observant by nature, and would love to be the class note-taker, or the arranger of classroom materials. Rather than speak before the entire group, an introverted student would enjoy guiding one or two new students around campus, tutoring younger students in basic skills, or explaining the homework assignments to students who have been absent. When I worked as an elementary library media specialist, my best "reading buddies" (5th graders reading with 2nd graders) were introverts.
Here's what introverts need to hear: it's okay to contribute. We won't think you're trying to draw attention to yourself. You'll actually be helping. Nobody's forcing you, but when you get ready, we'd like your input.
Be patient.
Working Together
Realize also that when grouping students, it's desirable to put introverts and extroverts together. They need each other. Introverts need extroverts to help them move to the next task. Extroverts need introverts to slow the process down and evaluate all the options. This brings balance to the group. A group of extroverts will generate a quick result that may have a fatal flaw. A group of introverts will still be thinking about the first option at the end of the school day.
Who are you?
Finally, as a teacher, it is important for you to recognize and understand your place on the introversion/extroversion continuum. As teachers, we often have a tendency to prefer our own style, and expect our students to follow that lead. If you are an introverted teacher – and there are a lot of us out there – make sure you are providing appropriate tasks, strategies, and opportunities for your extroverted students. It's not a better-worse dichotomy. The goal is to create a classroom where all students can participate, thrive, and learn.
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1. "The Myers & Briggs Foundation - Extraversion or Introversion." The Myers & Briggs Foundation - Extraversion or Introversion. N.p., n.d. Web. 6 Sept. 2016.
2. Ibid.
3. Cain, Susan. "Shy, Introverted, Both, or Neither (and Why Does It Matter)?" Quiet Revolution Are You Shy Introverted Both or Neither and Why Does It Matter Comments. N.p., 05 Oct. 2015. Web. 07 Sept. 2016.
4. Ibid.
Also: Sakurai, Carmen. "24 Signs You're An Introvert- Not Shy." Lifehack RSS. N.p., n.d. Web. 08 Sept. 2016.
Teacher, Phone Home
"You just wait – I'm calling your mother!"
How many of us have uttered that phrase, or something like it, in our teaching careers? I admit, early in my career I used that tool to get the attention of a misbehaving student. Of course, once the threat is made, we must follow-through. Most teachers don't like to call parents about their disruptive children. We don't like to be the bearers of bad news. We don't want another conflict (this time, with an adult.) We don't want to debate the parent about the merits of their child. We just want the behavior corrected, and it's easier just to write a referral.
But carefully planned and properly executed, a simple five-minute parent phone call can correct misbehavior, avert more serious disciplinary action, and gain an important ally – the parent – in the effort to create a productive learning environment.
The Scenario
Like most good teachers, you like to begin class as soon as the tardy bell rings. But the last three days a student has dashed into your 6th grade class at the last second, laughing and dramatically huffing-and-puffing before slamming his books on his desk. The students laugh (because it is funny, in a pitiful sort of way) and it takes at least three or four minutes to get the class back on track. The first time it happened, you gave the student a warning. Because you're so nice, you gave him a second warning that obviously didn't improve the behavior. So now, it's time to call the parents.
Before the Call
Here are some things to think about before making the phone call. First, the parent phone call is an important early step in most school discipline plans. Sure, there are some misbehaviors that demand an immediate office referral. But for most minor infractions (classroom disruption, tardiness, etc.) the discipline plan must be followed. Depending on your school's discipline plan, you may need to issue a warning, call the parent, and host an after-class detention before sending the student to an administrator.
Secondly, the parent phone call is a warning shot – one the parents really deserve. The misbehavior in the scenario above has been going on for three days, but we really can't expect the parent to know about it unless we tell them. The parent phone call is a sign of good faith on the part of the teacher. It shows the parent that the teacher believes that the student is really a good kid making some bad choices. Most parents appreciate the opportunity to correct the problem before the school starts a file folder on their child.
Finally, get a paper and pencil ready. Write down the important things you need to tell the parent. And be prepared to take notes. If the phone call becomes contentious, you may need to write verbatim what the parent says. Let's hope it doesn't come to that, but we still need to be prepared.
Making the Call
Now, we're ready to make our parent phone call!
Call at the right time. When I need to make a parent call, I try to call around 7 PM – after supper. I never call parents at work. Many parents aren't supposed to take phone calls at work, and those calls are often brief and unproductive. Instead, wait until after supper, when the family is relaxed.
Some teachers call from school, so as not to use their personal phone numbers. That's certainly understandable, and you want to be comfortable calling. However, in 30 years of teaching I have never had a problem with a parent call made from my home or cell phone.
Introductions. When you've got the parent on the phone, make sure to clearly say your name, and your association with the student.
"Hello, this is Mr. Jones, Billy's math teacher at Smithfield Middle School."
You want to make sure that the parent knows exactly to whom they are talking so there's no confusion. You're calling from an unfamiliar phone number, and most parents will assume it's a sales call.
Asking for help. I always begin the phone call by asking the parent for help.
"Mr. Jackson, I'm calling to see if you can help me with an issue that I'm having in the classroom."
This request puts the focus on the classroom instead of the student. You are also establishing the parent as someone who has control over the situation.
Describing your goal. At this point, you want the parent to be able to visualize a successful classroom.
"It's really important that we start class on time. We have a lot to learn in math class, and we need every minute."
Once again, we're not focused on the misbehaving student, but the needs of all of the students.
Now, for the problem. Here's you describe what's happening, and the first word is very, very important.
"Unfortunately, Billy's behaving in a way that makes starting class on time difficult."
By saying, "unfortunately" you're letting the parent know that you've thought about the problem. You've considered it. And it's just sad.
Explanation. In two or three sentences, elaborate on the misbehavior. Stick to the facts. Stay away from emotions. Make sure to include the previous steps you've taken to correct the behavior.
"For the past three days, Billy has run into the classroom at the last second, and purposefully distracted the class with his behavior. We all run a little late occasionally. But instead of entering the room quietly, Billy makes a lot of noise, and slams his books on his desk. I've warned him about this twice, but he's ignoring my warnings."
Call to action. Now it's time to make a specific request.
"I'm hoping you can talk to Billy tonight about this behavior, and let him know what your expectations are. I'd really like to get this taken care of, so that the class isn't distracted again."
Say something nice. At this point, the parent has received an embarrassing report from the teacher. It's important pull the phone call back into win-win territory. Think of something – anything – you can say to complement the student.
"You know, Billy has a lot of personality, and he's really a fun guy. I look forward to his contributions to my class. If we can just get this situation turned-around, I'm sure he will be a great student."
You don't want to create a feeling of failure or hopelessness for the parent.
Boundaries and Consequences. This is where the "warning shot" that I wrote about earlier comes into play. Let the parent know that the situation is serious, and you plan to continue the discipline process until the problem is solved.
"I do need to let you know that Billy is on the second step of the school discipline plan. Step one was the warning I gave him. This phone call to you is step two. If the misbehavior isn't corrected, then we have to move to step three, an office referral."
Parental Input. Almost all class disruptions are based on lack of self-control, a need for attention, or basic adolescent silliness. But sometimes, something is happening in the child's life that explains the misbehavior. (Granted, that's not an excuse, but it's something to consider.) So near the end of the call I ask the parent for their input.
"Can you think of any reason that Billy might be acting out this way?"
Typically, there are no mitigating factors. But sometimes the parent will share important information. "Well, now that you mention it, his little sister has been in the hospital the last two weeks, and I guess we've been ignoring Billy." Billy's classroom disruptions can now be seen from a different perspective. It's still important for Billy to improve his behavior. But now you're able to approach the situation with the sensitivity it deserves.
Ending on a Positive Note. Before ending the phone call, make sure to thank the parent, and tell them how much you appreciate their willingness to help.
Final Notes
Keep a written log of all parent phone calls. Note the date and time. Include your notes, and any important information about the phone call. This first parent phone call may be the last one you need to make. Or it may be the first step in a protracted disciplinary issue. Your documentation may be critical in a long-term behavior improvement plan.
At this point you may be thinking, "This isn't a conversation; it's a speech!" And for the most part, you would be correct. The parent phone call isn't a substitution for the parent conference. Phone calls are all about communicating information to parents. More serious issues with long-term implications deserve a face-to-face conference with all parties in attendance.
Finally, does the parent phone call always solve the discipline problem? No, not always. I would estimate that about 95% of the time there is improvement in behavior after the parent phone call, and most of the time the problem disappears completely. But sure, sometimes the misbehavior continues. At that point, you continue the discipline plan to the next level. You can be satisfied that you've followed the school discipline plan and given the parents the chance to correct a small problem before it becomes as big one.
Minor discipline issues are bound to happen in any classroom. Enlisting the help of the parent is often productive in correcting that behavior. Follow the steps in this posting, and expect positive results!
Keith Kyker (M.Ed)
is a career educator with 36 years of teaching experience. He has worked with every age group from Pre-K to college. Keith's experience includes stints at suburban mega-high schools, neighborhood elementary and middle schools, and a tiny K-12 school in a Yupik village on the Bering Sea.
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Important note: the ideas and opinions expressed on this blog are the those of the author, Keith Kyker, and in no way reflect the opinions, policies, or practices of any of Keith's current or former employing school districts.
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July 2018
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I'm just a fellow out standing in his field... The Daily Strumpet is the continuation of the Daily Strumpet newsletter which started in 1983. Anything else is just a cheap ripoff.
Monday, September 14, 2009
Making hay in Oregon-in September....
Our Teff crop is not what it should be. It was planted late. I think it was close to the first of June. It was after the triticale downed out and after our 2" of rain in 15 minute thunderstorm. I think it was as soon after the downpour as I could get on the field.
Teff is a tiny seed, sort of like a grain of sand. You only plant 3-5lbs per acre so it is a bit of a challenge to plant. I used the small seed attachment on my Great Plains 1500 drill. I had it stopped down almost as far as it would go.
Teff is an annual grass. People use the seed for flour. Ethiopian folks like it. It is an important part of their diet back home. It is hard to find teff flour here in the USA.
We have been growing it for hay. Our ground is so wet we usually have a couple fields which we can't get planted until late. The choice usually ends up being Teff, Barley, or Buckwheat. Sometimes I do some sorgum-sudan hydbrid for hay but it has such thick stems the horsey folks won't buy it.
The Teff has done ok in the past. The hard part is getting the field clean enough. Teff does not compete well with broadleaf weeds or wild millet. No chemicals are labeled for it so you have to make sure you have a good sprout and a good kill on that sprout before you plant. Last year we got two cuttings and ended up with a total of close to four ton to the acre. This year we planted so late our first cutting was just to control weeds. We are doing our second cutting right now. I think it is only going a ton per acre.
The color is good. We set the mower for a wide swath, then let it dry for two days. Then I raked it to get it off the wet ground. We raked it twice then pulled the old Cunningham Hay Conditioner over it. This fluffed it up and crushed the thick stems of the water grass and actually got the moisture content down to 14 percent. I baled two stacker loads with the trusty old Freeman Baler before the moisture shot up to 22 percent and the bales started exploding. I figure if you can get your fingers under the strings they ain't baled tight enough...
The bales look really nice. I have a few customers who really love the hay. Their horses go crazy over the stuff. I don't know if it is the hay or my secret hay preservative that does it however. Not sure I want to reveal the secret. Budd E. Shepherd's hay tonic and laxative! I would say it cures baldness but it has not helped me. I will say that people tell me that their animals turn up their noses at other folk's hay after having a sample of mine. Sort of crack for cows I might say...
But, I digress.
I had a cunning plan for this Teff field. I planted two rows of Teff and one row of fescue. The seed salesman really put the switcheroo to me on the fescue. I ended up with high endophyte fescue which is what I said I didn't want. Doesn't work for hay. But, it is destined to be a grass seed field. The Teff is not tolerant of frost. My idea was that we would water the Teff all summer and the fescue would get a good start. The Teff would kill with the first frost but the fescue would keep growing. Of course we had a very hot and dry summer and one pump failed so we couldn't keep up with the water. The last fescue plant I found had burnt down to about a quarter inch from the ground. Not so good.
I have one bag of seed left. I'm going to no-till fescue back in as soon as the Teff is off.
Posted by buddeshepherd at 9:20 PM
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The word on Search Street is that Google's been making some pretty major changes to its search algorithm and that social signals are now being given a lot more weight as ranking factors.
By social signals, we mean activity on social network pages that relates to your website. It could be a link from someone else's Twitter account to a news item on your website; it could be a link to your latest blog post from your own company Facebook page; or someone reading that blog article and clicking the Facebook 'like' button at the bottom of the item.
But is this social activity making a difference to Google rankings? And if it does, are the social networks just a few additional links out of many passing PageRank?
We can start off by looking at what Google have said themselves. Back in May 2010, Google's Matt Cutts said in a video that Google did not use social media as a ranking signal. But in December that year, Matt revealed that Twitter and Facebook were now beginning to be used by Google as ranking signals. [Rollover here to view]
He went on to say that Google also took into account the authority of the linking social media account, or reputation of the author. Which is totally in line with Google's general link methodology.
Google may be generally tight-lipped about its black box of tricks but when it does release information about current or impending algorithm tweaks and updates, it usually pans out to be true. We've had advance notice of major updates and seen first-hand how Panda has taken aim at low quality websites. We've recognised the folly of chasing after directory links and 'low relevance' links after being repeatedly warned that Penguin would render these efforts useless.
Google has more data and signals at its disposal than ever before, which makes it difficult for us to determine exactly what is having an effect on a site's PageRank at any particular point in time. It's a constantly shifting landscape. In early May 2013, Cutts said in a video that the abundance of extra data available to Google meant that they would be able to get 'munging' and would soon produce a sophisticated new linking system.
Surely a good proportion of this new data has got to be coming from social networks. In the same video, he revealed that one of Google's stated obectives for the latest Penguin 2.0 update is to turn up the volume for authority websites. And if you were asked to rate the authority of someone [a website], wouldn't you pay close attention to the number of people talking about them [social shares] and look at how influential those people were [examine the profile of those sharers]?
This year the shift has been towards the inclusion of more human engagement factors, such as traffic patterns on a page, the quality and quantity of comments, AuthorRank, 'likes', tweets, '+1s' and other shares. To a certain extent, interaction on sites like Facebook mimics human engagement in real life. This makes it easier to understand why Google deems this engagement a factor in the importance and relevance of a site to an audience defined by search activity, locality and history. To this end, the search engine is looking at the attention a site is receiving from people on social networks and adding this to the data from other ranking factors to give a more accurate position in the SERPs.
Several SEO experts, including Peter Visser from SocialmediaToday.com, have carried out experiments to test how social media activity impacts on search rankings. Whilst none of the experiments we've seen could be described as robust academic studies and therefore able to be aggregated in a meaningful way, they have nevertheless all concluded that social media activity does, in fact, boost search engine ranking. More on that in a minute.
So what social networks should we work on?
The 'right' answer is, of course, whatever networks your particular audience uses.
However, it's also worth considering the different social networks from Google's perspective. The popularity of Facebook, Twitter and LinkedIn makes it almost certain that Google is factoring activity on these networks into its algorithm. And, of course, Google+, which seems very likely to emerge as a particularly strong influence due to the level of unrestricted access the search engine has to its data.
According to GlobalWebIndex, there are 701 million active Facebook users and 297 million active Twitter users.
Surprisingly, Google+ has overtaken Twitter with a current active user base of 359 million.
Other sources estimate the number of LinkedIn users at 200 million. Pinterest has around 55 million users but is expanding rapidly.
Whilst the definition of what constitutes an 'active user' on each channel may be grounds to debate the accuracy of these numbers, these are very large and growing networks. The figures give the general picture of the networks' relative sizes. Did you get that the first time? Google+ is now the world's #2 social network.
Proof then that Google+ is no longer a test zone for early adopters within the online marketing industry – it's already a leading social media player. Vic Gundotra, Google's Senior VP of Engineering, gives a glimpse of his company's ambition for the network when he says that Google+ is about pivoting ALL of Google around people.
Like, +1, pin or tweet?
Because the total number of ranking factors has been confirmed by Google to be over 200 (for an educated guess at what these could be, check this great infographic out), it is difficult to isolate the social ranking signals and say exactly what has the greatest influence. But it's clear that different interactions on social networks carry different weights as ranking factors.
When it comes to Facebook, sharing content appears to be the most valuable user action in terms of what it can do for a site's SEO. This is followed by comments, and finally how many 'likes' it has. The order makes sense when you consider that a share is likely to create an additional link back to your site or your site's Facebook page at least, while a 'like' is less effort on the user's part and indicates a lower level of engagement.
It's a bit harder to pinpoint how Google is using Twitter interactions to influence SERPS. But from what we've seen, a fresh mention has a higher impact than a retweet, which in turn carries more weight than a favourite. Sure, links are 'no-follow'. But the signs are that Google treats Twitter links slightly differently than other websites with no-follow links. Another 'layer' of evaluation probably exists, where Google grades the more popular and substantial accounts higher than smaller and less relevant accounts. Just having more followers in itself is not likely to mean much in terms of the influence of the profile link.
LinkedIn can require more effort, prompting some companies to neglect it. But we've noted a positive impact on B2B companies' search visibility following an investment in LinkedIn networking. Creating or joining open groups, which are indexed by search engines, is a worthwhile activity as it's such a wonderful method to converse with a specialist audience. Ensure your staff are linking to the company website in their profiles. Remember the words of Google's Exec Chairman, Eric Scmidt: "Information tied to online profiles will be ranked higher than content without such verification…The true cost of remaining anonymous, then, might be irrelevance."
That brings us back to the Google+ network, which of course you have a profile set up on, right? It also has a sharing function and you can, of course, message and comment on pages and links. But the 'plus one' function also has a direct impact on the search results in addition to any algorithmic influence it holds. You may have noticed while logged into your Google account that searching the web returns sometimes returns results that people in your Google+ network have +1'd. While you are logged in, those sites that your Google+ network have 'approved' will appear higher up. Turn this situation around and it looks like a safe bet that encouraging people to +1 your page on Google+ will pay dividends.
We talked earlier about experiments carried out by search consultants to test the influence of social signals in Google rankings. After having looked at some of the user actions in social networks, see how they score in the following test, carried out by Tasty Placement Inc, an Austin, Texas-based search company:
Social media and your search rankings
A ranking system based on human engagement is going to be understandably difficult to perfect and Google certainly has its work cut out to ensure that it gives due value to genuine social signals, while discounting manipulated data.
Certainly, the algorithms are becoming more intuitive. It's already rare to see an online marketing strategy that doesn't feature social media as an integral component. But that's just it: social media is one component of online marketing and without implementing it as part of a broader strategy it just isn't enough to make a notable difference to rankings of pages using competitive search terms.
There is no denying its effect on search rankings when social media is integrated into a holistic marketing strategy. Yes, engaging in social media is unlikely to deliver results if you or your company don't have valuable content to share – without fuel you're just going to watch your campaign splutter along, barely gaining any traction.
But work hard to build up interesting, unique content first and people will learn very quickly that you have something worth sharing when they find your site or social networking pages.
Once this happens, your campaign should kick into action and start to gain momentum. Research and write a good article, post it up on your site, your social media accounts and link to it in your newsletters. The audience that you have been busy building up and engaging with will start to talk about your article, some of whom will pass it around, boosting the number of links to your site that are flying around the net. Perhaps one of these links will be picked up by a blogger who mentions it in a post, which gets noticed by their thousands of readers. They in turn share your link on their social media profiles which opens up your content and website to a whole new audience through their audience.
After a while you'll notice improved search rankings that will grow the audience for your next communication.
It's a natural cycle that revolves around human behaviour. Google is throwing everything it has at building algorithms that can interpret this, so don't try and trick it. By meeting the expectations of your audience by creating unique and sharable content and delivering it to your networks, you'll be noticed by Google. Engage people and they will do the hard work for you.
Has social media has helped your online search visibility?
(Thanks to Eleanor Ward for helping research this article)


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Latitude: 53.7922 / 53°47'31"N
Longitude: -2.2393 / 2°14'21"W
OS Eastings: 384334
OS Northings: 432901
OS Grid: SD843329
Mapcode National: GBR DSTL.0B
Mapcode Global: WHB7X.KYW6
Entry Name: St Peters Church of England Infants and Junior School (East Range)
Listing Date: 29 September 1977
Last Amended: 19 November 1997
Grade: II
Source: Historic England
Source ID: 1365766
English Heritage Legacy ID: 467022
Location: Burnley, Lancashire, BB11
County: Lancashire
Electoral Ward/Division: Bank Hall
Built-Up Area: Burnley
Traditional County: Lancashire
Lieutenancy Area (Ceremonial County): Lancashire
Church of England Parish: Burnley St Peter
Church of England Diocese: Blackburn
906-1/16/37 (West side)
29/09/77 St Peter's Church of England Infants
and Junior School (East range)
(Formerly Listed as:
(West side)
St Peter's Infant and Junior School)
School. 1828; slightly extended and altered. Watershot coursed
sandstone blocks, slate roof. Rectangular plan but with
chamfered corners at the east end. Gothick style.
2 storeys with a 7-window north facade to the churchyard
(probably formerly 5, with 2 added). This side has mullioned
2-light windows on both floors, with 2 Tudor-arched lights and
hood-moulds; the east end has a Tudor-arched 3-light window at
mid level, and an altered porch to the right; the rear (to
Rawcliffe Street) has rectangular windows with raised sills,
plain surrounds and C20 joinery. At the west end low additions
form a link with the later West Range (qv).
INTERIOR not inspected.
Forms group with Church of St Peter (qv).
Listing NGR: SD8433432901
This text is from the original listing, and may not necessarily reflect the current setting of the building.
Other nearby listed buildings


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I have had to the pleasure to work with Christi for both personal and professional coaching. Over the course of 12 sessions, she helped me bring to light some internal blocks that had been holding me back in various areas of my life. She is a very competent coach while being extremely personable and relatable. She offers resources and tools that are applicable even after the coaching engagement, allowing sustainable results. Christi takes a logical coaching approach while holding space for the emotions that can truly impact decision making. If you are looking for a business-minded coach that also takes a very human approach to her methods, I would highly recommend working with Christi! ~K. Hollingsworth
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text: Gatling Gears was released last Wednesday on Xbox Live Arcade and is in fact a good old shoot them up that will remind a lot of the old Run and Gun games of yore. It sure does not bring much to the genre but the game is still a solid title to play alone or with a friend (local or online). There are 6 chapters (including the prologue), each being composed of 5 levels. Each chapter ends with a boss fight that you have to take down in 3 steps without any checkpoints to make it easy on you. The game is actually quite challenging in medium and hard mode but it should not take you more than 6 hours to complete. The question is, are you ready to pay 1200 Microsoft points to get it? The answer is really up to you, so give our videos a look or, better yet, try the demo.


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In Little Red Cap, or Little Red Riding Hood, a little girl walks through the woods to deliver wine and cake to her sickly grandmother. Having been warned by her mother not to stray from the path, she is tricked by a large wolf into picking flowers in a nearby field. During this time, the wolf, masquerading as Little Red Cap, swindles the grandmother into letting him in. He then devours her and dons her clothing. When Little Red Cap arrives, the wolf, whose appetite was merely whetted by the frail grandmother, makes a meal out of the young girl. Happily, a brave woodsman arrives to rescue the both of them.
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444 Lofts is a true warehouse conversion consisting of 132 units, solid concrete, 24 hour front desk service, and wonderful amenities, including an 8000 sq ft gym. This One bedroom, 1 bath condo has exposed brick, expansive windows, and southern views the city! Don't miss this one. The building has PERS approval and there is warrantable financing for any lender.
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Licensed in states of Pennsylvania and New Jersey


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ASIAB SHOTOR (mill with using camel)
Bread was main and basic food of Iranian people and it has great special rate in Iranian culture and includes wheat bread, corn bread and beer bread.
This caused that there were a lot of mills in villages and some cities which include water mills, mill with using camel, wind mills and in some areas with dry climate like VARZANEH, people use more mills with camel.
Also, the ZAYANDEHRUD caused there were any kind of water mills. In ASIAB SHOTOR, a camel turns around an axis which connects to a wooden gearbox (the wood used is jujube plant) and this axis causes rotating a big millstone. With every single turn of camel around millstone axis, it causes rotate 36 times and causes producing of wheat flour. This camel does this work for 6 hours in each day and provides about 300 Kg wheat flour. Also, first time when they want to train the camel for working, the camel owner starts to sing some attractive local songs and this act causes the camel get used to the voice of his owner. This kind of mill, that is 300 years old date, is revived by Mr.Mohammadi and located out of city (VARZANEH) and has about 10 minutes from HAFEZ guest house by walking.


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The fundraiser page is a central location where your donors can learn about your event, purchase tickets, submit silent auction bids, or make a donation. This URL is custom to your event, updates in real-time, and can also be displayed throughout the venue of your fundraiser buy connecting to monitors or projectors. This fundraiser page will give a live view of the proceeds you have raised in total, and by prize.
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Hi all,
Awesome site and all this has intriqued me.
According to census records my GGGF was naturalized in 1885. It doesn't saw where. I'm looking for proof of this but I don't have much info. I know that he entered the US via New York in 1880. His approximate year of birth was 1848 in Italy and I have not found his time of death although his son, my GGF, was born in 1886. My GGF was born and lived in Illinois.
Not sure where to check next but any help would be appreciated. Thanks, Joseph


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Digital Fairs USA announces Fortinet's Phil Quade as keynote speaker
July 22, 2019 - During the inaugural Digital Industry USA, the showcase for Industry 4.0 and the connected industry taking place from September 11-12 in Louisville, KY, manufacturers of all levels of technology adoption will be able to demonstrate and discuss solutions that are changing the face of industrial automation. A highlight of the trade show is its on-floor educational sessions lead by industry visionaries who will provide detailed, action-oriented discussions on connected technologies for the plant from proof of concept right through fully connected factory operations.
To kick off the trade show, Phil Quade, a 34-year veteran of the National Security Association (NSA) and Chief Information Security Officer at Fortinet, provider of cybersecurity infrastructure solutions, will deliver the keynote address on September 11. Quade plans to offer an in-depth look at the evolving cybersecurity landscape and will focus his discussion on the evolution of Cy-Phy, the convergence of cyber things with our physical spaces.
Known as Industry 4.0 and digital transformation in the manufacturing space, Cy-Phy is being driven by the implementation and convergence of technologies, including operational technology (OT) networks, Internet of Things (IoT) and Industrial IoT, 5G, edge computing and artificial intelligence (AI). "All of these, combined with rapidly developing new technologies on the horizon, are fundamentally changing the industrial automation landscape," says Quade. "But for these changes to achieve their transformational potential, their security implications need to be understood and planned for long before their impact is felt in the plant."
Adds Quade, "Manufacturing operations, engineering and security professionals will inevitably be drawn into the Cy-Phy revolution." During his keynote presentation, Quade will discuss how this can enable the securitization of industrial automation for those manufacturers who recognize its significance and who are ready to implement the foundational elements of a security strategy that will allow them to thrive in this emerging Cy-Phy environment. Critical to thriving in the Cy-Phy environment is the adoption of the foundational elements of a security strategy that includes speed, integration, collaboration and automation.
During Digital Industry USA, Fortinet and its partners will showcase the company's security solutions, including Fortinet's Security Fabric platform that provides integration and automation across the plant's security infrastructure, delivering protection and visibility to every network segment, device, and appliance, whether virtual, in the cloud, or on-premises. Additionally, Fortinet will demonstrate via a host of devices exactly what a cyberattack looks like and what its cybersecurity platform can do to allow users to control access of their networks and to prevent future attacks.
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Webinar 2016 Mobile PredictionsDecember 7, 2015 | Thomas Husson, Julie A. Ask
This Webinar walks you through the key mobile trends to expect in 2016. Agenda: What are the key trends likely to shape the global market next year? How will they affect the vendor landscape? How...
Report Messaging Apps: Mobile Becomes The New Face Of Social
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You've surely heard of the second-largest acquisition in tech history, Facebook's purchase of WhatsApp for $19 billion. However, you may not have heard of KakaoTalk, Kik, Line, Secret, Snapchat,...


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Deep Blue Day Night Recon 7750 White
Posted by hvntgtaclu in forums.watchuseek.com
$800 $480 above median
Deep Blue Day Night Recon 7750 White
Posted by hvntgtaclu in forums.watchuseek.com
$800 $480 above median
Up for sale is my Deep Blue Day Night Recon 7750 automatic chronograph with tubes. I am the original owner , purchased when initially offered by Deep Blue. It's in great condition and operates perfectly .
$800 obo, shipped In its original packaging via USPS priority mail, with tracking and insurance. CONUS ONLY please. Payment is accepted through PayPal only.
Contact via PM or email. [email protected]
No trades please.
Daynight Recon 7750 Valjoux Tritium T-100 - 10 year anniversary Edition
Limited 200 pcs Worldwide inclusive All Colors
Daynight Recon T-100 Tritium Diver -Swiss Made
45mm Case, 53mm Lug to Lug 16.5mm Thick, 316L Stainless Steel
Swiss Made Eta Valjoux 7750 Automatic Chronograph Movement, 25 Jewels, 28,800 VPH Swiss Made
33mm Dial opening, Sapphire Crystal, Inside Ar Coating, Exhibition Case Back, Day/Date
Luminous ( Superluminova Black ) Ceramic Bezel inlay, 120 click Unidirectional Bezel
Water Resistant- 500m/1650 Ft
Bracelet – 22mm Lugs , 22/20 (20mm Clasp)
4 Micro Adjustments, Half Links, Full links , Screw in Links, 4.5mm thick , Divers Safety Clasp
Subdials: 12 o'clock :30 minute counter , 9 o'clock :Running Constant Seconds , 6 o'clock: 12 hour Timer
Screw Down Crown and Caseback
64 Tritium Tubes – Dial -60 tubes , Hands 3 tubes , 12 o'clock Pip tritium tube
White Dial. Tritium Tubes. Hour Markers -Yellow Tubes (12 o'clock 2 Orange Tubes ), Minute Markers –Blue Tubes ,Hands – Yellow Tube
The price of this watch is an outlier for this particular model and not included in the distribution. It may be miscategorized, incorrectly priced, or extremely unique.
Estimated Private Party Value $285 — $395
Nothing found on eBay...


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Part-time Youth Victim Advocate
The part-time (20 hours weekly) Youth Victim Advocate will work with the Lead Youth Victim Advocate, Teen Peer Leaders (TAB), volunteers and other staff to develop and coordinate Victim of Bullying Identification campaigns for elementary, middle school age youth and high school age youth.
Primary Responsibilities Reflect and support the vision and priorities of the TAB Peer Leaders
Act as a mentor and role model for the TAB Peer Leaders, and work with them as a
partner and advocate
Assist with the coordination and monitoring of the Victim Identification campaigns for TAB
Peer Leaders
Experience working with youth of all ages
Ability to provide emotional and intellectual support and challenges for a youth group Ability to inspire leadership and provide practical assistance in the development of a
Victim of Bullying Identification campaign
Ability to clearly communicate with youth, parents and another adult
Ability to demonstrate planning and organizational skills
Ability to use current technology widely used by youth
Reporting Relationship
The part-time Youth Victim Advocate will report directly to the Lead Youth Victim Advocate and work in collaboration with the TAB Peer leaders, volunteers and other staff.
Criminal Background Check is required
Please submit your cover letter and resume to firstname.lastname@example.com. Due to the volume of resumes, we will be unable to accept phone calls.
Closing date for receipt of resumes is 5/31/19.
Date posted
May 24, 2019


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POSITION Postdoctoral Fellow
DEPARTMENT The Center for Artificial Intelligence
INSTITUTION Prince Mohammad bin Fahd University
REPORTS TO Director, The Center for Artificial Intelligence
Prince Mohammad bin Fahd University strives to develop human intelligence, disseminate knowledge and find solutions based on research and scientific studies of problems experienced by societies. Based on its vision and mission in serving the local and international communities, and with the expertise, potential and facilities supporting scientific research and studies, and outreach activities, the University is inviting applications for multiple postdoctoral fellowships with the Center for Artificial Intelligence.
These positions are newly created to fulfill the missions and objectives of the Center for Artificial Intelligence by achieving excellence in research and innovation in machine intelligence. The Center has the state-of-the-art IT infrastructure and strong institutional support to maximize the outcome of research in artificial intelligence (AI).
Research areas of the Center include deep learning in neural networks, fuzzy logic, optimization, image processing, computer vision, signal processing, time series, pattern recognition, and virtual reality, with diverse applications to medicine, health, life science, energy, smart living, natural science, robotics, law, business, and humanities.
The Postdoctoral Fellow with the Center for Artificial Intelligence will
Successful candidates must have
PMU offers an income tax-free compensation package, commensurate with rank and experience, including 12-month salary, PMU accommodation, annual vacation, and annual round-trip airfare to the home country, medical insurance and end of contract benefits.
Application to this position require a letter of interest, curriculum vita (include a recent photo; state citizenship; and links to Google Scholar & Scopus and LinkedIn profile), a copy of PhD degree, statement of research and teaching interest (no more than 3 pages long), and the names, addresses, phone numbers and email addresses of at least three professional references who may be contacted, with permission of the candidate, following initial evaluations by the search committee.
Note: Scanned copy of promotion letter/s from Assistant Professorship to your current academic rank if applying for Associate/Full Professor (if applicable);
Positions advertised on our job website and can be closed at the discretion of the department at any time. This position is open until filled. This employment site is updated on a regular basis. The length of the recruitment and screening process may vary from position to position, depending upon a variety of factors. Should review of your qualifications result in a decision to pursue your candidacy, you will be contacted by phone or email.
Review of applications will begin immediately and continue until positions are filled.
For more inquiries about this position, please contact the following: (please mention the name of the source/website where you have seen this advertisement)
For submission of applications, log-on to our career site:
Global Engagement:
Ms. Shazia Sammer Syed/ firstname.lastname@example.com
Ms. Tedda Jane Castro/ email@example.com
Ms. Rania Sinno/ firstname.lastname@example.com
PMU reserves the right to alter, amend and add responsibilities to this position in line with the institutional needs. Changes and amendments to this job description shall be within the academic framework and the general employment conditions.
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Enesco Cherished Teddies – Ballerina Girl Snow Globe Music Box
This vintage (1998) "Cherished Teddies" Ballerina Girl is encased inside a heavy glass snow globe that sends sparkles swirling around her when you turn it over. The Snow Globe is attached to a beautiful pink and white rose trimmed ceramic base which contains a wind-up music box.
This is not a typical plastic piece of junk but weighs two pounds. It stands 5 1/2″ high and is an ideal gift for that special girl who dreams of becoming a ballerina. New. Only 1 in stock. When it's gone, it's gone.
In stock
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Ceramic Brakes (PCCB)
Looking for replacement Ceramic Brake Parts? Contact one of our associates for assistance, please provide your VIN number for accuracy.
Brembo Front Rotor Set
Price: $1,819.20View Details
Brembo Rear Rotor Set
Price: $1,819.20View Details
Girodisc Front Rotor Set
Price: $1,200.00View Details
Girodisc Rear Rotor Set
Price: $1,200.00View Details
Factory Ceramic Removal Kit
Price: $1,950.00View Details
PCCB Front Rotor Set
Price: $11,500.00View Details
PCCB Rear Rotor Set
Price: $11,258.10View Details
Front Brake Pad Set
Price: $465.00View Details
Rear Brake Pad Set
Price: $414.74View Details
Front Brake Pad Damping Set
Price: $154.56View Details
Rear Brake Pad Damping Set
Price: $103.04View Details
Front Caliper Repair Kit
Price: $53.00View Details


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GOMA, Democratic Republic of Congo (Reuters) - Congolese rebels in control of the eastern town of Goma said on Wednesday they planned to "liberate" the country, by moving to the town of Bukavu and then marching on the capital, Kinshasa, hundreds of kilometers away.
The rebels have previously said they were seeking talks with Democratic Republic of Congo's President Joseph Kabila over the failed implementation of a peace deal that ended a previous rebellion in 2009.
"The journey to liberate Congo has started now ... We're going to move on to Bukavu and then to Kinshasa. Are you ready to join us?" Vianney Kazarama, spokesman for the M23 rebels told a crowd of more than 1,000 in a stadium in Goma.
Reporting by Jonny Hogg; Writing by David Lewis; Editing by Janet Lawrence


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Spring in to Action and Spruce Up your Garden
Refresh your garden this spring with the exciting new range of garden products for 2011 by Cannock Gardens. Why not make your garden a more enjoyable place to relax or add value to your property. The Cannock Gardens website has had a spring clean, now with more categories and easier category navigation for customers. Visit the new and improved website at www.cannockgardens.co.uk to view full product listings.
Spruce up your patio with the new deluxe furniture range or invest in one of their garden buildings. Cannock Gardens has an impressive collection of summer houses, garden sheds and playhouses as well as bistro furniture sets, rattan furniture, wooden sun-loungers, tables, and a collection of garden accessories such as parasols and recliner cushions.
General Manager Julie Turnbull said "For those with plenty of room in their garden why not try the round wicker set for stunning impact, knowing there is enough room to seat 6 – 9 guests you can ensure everyone can enjoy comfortable space during barbecue season. If you want to maximise your garden area we have a contemporary unique designed corner summerhouse perfect to relax and enjoy your garden whatever the weather. And for the eager garden enthusiast our Potting Shed offers styrene glazed windows on one side to ensure maximum sunlight can flow into the shed and onto the shelved plants. There really is something for everyone even families with children. Our range of intriguing playhouses will give them hours of fun after school and during the holidays. You can relax knowing they are safe and all playhouses come with safety windows installed with ultra safe hinges and rubber protection."
The website offers free delivery and the option to select an installation service with garden housing. Cannock Gardens Website is updated throughout the year with helpful seasonal garden tips from the Cannock Gardens' Gardener. To celebrate the launch of the new products and improved website Cannock Gardens are offering a 10% discount off everything until 30th April. You can shop online at www.cannockgardens.co.uk or order by telephone on 01543 438200 and quote SS0311M to receive your 10% discount .
This press release was distributed by ResponseSource Press Release Wire on behalf of Cannock Gates in the following categories: Home & Garden, for more information visit https://pressreleasewire.responsesource.com/about.