text:
leigh ferguson
recent hair. Real Steel producers Susan Montford and Don Murphy at the London Premiere
the hair for Pass the Spoon, a Sort of Opera by David Shrigley
whooooops! Happy New Year 2010
london, thurs 9th sept until mon 14th sept
london june 17th until 22nd, snip snip...east and west but mostly east
hello berlin. 6th until 10th june. on a recce for future working visits. email me if you would like to have a hair cut leighstyle.
2nd until 7th april, early summer, hurrah! i shall be working in the london area
the Scottish Show in Swizerland in which i presented my film Before and After, Portraits closes 8th feb Lausanne
in london and trimming etc feb 5th until 9th
OPEN FIELD at the CCA Glasgow closes 17th january 09 a group show in which i collaborated with Sophie Macpherson and Muscles of Joy performed for Katy Dove
other dates
imodium pedatric
where can i buy imodium online
order imodium overnight without prescription
buy cheap imodium online
best price of imuran
buy imuran overnight shipping
generic for imuran pills
purchase imuran without prescription
how to get imuran
how much does imuran cost
imuran online without prescription
cheap imuran tablets
imuran us pharmacy without prescription
purchase imuran without script next day delivery
imuran c.o.d.
inderal drug generic
purchase inderal without script next day delivery
purchase inderal without prescription
cheap rx no inderal
discount prices on inderal
inderal generic
inderal online without prescription
where can i buy inderal without a prescription
buy discount inderal
inderal for sale online
inderal 40mg
cheap indocin
purchase indocin online overseas
indocin online international
get a indocin without prescription
buy indocin online without rx
where can i buy indocin online
buy indocin online
how much does indocin cost
best price of indocin
order indocin overnight without prescription
insulin generic name
uk in buy the insulin
buy discount insulin
order insulin overnight without prescription
cheap insulin no rx
how much does insulin cost
purchase insulin overnight delivery
get a insulin without prescription
purchase insulin without script next day delivery
buy intagra overnight shipping
without intagra prescription online
discount prices on intagra
intagra usa and canada
generic for intagra pills
prescription without intagra order
purchase intagra without prescription
order intagra overnight without prescription
buy discount intagra
buy ionamin cheap
how to get ionamin
ionamin drug
ionamin no prescription
cost of ionamin pills
ionamin us pharmacy without prescription
where can i buy ionamin online
purchase ionamin online overseas
ionamin for sale online
ionamin discount
buy cheap ionamin online
order ionamin cash on delivery
buy isoptin without prescription
isoptin without a prescription
buy discount isoptin
prescription order without isoptin
cost of isoptin pills
order isoptin online
purchase isoptin without prescription
80mg isoptin tablet
discount prices on isoptin
cost now low isoptin
low cost isordil sublingual now
isordil sublingual online without prescription
buy discount isordil sublingual
overseas sublingual isordil online purchase
where can i buy isordil sublingual without a prescription
isordil sublingual usa and canada
order isordil sublingual without prescription
order isordil sublingual cash on delivery
isordil sublingual us pharmacy without prescription
kamagra c.o.d.
discount prices on kamagra
buy kamagra new zealand
kamagra usa and canada
buy kamagra overnight shipping
purchase kamagra without prescription
prescription us pharmacy without kamagra
buy kamagra in the uk
cheap kamagra no rx
how to get kamagra
buy kamagra without prescription
cheap keflex no rx
order keflex without prescription
keflex 500mg tablet
keflex us pharmacy without prescription
order keflex overnight without prescription
get a keflex without prescription
how to get keflex
keflex for bronchitis
purchase keflex overnight delivery
purchase keflex without prescription
keflex antibiotic
buy discount keflex
keflex 250mg tablet
keflex and cystic acne
buy keflex without prescription
how much does keflex cost
keflex for inner ear infection
prescription without keftab buying online
keftab without a prescription
buy discount keftab
purchase keftab without script next day delivery
where can i buy keftab online
buy keftab medication
buy keftab online without rx
purchase keftab without prescription
order keftab online
kemadrin online without prescription
buying prescription online without kemadrin
get a kemadrin without prescription
kemadrin generic name
how to get kemadrin
how much does kemadrin cost
sale online kemadrin for
order kemadrin online
purchase kemadrin without prescription
kenalog in orabase
injections kenalog hcpcs
aquaphor kenalog cream
buy kenalog without prescription
steroid kenalog
purchase kenalog without prescription
kenalog price best of
purchase kenalog without script next day delivery
shot kenalog
order kenalog delivery cash on
where can i buy kenalog online
kenalog us pharmacy without prescription
injection kenalog
buy klonopin online without rx
where can i buy klonopin without a prescription
klonopin tablet
where can i buy klonopin online
snort klonopin
klonopin generic name
cheap klonopin
how to get klonopin
low cost klonopin now
klonopin 0.5mg
snorting klonopin
buy discount klonopin
klonopin for chronic pain
buy klonopin medicine
cheap klonopin tablets
klonopin drug generic
buying kytril online without prescription
buy kytril medicine
buy kytril overnight shipping
cheap kytril tablets
buy kytril medication
kytril for sale online
how much does kytril cost
kytril prices discount on
get a kytril without prescription
lamictal odt
where can i buy lamictal online
cheap lamictal
lamictal oral
how to get lamictal
order lamictal without prescription
lamictal without a prescription
best price of lamictal
bipolar lamictal
lamictal generic name
lamictal drug generic
low cost lamictal now
lamictal and adhd meds
lamictal hair loss treatment
buying lamictal online without prescription
lamisil fingernail treatment
lamisil order online
lamisil for sale online
order lamisil cash on delivery
purchase lamisil without script next day delivery
buy lamisil in the uk
order lamisil overnight without prescription
buy lamisil medicine
cheap lamisil no rx
lamisil generic
how to get lamisil
best price of lamisil
lamisil at pills
without buy prescription lamprene
lamprene tablets cheap
buy lamprene medicine
order lamprene cash on delivery
get a lamprene without prescription
best price of lamprene
how much does lamprene cost
lamprene usa and canada
order lamprene without prescription
lanoxin pediatric elixir
best price of lanoxin
buy cheap lanoxin online
order lanoxin cash on delivery
purchase lanoxin online overseas
cost of lanoxin pills
buy discount lanoxin
0.0625mg lanoxin tablet
lanoxin without a prescription
order lanoxin overnight without prescription
purchase lariam overnight delivery
discount prices on lariam
lariam drug generic
order lariam online
purchase lariam online overseas
purchase lariam without script next day delivery
lariam generic name
lariam for sale online
lariam 250mg tablet
best price of lasix
lasix drug
lasix indications treatment for
buy discount lasix
lasix without a prescription
buying lasix online without prescription
lasix 20mg tablet
lasix online without prescription
lasix for sale online
lasix 80mg tablet
lasix eye and prk
lasix generic name
buy lasix overnight shipping
new lasix wave treatment
buy lasix
generic for lasix pills
purchase leukeran without prescription
much does how leukeran cost
buy without leukeran online rx
leukeran c.o.d.
purchase leukeran without script next day delivery
order leukeran without prescription
leukeran drug generic
where can i buy leukeran without a prescription
best price of leukeran
cost of leukeran pills
how to get levaquin
levaquin and the treatment of mrsa
best price of levaquin
levaquin for sale online
500mg. levaquin
levaquin us pharmacy without prescription
purchase levaquin online
chronic in levaquin sinusites
buy levaquin in the uk
get a levaquin without prescription
levaquin tablet
buy levaquin medicine
buy discount levaquin
levaquin animals for
levaquin c.o.d.
levaquin 750mg tablet
order levaquin without prescription
overnight levaquin shipping buy
cheapest generic levitra
levitra uk
levitra testimonials
buy levitra without prescription
levitra vardenafil hcl
purchase levitra overnight delivery
levitra price
where can i buy levitra without a prescription
online levitra
generic discount levitra
get a levitra without prescription
order levitra online
levitra mail no prescription
levitra for females
buying levitra online without prescription
cheap levitra
levitra tabs 20mg
cheap levitra tablets
levitra 10mg tablet
levora cost low now
buy levora without prescription
levora without a prescription
buy online levora
get a levora without prescription
discount prices on levora
purchase levora overnight delivery
levora us pharmacy without prescription
buy levora medication
how much does levothroid cost
low cost levothroid now
levothroid without a prescription
purchase levothroid without prescription
levothroid usa and canada
buy levothroid in the uk
get a levothroid without prescription
order levothroid without prescription
where can i buy levothroid online
levothroid rx online without buy
how to get levoxyl
buy levoxyl overnight shipping
buy cheap levoxyl online
order levoxyl without prescription
purchase levoxyl without script next day delivery
levoxyl mexico pharmacy
buy levoxyl without prescription
mailing levoxyl
delivery cash on order levoxyl
cost of levoxyl pills
buy discount levoxyl
lexapro + related medications
lexapro patient assistance program
quit lexapro body aches
lexapro buy
chat rooms + lexapro
does lexapro help with ocd
more information on lexapro
what happens when you stop taking lexapro
order lexapro without prescription
lexapro hair loss
weaning off lexapro
lexapro erectile
generic to lexapro
lexapro mechanism of action
wellbutrin lexapro and dexedrine
20mg lexapro
weaning off of lexapro
how does taking lexapro make you feel
lexapro disinhibition
purchase lexapro without script next day delivery
lexapro generic
zoloft vs lexapro
lexapro half life
lexapro get you high
quit lexapro
recreational lexapro
citalopram lexapro
lexapro sustained release
paxil to lexapro
stop taking lexapro
lexapro and tramadol
weight loss while on lexapro
generic for lexapro pills
lack of motivation lexapro
order lexapro online
nursing a 2 month old on lexapro
is lexapro a psychotropic drug
lexapro executive dysfunction
restarting lexapro
lexapro tablets medicine
lexapro oxycodone
purchase lexapro without prescription
herbal lexapro
quitting lexapro
lexapro makes me so tired
klonopin lexapro
lexapro generic name
ingredients in lexapro
taking adderall with lexapro
fasting and lexapro
is there a generic for lexapro
lexapro with cipro
is lexapro an maoi inhibitor
cocaine lexapro
lexapro doses
drug definitions lexapro
welbutrin plus lexapro
lexapro sample
dexmethylphenidate lexapro
d lexapro & alavert
buy lexapro medicine
lexapro discount
lexapro weight change
lexapro effects
adderall and lexapro confict
lexapro information
buy lexapro medication
order lexapro overnight without prescription
lexapro oral description
and weightloss lexapro
lexapro assistance drug programs
immune, lexapro
lexapro long term use
lexapro and memory loss
general lexapro
does lexapro come in 5mg
lexapro and fatigue
tapering off lexapro and on to pristiq
how to get lioresal
lioresal c.o.d.
lioresal online without prescription
buy cheap lioresal online
lioresal us pharmacy without prescription
0.5mg lioresal ml intrath
buy discount lioresal
lioresal 10mg tablet
cheap lioresal no rx
order lioresal online
order overnight lipitor prescription without
how to get lipitor
buy lipitor
lipitor 10mg tablet
purchase lipitor without script next day delivery
cost of lipitor pills
online prices lipitor
buy lipitor online
lipitor without a prescription
order lipitor cash on delivery
lipitor generic name
cost of lipitor
cheap lipitor no rx
buy lithobid overnight shipping
buy lithobid online without rx
where can i buy lithobid online
buy lithobid medicine
purchase lithobid overnight delivery
lithobid online without prescription
low cost lithobid now
discount lithobid on prices
order lithobid overnight without prescription
best price of lopid
lopid usa and canada
lopid c.o.d.
buy cheap lopid online
buying lopid online without prescription
buy lopid overnight shipping
how much does lopid cost
lopid online without prescription
lopid drug generic
order lopid cash on delivery
order lopressor online
how to get lopressor
buy lopressor medication
buy lopressor overnight shipping
lopressor c.o.d.
order lopressor overnight without prescription
low lopressor now cost
buy cheap lopressor online
buy lopressor without prescription
how much does lortab cost
lortab m357
purchase lortab without script next day delivery
snorting lortab
cheap lortab without prescription
lortab elixir online
lortab medication
liqid lortab
buy lortab overnight shipping
best price of lortab
where can i buy lortab over the internet
how to get lortab
low cost lortab now
lortab no prescription
buy cheap lortab
buy lortab online online prescription
cost of lortab pills
lortab for sale online
buying lotensin online without prescription
cheap lotensin no rx
low cost lotensin now
lotensin usa and canada
lotensin online without prescription
buy lotensin without prescription
lotensin without a prescription
get a lotensin without prescription
buy lotensin in the uk
where can i buy lotensin without a prescription
lotrel best price
canada pharmacy lotrel
buy lotrel overnight shipping
lotrel c.o.d.
buy lotrel online without rx
where can i buy lotrel online
buying lotrel online without prescription
is there a generic form of lotrel
purchase lotrel online overseas
order lotrel online
lotrel us pharmacy without prescription
buy discount lovegra
prescription lovegra without pharmacy us
purchase lovegra without prescription
buying lovegra online without prescription
how to get lovegra
order lovegra online
where can i buy lovegra online
order lovegra without prescription
cheap lovegra tablets
generic for loxitane pills
order loxitane online
how to get loxitane
loxitane usa and canada
buy loxitane online
buying loxitane online without prescription
buy loxitane medication
buy loxitane without prescription
how much does loxitane cost
cost of lozol pills
order lozol without prescription
buy lozol without prescription
how to get lozol
lozol us pharmacy without prescription
generic for lozol pills
lozol online buy
lozol without a prescription
buy lozol medicine
buy luvox in the uk
luvox usa and canada
buy luvox medicine
where can i buy luvox without a prescription
pills luvox cost of
cheap luvox no rx
tablet luvox 50mg
buy luvox overnight shipping
generic for luvox pills
luvox for sale online
purchase lynoral online overseas
buying lynoral online without prescription
canada and lynoral usa
lynoral tablets cheap
buy lynoral online
lynoral us pharmacy without prescription
buy lynoral online without rx
lynoral generic name
cheap lynoral no rx
macrobid antibiotic
cost now low macrobid
macrobid without a prescription
generic for macrobid pills
purchase macrobid without prescription
where can i buy macrobid online
best price of macrobid
macrobid for sale online
buy macrobid overnight shipping
order macrobid without prescription
100mg macrobid
purchase macrodantin overnight delivery
purchase macrodantin without script next day delivery
cheap macrodantin no rx
discount prices on macrodantin
cheap macrodantin tablets
uses for macrodantin 100mg
macrodantin c.o.d.
macrodantin usa and canada
macrodantin 100mg capsule
buy macrodantin online without rx
discount prices on maxalt
maxalt usa and canada
buy maxalt overnight shipping
purchase maxalt overnight delivery
maxalt rpd 10mg
maxalt without a prescription
buy maxalt online
buy maxalt in the uk
purchase maxalt without script next day delivery
buy cheap maxalt online
maxalt rpd
maxaquin us pharmacy without prescription
maxaquin for sale online
where can i buy maxaquin without a prescription
purchase maxaquin online overseas
cheap maxaquin tablets
order maxaquin cash on delivery
maxaquin drug generic
buy maxaquin online without rx
generic for maxaquin pills
cheap maxolon no rx
buy maxolon medicine
online buying without prescription maxolon
buy maxolon online without rx
purchase maxolon online overseas
generic drug maxolon
buy discount maxolon
buy maxolon without prescription
buy cheap maxolon online
melatonin for hair
melatonin sale online for
banned melatonin
melatonin online without prescription
melatonin spray
buy cheap melatonin online
cost of melatonin pills
buy melatonin discount
how to get melatonin
order melatonin overnight without prescription
get a melatonin without prescription
buy melatonin without prescription
melatonin generic name
chewable melatonin
melatonin for sleeping
generic for melatonin pills
melatonin in australia
buy melatonin medication
how much does mellaril cost
discount prices on mellaril
order mellaril online
order mellaril overnight without prescription
order mellaril cash on delivery
mellaril drug generic
buy mellaril medication
purchase mellaril online overseas
mellaril prescription buy without
discount prices on meridia
diet meridia pill
generic meridia
meridia with online physician consult
purchase meridia overnight delivery
meridia no prescription
purchase meridia without prescription
cost of meridia pills
where can i purchase meridia
buy cheap meridia online
order meridia online
take meridia after gastric bypass
cheap meridia no rx
best price meridia of
meridia weight loss medication
meridia no prescription required
meridia 10mg
cheap meridia tablets
buy mestinon medicine
buy mestinon medication
buy cheap mestinon online
how to get mestinon
mestinon for sale online
mestinon without a prescription
low cost mestinon now
mestinon pyridostigmine bromide tablets
order mestinon cash on delivery
mestinon 60mg tablet
order metaglip cash on delivery
how much does metaglip cost
where can i buy metaglip without a prescription
generic for metaglip pills
get a metaglip without prescription
buy metaglip without prescription
buy cheap metaglip online
how to get metaglip
purchase metaglip without prescription
buy meticorten overnight shipping
cheap meticorten no rx
purchase meticorten overnight delivery
buy meticorten online without rx
cost of meticorten pills
order meticorten overnight without prescription
order meticorten online
buy meticorten without prescription
how to get meticorten
cheap mevacor tablets
mevacor generic name
cost of mevacor pills
where can i buy mevacor online
how to get mevacor
mevacor prescription without buy
buying mevacor online without prescription
buy mevacor medication
low cost mevacor now
how to get mexitil
cheap mexitil no rx
prescription order mexitil without
discount prices on mexitil
cost of mexitil pills
order mexitil online
cheap mexitil tablets
order mexitil cash on delivery
buy discount mexitil
buy mexitil in the uk
purchase micardis hct overnight delivery
buy micardis hct medicine
buy micardis hct online without rx
cost of micardis hct pills
order micardis hct online
no micardis cheap hct rx
get a micardis hct without prescription
best price of micardis hct
micardis hct us pharmacy without prescription
micardis online without prescription
buy micardis medicine
overseas micardis purchase online
c.o.d. micardis
where can i buy micardis online
buy micardis online
micardis 40mg tablet
order micardis online
cheap micardis no rx
order micardis overnight without prescription
80mg tablet micardis
buy cheap micronase online
order micronase overnight without prescription
micronase online without prescription
order micronase without prescription
micronase us pharmacy without prescription
buy discount micronase
micronase generic name
discount prices on micronase
best price of micronase
order microzide cash on delivery
where can i buy microzide online
discount prices on microzide
tablets cheap microzide
buy discount microzide
microzide without a prescription
microzide for sale online
purchase microzide without prescription
buy microzide without prescription
overseas purchase online minipress
purchase minipress without prescription
minipress for sale online
how to get minipress
price best of minipress
buy minipress in the uk
minipress usa and canada
buying minipress online without prescription
purchase minipress overnight delivery
order minipress without prescription
how much does minocin cost
buy minocin medication
cheap minocin tablets
minocin without a prescription
best price of minocin
minocin generic name
minocin pac
discount prices on minocin
cost of minocin
minocin 50mg
best price of minomycin
buy discount minomycin
minomycin without a prescription
buy minomycin online without rx
purchase minomycin without script next day delivery
purchase minomycin overnight delivery
order minomycin cash on delivery
generic for minomycin pills
buy minomycin overnight shipping
buy mircette overnight shipping
cheap mircette tablets
generic for mircette pills
cheap mircette no rx
low cost mircette now
mircette usa and canada
order mircette cash on delivery
mircette drug generic
mircette birth control pills
order online mircette
purchase mobic online overseas
buy mobic overnight shipping
pain mobic joint for lupus
buy mobic online without rx
where can i buy mobic online
how much does mobic cost
mobic usa and canada
mobic c.o.d.
buy discount mobic
mobic 15mg
mobic generic name
moduretic online without prescription
cheap moduretic no rx
moduretic overnight prescription without order
buy cheap moduretic online
where can i buy moduretic online
cost of moduretic pills
moduretic high blood pressure medicine


text:
Tag Archives: fall hair trends
Honey Brown
Kazumi Morton gives her client a color renovation–adding caramel highlights throughout to create a rich honey brown shade . Cut and style by Allie Paronelli. AFTER
Inspiration: Goddess Hair
Stylist Gareth Bromell shares with us editorial work he did for Kurv. Magazine. The hair, the makeup, the clothing, the photography, like a goddess, is perfection! Credits: Photography: Jack Waterlot Stylist: Juliet Vo @ Helios Artists Stylist Assistants: Lauryn Stone & … Continue reading
Collarbone Grazing: The New 'It' Length
Stylist Alissa Tietgen shows us the trending haircut for Fall–a mid-length style that just grazes the collarbone. Alissa advises this is such a great cut because it flatters all face shapes and doesn't have the high maintenance and upkeep of … Continue reading
Before and After: Long and Blonde
It's amazing how a before and after can really show the difference in updating and refreshing your look. Done by colorist Lauren Ashley, who is quickly becoming the go-to for the California, honey blonde shade. AFTER
Hair With a Twist
A Fall 2012 hair trend that can look either Grecian or Bohemian in nature–the braided headband was seen on the runways of Fendi and Emilio Pucci's Fall 2012 collections. Doing a simple search for 'braided headband tutorial' results in thousands … Continue reading

subset: commoncrawl


text:
Minnesota Doctors Recommend Removing Football From Public Schools
Dr. Steven Miles and Dr. Shailendra Prasad examined football-related concussions and are recommending that football be removed from the nation's schools. Dr. Miles is a faculty member at the University of Minnesota's Center for Bioethics. Dr. Prasad is a Minneapolis-based family physician. Their advice appears in an article in the January issue of the American Journal of Bioethics - which is already posted online. In the article they write:
Public schools should end their football programs because of the high prevalence of concussions. Five to twenty percent of students experience at least one concussion in a season of play. Nine to twelve year old players experience an average of 240 head impacts per season; high school players average 650 head impacts per season. An initial football concussion increases the risk of a subsequent concussion three or four fold not simply for the balance of that season but for the following season as well. Catastrophic brain injuries, though rare, are far more common in high school and college players who have experienced a previous non-catastrophic concussion.
The brains of children are more susceptible to long-term damage from concussion than adults. Although the frequency of concussion in football is about the same as in hockey, fifty times as many students play football than hockey; football causes far more brain injuries. The brain is an irreplaceable organ, the health of which is foundational for the ability to learn, socialize and for fully realizing life's physical and vocational opportunities.
The doctors acknowledge that completely banning kids from playing football is unrealistic, but they say the pressure of football at the school level makes young athletes feel like they need to go out for football. It's their belief that banning it from schools would eliminate that pressure.


text:
Email Equality
Collected by The OR from the perspective of J. Branson Skinner.
Something we've noticed...very unscientifically:
When we set down with each of our students in Ghana to set up their accounts on Collectofus.org the first thing we did was ask for his or her email. Interestingly, a significant majority of the male students had emails, whereas a significant majority of the female students did not.
We inquired a bit further and it seems that many of the male students reguarly use the internet to watch Youtube videos and play games, whereas for many of the female students Collectofus.org was their first exposure to the Internet.
Almost all of the students knew about Facebook, even those who hadn't used the internet before. Very few students, male or female, knew about searching google.
For the students who didn't have an email address, a requirement for an account on Collectofus, we set them up with an email through our Google Apps for Education account. All of the students we've worked with in the US have had email accounts, either through their schools or independently.


text:
Shelton, Conn. – BTX Global Logistics closed the third consecutive year (2019, 2018 and 2017) with over 25-percent year-over-year growth in sales and market coverage. Headquartered in Shelton,...Read more
Welcome to the BTX Blog. Keep up with all things BTX via our updates. You can explore the newest buzz in our company including articles about our people, programs and industry insights. Get to know us!
Shelton, Conn. – BTX Global Logistics closed the third consecutive year (2019, 2018 and 2017) with over 25-percent year-over-year growth in sales and market coverage. Headquartered in Shelton,...Read more
What are IncoTerms? The IncoTerms rules are the world's essential terms of trade for the sale of goods published by the International Chamber of Commerce.Read more
BTX Global Logistics Chief Executive Officer and President Ross Bacarella was inducted into the 2019 Junior Achievement of Greater Fairfield County Hall of Fame on Nov. 7th.Read more
Giving back to the community is a core mission of BTX Global Logistics, a privately-owned shipping and logistics organization headquartered in Shelton, Conn.Read more
BTX Global Logisticswas honored as a Connecticut Hearst Media Group 2019 Top Workplace at a dinner awards ceremony held at The Waterview in Monroe, Conn., last week. This is the fourth...Read more
Did you know that there is a National Aviation Day? It falls on Aug. 19th on Orville Wright's birthday, one of America's aviation pioneers, every year.Read more
BTX Global Logistics gathered its executive team, branch owners and managers for a systems-wide conference focused on strategic planning, training and comradeship from April 7-10.Read more
BTX Global Logistics is proud to officially announce the opening of its newest worldwide shipping and logistics center in Orlando, Florida – BTX Orlando (BTX-MCO).Read more
BTX Global Logistics Chief Financial Officer Marty Capuano was recently honored for exceptional leadership in an outstanding organization at Westfair's C-Suite Awards ceremony held on Jan. 31,...Read more
2018 was an exceptional year for BTX Global Logistics, a global shipping and logistics organization headquartered in Shelton, Conn. The year was marked by exponential growth across all levels of...Read more
BTX Global Logistics Chief Executive Officer and President Ross Bacarella was named the winner of the 2018 Top Leadership award for small employers in Connecticut in Hearst Media's Top...Read more
Technology plays such an important part in all of our successes. IT capabilities are considered by our clientele to be just as important as shipments arriving on time and damage-free to their...Read more
BTX Global Logistics - a global freight forwarding and logistics company - inaugurated its new world headquarters at 12 Commerce Drive, Shelton, last week.Read more
BTX Global Logistics, a global freight forwarding and logistics company, is pleased to announce the grand opening of its state-of-the-art world headquarters in Shelton, Conn. The celebration and...Read more
Every year, the Commercial Vehicle Safety Alliance (CVSA) conducts tens of thousands of commercial motor vehicle inspections during its annual International Roadcheck. This year's CVSA...Read more
BTX Global Logistics is excited to announce the grand opening of its newest shipping and logistics service center – BTX-Nashville (BTX-BNA). Located in Old Hickory, Tenn., BTX-Nashville offers...Read more
It all started in 2008 when New York City's Department of Transportation (DOT) released the agency's "Sustainable Streets" strategic plan to reduce traffic congestion and increase street safety...Read more
Last year, we saw an incredible paradigm shift in capacity with regards to global supply chains. In the United States, e-commerce traffic took our normal capacity away in November and December...Read more
BTX Global Logistics has teamed up with Imap Global Logistics to launch an exciting new Diversity Arm, aimed at expanding business relationships across the transportation industry.Read more
BTX Global Logistics extended their footprint this month with the launch of BTX Toronto. In crossing the border, BTX emphasizes their commitment to bringing the best freight options for customers...Read more
As Connecticut lawmakers approved a labor agreement in which Sikorsky Aircraft promised to retain 7,500 jobs in the state — and potentially hire as many as 1,000 more workers — BTX Global LogisticsRead more
BTX GLOBAL LOGISTICS, an award winning, full-service logistics company, can add a new—and very special—feather to its cap: it has recently been awarded a 2016 Top Workplaces honor by Hearst Media...Read more
I often hear ocean shipping referred to as being unchanged since the days of the early Phoenicians. I am happy to say I have only witnessed a small sliver of time as it relates to the history of...Read more
BTX Global Logistics, a domestic and international freight forwarding and logistics company, announced today they have been honored by the World Cargo Alliance ("WCA") as the recipient of the...Read more
BTX Global Logistics has long provided the international customs document,...Read more
BTX Global Logistics, in continued commitment to transparency in international commercial transactions in the forwarding industry, is pleased to announce it is now TRACE certified.Read more
Every industry has its unique vocabulary specific to its own design. The language of exhibiting is no different. From pick up at your site to arrival at the show, knowing the terminology will...Read more
BTX Global Logistics in Salt Lake City has had a busy Spring. Amidst day-to-day operations, trade shows around the world and ensuring their customers are well taken care of, they've been busy with...Read more
Everyone has seen the weather unfold in the South, with Texas bearing the brunt over Memorial Day and beyond.Read more
As negotiations on the West Coast seem to have slipped sideways, a number of customers have asked what is the outlook for the congestion and delays on cargo arriving to and departing from the US...Read more
For Boston-based freight forwarder Falcon GlobalEdge, a new flag will be flying this week, as they become BTX Global Logistics - Boston. Trusted and successful BTX Global Logistics specializes in...Read more
The expression begins "if it looks like a duck, and it walks like a duck…"—is it a duck? In the case of the logistics world, freight forwarders move freight from point A to point B: by train,...Read more
Happy National Sandwich Day!
Did you know that until the mid 1800s the Hawaiian Islands were called the Sandwich Islands—named after the same Earl of Sandwich?Read more
Company President Ross Bacarella and COO Brian McConaghy recently attended Air Cargo 2014, arguably one of the most important trade shows of the year for our industry.Read more


text:
The administrative registrations/reregistrations will open from september 2, 2019. You must register for 2019/2020, except if you defend your thesis before the end of December, 2019.
How to register? Please fill out all information via ADUM requested by ADUM, even those that are not required (without an *).
The information that you fill in on the ADUM platform, if it is filled out correctly, supplies the details we need for your progress report that will permit us to authorise your re-registration. We will need to see the following information:
- In the tab "Administrative attachment":
for "Scientific Direction" you should choose 5 if your research speciality is "Biology" and 10 if your research speciality is "Sciences Agronomiques" Your supervisor should tell you to which CNU Section she or he belongs. It will be between 64 and 69.
- In the tab "Thesis progress": You do not need to fill in anything for "The thesis sponsor"
- In the tab "Individual training contract" please follow this link to get information
- section "MODE OF THE SUPERVISION...": briefly list the experiments you have carried out and a summary of the results obtained
- section "INDIVIDUAL TRAINING PLAN": please list the training courses you would like to take
- In the tab "Competencies and portfolio" please do not forget to fill in all relevant information, for example:
- if you have acquired new technical or transverse skills during the thesis.
- If you have carried out an internship in another lab, participated in a congress or workshop please enter the details under the section "PROFESSIONAL EXPERIENCES OR INTERNSHIPS"
- If you carried out a "mission doctorale" in addition to your research, please indicate this under "Did you teach?"
- In the tab "Thesis follow-up members" you will fill out the information on the members of your thesis committee. For the 2nd registrations and more, dont't forget to upload your personal repart and "fiche de suivi" signed by all the membersINFORMATION SOCIAL SECURITY follow this link
INFORMATION CVEC You are obliged to pay the CVEC (91€). Please choose CVEC from "Académie de Versailles". After paying you must download the proof of payment that you will show to the registration services of the university.
INFORMATION for new foreign doctoral researchers: Please contact GATE (Guichet Accueil des Talents Etrangers) of Paris Saclay for help with administration
First years students must sign up via ADUM platform where you can choose the french or english option. Many of you already have a personal account from your application procedure. If not, please create your personal account in ADUM.
Important for all registering a 4th time or more:
- All of you require an additional "Formulaire de demande de dérogation portant sur la durée de la thèse" that needs to be filled out carefully and in detail by you and your supervisor, giving all the requested information. Attention! , you require a statement from your thesis committee to justify the additional time.
IMPORTANT INFORMATION: The "Check Liste" that you can find by clicking "Liste des pieces à fournir" in ADUM asks for a number of things that we do not require. We require only the following, for you to upload in a single .PDF in the section "Documents to be attached", together with your photo:
For first time registrations:
For all, including the first year's:
- A photocopy of your diploma or an attestation of having obtained a French or European Masters Degree
- For non-European diplomas: a detailed CV, grade transcripts with a list of courses taken and a copy of the last diploma obtained
- A copy (scan) of your national identity card or passport (and residence permit for non-European citizens)
- Your last student card
- Proof of financial support for your thesis (doctoral contract, other work contract, fellowship…): First years financed on a doctoral contract have no contract as yet. This is not a problem. The administration knows that you are financed.
- In the case of a Cotutelle with joint degree programme: the cotutelle agreement and proof of registration in the other University if you have already registered there
Afterwards when you have finalised your procedure (only after having uploaded your pdf) and clicked "Transmission des données pour acceptation" you can print out the following necessary administrative documents from your personal account space in ADUM:
- the "Autorisation d'inscription en doctorat"
- the "Dérogation" (only for 4th year's and more)
- the doctoral training agreement
- the "fiche Apogée" (for the 1st year's)Please note that the 1st year's must provide the page with the signatures of the "Charte du doctorat"
The director(s) of the doctoral school should sign these papers last, so please do not come until you have all the other signatures. Please make an appointment with the director <firstname.lastname@example.com> or the vice director <email@example.com> to make sure they are there.
We will scan the "Autorisation inscription and the page of "Charte du doctorat" with all the signatures.
After getting one of their signatures you will make an appointment with the administrative services for doctoral studies in building 301 of the Orsay Campus. There they will help you complete the administrative registration, for which you will need the documents listed including the proof of payment of the CVEC, a means of payment (380€ by credit card or cheque) and, for the 1st registration only, the page of the "Charte du doctorat" with the signatures.


text:
While I believe we should celebrate each other and our profession every day, it is great to have a dedicated time of year to recognize our contributions to healthcare quality. Healthcare Quality Week is the perfect opportunity to do that, and it is just a few months away: October 21-27.
You may ask, how do we recognize contributions of our profession? The most effective way is to share experiences about our work and how it affects the health of the community.
In everyday conversations, I am asked what it is I do. I explain that I'm a healthcare quality professional. I'm sure many of you have seen the blank look on the face of the person to whom you are speaking. So, I continue explaining that I monitor metrics, analyze results, identify barriers, and implement improvements. I share examples of how this work applies to improved health outcomes for the community, including children receiving their immunizations, women getting their annual mammogram, individuals with diabetes having their blood work completed with HbA1c results in the normal range, individuals receiving follow-up care after hospitalization for behavioral health, reviewing quality of care concerns... the list goes on. The most meaningful part of my work is that every day I confirm that:
- Healthcare opportunities, inclusive of preventative care, acute care, and post-acute care are in place.
- The care is available and provided in a timely manner.
- And the care is affordable.
This is our superpower.
The opportunity to make a difference in the lives of people in my community, and beyond, is incredibly rewarding. Every day, I am proud to be a healthcare quality professional!
I look forward to hearing your stories.
You can easily share your experiences with NAHQ by completing the short form on the HQW page and submitting it. NAHQ plans to share your outstanding experiences during HQW. By the end of August, you'll be able to download complimentary resources from the HQW page that may be used to promote the week.
The NAHQ staff and I look forward to reading about your superpowers.
We encourage you to invite others in your HQ network to participate. Thank you for all you do to improve healthcare quality!
Carole Pulaski, MSA BSN CPHQ NAHQ President


text:
and the RêVolition counter
Right at this moment, 5385 people are working for the good of 815909 others.
Logos, banners and counter
Logos created by rêVolitionaries
Others web sites in the RêVolition spirit
Websites supporting RêVolition !
Below you will find visuals, banners and counters that you yourselves can use. Put them onto your sites and support the RêVolition work directly. You will also be helping us to make as many people as possible aware of us and thus increase the number of rêVolitionaries: Many thanks!
Insert the html code indicated under each logo or banner. In the case of any modification or changes, your logo will be updated automatically.
We would be grateful if you could inform us of any links that are set up as we will then add them to our statistics. If you are a graphic artist and are inspired by our work, please feel free to send us new banners in english! :-)
Simple Banner
Link to the commitment form
Insert the following link : RêVolition.org : be happy and change the world!Insert the following code in your website :
Print it ! Cut it ! Stick it Everywhere (according to environment rules) ! And share RêVolition around your World...
Some of french banners created by rêVolitionaries. Like "official" banners, you can copy and insert them on your website with a link to http://www.revolition.org. And please, send us your banners in english! Thanks a lot ! :-)
revolition_amcolors.jpg 320x240
terre-revolition.jpg 320x240
matrix-revolition.jpg 320x240
einstein-revolition.jpg 320x240
schizo-revolition.jpg 320x240
And here are somme websites in the same spirit that RêVolition.
- http://www.tm-mt.be/MT_Belgique/SIDHIS/sidhis2.html
- http://www.defipourlaterre.org/
If you know others websites like RêVolition in english, send us their address. We will add them to this page [contact Postmaster RêVolition.org]..
These are some of theInternet sites, whether personal, professional or of associations, that are supporting RêVolition. Today, french websites are numerous, but if you have discussed RêVolition on your forum or your blog, or you have put a RêVolition banner on your site, then send us your Internet address and we will add it to this page! !
- http://ac-titine.blogspot.com/
- http://www.association.tbe84.com/
- http://www.astromail.fr/forum/
- http://www.camille-righi.fr/
- http://www.choix-realite.org/
- http://www.christinekati.com/
- http://danisis.over-blog.com/
- http://www.famille-biot-duchene.net/
- http://www.hypnose-ericksonienne.com/
- http://lecoeurdechadna.spaces.live.com
- http://metamorphose-sophro.site.voila.fr/
- http://motorfamily.spaces.live.com/
- http://pachisis.spaces.live.com/
- http://patlarebelle.spaces.live.com/
- http://reliance.energie.free.fr/
- http://www.synchronicites.fr/
- http://www.transelucide.net/
- http://www.voyance-medium-chriss.com/
> Back to the home page of RêVolition
The www.RêVolition.org site is a non-profit site. It is run by volunteers and undertakes to respect your private life.
No commercial use will be made of your e-mail address – this will remain confidential.
If you make a commitment you will receive just one short weekly bulletin reminding you of your commitment to happiness
and giving you the latest figures on the number of active rêVolitionaries along with the number of people being helped. That is all.
In addition you can remove your name easily at any time, if you so wish.
Thanks a lot, Jane, for the english translation! With love & blessings.
ReVolition.org © 2018


text: North Norfolkian Getaway 14 September 2014 / Coleen I'll write more about it soon, but here are a few moments from a short bit of travel we did this weekend. We stayed in a brilliant cottage by the sea without electricity and stuffed ourselves full of fresh seafood. A trip well spent. The cliffs, slowly falling into the sea. Possibly the most English photo ever. Note the steam train and windmill. "The Street" Tiny human for scale. No electricity means long exposures. This may become a painting someday. High Tide. Norfolk Coast 2014 Baby seal! DANGER The house we stayed in, shortly after it was built. The sea is coming. Share this:TweetShare on TumblrMoreEmailPocketTelegramWhatsAppPrintLike this:Like Loading... Related


text:
While services provide a load balancing solution for L4 (TCP) traffic, ingresses offer L7 (HTTP) load balancing features. You can define routing rules in an
ingress , similar to how your would configure Virtual Hosts in Apache or Nginx. They allow you to configure routing, so that traffic is proxied to different pods, based upon the host name, or requested path. They also allow SSL termination, by referencing certificates stored in secrets.
Ingresses work in conjunction with
To add
ingress rules, click the
Create button, and select
Load Balancer :
Then, select the cluster where you would like to add the
ingress :
Enter YAML to define your
ingress rules, or drag & drop an existing YAML file. Then Click the
Create button to apply it:
You should now see the newly created
ingress , on the
Load Balancers tab:
In this example, we configured a rule, that routes
HTTP requests, to the
/testpath path, to an existing
service named
test , on port
80 .


text:
Ku TLV
The building is located on a street full and part-rated back-end and facing the garden and the streets Chazanowitz and return to Zion. Location seam between the building complex is renewed rise in South Florentin and Neve Sha'anan neighborhood revitalized, access roads and a significant improvement is expected in the coming years. The area is a construction boom, dozens of buildings were under planning and construction. Streets undergo renovation, renovation sidewalks, lighting, benches and new businesses have sprung up everywhere. These days have been a significant positive change in the composition of the population in the region. Anyone who watches the real estate market in Tel Aviv saw action in the field of real estate goes south. This trend is growing and it is only the tip of the iceberg. Powerful economic forces push south a significant improvement, whether large financial firms that perform considerable investments, the municipality promotes significant development programs or people coming to these areas, and change the faces of neighborhoods. Investors who committed investment projects in these neighborhoods has been the Salisbury assets significantly, and this is just the beginning, the significant improvement in assets, ahead of us. 3-2 room apartments approximately 50-78 plus 4-28 sqm balconies. 3 room garden apartment + 20-55 m² gardens. Penthouse on two floors covering over 100 sq m + 100 sq m terrace.


text:
During the last decade, expanding research investigating school subject Physical Education (PE), indicates a promotion of inequalities regarding which children benefit from PE teaching. Outdoor education and its Scandinavian equivalent friluftsliv, is a part of the PE curriculum in many countries and these practices have been claimed to have the potential to contribute to more equity in PE teaching. Through an investigation of how stipulations regarding friluftsliv in the national Swedish PE curriculum are transformed and interpreted into 31 local PE syllabus documents, this paper investigates the possibilities for friluftsliv to fulfil this potential. In an analysis inspired by educational sociologist Basil Bernstein, I claim that Swedish PE teachers' marginalised interpretation of friluftsliv indicates its weak classification when a part of PE. When friluftsliv is addressed in PE, the strong dominance of a performance code transforms it into mere sport activities. The results of this study highlight questions regarding PE teachers' interpretation of learning aims and their work with text documents. It also discusses alternatives to implementing friluftsliv through PE and the role of teachers in curriculum reforms.
The overall aim of this study is to analyse history teachers' understanding of the school subject history. The aim have also been to uncover what factors the history teachers say have affected their understanding of the school subject. Based on survey and interview methods, the question that this study deals with is: in the light of which general understanding of the school subject history, do the teachers make didactic choices on a daily basis?
The first theme is biographical. The teachers' life-history is taken into consideration and several factors in the teachers' background and the school environment have been identified. It also seems as if the teachers' understanding of the school subject goes from an elementary and searching approach to one that is more complex and convinced.
The second theme is a more structural approach. The results shows three major orientations among the teachers' general understanding namely, educational (bildung) orientation, critical orientation and identity orientation. Even though a main orientation can be seen among the teachers, an important result is also that the orientation is overall complex.
At the most general level some patterns can be seen. First the connection between the teachers' biography and their general understanding of the school subject. In the understanding of the school subject, it is also notable that teachers relate in different ways to history as science, history as identity and history from an ideological viewpoint. It is also possible to note some signs of change in the school subject history that follows a lager historiographical context.
This thesis focuses on four different aspects of history teachers' comprehensiveunderstanding of the school subject history. More specifically, the aim is tostudy the comprehension of the subject as perceived by individual historyteachers. Special emphasis is placed on identifying the concepts of the field ofhistory that are central to the teachers' understanding of the school subject history.The first aspect studied is the teachers' biographical changes. In a life historyperspective it seems as if the teachers' subject conception changes from anunproblematic and tentative approach to a more complex and confident understandingof the subject. The second aspect treated is the rationale behind theirgrasp of the purpose and content of the subject. Three major positions areidentified, namely educational (bildung) orientation, critical orientation, andidentity orientation.The third aspect studied is the teachers' interpretation of a curriculumnew to them. The teachers placed the curriculum in the field of tension betweenan education policy position, emphasizing more precise knowledge, onthe one hand, and a history science position, emphasizing concepts of historicalconsciousness. The fourth aspect studied is five different conceptual tools displayedin the teachers' remarks on having completed the teaching of a newcourse. These are termed 'history as narrative', 'history as time-space', 'historyas explanation', 'history as perspective taking', and 'history as skills'At the general level the study shows not only that subject conception is ofimportance to the teachers' understanding of their obligation as teachers of historybut also how it is formed and constantly transformed by many differentfactors. In this process it is clear that the concepts used by the teachers, althoughvariously defined, can be seen as specific to the school subject historyand essential to the construction of history as a school subject.
Upper secondary students' task solving reasoning was analysed, with a focus on grounds for different strategy choices and implementations. The results indicate that mathematically well-founded considerations were rare. The dominating reasoning types were algorithmic reasoning, where students tried to remember a suitable algorithm, sometimes in a random way, and guided reasoning, where progress was possible only when essentially all important strategy choices were made by the interviewer.
Images are used in history education for a variety of reasons, not least to generate interest through a better understanding of historical events and people. The aim of this study was to investigate how historical pictures, either illustrated or documentary/photographic, can be used as a resource for activating and improving pupils' historical empathy, in the way described by Stéphane Lévasque.
I conducted a reception study on five different focus groups consisting of pupils from different upper secondary schools in Sweden. The pupils varied with regard to number of credits for admission to upper secondary school. A sixth group of pupils was interviewed as a contrasting control group in order to add perspective to the results. The discussions were based on the pupils' interpretations of 34 selected pictures, all of which were taken from the most common history textbooks. Each pupil was asked to choose the picture he/she felt was the most representative historical image. On the basis of the strategies used by the pupils when interpreting the pictures and discussing them, the material was analysed in accordance with Lévesque's categories: imagination, historical contextualisation and morals. The last category, morals, was further divided into three sub-categories: sense of justice, sympathy and progression.
The reflections of the pupils and the degree of contextualisation varied. It appeared that the pupils were less inclined to discuss assumptions about the persons in the pictures; instead they chose to discuss the historical context in question. The pictures in this study did not seem to trigger the pupils to fabricate anachronistic reasoning about history; when they did produce lengthy reasoning, it was contextual, structural and metahistorical. In this context, the pupils who belonged to the group with the highest average of credits showed some signs of reflection on the basis of historical context and some criticism about the historical sources. On no occasion did any of the pupils choose a picture as a concrete expression of injustice.
One of the questions this study aimed to explore was whether a lack of historical context affects how pictures trigger emotions and reasoning on the basis of moral aspects. Some of the pupils displayed moral standpoints, primarily the degree of morals concerning injustice. One possible interpretation could be that the feeling of being unfairly treated and subjected to insulting behaviour and social injustice was something the pupils could relate to. The group of pupils who had not yet studied history at upper secondary school, the control group, generally made reflections using this sort of reasoning when they discussed the historical aspects of the pictures.
A limited quantitative survey has been performed in order to study the capability of students to solve text-based mathematical problems containing irrelevant or superfluous information, as well as their ability to scrutinize text and sort out the relevant information. The students took a written test with text-based problems of different amount of irrelevant or superfluous information. The capability of understanding such problems was investigated versus degree of maturity and gender. Obtained results indicate a noticeable correlation between the occurrence of irrelevant or superfluous information and ability of solving the problems. Furthermore, the results show that the degree of maturity, expressed in terms of age, has a clear influence on the results. This study has not revealed any significant difference between genders as regards ability of sorting out the relevant information.
Abstraktion kan ofta utgöra ett hinder för lärande i matematik. Momentet med komplexa tal är inte något undantag. Varför ska man acceptera att i2=-1? Hur kan lärare introducera det på ett pedagogiskt sätt? Visualisering kan vara ett väsentligt led i att underlätta studenters lärande, ge dem en känsla av lägre abstraktion och härigenom vara nyckeln till djupare förståelse. Artikeln beskriver en visuell ansats som uppfyller kravet på lättillgänglighet. Metoden bygger på upprepade rotationer i det komplexa talplanet, vilket åskådliggör och konkretiserar komplexa tal genom visualisering.
Primary school teachers face the challenge of supporting the academic vocabulary development of pupils with widely ranging linguistic, social and cultural backgrounds, and thus need specific knowledge of the role of vocabulary in literacy development and of methods that stimulate vocabulary growth. This presentation introduces a Swedish research project aiming to describe and explain the variation in vocabulary growth in pupils attending a multilingual primary school with many newly arrived pupils. The two-year project begins with a series of tests assessing the vocabulary depth and breadth of 2nd and 5th grade pupils. After analyzing results and conducting classroom observations of teachers' work with vocabulary, the next step is organizing workshops where teaching staff and researchers discuss literature on vocabulary instruction and devise new classroom approaches. Results of these first-year activities will be presented, highlighting pupils' vocabulary development in relation to age, gender, language background, as well as number of years in Sweden. Final results, including follow-up testing during the second year, can inform the work of both teachers and researchers.
This paper deals with younger students' (grade 2 and 5) conceptions about mathematics and mathematics education. The questionnaire consisted of three parts: (1) statements with a Likert-scale; (2) open-end questions where the students could explain further their conceptions; and, (3) a request to draw a picture of yourself doing mathematics. The results from the statements were summarised and the pictures were analysed. Most students in grade 2 had a positive attitude towards mathematics whereas a larger proportion in grade 5 gave negative answers. All students presented mathematics as an individual activity with a focus on the textbook. The elder students narrow the activity down to calculating. A post-questionnaire confirmed the results.
This research will discuss some experiences from a four year school research study. It was conducted in cooperation with teachers from four municipalities in Dalarna. The aim of the research was to examine teachers´ professional development when they participated in collaborative discussions based on video recordings and video edited material from specific lessons in their own practice. The study had two foci one was to investigate methods and tools that teachers can use to develop their ability to assess their students while working on multimodal tasks. The other was to examine how video can be used by teachers wanting to obtain knowledge about assessing students. The study is based on several theories about when teachers collaborate to create new knowledge. The first is the design theoretical approach – where visual ethnography and a semiotic approach contribute to problematize the use and mixture of different modes. A basic assumption of the framework here is that meanings are made and communicated in mathematics through a wide range of semiotic modes. By using video as an essential tool in the research the framework theories concerning visual ethnography, video documentation and individuals as reflective practitioners were also needed. The findings can be divided into the following themes: the use of tasks for assessment, collaborative discussion, equipment, ethical dilemmas. Collaborative discussions were evaluated as a meaningful way of sharing knowledge. The use of video recordings in association with these discussions raised important ethical issues. Working with the assessment framework was of great interest to the teachers but it took a lot of time from their ordinary work. In this way the project highlighted more general aspects of school development. The research also concerns teachers´ use of collaborative discussions in assessment work, multimodal tasks in mathematics and video as a research tool in general.
The article addresses the question of how English departments best can teach literature and literary reading to future upper-secondary school teachers of English. It approaches the question in terms of the literary scholar's contribution to the professional education and practice of school teachers in Sweden. The article combines metacognitive analyses of disciplinary ways of thinking with profession theory to reflect on the literary content knowledge upper secondary school teachers need for their teaching practice. It outlines key differences between the understanding of what reading literature entails in academia and in upper secondary education, respectively, and it points out that current academic practices for teaching literature rely on a narrow understanding of what school teachers need to know about literature and literary reading to exercise their professional judgement concerning literature in the language classroom. Advocating a change in our academic teaching practices, the article proposes that literary debates over reading also be incorporated and that the principles and procedures underpinning professional modes of reading literature be explicitly articulated. This means verbalizing underlying theoretical assumptions about the value of literature and of reading it and explicating interpretative conventions and tools, alongside the skills, involved in literary reading. Such a teaching practice, the article posits, is not merely key to developing school teachers' content knowledge regarding literature and reading. It is also a prerequisite for the development of their pedagogical reasoning when it comes to the uses of literature and to the affordances and limitations of literary reading in the school classroom.
Pour apprendre le français à l'école, en classe, on peut choisir plusieurs méthodes et stratégies différentes. Dans ce mémoire quatre différentes méthodes de travailler avec un texte en classe ont été examinées. Les attitudes des élèves concernant ces quatre méthodes ont été observées. Les élèves qui ont répondu aux questions ont fait des études de français au niveau 3 (steg 3), dans un lycée en Dalécarlie, en Suède. Dans leur manuel scolaire quatre textes courts ont été choisis. Les élèves ont lu les textes à la maison et en classe, pour ensuite travailler en classe avec le contenu. Pour le premier texte chaque élève a écrit un petit résumé, pour le deuxième texte ils ont répondu aux questions deux à deux, pour le troisième texte ils ont discuté le texte en petits groupes de quatre ou cinq personnes, et pour le quatrième et dernier texte ils ont répondu individuellement aux questions portant sur le texte.
L'aspect le plus intéressant de l'étude a été de prendre connaissance de ce qui était perçu comme positif ou négatif concernant les quatre méthodes. Il semble qu'il soit difficile pour certains élèves de concentrer leur attention sur le travail s'ils travaillent en groupe. Certains élèves parlent d'autres choses et ne prennent pas leur responsabilité pour le travail. Parfois les élèves les plus compétents dans le groupe font le travail très vite sans faire attention aux élèves moins compétents. Ainsi les élèves moins compétents ne participent pas au travail et n'apprennent rien.
When you present something you want the recipients to perceive the content the way you intend without ambiguity. A picture is worth a thousand words is a famous phrase. If this phrase is true - how do one control the thousand words? In this session I will present some ideas for my research in the light of the theme- Scientific Visualization and Presentation. My research is about class room noise and the impact on students chance of learning as intended. I will address questions such as: In what way is it useful to transform future results to a form of: Wasted Learning Units?
This study explores mathematics teachers' conceptions of how the physical environment in classrooms affects their students' chances for learning. Semi structured interviews were performed with a few Swedish teachers with experience from tackling different physical settings when teaching mathematics. When analysing the interview transcripts preliminary findings are that: teachers appreciate flexibility and control over the physical settings in the classroom; inadequate acoustics are extra problematic in mathematical activities involving verbal interactions between students in small groups; mathematics task solving in peace and quiet is a common part of mathematics lessons and it easily gets disturbed by external noise.
The problem addressed in this thesis is that a considerable proportion of students around the world attend school in inadequate facilities, which is detrimental for the students' learning outcome. The overall objective in this thesis is to develop a methodology, with a novel approach to involve teachers, to generate a valuable basis for decisions regarding design and improvement of physical school environment, based on the expressed needs for a specific school, municipality, or district as well as evidence from existing research. Three studies have been conducted to fulfil the objective: (1) a systematic literature review and development of a theoretical model for analysing the role of the physical environment in schools; (2) semi structured interviews with teachers to get their conceptions of the physical school environment; (3) a stated preference study with experimental design as an online survey. Wordings from the transcripts from the interview study were used when designing the survey form. The aim of the stated preference study was to examine the usability of the method when applied in this new context of physical school environment. The result is the methodology with a mixed method chain where the first step involves a broad investigation of the specific circumstances and conceptions for the specific school, municipality, or district. The second step is to use the developed theoretical model and results from the literature study to analyse the results from the first step and transform them in to a format that fits the design of a stated preference study. The final step is a refined version of the procedure of the performed stated preference study.
In this paper, we develop an analytical tool for the role of the physical environment in mathematics education. We do this by extending the didactical triangle with the physical environment as a fourth actor and test it in a review of literature concerning the physical environment and mathematics education. We find that one role played by the physical environment, in relation to mathematical content, is to portray the content in focus, such as geometry and scale. When focusing on teachers, students, and the interaction between them, the role of the physical environment appears to be a precondition, either positive (enabling) or negative (hindering). Many of the findings are valid for education in general as well, such as the importance of building status.
This thesis focuses on "livsfrågor" (questions of life) a typical Swedish concept introduced in the RE syllabus in the curriculum for compulsory schools in 1969. The study poses three questions: what can qualify as a "livsfråga", why are they regarded important, and how do they fit into teaching?
The main purpose is to study differences of the concept in two materials. Primarily interviews with Teacher educators all over Sweden and, secondly in the R.E. syllabus for compulsory and secondary schools from 1962 until today. Finally, the two materials used, will be brought together, and foci are recognized with the help of a tool for thought. The study is using the concept dialogicity from Bachtin. Syllabus are viewed as compromises in accordance with a German tradition.
In the syllabus, "livsfrågor" is one within many different words used with none what so ever stringency. It is not necessarily the most important term, as "livsåskådningsfrågor" (questions within philosophies of life) is often dominating in objectivities. Also "existential questions" etc is used. The relation between the words are never made clear. The syllabus are in one sense monologial as different meanings of the word are not made explicit, and other utterances are not invoked.
In the interviews the dialogicity is more obvious. Philosophy is mentioned, eg.. Martin Buber, Viktor Frankl, theology (Paul Thillich), but also literature (Lars Gyllensten) and existentialism in a general sence. Other words are not as frequent – but "livsåskådningsfrågor" are of course mentioned, eg. Faith vs. knowledge.
In the last chapter "livsfrågor" is problematized with the help of Andrew Wright and his three metanarrativies within the modern R.E. And the assumption, especially in the syllabus, of "livsfrågor", as common between cultures and over time is problematized with the help of . feministic theory of knowledge.
Syftet med examensarbetet är att undersöka vad som undersöks i läromedelsgranskningar inom religionskunskapsämnet gjorda efter att staten avslutade sin centrala granskning 1991. Fokus är vilket syfte forskarna har med sina läromedelsgranskningar samt vad som undersöks i utvalda granskningar av religionskunskapsläromedel mellan 1991-2015. En jämförelse mellan syftet och vad som undersöks efter 1991 med de riktlinjer staten hade mellan 1938 – 1991 kommer att göras. Med hjälp av en hermeneutisk ansats har fem granskningar av varierande storlek analyserats där jag systematiskt försökt besvara mina frågeställningar. Hermeneutisk ansats menas att jag som forskare tolkar utifrån min egen förförståelse. Problemet enligt mig är att lärare idag undervisar utifrån en lärobok som inte är granskad. Har man samma trygghet att luta sig mot efter att staten slutade granska läroböcker? Vad undersöks egentligen i dagens läromedelsgranskningar inom ämnet religion? Slutsatsen är att läromedelsgranskningen förändrats över tid och minskat i omfattning efter 1991. Det som undersöks i dagens granskningar är hur man framställer religioner och kulturer i läroboken, det urval som görs, samt lärobokens svårigheter. En annan slutats är att fokus hos granskarna nästan uteslutande ligger på religionerna islam, hinduism och buddhism. Granskningen av kristendomen och judendomen lyser med sin frånvaro.
En la actualidad, las escuelas suecas donde se enseña el español como lengua extranjera tienen la dificultad de que lo que los alumnos aprenden en clase es olvidado con mucha facilidad en corto tiempo. Para que el aprendizaje de los alumnos sea más efectivo, es necesario que estos aprendan esta nueva lengua con la ayuda de ejercicios que estimulen sus sentidos, de tal modo que la enseñanza favorezca a todos los tipos de aprendientes, según la teoría de los estilos de aprendizaje de Dunn & Dunn.
El objetivo de este trabajo ha sido el de investigar la presencia de dicha teoría en el libro ¡Vale 6!, si los ejercicios presentes en este libro favorecen a algunos aprendientes más que a otros y qué aprendientes se benefician más con ellos. Para ello se realizó un estudio cuantitativo del contenido del libro.
El resultado de este trabajo muestra que solamente ciertos aprendientes (visuales y auditivos) se benefician más con los ejercicios propuestos en ¡Vale6!, lo cual resulta en la necesidad de completar este material con ejercicios adicionales, enfocados en los estilos de aprendizaje rezagados (el kinésico y el táctil), para de este modo poder cumplir con los objetivos planteados por Skolverket.
Taking the social, political, and ethical dimensions of mathematics education seriously means not only researching these issues, but also designing and assessing research with these dimensions in mind. When designing an interview study about planning in mathematics, diversity in meanings was recognized and participants and their voices were foregrounded. In this paper, the design is related to perspectives on interviews, meaning as both durable and transient, and quality criteria such as reproducibility and bias. Theoretical assumptions had consequences for how meaning was seen, but also for relevance of the chosen quality criteria. Findings suggest that not only design, but also assessment of quality in interview studies have to be discussed in relation to the theoretical assumptions the studies build on.
In the light of the twofold mission of Swedish schools, that is to say enabling pupils to develop both subject knowledge and a democratic attitude, the purpose of this thesis is to investigate to what extent adult higher education students from different language and social backgrounds, studying Swedish as a second language, are able to carry out joint writing assignments with the aid of deliberative discourse, and to what extent they thereby also develop a deliberative attitude. The twofold mission of education applies to them too. While there already exists a certain amount of research into deliberative discourse relating to education in schools, the perspective of higher education didactics in this research is still lacking. The present study is to be viewed as a first contribution to this research.
The theoretical starting point of this study includes previous research into deliberative discourse by further developing an existing model regarding criteria for deliberative discourse, for example that there is a striving towards agreement, although the consensus may be temporary, that diverging opinions can be set against each other, that tolerance and respect for views other than one's own are shown, and that traditional outlooks can be questioned. This model is supplemented by designations for a number of disruptive behaviours, such as ridiculing, ignoring, interrupting people and engaging in private conversations. The thus further developed model will thereafter act as a lens in the analysis of students' discussions when writing joint texts. Another theoretical starting point is the view of education as communication, and of the possibility of communication creating a third place, thereby developing democracy in the here and now-situation.
For this study, comprising 18 hours of observation of nine students, that is to say the discussions of three groups in connection with writing texts on different occasions, various ethnographic data collection methods have been employed, for example video recordings, participant observations, field notes and interviews in conjunction with the discussions.
The analysis clarifies that the three groups developed their deliberation as the discussions about the joint assignment proceeded, and that most of the nine students furthermore expressed at least an openness towards a deliberative attitude for further discussions in the future. The disruptive behaviours mentioned in connection with the analytical model that could be identified in the discussions, for example interruptions and private conversations, proved not to constitute real disturbances; on the contrary they actually contributed towards the discussions developing, enabling them to continue. On the other hand, other and not previously identified disturbances occurred, for example a focus on grades, the lack of time and lacking language ability, which all in different ways affected the students' attitudes towards their work. For any future didactical work on deliberative discourse in Swedish as a second language within higher education, these disturbances would need to be highlighted and made aware of for both teachers and students.
Keywords: higher education didactics, communication, deliberative discourse, deliberative attitude, John Dewey, Tomas Englund, heterogeneity, ethnographic data collection methods.
The aim of the article is to illuminate the opportunities for students in social studies to develop dispositions towards taking an active and responsible role in society when teachers are able to support the content of the subject to continuously come forward in an interactive, communicative and evolving process. Based on theoretical informed arguments the author claims that that the question of how the teaching process is carried out is deeply connected with these opportunities for creating meaningful pedagogical situations. Here, unforeseen events are discussed as desirable circumstances for engaging students in social issues. However, this also brings risk into the process since the content discussed and how it is discussed opens up for unexpected answers. These answers which become part of the course content, put the teacher in a position in which he or she needs to respond in one way or another. In such pedagogical situations, the moral dimension of teachers' work becomes visible and obvious. The position is taken that risk is a crucial part of a teaching process in which one of the aims is for students to be and become active, responsible and engaged in social issues.
Over the past few decades, the rapid development of information communication technology, internationalization and globalization worldwide have required a shift in the focus of Chinese as a foreign language (CFL) towards competence in intercultural communication in which the role of culture in the acquisition of CFL and in the pragmatic use of the language is emphasized and promoted. However, most of the current research in this academic area remains only on a theoretical level. Practical examples, particularly with regard to distance learning/teaching of the Chinese language, are very limited. This motivated the implementation of an action research study which aimed at exploring the possibilities and limitations of integrating Chinese culture and applying intercultural communication theory into a contemporary distance CFL course for beginners. By observing and comparing the performance of subjects in the control and experimental groups, this action research study focuses on exploring three basic areas. Firstly, it discloses the cultural elements which underlie effective daily communication. Secondly, it investigates how students acquire cultural knowledge and develop their ability to competently communicate in the target course. And thirdly, it evaluates how the modified course syllabus could enhance students' intercultural communicative competence. The findings of the research aim to serve as both a resource and reference for educators and researchers who are interested in carrying out reforms and research in this academic domain.
This thesis deals with the use of inquiry-based approaches in primary school science. The aim is to investigate the goals and purposes that are constituted by the curriculum and by the teachers in interviews and through their teaching in the classroom. The results are used to develop conceptual tools that can be used by teachers' in their work to support students' learning of science when using an inquiry-based approach. The thesis is comprised of four papers. In paper one a comparative analysis is made of five Swedish national curricula for compulsory school regarding what students should learn about scientific inquiry. In paper two 20 teachers were interviewed about their own teaching using inquiry. Classroom interactions were filmed and analyzed in papers three and four, which examine how primary teachers use the various activities and purposes of the inquiry classroom to support learning progressions in science. The results of paper one show how the emphasis within and between the two goals of learning to carry out investigations and learning about the nature of science shifted and changed over time in the different curricula. Paper two describes the selective traditions and qualities that were emphasized in the teachers' accounts of their own teaching. The results of papers three and four show how students need to be involved in the proximate and ultimate purposes of the teaching activities for progression to happen. The ultimate purposes are the scientific purposes for the lesson (as given by the teacher or by the curriculum), whereas the proximate purposes are the more student-centered purposes that through different activities should allow the students to relate their own experiences and language to the ultimate purpose. The results show the importance of proximate purposes working as ends-in-viewin the sense of John Dewey, meaning that the students see the goal of the activity and that they are able to relate to their experiences and familiar language.
Purpose: This study examines how different purposes can support teachers in their work with progressions as a part of a teaching sequences in science in primary school.
Design/Method: The study was carried out in two classes working with inquiry and the events that took place in the classroom were filmed. In the study, we have chosen to use the technical term proximate purposes for the student-oriented purposes, and ultimate purposes for the scientific purposes. Together, these two types of purposes form the organisational purposes for the classes. Proximate purposes work in such a way that students can use their language and relate to their experiences as ends-in-view. To examine how organising purposes can be used to analyse progressions, we discuss examples from two different lessons.
Result: The study shows the importance of proximate purposes working as ends-in-view and also demonstrates how the teacher and students may create continuity in teaching to enable progression as a part of a teaching sequence.
Conclusions: To create continuity, it was essential that the teacher scaffolded the students in ways which allowed the students to explicitly differentiate between what was relevant or not, about the proximate purposes in relation to the ultimate purpose.
In this paper I investigate how philosophy can speak for children and how children can have a voice in philosophy and speak for philosophy. I argue that we should understand children as responsible rational individuals who are involved in their own philosophical inquiries and who can be involved in our own philosophical investigations-not because of their rational abilities, but because we acknowledge them as conversational partners, acknowledge their reasons as reasons, and speak for them as well as let them speak for us and our rational community. In order to argue this I turn, first, to Gareth Matthews' philosophy of childhood and suggest a reconstruction of some of his concepts in line with the philosophy of Stanley Cavell. Second, in order to examine more closely our conceptions of rationality and our pictures of children, I consider the children's books, The Lorax and Where is My Sister? and Henrik Ibsen's play, The Wild Duck.
Vad kan barn och elever vinna i förståelse genom att uppleva olika begrepp med kroppen och sinnena? Vi utför några försök inom naturvetenskap och teknik och diskuterar hur kroppsliga upplevelser kan leda till ökad förståelse av bland annat tyngdpunkt, balans, krafter, enkla maskiner och temperatur. Genom att jämföra några laborativa moment, som utförs med material som man ofta hittar i traditionella NO-salar, med försök där man medvetet använder kroppen och sinnena, får vi gemensamma upplevelser att diskutera vidare kring. Vilka fler fenomen och begrepp behöver vi hitta och utveckla försök till, som kan bidra till att fördjupa elevernas förståelse? Vi delar med oss av våra erfarenheter och frågor, tolkningar av styrdokument samt vad vi eventuellt känner till från aktuell forskning.
Lekplatsfysik som ett moment i utomhuspedagogik för Erasmusstudenter
Sedan vårterminen 2013 ger Högskolan Dalarna kursen Outdoor Education för internationella studenter inom Erasmusprogrammet. Efter kursen ska studenterna bland annat visa kunskap om hur utomhusdidaktik kan användas i naturvetenskapsundervisningen samt reflektera över utomhusdidaktik i ett jämförande internationellt perspektiv. De flesta av studenterna läser till lärare men några studerar till ingenjör, kurator eller jurist.
Undervisningen i lekplatsfysik äger rum på en lekplats mellan Lugnets camping och riksskidstadion i Falun, belägen nära Högskolan Dalarna. I försöken ingår moment med eld, balans, gravitation, fritt fall, gungor, karuseller, burktelefoner och ballonger. Aktiviteterna pågår under en halv dag och följs upp med en hemuppgift som består av några ytterligare experiment kopplade till gungbräda, balans, rullande burkar, pendel samt teori. Avslutningsvis följer frågor om vad läroplanen i hemlandet anger om fysikundervisning och hur studenterna anser att de kan använda lekplatsfysik i sina framtida yrken samt om de kan hitta användbara hemsidor på nätet på deras eget språk. En del av svaren visar att studenterna uppfattar fysik som svårt från sin egen skolgång på grund av tonvikt på teori. De ser efter kursen möjlighet att väcka intresse för ämnet hos elever i framtiden genom upplevelser av fysik med kroppens sinnen utanför det traditionella klassrummet.
One of the main problems with learning difficulties in mathematics is that rote-learning becomes the very foundation of mathematics for many students. Procedural as well as conceptual knowledge is needed to build a broad mathematical competence. Students learn only what they get an opportunity to learn, which means that we must consider what opportunities to learn are given to school students. For the purpose of exploring what opportunities are available to learn to reason mathematically, a well established framework is used to analyze the reasoning required by textbook tasks as well as the reasoning used by students. The framework was used to refine the discussion of what type of knowledge is used by the students. Application of the framework distinguishes between creative mathematical reasoning, where a solution has to be created by the student, and imitative reasoning which is based on rote learning or following an existing template. Opportunities to learn depend on the classroom norms that have been negotiated between students and teacher. These norms are influenced by several factors. This thesis deals with the textbook, both as one of several pictures of the education, and in terms of how it is used in the classroom, as well as students' beliefs about mathematics. There are three studies included in the thesis. In the first study, tasks in mathematics textbooks used in secondary school around the world are analyzed concerning the reasoning requirements. For the second study an analysis of students reasoning during textbook task solving in the classroom has been conducted. In the third study a thematic analysis has been used to explore students' beliefs about mathematics and relate these beliefs to the reasoning used.
Results from analyzing textbooks from twelve different countries paint a similar picture when it comes to the proportion of tasks requiring students to use creative mathematical reasoning. On average, only every tenth task required creative mathematical reasoning to a greater extent. Furthermore, students in the Swedish upper secondary school level mainly focus on solving the easier, earlier tasks and also mainly use imitative reasoning. Opportunities for students to use creative mathematical reasoning seem limited. When students guide each other during task solving, the main focus seems to be to reach a conclusion in terms of an answer corresponding to that given in the answer-section of the book. Moreover, guidance from a teacher does not seem to lead to anything other than imitation of a procedure. Students also indicate their beliefs by expressing that most tasks should be possible to solve using imitative reasoning, and that therefore, rote learning is a central part of mathematics education. This places pressure on teachers to carefully reflect on what tasks and textbooks they use in their teaching, and also what types of classroom norms they wish to present. The manner in which students work in the classroom also needs consideration, where a greater focus should be directed toward understanding.
Beliefs and problem solving are connected and have been studied in different contexts. One of the common results of previous research is that students tend to prefer algorithmic approaches to mathematical tasks. This study explores Swedish upper secondary school students' beliefs and reasoning when solving non-routine tasks. The results regarding the beliefs indicated by the students were found deductively and include expectations, motivational beliefs and security. When it comes to reasoning, a variety of approaches were found. Even though the tasks were designed to demand more than imitation of algorithms, students used this method and failed to solve the task. © 2016 Ministry of Science and Technology, Taiwan
Příspěvek prezentuje příklady dobré praxe při implementaci převrácené výuky v kurzech podnikové ekonomiky a managementu na základě předchozích výzkumných studií a osobní zkušenosti z kurzů Teorie organizace (bakalářský stupeň) a Znalostní management (magisterský stupeň) a diskutuje některé výzvy a dilemata, která je třeba zvážit před zavedením tohoto pedagogického přístupu. Klíčovými závěry jsou: a) Video-přednášky by měly podněcovat zvídavost studentů ke čtení a účasti na interaktivních lekcích, nikoliv pokrývat vše, co je prezentováno v literatuře. b) Je nutné pečlivě zvážit, co si musí student připravit předem a co lze udělat během vyučování, protože příliš mnoho úkolů snižuje ochotu studentů připravit se a přijít na vyučování. c) Je vhodné využívat informace z předvýukových domácích aktivit (cvičení, on-line testy, diskuzní fóra, statistiky sledování videí atd.) k přizpůsobení aktivit ve třídě. d) Je žádoucí stimulovat studenty k účasti ve výuce, která je důležitá pro rozvoj kognitivních dovedností vyšší úrovně (aplikace, analýza a hodnocení).
A "flipped classroom" pedagogical approach – a form of blended learning in which the traditionallecture and homework elements of a course are reversed – appears to be an effective and efficientway of learning/teaching both for students as well as for lecturers. This way of teaching definitely hasthe potential to provide the participants with a greater amount of interaction (among students as wellas between students and lecturers) than is available in a traditional classroom, and provide a morepersonalised/individualized approach to students' studying needs.
However, when implementing this approach some aspects need further consideration. For instance,one must efficiently communicate the concept of a flipped classroom so that the students comprehendthe differences between a flipped classroom and a traditional classroom. Another moment whichdeserves attention and thorough consideration is how to increase student engagement, theirattendance in classroom sessions and involvement in class activities. Other important elements of theflipped classroom approach which must be considered are pre-recorded lectures, and the questionhow their design can impact the student learning process.
This paper aims to provide examples how these issues were addressed when implementing theflipped classroom in two courses in the study field of Business Administration and Management –Organisation Theory (undergraduate level) and Knowledge Management (graduate level). This paperwill reflect how various ways of implementation can influence student engagement, the learningprocess and learning outcomes. The assessment of the implementation of this learning/teachingapproach is based on student surveys/interviews, personal observations of the teacher as well as onquantitative data from the course management system Fronter and the examination results.
Cette proposition se propose d'explorer les implications d'une approche didactique surtout orientée vers les actes de paroles et la construction de tâches en prenant appui sur le cas spécifique de la formation des psychiatres non-francophones. Le cas de la psychiatrie est intéressant car le langage est central : on soigne autant par les mots que par les médicaments ; mais dans le même temps, la diversité des approches psychothérapeutiques fait en sorte qu'une prise en charge du corps de métier s'avère nécessaire. Cette contribution entend montrer les difficultés dans l'application des principes du FOS et au besoin de proposer de les corriger.


text:
What is it?
Tamari is a type of shoyu, or Japanese soy sauce. It is made by collecting the liquid that drains from miso, a fermented soybean paste, as it ages. Unlike soy sauce, it is not fermented with wheat and therefore is gluten-free, but its differences from soy sauce range beyond that. In East Asian recipes, tamari often can not be used interchangeably from soy sauce because it is thicker, tangier, richer and far more complex in flavor. As a result, tamari is better to use in seasoning and cooking, while soy sauce is a better table ingredient (like table salt).
Furthermore, tamari has unexpected nutrients such as niacin, manganese, and an essential amino acid, tryptophan.
Quick-Marinated Green Beans and Baby Corn
Marinating green beans for just a short time at room temperature fills them with loads of great flavor. If you can't find sambal oelek, use Sriracha instead.
Gingery Grilled Quail
With ground ginger in the seasoning rub and fresh ginger in the glaze and butter, this bird really earns its title. The bold Asian-influenced flavor pairs especially well with the rich…
Spicy Peanut Dipping Sauce
Cold vegetables, meat, or noodles instantly become a meal when you have peanut sauce around. Whatever kind of peanut butter you normally eat—crunchy or smooth, natural or sweetened—will work. Use…
Soy-Scallion Butter
Savory soy and scallion flavors are a match made in heaven in lots of Asian cuisines and beyond. This butter is a shortcut to complex flavor for meat and veggies:…
Sautéed Kale with Adzuki Beans and Tamari
Ginger, scallions, and tamari sauce give an unexpected Asian twist to this simple dish of sautéed kale. It's great with salmon or roast pork tenderloin.
Spicy Udon Noodles with Wilted Watercress
Watercress curls and twirls along with the noodles in this full-flavored dish. The cooling cucumbers balance the hot sambal oelek in the sauce for a pleasant tingle.
Moveable Feast
Salmon Belly with Golden Raisins and Tamari Dressing
If you can't find shiso leaves, you can substitute large basil leaves. Furikaki is a Japenese seasoning that usually consists of dried and ground fish, seaweed, sesame seeds, sugar and…
Moveable Feast
Spiced Chicken with Papaya-Mango Salsa
With a nod to Caribbean influences in New Orleans, Chef Evans incorporates island flavors in both the spicy marinade and the ripe-fruit salsa. Coconut oil, which is solid at room…
Moveable Feast
Scallop Ceviche with Jícama, Cucumber, and Sesame
Chef Evans's "secret" ingredient to enliven this ceviche is yuzu juice, from the Asia fruit that embodies flavors of mandarins, tangerines, grapefruit, and lemons. If you can't find wild-salmon roe…
Beef Filet with Porcini and Roasted Shallot Sauce
Intensely aromatic dried porcini mushrooms season both the beef and the make-ahead sauce in this elegant dish. The genius "reverse-sear" method makes it perfect for the holidays because you can…


text:
Maple View Dairy: Building Trust in Local Production
Maple View is staunchly and proudly synthetic hormone free, and while some products now come in recyclable plastic containers, the dairy is still aggressive in promoting the use of old-style returnable milk bottles. This is something which is supported strongly by the local community. In fact, according to a recent article in local Chapel Hill Magazine, when the local retail giant Food Lion muscled the dairy's products off the shelves, sales of Maple View barely dipped as customers just went elsewhere for their favorite milk. When Food Lion changed their mind, and asked Maple View to return, the company declined, stating that they 'didn't want to continue a business relationship with somebody who would do that.'
The magazine interview (unfortunately unavailable online) also points out another important factor in the benefits of the local economy, namely trust. When the dairy found out last year that their cows had eaten feed contaminated with the carcinogen aflatoxin, they were forced to dump thousands of gallons of milk in a week. Muffin Brosig, a spokesperson for the farm, attributes the farm's handling of this crisis to local support and loyalty:
"We overcame that crisis due to the support of the community. I think it's a matter of the community trusting us. We probably even picked up a few customers in the process."
Without doubt, part of this loyalty comes from the transparent nature of the farm's operations. They are careful to provide plenty of detail about all aspects of the business, and the farm's website serves as an educational interface on land management, crops and animal husbandry practices.
Of course, the deliciousness of the ice cream may also have something to do with their success
Maple View products are available from their country store, their Carrboro outlet, and from these stores.