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English Language Learner Work Group. ACTION PLAN // Version 1 December, 2013
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1 English Language Learner Work Group ACTION PLAN // Version December, 203
2 Lead Contributors to the ELL Action Plan: All: Roxana Norouzi and Chelsea Whealdon Positive Identity and Primary Language Development: Bernard Koontz and Michele Aoki Parent Engagement: Paula Steinke, Isabel Muñoz-Colón, Danielle Eidenberg-Noppe, Laurie Bohm Data Collection: Rosa Villarreal and Pete Bylsma Strong Instructional Practice: Stephanie Zikopoulos, Vickie Damon, Jane Robb-Linse, Judy Lemmel, Argentina Back Post-Secondary Success: Laura DiZazzo, Nina Will Williams, Nicole Yohalem, Cynthia Gaede *Acknowledgements for continual action plan review and input: Community Center for Education Results Staff, Road Map Community Network Steering Committee, Road Map Data Advisors Group, Road Map High School to College Completion Work Group, Road Map Birth to Third Grade Work Group, Regional Education Lab at Education Northwest, University of Washington College of Education and Tracy Curley for graphic design. Special thank you to the Bill and Melinda Gates Foundation along with other funders for their generous support of the ELL Work Group and Action Plan.
3 Road Map Project English Language Learner (ELL) Work Group Alexandra Manuel-Davis Professional Educator Standards Board Argentina Back Puget Sound Educational Service District Bernard Koontz Highline Public Schools Cynthia Gaede Green River Community College Danielle Eidenberg-Noppe Office of the Education Ombudsman Dave Larson Tukwila School District Dr. Edward Vargas Kent School District Elizabeth Coghlan Federal Way Public Schools Erin Jones Federal Way Public Schools Gil Mendoza Office of Superintendent of Public Instruction Isabel Muñoz-Colón (Co-Chair) City of Seattle Office for Education Jane Robb-Linse Puget Sound Educational Service District Jason Greenberg Motamedi Education Northwest Jon Hall Federal Way Public Schools Judy Lemmel Federal Way Public Schools Julie DeBolt Auburn School District Kay Lancaster Puget Sound Educational Service District Laura DiZazzo Seattle Central Community College Laurie Bohm White Center Promise LiLi Liu Bill & Melinda Gates Foundation Linda Elman ELL consultant Luisa Sanchez-Nilsen Federal Way Public Schools Lynda Petersen Community Center for Education Results Manka Varghese University of Washington Department of Education Michele Aoki Office of Superintendent of Public Instruction Molly Moss Renton School District Nicole Yohalem Community Center for Education Results Nina Will Williams Tukwila School District Paul McCold Office of Superintendent of Public Instruction Paula Steinke Child Care Resources Pete Bylsma Renton School District Rosa Villarreal Kent School District Roxana Norouzi (Staffer & Co-Chair) OneAmerica Sonja Griffin City of Seattle Office for Education Stephanie Zikopoulos Renton School District Theresa Deussen Education Northwest Veronica Gallardo Seattle Public Schools Vickie Damon Renton School District All rights reserved OneAmerica
5 The Road Map Project English Language Learner Action Plan & Implementation Toolkit Table of Contents Introduction... Structure of Key Definitions...5 Framework...6 Strategies...7 Implementation Toolkit...8 Positive Identity and Primary Language Development...8 Parent Engagement... 3 Comprehensive Data Collection... 9 Strong Instructional Practice...24 Post-Secondary Success...3 Emerging Projects...39
7 The Road Map Project English Language Learner Action Plan V. Introduction Launched by The Community Center for Education Results in 200, the Road Map Project is a direct response to the growing opportunity gap in South King County. The Road Map Project s collective action initiative is aimed at driving dramatic improvements in student achievement cradle through college and career in the low-income communities of South King County. The commitment is to double the number of students in the region who are on track to graduate from college or earn a career credential by OneAmerica / December 203
8 Strategizing for Change In December 20, the Road Map Project issued a baseline report outlining the state of education in the seven Road Map school districts: Auburn, Federal Way, Highline, Kent, Renton, (South) Seattle, and Tukwila. The report revealed the Road Map Region is home to almost 20,000 ELL students who speak more than 60 different languages. The most recent data released by the Road Map Project indicates that ELLs comprise 6 percent of the region s students. The majority of King County s ELL students (69%) reside in South King County and across districts the number of ELLs is highest in kindergarten and first grade, and then slowly declines with each grade level. Though most ELL students reach English language proficiency in three to five years, those who enter high school with low levels of English proficiency experience much greater challenges. ELL students and their families add immense richness and diversity to the region. However, given the dual challenge to learn English and academic content, ELL students are at significant risk of falling into the achievement gap and consistently score far below their non-ell peers in all core content state assessments. As a result the Road Map Project has stressed systemic changes in our educational system to support ELLs and increase achievement for this student population. As the largest immigrant advocacy organization in Washington State, OneAmerica has worked for 2 years to build power in immigrant communities. In addition to demonstrated success in community organizing and policy advocacy, OneAmerica also has a strong background in research and strategy development. OneAmerica s dedication to improving public education to promote equity for all students led to a partnership with the Road Map Project and leading the English Language Learner Work Group with the aim of improving education results for ELL students in the region. The ELL Work Group is a key place where collective action comes to life. Comprised of representatives from school districts, community based organizations (CBOs), research institutions, early learning, higher education and state education departments, the group has spent the last two years identifying high pay off strategies that will close the glaring achievement gap for ELLs in the region. The Road Map Project 203 Results Report, cced/203annualreport/#/8 2 OneAmerica / December 203
9 Recent Successes for ELLs As a result of this collective action work over the past two years, the ELL Work Group has secured several victories for ELLs. These include: implementing policies and practices in all seven Road Map Districts to allow students to earn competency based credit for knowledge of their home language 2, leading the fight to secure $8.8 million in new state dollars for extra support to ELLs who are in transition (level 4s) 3, and gaining funding to provide over 80 ELL endorsements to teachers and principals in the Road Map Region. and refine the plan, an all-day retreat to mutually determine priorities, inventories of current district and department practices, and numerous meetings throughout the year with experts in each of the key focus areas. The purpose of the action plan is to identify key systems level change strategies for ELLs that will help the Road Map Project reach the 2020 goal and support the successful integration of ELL students in the school system. The action plan and implementation toolkit, developed by leaders of the ELL Work Group, articulates comprehensive action steps for creating a stronger and more equitable education system for ELLs. These have been huge victories for ELL students and families, and the ELL Work Group has been determined to impact change for ELLs by shifting education structures to reflect a more equitable system. Through these victories the Work Group has not only urged local and state leaders to build a more comprehensive education infrastructure system that facilitates success for ELLs but the group has also realized their collective power to impact change. Action Plan Background The Road Map ELL Action Plan is the result of the collaborative work of individuals and organizations invested in closing the educational opportunity/ achievement gap for ELLs in South King County. In early 203, after working together for a year and a half, the team began developing an action plan framework by researching and establishing best practices to effectively support ELL students. This included monthly Work Group meetings to design 2 Road Map World Language Credit Program: Map/default.aspx 3 Transitional Bilingual Instruction Program Exited Dollars Guidance and Allocations: Prior to creating the action plan, OneAmerica gathered the educational experiences of over 550 immigrant parents and students in seven South King County school districts of the Road Map Region 4. Through focus group discussions, one-on-one interviews, and survey questionnaires, the study revealed key findings around school communication, family and 4 Breaking Down Education Barriers: Voices from Immigrant Youth and Families in South King County OneAmerica, 202: org/files/breakingdowneducationbarriersreport.pdf OneAmerica / December 203 3
10 student engagement, and ELL academic advancement. In 202, teachers were also convened to share their experiences and gain insight into the major barriers and solutions to ELL student success in the classroom. This background information and the direct voices from students, parents, and teachers in the community were instrumental to informing the action plan priorities. In addition to parent, student, and teacher experiences informing the action plan, the strategies also incorporate a wealth of national research on ELL best practices, a deep analysis of student data, and feedback from experienced practitioners on methods that effectively facilitate ELL success. The action plan has I think that [the ELL program] is been continually vetted by good because my daughter says that research partners, experts she doesn t understand a lot of the in the field, and several partners outside the ELL words [in her regular classes], but Work Group in the Road it concerns me that when she goes Map Region. to her ELL class she misses more classes and falls behind. In reality, In early 203, the it hurts me that she doesn t see and group determined the learn what everyone else does. priorities and defined the elements that must exist - Parent Interview in every institution for comprehensive support of ELL students, intentionally placing the student at the center of all efforts. Most importantly, the Work Group emphasized that they believe that linguistically and culturally diverse students and their families bring value and asset to our classrooms and communities. To ensure all students reach their full potential, current and former English language learners must be intentionally prioritized within our educational structure, with accountability tied to ELL student performance within all institutions. This laid the basis for which all components of the action plan were developed around, prioritizing that in order for ELL students to be successful, these students must be viewed as assets to the school community. The Work Group was also determined to ensure that the entire education system, as opposed to solely the ELL departments, are equipped to meet needs of ELL students Action Plan Components Success for ELLs means several things: ELLs must receive high quality supports along the education continuum from birth through college graduation and the system must reflect the varying needs of these students from a strengths based perspective. Education systems must be designed and equipped to establish positive self-identity around heritage and culture while also cultivating development of the primary language in addition to English. ELLs must also be educated within a system that provides pathways for parents to engage in and support their child s learning through leadership opportunities. Data collection for ELLs must better reflect the diverse and varying needs of the student population in order to target resources and interventions. ELLs must have equitable access to core content instruction alongside their non-ell counterparts 4 OneAmerica / December 203
11 and a teacher corps that is trained to deliver content simultaneously with language acquisition. Finally, high schools and community colleges must establish strong and supportive pathways for ELL students to advance and succeed in college and career. The action plan framework identifies and calls out five focus areas that must be addressed in unison to support ELL students Positive Identity and Primary Language Development, Parent Engagement, Comprehensive Data Collection, Strong Instructional Practice, and Post-Secondary Success. For each of these five pieces of the pie the group has prioritized two overarching goals. From there, strategies were developed to achieve the goals, and an accompanying implementation toolkit was created to outline detailed action steps for implementation of each strategy. The action plan has truly been developed in the spirit of collective impact. Implementation of the Action Plan In January 204, the ELL Work Group will begin the process of identifying and implementing emerging projects from the action plan, forming project teams, and setting immediate targets while using the action plan framework and implementation toolkit as a guide. While next steps will be heavily influenced by the implementation toolkits, the toolkits are intended to be a guide (rather than a strict how-to ) which can be used as resource for districts, CBOs, higher education, early learning, and other stakeholders. Certainly, the strategies will shift and change as implementation progresses. As the Work Group moves forward with action steps, key partners will connect to achieve the work that has been outlined. Searching for funding as well as securing project leads and external collaborators will also be underway as projects are identified Guided by the action plan, the ELL Work Group will create pathways that lead to stronger positive identity and bilingualism as a key method of ELL education, provide opportunities for parent voice and leadership, use data effectively to better understand the diverse ELL student population, more effectively prepare and train teachers to instruct ELLs, and ultimately establish a path for ELL students to graduate from college and enter a successful career. Structure and Key Definitions The framework outlines the five focus areas (pieces of the pie) in the action plan that must be addressed systemically to support ELL students and the two overarching goals for those areas. The focus areas include: positive identity and primary language development, parent engagement, data collection, instructional practice, and post-secondary success. The strategies articulate broadly what is needed to achieve the two goals for each focus area. Anywhere between two to five strategies may be listed for each goal. The implementation toolkit contains the more detailed and concrete steps for how to implement each strategy, and thus achieve the overall goals. The action steps serve the purpose of further articulating how to get started, how to scale, and how to excel within each strategy. There is one toolkit for each of the five focus areas. Project teams will be formed and identified in 204. The group has done some preliminary work analyzing crossover between focus areas to identify emerging projects. When the projects are solidified and teams are formed, each team will own various action steps throughout the implementation toolkit. Some projects which have been identified preliminarily that may materialize into 204 projects include: building cultural competency through regional training opportunities; regional messaging around strong ELL systemic supports to students, parents, communities, and district leaders; support for instructional trainers and coaches to integrate ELL teaching strategies (train the trainer framework); regional training/support around common core and English Language Development Standards alignment; consistent typology data collection across districts and increasing the number of bilingual/dual language programs. OneAmerica / December 203 5
12 Reflect linguistic and cultural diversity in curriculum and teaching practice Provide primary language instruction Create articulated pathways for high school to college completion Provide outreach and guidance for postsecondary options Promote family engagement support that reflects student demographics Communicate importance of primary language and culture to families Train all teachers to support ELLs and align with new standard Train state, district, and school leadership in ELL needs Collect defined ELL typology data Use appropriate assessments to determine needs and course placement Action Plan Framework We believe that linguistically and culturally diverse students and their families bring value and asset to our classrooms and communities. To ensure all students reach their full potential, current and former English language learners must be intentionally prioritized within our educational structure, with accountability tied to ELL student performance within all institutions. 6 OneAmerica / December 203
13 Strategies Positive Identity & Primary Language Development Parent Engagement Comprehensive Data Collection Instructional Practice Post-Secondary Success Reflect linguistic/cultural diversity in curriculum and teaching practice Ensure social studies, English, science, and other curricula are inclusive and culturally relevant Ensure school environments reflect students cultural and linguistic heritage Hire/develop instructional staff and leadership that reflect diversity and language of student population Provide primary language instruction Increase primary language instruction during school day and through extended learning opportunities, partnering with CBOs and early learning settings Increase dual language programs Promote family engagement support that reflects student demographics Engage ELL families in supporting their children s learning from birth through post-secondary Provide linguistically diverse families with education about ways to support their children s success in school Promote leadership skills and access points for linguistically diverse families to have a voice/ influence in schools and early learning settings Communicate importance of primary language and culture to schools, families, and communities Districts, schools, and CBOs to demonstrate and communicate the value of primary language and culture Collect clearly defined ELL typology data Create clear definitions of ELL subcategories across Road Map Region Create process for typology data collection across Road Map Region House data in a common portal to monitor trends and track students across region Ensure that data is regularly disaggregated by ELL status and used to inform instruction and support students and families Use appropriate assessments to determine needs and course placement Provide assessments in students primary languages that accurately measures student academic knowledge and course placement Train all teachers to support ELLs and align with new standards Provide support for ELL coaches to continually improve practice and guide educators Provide ongoing cultural competency professional development for leadership/ teachers/providers Align ELL teaching to Common Core State Standards and Next Generation Science Standards Provide professional development for general education teachers on strategies for long-term ELLs and special education/ell students Ensure content area teachers receive training and ongoing coaching for working with ELL students Train state, district, and school leadership in ELL needs Develop professional learning communities at the administrator level focused on ELL needs Create articulated pathways for high school to college completion Provide all secondary-level ELLs (newcomer, long-term, and former) with equitable access to general education, credit-bearing coursework Develop authentic relationships aimed at sharing resources and knowledge between secondary schools and community/ technical colleges Promote meaningful pathways for ELLs into college through district and college partnerships Provide outreach and guidance for post-secondary options Promote awareness, advising, and preparation to ELL students and families Provide information and resources to linguistically diverse students and their families (including undocumented students) regarding postsecondary options and funding opportunities OneAmerica / December 203 7
14 IMPLEMENTATION TOOLKIT Positive Identity and Primary Language Development GOAL : Reflect students linguistic and cultural diversity in curriculum and teaching and integrate this into daily practice STRATEGY : Ensure social studies, English, science and other curricula are inclusive and culturally relevant Road Map Lead: Puget Sound Educational Service District (PSESD) Project Team Review current district policies to ensure they are well implemented, ongoing, and functioning Establish review processes to screen for bias and name plan to address racial equity with appropriate stakeholders Artifacts TBD Staff/faculty/leadership utilize data to develop deep understanding of their students cultural/ linguistic background and integrate this into daily practice Professional development for teachers/staff/faculty addresses white privilege/race, authentic relationship building, and supporting positive identity development for students and families Portfolio that demonstrates this TBD 204 Professional development infrastructure addresses culturally responsive teaching 3 Instruction throughout the day and across K-2, as evidenced in Classroom Based Assessments (CBAs) and other student work, engages students in learning not only about multiple cultures, but also to reflect on relationships between cultures and themselves Social studies, English and science classroom materials and online content includes topics and authors that are representative of the school community and diverse student population Portfolio that demonstrates this TBD OneAmerica / December 203
15 Positive Identity and Primary Language Development GOAL : Reflect students linguistic and cultural diversity in curriculum and teaching and integrate this into daily practice STRATEGY 2: Ensure school environments reflect students cultural and linguistic heritage Road Map Lead: PSESD Equity Region/districts ensure schools identify their ethnic and linguistic demographics and represent that publicly School signage and announcements are regularly provided in multiple languages Artifacts TBD Library materials and various classroom and extracurricular activities throughout the school day reflect linguistic and cultural diversity e.g. global music programs, culturally contextualized math problems, science case studies that are relevant to diverse student population Student and parent leadership activities engage students/families in self-reflection and opportunities for them to impact the development of a culturally and linguistically responsive school system Portfolio that demonstrates this Parent/student accountability TBD 204 OneAmerica / December 203 9
16 Positive Identity and Primary Language Development GOAL : Reflect students linguistic and cultural diversity in curriculum and teaching and integrate this into daily practice STRATEGY 3: Hire/develop instructional staff and leadership that reflects diversity and language of student population Road Map Lead: PSESD Equity Implement hiring strategies and practices to ensure staff/faculty/leadership/school boards accurately reflect student population Include parent, student, and community voices in hiring processes Develop and implement systems and funding to support bilingual para-educators to earn their teaching certificates 5 Support bilingual and diverse parents in becoming para-educators Approved policies that demonstrates protocol in hiring practices and supporting para-teacher pipeline Project team coordinates with Alexandra Manuel- Davis at the Professional Educator Standards Board 5 Professional Educator Standards Board bilingual para professionals to teacher pipelines and Washington State teacher credentialing programs pathway.pesb.wa.gov/alternative_routes 0 OneAmerica / December 203
17 Positive Identity and Primary Language Development GOAL 2: Support high quality instruction in primary language 6 STRATEGY : Increase primary language instruction/development during school day and through extended learning opportunities (after-school/weekend/summer programs) partnering with CBOs and birth to Pre-K programs (early learning) Road Map Leads: Schools Out Washington/ Road Map Project Community Network Steering Committee Ensure families are informed about heritage language learning programs e.g. provide accessible directory of programs in multiple languages Develop advocacy and support for heritage language programs at all levels of leadership Web page District core operating budget TBD 204 Sponsor heritage language learning, leading to literacy, for students through programs that students participate in on a weekly basis in a variety of formats, including online Program artifacts TBD Work with parents and community to develop capacity for heritage language instruction Increase number of students who can earn full credits 7 for competency based language credits through parent/cbo tutoring opportunities Ensure districts develop core funding scheme to support world language credit (competency based language testing) # of students earning 3+ competency based world language credits 3 District funds sponsor programs that increase primary language instruction for students (on-site in schools when feasible), and provide technical assistance to developing programs Districts/schools/CBOs/faith community refer families to these programs Program artifacts TBD Research in the field of education for English language learners clearly indicates that bilingualism is an asset to students, both cognitively and academically: (Collier & Thomas, 2004), (Miramontes, Nadeau, & Commins, 997), (August & Hakuta, 998) 7 Road Map World Language Credit Program: OneAmerica / December 203
18 Positive Identity and Primary Language Development GOAL 2: Support high quality instruction in primary language STRATEGY 2: Increase Dual Language Programs Road Map Lead: Highline School District: Bernard Koontz and Rachel Hoff Engage school boards, senior leaders, and principals in discussions about implementing/ funding Dual Language Programs, including pre-k settings Pass policies and procedures to support and implement bilingualism and dual language programs 8 Meeting notes District core operating budget TBD 204 Develop an information campaign for staff and community to understand the benefits of Dual Language Programs 2 Initiate and sustain -5 Dual Language Programs across Road Map Region Expand Dual Language programming for up to 25% of students in school system to access # of established programs TBD Increase number of teachers with bilingual endorsements to grow capacity of dual language programs # of teachers earning bilingual endorsements TBD See Highline School District s strategic plan and goal to graduate every student bilingual and biliterate by OneAmerica / December 203
19 Parent Engagement GOAL : Develop family engagement and education support that is reflective of student demographics and establishes expectations to more effectively support ELL students and families STRATEGY : Engage ELL families in supporting their children s learning from birth through post-secondary Road Map Lead: TBD Project Team Create regional messaging for linguistically diverse families that includes school readiness, strategies for supporting student success, and post-secondary planning Develop a regionally centralized online platform to house translated documents in languages represented in the region to be accessed by districts and CBOs to support regional messaging efforts as well as other translated documents that can be used across districts Partner with healthcare providers, realtors, housing authorities, early learning providers, promoters, family resource centers, faith institutions, immigrant/refugee serving organizations, etc. to disseminate information to families CBOs, schools, and families partner to create local level coalitions to support the needs of linguistically diverse families and their children s education 0 a) Identify opportunities and gaps for established and emerging linguistically diverse communities b) Identify, share, and align current resources across systems (student and family data, programs, funding, affinity groups, etc.) c) Identify funding to support family engagement strategies Develop student and family level goals and targets to measure success of coalition Change in Road Map Parent Engagement indicator # for ELL families: % of parents who feel knowledgeable and confident in their ability to support their child s education system, pre-k through college 9 TBD 204 TBD Road Map Parent Engagement Indicators Page See the Southeast Seattle Education Coalition (SESEC) as an example: Measurements could include parent surveys, student academic and behavioral data (reading and math scores, attendance, discipline), awareness of community resources such as tutoring supports for students and community services for families OneAmerica / December 203 3
20 Parent Engagement GOAL : Develop family engagement and education support that is reflective of student demographics and establishes expectations to more effectively support ELL students and families STRATEGY : Engage ELL families in supporting their children s learning from birth through post-secondary Road Map Lead: TBD 3 4 Districts and CBOs partner to create and support a network of Cultural Navigators (also known as Cultural Brokers) 2 a) Convene ongoing meeting of district and CBO staff currently engaged in the work of a cultural navigator to share information, identify opportunities and gaps, and align practices 3 b) Ensure that families have access to Cultural Navigators throughout the region c) Identify funding to support regional Cultural Navigators Districts, schools, early learning, and higher education settings ensure language accessibility for linguistically diverse families a) Road Map Region develops regional language access policies and procedures to ensure access to quality interpretation and translation services in all schools b) Share translators/interpreters across districts for specific communities c) Develop and implement a plan to recruit, higher, and retain linguistically and culturally diverse (certificated, classified, and administrative) staff that represent the communities within the region 4 Change in Road Map Parent Engagement indicator # for ELL families: % of parents who feel knowledgeable and confident in their ability to support their child s education system, pre-k through college Project team to collaborate with Community Network Steering Committee Project team to work with Office of Education Ombudsman (OEO), statewide Language Access taskforce and PSESD 2 Cultural Navigators are defined as having knowledge of the values, beliefs, and practices of a cultural group or community as well as the school system and community resources and who act as liaisons between families, CBOs and school systems. Roles of the Cultural Navigator may include: Conducting workshops for parents on helping students with homework and how to use online progress monitoring tools, outreach to parents about parent-teacher conferences, family nights, and other school activities, organizing families to become involved in the PTA, Building Leadership Teams, and other committees, working with school staff to organize cultural events, and connecting the school to other cultural and social service organizations as appropriate. 3 Purpose of meetings is to allow districts to identify areas where resources can be shared. For example, specific cultural communities can be supported by Cultural Navigators across districts. 4 In coordination with strategies in primary language and positive identity development to grow more diverse staff/faculty/leadership/school board representation 4 OneAmerica / December 203
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text:
Travellers are out of pocket by hundreds of dollars after a number of Australian insurers said they wouldn't cover policies purchased in the weeks before Mount Agung erupted in Indonesia.
The Bali airport is closed for a third day as the volcano continues to spew ash into the air, while lava seethes in its crater.
A number of Australian travel insurers issued statements saying their customers would only be covered if they had bought policies up to nine weeks ago - before the Indonesian government issued an alert for the volcano.
Some companies have stipulated a cut-off coverage date of September 22 which is when the volcano alert was first raised to a level four, suggesting an eruption was imminent.
Others are refusing to cover those who purchased a policy on or after September 18 when the alert was raised from normal to "vigilance".
A number of insurance companies, however, have stated they'll allow travellers to claim if they purchased their insurance before November 22.
Father of five Scott Tavener said he was out of pocket by more than $8000 after his insurance company refused to cover the cancellation costs of a trip he had booked for his son's 18th birthday.
He purchased the travel insurance through AIG and Jetstar on October 31, only to be told they weren't insured as they purchased their tickets after September 22.
"At no time were we told that there were exclusions to the insurance or a problem in Bali or anything like that," he said.
He said he had been told just this afternoon that any claim he made would be denied.
"We took out the insurance in good faith," he said.
"We were not told about it, so I don't really understand what happened."
Geologist Mark Tingay was in Bali celebrating his 40th birthday when Mount Agung majorly erupted on Saturday. He managed to fly back to Australia on Sunday night.
Dr Tingay said while he was sympathetic to those who were left with no insurance the risk presented by the volcano had been known for some time.
"It really was very widely documented, the authorities have done everything they can to alert people of the risk," the Adelaide University academic told AAP on Tuesday.
"It is terrible that people are stuck without travel insurance though - that is a major issue."
Dr Tingay bought his travel insurance well in advance - when he purchased his plane tickets to Bali.
But he suspects many people probably purchased a policy because of the volcano alert.
"Then they'll be caught out by the fine print," he said.
Travellers have been advised to check their insurance websites to see if they're covered by their policy.
Thousands of Balinese locals forced from their homes around Mount Agung have been left stranded in evacuation centres for months as they await the all clear to return.
A deadly cyclone in Java and the prospect of a volcano-induced earthquake have added further disruptions to holidayers' travel plans.
Financial ombudsman Don O'Halloran said insurance companies were required to clearly inform customers of such policy loopholes and sunset clauses.
"They can set it but have to clearly inform people," he said.
He recommended clients who felt they had not been clearly informed make a complaint to their insurance company and, if unsatisfied with the outcome, to approach the Financial Ombudsman Service.
The FOS can be reached on 1800 367 287.
(With AAP)
© Nine Digital Pty Ltd 2018

subset: commoncrawl


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Dec 2011
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World news story
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First of all, I just want to say that this entry may not make a whole lot of sense if you haven't seen at least Rocky, Rocky II, and Rocky Balboa. Also, since I know at least one person actually liked my Greek stuff, I want to apologize, but I've been getting a bit burnt out lately and don't have grad school to prep for like I thought I would, and while I may work on my New Testament translation a bit, I'm not actually doing much hardcore classical Greek for myself at the moment.
Recently, I went on a Rocky rampage: I rewatched the movies from start to finish (not all in one sitting, of course). Rocky I hadn't seen since every Rocky movie came on TV when Rocky V came out in 1990, and I'd never before actually seen Rocky V beginning to end. I've seen Rocky II plenty of times, and Rocky III a few as well, as those seem to be the ones that keep winding up on TV, and I did watch Rocky IV at some point, while this was my first time seeing Rocky Balboa.
I'm not going to do a detailed review; that's been done to death by people far better than me. However, I do want to point out a few things, and I'll probably get a bit more in-depth for the sixth and final movie. First of all, I don't like the fact that Rocky II is the most-broadcast of the bunch. In my opinion, until 2005 the Rocky films' numbers were equal to their place if one were to rank them by quality. Rocky is an incredible movie, laying out all of the characters' flaws and good points, showing their interaction beautifully. Rocky and Adrian constitute one of the great romances of history, a far better example of eternal love than Romeo and Juliet (if you disagree with me, watch the movie and pay attention when you read the play). So what if Rocky doesn't win in the end? He goes the distance, which is all that he ever wanted to do, and which is still stretching the boundaries of believability for anyone who knows anything about boxing. He shows the world that he's not a nobody, he wins his city's heart, and not only does he get the girl, but he truly loves and is loved, far beyond the usual formulaic "gets the girl."
Rocky II is by no means a bad movie. The themes remain poignant, all of the characters are fleshed out more thoroughly (I actually liked Apollo more in II than III; possibly my favorite line of the film is "Man, I won, but I didn't beat him!"), and the plot is both believable and well-acted. However, along with more Hollywood experience, Sylvester Stallone brings a little more Hollywood style to the table. Rocky's conflict with Micky, Paulie becoming a collector for Tony Gazzo, Apollo's face-heel turn in demanding a rematch, Rocky losing all of his money, and Adrian's pregnancy complications: All of these are believable, add drama, and make for a great story, but I can't help but find it all a little clichéd, like we're watching the characters true reactions to trauma, but that trauma was added from the outside to add drama. Paulie becoming a collector especially; Rocky spent much of the first movie trying not to let Paulie get into the collection business, then just turns around and gets him a job with loanshark Tony Gazzo with no problems in the sequel. And, while the reason for this movie's continued popularity probably has something to do with the fact that Rocky wins the final match (and the admittedly unbeatable line of "Yo, Adrian! I did it!"), I actually preferred Rocky's near-tie loss in the first movie, as it shows that winning the match isn't the same as winning your honor.
Rocky III and Rocky IV are considered the "bad" Rocky movies, and in comparison with the previous two I have to agree. III is a little over the top at times, and there's no way Clubber Lang could have gotten as far as he did on pure punching power without getting rope-a-doped at least once or twice along the way; that spotless record is just ridiculous to any boxing fan, especially considering how well Rocky demonstrated that very strategy's effectiveness against him at the end of the movie. Apollo's death in IV is far more thoroughly staged than the drama I was complaining about in the second movie, the Soviets are universally melodramatically evil, or at least uncaring, the crowd's sudden siding with Rocky at the end is not even remotely believable, and the robot Rocky gets Paulie is pure schlock. However, compare these movies to others you consider bad. Rocky III is a great comeback story, about how a champion isn't quite as good as he thought and gets taken down by someone who has the muscle to back up his reputation, but is bad for the sport. The former champ has to take a good hard look at his career and how he himself has been treating the sport, and although he hits rock bottom, he manages to haul himself up by the bootstraps (with the help of his wife, in a scene that makes you think, "What happened to the mousy girl in the first movie? Oh, right, years of being married to a forceful personality like Rocky and raising a kid. Go Adrian!") and come back stronger than ever. Although IV is a bit stupider in general, you still have fairly realistic drama being served up (and a great concept: the Soviet Union had forbidden their heavyweight boxers from competing professionally, so with the increased worldly freedom under Gorbachev boxing was actually a great place for a new aspect of the conflict to explode), and while the patriotic message is incredibly sappy, it's still a good one.
Even the most pitiful movie of the series, Rocky V, is pretty good for a bad movie. Yeah, the injury seems a bit contrived (Rocky Balboa was going to retcon it to a misdiagnosed concussion that was never rechecked because they didn't really have the money to keep going to doctors, and he wasn't planning on boxing anymore anyway, but the scene explaining that was deemed to slow down the movie, so they just decided it was easier to say Rocky V had never happened), and yeah Rocky's son is badly written (as rebellious kids so often are), and yeah Rocky acts more like an idiot here than you might expect, and yeah the boxing promoter is way over the top, but let's be reasonable here: people get scared of injuries; they don't know how to deal with them. That's why they go to doctors. The kid is badly written, but the story arc is still perfectly reasonable and dramatic. Boxing promoters really are over the top. And (here's the kicker) Rocky really is an idiot. He's generally in situations where he shines through, like giving simple wisdom, speaking in general philosophical terms, or boxing, but Rocky has only average intelligence at best, and his education is severely lacking in some areas, including parenting. As he points out in this very movie, he never really had a father. He treats his son like an adult friend to some extent, someone who can take care of himself while Rocky does what he feels he needs to, and whom he can spend time with when the current task is done. That's a horrible way to treat a kid (hence Rocky Jr.'s rebelliousness), but a perfectly legitimate way to treat just about any other close loved one when you're in as bad a spot as Rocky was in this movie. Plus it's great to see a boxer belt one of those annoying promoters.
And now on to Rocky Balboa. This last installment has so many things going for it. It reflects the current world of boxing very well, even implying their relative financial downturn (though not blaming it on the rise in popularity of alternate fighting venues such as MMA and UFC). The story is beautiful, that of an old man trying to deal with the loss of both the sport around which he built his livelihood and the wife around whom he built his life. Although some people say that it seems as if Rocky V never happened, at least many of the events therein are referenced, including the "home team" slogan Rocky uses with his son and the fact that he's living in the lower-class sections of Philadelphia once more. Re-entering boxing is the only way Rocky can think of to keep life worth living at this point, but, in spite of the exhibition fight with the current heavyweight champion, he knows better than to think he can truly be a contender anymore. He just wants to keep his hand in, lest he slow down so completely that life really is no longer worth living.
This movie returns to many of the themes of the first film. The fight is an exhibition match once more (technically the first movie was about a professional match, but it was treated largely as an exhibition, and it was not a title bout; yes, champions can fight without putting their title on the line, which is what I got the impression happened in Rocky), and Rocky spends much of the film trying to help those around him, just as he did in the first movie. This is likely meant at least partly as a direct reference, to put you in a frame of mind to recall when he walked Marie home while lecturing her on proper behavior, but it also is just part of Rocky's personality: when he was nothing but a thug, he helped people out with advice; when he was rich, he gave to charity; and when he got old, he gave people the benefit of his experience and accumulated reputation.
There's a lot of Philadelphia in this movie as well. The old neighborhoods are all over the place, and the lower-class sections are largely unchanged from 1976. Rocky directly references Independence Hall when arguing for his boxing license (just as he jumped a park bench in front of it in the first movie), and his restaurant reminds me of eating in Philly a time or two myself. (Incidentally, in the scene where his son gets angry at living in Rocky's shadow, Rocky is wearing a Dempsey shirt; former heavyweight champion Jack Dempsey opened a restaurant popularly known as Dempsey's in New York City after he retired from boxing, where he hired the best cooks he could find and told old boxing stories to fans all night, just like Rocky; Dempsey's, which my father said was a great restaurant back in the day, was likely Stallone's inspiration for Adrian's.) And Steps' mulatto background is a way to reference the fact that race doesn't matter when you're stuck in the bad part of town: black and white are both just struggling to survive. (I don't read too much into his father running off; I consider it more of a man thing than a black thing.)
In the end, this movie is, like most good stories, about people. Rocky must live without Adrian and with Robert; Robert must live with himself and his father's fame; Mason Dixon proves to himself and his fans that he deserves the title, and isn't just a placeholder until a decent challenger comes along; Marie and Steps learn that it's okay to rely on someone else sometimes; and the interaction between all of these characters is far too complex for me to properly explore here, although it does lead me to my two last points:
At the end of the film. Mason wins the match by split decision (although considering how many times Rocky went down, I find it hard to believe that the decision would be split). This is both a mirror of the first movie (in which Rocky loses to Apollo Creed by split decision, thus prompting Apollo to demand a rematch because he didn't feel he'd properly proven who was a better boxer) and a fitting end, as it shows that Rocky still has what it takes to go the distance and put up a good fight rather than just survive, and it shows that Mason Dixon truly deserves his title. Previously, fans had been in doubt because he kept going up against such weak opponents that he would win within three rounds by knockout constantly; now they had proof that not only could he go the distance, but he could do so with a slugger, and still win. There's a lot going on in that one moment, but here's the best part: Rocky almost misses the results. He thanks Mason for a good match, then leaves the ring and walks back towards the dressing rooms as the cards are read off in the background. He pauses to chat with the fans a bit, thus allowing time to hear all three cards, but he could just as easily not have. He turns his back on the results because he didn't care about them. He just wanted a good fight. As in the first movie, all he wanted was to go the distance and show that he still had worth. That that's all a man can ask of himself is the message of both movies, and it remains poignant 30 years after the first movie.
The other thing I really liked about this is that there isn't really a romance. I was a little afraid that there would be one (afraid because Hollywood seems to require them, and this movie in my mind required a lack of one) when Rocky started talking with Marie and met her son, but in the end they're both just more members of what is becoming his extended family. Rocky has his son Robert and brother in law Paulie, but he's always had more: Micky was his father figure, and in the later movies Creed was like his brother and Duke (Apollo's trainer, then Rocky's after Apollo died, for anyone who didn't remember) like his uncle.
This trend continues in Rocky Balboa, and if the pace is a little rapid, that's because it's the last movie, and therefore the last chance to show how Rocky takes care of his own, and those he takes care of become his own. Steps he treats like a favored nephew or perhaps an estranged son. Dixon becomes a colleague, someone who could have been a brother like Apollo had they been closer in age (perhaps even what he wishes Gunn could have been like back in Rocky V), and Marie he seems to treat like a sister. He never makes any romantic overtures, and anything you could interpret that way can also be interpreted as cheering up a friend whose life has been crappy lately. When he drives her home, a picture of Adrian is prominently displayed, clipped to his dashboard, and when she encourages him the night before the fight it is by giving him a picture of Adrian she had borrowed from his restaurant. I was a little leery of the scenes where she cheers and cringes from the crowd like Adrian in all of the previous movies, but then the flashbacks started, with Mickey's face over Duke's, and Adrian's over Marie's, and I saw those scenes as mere placeholders for the woman who should have been there. And later when the world snapped back into focus and the cameras were once again HBO's (a lovely touch, the entire boxing scene was both filmed and edited like an actual Pay-Per-View boxing match) and they focused on Marie, Robert, Duke, Steps, and Paulie, it was like Rocky shed the past as Paulie had scolded him to do in the beginning: Mourn for Adrian, yes, keep her always in your heart, but life moves on, and so does life for Rocky with his new family, scattered though it might be throughout different walks of life, these are the people who love him, and who are still alive.
As I said before, this movie is about people, and about how they relate to each other, and it is a beautifully-woven tapestry. I applaud Stallone: he's still got it, if he can create such a story of unity and interconnectedness around a sport as innately divisive as fighting.


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Commissioners approve hike in tax rate Increase to meet budget needs
In a 4-1 vote, the Van Zandt County Commissioners Court approved an increased tax rate for the 2017 tax year during their regular meeting Sept. 12.
Commissioners approved a tax rate of $.61587 per $100 valuation which exceeds the preceding year's tax rate ($.585847), the effective tax rate ($.552805) and the rollback tax rate ($.587864).
The effective tax rate is the total tax rate needed to raise the same amount of property tax revenue for VZC from the same properties in both the 2016 and 2017 tax years.
The rollback tax rate is the highest tax rate that VZC may adopt before voters are entitled to petition for an election to limit the rate that may be approved to the rollback rate.
The new tax rate represents an increase of 5.121 percent, according to the commissioners' court.
To read the full article, subscribe to the Wills Point Chronicle or pick up a copy from one of our vendors.


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Đang Thực Hiện
Add Picture Rating and Games to Website
Ngân sách $100-300 USD
Add games and picture rating to my website.
The games could be loaded from a content provider where I can create categories and add new games anytime I need to. I also need a photo ranking integreted into my website.


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Just think. Think once for just a second here...
What is the feeling of losing a dear one. This uncomparable feeling cannot be expressed in medical terms. But it's almost equivalent to the sinking feeling we get when we jump of the top of a building. The feeling inside during bungee jumping.
That feeling stops after the jump, but when we lose someone, this feeling stays with us...
10th April 2011
It was the day when we were going to have our first cricket match at Jamboorie maidan in Worli. If coming to office on time was one concern of the management of Think Out of the Box communications then 15 individuals meeting at 7:00 am at Jamboorie maidan on a work-off was like the entire concern box.
Game started at 7:45am with 14 people on board. It was just amazing. Cricket itself is an amazing game. But what amazed me even more was that after working the whole night previously, the boys were in real high spirits. Energy & Enthusiasm was oozing out of the box. Dhananjay, Sandy, Pankaj, Chaitanya and Nitin had worked the whole night for an urgent job. And there they were, all dressed up for cricket at 7:00am at Jamboorie maidan. I reached at 8:00am, late as usual. Sandy was batting, he never batted early up the order. What surprised me even more was that he was badgering the bowling. 2runs, 6, 2runs again, 6,4, out. That's what i saw Sandy doing. As he walked towards the bench, i smiled at him "Kya cheetey, aaj kya khaya subah".
No goodmorning, no bolo sirji, no hukum maalik, no bhook lagi hain, no Sandy's typical hungry smile. He just looked at me, "Mera flowerhorn mar gaya".
I understood, i understood the batting.
Sandy's flowerhorn died on 9th April 2011.
The flowerhorn had left Sandy early.
Sandy left early that day...
The entire Think Out of the Box team deeply mourns the untimely death of Sandy's Flowerhorn.


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All There Is
Love Stories From StorycorpsBook - 2012
From the critics
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I loved this book so much more than I thought I would. It's organized very well and gives all the warm and fuzzies. The 9/11 stories were my favorites.
From the founder of Storycorps, a commendable, non-profit organization offering the opportunity for individuals from all walks of life to record interviews about their lives, this slim volume is a poignant compilation of some of the most touching -- and heartbreaking -- love stories submitted over the years. I usually shy away from overly sentimental, inspirational reading, but this collection truly warmed my heart. Storycorps gives voice to ordinary people whose lives on the surface may not be extraordinary but whose personal stories, when given the opportunity to be told, are nevertheless fascinating. It reminded me of the ongoing "Humans of New York" project.
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DO you know the difference between Lipsticks or Lip stains?
Many ladies simply buy makeup without checking for the real use. Seeing lip on a tube does not mean it could be a lipstick, it could be a lip stain. So how do you tell them apart?
Lipstains are like lipsticks but look glossy and stay ultra matte on the lips, they could stay the entire day even with a single coat. However they are not costly, you could get a good lip stain between 1500- 6500 naira and there are a wide range of products from BmPro, LA Girl, Mac etc The good thing about lip stains is they are totally dry the second it comes in contact with your lips and you need not retouch after eating or after a long day. It stays matte and perfect. You don't need to smack your lips a couple of times or apply coats to get the perfect look , a single coat would do and lasts more than most lipsticks. It does not stain or smear your clothes or peoples clothes once its on your lips. This is a major concern especially for guys when they hug girls.
The thing lipsticks have which lip stains don't is the fact that they are more moisturising than most lip stains. Lip stains might leave your lips really chapped if you don't exfoliate and use a lip balm. Lipsticks also come in a variety of colours and shades unlike the lip stains which are kind of limited especially in the area of hues and fun. The fact that you dont really need to reapply your lipstain makes it seem more cost effective on the long run but some come in very tiny bottles depending on the product.


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Website CEMOS Graphic Studios
• Willing to be trained
• Proficient in spoken and written English
• Knowledgeable in the ff. application: Adobe Photoshop, Illustrator, Sketch-up
• able to draw freehand or traditional.
• Has a basic knowledge in floorplans and furniture set up.
• Good in calculating measurements
• Can work with minimal supervision.
• can start immediately
To apply for this job please visit the following URL: http://www.cebujobs.ph/jobs/details/female-floorplanner-graphic-artist-at-cemos-graphic-studios →


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It's one thing when you recieve a letter from the love of your life telling you that you still know her the best. It's one thing to hear an echo of the words she wrote in her mind saying no one else…no one closest to her knows her well enough except you. It's one thing to know she still reminisce about some of the most memorable times that you were together.
It's one thing to know she still keeps the things you shared closest to her.
It's another to know she wants you to win her back.
To win her back.
You know…when someone breaks up with you. You'd expect to just move on and be happy. God knows how many of you told me to move on and get a life away from her. Stop thinking about her. Bla bla bla. Well…all I can say is this. If you had a reason to want someone that has nothing to do with love.
Would you still want them back?
I know that why some of you don't understand me.
So many us have grown to say there is no need for the word why in love. Why do you love someone? Why do you want to spend the rest of your life with them? Why do you want to hurt yourself over and over again because you want to be with them? I know I have reasons to stay. So I can't blame those of you who move on because you don't have a reason and purpose to stay.
It's just the way it is.
It's the same with life.
I'm starting to think my life IS like the many stories and movies that I've watched over the years. Which is stupid because I'm supposed to be attached to this harsh reality…but if reality wants my life to be the classic love story. Hell…who am I to argue. It would make my life much easier either way.
Why do you want her back?
Because she was willing to stand by your side and listen when no one else would. Because she understands you more than anyone closest to you would ever try to. Because she brings out the best and the worst in yourself and inspires you to be better than you could ever be on your own.
Because she gives you the slice of peace that no one else could give. Because you know you are the only one who can give her peace. Because you understand her as much as she understands you. Because you're the only one who loves her darkness as much as she loves yours.
Would that justify her being my soulmate? I don't know. She's the first soulmate I've ever had. Though…I think the rule somewhere states that you're supposed to have only one soulmate.
So after all the pain she put me through. After all the blood spilt on my side. What do I do?
I call her a stubborn pig and smile, telling her to take care of herself and that I love her.
It's going to be an interesting 3 months for both of us.
Very interesting indeed.


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The overall objective of the SADC Gender Unit is to facilitate the achievement of substantive equality between women and men in the SADC region. This is to be achieved through mainstreaming gender into all national and regional policies, programmes and activities. SADC member states are encouraged to adopt positive measures to accelerate progress in this regard.
The SADC-IWRM pilot project was held in Mariental between 10 and 11 March 2015. The pilot project had the opportunity to work together with Ms. Muchimba Sikumba-Dils from the SADC Gender Unit on these two days. The training workshop focused on mainstreaming gender into the project. The gender team also visited three schools; Sonop Primary School, Empelheim High School and DD Guibeb Primary School. The team took time to share and sensitise our future leaders about gender mainsteaming in these three schools.


text: Select an international website Zoover.at Zoover.be Zoover.ch Zoover.com Zoover.com.tr Zoover.com.ua Zoover.cz Zoover.de Zoover.dk Zoover.es Zoover.fr Zoover.gr Zoover.hu Zoover.it Zoover.lt Zoover.nl Zoover.no Zoover.pl Zoover.pt Zoover.ro Zoover.ru Zoover.se Home Destinations Accommodations Add review Add review Add photos Add videos Add new accommodation Add attraction Home Add review Japan Tokyo reviews Tokyo Reviews (4) Photos & videos (140) Accommodations (238) Attractions (58) Weather forecast Map Tips (0) More Question and Answer (0) 8.8 66 reviews See all reviews See all reviews Find Hotel Deals From JPY 5400 Find the best deal View all photos Would you like to know what other people thought of their holiday in Tokyo? Then take look on this page at the reviews written by other travellers. Did you spend your holiday in Tokyo? Then you can add your review here. Tokyo scores a 8.8 out of 10, based on 66 reviews read more Would you like to know what other people thought of their holiday in Tokyo? Take a look at the reviews of other travellers about Tokyo. Have you been on a holiday in Tokyo yourself? Add your review here. - - - - - Less text Find the best deals Most visitors found the best deal for Tokyo with: 1 Booking.com Check price TOP More suppliers Collapse 4 English reviews about Tokyo 9 4 Reviews Appreciation 9 Nightlife 9 Culture 9.3 Surroundings 9.3 Atmosphere in city 7 Beaches - Care for nature - Language: English (4) All (66) ------------ Dutch (54) Polish (9) German (3) Italian (3) French (1) Swedish (1) Party types: All (4) ------------ With partner (1) Friends (1) Sort by: Date of visit Contribution date Hectic, but lots of possibilities to relax 8 alex, 24 September 2014 Nightlife 7 Culture 9 Surroundings 9 Atmosphere in city 7 Beaches - Care for nature - Visited Sumo-wrestling Going to a baseball match is not just for the game : enjoy watching Japanese living their favorite. _._ 10 Nes, 22 January 2008 Nightlife 10 Culture 10 Surroundings 10 Atmosphere in city - Beaches - Care for nature - A great city. Super. Ginza, Akasaka, Asakusa, Shinjuku, Harajuku, Akihabara, Odaiba, Roppongi Hills (etc.) and next to it temples, shrines, skyscrapers, parks…super. Japan is a great country, not at all like we're used to in Europe. I had to wait for 20 y _._ 10 Linda, 22 January 2008 Nightlife 10 Culture 10 Surroundings 10 Atmosphere in city - Beaches - Care for nature - Lovely city, a real metropolis. I recommend Shinjuku for the view, Okikoburu for Sunshine City, 60th floor, especially nice in the evening. Temples in Asakusa. There were beaches. Go by subway to Odaiba, lovely beach with skyline. Nice and quiet. Find the best deals Most visitors found the best deals for Tokyo at: 1 Booking.com Check price TOP More suppliers Collapse _._ 8 Eva, 27 December 2007 Nightlife - Culture 8 Surroundings 8 Atmosphere in city - Beaches - Care for nature - Great city, good atmosphere, friendly people and tasty food. I recommend it! Actions for Tokyo Add review Add photos Add videos Add new accommodation Add attraction Print reviews Attractions in Tokyo Tokyo Morning Tour: Meiji Shrine, Senso-ji Temple and Ginza Shopping District Panoramic Tokyo Day Tour - Meiji Shrine, Asakusa Temple and Tokyo Bay Cruise Nikko National Park Day Trip from Tokyo Mt Fuji Day Trip including Lake Ashi Sightseeing Cruise from Tokyo Tokyo Highlights Afternoon Tour and Sumida River Cruise Kyoto Rail Tour by Bullet Train from Tokyo Information about Tokyo Weather Tokyo Map Tokyo Photos Tokyo Videos Tokyo Question and Answer Tokyo Destinations nearby Chiba Funabashi Shi Kawasaki Saitama Shi Tokorozawa Yokohama Urayasu Zoover link on your website Click here for all Zoover widget options


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Let's be frank.
I love BurdaStyle. I think that the support and resources it gives is awesome. I love the praise it gives, to be honest; I just love compliments.
But I have found other crafting sites that are far less constructive and have gotten to the point of being downright mean and awful. Totally not the point of a "community," right? Par example, I would never mention any names, but to be introduced to Burda I had to find a site that starts with a T and ends in headbanger.com. For a while, all was swell. The video hosts were creative and thrift, the home decor projects seemed doable for the crafty among us, I even was featured on a weekly video with my famed plaid coat.
Apparently, people didn't understand the fact that I had personality OR that I was wearing shorts, and many proceeded to post nasty comments about my "obvious" drug use and that I was, in fact, bottomless.
Who does that?! I've always been a fan of keeping negative stuff to myself, but that really cut to the core. I was so proud of that coat and people who I'd never even met before made me feel terrible about myself. Besides, if they knew me they'd realize that drug addicts do not have such an extended vocabulary. So I stopped using that site. A community ain't sposed to be a place for criticism of people you don't know, especially a crafting community where there's a lot of black sheep trying to find a place to fit in. I suppose since Burda is sewing exclusive, I feel in better company, but I tell you: don't subject your passion to such criticism! Find a place--make a place where you belong.
Now that crafting site is kinda waning in interest--and I laugh at its demise! (How terrible of me to say...no offense to the creators or employees of said site, it's the community I'm laughing at.) Who'd of thought I could get nasty? But they deserve it.
Make a change, my friends!
Wow, did that feel good.
Why crafting communities suck.
Labels: community , philosophy , wtf
2 comments :
Hi Joanna,ReplyDelete
I love your blog! And I love your previous post about Tom's shoes. I can totally connect to that "black sheep" feeling. Though I am currently a black sheep well-painted white, trying to blend in... The people who wrote what they wrote are heartless a**holes who don't have a life. Who needs them. Your work is beautiful.
- AnonymousMarch 3, 2010 at 8:51 AM
Nice blog! I don't like the new Burdastyle as much I digged the old one but it's still ok and probably much better than many other crafting communities, you're right!ReplyDelete
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