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Reformation Launching Mommy + Me Collection; Kendall Jenner Covers 'Vogue' India
The Reformation Is Launching a Mommy + Me Collection
L.A.-based sustainable fashion label The Reformation is delving into childrenswear. The brand is launching a limited-edition Mommy + Me collection featuring five of their most popular dress styles in children's sizes (2T-5T) in addition to adult sizes. The matchy-matchy collection drops on The Reformation's website May 4, just in time for Mother's Day coming up May 14.
Kendall Jenner Covers Vogue India's 10th Anniversary Cover
Vogue family favorite Kendall Jenner was chosen by Vogue India as the glossy's 10th anniversary cover star. The May issue sees Jenner, photographed by Mario Testino in India, wearing a lacy YSL number that's only slightly less sheer than her Met Gala look. Testino also guest edited the issue — his 12th "Vogue takeover," according to his celebratory Instagram post.
Liv Tyler Stars in "Mama Said" Campaign for Gap
Months after the release of its spring 2017 campaign starring the spawn of '90s celebrities (including Rumer Willis, daughter of Demi Moore and Bruce Willis, and Lizzy Jagger, daughter of Mick Jagger and Jerry Hall), Gap is releasing a second family-focused campaign starring a bevy of models and celebs with their tots. Liv Tyler, Victoria's Secret angel Candice Swanepoel, photographer Cass Bird, model Coco Rocha and more were photographed with their kids — all outfitted in Gap, of course — for the "Mama Said" film. The campaign is also Gap's call to action to encourage customers to donate to the Every Mother Counts nonprofit ahead of Mother's Day.
Hugo Boss Reports First Quarter Net Profit Growth
German fashion group Hugo Boss has reported first quarter net profit increase of 25 percent; however, its e-commerce sales fell 27 percent — a disappointing number considering the brand stated in March that it would shift its focus to revamping its online business. Shares for the company fell 5 percent despite the net profit uptick. The company is currently in the midst of an overhaul as it focuses only on its Hugo and Boss brands.
Paula Schneider Steps Down As CEO of 3 L.A.-Based Brands
After just 7 months on the job, Paula Schneider has stepped down as the CEO of three L.A.-based labels under the DG Premium Brands: 7 for All Mankind, Ella Moss and Splendid. The American Apparel alum was brought on in 2016. Schneider took the reins as CEO of American Apparel in 2014 (following Dov Charney's unceremonious exit) and attempted to lead the brand's turnaround efforts. She left American Apparel ahead of the company's sale to Gildan Activewear.
Judge Throws Out Tamara Mellon's Lawsuit Against Jimmy Choo
Tamara Mellon's $4 million lawsuit against Jimmy Choo, the company she co-founded in 1996 with the namesake designer, has been thrown out by a judge in New York. In the suit, Mellon alleged that the company she left in 2012 was using underhanded tactics (for example, pressuring overseas manufacturers to refuse her business) after she launched her own eponymous brand in 2013.
silver bridesmaid dresses uk | queeniebridesmaid blue bridesmaid dresses


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Let Us Get You In A New Ride!
We are the best used car dealer around and we are waiting to help you drive away in a quality pre-owned vehicle.
Come visit us today we love helping people and seeing how satisfied they are with their new vehicle.
We have in house financing so we can finance your vehicle here!Stop by our location today!

subset: commoncrawl


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Hi Everyone! Thanks for signing up for the Building Bridges Competitor Fitness Program.
This is THE ACTUAL PROGRAM Josh is using to train for the CrossFit Games. He's a couple of weeks ahead of you, but nonetheless, going through the same grueling conditioning to reach his goal of winning the games.
THIS IS A MEMBER'S ONLY SECTION and you can only view content for this program when you are a logged into the Wodstar Website and are a paid member.


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Happy April Fools Day!
It doesn't take much to get a little giggle out of me whenever I see something quirky and endearing. I'm hoping to get the same response out of you when I show you the most brilliant crochet-related print I have ever seen.
Are you ready for this?
This brilliance comes to you from the most amazing shop, I live on a farm. If you want a quirky way to spice up your home, your studio space, or in my world, my classroom, I think this print is a must-have. Not only is it an inside joke for fellow hookers, but it's also a unconventional conversation piece! Of course, the owner has knitting related posters as well ;).
I tell you what, if the Easter bunny brought me one of these posters, I would forgo the chocolate and spend all my time staring at this pretty thing!
What do you think?


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Why has Microsoft paid US$26 billion for business networking platform LinkedIn?
By Mark Skilton
The Microsoft move to acquire LinkedIn is a better move than past buyouts, the infamous failure of the Microsoft purchase of Nokia mobile phone business in 2013 at $7.2 Billion is a fraction of the $26 Billion for LinkedIn. But this is a different move and a different marketplace, providing a stronger enterprise social platform to integrate Microsoft cloud and office productivity. It also gives LinkedIn a better roadmap in the long run.
Time ran out for LinkedIn
To some extent time had ran out for LinkedIn as it had been underperforming in the market in the eyes of stock analysts, certainly in the last 12 months and since the 2011 floatation on the stock exchange. LinkedIn in the last few years has actually started losing active customers and its share price has dramatically fallen – by over 40% in recent quarters. LinkedIn, with its user base of 106 million active users by 2016 compared – to Twitter's 310 million active users and Facebook's mighty 1.65 billion active monthly users – had never managed to increase its commercial services in what could have been a strong enterprise market.
2 Responses to Why has Microsoft paid US$26 billion for business networking platform LinkedIn?
I do agree with all the ideas you have presented in your post. They're really convincing and will certainly work. Still, the posts are very short for newbies. Thanks for the post..
What i understand is, Microsoft will not force the LinkedIn technical people to change to Microsoft technology. I think they will not repeat the same mistake what they did in Skype
Leave a Reply to Abi Cancel reply
« Captain Dunsail to the Rescue! As Technology Advances We May Finally Be Forced to Deal with Our Biggest Business Challenge: Us Social Media and the Business of Trust »


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"Whether the flower or the color is the focus I do not know. I do know the flower is painted large to convey my experience with the flower – and what is my experience if it is not the color?" Georgia O'Keeffe
Color captivates, expressing joy, peace, love, lust, anger, zest, danger, life, death, and endless emotions. When combining colors, another set of emotions can attract our attention. Research studies show that colors can actually have an influence on a person's state of mind and cognitive ability. Further studies indicate approximately 85% of a consumer's purchasing choice is based on its color.
Selecting colors for home decor becomes a puzzle of sorts. German-born American Abstract Expressionist Painter, Hans Hofmann, 1880-1966, noted: "Colors must fit together as pieces in a puzzle or cogs in a wheel."
Color choice comes down to practicality, personal taste, emotion, and external stimuli. Currently, edgy color ideas are surfacing. For example, black is on the rise because people associate it with luxury – and in the "new economy," the color takes note in decor. Combined tones of purples and boysenberry are among colors of interest as a hue for creativity and irreverence. http://dutchboy.swatchbox.com/colorsimplicity/main.asp
Vignettes – resources for color selections
Trends and techniques can also be examined through NCS Colour Global Color Research. They have created an exclusive Colour Card including the top interior trend colors for 2012. http://www.ncscolour.com/ The Colour Card includes 20 selected trend colours defined with NCS Notations.
Creative color design with artworks are available through Imagekind to bring on-demand printing for color creations. Here one can see palettes and patterns hanging on your wall. http://www.imagekind.com/Vineyard_art?IMID=d3ea3944-85c6-45c4-b27d-6585077fb370
Whatever your color choices, relish in fitting the pieces of the puzzle together, and expressing your personal preferences to live in, and to enjoy!


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This year, I upgraded the construction paper chain links to a leafy garland. Here is a simple tutorial for you to count your blessings in November with a garland.
- paper - white, scrapbook, paper bags, construction, printer, etc.
- scissor
- pencil
- pens
- raffia
2. Trace the leaf pattern on various different types of paper. Trace 30 leaves for each day in November.
3. Crumble the paper with the tracing on it. Then smooth out and cut.
4. Give each family members a few leaves and have them write their blessings.
5. This is an optional step, but it makes the garland look fuller. Cut out smaller size leaves to put in between the large leaves. Luckily, I had a large leaf punch.
6. Gather about 6 or 9 strands of raffia then tie a knot on one end.
7. Begin braiding. Braid about 3-4" before adding leaves into your braid, sticking the stem of the leaf into your braid.
8. If you are using the small leaves for a fuller garland, insert the small ones into some of the braids between the larger leaves. Keep going until all the leaves are gone or you have reached your desired length. Make sure to do 3-4" of plain braids before ending the raffia with a knot. If you need a longer length, add more raffia into the braid.
A back and finished view of the garland.


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Welcome! Need support, you got it. Or share you ideas and experiences.
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In Reply to: outboard posted by Manfred Schmuck on July 18, 2006 at 05:19:10:
go to http://www3.sears.com/
and put in the model number I have the identical motor
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The lack of female leaders in the corporate world is the subject of constant debate, but there are few concrete actions to address it! In 2017, 12 of Norway's largest organisations decided to tackle this issue together.
The programme – named Fifty Fifty - has brought together women from some of the largest companies in Norway with the common aim of articulating and developing actions and goals for successfully recruiting a larger number of female leaders to higher leadership positions.
The Nordic insurance company Storebrand, together with AFF - The Administrative Research Institute at the Norwegian School of Economics, has been responsible for organising and developing the programme. Flensby & Partners has contributed by offering counselling and individual assessments for leadership candidates participating in the programme.
Fifty Fifty has focused on how women can strengthen their leadership profile, what experiences they should seek in order to successfully land higher positions, and whether there are structural obstacles on their way to the top.
The final report on the programme contains a list of actions addressing issues at individual, corporate, and societal level.
Through in-depth interviews with 70 potential female leaders, Flensby & Partners possess a unique insight into the issue.
"At Flensby and Partners we are extremely proud that Storebrand and AFF chose us as a partner to run the assessment part of this important project" states Partner Marit B. Kamark. "We see a lot of untapped female talent in the market place. One of our key findings in the report is that women underestimate the value of being well-connected and thereby utilizing corporate visibility. Furthermore, women need to focus on the importance of advocating own achievements" she adds.
Do you want to learn more? Please contact:
Marit B. Kamark, Partner, Flensby & Partners
+ 47 454 12 391 or Denne e-mail adresse bliver beskyttet mod spambots. Du skal have JavaScript aktiveret for at vise den.
Too see the full report, please visit:
Fifty Fifty Report
Photo: The Minister of Children and Equality; Linda Hofstad Helleland (left) receives the Fifty Fifty report at a Conference in Oslo, April 24th from Tove Selnes, HR Director Storebrand, and Beate Karlsen, Programme director AFF (right)


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You know how life has a way of throwing you curve balls every now again? They seem to come out of nowhere and knock you upside the head, usually when you think things are going alright. Some of these curve balls are easy and the adjustments are quick and painless while others really seem to knock you off course and it takes some time to make the necessary adjustments.
That's where I am right now – a big curveball came right out of left field and now I need some time to get my bearings and readjust my heading. I hope you can be patient with me as I do this. All I need is some time.
So with that in mind I'm taking a short sabbatical from writing here. I know this is weird timing but it can't be helped, (an unexpected curve ball to the head can't be planned for - lol). At the moment I can't say for certain how long it might be, a week or a month – I really don't know. I can tell you that I will be back at the latest by June 1st.
I hope everyone has a wonderful May – get out and start your gardening!! I will see you soon. J


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Kim Dotcom wins another court battle, gets access to seized property from 2012 raid
Kim Dotcom has won another legal battle in regards to the raid on his mansion back in January 2012. New Zealand's High Court ruled that the warrants used during the raid were illegal. This is good news for Dotcom as it means the police must return all non-relevant assets to Dotcom.
Police will also be required to provide copies of all evidence they've used in the prosecution of Dotcom, which means Dotcom should get access to all evidence collected during the raid. The High Court also demanded US officials destroy any copies of information that contained data irrelevant to the case.
Dotcom isn't completely in the clear as of yet. He still faces a hearing in August that will determine if he will be extradited to the US. If extradited, he will face charges of piracy for his part in Megaupload.


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John McWhorter (who has written extensively about language) has a post in the Daily Beast about stealing culture. Cultural appropriation. This is in response to a Time op-ed.
First, he makes the point that stealing for financial benefit (a la Elvis) when the originators receive nothing, but the thief gets rich is wrong. That is different, he says, from other situations.
But what began as a legitimate complaint has morphed into a handy way of being offended by something that should be taken as a compliment.
The meat of his point is in the next two para:
... editorial in Time, where a black woman tells white gay men to stop imitating them by taking on their gestures and expressions.... To her, these men are "stealing" black womanhood.
But what does it mean to "steal" someone's culture when we're not talking about money? With gay white men and black women, for example, it's not as if the black women are being left without their culture after the "theft," or as if gay white men are somehow out there "out-blacking" the women they "stole" from.
The argument goes somewhere interesting after this. Its starts with (this is McWhorter's argument):
- white gay men imitate black women out of admiration.
- some of that admiration is because black women are "fellow suffers of oppression"
- but that (as the Time op-ed claimed) white gay men suffer less oppression than black women is a slippery slope of an argument.
But the part I really liked is a bit more minor, and towards the end:
The claim that white gay men are wrong to imitate black women because they aren't as oppressed implies that black women's cultural traits are all a response to oppression.
He then includes a quote from Ralph Ellison (who I realize is quite out of style now, though he made a huge impact on me as a young adolescent):
"Can a people," he [Ellison] asked, "live and develop for over three hundred years simply by reacting?"
and then McWhorter (who identifies as black) says:
So very much of what it is to be a black woman is simply being someone, being someone beautiful with a particular complex of cultural traits that simply are, for themselves. That isn't something anyone can "steal."
This takes me back to Deirde McCluskey's views on change. (if you have not read her book, you must. well written. insightful. etc)
My gender crossing was motivated by identity, not by a balance sheet of utility.
Who we are, what we are, what culture we embrace is both a response to oppression and a response to the joy of what we are. I am neither a black woman nor a gay white man, and do not wish to evaluate the arguments about cultural theft in this case. But as in any good/interesting/valuably provocative debate, it has given me a new room in which to sit and think. The chairs in this room are not particularly comfortable.
On some axes (plural of axis, not plural of axe) I have privilege, on others I have struggled. For me, I refuse to let male academics define me as butch. or dyke. or hag. I refuse to give into their expectations about older women. or quiet women. or respectful women. I am exactly what a woman in her late 50's looks like, neither young nor old for my age. I behave exactly as a woman in her late 50's does. I am neither mature nor immature. My struggles have informed me, and helped shape me. But they are not me. I am a continuation of my parents and grandparents. Their struggles are stories that help me, but their struggles were not mine. I do not claim the oppressions against which they, my beloved ancestors, worked. I do not claim that my story, my experiences are even necessarily relevant to gay men or women of color or third world women children sold into slavery. But I read all of these stories to learn. And I share mine in the hope that will help or matter or provide a chair in which someone else can sit and learn.


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|Message view
|« Date » · « Thread »
|« Date » · « Thread »
|Ted Leung <twle...@sauria.com>
|[VOTE][RESULT] Graduate CouchDB from Incubation
|Sun, 19 Oct 2008 06:20:21 GMT
Ok, so here are the results of the vote. There were only +1 votes cast, and all the committers, as well as all the mentors voted in favor of graduation. +1 votes Ted Leung (binding, mentor) Gianugo Rabellion (binding, mentor) Damien Katz (binding) Jacob Torrey Jan Lenhardt (binding) Johan Sorensen Andreas Wenk Noah Slater (binding) Chris Anderson (binding) Paul Davis Ben Browning Kevin Jackson Christopher Lenz Jim Jagielski (binding, mentor) Mahehs Paolini-Subramanya Nikas Gustavsson Copying firstname.lastname@example.com, which I forgot to do when calling for the vote. The next step is for us to assemble a board resolution prior to asking for a vote of the Incubator PMC: <http://incubator.apache.org/guides/graduation.html#tlp-resolution >. It would be a good thing for the PPMC to take up development of the resolution. We are one step closer to graduation! Thanks, Ted
|View raw message


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As the title suggests, Achilles and Ajax sitting down to a nice refreshing Frappuccino whilst discussing their new business venture. Or looking at Youtube videos, it's your choice really...
A play on the traditional image of Achilles and Ajax playing chess under the walls of Troy.
Monday, 7 June 2010
Achilles and Ajax
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I can't get enough of Stacey's images. I love how easy it is to built a scene with the images from this collection. =) I used Tucker, Toadstool and Flit & Flutter for my card.
I used a few different watercolor methods to make this scene. The cute little Tucker is colored with watercolor pencils and a water brush on watercolor paper then cut out.
The background is created by dragging a piece of watercolor paper through a pool of ink that contains Tumbled Glass and Bundled Sage distress inks with lots of water. I then stamped Toadstool, Flit & Flutter and the sentiment from The Sweetest Day Sentiment Set with archival ink before coloring the butterflies with watercolor pencils. The Toadstool and the ground are colored with a mixture of watercolor pencils and watercolor crayons and a water brush. It was really fun making this card! =)
That's all for now. Don't forget to check out the new The Sweetest Day collection here! =)
cardstock: (kraft) Papertrey Ink, (watercolor) Strathmore Artist Papers
rubber stamp: Purple Onion Designs
archival ink: (Jet Black) Ranger Industries
coloring medium: (watercolor pencils) Derwent, (watercolor crayons) Staedtler
other: (foam squares) Recollections
card size: 4 1/4" x 5 1/2"


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Sun staff photos can be ordered by visiting our SmugMug site.
It's a day marijuana aficionados long have been waiting for: As of today, it is legal to possess and consume cannabis for recreational purposes in Massachusetts. There are some caveats, however. Not all provisions of the ballot initiative that legalized marijuana in the commonwealth go into effect immediately; some will take months or years to implement. Here is a list of what you can and can't do, as of today, with marijuana:
As of today, anyone 21 or older can:
n Possess up to 1 ounce of marijuana in public and up to 10 ounces in their home, provided nine of those ounces are safely secured and locked up. A violation is punishable by a $100 fine and forfeiture of the marijuana.
n Grow up to six plants in their home, although there is a maximum of 12 plants allowed in a single dwelling, even if the household has more than two people. Plants can be cultivated outside so long as they are kept in a secure area that is not visible to the public, except by air or with the use of visual aids, such as binoculars. Violations are punishable by a $300 fine and forfeiture of the marijuana.
n Smoke marijuana in a private dwelling. Property owners and landlords can decide to prohibit renters from smoking inside their buildings, but they cannot prevent residents from consuming edibles or other smokeless versions of marijuana.
n Gift seeds, plants, or up to 1 ounce of marijuana flower to another person for free.
n Retailers can sell smoking paraphernalia (such as pipes, vaporizers, etc.) for the express purpose of consuming marijuana.
As of today, it remains illegal to:
n Possess marijuana on the grounds of a school, preschool program, correctional facility, or any government building if the agency that owns the building decides to prohibit possession on the premises.
n Smoke or consume marijuana in any way in public places or in areas where smoking tobacco is prohibited. Violation is punishable by a $100 fine.
n Sell marijuana. Until certified dispensaries open in 2018, at the earliest, the only legal way to obtain recreational marijuana is to grow it yourself or receive it as a free gift.
n Operate any kind of motor vehicle while under the influence of marijuana.
n Have an open container of marijuana in the passenger area of a vehicle. An open container is defined as a package of marijuana that has had its seal broken in such a way that the contents can be removed.
Timeline for full implementation:
Note: Some of these dates and provisions are subject to change by the Legislature.
n By Feb. 1, 2017, the governor must appoint 15 members to the Cannabis Advisory Board, which will study marijuana policy and make recommendations about regulations to the Cannabis Control Commission.
n By March 1, 2017, the state treasurer must appoint three members to the Cannabis Control Commission, which will have sole regulatory over marijuana businesses. No more than two members of the commission may be from any one political party.
n By Sept. 15, 2017, the Cannabis Control Commission must have propagated regulations for commercial sale and cultivation of marijuana.
n By Oct. 1, 2017, the Cannabis Control Commission will begin accepting applications for recreational dispensary licenses.
n On Jan. 1, 2018, it will be legal for licensed marijuana dispensaries to sell marijuana. If regulations for commercial sale of recreational marijuana are not in place at that point, medical marijuana dispensaries will be allowed to sell to anyone over the age of 21.
Sources: Text of the Regulation and Taxation of Marijuana Act; William Luzier, campaign manager for Yes on 4 to Tax and Regulate Marijuana; and Matthew Allen, field director of the ACLU of Massachusetts.


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Emporio Armani®
Men's Black Leather and Black Stainless Steel Chronograph Watch
Details https://www.belk.com/p/emporio-armani-mens-black-leather-and-black-stainless-steel-chronograph-watch/5400393AR2461.html
Additional Information
Don't think for a second this style will go unnoticed. This timepiece features a black stainless steel case with matching leather strap and buckle closure. Elevate your collection with this must-have watch.
- 46-mm. case size
- Buckle clasp
- Chronograph movement
- Water resistant
- Date display
- Stainless steel, leather
- Imported
California Residents
For orders being shipped to California, please click here for Proposition 65 WARNING.
Shipping Details
Shipping Details
Shipping your purchase is easy at belk.com. Depending on your shipping method and the destination of your package, you can expect it to arrive within 4-7 business days Shipping Information.
Return Details
Returns are easy at belk.com. Easy returns


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One-third of metal businesses "badly hit" by pollution controls
One in three firms affected by Part I of the Environmental Protection Act 1990 believe that the new controls will seriously hit profitability, according to a survey by the Engineering Employers' Federation (EEF). Companies expect to spend an average of over £400,000 in meeting the requirements by 1997.
Sorry you do not have access to this article. Please contact Customer Support at
or call 020 8267 8120


text: Build a Bear: $5 off $25 Purchase + FREE Messenger Bag!August 12, 2010 This post may contain a link to an affiliate. See my disclosure policy for more information. Currently, Build a Bear Workshop stores are offering up a $5 off a $25 purchase coupon! You'll also get a FREE messenger bag when you spend $25!


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Click below to filter your search results
Birth Control
Learn about choosing the right birth control method for you. Some examples
include the birth control pill, intrauterine device (IUD), patch, condom, or implant.
Cancer Screening
Learn more about breast cancer, colon cancer, or other types of cancer.
Get vaccinations against the flu, human papillomavirus (HPV), and more.
Health Screening
Get screened for high blood pressure, diabetes, bone density for osteoporosis, and more.
Depression Screening
Depression is a common but serious illness. Depression can be mild, moderate, or severe. To diagnose depression,...
FAQ178, September 2017
What is a screening test?
A screening test is used to find conditions in people who do not have signs or symptoms. This allows early treatment.
FAQ171, June 2017
What is cystic fibrosis (CF)?
Cystic fibrosis (CF) is a disease that affects a person's long-term health and lifespan. It often causes problems with digestion and breathing. In some cases, CF can be a mild disease. But in most people with CF, it poses a serious risk to a person's health. The average lifespan of a person with CF is 37 years. Those with a milder form can live into their 50s.
FAQ026, March 2017
What is a benign breast condition?
A benign breast condition is one that is not cancer. These problems often go away on their own or are easily treated. Because a few benign breast conditions can increase your risk of getting cancer in the future, you may need to have follow-up tests or exams with your obstetrician–gynecologist (ob-gyn) or other health care professional.
PFS012, June 2016
What are opioids?
Opioids are a type of medicine that relieves pain. Prescribed opioids include oxycodone, hydromorphone, hydrocodone, codeine, methadone, propoxyphene, and buprenorphine. These medications sometimes are called narcotics. Doctors may prescribe opioids for people who have had surgery, dental work, or an injury. Heroin is an illegal opioid drug.
American College of Obstetricians and Gynecologists
409 12th Street SW, Washington, DC 20024-2188


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My mom wants to make a wreath for their front door, so we were trying to find ideas online. We didn't really find anything that would work for my parents house, but I did think that this idea from good housekeeping was clever. I see cute ties at thrift stores all of the time and they're so cheap!
Posted by Aesthetic Outburst... at 12:00 PM
6 comments:
- kate said...
Such a great idea! I'm off to the thrift store to find some ties I think. Thanks for sharing!
- October 15, 2009 at 2:16 PM
- compulsively compiled said...
This is adorable! Did you see the corn husk wreath in last months Better Homes and Gardens? It was very simple looking but still elegant and looked like it wouldn't be very hard to make.
- October 15, 2009 at 3:01 PM
I really like the wreath made out of walnuts (and other nuts in their shells) in the new Martha Stewart Living I just got today.
- October 15, 2009 at 11:48 PM
- Freshly Found said...
Such a good idea! I have a huge stash of ties awaiting some transformation!
- October 16, 2009 at 7:58 AM
- vantiani said...
Superb idea!
Thank you for posting this, Abbey!
- October 22, 2009 at 3:32 AM
- Jessica said...
- November 11, 2009 at 8:41 PM
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Tags: Big Tits, Blonde, Brunette, Sex Toys, Shaved, Ebony, LesbianMovie description:
Never trust a white girl to bring your car back the way she got it. I let my former best friend, Leah Livingston, borrow my car the night before and she lied about getting a scratch on it. This couldn't go ignored and the only way to punish her was to have her take a dip in the interracial pool. I didn't know if Leah ever fucked with other pussy before but today I was going to find out. After shit talking her I bent her over and spanked her like a bad little girl who disobeyed mommy. I took delight in slapping her fat white titties moments before sliding one of the black girls friends, a black dildo, right up her white snatch. I treated her like the dog she is by having her lick my feet and doing anything to make her feel like the worthless piece of crap she is. Looking back I almost feel guilty at what I did to her while I was getting all the satisfaction. ALMOST.
"THE WORST" skit ever on Df's! ...The only good ending should have been Llivingston "cold cocking" Monique and knocking her the hell OUT!....K.O. db
Monique should have beat the white chick severely. I think we all would have enjoyed seeing it, and she looks like she needed it and would have just taken it and not fought back.
Should have had her drag her around the room by her hair like a cave bitch.
Love this video. When do we get to see Sarah Vandalla or Amai Lui in this series? Give us more!
More choking and hair pulling. Mess her hair up like she just got rough fuck
i love seeing a cute lil white bitch dominated by a superior black
Monique has a twitter? Please guys can you pair Monique with Lilly Carter?
I love Leah especially with black dick or a dozen of them
I love how these black girls treat the girls even nastier than the guys do. Hot!
need more face-sitting
Leah is such a lowlife pig to begin with you should get monique to direct about 6 black men to completly fuck her out of her mind slap her around and treat her like the pig she is have 3 of them cum on her face and the other 3 cum inside of her so they could get her pregnant how great would it be to see the lovely leah with a couple black kids ...read more
awsome scene have this dainty ass white girl get used by at least six women while dressed as cheerleader like a usc song girl
That white girl is cute as a button. The black girl should have pinned her down spread eagle to spread eagle at the end with pussy holes touching, then cum in her hole. It would have been a great compliment to the spitting. ...read more
I doubt that white girl knew what hit her. Monique is awewome.
pobre Leah no se merece eso es mi Reina y mi Diosa, que me lo hagan a mi y no a ti y si quiere que me haga pis encima me da igual y tu Leah me haces pis y me escupes. ...read more
formidabile monique... la meglio scena è quando gli sputa in faccia!!! wowwwwwwww
after all these years nasty little monique is still so hot.
The SPITTING was awesome, and at least she was racially degrading to her white bitch
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THis would have been great if you added some missionary trib and rough doggystyle strap on!
Bring Monique back! She's fantastic and knows how to deal with white girls! Go Monique Go!!!
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Friday 10 July
|Diane Larsen-Freeman
University of Michigan
|Plurilingualism: The Theory is the Easy PartThere are compelling reasons, both compassionate and practical, for honoring the languages that our students bring with them to the classroom and for supporting our students' plurilingualism. There are serious considerations that follow, however. On the theoretical side, an understanding of language as a discrete bounded entity is called into question. So is any hint that language is homogeneous. Or that it has an independent existence as an abstract, decontextualized entity. Or that any linear measurement from a native speaker endpoint makes sense. These assumptions may easily be dispensed with, certainly if we entertain a view of language as a complex adaptive system. However, we are still left to grapple with some fundamental pedagogic questions: What is a definition of plurilingual success? How should success be measured? How should it be achieved? How will we reconcile the normativity of teaching with the non-teleology of plurilingualism? In this presentation, I will begin by discussing the language situation in Australia (from an outsider's perspective). Then, I will propose a view of language that lends itself to plurilingualism. Finally, I will try to answer some of the questions I have posed so that we can aid our students in developing and making full use of all their language resources.
|Stephen Dinham
The University of Melbourne
|The nature and importance of instructional leadershipThis presentation considers the nature and importance of instructional leadership for improving student and school educational outcomes. Whilst the classroom teacher is the biggest in-school influence on student achievement, instructional leaders perform vital roles in creating the conditions where teachers can teach and students can learn. This is illustrated through a case study from the AESOP project carried in NSW public schools where faculties and teams were found to be achieving exceptional schooling outcomes.
|Yvette Slaughter, John Hajek, Smith, Chang, Dryfeus
The University of Melbourne
|The online delivery of language programs: Bridging the divide in languages education Languages education is a national key learning area for all Australian students. While our children have the right and obligation to learn another language at school, Australia has seriously struggled with achieving such a goal. The Victorian government has recently announced a new policy, mandating the rolling out of compulsory languages education, in an effort to reverse a pattern of marked decline in language provision. Not surprisingly, regional, rural and disadvantaged urban schools are most likely to struggle with provision of language education – as a result of factors such as isolation, small school size and limited resourcing. Given that one of the most significant challenges is teacher supply, particularly in non-urban areas, the effective use of broadband technologies potentially allows for language learning in a range of different ways. In addition, the recent restructuring of Victoria's education regions combine urban areas in Melbourne with regional areas of the state, providing a new opportunity to develop new digital relationships between large urban schools with strength in language education and regional schools that face the challenge of critical mass and sustainability of language programs. This paper reports on a pilot project, funded by the Melbourne Networked Society Institute (formerly IBES), investigating language learning and technology use in 12 urban and non-urban Victorian government schools. Case studies were built for each school, based on in-depth interviews with principals and teachers and lesson observations. This presentation reports on the technological and methodological challenges identified by schools in delivering language programs through broadband enabled technologies, including how to determine the best approach to program structure, timetabling and the pedagogy of teaching languages through online platforms, the best use of technology and how to establish which approaches are most sustainable.
|Brown, Grigg, Masci, Blick, Amicis, Petersen, Di firstname.lastname@example.com
|Tools for sister schools: The About Taste ProjectLearning a language opens doors to the world. The quality of the journey beyond the door is dependent upon the effectiveness of the tools which are packed and carried. It is our duty as teachers to provide the best possible language education for our students. Teachers are a crucial factor in the (student) acquisition of the required tools, but we are also the keepers of the keys. First we must enable our students to see the doors and engage their desire to find the correct key to open them. Once found, this key can unlock a myriad of opportunities enabling the leaders of our future to 'walk through' and embrace the magic of communicating in another language. The About Taste project was created with this understanding.
Nepean Creative and Performing Arts High School
|How does the pedagogical practice of distance learning impact motivational outcomes for students studying an additional language at the HSC level?This thesis investigates the experiences and related learning motivation of a small cohort (n=5) of year 12 high school students undertaking a language course via correspondence. This study begins from the premise that, while the majority of year 12 students deal with anxiety (Smith, 2004), correspondence language students have challenges unique to their learning environment (Andrade & Bunker 2009) that could impact their goal-setting and related motivational outcomes. Participants completed both a short, Likert-scale questionnaire as well as in-depth interviews to ascertain which areas of language learning were perceived to pose the greatest challenges, using the three elements of the "school-life" experience (Morin et al., 2012) as a guide for thematic analysis. Results showed that all participants worked to set both task-specific and overarching language acquisition goals and did experience anxiety during their correspondence language learning while working to establish harmony within the three "school-life" components (organisational, instructional, and interpersonal elements of correspondence learning).
Australian Catholic University
|Killing two birds … Developing the AC General Capability – Literacy while teaching a language The introduction of a new Australian Curriculum with a set of General Capabilities and Cross-curricular Priorities for all young Australians being educated in and for the twenty-first century is a great time for Languages teachers and others to grasp a special new opportunity for integrated learning. Instead of compartmentalising English, other Languages, Science, History and so on, teachers across the country can now work within an integrated curriculum framework that allows for a consistent approach to things like developing literacy, technology skills, cross-cultural understandings and more. When the General Capability documents (ACARA, 2011) are 'unpacked' and compared with aspects of the Australian Curriculum: Languages (ACARA, 2013), a strong alignment can be seen. Teachers of Languages should be aware of these aligned features, so that they can maximise the Literacy benefits (and subsequent literacy-across- the-curriculum benefits and life skills) of Language study. In this way, they may be able to replicate and strengthen the limited but positive research evidence showing a direct correlation between additional language learning and increased knowledge/understanding of one's first language – while also contributing to the development of a more literate plurilingual Australia! The session will include input interspersed with discussion and short activities that will help participants understand ways they can (and probably already do) incorporate literacy development into their Languages classroom pedagogy.
University of Tampa
|Promoting CLIL through recently established Web2.0 tools: a roadmapCurrently, there is a plethora of web 2.0 tools available through the internet. Yet often teachers, especially the uninitiated languages teacher, ask such questions as: "Where do I start?", "What do I do?". The aim of this presentation is to lay out in simple and manageable steps a framework to implement and infuse web 2.0 tools throughout the school year in a way that promotes Content & Language Integrated Learning (CLIL). Starting with how web 2.0 tools can aid a teacher to manage instruction, this presentation provides professional development solutions on how foreign language teachers can move forward using web 2.0 tools to prepare, present, facilitate, extend, apply, generate and create instruction to promote content-meaningful language instruction. This presentation explores 200 web 2.0 tools that have only in the past 2 years been created by start-up edupreneurs. These web 2.0 are highly interactive, mashable, and leverage all macroskills and more importantly, are user-friendly and free. Participants will take from the session a roadmap to explore ways to promote CLIL through technology. Through the provision of CLIL classroom examples, participants will be shown how languages teachers can make use of web 2.0 tools to manage, prepare, present, facilitate, extend, apply, generate and create CLIL instruction.
|Kelli Cato, Jacobs
Board of Studies Teaching and Educational Standards NSW
|Towards a languages education policy for NSWFollowing significant national debate about the need to equip young Australians with the knowledge and skills required for the 21st century, and concerns about the low number of students studying a language in senior secondary school, the Minister for Education requested that the Board of Studies, Teaching and Educational Standards (BOSTES) undertake a review of languages education in NSW.The BOSTES commenced the Review of Languages Education in NSW in 2012. Starting with preliminary consultation with key languages education stakeholders, research into recent developments and best practice in languages education in Australia and internationally, and a stocktake of language programs both in schools and in the community, the BOSTES developed initial proposals for wider consultation.Findings from the extensive consultation conducted in 2013 indicated widespread support in both the education and community sectors for the development of a dynamic, inclusive languages education policy for NSW. Recommendations arising from the Review were developed into a series of proposals which were announced by the Minister in 2014.Work on the proposals has commenced, with the establishment of a high level NSW Languages Advisory Panel comprised of education sector, community, industry and business representatives appointed by the Minister to oversee the development of a policy statement and the stategic coordination of languages education initiatives.This paper will provide an overview of the challenging three year process undertaken to get the Review to this point. It will detail the complexities of the NSW context, including opportunities and constraints, and the particular approach taken to consultation and policy development.The paper will be of value to participants from jurisdictions charged with policy analysis, evaluation and development and other participants interested in updating their knowledge of languages education in NSW.
Macquarie University
|The hidden potential of multilingual teachers in schools: pre-service teacher perspectivesMultilingual teachers, in any faculty in primary and secondary schools, have heightened language and cultural awareness, empathy with students from diverse backgrounds, and can have a positive impact on all learners' academic and social development. At least one third of all pre-service teachers graduating have a non-English language, matching the same average distribution of EAL learners in classrooms. However, outside of the languages pre-service teacher cohort, any multilingual ability is unidentified in their university studies or in their practicum, and represents no capital value in their eventual teaching qualifications. This paper examines fifteen multilingual pre-service teachers' perceptions of their linguistic identity, tertiary studies, experience during practicum teaching and beliefs about their future teaching career. The findings reveal that while they have empowered multilingual identities in their personal lives, in their university Education studies their skills are invisible, with no links between their linguistic and professional identities. Experiences during practicum included both positive linguistic interactions in culturally diverse schools, but also concealment of language skills, and feelings of exclusion from the norm in monolingual schools. If their skills are valued and visible, they have potential to be 'multi-dimensional educators', partners with languages teachers, such as in raising the profile of language and culture within a school, and potential CLIL teachers, being able to teach curriculum content in a second language. The study calls for Teacher Standards, teacher education and languages teachers, to recognise the role that multilingual colleagues can play in supporting student learning outcomes in schools.
University of Canterbury
|Applying Ellis's principles of Instructed Second Language Acquisition: A success story … so farMoving from a Grammar Translation method of teaching to a communicative task based method of language acquisition has produced results far exceeding expectations. Understanding Ellis's principles and developing a foundation upon which content and context can be further built has been the key to a successful transition. This foundation provides sufficient language for the students to engage in simple but meaningful dialogue. It also provides opportunities over time to broaden the context and content developing into communicative dialogue. This presentation discusses how the transition has been made and the results so far.
|Wilson, Tuckerman
Education Services Australia
|Dive into the Language Learning Space (Chinese, Japanese & Indonesian)The Language Learning Space website hosts 1000+ free resources for Australian teachers and students of Chinese, Indonesian and Japanese languages. This workshop will guide participants through key aspects of the site including the free tutor service, setting up classes, uploading resources, creating learning pathways and exploring the range of great teaching ideas and professional support. Resources from each of the three languages will be showcased. It is suited to both primary and secondary teachers in all states and territories in Australia. The Language Learning Space was awarded the International Platinum award in the IMS Global Learning Impact Awards for 2015. These awards recognise the most effective and influential uses of technology in support of learning.
St Columba's College
|A whole school approach to promoting languagesAccomplished languages and cultures teachers are advocates for language learning, intercultural communication and intercultural sensitivity, linguistic and cultural diversity. They are advocates for languages both with and for students, schools and communities and engage with wider community to promote languages'. (AFMLTA 2005) One of the many roles and challenges of a languages teacher is to be an advocate for the importance of languages education across the school community and retaining students past the compulsory years of language study. This presentation shows how a whole school approach to promoting languages was implemented in a secondary school and how students, teachers and parents were involved in the process. Participants will be introduced to a range of ways to promote the languages program operating in their schools.
|Simone Smala
The University of Queensland
|CLIL in Queensland – the evolution of 'immersion'The state of Queensland has been a forerunner in secondary bilingual education in a variety of second languages. Initially called 'immersion programs', these programs started in 1985 with a French 'partial immersion' program at Benowa State High School at the Gold Coast. This was followed a few years later by programs in French and then German at other high schools. Over the years, several more secondary 'immersion programs' were established, and some primary programs were also started up. Several of these programs didn't survive, but by 2014, the concept of combining language and content learning had a strong resurgence. There are now 11 secondary programs in six languages – Chinese, Japanese, German, French, Spanish and Italian, and two primary programs in Japanese and Italian. A new French primary program will start in 2015. Over the last few year, the schools' description of their programs as purely 'immersion' has moved on to include names such as ' Bilingual Education', and in particular the overarching concept of CLIL – Content and Language Integrated Learning. This paper will provide a brief overview of the history of CLIL/immersion education in Queensland, including a review of research conducted in these programs over the past 25 years. The paper will then move to present several detailed examples of current CLIL practices in Queensland, with a focus on strategies and activities that can be adapted to other CLIL settings as well. The paper argues that there are many examples of scaffolded Content and Language Integrated Learning that go well beyond the initial descriptor of Queensland programs as 'immersion', and that the concept of CLIL is a way forward to share bilingual teaching experiences across Australia.
|Fielding, Wahlin
University of Canberra, Association of Independent Schools NSW
|Exploring success and sustainability in languages education in NSW Independent schoolsKnowledge of a language is cited by policy makers as essential to children's education and yet no policy implementation has been forthcoming to mandate the study of languages across Australia (Department of the Prime Minister and Cabinet, 2012). ACARA have written and released curricula for four languages in the Australian Curriculum (Australian Curriculum 2014). Politicians have cited an aim of having 40% of all school students by 2020 leaving school with proficiency in a language (Department of the Prime Minister and Cabinet, 2012). The children already enrolled at school in year 6 will be those graduates in 2020 supposedly leaving school with proficiency in a language. Some states and territories are making progress towards the aims, but this is not coherent across Australia. Strong programs throughout years K-12 are needed to allow students access to ongoing, sustained language learning. To explore how successful languages programs operate and how they are sustained over the long-term, the Association of Independent Schools (AIS) NSW undertook research within AIS NSW schools to explore factors which make languages programs both successful and sustainable. This research comprised case studies of 4 schools across NSW who have operated languages programs in their schools for a number of years. In this presentation we describe and discuss different forms of success in languages learning that are possible in Australian schools and provide recommendations that individual schools, teachers, and principals might be able to use in working towards more successful and sustainable languages education in schools. Australian Curriculum (2014). A significant moment in Australian education history. www.acara.edu.au/verve/_resources/20140721_Four_languages_curricula_release.pdf. Department of the Prime Minister and Cabinet. 2012. Australia in the Asian Century: White Paper. Canberra, ACT:Commonwealth of Australia.
Australian National University
|Connecting schools and universities In language learningThis presentation discusses, and calls for feedback, on four initiatives bringing together school language students with university languages and linguistics projects. OZCLO (The Australian Computational and Linguistics Olympiad (http://ozclo.org.au/) is a language structure contest for year 9 to year 12 students. It engages them in the structural side of language learning by introducing them to fascinating problems in real languages. Access to real materials in Indigenous Australian languages is provided by the Living Archive of Aboriginal Languages (http://laal.cdu.edu.au/) which houses a unique digital collection of books in Indigenous Australian languages. Access to information about which languages students can study at which universities, will be provided by the University Languages Portal Australia (http://www.ulpa.edu.au/). Finally, the newly established ARC Centre of Excellence for the Dynamics of Language http://www.dynamicsoflanguage.edu.au/ is to carry out research on languages of the region, including on their acquisition and their processing, which has interesting consequences for language teaching.
|Mao, Boscato
|Language policy: Regenerating the teaching and learning of languages – A Northern Territory perspective
This session aims to recount the key steps taken to develop a contemporary languages education policy for Northern Territory schools by the NT Board of Studies. The session is not an evaluative exercise, rather, through a narrative of the research undertaken and the processes used to harness rigorous and diverse perspectives, the session will shed light on the challenges of languages policy development across the diversity of NT contexts and overview the opportunities such work creates. It will include reflection on the major steps taken during the journey, highlighting how the specific needs and challenges of the Northern Territory context shaped and renewed the nature of language policy itself. It will also examine the policy's potential to drive improvement in languages teaching and learning at the professional, classroom, school and system levels. Two external consultants who contributed to the development process will act as discussants during the Q&A session, sharing their perspectives on the effectiveness and the implications of a 'facilitated conversation' among language stakeholders within the NT jurisdiction.
|J. Howard, Scott, East
University of Canterbury, University of Auckland
|Preparing students for a plurilingual world: How one intermediate school in NZ is meeting the challengeA substantially revised curriculum for New Zealand's schools was published in 2007 and fully mandated from 2010. The revised curriculum places an expectation on schools with students in Years 7 to 10 to establish programmes in languages additional to the language of instruction which will enhance students' linguistic proficiency and intercultural capability. In theory at least, it seems that New Zealand is rising to the challenge of preparing students to live and interact across cultures in a plurilingual world. However, the expectation to introduce languages programmes has proved to be challenging for many intermediate schools, largely because these schools lack appropriate teaching expertise and experience. The challenges involved have implications for preparing students effectively for a plurilingual world. This paper outlines a small-scale project (a pilot study for a larger project) to investigate how one intermediate school is meeting the challenges. Using interviews with a teacher of languages, classroom observation, and a follow-up focus group with students, a small-scale project investigated current practice in the school with a view to identifying how the school was currently applying the requirement to introduce a languages programme, and how it might strengthen the programme. This paper presents the project, together with some initial findings that emerged, and proposes what these initial findings mean for future research with a broader range of partner schools.
|Iglesias, Erben, Fuchs-Tatum, Jennings
School District of Hillsborough County
University of Tampa
|Powerful impact: Instructional ecology of knowing studentsWhatever evaluation model your school or education system uses, there will be a component that seeks to unpack how well a teacher implements their language curriculum as a result of 'knowing students'. Nowadays, students enter our classrooms with a wide diversity of backgrounds and family situations. This presentation shows how the dynamic nature of a classroom's human ecology can be leveraged to maximise best student-based language teaching practice. The presenters are Foreign Language peer evaluators in Florida, USA, who have visited hundreds of languages classrooms as a way to mentor teachers of languages to improve learner impact of language instruction and to maximise language-learning outcomes. The presenters will explain through demonstration just how pedagogically transformative knowing students can be and the way in which formal evaluation systems such as the Danielson and Marzano Teacher Evaluation systems, used extensively in the US, can be leveraged to improve languages instruction. Goals of the presentation are: for participants to learn about differentiating learning through personalising language learning strategies; how to best know your students not just their profiles; and how pedagogical content knowledge can be used to create environments for better student learning application. The presentation includes active classroom practice demonstrations, video viewings, and practical take-away handouts.
|Taking the multimedia appsmashing iPad challenge!Appsmashing is "the process of using multiple apps in conjunction with one another to complete a final task or project" according to Greg Kulowiec who coined the term. This workshop will show how appsmashing can enhance language learning through the productive skills of speaking and writing as well as promoting the 4 C's of Creativity, Collaboration, Critical thinking and Communication. Appsmashing challenges language learners to access higher order thinking skills and gives them ownership of their work. They can produce engaging layered digital storytelling projects which channel their creativity in multifaceted ways and promote personal expression. Language learners are able to work creatively and collaboratively to produce writing and speaking in one multimedia outcome giving them extensive and rigorous practice of the productive skills which they can easily publish to a worldwide audience on a blog or video sharing site. Appsmashing allows them to draft, redraft, refine and edit what they have done as a vehicle for promoting creative writing or improving pronunciation. Students are able to work independently and at their own pace or collaborate with their peers. In the workshop, we will look at some practical examples or recipes for combining different apps together to produce collaborative video projects, interactive posters and multimedia comic books which lend themselves very well to enhancing language learning. We will will also explore some language specific lesson planning guidance and outcomes produced by young learners in the UK. You will have the opportunity to share your own appsmashing ideas via an online notice board. Who can produce the most innovative appsmash? Are you up for the challenge? If you like the idea of turning an original idea on its head and coming up with something which is far more engaging, relevant and important to young people, then this could be the perfect workshop for you!
|Education PerfectAs we move through the digital age, Educators require the ability to conduct assessments online. In 2014 Education Perfect was part of an NZQA pilot to run the Mathematics Common Assessment Task online (e-MCAT). In this session we'll take you through what was involved in the pilot and how the Education Perfect online platform developed as a result, now incorporating past examination papers from NZQA, HSC, VCE, as well as ACER ALC tests. You will see how it looks from the students' perspective – from revising for exams using Education Perfect to self-evaluation of progress. Plus, how a teacher can set and evaluate assessment tasks from the Teachers' Control Panel and use the diagnostic tools to inform the focus for future revision and learning. As part of this presentation, Craig Smith and Olivia Young will also delve into Education Perfect's newest features for online language learning, our 'Languages in Action' component.
Strategies in LanguageLearning
|Engagement: An essential part of learningWhy is it that so many language learners struggle? One of the reasons is that they feel disconnected from what they are learning and as a result they have not found a way to make their learning self sustaining. Instead many of them have to drag themselves to practice and learn, rather than feel drawn to it. Learners look for ways to improve but many don't understand that learning happens best when they are fully engaged in the process. By being fully engaged in the process we invest all of ourselves in what we do, much the same as when we see "kids" play computer games, or when we are learning to master our Iphone or how to bake a new cake. As teachers, by better understanding the hallmarks of engagement, we can enhance the design of our activities so that our students can experience the kind of learning that attracts them and which results in progress! In this way it is they who end up driving their learning. Through the experiences we provide they can start to refine their own understandings and sensitivities of what it is that has them want to keep learning. This workshop will explore this interpretation of engagement by looking at 3 examples of teaching/learning. Two of them, spelling and grammar, will be a hands on participatory exploration whilst the third, pronunciation, will be a discussion centred around a short video clip. Participants will be encouraged to develop a set of criteria they can use to develop teaching activities that they can use to create the kind of engagement that has been explored in this workshop.
Gardenvale Primary School
|Enhancing language literacy through technologyLanguage is communication and our students come from a digital era. Technology has changed the way that we communicate in our everyday lives – from mobile technologies to ground-breaking software – the pace of change is almost overwhelming. As teachers of Second Languages, we need to embrace technology, engage in technological advances and intertwine modern communicative methodology into the way that we teach. Interactive Whiteboards, Web 2.0 Tools and iPads have been the major technological tools in many L2 classrooms for a number of years and language teachers have explored and shared different tools and apps that have engaged students and supported learning within their classroom. Within my classroom – a government primary school that offers one 50 minute Japanese lesson per week to students from Foundation to Year 6 – these technologies have not only engaged students but enhanced the students' second language literacy. Technology is not used as a tool for learning, but rather as a part of a methodology for teaching literacy. By integrating technology into the fabric of the lesson, engagement has been constant, learning has been enhanced and language literacy has improved across all year levels. In this workshop, participants will explore ways in which to integrate technology into the teaching of language, with a focus on Web 2.0 Tools and iPad apps that have been proven to enhance language literacy. Participants will discover how to create digital resources that complement the language content of their own language program and how easily these resources can be adapted to align with different topics and skill levels. Participants are encouraged to BYO laptop and/or iPad in order to gain maximum benefit from the workshop.
St Mary MacKillop Primary School
|Enhancing Japanese language & cultural understanding through gesture/sign languageI have always tried to incorporate gestures into my teaching to aid vocabulary acquisition and retention by students. This led me to begin studying Japanese Sign Language, initially from written texts and more recently at a Sign Language school in Osaka. This workshop will introduce teachers to some simple signs that can easily be incorporated into beginner language classes for all ages. We will investigate the embedded culture in Japanese Sign Language and its potential to enhance language learning for our students. Participants will learn to introduce themselves in sign language, learn the signs for key verbs, adjectives, particles and more and learn signs to accompany popular songs for the Japanese language classroom. Access to video resources will be made available to participants to ensure that content learned at the workshop can be revisited and reinforced post-workshop.
Department of Education Western Australia
|Multiple linguistic identities: Two-way learning for languages and cultureThe diverse role I play and the diverse narratives of the people I work with make it my dream job and one of the most rewarding experiences I've had. Through the connections that I have made in my job I am continuously redefining my identity and what I stand for. I have come to realise that I am constantly evolving and changing through the experiences my job avails me. I realise that we're never finished learning and that our personal statement is continually being redefined. Through my role I help teachers and stakeholders to build networks and to reflect on how they too are constantly re-narrating their teaching and approaches to driving languages education in Western Australia. In my paper, I will share the motivation behind delivering the Two-way learning for languages and program, which aims to improve and maximise student achievement in Western Australian public schools. The pilot program aimed to support mentor teachers and language assistants, and native and non-native speaker language teachers through stronger collaboration and to deepen the understanding of the role of bicultural competence in language teaching. I will highlight why our thirst for languages and linguistic comprehension should never been quenched and outline how the program has helped to spread this aspiration amongst others. I will draw attention to the importance of educational sociolinguistics and the significance of context and identity in language teaching.
The University of South Australia
|Why is Chinese so difficult to learn? A reflection on 200 years of innovation in Chinese foreign language learning200 years ago Scottish missionary Robert Morrison published the first bilingual dictionary of Chinese & English ever published. He did so in a context where the study of Chinese, ownership of Chinese books, and printing of materials in Chinese by foreigners in China was prohibited. Since then much has changed, China was opened to the west, then closed off, then reopened again. More foreigners now seek to learn Chinese, and the materials available to learn Chinese have expanded significantly. Given the challenges inherent in Chinese, these resources need to make sense of the Chinese language and represent it in ways amenable to the foreign, English speaking learner. How successful have they been?This paper reviews the past 200 years of Chinese language learning, through the advice and reflections of those who have learned it, and through the materials produced to assist others to do so. It considers reasons why, after 200 years of experience, and many innovations and improvements both in understanding Chinese and how best to learn it, many of the same issues of difficulty remain. Some possible pedagogical solutions to the issues confronting younger learners of Chinese in this era of 'Chinese language fever' are proposed.


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When a group of cleaners – most of them foreign students - realised they were being underpaid, many of them weren't confident they would be able to fight back.
Even so, the cleaners - employed by contract cleaning company Assetlink - decided to take matters into their own hands, band together and stand up for their rights.
After asking their union United Voice for help, the situation was investigated and a legal claim against their employer was launched.
The resulting response from Assetlink was quick and an agreement was reached, including the back-payment of money owed and new procedures to ensure similar situations don't arise in the future.
The outcome was a significant win for the workers involved.
"This is a perfect day," said Agnes Queiroz after receiving notification of her backpay. "I'm so very happy with the outcome."
For Julio Sosa, who returns home at the end of this year, the money he'll receive from the outcome will mean big things for him and his family.
"This represents a lot of things to me," he said. "Coming to Australia, I had nothing. Going back home, I will be able to afford a house for my family.
"That means the world to me."


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On last night's episode, Jeana—one of the two OG O.C. ladies—decided that she was "over" being on the show. Enter new girl Alexis, a stay-at-home-mom who seems a little more suited for the New Jersey cast.
Alexis has three children and two nannies. Her husband appears to make a lot of money (on this show, we've learned that in many cases, people's finances are about as authentic as their breasts) yet doesn't really have that descriptive of a job. The couple talks about God a great deal.
As for Jeana, it seems that her new financial situation has humbled her, and she is opting out of the show and the "mean girls."
Two words: Slade Slimy


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Ann Arbor Adventist Elementary School operates using the curriculum guide outlined by the Michigan Conference and General Conference of Seventh-day Adventists, in conjunction with the Education Department of the State of Michigan. Our program meets both the Adventist standards, as well as Common Core National Standards. Students are taught, evaluated, and assessed using various methods that allow the student to achieve maximum success. We strongly believe in an integrated curriculum. This allows students to practice their reasoning and logic skills, recognizing the connectivity that exists amongst the disciplines.
As a minimum, we offer the following core subjects:
Social Studies Reading Language Arts Science Handwriting Religious Education Mathematics Technology Foreign Language
Some of the textbook series utilized at Mt. Calvary include, but are not limited to:
Houghton Mifflin English
Go Math
Macmillian/McGraw-Hill Social Studies
Lifeseries SDA/Science Health Text
Adventist Education Bible Series
A Reason for Handwriting
Mavis Beacon
Khan Academy
Conversa Books Spanish
We also offer the following auxiliary subjects:
Art Physical Education Outdoor Education (Grade 5&6) Music
Programmming: Weekly Chapel School Choir Christmas Program Thanksgiving Dinner Standardized Testing


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|08 Jul 2013
Restoring a backup results in duplicated files and directories!
I found something a little unexpected when using Windows 7 backup. I had thought that after doing a full backup followed by several incremental backups over time I could get a crash and a restore would result in the same file structure that was present at the time of the latest incremental backup. Indeed I thought that the point of the backup utility was to recreate your data in the same form as the last backup. It seems this isnt so. What I found was the following. I have files and directories say all under a parent directory and I do a full backup of the parent directory. Then I reorganize things by moving some of the files and directories under the parent into another directory under the parent. Then I do an incremental backup. When I restore to this latest backup, any file or directory that had been moved now appears in two places!! It appears in its original location under the parent before it was moved and it also appears in its final correct location under the directory into which it was moved. Ergo, the restored parent directory now contains duplicate files and directories which were not present at the time of the latest incremental backup. I was surprised to learn this since I thought the point of the backup was to be able to restore to the same file structure present at the time of the last incremental backup. It seems if you want to do that, then you need to do only full backups which take a long time of course.
|My System Specs
|09 Jul 2013
For this and many other reasons I don't rely upon Windows backup, except for a baseline image stored after install and setup.
For my User folder files, I have found the easiest way to backup and sync them at the same time to my various PC's is using this method I'm a year into getting ready to write up as a tutorial: Sync, Backup and Store your Files to the Cloud with Skydrive - Windows 7 Forums
If you'd want to avoid the cloud even though it's free for 7gb (25gb if you got the original offer) and dirt cheap for more storage, you could do the same to another drive using SyncToys which works terrific with the Win7 scheduler: Schedule SyncToy to Run Automatically With Task Scheduler in Windows 7 - How-To Geek .
This excellent tutorial by our expert Colin explains more fully SyncToy - Backup User Data - Windows 7 Help Forums.
Another method to consider is having a separate data partition to move your User folders onto. User Folders - Change Default Location. Then if you need to restore C from image you'd have your data waiting current and safe in its own partition. In that case you'd want to possibly use Skydrive or SyncToys to back it up to the cloud or another HD.
Also be aware that if you use Win7 backup imaging it will want to include the data partition in the image if it includes the User folders (System files) so either use another app like free Macrium - Image your system, or instead of moving User folders, simply copy them there and rightclick to link each to the related Library - Include a Folder - Windows 7 Forums.
Others may have their favorite methods. These are the ones which I've seen that work best - none of which ever include Win7 File backup. Feel free to ask back any questions.
|My System Specs
|09 Jul 2013
Thanks very much for your very thorough response! This is just the information I was looking for!
|My System Specs
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Crossing Cultures: The Compelling Tug of Chinese Memories on Belle Yang
Belle Yang wasn't always graciously fascinated with her parents tales of days gone by. The family arrived in the San Francisco Bay Area when she was just 7 years old, and like many children of immigrants, Yang was eager to put the old world behind her.
"Growing up here," she says, "I started to go my own way."
Yang is more frank in the autobiography on her web site, where she writes that she "raged" against the language, iconography, beliefs of her parents: "I wanted to run away from the Chinese universe I had been born into and launch into an American world view, free of the weight of memories."
But after college, in her mid-20s, a relationship went sour, and her physically-abusive boyfriend became a violent stalker. Yang fled to China to escape. For three years, she toured the country and studied classical Chinese art.
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Then, in 1989, the Tiananmen Square Massacre snapped her to attention. Yang watched in horror as Chinese troops fired on unarmed protesters. Yang wasn't among the protesters, but the massacre proved to be an "a-ha" moment. She was watching something eerily similar to her own personal experience with the ex-boyfriend.
"I was watching the government silencing and mentally abusing its own citizens," Yang says. "That hit home, and I realized that when I got home, I wanted to serve as a witness to these events."
Back In The US, With A Different Attitude
After three years in China, Yang was ready to relate to her parents with much more intimacy. She wasn't simply more fluent in Chinese language and art. She had traveled over the landscapes her parents had traversed when they were young.
Initially, the stories they told her were snippets of half-awakened memories – not enough detail to constitute a complete narrative. But she persevered. "I set the stories down, and it just grew," she said.
Eventually, she published her first book, Baba: A Return to China Upon My Father's Shoulders.
Over roughly three decades, she's published 10 illustrated books and a graphic novel.
Folksy Treatment of Dark History
For her work, Yang draws on her classic Chinese training and the influence of her father, who's also an artist. But Yang's art is a personal amalgamation of her travels through China and Europe. Many of her bright, folksy illustrations bring to mind Marc Chagall, famous for his dreamy depictions of Eastern European Jewish folk culture, a culture that no longer exists. That's another parallel with the subject matter of Yang's work.
"I fell in love with the folk art that was colorful and naïve and just playful," she says.
There's another way in which Yang differs. Unlike Chagall's post-Holocaust work, more nightmarish than dreamy, Yang's art inhabits a calm, witty space where the viewer is invited to observe the pain and sadness of China's blood soaked 20th century from a safe distance. Some of her books are for children; some are decidedly not.
"The dark seems darker when juxtaposed by something light, bright," Yang says. "The incongruity of humor makes the words plus pictures much bigger."
A Mission to Keep Chinese History Alive
Gene Luen Yang of San Jose swims in similar artistic waters. He's a graphic novelist – no relation – who has also mined his experience as a Chinese-American in illustrated books and graphic novels.
He compares Belle Yang's work with that of Art Spiegelman, whose graphic novel Maus, about the Holocaust, is credited with helping people see graphic novels and the like as fitting places to explore tough topics.
"Maus is drawn in a way that emphasizes the personal nature of the events," he says. "Belle's does the exact same thing. Her art is about drawing the reader into the story."
Gene Yang adds Belle Yang's work chronicles a history lost to many Chinese-Americans, especially those who parents aren't as open with their memories, or whose Chinese language skills make it difficult to grasp the subtleties.
"Chinese history always feels new to me," he says. "We are so familiar with European history, that the history of any other country, including the country our ancestors came from feels foreign and now." Yang's work, he says, "is bringing something to me that ought to be familiar with me but isn't."
A Few More Stories to Collect and Retell
Now 56 years old, Belle still lives with her parents. Yang's dad is 88. Her mom is 84, and because Laning sleepwalks, Belle sleeps in the same room. Which provides yet more material for future stories because her mom also talks in her sleep.
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"And she enunciates so clearly! She speaks Japanese, she speaks Mandarin Chinese, and also Fujianese, which is a dialect in Taiwan. She has conversations with her mother at times. I don't know what that will become, but it could be an interesting project," Yang said.
You can see for yourself at the de Saisset Museum at Santa Clara University, which is hosting an exhibition of her work through December 4, 2016.


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Even if you don't have a job and cheat on your wife with numerous "hos," you should still vote Republican if you're pro-life and "don't snuff [your] own seed."
Not quite sure what I can say that would improve on that one. However, I do note that Mr. Cain has found some support from at least one Internet celebrity, god-tier meme Foul Bachelor Frog.
Friday, June 10, 2011
US Presidential candidate Herman Cain encourages blacks to vote Republican
Posted by Kenaz Filan at 6:32 PM
Labels: race